Year 8

Further information can be requested from the relevant Faculties.


Term 1: World Literature: short stories by various writers

Term 2 & 3: Comparative Literature: ‘Private Peaceful’, ‘War Horse’ and war poetry written pre and post 1914

Term 4: ‘Flowers for Algernon’ (as a play script)

Term 5&6: ‘Macbeth’ by Shakespeare and AQA KS3 Language papers

  • Understand the literary forms of drama, poetry and prose
  • Understand and analyse the methods used by prose writers to create characters and present themes in a variety of literary forms
  • Plan, structure and write a short story, poetry, letters, articles, persuasive, narrative and descriptive pieces by accurately using a range of sentences, punctuation, language and literary techniques as appropriate to the task
  • Compare texts, make connections and write comparative essays
  • Develop contextual awareness
  • Respond successfully to unseen material
  • Know, understand and follow rules of grammar, punctuation and spelling, helped by fortnightly SPAG lessons
  • Present ideas on wider reading, verbally, to the whole class through a formal presentation
  • Develop speaking skills through directing and performing
  • Powers and Roots
  • Sequences
  • Perimeter, Area and volume
  • Manipulating Algebraic Expressions
  • Decimals
  • Probability
  • Fractions and Percentages
  • Equations
  • Angles
  • Using and Displaying Data
  • Ratio
  • Straight Line Graphs
  • Transformations
  • Loci and Constructions
  • Pythagoras Theorem
  • Respiration Vs. photosynthesis
  • Mixtures
  • Waves & sound
  • Muscular skeletal system
  • Earth & atmosphere
  • Magnets & electromagnets
  • Breathing
  • Materials
  • Waves & light
  • Science skills
  • Neighbours: investigating the aims and importance of the EU
  • The Rock n Roll Years: investigating the causes of tectonic movement and the impacts that earthquakes and volcanoes have on the areas they are found in
  • Crimewatch: investigating the geography of crime and the impacts of international crime
  • Streets Apart: investigating a contrasting MEDC and LEDC and the ways in which people’s lives differ
  • Totally Wild: investigating endangered species and the effectiveness of conservation methods put in place (with a visit to Port Lympne Wildlife Park)
  • The Holiday Programme: investigating the physical processes that act on the coast and the pressures facing the coastline including erosion and sea level rise, along with the defences that can be used
  • Dancing on Ice: investigating the action of ice on our landscape and the causes and impacts of global warming
  • The Living Planet: investigating the world’s biomes and the ways in which plants and animals have adapted to such landscapes.
  • Events of the Agricultural Revolution
  • Causes and Consequences of the Industrial Revolution
  • Dangers of the Cotton Mills
  • Election System in the 1800s
  • Suffragettes and Suffragists
  • Role of Women in World War One
  • Women and the Vote
  • Transatlantic Trade and the Middle Passage
  • Abolitionists and the end of the Empire
  • Slavery and the American Civil War
  • American Civil Rights Movement
  • World War One and World War Two
  • The Holocaust
  • Cold War relations
  • 21st Century World


  • The 99 names of Allah
  • The life of Muhammad
  • Islamic Art
  • The 5 Pillars
  • Challenges of following Islam in the UK

Ideas of God:

  • Different views of God
  • The Design Argument
  • The Problem of Evil
  • Pascal’s Wager

Religion and the Media:

  • How much influence does the media have?
  • Religion and comedy
  • Stereotypes
  • Freedom of speech and censorship
  • In Town
  • Holiday plans
  • School
  •  Family and friends
  • Food and drinks
  • Physical appearances
  • Going out

Unit 1: Friends and leisure
Unit 2: Talking about TV and films: Invitations and excuses
Unit 3: Holidays and travel
Unit 4: Food and shopping
Unit 5: Shopping for clothes
Unit 6: Health and diet

Skills covered:

  • Listening/Reading for gist
  • Listening/Reading for detail
  • Communicating in Speaking: Seeking and giving information
  • Communicating in Writing: writing longer paragraphs of increasing complexity and accuracy
  • Translation from and into Spanish

Topics covered:

  • Leisure activities (hobbies/favourite things/going out/adventure centre)
  • My house (type of house/location/rooms/furniture)
  • My town (geographical location/buildings/transport)
  • Holidays (countries/weather/activities/accommodation)
  • Directions
  • Snack bar (ordering food/drink/prices)
  • TV (types of programmes/preferences)
  • A school excursion (activities)

Skills covered:

  • Listening/Reading for gist
  • Listening/Reading for detail
  • Communicating in Speaking: Seeking and giving information
  • Communicating in Writing: writing longer paragraphs of increasing complexity and accuracy
  • Translation from and into German

In Year 8, we continue to develop students' knowledge on the same 6 topics introduced in year 7. We develop their knowledge of programming by learning about python, rather than scratch, which sets our students up for when they begin their GCSE computer Science course in Year 9.

The Year 8 topics are:

Topic 1: E-Safety and Cyber Security

Topic 2: Developing use of office software

Topic 3: Programming with python 3

Topic 4: Understanding how computers work and use of binary

Topic 5: Using LOGO - Developing skills with a text based language

Topic 6: Networks and the Internet

To find out more about the tools we will use within these topics, information and downloadable software can be found from the sites below.

Topic 3: 

Topic 5:

DESIGN & TECHNOLOGY (Food Technology)
  • Recall and apply the principles of the Eatwell guide, the 8 Tips for Healthy Eating and the 5 a day campaign. Develop understanding of how to modify meals to be healthier, reducing salts, fats, sugar and increase fibre.
  • Students will have the opportunity to prepare and cook a range of dishes from different cultures that build and extend those skills introduced in Year 7.
  • Learn the different  methods of heat transfer. The chemical process of bread making, key life stages and the adjustments needed to ensure a balanced diet and nutritional needs are met.
  • Develop sound understanding of health related illnesses, allergies and develop a clear understanding of vegetarian diets and reasons these are preferred. 
DESIGN & TECHNOLOGY (Graphics & Resistant Materials)
  • Create a specification based on research for your product.
  • Using health and safety and extending knowledge of the work shop from Year 7
  • Following steps in a sequence to create a final quality product. Be able to identify and recall key terminology based on these processes
  • Identify key aspects of iconic designers and to use this to inspire your own ideas.
  • Taking the router as an example, understand how it can be set up for batch and mass production and highlighting advantages and disadvantages of industrial processes.
  • Extending and deepening knowledge from year 7 in regards to Acrylic and MDF and the reason materials are selected for projects
  • Understanding the demands on natural resources and using the 4R’s to evaluate the use of materials and processes
  • Expand on knowledge from year 7 to create a specification for their project based on conducting primary research that is realistic, measurable and justified.
  • Be able to identify different types of paper and card and learn to select which one is most appropriate based upon physical characteristics
  • Use the Microsoft Office package to create and interpret charts of data to enhance their work.
  • Learn each stage of the process of Photocopying, including how static electricity is utilised.
  • Expand on the knowledge gained in year 7 using 2D Design to add realistic textures, fills and effects.
  • Use 2D design to create three dimensional drawings. Use 2D design to operate the CAMM-1 machine.

The Y8 Art and Design course is split into two courses: Fine Art and Textiles

Art: Portraiture “Identity”

  • Students will learn practical techniques and build upon observational skills with a focus on drawing
  • Through learning about facial proportion, students will learn portraiture with a focus on self-portraits
  • Students will be introduced to conceptual art and explore the work of 3 artists within that genre
  • Students will design a mixed-media response on the theme of personal identity referencing the artists’ studied

Textiles: Felt Making

  • Students will develop ideas based on shapes and patterns
  • They will learn wet-felting and stitching techniques
  • They will explore a range of mixed-media techniques through experimentation and collage
  • Students will study the work of contemporary textile artists to inform their own work
  • Through design work they will learn how to develop ideas and compositions to create a felt panel embellished with hand-stitching
  • West African Drumming
  • Film Music
  • Song Writing (National Anthems)
  • Reggae (Bob Marley)
  • Pop Songs
  • Music Theory

Students develop skills in:

  1. Performing (Piano, Vocals, Djembe)
  2. Composing
  3. Appraising/Listening
DRAMA (taught on a termly rotation with Dance)

Unit 1 – Darkwood Manor

  • To experiment with a range of conventions including, still image, cross-cutting, T.I.R, thought tracking, improvisation and hot seating.
  • To use their imaginations to develop stories based on given information- considering vocal and physical skills.
  • To create and  develop characters using specific techniques such as character outlines and hot seating to bring characters to life.
  • Look at how we can create tension and atmosphere within theatre.

Students in Year 8  continue to develop their skills and appreciation of Drama as an Art form.  Students explore more complex strategies such as:  Chorus, Analysing Text, Staging, Semiotics, Physical Theatre and movement to create meaning . They are encouraged to demonstrate an awareness of language and tone of voice when creating believable characters, proxemics in staging and energy and commitment in all group work.

Units covered are:

Unit 1. Abstract Theatre

Unit 2.  Verbatim

Unit 3. Ensemble.

Assessment is a weekly feature in each unit studied. The ability to reflect and further act on feedback continues to help to raise the standard of performance in Drama written work.


DANCE (taught on a termly rotation with Drama)

Unit 1 – Rock ‘n’ Roll

  • Understand key characteristics of a contrasting Dance style.
  • Experience a new style of Dance.
  • Develop understanding of how choreographic devices are used in Rock ‘n’ Roll.
  • Understand how to use action, space, dynamics and relationship effectively to demonstrate different Dance styles.

Unit 2 – Narrative Dance

  • Understand how to use a variety of stimulus to create status between characters/dancers.
  • Develop skills to draw out information from stimulus to influence and initiate action, space, dynamics and relationships.
  • Develop understanding of how to use skills such as levels, expression and posture to create a relationship between characters.

Unit 3 – African Gumboot

  • Understand key characteristics of a Dance style.
  • Experience new style of Dance and create performance work.
  • Developing cultural understanding of Dance in a broader sense.
  • Swimming
  • Trampolining
  • Netball
  • Football
  • Cross-Country
  • Athletics
  • Cricket
  • Tennis
  • Careers Education – Self-assessment of skills, decision making activities and thinking about the future.
  • Citizenship – Multicultural society, rights and responsibilities and the British Law and Court system.
  • Health Living and Drugs – Purpose of drugs education, tobacco and alcohol and the role of peer pressure.