Year 8 Subject Handbook | 2025-26
Introduction
Year 8 builds on the foundations laid in Year 7, deepening students’ understanding and expanding their skills across a wide range of subjects. Our curriculum is both vertically aligned—ensuring progression from previous learning—and horizontally integrated, fostering connections across disciplines. Students continue developing their core skills: analysis, reasoning, and digital literacy, while also beginning to explore more complex global issues and perspectives. These experiences support their growth as informed global citizens and future leaders. Year 8 is a time of increasing academic challenge and self-awareness, and we provide structured support to help each learner thrive. This booklet outlines the academic expectations and thematic focus of each subject area, demonstrating how our curriculum supports not just academic excellence, but also empathy, responsibility, and a global outlook. We invite parents to engage with this guide and be active participants in their child’s learning journey.
Curriculum connections and interdisciplinary learning
At KTJ, we believe that deep understanding is nurtured when students can make meaningful connections across subjects. Our curriculum is designed with a whole-school vision in mind, ensuring coherence and collaboration between departments. All staff are aware of the broader curriculum journey, and work together to reinforce key skills such as analysis, problem-solving, communication, and creativity—across disciplines.
Interdisciplinary learning is enriched through CCAs, educational trips, and carefully planned cross-curricular projects that highlight the real-world relevance of what students learn. Whether exploring environmental themes across Science and Geography, blending History and Literature through shared contexts, or applying mathematical models in Business or Design, students see that knowledge is not confined to subject boundaries. These opportunities help learners view their education as a connected whole, developing flexible thinkers prepared for a complex, global world.
Adaptive teaching
At KTJ, we are deeply committed to delivering an inclusive, high-quality education that meets the needs of every learner. Adaptive teaching sits at the heart of this mission. It ensures that all students—regardless of starting point—can access the full breadth and ambition of our curriculum. Drawing on the latest research, including Tom Sherrington’s Walkthrus and guidance from the Education Endowment Foundation (EEF), adaptive teaching helps our teachers to respond intelligently and consistently to student needs.
Proactive adaptation: Before the lesson
Effective adaptive teaching begins before the lesson. Teachers analyse data, provision maps, prior knowledge, vocabulary gaps, cultural experiences, and potential misconceptions. This informs lesson planning that includes:
Use of scaffolding, such as sentence stems or models.
Accessibility adjustments (font size, visuals, clarity of task).
Tailored teaching strategies for EAL, SEND, or low-attaining students.
Liaison with the SENDCO and planned TA deployment.
Designing in opportunities for pre-teaching or retrieval.
Proactive planning ensures barriers are anticipated, not just reacted to, promoting equity through thoughtful preparation.
Responsive adaptation: During the lesson
Adaptive teaching continues in the moment, using formative assessment to check for understanding and respond in real time. Teachers use strategies such as:
Cold calling, hinge questions, and mini whiteboards.
Live modelling and use of analogies or visual prompts.
Adjusting language, re-explaining tasks, or clarifying success criteria.
Modifying challenge level and using live feedback.
Flexible grouping and backward fading to reduce support over time.
This responsive approach helps close gaps as they arise and ensures that misconceptions do not persist unaddressed.
Conclusion
Adaptive teaching is not about creating separate tasks for every student, but about delivering a high-quality, ambitious curriculum in ways that all learners can access. Through proactive planning and responsive in-lesson actions, teachers at KTJ ensure progress, promote independence, and reduce the need for intervention later.
Assessment
At KTJ, assessment is not simply about tracking outcomes—it is a powerful tool for guiding learning. Our approach prioritises checking for understanding through continuous, low-stakes assessment that allows students to reflect, improve, and develop core knowledge and skills. We create a culture of risk-free learning, where students are encouraged to make mistakes and learn from them, fostering resilience and deep understanding. After all, it is often through mistakes that the most meaningful progress is made.
Live Feedback and Ongoing Assessment
Teachers use live feedback as a central strategy to adapt teaching in real time. This may take the form of hinge questions, cold calling, mini-whiteboard responses, or verbal check-ins—all of which provide immediate insight into student understanding. This allows for agile re-teaching, clarification, or deepening of content in the moment.
Assessment opportunities are often cunningly blended with practice tasks that mirror exam conditions, reinforcing subject-specific skills without compromising student confidence. By doing this regularly, we prepare students not only for summative assessments but also for lifelong learning and reflection.
Subject-Specific Adaptation
Assessment methods are thoughtfully adapted to suit the nature of each subject. For example:
In Maths and Science, precise written responses and problem-solving are checked frequently for accuracy and process.
In English and Humanities, analytical thinking and argument construction are modelled and practised, with feedback targeting structure, clarity, and depth.
In creative subjects, assessment includes peer critique, performances, or portfolios, encouraging reflective improvement.
Informing Future Planning
Regular checks for understanding do more than guide individual lessons they shape future curriculum planning and assessment design. Teachers analyse patterns in performance to identify gaps, misconceptions, or opportunities for stretch and support. This cyclical process ensures our teaching remains responsive, inclusive, and aspirational.
Linking Pastoral Care to Academic Excellence at KTJ
At KTJ, we believe that wellbeing and academic success go hand in hand. A student who feels safe, supported, and valued is far more likely to thrive intellectually and personally. Our pastoral care system is deeply integrated with our academic structures, ensuring that every learner is seen, known, and nurtured.
There is exceptional communication between House Parents, Form Tutors, and academic staff, allowing us to take a holistic view of each student’s progress. Our dedicated counsellors and pastoral support workers collaborate closely with teachers to identify barriers to learning whether emotional, social, or behavioural—and to develop targeted support plans.
We foster a culture of care and accountability through restorative practice, helping students reflect on challenges and rebuild positive relationships. Co-coaching between pastoral and academic staff strengthens our shared understanding of student needs and promotes consistent, compassionate responses. This integrated approach ensures that every child has the foundation to reach their full potential.
Teaching and learning
At KTJ, we are proud of our vibrant and collaborative teaching culture, where every teacher is both a learner and a leader in the pursuit of excellence. We believe that outstanding teaching and learning are driven by reflection, shared practice, and a commitment to staying abreast of educational research. Our approach ensures that students benefit from consistently high-quality, evidence-informed instruction in every classroom.
A central feature of our professional learning culture is the KTJ Buddy System. Every teacher is paired with a colleague to provide mutual support, encouragement, and reflection. This peer-to-peer model promotes honest dialogue, practical idea-sharing, and continuous professional growth in a safe, respectful environment. It is an essential part of how we build trust and openness within our teaching community.
In addition, our weekly CPD (Continuing Professional Development) sessions offer structured opportunities for staff to engage with current research and emerging best practices. Sessions are aligned with school priorities and focus on all aspects of teaching and learning—from curriculum design and adaptive teaching to effective questioning and formative assessment. These sessions also create space for innovation and exploration, empowering staff to implement new strategies confidently in the classroom.
We are fortunate to have Tom Sherrington as a critical friend, whose guidance, rooted in the Walkthrus model, helps shape our pedagogical approach. His collaboration supports our continued drive for excellence and ensures that our strategies remain deeply anchored in current, high-impact research.
This work is strengthened by the close, strategic partnership between curriculum leaders and leaders of teaching and learning, who operate in perfect symmetry. Together, they ensure that what we teach and how we teach it are perfectly aligned—supporting progression, coherence, and student engagement across the school.
We reinforce these developmental structures through a rigorous but supportive quality assurance system, including learning walks, cocoaching, and developmental observations. These are not about performance management but about identifying and celebrating effective practice while supporting areas for refinement. Staff are encouraged to trial approaches, reflect collaboratively, and take ownership of their professional growth.
Our commitment to exceptional teaching and learning is not static—it is dynamic, evolving, and rooted in a whole-school culture of reflective practice. Through this, we ensure that every student at KTJ benefits from a rich, challenging, and supportive educational experience.
Global Citizenship
At the heart of our curriculum is the development of global citizenship — a vital quality for every young international student in today’s interconnected world. Global citizenship is defined through seven key pillars: Ethics, Diversity, Global Issues, Communication, Global Service, Leadership, and Sustainable Lifestyle. These values empower students to think critically, act compassionately, and lead responsibly across cultures and communities.
Each subject area integrates these principles to foster awareness, empathy, and action. From understanding ethical dilemmas in literature to addressing climate change in science, students gain a holistic education that extends far beyond the classroom. Global citizenship is essential not only for individual growth but for building a more just, peaceful, and sustainable world. By nurturing these qualities early, we prepare our learners to become thoughtful leaders and active contributors to positive global change. Together, we are shaping citizens of the world — ready for tomorrow, rooted in values today.
Intercultural Learning
Intercultural learning is a vital part of our curriculum, distinct from—but closely linked to—global citizenship. While global citizenship focuses on global responsibility and leadership, intercultural learning emphasizes how we understand, respect, and engage with diverse cultures in our everyday lives. It is rooted in four key pillars: Cultural Inclusivity, Anti-bias/Open-mindedness, Conflict Resolution, and Cultural Celebrations.
These pillars guide students to value differences, challenge stereotypes, and build positive relationships across cultures. Through activities, discussions, and real-world applications, students learn to navigate cultural complexities with empathy and respect.
Intercultural learning is embedded and tracked across all subjects, with strong inter-disciplinary links encouraging students to make connections between history, language, the arts, and beyond. This fosters deeper understanding and allows for richer classroom experiences.
By nurturing intercultural competence, we prepare students to thrive in diverse environments—empowered not just to live in a global world, but to connect meaningfully within it.
Wellbeing and PSHE
Wellbeing and PSHE (Personal, Social, Health and Economic education) are at the core of our commitment to developing confident, healthy, and resilient learners. Through dedicated PSHE lessons and integration across all subject areas, we explore key themes including: Physical and Mental Health, Growing and Changing, Personal Safety, Relationships and Sex Education, Bullying and Discrimination, Media and Digital Literacy, Money and Careers, and Community and Responsibility.
These areas equip students with essential life skills, emotional intelligence, and the confidence to navigate an ever-changing world. While every subject contributes to a student’s personal development, our dedicated PSHE programme ensures focused, age-appropriate learning in a safe, supportive environment.
We believe that when pastoral care and academic learning work hand-in-hand, students thrive. Happy, self-aware learners with high selfesteem not only lead more fulfilling lives but also achieve stronger academic outcomes. Our aim is to nurture well-rounded individuals ready for all aspects of life.
Digital Citizenship
In an increasingly digital and AI-driven world, teaching young people to be responsible, ethical digital citizens is more important than ever. Our digital citizenship curriculum equips students with the knowledge and skills to navigate online spaces safely, respectfully, and thoughtfully. Key themes include Privacy & Security, Cyberbullying, Digital Drama & Hate Speech, Digital Footprint & Identity, Relationships & Communication, News & Media Literacy, and Media Balance & Well-being.
These areas are explored both in dedicated lessons and across subject areas, ensuring students understand how their digital lives connect with the real world. With the rapid development of technology, particularly AI, students must be prepared to engage critically and responsibly with digital tools, platforms, and information.
Digital citizenship goes beyond internet safety—it’s about shaping mindful, informed individuals who can lead with integrity in the digital age. As global citizens of the future, our students must be equipped to use technology to build, not divide, the world around them.
Art & Design Curriculum Roadmap
Students will explore the fundamental elements of Art, which are integrated into all themes and projects they undertake.
These elements are: Line
Texture
Colour
Value
Students will understand how to draw in perspective to create a landscape.
They will study the colourful work of Sue Graet and produce a painting of part of the KTJ landscape using their colour theory knowledge when making vivid colour choices for their final outcome.
Students will study the technical skills required to draw a life like portrait, looking at the placement of features and how to use tone to show the form of the face.
They will then study the work of Picasso and his expressive and abstract style of portraiture.
We will also look at the current work of Boafa and Belenchuk.
Students will study Mythical Creatures and consider how they have been illustrated throughout history. They will then generate their own creature using their imagination.
From this, they will work independently and collaboratively to produce a three dimensional outcome using recycled materials.
Students will delve into the work of the following artists:
Sue Graet
David Hockney
Chuck Close
Pablo Picasso
Polina Belenchuk
Amoako Boafa
Salvador Dali
Ivan Belikov
Art & Design
Assessment
In Year 8 art, formative and summative assessments play important roles in evaluating student progress and learning. Formative assessment involves ongoing feedback throughout the art-making process, helping students improve their skills and ideas as they work. This could include teacher observations, peer reviews, or self-reflections, allowing for adjustments and growth. Summative assessment, on the other hand, occurs at the end of a project or unit, providing a final evaluation of the student’s work. It typically includes assessing the finished artwork based on criteria like creativity, technique, and adherence to project goals. Both types of assessment help guide student development and overall learning in art.
Knowledge and skills
In Year 8 art, pupils expand their knowledge and skills by exploring the creation of landscapes, portraits, and mythical creatures through imaginative and technical art projects. By experimenting with a variety of media, such as drawing, painting, collage, and sculpture, students refine their techniques and learn how to bring their creative visions to life. Through this hands-on process, they develop their ability to express ideas, both real and imagined, and discover how to use visual elements like line, shape, texture, color, and composition to craft compelling artworks. As students study a range of artworks, they gain insight into the artistic techniques and styles used throughout history and across cultures. This encourages them to push the boundaries of their imagination, creating fantastical creatures and perspective landscapes and expressive portraits, while building technical skills that enhance their artistic expression.
Chinese: Advanced Curriculum Roadmap
Understanding the sudden turn in the narratives and reiterating the lesson of an incident.
Understand the sequence and methods of expository.
Interpret the specification of an object and exemplify to reveal thoughts.
Understand the methods of observation and analyse how writers express feeling towards the environment.
Understanding the differences between classical and modern prose. Developing skills in reading classical prose with the aid of radicals, footnotes and the flow of the text.
Understand the basic structure of modern poetry and analyse the use of metaphors in poems.
Chinese: Advanced
Assessment
Assessments are both formal and informal and are conducted throughout the year. Teachers provide live feedback in class and offer help both verbally and in writing, often on a one-to-one basis. Teachers also provide detailed written comments on students' assignments to help them better understand their progress and areas for improvement.
Knowledge and skills
Reading: Students will be introduced to classical prose, understanding its relevance in modern times, and the concept of sudden narrative turns. They will develop skills in reading classical prose with the help of radicals, footnotes, and text flow, and understand expository writing sequences and methods. Additionally, they will learn observation methods to enhance descriptive writing, analyze how writers express feelings towards the environment, and understand the basic structure of modern poetry while analyzing the use of metaphors in poems.
Writing: The focus will be on reiterating lessons from incidents and using sudden narrative turns in writing. Students will interpret object specifications and exemplify thoughts, illustrate actions and movements of animals in videos as descriptive tasks, and compose endings for flash fiction to apply sudden narrative turns.
Cultural understanding: Students will explore the differences between classical and modern prose, discuss concepts of "being kind" and "being right," and develop an appreciation for cultural diversity and the concept of 天
⼀ (unity of heaven and humanity).
Language learning strategies: Activities will include using the Taboo game in expository writing to sharpen interpretation skills, practicing interpretation methods through individual presentations, and using Quizlet and Blooket to learn the vocabulary of classical prose.
Chinese: Beginners
Curriculum Roadmap
Students learn about the importance of the family tree, covering family members and relatives from both parents' sides. They also explore the relationships between different generations and the significance of family connections. Additionally, students describe where their relatives live, enhancing their vocabulary and communication skills.
Students explore different types of hobbies and leisure activities in daily life, including the benefits and enjoyment of keeping a pet. They learn to describe their favorite pastimes, discuss the importance of hobbies for mental and physical wellbeing, and share their experiences with pet care.
Students learn to name and describe various weather conditions, including air temperature, and identify the typical weather patterns for each season: spring, summer, autumn, and winter.
Students learn to name and describe school facilities and identify the subjects included in their syllabus and timetable.
Fruit, vegetables and daily meals
Students learn to name various fruits and vegetables and explore the differences between Chinese and Western cuisine. They also practice describing their daily meals —breakfast, lunch, and dinner—using appropriate vocabulary and sentence structures.
Chinese: Beginners
Assessment
Assessments are both formal and informal and are conducted throughout the year. Teachers provide live feedback in class, especially for role play and listening practice. Additionally, students' writing skills will be assessed through spelling exercises for every topic. Reading, writing, speaking, and listening will be monitored closely throughout the completion of the workbook.
Knowledge and skills
Listening, reading, speaking, and writing: Understanding of Mandarin, including pinyin, phonics, stroke order, radicals, Chinese characters, basic questions, simple and complex sentences structures, simple paragraph, and essays.
Cultural understanding: Recognise the significance of radicals and the connection between Chinese characters, pronunciation, and meaning.
Language learning strategies: Learn techniques for memorising vocabulary, corresponding Chinese characters, and constructing simple sentences and paragraphs.
Chinese: Intermediate Curriculum Roadmap
Students learn to talk about the type of stationery they would like to buy and bring to school. They discuss buying birthday presents for family and friends. They participate in dialogue conversations focus on asking “how much” and “is there any discount?”. Students learn to talk about their favourite purchases and discuss the quality of the goods, and whether it is worthwhile.
Students learn how to describe their family and relations. They create a family tree and describe where they live, where they have travelled, what languages they speak, their occupation, physical appearance, characters, hobbies, and so on. They also talk about how they help with housework and develop an interest in cooking.
Students learn how to talk about their pets, including appearance and characteristics. They participate in discussions to emphasise the advantages and disadvantages of keeping pets. Then students create a presentation on their pets, introduce them, and identify 10 advantages and disadvantages of keeping pets, then deliver the presentation to the class.
Students learn about a range of traditional Chinese festivals, including the Spring Festival, Dragon Boat Festival, and the Mid Autumn Festival. They explore the origins of each festival, its activities, and the symbolic value of food. They also create a presentation, using internet research to further enhance their knowledge and presenting skills in class.
Students explore various places in the world and talk about the places they want to visit. They conduct internet research to learn about the weather, food, historical sites, how to get there, and other aspects of the countries to which they like to travel. They also discuss where they've been and their travel experiences. They learn to read a map of the town/city and how to ask and give directions.
Chinese: Intermediate
Assessment
Assessments are both formal and informal and are conducted throughout the year. Teachers provide live feedback in class, especially for role plays and topic conversations. In writing, it will be assessed through spelling exercises (vocabulary and/or sentences) and essay writing for every topic. Listening, reading, speaking and writing tasks and assessments are designed to improve students' confidence and proficiency in Chinese.
Knowledge and skills
Reading:
Read different types of text, understand and respond to information presented in a variety of forms.
Translation of texts.
Writing:
Writing proper sentences with verbs, adjectives, conjunctions, and so on.
Writing more complex sentences to form more complex essays.
Develop paragraphing, punctuation and spelling.
Develop use of measured words.
Develop use of idioms.
Speaking and Listening:
Use of idioms
Listen and respond to the contribution of others.
Throughout the course, students develop their cultural knowledge to foster their multi-cultural awareness, enriching their understanding of the diverse contexts in which the language is used.
Computer Science
Curriculum Roadmap
Developing for the web and data representation: Text and numbers
Mobile app development and Introduction to Python programming
In this lesson, students learn to use vector tools to draw and modify shapes, work with multiple objects, and edit vector paths for greater control. They apply these skills to develop a scalable vector product, explore how vector markup stores shapes and colors, and compare vector graphics with bitmap images, understanding when each type is most suitable.
IIn this lesson, students learn about traditional computer systems and computer architecture, gaining an understanding of how hardware components work together. They explore the role of the operating system in managing resources and controlling processes, and study the basics of Boolean logic for decision-making in computing. Finally, students are introduced to data science, machine learning, and artificial intelligence.
In this lesson, students learn to build blocks of websites, including adding images and applying basic CSS for design. They explore how search engines finds and ranks web pages, and how to navigate the web effectively, while also practicing creating a custom website. Students then learn about data representation, including characters, binary digits, numbers in binary, and measurements of data, and apply problem-solving skills through Turing’s mug cryptography challenge.
In this lesson, students learn the basics of app design, including events, interactions, user inputs, variables, and navigation across multiple screens. They begin an app development project, applying these skills in two parts. Students are also introduced to text-based programming, working with numerical inputs, using selection with single and multiple paths, and applying iteration with while loops to build programs using control structures.
Computer Science
Assessment
Students will be assessed based on their ongoing projects, including writing Python programs, completing quizzes, and delivering presentations.
Knowledge and skills
Students will develop technical skills by creating logos or illustrations using tools like Canva or Crello. They will also enhance presentation skills by designing visually appealing graphics that communicate ideas effectively. Students will build computational skills by developing interactive web content with HTML or CSS and coding solutions with Python. Additionally, they will improve their problem-solving abilities by analysing issues and finding solutions while showcasing their Python programs to the class.
Design and Technology Curriculum Roadmap
Each rotation within Design Technology uses the same curriculum roadmap.
Using the given design brief students start their project by creating a moodboard. Students consider the client they are designing for and analyse similar products to the product they are going to be designing. Their focus is on style and understanding the materials and their properties.The project is based on Household items and they have a specific problem to solve regarding the function.
Students use the research they have done to produce a range of design ideas. They learn technical drawing so that they can communicate their designs in 3D. They use Isometric to sketch/create their initial designs, and to solve any flaws in their design. All designs at this stage are annotated to help describe their design ideas further.
Students use their initial designs to then decide on their final design idea. They produce a 3D image, drawn in Isometric, of their chosen design and a card model of their product.
Using their final design they are expected to produce a cutting list before they start the manufacturing to ensure they have thought about the material and processes
Students work with a range of tools, equipment and machinery to produce their designed product. The product is made in stages and students are expected to solve any design problems they face as they manufacture.
Demonstrations are given to ensure students work safely and independently in the workshop to produce their designed product.
An evaluation of the product is done as a group, students present the product they have produced, explain the function and style that they chose and reflect on what went well and how they would improve their design.
Design and Technology
Assessment
Assessment in KS3 Design and Technology aims to develop students' creativity, problem-solving skills, and technical competence. It evaluates their ability to research and analyse design problems, generate and communicate innovative ideas, refine designs, and apply practical skills to create high-quality products. Students are also assessed on their ability to critically evaluate their work, considering functionality, sustainability, and user needs. A balanced approach combines formative assessment—through peer and teacher feedback, design portfolios, and iterative improvements—with summative assessment using structured rubrics. This ensures students gain a solid foundation in design principles, material properties, manufacturing processes, and responsible design practices, preparing them for further study at GCSE and beyond.
Knowledge and skills
Design principles: Understanding aesthetics, function and user needs.
Materials and properties: Exploring woods, metals, plastics
Manufacturing processes: Learning techniques like cutting, shaping, joining, and finishing.
Sustainability and ethics: Considering environmental impact and responsible design choices.
Ergonomics and human factors: Designing with the user in mind for comfort and efficiency.
Technical drawing and CAD: Developing skills in sketching and computer-aided design.
Problem solving and creativity: Generating and developing innovative design ideas.
Research and analysis: Investigating design briefs and evaluating existing products.
Practical and making skills: Using hand tools, machinery, and digital technologies to create prototypes.
Iterative design and evaluation: Testing, refining, and improving products based on feedback.
Communication and presentation: Using sketches, models, and digital tools to express design concepts.
Drama Curriculum Roadmap
Students explore techniques that manipulate structure, setting, and style to build atmosphere and suspense. Through non-linear sequencing, students create original performances with dramatic tension and mood. They experiment with splitstaging, and use sound and lighting design to support narrative. This unit encourages critical thinking about the information we encounter in our day-to-day lives.
This unit introduces students to global performance styles through highly physical, stylised traditions such as Beijing Opera. Students gain insight into culturally specific forms of performance and actor training. They examine how different theatrical traditions use symbolism, rhythm, and archetypal characters to tell stories that transcend language and time.
Students explore how to interpret and stage a script with sensitivity and imagination. Using stylised movement, narration, and ensemble techniques, they bring to life complex family dynamics and personal perspectives. Through choreography and character work, students reflect on themes of memory and identity, while building skills in empathy,collaboration, and responding creatively to text.
Assessment
Drama
Assessment is on an ongoing basis, based on observation of work in class, both in the planning and performance stages, and on participation in discussion, and description and analysis of work in writing.
Knowledge and skills
In Year 8, students deepen their understanding of drama as a creative and communicative art form. They explore how structure affects dramatic impact, learning to manipulate time and perspective through techniques such as flashback, framing, and split focus. Students develop their ability to create and sustain believable characters, using inner monologue, subtext, and naturalistic performance skills. Scripted work introduces them to interpreting text for performance, encouraging both emotional nuance and creative staging.
Ensemble techniques are further developed through stylised and choreographed movement, narration, and montage. Students also explore how drama reflects cultural traditions, examining actor training and storytelling conventions in world theatre forms such as Beijing Opera and Commedia dell’Arte. They consider how gesture, rhythm, symbolism, and spatial design vary across theatrical traditions.
Throughout the year, students are encouraged to reflect on themes such as memory, truth, family, and misinformation. They build collaboration, critical thinking, and resilience through rehearsal and performance, while gaining confidence in physical and vocal expression. These experiences support both dramatic skill and wider personal development.
English Curriculum Roadmap
Through the study of poetry
students will explore the power of imagery and the use of poetic devices. By analyzing the power of language to create emotion in the readers they will also develop writing techniques that are used in non fiction text such as advertising and debating. Students will continue to develop their speaking and listening skills.
Through the reading of a play as a whole class activity the students gain confidence in speaking and delivery lines. They learn to appreciate the difference between spoken English and written English. They develop their vocabulary and continue to learn how important historical context is to the literary form. Written assessments include analysis, comprehension and descriptive writing.
Students focus on the narrative structure of a hero’s journey. After studying films and novels that use the Hero’s journey they will recreate their own hero’s journey.
Students are given the freedom to create their own multimedia news stories by reproducing a TV news segment, and news articles for newspapers and magazines. They work on groups to help them develop their communication skills and develop individual talents and responsibilities within the group. This task is designed to give them a better understanding of the working world.
Assessment
English
Year 8 English is assessed both formally and informally through speaking and presenting tasks, such as speeches and group discussions, which evaluate clarity, confidence, and engagement. Listening, reading, and grammar skills are measured through comprehension exercises, quizzes, and written responses that test students' understanding of texts and language conventions. Literary assessment focuses on students' ability to identify literary devices and analyse their impact on the plot, characters, and reader, often through essays and creative responses.
Knowledge and skills
The Year 8 English language curriculum builds on key reading, writing, listening, and speaking skills while introducing more complex texts and writing techniques. Students study a novel, a play, and poetry, deepening their analytical and interpretative abilities. They also explore a range of non-fiction texts, including journals, interviews, and adverts, enhancing their understanding of different forms of communication. Writing tasks focus on crafting speeches, articles, and letters, while students also develop their narrative and descriptive techniques. Grammar lessons emphasise the use of complex sentences to improve fluency and sophistication in writing. Additionally, teamwork and collaboration skills are fostered through a media project, allowing students to apply their learning creatively in a group setting.
Food Technology
Curriculum Roadmap
Students explore macronutrients— carbohydrates, proteins, and fats—focusing on their functions, sources, and importance for health. They compare high and low biological value proteins and apply this understanding to practical dishes such as chilli, fish burgers, and mac & cheese.
Learners refine preparation skills through solo and group cooking, including knife skills, weighing, measuring, layering, crumb coating, and rolling. Recipes progress in complexity and include both savoury and sweet applications, encouraging hands-on engagement and peer collaboration. Students are also introduced to cuisines from around the world.
Students advance their skills with ovens, rice cookers, hobs, and hand tools, developing safe handling, precision, and timing across varied cooking methods, including baking, boiling, and coating.
Through investigations, students examine how acid affects protein (denaturation), and understand functions of fats in baking methods such as creaming and rubbing in. They link scientific principles to practical results.
Reinforcing hygiene practices, students handle fish, meat, eggs, and dairy safely. They also apply knowledge of food storage, cross-contamination, and shelf life when preparing and transporting dishes like sushi or scones.
Food Technology
Assessment
Assessment will include two solo cooking tasks, students will be evaluated on timing, technique, presentation, and hygiene. Students complete online quizzes covering macronutrient and food hygiene theory. Additional marks will be awarded for group cooking projects, engagement with flipped learning materials, and a food science investigation on protein denaturation.
Knowledge and skills
Year 8 students will broaden their nutritional understanding of macronutrients and protein quality. They will improve their ability to follow multi-step recipes, work independently, and use a wider range of equipment. They will also apply scientific principles to cooking and develop accuracy, creativity, and responsibility when preparing both savoury and sweet dishes.
French Curriculum Roadmap
Students will find out about countries in Europe, learning the names of different countries and continents. They will study the linguistic structures linked to making travel plans, to describing holidays and leisure activities and to discussing outings.
Students will find out about school life in France. They will study the linguistic structures needed to talk about their school, to describe their daily activites and in particular their morning and evening routines. They will also study how to describe a school trip and a day in school.
Students will study the lexical and linguistic structures needed to describe themselves and others, to greet and introduce people. They will learn how to describe a home stay with a French family, how to discuss helping at home and to talk about presents purchased and offered. They will be introduced to past tense to be able to describe a past visit.
Students will study the lexical and linguistic structures needed to have a discussion with a doctor or a pharmacist if they are unwell. They will learn how to describe their symptoms in a basic manner and be able to talk about body parts.
Assessment
French
All students will be evaluated on their vocabulary and grammatical knowledge, their ability to use the structures studied orally and in written form, and to identify information in short written and aural (listening) passages.
Knowledge and skills
Students will be able to:
Name countries in French
Describe the town they live in
Talk about the transports they use
Ask for permission
Describe holiday and leisure activities
Talk about future holidays and travel plans in a basic manner
Introduce and describe people
Ask and answer simple questions when staying with a French family
Talk about house chores
Talk about presents and souvenirs purchased
Describe past events in a simple manner
Write a simple thank you letter
Describe food and recent meals
Talk about body parts, basic medical issues at the doctor’s
Arrange for outings and accept or decline invitations
Pupils begin their geography journey in Year 8 by studying Tourism. We look at why tourism has increased, how vital it is to the economies of many countries before taking an in depth look at a case study of a developed and developing country to forensically analyse the impacts of Tourism and how it is managed by the respective governments.
Deserts
and mountains Geography Curriculum Roadmap
In these unit pupils begin by understanding the location and geographical characteristics of major mountain ranges and desert landscapes across the world. They will unpack and understand how despite being challenging environments, many people, plants and animals thrive in these complex environments.
In this topic, pupils are introduced to some really important concepts and themes around global population that should enable them to have a better understanding of the demographic structure of different regions around the world. Through case study insight, they will study population distribution, density and the push and pull factors that lead to forced and voluntary migration.
Linking strongly with what they have learned in science, pupils will revise and apply what they know about the water cycle to understand rivers in great depth. A vital source of opportunity for humans, pupils will explore river environments in detail, learning about their physical characteristics, the threats of erosion and flooding as well as how these threats can be reduced.
Like the conclusion of their last academic year, pupils will end Year 8 with another hazard focus - this time Volcanoes and Earthquakes. Students will learn about what causes such devastating eruption and earthquake events, the impacts and also how humans have learned to use technology and engineering to respond effectively and mitigate their risks.
Assessment
Geography
Geography assessment focuses on formative feedback, with teachers providing live guidance to address misconceptions and support progress. Students are assessed through a range of tasks, including data analysis, case study evaluations, fieldwork reports, map interpretation exercises, and structured written responses. These assessments develop their ability to interpret spatial patterns, analyse geographical data, and apply concepts to realworld issues. Regular feedback—both verbal and written—helps them refine their explanations, improve their use of geographical terminology, and strengthen their analytical skills. Emphasis is placed on justifying conclusions with evidence, evaluating sustainability and development issues, and understanding the interconnections between human and physical geography. At the end of the year, students sit a summative test to consolidate their learning. This varied approach ensures all students are supported and challenged in developing their geographical understanding.
Knowledge and skills
In Year 8 Geography, students build on foundational skills by deepening their ability to interpret complex data, analyse human and physical processes, and evaluate spatial patterns at local and global scales. They develop critical thinking through structured enquiry, use of GIS, and extended writing, strengthening their ability to construct evidence-based arguments.
History Curriculum Roadmap
This unit explores the rapid economic, social, and technological changes that transformed Britain in the 18th and 19th centuries. Students examine key inventions, urbanisation, and the rise of factories, as well as their impact on work, living conditions, and society. They also consider how industrialisation shaped Britain’s global influence, the experiences of different social groups, and debates over progress and exploitation.
This unit explores the growth of the British Empire from the 16th to the 19th centuries. Students examine early settlements in the Americas, the Age of Exploration, and the role of piracy in Britain’s rise. They also consider European conflicts that shaped imperial ambitions. The unit investigates the benefits and costs of empire, and the resistance it faced.
This unit explores the expansion of British influence in Malaya. Students examine the role of trade, particularly tin and rubber, and the importance of Singapore. They consider British governance, relationships with local rulers, and the impact of colonial rule on Malayan society, economy, and migration. The unit also investigates resistance to British control and how Malaya’s experience of empire differed from other colonies.
This unit examines the transatlantic slave trade and its impact on Africa, the Americas, and Britain. Students explore the capture and transportation of enslaved people, the conditions of the Middle Passage, and life on plantations. They also consider Britain’s role in the trade. The unit investigates abolition campaigns in the UK and USA and resistance movements across the world
This unit explores the struggle for racial equality in the United States from the Civil War (1861–1865) to the c20th Civil Rights Movement. Students examine the abolition of slavery, Reconstruction, and the rise of segregation under Jim Crow laws. They study key events and figures, including Martin Luther King Jr. and Rosa Parks, and forms of resistance and protest. The unit considers the extent of change and the ongoing fight for equality.
Assessment
History
History assessment focuses on formative feedback, with teachers providing live guidance to address misconceptions and support progress. Students are assessed through essays, quizzes, presentations, debates, and project work, developing their ability to think critically and communicate effectively. Regular feedback both verbal and written helps them refine their arguments and improve literacy skills. Emphasis is placed on structuring extended writing, using evidence persuasively, and evaluating different perspectives. At the end of the year, students sit a summative test to consolidate their learning. This varied approach ensures all students are supported and challenged in developing their historical thinking.
Knowledge and skills
The Year 8 topics encourage students to explore themes of power, resistance and conflict as motors of historical change. They examine how individuals and groups have imposed, shaped and challenged systems of authority, considering the causes and consequences of conflict, the nature of resistance, and the impact of struggles for power on societies.
Alongside historical knowledge, students refine key skills. They analyse primary sources, evaluate interpretations, and construct arguments using evidence. Second-order concepts such as causation, significance, and change over time remain central, with greater emphasis on structuring extended writing, articulating arguments clearly, and engaging critically with different perspectives. Literacy and communication are further developed through discussion, debate, and persuasive writing.
Malay Language
Curriculum Roadmap
Reading and comprehension
Writing
Speaking
Listening
Cultural understanding
Topics include:
Clothing
Family and my home
Festivals and special occasions
Friends and my school
Food and drink
Nature
Places to visit
Transportation
Grammar
Simple, compound and complex sentence construction
Writing a short essay (60 words)
Writing a long essay (140 words)
Role Play
Topic presentation
Topic conversation
Listen to audio and answer the questions (MCQ)
Family values
Time management
Save the environment
Healthy lifestyle
Eating etiquette
Festival and culture
Road safety
Vacation
Career and values
Malay Language
Assessment
Formative assessment (40%)
Listening
Speaking
Presentation
Worksheet
Project based activities
Summative assessment (60%)
Reading and comprehension
Writing Knowledge and skills
This syllabus is designed for students who are learning Malay as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where Malay is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
Numeracy
Learners explore rational and irrational numbers, lowest common multiple, highest common factor, direct and inverse proportion, and indices. They practice rounding numbers and finding upper and lower limits. They examine decimals, fractions, and percentages, and simplify calculations using arithmetic laws and order of operations. Mental strategies for estimation are encouraged before formal calculations.
Maths
Curriculum Roadmap
Geometry and measurement Algebraic
Learners discuss expressions, formulae, and equations, applying them to real-life situations. They explore term-to-term and nth term rules in patterns and sequences. They learn about linear and quadratic functions, graphing them on the Cartesian plane. Additionally, learners use algebra and graphs to solve simultaneous equations and inequalities.
Learners explore polygons and circles, investigating the area of 2D shapes and the surface area and volume of 3D shapes. They study angles in polygons, parallel lines, and intersecting lines. Using tools or technology, they construct triangles, polygons, and bisectors. They interpret maps using scale and bearings and describe transformations of points and shapes with precise mathematical language.
Statistics and probability Thinking and working mathematically
Learners use various data collection methods, considering categorical, discrete, or continuous data. They review the pros and cons of different sampling methods. Learners interpret data to identify patterns, trends, and relationships, discussing conclusions and making inferences to check their predictions.
When learners think and work mathematically, they actively engage with their learning, making sense of ideas and connecting facts, procedures, and concepts. Those who don't may follow processes without understanding them. Noticing inconsistencies, patterns, and representations encourages mathematical thinking. Practice, reflection, and questioning help improve their skills.
Assessment
Maths
Topical/sub-topical assessments, end of term examination
Quizzes
Self and peer assessments
Maths projects/research/presentation
Knowledge and skills
In Year 8 Mathematics, students expand on their understanding of key mathematical concepts. For Number and Algebra, students will work with fractions, decimals, percentages, ratios, and negative numbers and simplify and solve more complex algebraic equations. Under Geometry and Measurement, students will calculate perimeter, area, volume, and surface area of 2D and 3D shapes in addition to work with angles, geometric constructions, and transformations (translations, rotations, reflections). For Statistics and Probability, students will collect, display, and interpret data, calculate averages (mean, median, mode) and range, and understand probability. Under thinking and working mathematically, students will use mathematical models to solve real-world problems and develop strategies to approach complex problems and reason through solutions in a clear, structured way.
This interactive topic is designed to introduce students to a variety of musical instruments, fostering a passion for learning and playing music. Each term, students rotate through different instruments from the Brass, String, or Woodwind families. They will have the opportunity to work on both solo and ensemble pieces, enhancing their skills and appreciation for music.
Music
Curriculum Roadmap
Building on the rhythm topic from Year 7, students will delve into Latin American Music with a focus on Samba, a genre known for its lively rhythms and African drumming influences. Students will be introduced to rudimentary recording practice and record a sample in the studio. Using a digital audio workstation, students will import, manipulate and automate their samples to compose a digital samba composition.
This topic immerses students in 20th Century music, with a particular emphasis on Minimalism. They will study the works and contexts of key composers, gaining a deeper understanding of this genre. Students will learn the principles of minimalist composition and apply these techniques to create a piece for three or four instruments using the pentatonic scale.
This project teaches students to write 8-bar melodies by guiding them through essential musical concepts such as phrase structure, scales, and rhythmic and melodic motifs. Students will learn to create and refine melodies, create variations and harmonize them.
Music
Assessment
Student understanding and application of musical concepts is assessed through observational, formative and summative performance, composition and appraisal activities. All composition and performance project submissions are assessed against rubric taken and amended from the IGCSE course. At the end of each unit, students take a listening and appraisal exam to assess their understanding of the topic and assist them in identifying areas for improvement.
Knowledge and skills
The Year 8 curriculum allows students to develop a broad understanding of music, including World Music and Music from the 20 Century, enhancing their appreciation and knowledge of diverse musical traditions. Students begin to develop more refined compositional skills which will support their transition to IGCSE Music.
Building on the foundation established in Year 7, students will further enhance their practical skills, including listening and ensemble playing. They will also continue to develop cognitive and social skills such as creativity, problem-solving, and teamwork, while maintaining and strengthening personal skills like confidence, discipline, and music appreciation. th
Physical Education Curriculum
Roadmap
Game principles:
Inter class sports
Track and field
Striking and net games
Alternative PE and international games
Game Principle Application:
Developing fundamental strategies that a team and/or an individual uses to effectively adapt to any tactical situation during a game e.g receieving, releasing, retaining, creativity and running.
Sport-Specific Skills
Mastery:
Acquiring and refining skills and techniques specific to a range of sports and activities, including traditional and non traditional e.g. handball.
Motor and Cognitive Skills
Enhancement:
Developing and improving fundamental and functional movement skills e.g. movement patterns.
Strengthening Fitness, Health and Exercise Commitment:
Building and developing positive habits and relationships with exercise, fitness and training e.g. 800m long jump.
Personal, Emotional and Social Skills Cultivation:
Fostering personal, emotional and social skills such as leadership, ownership, adaptability, resilience, and accountability.
Sport-Specific Skills
Mastery:
Acquiring and refining skills and techniques specific to a range of athletic events and activities e.g. javelin and high jump.
Motor and Cognitive Skills
Enhancement:
Developing and improving fundamental and functional movement skills e.g. movement patterns.
Sport-Specific Skills
Mastery:
Acquiring and refining skills and techniques specific to a range of sports and activities, including traditional and non traditional e.g. badminton.
Sport-Specific Skills
Mastery:
Acquiring and refining skills and techniques specific to a range of international sports and games, including traditional and non traditional e.g. tchouckball.
Game Principle Application:
Developing fundamental strategies that a team and/or an individual uses to effectively adapt to any tactical situation during a game e.g receieving, releasing, retaining, creativity and running.
Handball
Assessment in Year 8 PE
Physical Education
In Year 8 Physical Education (PE), both formative and summative assessments play essential roles in evaluating student progress and development. Formative assessment involves ongoing feedback throughout lessons, helping students refine their movement skills, strategies, and overall fitness. This may include teacher observations, peer assessments, and self-reflections, allowing for continuous improvement. Summative assessment, on the other hand, occurs at the end of a unit, providing a final evaluation of a student's performance based on specific criteria such as skill execution, game understanding, fitness levels, and application of strategies. Both assessment types guide student learning, ensuring they build confidence and competence in physical activities.
Knowledge and Skills in Year 8 PE
In Year 8 PE focuses on developing motor and cognitive skills by refining movement patterns and enhancing coordination, agility, and physical literacy. Students build lifelong fitness, health, and exercise habits through various units. They also master sport-specific skills across traditional and emerging sports such as football, basketball, and handball. Through game principle application, they learn the key fundamentals like receiving, releasing, reatining and running to improve decision-making. Additionally, the curriculum fosters personal, emotional, and social growth, promoting leadership, resilience, teamwork, and adaptability. This holistic approach equips students with essential skills for forming postive relationships with physical and mental well-being.
SnapshotJigsawPSHE11-16
ShowsthesummaryofsubjectcontentineachPuzzle(unit) (UpdatedAugust2025)
Unique me, differences and conflict, my influences, gateway emotions, belonging to a group, peer pressure, child-on-child abuse, online safety, consequences of sharing personal images, online legislation, online identity.
Bullying, prejudice and discrimination (positive and negative). Equality Act, bystanders, stereotyping, challenging influences, negative behaviour and attitudes, assertiveness, importance of being included.
Celebrating success, identifying goals, employment, learning from mistakes, overcoming challenges, planning skills, safe & unsafe choices, substances, gangs, control over your life, exploitation, emergency first aid.
Stress and anxiety, managing physical activity and mental health, effects of substances, legal consequences, nutrition, sleep, vaccination and immunisation, importance of information on making health choices, physical illness and medicine, mindfulness.
Characteristics of healthier relationships, consent, relationships and change, emotions and conflict within friendships, child-on-child abuse, rights and responsibilities, being discerning, assertiveness, social media vs real life, fake news, authenticity.
Puberty changes, reproduction facts, menstrual cycle, responsibilities of parenthood, IVF, types of committed relationships, media and self-esteem, self-image, brain changes in puberty, factors affecting moods, sources of help and support.
Self-identity, influences, family and identity, stereotypes, personal beliefs and judgements, managing expectations, first impressions, marriage and the law, beliefs and religions, protected characteristics, online and offline identity, active listening.
Positive change made by others, how positive behaviour affects feelings of wellbeing, social injustice, inequality, community cohesion and support, multi- culturalism, diversity, race and religion, stereotypes, prejudice, bullying, hate crime, fear and emotions, stand up to bullying, the golden rule.
Long-term goals, skills, qualifications, careers, money and happiness, ethics and mental wellbeing, budgeting, variation in income, positive and negative impact of money, online safety and legal responsibilities, gambling issues.
Types of health, nutrition and exercise, cardiovascular health and diabetes.
Risks, illegal and legal substances, dental health, skin health, vaccinations, peer pressure, teenage brain.
Positive relationship with self, social media, managing a range of relationships, child-on-child abuse, personal space, online etiquette, online privacy, bullying and personal safety, social media issues and the law, coercion, unhealthy balance of power in relationships, sources of support.
Types of close intimate relationships, legal status of relationships, behaviours in healthy and unhealthy romantic relationships, What makes a healthier relationship? Explicit materials and the law, dealing with unwanted messages. Alcohol and the law.
Perceptions about intimate relationships, consent, sexual exploitation, peer approval, child-on- child abuse, grooming, radicalisation, risky experimentation, positive and negative self-identity, groups, influences, social media, abuse and coercion, coercive control in groups, fitting in.
Protected characteristics, Equality Act, phobic and racist language, legal consequences of bullying and hate crime, sexism, ageism, positive and negative language, banter, child-on-child abuse, bullying in the workplace, direct and indirect discrimination, harassment, victimisation. Prejudice, discrimination and stereotyping.
Personal strengths, health goals, SMART planning, the world of work, links between body image and mental health, non-financial dreams and goals, mental health and ill health, media manipulation, self-harm, self-esteem, stigma, anxiety disorders, eating disorders, depression.
Misperceptions about young peoples’ health choices, physical and psychological effects of drugs and alcohol, alcohol and the law, alcohol and drug poisoning, addiction, smoking, vaping, drug classification, supply and possession legislation, emergency situations, first aid, CPR, substances and safety, sources of advice and support, mental health first aid.
Healthy relationships, power and control in intimate relationships, risk in intimate relationships, importance of consent, assertiveness skills, sex and the law, explicit materials and stereotypes, contraception choices, age of consent, family planning, consequences of unprotected sex, STIs, support and advice services.
Mental health stigma, triggers, support strategies, managing emotional changes, resilience and how to improve it, importance of sleep in relation to mental health, reflection on changes, benefits of relaxation, self expression, influences, body image.
PSHE
Human rights, societal freedom, understanding safety in MY and beyond, ending relationships safely, stages of grief, loss and bereavement, child-on-child abuse, social media and culture, use of online data, threats to online safety, online identity, assessing and managing risk, the law and social media risk and emergency contacts, positive and negative relationships, GDPR/PDPA, managing screentime, sharing/ enhancing of images, managing different types of relationships
Becoming an adult, age limits and the law, relationships and the law, consent, coercive control, child-on-child abuse, domestic abuse, honourbased, violence, arranged and forced marriages, the Equality Act, possession of drugs.
The law on internet use and explicit materials, social media concerns, sexting keeping safe, emergency situations, key advice, first aid, scenarios and consequences.
Equality in the workplace, in society, in relationships, Equality Act, disability and hidden disability, workplace expectations, rights and responsibilities, power and control in relationships, coercive control, benefits of multicultural societies, equality and inequality, my health.
Impact of physical and mental health in reaching goals, resilience, work-life balance, connections and impact of mental health. Balanced diet, vital organs, blood donation, benefits of helping others. Online profile and impact on future goals and employability.
Improving health, mental health, sexual health, bloodborne infections, selfexamination. Diet and longterm health, misuse of prescription drugs, substances and the body. Common mental health disorders, positive impact of volunteering. Common threats to health including chronic disease. Epidemics, misuse of antibiotics, organ donation, stem cells.
Sustaining long-term relationships, intimacy, healthy relationship with self, attraction, love, lust. Relationship choices, ending relationships safely, consequences of relationships ending, explicit materials vs real life, relationships and the media, discernment, healthier and less healthy relationships, coercion, abuse and the law, acceptable and unacceptable behaviours.
Impact of societal change on young people, role of media on societal change, reflection on change so far and how to manage it successfully. Decisionmaking, stereotypes in romantic relationships, sexual identity and risk, physical and emotional changes, family change, sources of support, personal safety, cycling, water safety, alcohol, transport.
Anxiety, solution focused thinking, sleep, relaxation, aspirations on; career, finances, budgeting, borrowing. Skills identification, realistic goals, gambling, financial pressure, debt, dream jobs, skills set, employment, education and training options. Long term relationship dreams and goals, parenting skills and challenges. Resilience, what to do when things go wrong.
Managing anxiety and stress, self-worth, identity, sleep, nutrition, exercise and mental health.
Relationships and consent, being ready for loving relationships, coercion, sexual harassment and violence. Puberty, hormones, fertility, testicular checks, menstrual cycle, IVF. Contraceptives and sexual health. Pregnancy choices including adoption, abortion, bringing up a baby. Health choices, mental, physical, sexual health.
Stages of intimate relationships, positive and negative connotations of intimacy.
Balance of power in relationships, addressing steroetypes, challenging harmful social and cultural norms.
Staying true to yourself in a relationship.
Science
Curriculum Roadmap
Biology: Respiration,
Nutrition and Ecosystems
Term 1:
Human Respiratory System
Respiration vs Breathing
The Blood
Term 2:
Adaptations
Ecosystems
Term 3:
Nutrients and Balanced Diet
The Digestive System
Chemistry: Solutions, Chemical Reactions, and the Climate
Term 1:
Mixtures and Solutions
Separation Techniques
Term 2:
Structure of the Atom
The Atmosphere
Climate Change
Term 3:
Endothermic and Exothermic
Reactions
Reactions of Metals
Physics: Forces and Motion, Light, and Magnetism The
Term 1:
Forces and Motion
Turning Effects
Pressure
Term 2:
Reflection and Refraction
Light Spectrum
Galaxies
Term 3:
Magnetic Fields
Electromagnets
In this bonus topic, students learn about the energy resources available to us and how they can be harnessed to generate electricity in power stations. Students also explore how technologies have developed to store and utilise energy in fascinating ways.
Science
Assessment
Science assessment in Year 8 includes both formative and summative approaches. Teachers provide regular feedback through quizzes, class discussions, and hands-on practical activities to reinforce learning.
Students complete written tests, project-based tasks, and investigations to apply their understanding of scientific concepts. Practical skills, data analysis, and the ability to explain scientific ideas clearly are key assessment criteria. Summative assessments at the end of units ensure students consolidate their knowledge effectively.
Knowledge and skills
Year 8 Science students develop scientific thinking, problem-solving, and practical skills essential for future learning. They gain experience in planning and conducting experiments, recording and interpreting data, and drawing evidence-based conclusions.
Critical thinking and analytical skills are emphasised as students explore how scientific principles apply to real-world situations. Communication skills are also developed, with a focus on explaining scientific concepts clearly in both written and verbal formats.
