Year 8

Further information can be requested from the relevant Faculties.


The following units are covered but not necessarily in this order:

Unit 1 – Short Stories

  • Develop awareness and understanding of how identity and cultural diversity are explored in texts.
  • Develop analytical writing, build on integration of quotations and exploration of character and themes.
  • Extend creative writing skills including structure, organisation, drafting, sentence variety, punctuation and vocabulary for effect.
  • Development of essay-writing skills.

Unit 2 – Modern novel

  • Develop and adapt a range of active reading skills and strategies including conventions of narrative structure, characterization, language, context and author’s techniques.
  • Analyse how writers’ use of linguistic and literary features shapes and influences meaning
  • Enhance understanding and analysis through performance, developing oral skills and ability to work as part of a group/team on a task/project. 
  • Write creatively and analytically, employing prose conventions for clarity, effect and impact.
  • Consider the extent to which society shapes the individual’s personality and life.

Unit 3 & 4 – Shakespeare and Language / non-fiction

  • Develop critical appreciation of Shakespeare’s use of form, language, structure and dramatic devices.
  • Extend awareness of how to use an appropriate written register for audience and purpose when writing to analyse, review, comment and inform.

Unit 5 – Poetry pre and post 1914

  • Extend understanding of a wider range of poetic terminology, forms and contextual issues.
  • Comparison of poetry using form, structure and language.
  • Extend creative writing skills using a range of poetic techniques for effect.

Unit 6  - Modern drama

  • Extend knowledge and understanding of dramatic conventions.
  • Analyse and begin to evaluate how texts link to wider issues in society.
  • Develop lines of argument making logical and sensitive judgements; judicious selection of evidence; developing organisational and crafting skills.
  • Extend original, effective and creative writing with grammatical accuracy.
  • 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
  • Interdependence
  • Acids and alkalis
  • Variations and classification
  • Light and colour
  • Space
  • Chemical patterns
  • Magnetism
  • Geology
  • Respiration
  • Pressure, moments and density
  • 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.
  • French Revolution - causes
  • French Revolution - events
  • Napoleon
  • French Revolution - overview and assessment
  • Agricultural Revolution
  • Power
  • Working Conditions
  • Reform and living conditions
  • Poor relief
  • Chartists - Women
  • Women - Suffragettes
  • Protest, Trade Unions and the Labour Party
  • Slavery
  • Slavery - Assessment: Poor Relief and Protest
  • US slavery, abolition and Black civil rights
  • Great Britain between the Wars
  • Jewish experience and the Holocaust


  • 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

Unit 1: Holidays
Unit 2: Food and drinks
Unit 3: Health and illnesses
Unit 4: Travelling to France

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 French

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

Topic 5:  Further programming – using BASIC to solve problems
Topic 6:  Understanding common algorithms for sorting and searching for data
Topic 7:  Modelling with Spreadsheets
Topic 8:  Understanding Networks and how the Internet works
Topic 9:  Web programming – developing a web page in HTML

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

Topic 5:
Topic 9:

DESIGN & TECHNOLOGY (Food Technology)

In Year 8 students to learn how to cook a range of more complex dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice and food availability.

Students will have the opportunity to work through the following contexts:

  • Domestic and local (home and health);
  • Industrial (food).


  • Students will deepen their knowledge and understanding of food and nutrition;
  • Students will further develop food preparation and cooking techniques;
  • Students will deepen their knowledge of consumer food and drink choice;
  • Students will be able to apply their knowledge to make informed choices;
  • Students will develop the creative, technical and practical expertise needed to perform everyday tasks confidently;
  • Students will build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users;
  • Students will evaluate and test their ideas and products and the work of others.

Learning outcomes overview
Students will:

  • Recall and apply the principles of The Eatwell plate and the 8 tips for healthy eating;
  • Explain energy and how needs change through life;
  • Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes;
  • Demonstrate a wider range of food preparation and cooking techniques;
  • Apply the principles of food safety and hygiene;
  • Explain the factors that affect food and drink choice;
  • Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of designing and making in a range of contexts such as home and commercial situations;
  • Be given regular opportunities to demonstrate and apply their knowledge and understanding of food science;
  • Be given regular opportunities to consolidate their literacy and numeracy skills by using them purposefully in order to learn.
  • Track their progress using the My learning journey booklet (cooking, nutrition, ingredients and creativity).
DESIGN & TECHNOLOGY (Graphics & Resistant Materials)
  • Properties of polymers, Thermosetting and thermos polymers - How to cut and create Finger, joints using correct tools
  • Purposes of packaging - Wasting processes of Roughing out and Paring
  • Process of Vacuum - Advantages and disadvantages of Industrial practice
  • Process of Injection  Moulding - Properties of Medium Density Fibreboard
  • Smart materials - Research and application of a design style
  • CAD and CAM – 2D Design program - Develop skills of evaluating the finished product

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

  • Year 8 Portraiture
  • Students will learn practical techniques and build on observational skills, with a focus on drawing and painting.
  • Through drawing they will learn how to create mark making and tone to create three dimensional form in a portraiture drawing. 
  • Through painting, students will develop their understanding of painting by learning about use of colour and brush marks to help construct a portrait.
  • Focusing on artists past and present, students explore various overlapping themes, also introducing students to the work of contemporary British artists from different cultural backgrounds and learning how artists portray identity.
  • Year 8 Felt Making
  • Students will develop ideas based on shapes and patterns.
  • The will learn practical felt making and stitching techniques.
  • They will build on observational and painting skills.
  • Through design work they will learn how to develop ideas/compositions to create a felted hat that is embellished with hand stitching.
  • Focusing on artists and textile designers, students explore various approaches, and respond through a range of experimentation.

During Year 8 students study the following topics:

  • Jazz Improvisation
  • West African Drumming
  • Samba
  • Indian Music
  • Fanfare
  • Variations
  • Rock n Roll
  • Film Music
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.

Unit 2 – Narrative Theatre

  • To experiment with and develop narrative skills.
  • To develop students use of physical and vocal skills in order to engage the audience.
  • To consider the actor/audience relationship and to start to experiment with different forms of staging.
  • To develop a piece of theatre based upon a Grimm’s fairytale focusing on physical and narrative theatre.

Unit 3 – Missing Person

  • To make connections between narrative and possible reasons why young people leave home.
  • To develop skills in: hot seating, cross-cutting, writing in role, spontaneous improvisation and narrative theatre.
  • To develop sensitive naturalistic characters and situations based on the stimulus of a missing person.
DANCE (taught on a termly rotation with Drama)

Unit 1: World Dance: Rock ‘n’ Roll

  • To develop knowledge of the history/origin of Rock ‘n’ Roll Dance.
  • To understand and be able to choreograph using features of Rock ‘n’ Roll.
  • To be able to compare Rock ‘n’ Roll to contrasting styles of Dance.

Unit 2: Narrative Dance

  • To understand how to show contrasting characters through Dance.
  • To develop expressive skills when performing in the style of a character.
  • To appreciate the style of two choreographers.

Unit 3: Dance for the Camera

  • To learn and understand how Dance can be used in a range of contexts for different purposes.
  • To understand how Dance and Camera can work together.
  • To successfully act as dancer, videographer, editor, choreographer and director.
  • Swimming
  • Gymnastics
  • Netball
  • Basketball
  • Cross-Country
  • Health Related Fitness
  • Athletics
  • Rounders or 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.