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ACADEMIC CURRICULUM Year 8

INTRODUCTION TThis booklet provides an overview of the subjects your child is studying in Year 8 and the knowledge and skills they will develop throughout the year. As you read through each section, you will see our commitment to providing a rich and engaging curriculum that encourages curiosity and builds confidence. Alongside subject-specific learning, we place a strong emphasis on developing essential literacy and numeracy skills across all areas, ensuring a solid foundation for future success. You will also see details of the Key Stage 3 assessment and grading system. This system is built to support every learner to make progress and achieve their best. It provides a clear and meaningful way to track mastery of skills and knowledge, encouraging a growth mindset by focusing on progress rather than distant end goals. By the end of the Michaelmas Term, all learners will receive an ‘Achievement Grade’ and an end-of-year ‘Target Grade’. Achievement grades are also given in the Lent and Trinity Term, helping your child, their teacher, and you to identify and monitor progress. We use a numerical grading scale with clear descriptors that you will find in this booklet, showing what success looks like in each subject and what learners need to develop. The highest grade for learners in Year 8 is ‘5+’. This is not to limit potential, but to recognise the increasing challenge of the curriculum as learners move through Key Stage 3 and prepare for GCSEs. Each grade is divided into subgrades, so on your child’s report you may see a minus or a plus next to a number: A minus (-) means achievement of some aspects but still working towards others A grade without a sign means work is secure at that level A plus (+) means work is secure and in greater depth in some areas In addition to the Achievement grades, your child receives an Attitude to Learning grade for each subject. This is a qualitative statement, and further details of what this means can be found on P4 of this booklet. We hope this booklet helps you feel informed about your child’s learning and progress. Please use this guide alongside the grade report when you are reviewing reporting data.

CONTENTS MATHEMATICS ENGLISH SCIENCE ART AND DESIGN COMPUTING DANCE DRAMA FOOD AND NUTRITION FRENCH GEOGRAPHY HISTORY MUSIC RELIGIOUS STUDIES SPANISH

ATTITUDE TO LEARNING 1

Ambitious Attitude

Learner chooses to do the most challenging tasks whenever possible and shows high levels of resilience. Learner shows curiosity as a highly independent learner, and strives for excellence. Learner uses feedback given on a previous piece of work to improve subsequent pieces of work.

Enthusiastic and Resilient Approach to Learning

Learner is keen to do well and shows resilience when working on challenging tasks. Learner strives to complete tasks as independently as possible using strategies learnt to guide them. Learner acts effectively on feedback and makes good use of improvement and reflection time. Learner participates in lessons and is usually interested and enthusiastic about the work.

Developing Resilience

Learner works well on most tasks but needs to build confidence in trying challenging tasks. Learner can complete some tasks independently and is beginning to use learning strategies to help progress. Learner participates in some lessons, showing some curiosity.

More Ambition Required

Learner works well on some tasks but needs to build resilience and attempt all work set. Learner can be distracted and needs reminders to stay on task. Learner is reluctant to use learning strategies and needs to ask for help and guidance when struggling on an independent task. Learner rarely participates actively in lessons and demonstrates little curiosity.

Cause for Concern

Learner is persistently absent. Poor attendance is the greatest barrier to progress in this area. Behaviour is consistently poor which disrupts learning.

MATHEMATICS

The Year 8 Mathematics curriculum aims to consolidate and extend learners’ understanding of key mathematical concepts. Our intent is to deepen fluency in Number, Algebra, Ratio and Proportion, Geometry and Measures, and Statistics and Probability, while strengthening problem-solving and reasoning skills. We want learners to apply mathematics confidently to increasingly complex realworld contexts and develop resilience when tackling challenging problems. This curriculum also seeks to nurture curiosity and a positive attitude towards mathematics, promoting engagement and enjoyment in the subject. Teaching in Year 8 is structured around Pearson Maths Progress resources, which provide a coherent and mastery-based progression. Lessons are designed to be interactive and learner-focused, incorporating problem-solving tasks, collaborative activities, and opportunities for discussion to deepen understanding. In Year 8, learners extend Year 7 foundations into more challenging applications. They begin to handle multi-step calculations, work confidently with percentages, and apply number skills to real-world problems. Algebraic understanding grows as they expand brackets, plot linear graphs, and solve equations, while ratio and proportion include recipes, speed, and unit conversions. Geometry moves beyond basic shapes to include bearings, compound shapes, and volume, and statistics introduces scatter graphs and two-way tables. This stage marks a shift from procedural fluency to reasoning and problem-solving, preparing learners for the abstract and integrated demands of Year 9. The department ethos emphasises active learning and adapted instruction to meet diverse needs, ensuring inclusivity and challenge for all learners. Written work is central to learning and learners are encouraged to provide thorough justifications and explanations for their solutions. This practice promotes a deeper understanding of the material and assists faculty in assessing the thought process behind each solution. Technology plays a key role in supporting learning, with platforms such as Dr Frost, MathsPad, and Transum used for practice, assessment, and feedback. Homework is set at least once a week to consolidate classroom learning, reinforce key concepts, and develop independent study habits. Teachers provide timely feedback on both classwork and homework, guiding learners toward improvement and mastery. Impact is measured through regular assessments, homework completion, and teacher feedback. Learners are assessed against rigorous benchmarks and progress is tracked regularly to identify mastery and where support is needed. We support learners to progress in fluency, reasoning, and problem-solving. Assessment data, learner voice, and work scrutiny are used to monitor achievement and inform future planning. The curriculum ensures that learners are well-prepared for the next stage, while also developing wider skills such as resilience, independence, and confidence in mathematics. Year 8 learners continue to engage in a variety of clubs and activities that extend their mathematical learning beyond the classroom. One of the highlights of the year is the Maths Escape Box event, delivered in partnership with The Problem Solving Company. Learners tackle a new set of challenging mathematical tasks within the escape box, designed to develop higher-level reasoning, teamwork, and creative problem-solving. The trip to Bletchley Park, the historic home of British codebreaking during the Second World War, explores the fascinating connections between mathematics, logic, and cryptography. The aim is for leaners to understand the vital role mathematicians played in breaking the Enigma code. Through interactive workshops and museum exhibits, learners gain insight into how mathematical thinking can be applied to real-world problems and technological innovation. The trip also inspires learners to appreciate the broader significance of mathematics in history, communication, and computing. In addition, learners are encouraged to take part in our Chess Club, where they can continue to develop strategic thinking, patience, and analytical skills through regular practice and friendly competition.

MATHEMATICS Grade

Number

Algebra

Ratio & Proportion

Geometry & Measures

Statistics & Probability

I can use mental & written methods, BIDMAS, inverse operations, prime multiples and factors. I can round whole numbers. I understand fractions, scales, and inequalities.

I can multiply, divide, add and subtract basic algebra e.g.: a + a, 2 × a, 3a – a I can write expressions using algebraic notation e.g. I think of a number, times it by 2 and add 5.

I can convert fractions to a ratio, e.g. shown in the ratio 1:2. I can write ratios in their simplest form. I can solve simple problems involving direct proportion.

Definition of regular and irregular polygon. Definition of line symmetry and rotational symmetry. I can understand the definition of congruency and draw tessellations.

I can collect discrete data and record results using a frequency table. I can find probabilities based on equally likely outcomes in simple contexts.

I can use negative integers & round decimals. I can multiply and divide any integer or decimal by powers of 10. I can multiply and divide decimals. I can use a calculator. I can convert between fractions, decimals and percentages.

I can identify expressions, terms, equations and formulae. I can simplify linear expressions I can multiply terms including single brackets by a positive integer. I can calculate a term-to-term rule and continue a sequence. I can show inequalities on a number line.

I can calculate speed, distance and time given situations. I can solve ratio problems involving recipes. I can solve proportion problems using the unitary methods.

I can construct a triangle given sides and angles. I can calculate missing angles in triangles and quadrilaterals. I can calculate area and perimeter of compound shapes involving rectangles.

I understand mode, median, mean and range from sets of data. I understand probabilities in words or fractions, decimals and percentages. I can list all outcomes using dice, spinners and coins. I can calculate the probability of an event happening using relative frequency.

I can round to a decimal place and understand significant figures I can use standard form, index notation, prime factor form.

I can expand, factorise and simplify a single bracket. I can substitute positive and negative integers into expressions and formulae. I can plot equations of a line in the form y = mx + c and identify the gradient.

I can convert between miles and kilometers. I can convert between imperial units and currencies when conversions are given. I can express a number as a percentage of another.

I can calculate volume of a prism and cuboid. I can calculate the circumference and area of a circle. I can draw and find bearings I can describe rotations, translations and reflections.

I can draw and interpret scatter graphs including line of best fit. I can plan and construct twoway tables exclusive outcomes is 1.

MATHEMATICS

Grade

Number

I can use the laws of indices. I understand lowest common and highest common factor, recurring decimals. I can calculate simple interest.

I understand index notation. I understand prime factorisation. I can calculate upper and lower bounds.

Algebra

I can expand and simplify brackets including with negatives. I can solve linear equations (unknowns on both sides) I can construct, use and rearrange simple formulae. I can plot and solve inequalities on a number line.

I can construct and solve linear equations with fractions. I can expand and factorise single and double brackets, including difference of squares y = mx + c.

Ratio & Proportion

Geometry & Measures

Statistics & Probability

I can calculate density, mass, volume, speed, time and distance. I can compare two ratios. I can calculate the percentage increase or decrease. I can calculate the linear scale factor of similar shapes.

I can construct triangles accurately given SSS, ASA, SAS. I can calculate missing lengths using Pythagoras’ Theorem . I can understand interior, exterior and sum of angles in polygons.

I can calculate averages from frequency tables. I can use 1 – p to calculate the probability of an event not occurring. I can use a numerical scale from 0 to 1 to express and compare probabilities.

I can calculate compound interest and depreciation after 2–5 years. I can write, simplify and divide a ratio given situations I can convert between currencies.

I understand area and arc length of a sector. I can calculate volumes of 3D shapes and prisms. I can transform shapes by reflecting, rotating, enlarging and translating.

I can construct and interpret pie charts I can construct and interpret composite bar charts. I can write probabilities using fractions, percentages or decimals.

ENGLISH The Year 8 English curriculum builds on the strong foundations established in Year 7, with a focus on deepening analytical thinking, refining creative expression, and enhancing communication skills. Learners engage with a rich variety of texts, developing confidence in interpreting literature and producing increasingly sophisticated written and verbal responses. Progression is central to the course, with high expectations for both reading and writing. The curriculum offers a structured yet ambitious learning journey. In the Michaelmas term, learners study The Bone Sparrow by Zana Fraillon, analysing the author’s style, themes, and contextual influences. During the Lent term, they explore William Shakespeare’s The Tempest, with a focus on characterisation, alongside the Powerful Voices poetry anthology, where they study and compose their own poetry. In the Trinity term, learners examine George Bernard Shaw’s Pygmalion, investigating themes of class and engaging in recreative writing. Learners benefit from a dedicated literacy double lesson each week, designed to strengthen and consolidate essential reading and writing skills. Enrichment opportunities, including wider reading lists, literary competitions, and active library engagement, enhance the curriculum and foster a culture of curiosity and creativity beyond the classroom. Teaching takes place in mixed-ability classes, promoting collaboration and shared learning. We are committed to ensuring that every learner is supported to achieve their full potential. We adopt a “teach to the top” approach, delivering high, quality first teaching that challenges and inspires all students. Carefully planned scaffolding ensures that every student can access and succeed within our ambitious curriculum. Impact is monitored through ongoing assessment and feedback. Learners complete a baseline test followed by termly assessments, with examinations in the Trinity term providing a comprehensive evaluation of reading and writing skills. Progress is tracked across key assessment objectives - reading (AO1 - AO3: understanding, analysis, context) and writing (AO4 - AO7: ideas, structure, vocabulary & language, grammar) - ranging from basic comprehension to sophisticated analysis and crafted expression, ensuring measurable progress for all learners. Students are assessed in two core skill areas in English: reading and writing. Reading assessments evaluate students’ abilities in comprehension, inference, and critical analysis, including their capacity to identify writers’ methods and explain their intended effects. Writing assessments evaluate students’ control of language across two principal forms of writing: creative and transactional. Learners complete a 30-to-60-minute homework task each week designed to consolidate and extend their classroom learning. These assignments focus on developing core literacy skills through activities such as quizzes, vocabulary exploration, and reading comprehension exercises. In the English Department, we believe reading for pleasure cannot be taught but must be inspired. Every learner is encouraged to see themselves as a reader and to find enjoyment through the right book. Reading is embedded into daily life, beginning with dedicated reading time in every English lesson. Learners are free to choose their own books, with the focus on developing consistent and meaningful reading habits. Each unit includes a dedicated reading journey with texts suited to different abilities, alongside engaging initiatives such as our in-class Book Bingo challenge.

ENGLISH READING Grade

AO1: Ideas

AO2: Analysis of writers’ methods

I can retell what happens in the text in my own words.

I can make a basic comment about what happens in the text, but I may not explain why the writer has made particular choices.

I can retell what happens in the text and make simple inferences about it. I can select references from the text.

I can explain the main ideas in a text.

I can make straightforward comments that are mostly relevant to the question. I can select references from the text and explain what they show.

I can clearly explain the main ideas and themes in a text.

I can make relevant comments that answer the question. I can select appropriate references and clearly explain how they support my ideas.

I can explore a range of ideas and themes in a text.

I can explain my ideas in greater detail and consider more than one interpretation. I can select a range of references and begin to explore them in greater detail.

I can confidently explore a range of ideas, themes and interpretations in a text.

I can make detailed and thoughtful comments that consider different interpretations. I can select a range of carefully chosen references and explore them in detail. I can begin to make links and connections across the text.

AO3: Themes, Perspectives & Context I can identify a simple idea in the text. I can show some awareness that the writer may have had a particular purpose.

I can identify simple language and structural methods.

I can identify obvious themes and ideas the text.

I can make a simple comment about what a method makes the reader think or feel.

I can make simple comments about the writer's purpose and the context of the text.

I can identify language and structural methods, although I may sometimes make mistakes. I can explain how a method helps the writer create meaning or shape the reader's response.

I can correctly identify relevant language and structural methods. I can clearly explain how the writer's methods create meaning and shape the reader's response.

I can analyse how the writer uses language and structure to create meaning and shape the reader's response. I can explore specific words, images and structural choices in greater detail.

I can analyse a range of language and structural methods in detail. I can explain how and why the writer has made particular choices. I can explore layers of meanings created by the writer's methods.

I can explain some deeper themes and ideas in the text. I can make relevant comments about the writer's purpose and the context of the text, although my explanations may lack detail.

I can explain relevant connections between themes, the writer's purpose and the context of the text. I can explain how these connections help me understand the text.

I can explain how themes, the writer's purpose and contextual factors influence the text. I can make clear and relevant connections between the text and its wider context.

I can explore how themes, the writer's purpose and context shape the text. I can explain how contextual factors influence the writer's ideas and affect the reader's interpretation of the text.

ENGLISH WRITING

Grade

AO4: Communication

I can communicate simple ideas, although my meaning may not always be clear.

I can show some awareness of why I am writing and who will read it.

AO5: Structure & Organisation

I can spell some common and familiar words accurately. I can organise some of my ideas, although my writing may lack a clear order, for example I do not use paragraphs.

I can make some choices about form, tone and register.

I can communicate simple ideas.

I can show a simple understanding of my purpose and intended reader. I can make simple choices about form, tone and register.

I can communicate ideas that are mostly relevant, although they lack detail.

I can show some understanding of my purpose and intended reader. I can make some appropriate choices about form, tone and register.

I can communicate clearly and develop relevant ideas.

I clearly understand my purpose and intended reader. I can use an appropriate form, tone and register for my purpose and audience.

AO6: Spelling, Punctuation, Grammar & Vocabulary

I can use some basic punctuation, although I may make frequent mistakes. I can write using simple sentence structures. I can use simple vocabulary, although I may repeat the same words.

I can organise my writing using a simple structure. I can use paragraphs to separate ideas, although I may not always use them correctly.

I can organise my writing using a broadly appropriate structure. I can use paragraphs to separate ideas, although the connections between them may sometimes be unclear.

I can organise my writing using a clear and logical structure. I can use paragraphs to organise and develop ideas logically.

I can spell familiar words accurately, although I may make some mistakes. I can use simple punctuation, although I may sometimes use it incorrectly or leave it out. I can use simple sentence structures with some grammatical accuracy. I can use familiar vocabulary and sometimes vary it.

I can spell most words accurately, although I may spell some less familiar vocabulary incorrectly. I can use appropriate punctuation, although I may sometimes make mistakes. I can use a simple and compound sentences with generally accurate grammar. I can use a growing range of appropriate vocabulary.

I can spell most words accurately, including less familiar vocabulary. I can use punctuation mostly accurately. I can use a range of sentence structures with generally accurate grammar. I can use a range of appropriate vocabulary.

ENGLISH WRITING

Grade

AO4: Communication

I I can develop my ideas with increasing detail and variety.

I have a secure understanding of my purpose and intended reader. I can use form, tone and register effectively to suit my purpose and audience.

I can communicate ideas creatively and originally, developing them thoughtfully and in detail.

I understand and engage with my purpose and intended reader. I can control form, tone and register to create an engaging response.

AO5: Structure & Organisation

I can use an effective structure to organise my writing. I can use paragraphs to develop and link ideas across my response.

I can create an engaging structure that helps guide the development of my ideas. I can deliberately use paragraphs to develop, link and emphasise ideas.

AO6: Spelling, Punctuation, Grammar & Vocabulary

I can spell accurately, including more complex vocabulary. I can use punctuation accurately and effectively. I can use a range of sentence structures with accurate grammatical control. I can use a range of vocabulary to engage my reader and develop my ideas.

I can spell highly accurately, including complex and ambitious vocabulary. I can use a range of punctuation accurately and deliberately. I can use varied and imaginative sentence structures, making deliberate grammatical choices. I can make deliberate vocabulary choices to create specific meanings and effects.

SCIENCE The Year 8 Science curriculum builds on the foundations established in Year 7, aiming to deepen scientific understanding and develop analytical and practical skills. Learners progress in their ability to apply their knowledge, problem-solve, and reason scientifically. The curriculum introduces more complex concepts in Chemistry, Physics, and Biology, while reinforcing investigative skills and mathematical application in science. Teaching in Year 8 Science is organised into five core topics, each designed to extend prior learning and introduce new challenges: 1. Chemical Reactions: Principles of the periodic table, properties of metals and non-metals, chemical symbols and formulae, representing reactions using equations, combustion, thermal decomposition, oxidation, displacement reactions, acids and alkalis, pH scale, indicators, neutralisation, and energy changes in reactions. 2. Forces: Pushes and pulls, force diagrams, balanced and unbalanced forces, stretching and squashing, air and water resistance, measuring forces, non-contact forces (gravity, magnetism, static electricity), speed calculations, distance-time graphs, pressure in liquids, floating and sinking, and pressure as force over area. 3. The Earth and Space: Composition of the Earth, rock cycle, atmosphere, seasons and Earth’s tilt, solar system features, stars and galaxies, asteroids, eclipses, and gravitational field strength. 4. The Human Body: Digestive system and enzymes, food molecules, breathing system and gas exchange, lung health, circulatory system, exercise effects on heart and breathing rate, skeletal system, joints, muscles, and antagonistic muscle action. 5. Ecosystems: Classification principles, abiotic and biotic factors, adaptations, introduction to natural selection, feeding relationships, food chains and webs, ecological sampling, biodiversity, and conservation. Skills Development: Learners refine their ability to plan and conduct investigations, identify variables, use appropriate techniques and apparatus, record and interpret data, evaluate validity, use scientific formula and apply mathematical principles to solve scientific problems. Learner create a ‘Knowledge book’ through the year which should be used to consolidate learning and to support homework outside of lessons. Weekly Homework quizzes are set to consolidate classroom learning, provide individualised feedback and develop independent study habits. Progress is measured through regular assessments, homework completion, and teacher interaction. Highly able learners are developed through stretch tasks, independent research accolades, and enrichment opportunities such as STEM competitions. Strategies to challenge learners include higher-order questioning, problem-solving challenges, and designing investigations that require critical thinking and creativity. Co-curricular opportunities include STEM clubs such as Science, Robotics and Logic Puzzles. Learners can also participate in national competitions and workshops. These activities aim to broaden scientific horizons and encourage curiosity beyond the classroom.

SCIENCE Knowledge and Understanding

Scientific Investigation Skills

Numeracy and Data Presentation Skills

I show understanding of some the key ideas I have learned in my oral answers. I can recall basic scientific facts such as names of key practical equipment, some units for measurements and most frequent keywords within the topics.

I have started to use simple practical scientific techniques to investigate a prediction and produce results. I can sometimes spot simple patterns in data and identify results that don’t fit the pattern. I can make a simple statement about my results.

I can attempt some graph and number related tasks with support. I fill in provided tables to record results.

I can describe some ideas I have learned in oral and written answers. I can use some scientific terminology accurate when describing ideas. I can use simple models to explain ideas and observations.

I can use a range of scientific techniques and will be able to select an appropriate technique to use from a given selection. I can explain some elements of my observations using scientific ideas and identify simple patterns in data.

I can plot basic bar and line graphs with support. I can complete number tasks with support and can use basic equations. I can complete headings for tables to record data.

I will clearly show my understanding of the ideas in oral and written answers. I can recall and use scientific terminology appropriately. I can use this terminology correctly to explain my thoughts when tackling questions.

I can use a range of scientific techniques with more independence and can usually choose an appropriate technique to collect useful data. I can make some appropriate judgements about the quality of data. I can describe my results and identify whether they support a prediction, and add some scientific reasoning to my explanations.

I can identify the correct method or equation to solve number problems and will be able to tackle graph work independently. I can draw tables to present results.

I can recall and use a wide range of accurate scientific terminology. I use detailed terminology to explain my thought process when answering questions. I can solve problems in some unfamiliar situations, sometimes using models to justify my ideas.

I can use a range of scientific techniques with increasing confidence and make some judgements about the best technique to produce the best quality data. I can consider an investigative strategy and start to recognise how to amend the strategy to improve. I can describe my results in detail and start to identify facts to explain the extent to which results support a prediction. I can explain observations using scientific ideas and start to incorporate ideas from more than one source into more complex models.

I am confident to work with numbers and equations to solve problems and work independently on a range of graph work. I can create accurate tables to record complex data.

I show my understanding more complex ideas in written and oral answers. I will consistently use a wide range of accurate scientific terminology in my answers. I can use scientific ideas and reasoning to explain answers to challenging questions. I can apply my ideas in a variety of unfamiliar situations.

I can use a wide range of scientific techniques with confidence and consistently select an appropriate method to collect data. I am critical of data and can identify a strategy should be amended to make it more repeatable. I can identify anomalies, patterns in data and will consider precision and accuracy of results. I can use a wide range of scientific ideas confidently to explain observations in depth.

I show confidence in working with numbers and equations to solve complex problems. I complete accurate graph work with complex data. I can create a complex table to record data including repeats.

Grade

ART AND DESIGN

The Year 8 Art and Design curriculum builds on the skills and confidence developed in Year 7, encouraging learners to become more independent and reflective artists. Through a range of art and textiles projects, learners develop their understanding of the formal elements of art, including line, shape, colour, tone, texture, pattern, form and space. They explore the work of artists from different times and cultures whilst developing practical skills, creativity,+ and critical thinking. Written work, including artist research, annotation and evaluation, supports the development of ideas and outcomes. In the Michaelmas Term, learners explore Pop Art through the work of Andy Warhol and Roy Lichtenstein. They investigate themes of consumerism, advertising and popular culture, creating observational studies of packaging and consumer products before producing their own bold Pop Art poster outcomes. During the Lent Term, learners focus on Portraiture, developing their understanding of facial proportion, tone and expression. Through studies of Vincent van Gogh and Kehinde Wiley, learners explore how portraiture can communicate identity and meaning whilst refining their drawing and observational skills through practical experimentation and artist research. In the Trinity Term, learners undertake a Day of the Dead textiles project, exploring the symbolism, colour and decorative patterns associated with the celebration. Inspired by traditional and contemporary imagery, learners create a textile outcome using a range of surface decoration and construction techniques. Throughout the year, learners are encouraged to experiment with materials, refine their ideas and present work to a high standard. Co-curricular opportunities include Art and Textiles clubs, competitions, exhibitions and creative enrichment activities. Progress is assessed through ongoing feedback, project reviews and final outcomes. By the end of Year 8, learners will be confident in using a range of materials, techniques and processes to communicate ideas creatively and effectively. ting work to a high standard, laying strong foundations for future study in Art and Design.

ART AND DESIGN Research & Influences

Grade

Sketchbook & Presentation

Drawing & Recording

Art & Textile Techniques

I complete tasks. I record my ideas with support and present my work in a basic way.

I can create simple observational drawings and am devloping greater control in my work.

I can use materials with guidance and have some success.

I can identify artists, designers or cultures studied.

Most of my tasks I complete are organised. I show some experimentation and include annotation in my work.

I am becoming more accurate in my use of shape, proportion and detail.

I have started experimenting with a range of art and textile processes.

I can describe how artists have influenced my own work.

My sketchbook is wellpresented showing clear development and exploration of ideas.

My drawings have become more accurate showing confidence and good observation.

I can demonstrate good control of materials and techniques.

I can explains links between research and practical outcomes.

My sketchbook is detailed, refined and thoughtful demonstrating experimentation and improvement.

I have strong observational skills with careful attention to detail.

I can use materials confidently, creatively and appropriately.

I can analyse influences and applies them effectively.

My sketchbook is outstanding showing independent development, refinement and personal engagement.

I produce highly accomplished observational work demonstrating excellent technical skill.

I use highly skilled and sophisticated use of media, techniques and processes.

I can demonstrate perceptive understanding and use influences creatively to develop my personal ideas.

Grade

Creativity & Development

Analysis & Evaluation

Independent Learning

I produce simple ideas and follow examples.

I make simple comments about my work.

I require regular support and guidance.

I develop ideas with some independence.

I use some art and textile vocabulary when evaluating.

I respond positively to feedback and complete tasks.

I explore and develop ideas independently.

I can evaluate my strengths and areas for improvement clearly.

I work independently and act on feedback.

I refine ideas thoughtfully to create imaginative outcomes.

I show detailed analysis demonstrating reflection and understanding.

I can demonstrate resilience, initiative and commitment.

I produce highly original, ambitious and personal outcomes.

I show insightful and perceptive evaluation used to drive further development.

I consistently exceed expectations through exceptional independence and motivation.

COMPUTING The Year 8 Computing curriculum builds on the foundations established in Year 7, deepening understanding of computational principles while fostering innovation and resilience. Learners move towards greater independence, technical proficiency, and creative problem-solving. The main four concepts of Networks, Media, Programming and Data continue into Year 8 with increased challenge and encourage the application of computational thinking to real-world challenges and futureproofing learners with their digital skills. Computing Systems and Networks and Creating Media: Unit 1 takes a tour through the layers of computing systems: from programs and the operating system, to the physical components that store and execute these programs, to the fundamental binary building blocks that these components consist of. The last lessons cover two interesting contemporary topics: artificial intelligence and open source software. In the Creating Media unit learners will design graphics using vector graphic editing software and produce an illustration, a logo, or some icons using vector graphics. The unit will help learners to understand processes involved in creating graphics and provide the knowledge and tools to create their own. In the Lent term, learners will study the first of two units on Programming, exploring technologies that make up the internet and World Wide Web. Commencing with an exploration of the building blocks of the World Wide Web, HTML, and CSS, learners will investigate how websites are catalogued and organised for effective retrieval using search engines. In the second half of the term, the Data and Information unit introduces binary digits to learners as the symbols computers use to perform these tasks and focus on the representation of text and numbers. In the Trinity term, the second Creating Media and Programming units include working through the design and development process of creating a mobile app, using App Lab from code.org. Learners will explore design techniques, understand how hardware components can improve user experience and safety, before developing a working app. After half term, learners will be introduced to text-based programming with Python. The lessons form a journey that starts with simple programs involving input and output, and gradually moves on through arithmetic operations, randomness, selection, and iteration. Emphasis is placed on tackling common misconceptions and elucidating the mechanics of program execution. A range of pedagogical tools is employed throughout the unit, with the most prominent being pair programming, live coding, and worked examples. Skills development moves from simple coding tasks to complex problem-solving and system design. Tasks are reinforced with practical, hands-on activities and gamified learning when appropriate. Learners learn to break down problems into manageable parts, apply algorithms effectively, and produce robust programs. Highly able learners demonstrate confidence in integrating hardware and software, debugging solutions, and evaluating performance and are extended through tiered tasks ranging from foundation to enrichment and enhancement, with optional opportunities for deeper engagement and independent exploration. Progress is assessed in each unit. Learners receive feedback on projects and collaborative work, with progress tracked against grade descriptors. Homework is set only when needed; as tasks are carefully scaffolded and mostly completed in class, homework is used selectively to consolidate learning or finish work for submission.

COMPUTING Grade

Networks and Computer Systems

Programming

I can identify common digital devices (computer, tablet, phone) and recognise that devices I can connect to each other. I use basic computing vocabulary with support.

I can create simple programs by following instructions. I can use basic commands to produce an output and I can identify what a program does.

I can describe simple ways devices communicate and identify basic hardware such as keyboards, monitors, routers, and servers. I understand that the internet connects computers worldwide.

I can create programs containing sequences of instructions. I can identify simple errors with support and make basic changes to improve a program.

I can explain the purpose of a network and distinguish between hardware and software. I can identify components of a network and describe how information is shared between devices.

I can use sequence and simple selection to control the behaviour of a program. I can predict the outcome of straightforward code and debug simple errors.

I can explain how data travels across networks using packets and describe the roles of switches, routers, and wireless access points. I can understand the difference between the internet and the World Wide Web.

I can design and create programs using sequence, selection, and repetition. I test programs systematically and correct errors independently.

I can explain the layers involved in computer systems and networks, including hardware, operating systems, and applications. I can describe how protocols enable communication and explain IP addressing in simple terms.

I can decompose problems into smaller tasks and create solutions using variables, inputs, outputs, and control structures. I produce programs that meet a given specification.

Grade

Creating Media

Data and Information

I can create simple digital content by selecting and placing text, images, or sounds. I require support to use digital tools and save work.

I can collect simple data and record it in a table. I can understand that data can be used to answer questions.

I can produce basic media content using appropriate software. I make simple changes to improve appearance and I can explain the purpose of their work.

I can sort and organise data using digital tools. I can identify simple patterns in data and present findings with support.

I can combine different media elements, such as text, images, audio, or shapes, to communicate an idea. I can use some design features appropriately.

I can enter and structure data accurately in a spreadsheet or database. I create simple charts and I can explain what the data shows.

I can create media products for a specific audience and purpose. I apply basic design principles including layout, colour, and consistency. I can review work and make improvements following feedback.

I can use formulae and functions to process data. I select appropriate ways to present information and I can identify trends or anomalies.

I can independently create effective digital media using a range of tools and techniques. I select suitable assets and I demonstrate awareness of copyright and attribution.

I can collect, validate, and analyse data from different sources. I can use spreadsheets effectively to model scenarios and answer questions.

DANCE

Dance is a powerful form of expression as well as an excellent way of releasing tension and promoting wellbeing. It develops fundamental life skills such as teamwork, resilience, creativity and selfconfidence, while building excellence in both body and mind. Dance is culturally and socially significant, and this is the perspective underlying the Year 8 curriculum. In Module 1: Social Dance Through the Decades, learners explore dance across the decades, beginning with iconic social dances of the 1950s and 1960s and incorporating significant dance trends from each decade through to the early 2000s. Learners examine historical and social contexts that influenced dance style and explore how dance reflected the music, fashion, and cultural movements of each era. Learners experience dance styles practically in lessons, gaining understanding of how popular culture has shaped movement and performance over time. Learners will select their two favourite decades and create an original dance piece inspired by the styles, themes and movement vocabulary they have explored. As part of the module, learners will complete a written task exploring the impact of the music video, which will support the development of their literacy skills. The module concludes with a dance appreciation task, and learners will analyse both the professional dance works they have studied and their own choreographic work. This will provide opportunities for reflection, evaluation and the development of critical thinking skills. Module 2: Dance and Culture, introduces cultural dance styles, broadening understanding of dance traditions and influences from around the world, including Contemporary and Kathak, Flamenco and Stylised Ballet, and Samba and Jazz. Learners will participate in practical workshops before applying their knowledge and understanding to create their own choreography. Learners investigate cultural contexts of dance styles and watch professional dance works in each genre. This will deepen their appreciation of the artistic, historical and cultural significance of dance and give an opportunity to physically experience each style. Assessment includes performance skills through the sequences learned during each workshop. Learners will choreograph their own dance piece, combining one cultural dance style and one dance technique to create an extended performance lasting approximately one and a half minutes. Choreography, Performance and Appreciation provide learners with opportunities to develop creativity, technical proficiency and critical thinking. Learners will create and communicate ideas through movement, refine their physical and expressive performance skills, and analyse both their own work and professional dance performances. Through the study of a range of dance styles and contexts, they gain an understanding of choreography, performance, production elements and artistic intent.

DANCE

Grade

Choreography

Performance

I can create basic motifs using body actions and some spatial content.

I can perform with an emerging knowledge and understanding of the skills required to perform safely, with some awareness of the choreographic intention.

My dance has a beginning and end.

I can demonstrate some purposeful selection and use of action, space and dynamics. I can use simple formation in a group dance.

I use aural settings (musical accompaniment) to communicate simple choreographic intention. My dance has a beginning, middle and end.

I can demonstrate a purposeful and ranging selection and use of action, space and dynamics. Dancer relationships are identified. Elements of unison and canon is used in group work.

I make informed decisions about my choice of and use of aural setting to communicate my choreographic intention. My dance has a beginning, middle and end and I use transitions to link the dance together.

I can demonstrate action and spatial content, and can perform dance phrases and sequences demonstrating concentration.

I can perform with some knowledge and understanding of the skills required to dance safely with some awareness of style and/or intention. I am able to demonstrate action and spatial content to include both personal and performance space. I can maintain appropriate posture, reproduce simple movement sequences with the correct timing, and demonstrate elements of movement memory

I can perform movement phrases demonstrating a developing knowledge and understanding of the skills required to perform safely, with an awareness of style and/or intention. I am able to demonstrate action and spatial content with confidence. I can perform with consistent application of the correct posture and I have an awareness of alignment, relationship content, focus, and commitment. I can perform in time with the music and use eyeline effectively.

Appreciation

I can identify when I need to improve my dance performance. I can identify key features of a professional dance work linking to movement components, design and aural accompaniment.

I can use some analysis and/or interpretation to provide simple reflections on my own dance performance. I am able to use some specialist terminology when analysing professional works, but this is inconsistent.

I can use some analysis and interpretation to provide thoughtful reflection on my own dance work, identifying both strengths and weaknesses. I can use specialist terminology to identify the key features of a professional dance work in relation to its choreographic intention.

DANCE

Grade

Choreography

Performance

I can demonstrate a purposeful and wide-ranging selection and use of action, space and dynamics. Dancer relationships are used to further the choreographic intent. There is a clear motif in the dance work.

I can securely perform extended movement phrases. Movement content is mostly accurate, and some sensitivity is shown to the style and/or intention of the work.

I use aural setting to effectively communicate choreographic intention.

I am able to perform action and spatial content securely with developing dynamics.

My dance has a beginning, middle and end and I use clear transitions to create structured dance phrases, which help to link the dance together.

I can perform with sound balance and control which enables me to perform with focus and projection.

I can demonstrate a coherent selection and use of choreographic elements including action and reaction, personal and performance space and wide-ranging dynamics. Motifs are clear and integrated into the work effectively.

I can select an appropriate aural setting with clear rhythmic content to enhance and communicate my choreographic intent. My dance has a clear structure with at least one highlight, which furthers the choreographic intent.

I can perform set dances demonstrating accurate movement content which shows sensitivity to the style and/or intention of the work. In performance I can demonstrate proficient action, spatial and dynamic content. I can perform with flexibility, extension, balance, control and alignment which enables me to perform sensitively with others and to connect with the audience.

Appreciation

I can analyse and interpret my own work to produce clear, reflective judgements using specialist terminology appropriately. Through analysis, I can discuss how movement, music and design contribute to the choreographic intention of a professional dance work.

I can critically analyse, interpret and evaluate my own work to produce clear, reflective judgements using specialist terminology appropriately. I can make thoughtful, analytical judgements about how movement, music and design contribute to the choreographic intention of a professional dance work. I am able to support this with some contextual knowledge.

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DRAMA

The Drama department plays a vital role in the Key Stage 3 curriculum at St Mary’s. Through the varied and exciting programme of study offered to learners, the department aims to develop selfconfidence and raise self-esteem as well as teach and develop performance skills. Through Drama, learners are taught the necessary skills of negotiation and cooperation required for teamwork, which are so essential for the world of work they will enter. The Year 8 Drama curriculum aims to develop creativity, confidence, and collaboration through practical and theoretical exploration of theatre. Our intent is to nurture expressive skills, critical thinking, and cultural awareness by engaging learners in performance, devising, and evaluation. Learners move from basic improvisation to more sophisticated characterisation and ensemble work, so that they can develop character depth, use symbolism and physicality, have greater control of voice and movement, and convince the audience of character. They explore historical styles such as Greek Theatre and Melodrama, and begin to analyse and justify creative choices in written evaluations. Lessons are interactive and practical, focusing on group work, improvisation, and script-based activities. Learning through performing, devising, and evaluating, is supported by written tasks that embed literacy. Homework is set fortnightly and includes research, script writing, and reflective evaluations. Adaptation ensures all pupils are challenged, with extension tasks for more able learners. Term

Title of Scheme of Work

Detail of Scheme of Work

Michaelmas 1

Melodrama Assessment: Performance

An exploration of the genre, focusing on physical skills and over-exaggerated characters.

Michaelmas 2

Greek Theatre Assessment: Creating

Learners will explore Greek theatre and create their own theatre mask using inspiration from the Greek myth ‘Pandora’s Box’.

Lent 1 and 2

Scripts and Staging Configurations Assessment: Creating

An exploration of a variety of different plays and different performance configurations to perform in.

Trinity 1

Monologues and Duologues Assessment: Performance

Learners focus on a whole script and prepare a formal performance either as a monologue or duologue. They work through a variety of rehearsal techniques and gain feedback from their peers.

Trinity 2

Devising/Physical Theatre/Improvisation Assessment: Evaluation

Learners will explore how to devise, focusing on physical theatre.

Literacy is embedded through script reading and writing, annotating stage directions, and producing structured evaluations using drama terminology. Homework tasks reinforce classroom learning and develop independent research and critical reflection. Theatre trips and co-curricular opportunities such as Drama Club and school productions enrich learning. Progress is measured through practical assessments, written evaluations, and participation in performances. By the end of the year, learners demonstrate progress in performance skills, creativity, and analytical writing, ensuring readiness for the next stage of KS3 and GCSE Drama.

DRAMA

Grade

Creating

Performing

Evaluating

I can demonstrate some engagement with the rehearsal process, with support I can recognise the differences between types of staging and can use basic staging techniques in exercises and rehearsals I can make choices about language and movement to match the person, place and time.

I can show some evidence of gesture and movement in-keeping with the style of performance There is limited communication and awareness of the other performers.

I can discuss the performances with support I can suggest simple ways to improve I can understand some simple dramatic vocabulary and use them with support.

I can take part in the rehearsal process with growing independence I can recognise and begin to apply different types of staging to enhance performance I can make thoughtful choices about language, voice, and movement that reflect the person, place, and time.

I can use gesture, movement, and voice that are mostly consistent with the style of performance I can communicate with others on stage and show awareness of timing, space, and focus.

I can discuss performances using some drama vocabulary with increasing confidence I can identify strengths and weaknesses in my own work and others’ work I can correctly use basic drama vocabulary.

I can work well with others in group work, listening to ideas and taking direction I can use a range of performance and staging techniques I can consider the effect of the drama on an audience and devise from a range of ideas I can make choices about language and movement to match the person, place and time.

I can stay in role throughout a performance I can experiment with vocal and physical skills to create a character or role I can use some improvisation and dialogue in-keeping with the performance or character.

I can give constructive criticism which has a positive impact on the development of the Drama I can assess strengths and weakness of their own work and that of others I can suggest clear and practical ways to improve a performance.

DRAMA

Grade

Creating

Performing

Evaluating

I can give and receive direction, working sensitively with others to create Drama I can explore and interpret ideas using appropriate strategies which suit the style of performance I can experiment with theatrical elements to create an interesting, well-crafted piece I can develop a character with a sophisticated response to a stimulus, refining throughout rehearsal.

I can perform with complete commitment and Imagination I can use the performance space in original ways in order to tell the audience the style / message of the piece of drama I can use appropriate and imaginative vocal and physical skills to create a clear character or role.

I can clearly discuss the ways that ideas are presented and characters are portrayed I can identify staging and performance techniques and talk about why and how they may have been used I can use correct technical terms when reflecting on the creation and performance of drama.

I can work creatively to challenge and develop ideas given by others, in a supportive way I can devise drama in an appropriate style, dealing with challenging issues and themes I can use symbolism to communicate meaning / moral to an audience I can develop a character with sophisticated response to a stimulus, refining throughout rehearsal.

I can perform with commitment and imagination I can begin to convince audience of character when performing, through skilful use of spoken word, movement or gestures I can use the performance space in original ways in order to tell the audience the style / message of the piece of drama I can use vocal and physical skills to communicate mood and atmosphere in a devised or scripted performance.

I can fully justify opinions when evaluating performance work, using drama vocabulary with ease I can discuss and analyse the drama, with demonstrable knowledge of strategies, skills and style I can reflect on the work as it progresses, using ideas generated to improve and edit the work I can identify staging and performance techniques and talk about why and how they may have been used.

FOOD AND NUTRITION The Year 8 Food and Nutrition curriculum fosters greater independence, technical accuracy, and a deeper understanding of nutrition and sustainability. There is consolidation of practical competence and the introduction of more complex concepts such as sustainability, dietary health, and the science behind cooking processes. While Year 7 focuses on basic hygiene routines, simple recipe following, and an introduction to the Eatwell Guide and Fairtrade, Year 8 encourages learners to adapt recipes, apply advanced cooking techniques, and evaluate dishes using technical vocabulary. Students progress with improved confidence, precision, and analytical skills. Learners apply the principles of the Eatwell Guide and The 8 Tips for Healthy Eating, explain the function and sources of key nutrients, and understand the environmental impact of food choices. Lessons aim to foster creativity, resilience, and problem-solving. Teaching and learning combines theory and practical work in a structured, engaging way. Learners have one double lesson per week, allowing time for hands-on cooking and reflective evaluation. The curriculum introduces topics such as food hygiene and contamination, sustainability issues, and advanced nutrition. Practical tasks include using a wide range of equipment confidently, applying finishing techniques, and adapting recipes to suit dietary needs. Learning to scale recipes accurately using ratios, adjust cooking times, and interpret nutritional charts are key skills. Literacy is developed through extended evaluations using technical terms like gelatinisation and caramelisation, while numeracy is embedded through precise measurement, ratio calculations, and interpreting percentages in nutritional data. Skills progress significantly and learners move from following recipes with support to adapting them independently, presenting dishes creatively, and evaluating outcomes using structured criteria. They develop confidence in using electrical equipment, apply the principles of the 4 Cs (cleaning, cooking, chilling, cross-contamination), and demonstrate leadership in hygiene routines. Written work evolves from short notes and simple evaluations to extended answers with logical structure and accurate spelling and grammar. Numeracy skills advance from basic weighing to scaling recipes and calculating nutritional percentages. Highly able learners are challenged through extension tasks, leadership roles in practical sessions, and opportunities to research sustainability and dietary health. They are encouraged to experiment with new ingredients and cooking methods, and to apply scientific principles to their evaluations. Co-curricular opportunities include Cooking Club and themed practical sessions that promote creativity and cultural awareness. Learners also engage in discussions about ethical food choices and sustainability, linking classroom learning to global issues. Progress is measured through regular formative and summative assessments. Practical work is assessed throughout the year, alongside theory tasks on nutrition and sustainability. Progress is tracked against baseline and target levels using grade descriptors that cover making, knowledge, and understanding. Learners are expected to respond to feedback by refining their practical techniques and improving written evaluations. By the end of Year 8, most learners demonstrate confidence in adapting recipes, applying technical processes, and evaluating dishes using advanced vocabulary, while showing a secure understanding of nutrition and sustainability.

FOOD AND NUTRITION

Grade

Making

Knowledge and Understanding

With occasional guidance, I can select and use appropriate tools and equipment safely and use a food processor with support. I understand that some foods need to be stored in the fridge. I get ready to cook and keep hands clean throughout practical work. I follow a recipe with some support and need reminders to clear up. I write short sentences with mostly correct spelling of key terms. I measure ingredients with help using cups or spoons.

With some guidance, I can explain most hygiene and safety rules and say why they matter. I can say what the Eatwell Guide is for and identify the Fairtrade logo and name some Fairtrade products. I use sensory words when evaluating food and explain what I like about a product. I understand the function of some ingredients like flavour or decoration. I write short sentences with mostly correct spelling and punctuation. I can read simple numbers on nutritional labels.

I can use a range of equipment with little direction including a food processor, and I can name parts of a food processor. I understand correct storage conditions for ingredients and follow hygiene routines with minimal prompts. I follow a recipe independently and clear up to a good standard. I write clear notes and short evaluations with correct spelling of key words. I measure ingredients accurately using scales.

I can explain hygiene and safety rules and give reasons why they are important. I can categorise foods into the Eatwell Guide sections and explain Fairtrade and how it supports sustainability. I can name the function and sources of a couple of nutrients. I use sensory words to evaluate products and suggest improvements. I write short paragraphs with mostly correct grammar and punctuation. I can interpret simple nutritional values in grams.

I can select and use ingredients and equipment safely and independently. I understand high/medium/low risk foods and where to store them. I follow hygiene routines confidently. I show confidence when following a recipe and finish recipes on time. I clear up independently and to a high standard I write evaluations clearly using full sentences and correct spelling of technical terms. I measure ingredients and portions accurately.

I can explain hygiene and safety rules confidently and why they matter. I can name and categorise foods into Eatwell Guide sections and explain why we use it. I can explain Fairtrade and its advantages and disadvantages. I produce sensory analysis using descriptors and star profiles. I write structured paragraphs with accurate spelling and punctuation. I can compare nutritional values and interpret simple percentages.

I can use equipment safely and accurately and lead by example in hygiene routines. I can name all parts of the food processor and use it independently. I follow and adapt recipes confidently and present dishes well using appropriate finishing techniques. I can assist others in class. I write evaluations using the Skills Matrix, and make recommendations clearly with accurate spelling and grammar. I scale recipes up or down using ratios and adjust cooking times.

I can explain the consequences of poor hygiene and link it to contamination. I can apply Eatwell Guide principles to a diet and explain Fairtrade and sustainability in detail. I produce high-quality sensory analysis and use technical terms like caramelisation. I write extended answers with accurate spelling, grammar, and logical structure. I can interpret nutritional charts and calculate simple ratios.

I can use equipment safely and accurately for consistent results. I lead by example in hygiene routines and remind others why good hygiene is important. I follow recipes confidently and adapt stages when needed. I use appropriate finishing techniques and clear up to a high standard. I assist others and have time to evaluate products using the Skills Matrix. I write evaluations clearly with accurate spelling and grammar. I scale recipes and adjust cooking times using ratios and measure ingredients precisely.

I can explain the consequences of poor hygiene and link it to food spoilage and contamination. I confidently use the Eatwell Guide and The 8 Tips to make recommendations for diets. I can name the function and sources of four nutrients. I produce high-quality sensory analysis using technical terms like gelatinisation and caramelisation. I write extended answers with accurate spelling, grammar, and logical structure. I interpret nutritional charts and calculate simple ratios. I can explain several sustainability issues and how they impact the environment.

FRENCH While Year 7 introduced core vocabulary and simple sentence structures, Year 8 encourages learners to produce more extended responses and apply grammar rules with increasing confidence. Learners begin to use two time-frames, express opinions with reasons, and demonstrate improved pronunciation and accuracy. The aim for Year 8 is to deepen linguistic competence and cultural awareness while fostering creativity and resilience. Learning to communicate for a wider range of purposes and develop strategies for decoding unfamiliar language is embedded, and learners also strengthen their ability to listen attentively and respond accurately. Teaching and learning follows the EPI approach, with sentence builders and structured practice forming the backbone of lessons. In the Michaelmas term, learners study Dans ma ville, learning to describe places in town, give directions, and talk about what there is and isn’t in their local area. Grammar teaching includes the use of il y a, il n’y a pas de, prepositions, and partitive articles. The Lent term introduces Mes vacances, focusing on holiday activities and destinations, with an emphasis on the perfect tense using avoir and être. In the Trinity term, learners explore Musique, films et passetemps, expressing preferences and opinions about music, films, and hobbies, and practising comparative structures. Cultural elements are integrated through authentic media and classroom discussions. Literacy development is central. Learners read short texts and dialogues, identifying key points and opinions, and begin to infer meaning from context. Writing tasks progress from short sentences to structured paragraphs, with increasing attention to spelling, punctuation, and grammar. Speaking activities encourage spontaneity and accurate pronunciation, while listening tasks develop comprehension of longer passages. Highly able learners are supported through extension activities, such as using three time-frames, incorporating complex structures, and engaging in independent research. They are encouraged to take part in language clubs, competitions, and cultural projects, and teachers provide targeted feedback to stretch their skills further. Co-curricular opportunities include participation in French club and cultural events such as European Languages Day. A residential trip to France is planned for later in KS3, offering immersive experiences that reinforce classroom learning. Impact is measured through regular assessments, including end-of-unit tests and termly exams covering all four skills. Progress is tracked against baseline and target grades, and feedback is provided through marking codes and WWW/EBI comments. Learners are expected to respond to feedback by redrafting work or completing targeted tasks. Homework is set on a weekly basis and should take students a maximum of thirty to forty minutes to complete. This may include vocabulary learning using Quizlet or Memrise, or revising for an end of unit test. By the end of Year 8, learners demonstrate greater fluency, improved grammatical accuracy, and the ability to express opinions with reasons, preparing them for the challenges of Year 9.

FRENCH

Grade

Speaking

Listening

Reading

Writing

I know a few words that I can use accurately. I can say single words or sounds when someone helps me. My pronunciation is often unclear.

I can understand some familiar words or sounds. I find it hard to pick out any information. I am learning basic grammar and vocabulary.

I can identify a few familiar words in simple texts. I sometimes do not understand the full meaning. Translating into English is very difficult for me.

I can write a few words. My spelling and grammar is often inaccurate. My writing contains limited detail and I use only one tense.

I know a small number of words and can say these with help. My pronunciation of words is unclear. I do not use many language terms yet.

I can pick out a few key words or simple opinions in short sentences. I find it hard to understand most of what I hear; I know a little grammar and vocabulary.

I can understand some simple words and short opinions in texts. I can try to translate short sentences into English, but this is not always accurate.

I can write a few words with spelling and grammar mistakes. I can sometimes use one tense correctly. I might include numbers up to five.

I can say short phrases or single words with help. My pronunciation is getting better, and I use very simple vocabulary. I am starting to use some language terms.

I can understand simple information and opinions in short spoken texts with familiar words. I am learning to recognise basic grammar and vocabulary.

I can understand short phrases and simple opinions in texts. I can translate short sentences into English, but I often miss words or make mistakes.

I can write short phrases or sentences using basic words. My grammar and spelling are sometimes wrong, but I can usually use one tense. I might include simple numbers.

I can say short phrases with improving pronunciation. I can answer questions with some help and use simple grammar and vocabulary.

I can understand key points and opinions in longer spoken texts. I can recognise some time frames and familiar vocabulary.

I can understand short sentences and opinions in texts. I can translate short texts, but I make some mistakes, especially with unfamiliar words.

I can write short sentences using basic words. I can sometimes use two tenses and include simple opinions with reasons and connectives.

I can speak with some fluency and clear pronunciation. I can give short answers and use simple grammar and vocabulary, including using three time frames.

I can understand the main points and some details in longer spoken texts. I can recognise different time frames and familiar opinions.

I can understand longer texts with familiar words and opinions. I can translate short texts with few mistakes and understand the main ideas and opinions.

I can write short texts using simple words and grammar. I can mostly use three tenses accurately and include opinions with reasons and connectives.

GEOGRAPHY Geography embraces both the natural and human worlds. It develops knowledge of places, environments, globalisation, and sustainable development. The study of geography enables learners to acquire an understanding of maps and geographical images, teaches thinking skills and challenges learners to extend their research skills and use of ICT. In Year 8, learners progress from basic understanding and simple explanations to clear, structured reasoning with evidence, and independent research and detailed answers using frameworks like SEE. The girls are introduced to the SEE framework, through which they explore ideas using Social, Economic, and Environmental (SEE) principles. Highly able learners will be able to consider the implications across temporal and spatial scales. Learners’ geographical skills develop from using simple maps and graphs to interpreting and manipulating complex data e.g. calculating percentage change. Girls will develop and be assessed on their knowledge (K), critical understanding (CU) and geographical skills (S). Literacy is embedded throughout the curriculum by integrating reading, writing, and speaking tasks into geographical learning. Learners develop research skills through guided use of the internet and AI, apply persuasive writing techniques in assessments on tourism, and build oral communication through presentations on Asian geography and SEE concepts. Decision-making exercises, annotated diagrams, and written reports further strengthen technical accuracy and subject-specific vocabulary, ensuring literacy supports both knowledge acquisition and critical thinking in Geography. Programme of study: Michaelmas

Introduction to Asia – countries and creating a political map (S). Why tourism is important to Asian countries (K/CU) How to research the physical geography of Asia effectively using the internet and AI (S) China’s physical and human geography (K). Making connections between the two areas (CU). Introduction to the concepts of SEE in Geography (Social, Economic and Environmental geography).

Lent China (One Child Policy) a decision-making exercise. Using the SEE framework the Girls will explore the opportunities and challenges of the policy, making justified decisions to formulate a final decision. (K/CU) The Earth and Plate Tectonics – to include the layers of the planet and their properties (K). How the earth’s crust is divided into tectonic plates and the characteristics/features of the different plate boundaries using annotated diagrams (K/CU/S).

Trinity

Tectonic activity: understanding how earthquakes and volcanoes are formed and the hazards associated with them (K/CU). How to plan, protect and prepare for tectonic hazards (K), assessed through decisionmaking task comparing responses to different tectonic hazards (K/CU/S). Assessment: Using resources from a Case Study (S) = Turkey Earthquake (2023). The effects of and responses to a real-life seismic event. (K/CU) Fieldwork: Infiltration rates investigation. (S)

Learners are supported in their learning through a range of regular homework activities and in their understanding of the assessment and success criteria, through the modelling of answers and regular self and peer assessment opportunities. These activities encourage the girls to identify one or two strengths and areas for improvement, set personal targets, and reflect on how effectively they approached each task. Feedback is given and learners identify their own ‘Next Steps’ targets using the departmental levelling criteria. At the start of Year 8 the girls sit a baseline assessment which alongside their Year 7 grades allow an end of year target grade to be set. Formal assessment opportunities occur throughout the year; ensuring learners are familiar with marking schemes and expectations. Grade descriptors provide the pathway for progression and help the girls take ownership of their own learning journey.

GEOGRAPHY

Grade

AO1: Processes and Concepts

AO1: Evidence, Named Examples and Case Studies

AO1: Geographical Terminology and Literacy

I can show a little knowledge of places and processes in the human and physical world.

I can name simple examples.

I can use very simple geographical words and try to spell them correctly.

I can show some knowledge of places and processes in the human and physical world.

I can include basic facts linked to a named example.

I can start to use geographical words accurately and use capital letters for place names.

I can show basic knowledge of places and processes in the human and physical world.

I can research named examples and collect evidence, checking if information is correct.

I can use geographical words consistently and write short paragraphs with mostly correct spelling and punctuation.

I can show reasonable knowledge of places and processes in the human and physical world.

I can use evidence and named examples to support my work and select relevant information.

I can use a range of geographical words and start reading topical articles. I write structured paragraphs with accurate spelling and grammar.

I can show good knowledge of places and processes in the human and physical world.

I can research independently and use case studies effectively, identifying bias.

I can use a wide range of geographical words accurately and write extended answers with good spelling and grammar.

GEOGRAPHY

Grade

AO2: Application and Evaluation

AO2: Synopticity

AO3: Geographical Skills

I can give a simple reason why something happens.

I can make basic connections between physical and human geography. I can begin to understand scale.

I can find one piece of information on an atlas map.

I can suggest reasons why things happen.

I can make accurate connections between physical and human geography. I can begin to use scale to support my answers.

I can add and subtract numbers. I can use the 4 main compass points. I can draw a simple bar chart. I can find different pieces of information in an atlas.

I can suggest reasons why things happen and begin to explain how they link together. I can connect my response to the command word in the question.

I can make accurate connections between areas of geography. I can begin to use SEE principles. I can compare ideas using scale.

I can compare numbers, use correct units. I can use the 8 compass points. I can use 4-figure grid references. I can draw a line graph. I can identify patterns on a choropleth map I can use an atlas contents page.

I can make accurate connections between areas of geography. I can begin to use SEE principles. I can compare ideas using scale.

I can calculate mean and mode. I can work out percentages. I can convert units (e.g., cm to km). I can use map scales. I can draw compound bar charts, compare choropleth maps. I can collect data from an atlas.

I can use the SEE framework to structure longer answers. I can compare ideas using scale.

I can calculate median and percentage change. I can use a 16point compass. I can use 6-figure grid references. I can draw complex line graphs. I can interpret choropleth maps. I can interpret data from an atlas.

I can make factual statements and explain reasons clearly, using different points of view.

I can give clear reasons and explanations linked to evidence and SEE principles, considering different opinions.

Page 35

HISTORY The Year 8 History curriculum builds on the chronological understanding and foundational historical skills developed in Year 7 and moves learners towards more sophisticated analysis, independent enquiry and structured argument. Learners are increasingly expected to move beyond explaining individual events towards identifying patterns, making connections across different periods and considering why historical experiences changed over time. The intention is to develop learners who can think critically about the complexity of the past. They are encouraged to recognise that historical developments rarely have a single cause or consequence and that people's experiences can differ according to their circumstances. Learners increasingly use evidence to construct and challenge interpretations, preparing them for the more demanding analytical work of Year 9 and subsequently GCSE History. The curriculum is organised around broad thematic questions that explore recurring issues in different historical contexts. These include whether the experience of being a soldier has really changed, why healthcare improved, whether childhood has become freer and safer, how rulers remove limits on their power, the impact of technology, and why attempts to prevent war succeed or fail. The thematic approach encourages learners to recognise both continuity and change and to consider how the experiences of individuals are shaped by wider political, social, technological and economic developments. For example, the Second World War provides opportunities to investigate warfare, leadership and technology. Learners consider key developments and turning points and evaluate the importance of different factors in explaining outcomes. The curriculum also examines major developments in society, including industrialisation, healthcare and social change, while exploring changing experiences of children and ordinary people. The study of dictators and the removal of limits on political power develops learners' understanding of leadership, authority and propaganda. A range of strategies, including source analysis, debates, collaborative learning, structured discussion, independent enquiry and extended writing are used. Learners increasingly take responsibility for developing and defending their own interpretations. Literacy remains central to the Year 8 curriculum, with increasing emphasis on analytical reading and writing. Learners engage with a wider range of primary and secondary sources, including propaganda, personal accounts, visual sources and historical interpretations. They are taught to consider provenance, purpose, perspective and reliability and to recognise that sources can provide different insights into the same historical event. Writing becomes increasingly sophisticated. Learners are expected to construct developed analytical paragraphs, explain relationships between causes and consequences, compare historical developments and reach supported judgements. Vocabulary development remains a priority, with learners explicitly developing both Tier 2 academic vocabulary and Tier 3 historical terminology. Speaking and listening are developed through discussion, debate and presentation. Learners are increasingly expected to challenge, refine and respond to the ideas of others, supporting the development of independent historical thinking. Feedback focuses on the quality of learners' reasoning: their ability to select relevant evidence, explain its significance, develop an argument and reach a substantiated judgement. Co-curricular experiences are used to strengthen the links between classroom learning and the wider world. For example, the Year 8 visit to the Hôtel des Invalides in Paris provides a particularly valuable opportunity to extend the curriculum's thematic exploration of warfare, soldiers, leadership and changing experiences of conflict.

HISTORY Knowledge and Understanding

Explanation and Analysis

Sources and Interpretations

(AO1) Emphasises depth, accuracy, and understanding of key features and characteristics of historical periods.

(AO2)Focuses on secondorder concepts (cause, consequence, change, continuity, similarity, difference, significance).

(AO3)Requires students to evaluate sources for usefulness, reliability, and context; make substantiated judgements.

I can remember a few simple facts about the past and say what happened, but I need help to understand what these facts mean. I try to spell key words correctly.

I can give a basic reason for why something happened in history, but I need help to explain it clearly. I write short sentences with some correct punctuation.

I can look at a picture or object and say something simple about it, but I need help to understand what it tells me about the past. I try to write clearly.

I can talk about people or events from the past using simple words and begin to understand how they are connected. I spell some historical words correctly.

I can give a simple reason why something happened and what happened next, using words like 'because' or 'then'. I write simple sentences with mostly correct punctuation. I can explain one interpretation of events.

I can look at a source and say what it shows or tells me, and begin to think about why it was made. I write ideas clearly in short sentences.

I can describe events and people from the past using some historical words and begin to explain why they are important, spelling key words correctly.

I can explain why something happened and what the result was, using simple cause and effect ideas. I write short paragraphs with mostly correct grammar and punctuation. I am starting to compare two sides on an argument.

I can spot differences between sources and say which one I trust more, giving a simple reason. I write clearly and use full sentences.

I can describe and explain events using historical terms and key facts, show how things changed over time, and spell key historical words correctly. I can compare two time periods with statements.

I can give more than one reason for why something happened and explain the impact using cause and consequence. I write clear paragraphs with correct punctuation and grammar. I can explain two sides of an argument.

I can compare sources and explain why they might be different, thinking about who made them and why. I write ideas clearly and in full sentences.

I can explain events in detail using historical vocabulary and examples, and show how different events are linked, spelling accurately. I can use examples when compare similarities and differences between time periods.

I can explain how and why events happened and link causes and consequences clearly. I write wellstructured paragraphs with accurate grammar and punctuation. I can explain two sides of an argument and reach a judgement.

I can explain how useful a source is by thinking about who made it, when, and why, and understand different opinions about the past. I write clearly and use correct grammar.

Grade

MUSIC

The Year 8 Music curriculum aims to inspire creativity, confidence, and cultural awareness through performing, composing, and appraising. Our intent is to develop musical skills alongside critical listening and an understanding of diverse genres. Learners explore topics that build technical ability, creativity, and appreciation of music as an expressive art form. They are moving from basic performance to more advanced ensemble work and creative composition as they explore different genres and use technology for music creation. Learners continue to analyse musical features using Nearpod and Wordwall. Topics Covered Ensemble performance - developing collaborative skills through rehearsing and performing together Pentatonicism - exploring the traditional music of Japan and China, improvising and composing using the pentatonic scale Experimentalism - becoming familiar with Experimental music of the 1950s, learning to follow and create graphic scores Music for Film - analysing film music, underscoring scenes from popular films Music Techology - using Bandlab to compose digital music Year 8 builds on the foundations laid in Year 7, with a focus on popular music, folk influences and film music. Learners perform contemporary songs such as Rihanna’s Stay and Wham’s Last Christmas, developing ensemble skills and chord progressions on guitar and ukulele. They explore pentatonic scales through composition and improvisation and experiment with soundscapes in an experimental music unit. Technology-based composition using BandLab introduces digital music-making, while the study of film music includes creating atmospheric pieces for silent films like Amélie. Singing continues with hymns and pop songs, reinforcing performance confidence. Lessons are practical and interactive, focusing on performance, composition, and listening. Learners work individually and collaboratively, using instruments and technology such as BandLab. Homework is set once per half term to reinforce learning and encourage independent research. Extra-curricular opportunities include Orchestra, Junior Chamber Choir, Senior Choir, theory clubs and the Year 7 /8 Band. Differentiation ensures all pupils are challenged, with extension tasks for more able learners. Literacy is embedded through lyric writing, reading musical scores, and writing evaluations. Learners use musical vocabulary accurately and complete structured appraisals of their performances and compositions. Homework tasks include creative composition, reflective evaluations, and researchbased projects. Progress is measured through practical assessments, written evaluations, and participation in performances. By the end of the year, learners demonstrate progress in technical skills, creativity and critical listening, preparing them for the Year 9 and potentially GCSE Music.

MUSIC Grade

Composing

Performing

Listening, Appraising & Theory

I can improvise repeated patterns. I can combine several layers of sound with awareness of the combined effect. Sometimes I do not work well as part of a group. I struggle to play a musical part and sometimes fail to focus during the rehearsal process.

I can sing in tune with expression. I can perform simple parts that use a limited range of notes. I sometimes cannot concentrate when performing, and struggle to perform with others. I also struggle to face the audience or position myself correctly to be seen when performing.

I recognize how different musical elements are combined and used expressively. I make improvements to my own work; however, I do not openly discuss the music or performances, and I can struggle to write simple statements about my practical work. I am not familiar with music notation.

I can improvise melodic and rhythmic phrases on my own and as part of a group performance. I can compose by developing ideas within musical structures. I only create simple parts. I let others make decisions for me and remain quiet in rehearsal, rarely participating in decision making.

I can perform by ear and from simple notations. I can maintain my own part with awareness of how the different parts fit together and the need to achieve an overall effect. However, I sometimes perform with minimal effort applied, taking a small role which doesn’t offer many performance skills.

I can describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. I can suggest improvements to my own and others' work, commenting on how intentions have been achieved but I struggle to identify focused targets for improvement. I can recognize some notes and rhythms, but not yet secure.

I can work as part of a group and can co-operate with others. I can play a simple part and can focus for some of the time in rehearsal. I can improvise repeated musical patterns. I can combine several layers of sound with awareness of the combined effect.

I can play a simple part and cooperate with others on stage. I can sing in tune with expression. I can perform simple parts rhythmically, that use a limited range of notes.

I can write in simple statements about my practical work. I can recognize how the different musical elements are combined and used expressively. I can identify some targets for improvement and can comment on the intended effect. I can recognize notes, rhythms and rests.

I listen to and co-operate with others, suggesting some ideas to develop my own part. I can create a unique piece, and I can stay focused for most of the rehearsal. I can improvise melodic and rhythmic phrases on my own and as part of a group. I can compose by developing ideas within musical structures.

I perform most of my part correctly and stay in time for most of my performance. I can perform with others and am aware of how the different parts fit together and the need to achieve an overall effect. I can perform by ear and/or from simple notations.

I can identify features of good performance work. I can write in full sentences about my strengths and weaknesses. I can identify targets for improvement and can comment on how intentions have been achieved. I can describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. I can draw notes, rhythms, rests and triads.

I can stay focused throughout a rehearsal, and I can improvise melodic and rhythmic material on my instrument. I can compose music for different occasions using appropriate musical devices such as melody, rhythms, chords and structures and use a variety of notations.

I can play fluently, remain focused throughout a performance and have an awareness of my own contribution to a group, such as leading others, taking a solo part and/or providing rhythmic support. I can perform significant parts from memory and from notations.

I can identify strengths and weaknesses in both my work and that of others. My writing shows a reasonable level of literacy. I can analyse and compare musical features. I can refine and improve my work. I can draw notes, rhythms, rests and triads. I can also use graphic notation.

RELIGIOUS STUDIES The Year 8 Religious Studies curriculum continues to develop religious literacy and deepen understanding of key beliefs and practices. Our aim is to further foster respect, curiosity, and critical thinking by exploring diverse worldviews and ethical perspectives. In Year 8, learners study topics that build knowledge of major Eastern religions, enabling them to engage thoughtfully with a wider range of theological, philosophical, and ethical questions as they move through KS3. Learners extend their foundational skills by comparing traditions, exploring symbolism and identity, and examining how beliefs are expressed in different cultural contexts. They begin to justify viewpoints with increasing clarity and engage with more abstract concepts such as karma, dharma, and samsara, demonstrating growing confidence in critical thinking, reflection, and cultural awareness. Topics Covered: Hinduism: Beliefs about Brahman, Karma and reincarnation, Hindu scriptures, Hindu worship, Hindu festivals (Holi, Diwali), Hindu pilgrimage, Symbolism in Hinduism Buddhism: Life of the Buddha, Three Marks of Existence, Four Noble Truths, Noble Eightfold Path, Meditation, Nirvana, the Sangha, Three Poisons ·Sikhism: Guru Nanak, the Ten Gurus, the Khalsa, the Five Ks, Guru Granth Sahib, Sikh Worship, Sikh festivals, Naming traditions. A trip to the Guru Maneyo Granth Gurdwara enriches this part of the curriculum Religious Studies is taught in two lessons per week and draws on a rich variety of pedagogical approaches. Teaching continues to use phenomenological exploration, concept-cracking, interpretive enquiry, human and spiritual development approaches, and critical-realist methods, enabling learners to explore Eastern religions in greater depth. Technology such as FireFly and Microsoft Teams supports learning, research, and organisation. Learners further extend their learning through stretch and challenge activities both in and beyond the classroom, alongside opportunities to contribute to the RS Accolade Award. Religious Studies in Year 8 remains a literacy-based subject, with lessons designed to strengthen reading, writing, and vocabulary skills. Learners engage with increasingly challenging texts, including accounts of religious practice, sacred stories, and symbolic language. Writing tasks develop explanation, comparison, and emerging justification, while vocabulary instruction continues to focus on subject-specific terminology linked to Eastern religions. Oracy is embedded through discussions, debates, and collaborative activities that encourage learners to articulate and justify their thinking with greater precision. These strategies ensure learners gain confidence in expressing ideas clearly and thoughtfully. Homework tasks remain short and frequent, with a focus on retrieval practice, consolidation, and application of key concepts. Assessments are moderated within the department, and outcomes are used to identify areas for development, support individual needs, and refine curriculum planning so that all learners continue to make strong progress

RELIGIOUS STUDIES Grade

AO1: Knowledge & Understanding

AO1: Knowledge & Understandin g

AO2: Analysis & Evaluation

Beliefs, Practices & Sources of Authority

Influence

Similarities & Differences

Analysis

Evaluation

I can show a little knowledge of some influence.

I can show a little understanding of different views and practices.

I can describe why some parts of religion and belief are important.

can give my opinion about religion or belief using simple, everyday language. I can spell, punctuate and use grammar with limited accuracy.

I can show some knowledge of some influences.

I can show some understanding of some different views and practices.

I can describe why some parts of religion and belief are important and how they affect people.

I can give my opinion about religion or belief and recognise that other people might think differently. I can spell, punctuate and use grammar with some accuracy.

I can show some knowledge of some influences, with limited use of examples.

I can show some understanding of similar and different views and practices within and between religions.

I can describe clearly why some parts of religion and belief are important and how they affect people.

I can give my opinion about religion and belief with a simple reason and show I know others have different views. I can spell, punctuate and use grammar with moderate accuracy.

I can show some accurate knowledge of some influences, with some use of examples.

I can show some accurate understanding of similar and different views and practices within and between religions.

I can describe in good detail why some parts of religion and belief are important and how they affect people and society.

I can give my opinion about religion and belief with some reasons and try to use key terms. I can spell, punctuate and use grammar with reasonable accuracy.

I can show mostly accurate knowledge of some influences, with relevant use of examples.

I can show mostly accurate understanding of common and divergent views and practices within and between religions.

I can explain in detail why a range of aspects of religion and belief are important and how they influence people and society.

I can give a reasoned opinion about religion and belief, showing I’ve thought about different views and using some key terms. I can spell, punctuate and use grammar with accuracy.

I can show a little knowledge about some beliefs and practices with very limited reference to sources of authority.

I can show some understanding of a few beliefs and practices, with limited reference to sources of authority.

I can show some knowledge of a small range of beliefs and practices, with some use of sources of authority of authority.

I can show some accurate knowledge of a range of beliefs and practices, using some sources of authority.

I can show mostly accurate understanding of a range of beliefs and practices with some use of sources of authority of authority.

SPANISH

The Year 8 Spanish curriculum introduces learners to the language for the first time, aiming to build confidence and enthusiasm while laying strong foundations for future learning. Our aim is to develop effective communication skills across listening, speaking, reading, and writing, while fostering curiosity about Hispanic culture. Learners learn to use core vocabulary and grammatical structures to express personal information, preferences, and opinions. They also begin to understand how Spanish works as a system, making links with English to support metacognition and grammatical awareness. Teaching and learning follows the principles of structured input and gradual output, using sentence builders and scaffolded tasks to ensure accessibility. In the Michaelmas term, learners study Mi vida and Mi tiempo libre, learning to describe themselves, their hobbies, and their preferences. Grammar teaching focuses on present tense verb conjugation, adjective agreement, and opinion phrases. The Lent term introduces Mi insti and Mi familia y mis amigos, covering school life, subjects, timetables, and relationships. Grammar work includes definite and indefinite articles, possessive adjectives, and verb forms. In the Trinity term, learners revise previous modules and explore Mi ciudad, learning to describe their town, give directions, and talk about places of interest. Grammar teaching includes the use of hay, no hay, prepositions, and the near future tense. Lessons combine listening, speaking, reading, and writing activities, supported by ICT tools and authentic resources. Learners have three lessons per week and complete regular homework tasks to consolidate learning. Literacy development is central to the curriculum. Learners practise reading short texts and dialogues, identifying key points and opinions, and begin to infer meaning from context. Writing tasks progress from short sentences to structured paragraphs, with increasing attention to spelling, punctuation, and grammar. Speaking activities encourage accurate pronunciation and fluency, while listening tasks develop comprehension of longer passages. Highly able learners are supported through extension activities, such as using two time frames, incorporating complex structures, and engaging in independent research. They are encouraged to take part in language clubs, competitions, and cultural projects, and teachers provide targeted feedback to stretch their skills further. Co-curricular opportunities include participation in Spanish club and cultural events such as European Languages Day. Progress is measured through regular assessments, including end-of-unit tests and termly exams covering all four skills. Progress is tracked against baseline and target grades, and feedback is provided through marking codes and WWW/EBI comments. Learners are expected to respond to feedback by redrafting work or completing targeted tasks. Homework is set on a weekly basis and should take students a maximum of thirty to forty minutes to complete. This may include vocabulary learning using Quizlet or Memrise, or revising for an end of unit test. By the end of Year 8, learners demonstrate growing confidence in using Spanish, improved grammatical accuracy, and the ability to communicate simple ideas with increasing fluency.