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Year 8 Curriculum Overview Spring Term and Year Summary 2025/2026

Year 8 Curriculum Overview

Spring Term 2026

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Contents Introduction

Art

Computer Science

Design & Technology

Drama

English

French

FLAM

Geography

History

Latin

Mandarin

Maths

Music

Philosophy

Physical Education

PSHE

Science

Spanish

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Year 8 Curriculum Overview Spring Term 2026

Teaching and Curriculum at Hampton Court House At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.

Curriculum Intent, Implementation and Impact Intent The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective. Implementation Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence. Impact The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research

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skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.

Year 8 Curriculum Overview

Spring Term 2026

Key Contacts Katy Deacon Vice Principal Academic skde@hchnet.co.uk Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk

Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk

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Paul Pearce Deputy Head | Operations & Academic pgp@hchnet.co.uk

Year 8 Curriculum Overview

Spring Term 2026

Art Colour studies: Understanding the 3 properties of any colour with practical exploration of colour

Spring content

interactions in painting and design, with reference to the artists Stuart Davies and Joseph Albers. Working with a limited complementary palette to create colour harmony, and using cloissonism to explore tonal contrast, students will create a painting inspired by the German Expressionist painter Gabrielle Munter. How it is assessed Student work is assessed during the lessons with practical help offered when necessary. Understanding is assessed gradually as they progress because students learn by doing. Students are also encouraged to self-assess through refining their own work and reflecting on each other's. Their memory and understanding of processes are assessed through write ups which they are asked to document in their

Year summary

sketchbooks at the end of each project.

Term

Autumn 1

Autumn 2

Spring 1 and 2

What are we studying?

Graphic design Interaction of colours. Looking at the work of Josef Albers, students reinforce their knowledge of : the properties of colours And study how colour and tone create form how context changes appearance Continuation with colour studies Looking at the work of German Expressionist painter Gabrielle Munter students will study : complementary palettes how to create harmony through limited palettes the use and effects of cloissonism

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Students will be working throughout this term with acrylic paint

Summer 1 and 2

Automata Looking at the history of automata from early Egyptian toys to the Cabaret Mechanical Theatre in the 1970s Students make their own flying bird automata Creating wire and cardboard mechanisms, with cranks and levers Making coloured textured papers to decorate their birds Skills: construction, design, colour, humour 5

Year 8 Curriculum Overview Spring Term 2026

Computer Science The syllabus in Year 8 includes materials and concepts recommended by the National Centre for Computing

Spring content

Education for Key Stage 3, as well as topics and resources from other established and respected educational organisations. The activities alternate each half-term between predominantly theory topics and then more practical applications. This ensures the students have hands-on experience of early programming concepts, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment. How it is assessed Throughout each term, low stakes testing will check on the student’s progress. Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook

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Year summary

– will be considered in the assessment of their progress.

Term

What are we studying?

Autumn 1

The year starts with a quick look at the ancient history of computing before moving into the modern-day hardware, CPU and operating systems, and then considering the importance of formal logic, before exploring whether AI means that computers can think.

Autumn 2

After half-term, we will start with Python – the programming language of choice for education, data science and even machine learning. The initial course will cover the basic concepts of variables, data types, selection, iteration and search algorithms. The learning will be accessible for novices and those with some prior exposure to programming.

Spring 1

In the new year we will move onto data representation: bits and their storage and transmission. This unit also includes learning the binary number system. We will be dipping back into Python occasionally too.

Spring 2

The second half of the spring term will be taken up with more Python programming – recapping the basic concepts before moving onto more loops, functions and lists.

Summer 1

After Easter students will be studying cybersecurity: scams, misuse, protecting personal data, and piracy and copyright.

Summer 2

In the final half of the summer term, students will have the opportunity to write their own text-based adventure game in Python, as well as revise the topics for the end of year assessment.`

Year 8 Curriculum Overview

Spring Term 2026

Design & Technology Spring content

Design and Technology continues to build students’ understanding of how the designed and engineered world around us is created. The subject nurtures problem-solving, creativity and practical innovation, supporting future pathways in the creative, engineering and manufacturing sectors, as well as professions such as medicine, law and computer science. In Year 8, students study Design and Technology for one term in rotation with Art, further developing the core and specialist technical principles introduced in Year 7. They build greater confidence in designing and making principles, preparing them for the increased depth of study expected in Year 9 and beyond. The Year 8 project focuses on designing an off-grid micro home, allowing students to expand their skills in research, idea generation, concept development and modelling. Through this project, they continue to work through the design cycle, applying more independence and depth as they refine and justify their design decisions whilst further developing their understanding of renewable energy generation. Students also complete a dark-activated night light project, introducing them to electronics, circuit design and soldering techniques. They learn how components work together in a simple electronic system, how to assemble and solder a circuit board safely, and how to design a small functional product that responds automatically to changes in light levels. A key progression in Year 8 is the development of stronger technical drawing, digital design and CAD skills. Students learn to use more advanced software tools such as Blender and Autodesk Revit to create 3D models of their micro home and explore how designers use digital technologies to analyse, prototype and communicate ideas effectively. Project-based learning remains central to the course, with sustained attention to sustainable thinking and real-world industry connections. Students explore how materials, systems and design strategies can respond to climate challenges and environmental needs, linking learning to contemporary issues. Studying Design and Technology at this stage deepens students’ understanding of how physics, maths and material science underpin technological solutions. By engaging with both digital and practical methods, students continue to

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strengthen the analytical, creative and technical skills needed for future success in D&T and related disciplines.

Year 8 Curriculum Overview

Spring Term 2026

Design & Technology Term

What are we studying?

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Year summary

Core technical principles: New and emerging technologies Energy generation and storage Materials and their working properties.

Termly rotation Autumn Spring Summer

Specialist technical principles: Ecological and social footprint Selection of materials and components Using and working with materials Surface treatments and finishes Specialist techniques and processes Designing and making principles: Investigation, primary and secondary data Environmental, social and economic challenges The work of others Design strategies Communication of design ideas Prototype development Material management Specialist tools and equipment Specialist techniques and processes

Year 8 Curriculum Overview

Spring Term 2026

Drama Exploring a play and performing it to an audience significantly enhances students’ drama skills. Through

Spring content

exploration, students will develop a deep understanding of character, context, and themes, which strengthens their analytical and interpretive abilities. Rehearsal processes will build collaboration, communication, and problemsolving skills as students work together to bring the text to life. Performing for an audience adds an authentic purpose, encouraging confidence, vocal and physical control, and adaptability under pressure. This combination of study and live performance fosters creativity, resilience, and a professional approach to theatre-making. How it will be assessed Rehearsals: Students are assessed on their creative and collaborative ideas, which the teacher assesses through observations in class. Performance: They are marked on their ability to create and sustain roles using a range of vocal, physical and vocal skills. Individual feedback will be provided on MS Teams to provide a focus for student progress.

Year summary

Term

Autumn 1

Comedy Techniques Slapstick Mime Exaggeration Improvisation

Spring 1

The Lion, Witch and Wardrobe Exploration Exploring the themes of the story focusing on suspending the audience’s disbelief using physical theatre to create imaginary locations Learning a range of techniques to bring the story from page to stage

Summer 1 Achievement with heart.

What are we studying?

Performing a ‘promenade’ piece: ‘The Lion, Witch and the Wardrobe’ Performing a piece that takes the audience through various locations Devising ideas and developing characters based on a theme Working as an ensemble to produce a performance.

Term

What are we studying?

Autumn 2

Comedy performances and evaluation Using voice for comic effect Performing comedic scripts Analysing the impact of choices

Spring 2

The Lion, Witch and Wardrobe Evaluation Performing small scenes from the play in group Learning how to use voice, physicality and space to convey character and themes. Evaluate the impact of their Dramatic choices.

Summer 2

Darkwood Manor: Exploring a ‘Whodunnit?’ Character development through understanding motives, backstories, and emotional depth Learning how to build tension and deliver dramatic moments effectively Using tone, pace, and body language to convey suspicion or innocence

Year 8 Curriculum Overview

Spring Term 2026

English Spring content

This Spring, Year 8 will complete their introduction to poetry unit begun in late autumn, before going back to the very foundations of European literature, studying Homer’s Iliad and Odyssey, together with Virgil’s Aeneid. This unit of work has two principal focuses: spelling, punctuation, grammar and vocabulary; and cultural enrichment. They will delve into Homer’s writing and characters by examining his descriptions, his famous epithets, and how he brings the heroes of the Trojan war to life. We will use a combination of translations, including classic renderings by Richmond Lattimore, and the recent acclaimed versions in iambic pentameter by Emily Wilson. In Spring 2, we will prepare students for the study of 19th Century texts through a selection of Sherlock Holmes short stories by Arthur Conan-Doyle, including A Scandal in Bohemia, The Blue Carbuncle and the Red-Headed League How it will be assessed Spring 1 Epic Poetry: Students will write a stylised rhetorical speech from the point of view of Odysseus’s wife Penelope, which will be marked both as a piece of writing, and as a spoken performance. Spring 2 19th Century Texts: Students will be given an extract and will need to write an analytical essay (minimum three paragraphs). They will be marked on how clear their responses are, their use of quotations, their analysis of writers’ language, and their links to wider ideas, purpose and context.

Year summary

Term

What are we studying?

Autumn 1 and 2

The Whale Rider by Witi Ihimaera

Autumn 2

Introduction to poetry unit

Epic Poetry Students will explore Homer’s epics The Iliad and The Odyssey, and Virgil’s The Aeneid. They will focus on the following themes:

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Spring 1 Students will practise their comprehension skills and examine the text with a creative lens, producing text transformations and different pieces of transactional writing. The final assessment will be a stylised rhetorical speech from the point of view of Odysseus’s wife Penelope, which will be marked both as a piece of writing and as a spoken performance.

Year 8 Curriculum Overview

Spring Term 2026

English Term

Year summary

Spring 2

Summer 1

What are we studying?

The 19th Century Text - Sherlock Holmes Short Stories by Arthur Conan-Doyle: Character analysis, language, context and structure.

The Tempest by William Shakespeare In Summer 1, students will begin and cover the first half of the play Students will learn about the context of the play and the time it was written Students will conduct a detailed exploration of character relationships Key themes that will be covered: Fate | Magic and the supernatural | Revenge | Love | Forgiveness Man and monster Students will continue to develop their analysis skills and in-depth essay writing

Summer 2

The Tempest by William Shakespeare, continued In Summer 2, students will complete and cover the second half of the play. Students will learn about the context of the play and the time it was written Students will conduct a detailed exploration of character relationships Key themes that will be covered: Fate | Magic and the supernatural | Revenge | Love | Forgiveness Man and monster

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Students will continue to develop their analytical skills and in-depth essay writing

Year 8 Curriculum Overview

Spring Term 2026

French Year 8 (Perrine’s set) In unit 2, the pupils will talk about countries in Europe, they will learn the names of different countries and

Spring content

continents. They will talk about modes of transports and what they are or aren't going to do. the pupils will learn to talk about what they can and cannot do and they will be describing places. In unit 3, the pupils will find out about school in France and talk about their own school, they will describe morning and evening routines, they will talk about daily activities, what they do and do not want to do, finally they will talk about a school trip. In both units we will strengthen our understanding and use of regular verbs in the present tense, make comparisons, we will also start learning to form and use the near future tense. Year 8 (Clarisse’s set) Year 8 are going to carry on using their book, Tricolore 2. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. Students will learn about cafés in France and typical French drinks and snacks. They will practise saying what drinks they like, ordering in cafés, and understanding menus. Students will also use vocabulary to describe meals and talk about food preferences. They’ll build listening, speaking and reading skills through dialogues set in café settings. Students will prepare the DELF A2 exam and practise all four exam skills: listening, reading, writing and speaking. They will build confidence through past papers, role-play speaking activities and targeted strategies to meet the A2 assessment criteria. How it will be assessed: The four skills (reading, writing, listening and speaking) will be alternatively assessed. There will be a test at the end of each unit for all the skills except speaking that will be carried out separately. The speaking assessment usually takes place when the teacher feels the students confident enough. Vocabulary tests will be done on a regular basis.

Term

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Autumn 1

What are we studying? Perrine’s Set

What are we studying? Clarisse’s Set

In unit 1, the pupils will learn to talk about shops and shopping including what is sold in shops and say how much of something you want to buy they will also learn to talk about money and prices, and they will discuss choices when shopping. they will learn about shopping in France and practise expressing their opinions. At the end of unit 1 they will practise creative writing.

Year 8 Curriculum Overview

Spring Term 2026

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Year summary

French Term

What are we studying? Perrine’s Set

What are we studying? Clarisse’s Set

Autumn 2

In unit 2, the pupils will talk about countries in Europe, they will learn the names of different countries and continents. they will talk about modes of transports and what they are or aren't going to do. The pupils will learn to talk about what they can and cannot do and they will be describing places.

Unit 4 is about family, we will learn how to describe yourself and others, greet and introduce people, talk about staying with a French family, discuss helping at home, chores, talk about the past, use expressions of time, talk about presents and what you have done recently, describe a visit, talk about choices, talk about television and books, describe a favourite programme or book. DELF exam will be practised every week.

Spring 1

In unit 3 we will work on school and routine. We will learn how to describe a morning or an evening routine, talk about daily activities, talk about what you do and don't want to do, talk more about school and describe a school trip or a day in a French school. Our cultural focus will be to find out about Louis XIV.

In unit 5, we will find out about cafés in France, say what drink we’d like, learn how to buy drinks, food and snacks, describe food and recent meals, understand a short story, say what things did and did not happen, discuss menus, express likes and dislikes and order a restaurant meal. DELF exam will be practised every week.

Spring 2

Unit 4 is about family, we will learn how to describe yourself and others, greet and introduce people, talk about staying with a French family, discuss helping at home, talk about the past, use expressions of time, talk about presents and what you have done recently, describe a visit, talk about choices, talk about television and books, describe a favourite programme or book.

Summer 1

Students will primarily focus on preparing for the DELF exam. They will work through a range of past papers and take part in mock speaking assessments with individual teachers.

Summer 2

In unit 6, we will discuss travel plans and revise the 24-hour clock, understand and ask for rail information, learn which verbs of the perfect tense need the auxiliary être, talk about air travel, describe a journey and a day out, discuss what we did recently, give our opinion, find out about William the Conqueror, describe a journey in the past and practise creative writing.

Students will mainly focus on the preparation for the DELF exam.

Year 8 Curriculum Overview

Spring Term 2026

Spring content

FLAM In the first part of the Spring term in the year Cinquième, students will discover and study a classic comedy by Molière, “Les Fourberies de Scapin”. Through guided reading and analysis, they will explore the world of theatre and deepen their understanding of the theatrical genre. Students will learn to identify and appreciate the different types of comedy, such as physical, verbal, and situational comedy, and will bring the text to life by performing and playing the role of a theatrical character. Alongside literary study, students will strengthen their grammatical knowledge by learning to recognise and use the present subjunctive and the imperative, enabling them to express commands, advice, and emotions more effectively in their writing. In the second part of the term, students will read a wonderful and imaginative tale, “La Petite Sirène” by Hans Christian Andersen. This unit invites students to explore the genre of the conte merveilleux, focusing on the representation of imaginary worlds and fantastical elements. Students will be encouraged to imagine and create their own magical worlds while further developing their understanding of literary genres. From a language perspective, they will consolidate their knowledge of noun groups (groupes nominaux) and revisit an essential tense for narrative writing, the past simple, ensuring accuracy and sophistication in their storytelling. How it will be assessed: At the end of each unit, students will be assessed on their reading comprehension, grammar skills and writing abilities. They will be asked to write and present two book reviews per term.

Term

Autumn 1

Découvrir des oeuvres poétiques : « Ondine » d’Aloysius Bertrand ; « Le Grand Combat » d’Henri Michaux ; « Littérature » de Robert Desnos« L’Huître » de Francis Ponge ; « La Cimaise et la Fraction » de Raymond Queneau ; « L’Huître » de Francis Ponge. Lire et réciter un poème. Revoir les classes grammaticales. Repérer et accorder un verbe avec son sujet. Utiliser les temps et les modes. Connaître les caractéristiques du poème.

Autumn 2

Récits d’enfance et d’adolescence : Découvrir des extraits d’œuvres majeures : Les Aventures de Tom Sawyer de Mark Twain, Un bon petit diable de la comtesse de Ségur, La Gloire de mon père de Marcel Pagnol, Moi, Boy de Roald Dahl, La Promesse de l’aube de Romain Gary, Autobiographie d’une courgette de Gilles Paris. Analyser les rapports entre l’enfant (ou l’adolescent) et le monde qui l’entoure. Découvrir le registre comique. Découvrir plusieurs procédés littéraires. Approfondir la connaissance des genres littéraires. Revoir les principes fondamentaux de la construction syntaxique avec la phrase simple et la phrase complexe. Revoir des temps indispensables à la construction du récit : le présent et le passé simple de l’indicatif.

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What are we studying? 5ème

Year 8 Curriculum Overview

Spring Term 2026

FLAM

Year summary

Term

Spring 1

Découvrir des œuvres et des textes relevant de l’épopée, du roman et de la bande dessinée : L’Iliade et l’Odyssée d’Homère ; L’Énéide de Virgile ; L’Île au trésor de R. L. Stevenson ; Des extraits d’albums de Tintin d’Hergé ; Hunger Games de Suzanne Collins. Découvrir la notion de héros et d’action héroïque. Approfondir la connaissance des genres littéraires. Connaître les caractéristiques de la bande dessinée. Revoir un des temps indispensables à la construction du récit : l’imparfait. Repérer et employer l’adjectif qualificatif.

Spring 2

Summer 1

Summer 2

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What are we studying? 5ème

Découvrir et lire une comédie de Molière : Les Fourberies de Scapin. Jouer un personnage de théâtre. Découvrir les différents types de comique. Approfondir la connaissance du genre théâtral. Reconnaître et employer le subjonctif présent. Reconnaître et employer l’impératif. Lire un conte merveilleux qui propose la représentation de mondes imaginaires : « La Petite Sirène » de Hans Christian Andersen. Imaginer un monde relevant du merveilleux. Approfondir la connaissance des genres littéraires. Reconnaître et construire des groupes nominaux. Revoir un temps indispensable à la construction du récit : le passé simple.

Découvrir le monde médiéval grâce à des figures héroïques du Moyen Âge. Approfondir la notion de héros et ses caractéristiques. Inscrire le héros médiéval et ses valeurs dans une permanence. Jouer avec le lexique et son histoire pour comprendre notre langue. Savoir analyser la phrase simple en utilisant les notions de constituants facultatifs et obligatoires.

Year 8 Curriculum Overview

Spring Term 2026

Geography In the Spring term, students at HCH will continue to focus on human geographical change, this time exploring urban

Spring content

geography and how populations change. This is important conceptual understanding that will be built on when students learn development in year 9. Focussed firstly closer to home, students will learn how the population is distributed around the United Kingdom and reasons behind this. They will develop key graphical skills by creating their own population graphs of the UK’s history before exploring migration more closely. Students will then get to understand the different reasons for migration and how migrants can both positively and negatively impact countries of origin and source. Finally, they will apply all their understanding finally to two contrasting global examples, Syria and Mexico. During the second half term, they will be introduced to the topic of climate change, exploring what it is, why it is happening, and how it affects people and environments around the world. They will learn about the science behind global warming, examine real-world impacts, and consider a range of responses—from individual actions to global solutions. Throughout the unit, students will also develop important geographical skills, such as analysing data, interpreting graphs, and evaluating different viewpoints on environmental issues. How it will be assessed Spring 1: This will be in the form of a written test halfway through the scheme of work, testing students on their understanding of key principles of migration and population change. Final assessment will be in the form of a creative and informative poster of their case study examples. Spring 2: This will be through a presentation on a key climate change issue to the class, and a final assessment in the form of an examination.

What are we studying?

Autumn 1

Settlements and Urban Geography What is a settlement, site and situation, factors for location. The function and role of settlements; high and low order services and settlements. Considering the spatial distribution of settlements (various types). Why some settlements grew. What the functions of a settlement are, and how this helped some to prosper. E.g. Manchester Urban land use models (Burgess Model) and the characteristics of different urban zones. Integrated transport systems and the problem with cars; public transport The concept of sustainability; emphasise public transport, green spaces and safety.

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Year summary

Term

Autumn 2

Globalisation – ‘What lies in my Frappuccino’? Understanding Globalisation: Students explore how the world is increasingly interconnected through products, people, ideas, and technology. Global Trade and Supply Chains: The journey of everyday items—like iPhones and coffee —is used to illustrate complex international supply chains. The Coffee Case Study: Coffee is used as a central case to explore food miles, production conditions, and global demand. Ethical Trade and Fairtrade: Students critically assess the inequalities of global trade and examine how Fairtrade aims to create a more just system.

Year 8 Curriculum Overview

Spring Term 2026

Geography

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Year summary

Term

What are we studying?

Spring 1

Population Change - ‘Do the push factors outweigh pull factors for international migration?’ Understanding population distribution in the UK and factors influencing these patterns Creation of population graphs through time Describing different types of migrants and causes for migration. Understanding both push and pull factors and their link to migration patterns. Describing and explaining the positive and negative impacts of migration to both the source and origin countries Exploring two separate case studies of migration: Mexico and Syria

Spring 2

Climate Change – ‘How dangerous is climate change to our future?’ Understand the causes of climate change, including natural and human factors. Explore the greenhouse effect and its impact on global temperatures. Examine evidence of climate change and its global and local impacts. Investigate how individuals, governments, and organisations are responding to the climate crisis. Consider the importance of sustainability and personal responsibility in tackling climate change.

Summer 1

Coastal Landscapes – ‘How has our coast shaped the UK?’ Learn how the sea shapes the coast through erosion, transportation, and deposition. Find out how features like cliffs, bays, arches, and beaches are formed. Explore why some coasts are at risk and how we try to protect them using different methods. Discover how people use the coast and the problems this can cause. Study real places like the Holderness Coast to see how coasts change and are managed. Look at coastlines around the world – from tropical beaches to stormy cliffs – and compare how different countries deal with coastal challenges.

Summer 2

Maps, Myths and Legends Students to explore the history of cartography and what has driven changes in our understanding the of world through time. Follow the footsteps of four major explorers and how they shaped our understanding of the world. To investigate if exploration was only a force of good (cultural and Colombian exchange) or led to exploitation and spread of diseases.

Year 8 Curriculum Overview

Spring Term 2026

History Students will be exploring British, European and world history, c.1500-c.1900. Within each of the broad topics listed

Spring content

below, students will investigate a series of enquiry questions, written to pique their interest in the past and provide them a problem to wrestle with, just as historians do. How it will be assessed Students will complete in-class assessments, including essay writing, source analysis, knowledge tests, and creative challenges. Essay writing will challenge students to communicate arguments about historical concepts, such as causes or change and continuity. Source analysis will challenge students to critically evaluate materials from the past, explaining what we can learn from those materials and why they are valuable. Knowledge tests are intended to teach students the important skill of revising content, so they are well prepared in techniques that will serve them through to A Level should they wish to pursue it. Creative challenges are designed to push students to represent their historical knowledge and understanding in a way that mimics the application of history in the world today, including media-based applications such as TV and documentaries. Assessments will take place each half-term, giving students opportunities to learn, apply, reflect and then practise again at regular

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intervals.

Term

What are we studying?

Autumn 1

The Big Story of the Early Modern period, 1500-1900 Assessment: Do you agree with Collin’s view on how Europeans redefined themselves, 1500-1900?

Autumn 2

Rulers in focus: Who did it best: the Tudors or the Ottomans Assessment: Empires compared, in what ways were the Tudors and Ottomans similar and different?

Spring 1

Early Modern Beliefs & Power Assessment: Substantive knowledge test

Spring 2

Early Modern Ordinary Lives: did they get better? Assessment: Substantive knowledge test

Summer 1

Diversity: Early Modern Migrants Assessment: Create and explain a poster, infographic or digital presentation commemorating the impact of at least one of the four migrant groups studied in this unit.

Summer 2

World Study: The Americas Assessment: Write a diary/journal from the perspective of a traveller to the Americas, documenting the impact over time of European exploration and colonisation of the region.

Year 8 Curriculum Overview

Spring Term 2026

Spring content

Latin In the spring term year 8 will be moving in Latin to GCSE Chapter 4 revising and consolidating the 3 tenses of regular and irregular compound verbs, exploring comparative and superlative adjective and adverb forms of 2-1-2 and 3rd declension nouns. At the end of the spring term, year 8 will complete the second of their 200-word sourcebased responses for the Latin entry level award on the topic of Roman religion. How it will be assessed Students will be assessed on vocabulary knowledge 20-5 words per week. There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge. 200-word source-based response for the Latin entry level award on the topic of Roman religion under timed conditions.

Year summary

Term

Autumn 1

Spring 1

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Summer 1

What are we studying?

Aeneas and the Roman Future Present tense Cases and uses of masculine and feminine nouns Imperfect tense (all 4 tenses)

Perfect tense verbs Regular Irregular perfects (3rd conjugation) Future tense (1st and 2nd vs 3rd and 4th conjugation) Future tense of ‘esse’ and ‘posse’ Chapter 4 vocabulary imperatives

Preparation and revision for Entry Level Latin Award: Paper 1 and Paper 2

Term

Autumn 2

Spring 2

Summer 2

What are we studying? Aeneas and the Voyage to Italy Adjectives and adjectival agreements Prepositions and cases usages Word order in more complex sentences Roman entertainment – sources and 200-word response task

Consolidation of 4 tenses 3rd declension of nouns and adjectives. Adverbs from adjectives Personal pronouns and possessive adjectives Roman religion – sources and 200word response task Latin to GCSE Chapter 5 vocabulary

Pluperfect tense Relative clauses Numerals Interrogative pronouns Chapter 6 Vocabulary

Year 8 Curriculum Overview

Spring Term 2026

Mandarin In the Spring term, Year 8 Mandarin will continue developing their Mandarin language skills through the Jinbu

Spring content

1 Food and Drink unit. Pupils will learn how to talk about what they eat and drink, practise expressing likes and dislikes, and gain confidence in ordering food in a restaurant. As they move further into the unit, they will deepen their cultural understanding by exploring Chinese meals, food traditions, and table manners, helping them appreciate how dining customs differ across cultures. Students will also take part in role-play activities, using a Chinese menu to build realistic conversational skills. Throughout the term, they will prepare for and celebrate Chinese New Year with themed vocabulary, cultural insights, and crafts activities that bring the festival to life. How it will be assessed Students will complete regular vocabulary tests to help reinforce new words and sentence structures. At the end of each half term, they will take formal assessments that cover listening, reading, translation, and writing tasks. They will also participate in short oral assessments to practise speaking and prepare for future exam formats.

Term

Achievement with heart.

Year summary

Autumn 1

What are we studying?

Jinbu 1 – School life Talking about school subjects Expressing opinions about different lessons Describing the school timetable.

Spring 1

Jinbu 1 Food and Drink Talking about what you eat and drink Ordering food in a restaurant Expressing likes and dislikes

Summer 1

Jinbu 2 – Holidays Talking about where you went on holiday Describing the weather and transport Talking about how you travelled and who you went with

Term

What are we studying?

Autumn 2

Continuing School life Describing classrooms and school facilities Talking about what you wear to school Comparing schools in China and the UK Using connectives to extend sentences

Spring 2

Continuing Food and Drink Learning about Chinese meals and table manners Role-playing a Chinese menu conversation Preparing for and celebrating Chinese New Year through themed vocabulary and activities

Summer 2

Continuing Holidays Giving opinions about your holiday Talking about holiday activities in more detail Comparing holidays in China and the UK Revision and end-of-year assessments

Year 8 Curriculum Overview

Spring Term 2026

Maths In Year 8, students continue to build upon the foundations laid in Year 7, developing fluency, accuracy, and confidence across a range of mathematical strands. The curriculum is structured to ensure a strong grasp of

Spring content

number, algebra, and proportional reasoning, while also expanding into more abstract thinking and applications. Spring Term: Patterns, Proportions, and Probability Spring 1 – Index Laws, Linear Graphs, and Sequences Students are introduced to the laws of indices and apply them in simplifying expressions. They learn to plot and interpret linear graphs and explore different types of sequences, including arithmetic and geometric patterns. Spring 2 – Ratio, Constructions, and Probability This half-term focuses on proportional reasoning through ratio and scale. Students also develop precision with geometric constructions using compasses and rulers, and begin to understand basic probability concepts and language. Summer Term: Geometry in the Real World Summer 1 – Volume, Surface Area, and Bearings Students calculate the volume and surface area of 3D shapes, including prisms and cylinders. They also learn to interpret and measure bearings, applying angle rules and directional reasoning in practical contexts. Summer 2 – Pythagoras’ Theorem and Trigonometry Learners explore the relationship between the sides of right-angled triangles using Pythagoras’ Theorem and are introduced to basic trigonometric ratios (sine, cosine, and tangent), applying them to solve real-world problems. The Year 8 curriculum aims to develop a well-rounded mathematical thinker, preparing students for the more formal study of GCSE topics from Year 9 onwards. How it will be assessed: Students will sit a 45-minute written assessment at the end of the term. They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and what areas of development they might need to work on.

Achievement with heart.

Year summary

Term

What are we studying?

Autumn 1

Advanced operations with decimals, fractions and decimals

Autumn 2

Transformations and Algebra

Spring 1

Index Laws, Linear Graphs, and Sequences

Spring 2

Ratio, Constructions, and Probability

Summer 1

Volume, Surface Area, and Bearings

Summer 2

Pythagoras’ Theorem and Trigonometry

Year 8 Curriculum Overview

Spring Term 2026

Music Spring content

Students will begin the term with a Theme and Variations unit, developing their listening, performance and composition skills by exploring how a simple musical theme can be creatively transformed. They will study classical examples, learn key variation techniques such as changes in rhythm, tempo, texture and instrumentation, and apply these through practical tasks on instruments or music software. The unit culminates in students composing an original theme with contrasting variations and presenting their work with peer feedback. The following jazz unit introduces students to the origins, characteristics and performance practices of jazz music. Through listening and practical ensemble work, they will learn the 12-bar blues structure, swing rhythms, jazz instrumentation and basic improvisation using the blues scale. Students will perform jazz head melodies and develop short, improvised solos, leading to a final group performance. How it will be assessed Assessment includes a samba ensemble performance demonstrating accurate rhythms, ensemble skills and an understanding of traditional instruments and structures. Students will also complete a jazz composition and performance, plus a short aural/written task on musical features, rhythms, note names and instrument

Year summary

recognition for both Samba and Jazz.

Term

What are we studying?

Autumn 1

Film Music: Exploring film music elements Creating leitmotifs and soundscapes Scoring a scene

Spring 1

Theme and Variations: Understanding Theme and Variation form Performing and analysing variations Composing original variation

Achievement with heart.

Summer 1

Programme Music: Listening and analysing music that tells a story How the elements of music are used to evoke emotion

Term

Autumn 2

Spring 2

Summer 2

What are we studying? Pop Songwriting: Structure and lyrics Melody and chords Hooks and riffs

Jazz: Introduction to Jazz & Swing Improvisation Jazz Ensemble

Writing a story board and creating music in pairs to match the story Performance of programme music compositions

Year 8 Curriculum Overview

Spring Term 2026

Philosophy In the Spring term, Year 8 will be looking and the ethics of AI how its benefits and limitations may affect humanity,

Spring content

industries and the environment in the future. In the second half of the term we will go on to look at the metaphysics of God and the divine, looking at if there is god, if so then what is god and then how to explore a number of approaches to this question. How it will be assessed Students will complete in-class assessments, including essay writing, knowledge tests, and creative challenges. Essay writing will challenge students to communicate arguments on philosophical concepts. Knowledge tests are intended to teach students the important skill of revising content, which is relevant to other areas of philosophy they may cover. Creative challenges are designed to push students to demonstrate their philosophical knowledge and understanding how these philosophical concepts adhere to issues of everyday life.

What are we studying?

Autumn 1

Truth In the first half of the autumn term, we will explore the concept of truth. This includes understanding the structure of reasoning through premises, conclusions, and arguments. We will examine the difference between facts and opinions and consider the distinction between knowable truths and those that may be unknowable. Additionally, we will analyse the nature of misinformation, disinformation, and misinformation, and how these impact our understanding of truth. Finally, we will discuss the principle of falsification and its role in testing and challenging ideas.

Year summary

Term

Animal Ethics

Autumn 2

Achievement with heart.

Spring 1

During the second half of the autumn term, our focus shifts to animal ethics. We will consider questions of moral responsibility toward animals and explore the concept of speciesism. The debate between animal welfare and animal rights will be examined, alongside contrasting philosophical perspectives such as Kant’s view of direct and indirect duties and Singer’s utilitarian approach. These discussions will help us understand the ethical frameworks that shape our treatment of non-human animals

Ethics of AI In the first half of the spring term, we will investigate the ethics of artificial intelligence. We will address the question of “can versus ought,” recognizing that technological progress often outpaces our ability to determine whether we should pursue certain innovations. Topics include the ethical implications of self-driving cars, whether AI should be granted legal powers in policing and law enforcement, and who bears responsibility for the decisions made by algorithms. We will also explore the possibility of AI consciousness and consider what this means for human identity

Year 8 Curriculum Overview

Spring Term 2026

Year summary

Philosophy Term

What are we studying?

Spring 2

God (NATRE) The second half of the spring term will focus on philosophical and theological questions about God. We will examine the concept of an omnipotent, omniscient, and omnibenevolent deity and the associated problem of evil. Classic arguments for the existence of God, such as the design argument and the cosmological argument, will be studied. Students will also have the opportunity to engage creatively through the Spirited Arts competition.

Summer 1

Freedom In the first half of the summer term, we will turn to the concept of freedom. We will study Mill’s harm principle and his views on free speech, as well as Sartre’s existentialist perspective on freedom and choice. The discussion will include the idea of absolute freedom and the distinction between positive and negative liberty, encouraging students to reflect on what it means to be truly free

Achievement with heart.

Summer 2

Ontology The final term will focus on ontology, the study of existence. We will ask fundamental questions about what kinds of things exist, including physical objects, abstract entities, concepts, and consciousness. Students will consider whether it is possible for nothing to exist—no time, no space—and explore intriguing questions such as whether holes exist, whether race exists, and even whether women exist. These discussions will challenge assumptions and deepen understanding of reality.

Year 8 Curriculum Overview

Spring Term 2026

Physical Education During the Spring term, depending on the availability of external facilities, Year 8 will participate in basketball and

Spring content

either badminton or golf. In basketball, students will refine fundamental skills in passing, dribbling, and shooting through collaborative tasks and focused group practices. In badminton, they will concentrate on developing effective grip techniques and a variety of strokes such as clears, drop shots, and smashes, while also learning how to position themselves on the court and make tactical decisions during competitive play. In golf, students will build an understanding of proper stance and swing technique and will further explore chipping, pitching, choosing the right club, and applying strategic thinking as they navigate a mini-golf course. How it will be assessed: In basketball, students will be assessed on their ability to replicate core skills, influence gameplay, make tactical adjustments during matches, and analyse both their own performance and that of their opponents. In badminton, assessment will focus on grip and shot execution, as well as agility, speed, tactical awareness, and overall understanding of the game. In golf, students will be evaluated on grip, stance, and posture, along with their accuracy, distance control, and consistency when putting, chipping, and pitching.

Achievement with heart.

Year summary

Term

What are we studying?

Autumn 1

Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.

Autumn 2

Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.

Spring 1

Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Badminton: Serving, rallying, shot selection, in game tactics and gameplay. Golf: putting, driving, mini golf and house tournament.

Spring 2

Summer 1

Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.

Summer 2

Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.

Year 8 Curriculum Overview

Spring Term 2026

PSHE Spring content

Our PSHE curriculum in the Senior School provides students with a broad and balanced programme that supports their personal growth, emotional wellbeing, and understanding of the wider world. It covers all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education. The curriculum is structured into six key learning themes, delivered across the academic year: Careers & Aspirations, Finance & British Values, Healthy Relationships, Sex Education, Healthy Body, and Healthy Minds. These themes are revisited each year, allowing students to deepen and expand their understanding as they progress through the Senior School. This spiral approach ensures that each topic is explored with increasing maturity and relevance, helping students build confidence, empathy, and resilience throughout their time in the Senior School. Parents have a right to request that their child be withdrawn from sex education delivered as part of RSE up to three terms before the child turns 16. At this point, if the student themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to occur in one of the three terms before their 16th birthday – the legal age of sexual consent. How it will be assessed PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application. At the end of each half term, the students will complete self-reflection sheets for teachers to monitor

Achievement with heart.

Year summary

understanding and adapt future teaching.

Term

What are we studying?

Autumn 1

Living in the Wider World - Careers and Aspirations Managing my behaviour to achieve Communication skills Teamwork Navigating work, study & careers Entrepreneurship

Spring 1

Relationships - Healthy Relationships Friendships Healthy behaviours in relationships Gender and stereotyping Homophobia & Transphobia Prejudice

Summer 1

Healthy Body – Building blocks of a healthy body Body image & self-perception Nutrition, Diet & energy balance Vaping, nicotine & addiction Movement, motivation and physical strength Cancer awareness & prevention

Term

What are we studying?

Autumn 2

Living in the Wider World – Finance & British Values Understanding credit & debit Staying in control of money Consumer rights Friendship challenges Similarities, differences & peer influence

Spring 2

Relationships – Sex Education Consent Contraception Sexting Dangers of pornography STIs

Summer 2

Healthy Mind Mindfulness Building self confidence Emotions Self-awareness

Year 8 Curriculum Overview

Spring Term 2026

Spring content

Science This term we will look at electricity and magnetism, seeing how magnetic fields stretch through space helping navigation and causing the aurora borealis. We will then look at making and analysing electric circuits. We will then start looking at the processes of respiration and photosynthesis and see how organisms of all shapes and sizes acquire and use energy. We will compare different types of respiration and show in experiments how microorganisms and plants make and use chemicals. In the second half term, we will look at chemical reactions, including combustion, oxidation, neutralisation, reactions between acids and metals and acids and carbonates and displacement reactions. We will end the spring term looking at a range of chemical separation techniques, including filtration, distillation, evaporation and crystallisation and chromatography as well as looking at how solutions are formed. How it will be assessed Approximately each half term there will be a mini test on the topics covered that half term or term. These will take place during normal lessons and will be timed to coincide with the ending of topics, so may not be exactly at the end of each half term. At the end of the year there will be an end of year exam covering all the topics looked at over the whole year. This will be during the school’s assessment week and will be a longer exam.

What are we studying?

Achievement with heart.

Term

Autumn 1

Health

Autumn 2

The Periodic Table

Spring 1

Electricity and Magnetism Biological Processes

Spring 2

Chemical Reactions Separation Techniques

Summer 1

Energy Ecosystems and Adaptations

Summer 2

Metals Ecology Project End of Year Exam

Year 8 Curriculum Overview

Spring Term 2026

Spanish During the spring term students will develop their Spanish communication skills through the topics “En el

Spring content

restaurante” and “Planes con los amigos.” They will learn to talk about meals during the day, understand menus, order food and drink, and say what they are going to have or buy using the near future tense. Students will practise combining three tenses (past, present, and future) and improve how they express and justify opinions, alongside regular revision of key language. In the second topic, students will focus on making plans with friends, including arranging to go out, discussing events, and talking about clothes. They will use key verbs such as querer and poder, learn to describe getting ready using reflexive verbs, and consolidate their learning through revision activities. How it will be assessed When it comes to assessing this part and ensuring that students have acquired the appropriate knowledge on the topic, they will have a written exam that includes reading, listening, translations, and writing sections.

What are we studying?

Autumn 1

“ Mi familia y yo” (My family and I) Description of myself and members of my family Comparatives Who do I look like? Relationships: To get on well with… And reasons Things you like to do with your family “En mi tiempo libre/Mis pasatiempos” (Hobbies) Things you like to do and reasons Things you do depending on the weather Sports Adverbs of time

Year summary

Term

Achievement with heart.

Spring 1

Summer 1

“ En el restaurante” (At the restaurant) Meals during the day Understanding the menu How to order at the restaurant Near future (I´m going to have…) Things you are going to buy Using three tenses together. Improving how to get opinion Revision

“ De compras” (Shopping) Shops and items What you have in your city And what you would like to have Problems at the shops and solutions

Term

What are we studying?

Autumn 2

Todo sobre mi vida” (All about my life) What do you use your phone for? Music TV programmes and cinema Past tense Things you did recently Revision of the whole topic

Spring 2

“Planes con los amigos” (Plans with friends) Arranging to go out Querer/poder Getting ready. Using reflexive verbs Clothes Events Revision

Summer 2

Revision of the whole year’s material for the end of year assessment.