Year 8 Curriculum Summary for Parents Term 1 • 2026/27
This information represents a summary of plans for the term. Please understand that all plans are flexible; there is always the possibility that fewer (or more) topics will be covered than those stated.
Subject
Topics
This term, Year 8 pupils will explore the themes of Dystopian Fiction and Graphic Novels, examining how writers and illustrators create imagined worlds that reflect real-life issues and challenges. To support this unit, teachers will select one class text from a range of carefully chosen novels and graphic texts, rather than studying all of the books listed. Possible class texts include: • • • • • • • • • • English
The City of Ember by Jeanne DuPrau Noughts & Crosses by Malorie Blackman Lord of the Flies by William Golding Animal Farm by George Orwell The Giver by Lois Lowry Among the Hidden by Margaret Peterson Haddix The Hunger Games by Suzanne Collins The War of the Worlds by H.G. Wells When Stars Are Scattered by Victoria Jamieson and Omar Mohamed The Breadwinner by Deborah Ellis
Through reading, discussion, and analysis of the chosen text, pupils will develop their understanding of themes such as power, control, inequality, survival, and social responsibility. They will also explore how both written and visual techniques are used to engage readers and communicate ideas. In writing, pupils will focus on: •
Descriptive writing, creating vivid settings, characters, and atmosphere
• • •
Persuasive speech writing, developing arguments for a specific audience and purpose Article and newspaper writing, using journalistic conventions and factual reporting techniques Blog writing, adopting an appropriate tone and style for online audiences
Grammar and language lessons will focus on: •
Parts of speech and their functions within sentences
• • •
Sentence types and structures to improve variety and control Accurate punctuation for clarity and effect Spelling accuracy, including vocabulary related to dystopian fiction and graphic novels
Throughout the term, pupils will develop their reading, writing, speaking, and listening skills, becoming increasingly confident in analysing complex texts, evaluating different perspectives, and communicating their ideas effectively.
Number: calculate percentages of amounts, percentage increase and decreases, percentage change, one number as a percentage of another all with and without a calculator. Algebra: expand and factorise single brackets; solve equations involving brackets and division; continue or find missing values in arithmetic, geometric and other sequences, including Fibonnaci-related patterns; derive and use the nth term of linear sequences; plot straight lines. Maths
Geometry: transform shapes by reflection, translation, rotation and enlargement; describe transformations; solve problems with linear and area scale factors. Additional Curriculum (only for those sitting this extra assessment at CE): Rearrange formulae; cancel an algebraic fraction by factorising; form and solve simultaneous equations; round numbers to significant figures; calculate reverse percentages.
Science
French
Pressure and Density • Pressure in solids, liquids and gases • Mass, volume and density • Calculating and comparing pressure and density Classification and Variation • Classification of living organisms • Variation within and between species • Continuous and discontinuous variation Chemical Reactions • Oxidation and combustion reactions • Thermal decomposition • Representing and investigating chemical reactions Sound, Light and Space • Sound waves, frequency and pitch • Reflection, refraction and the behaviour of light • The Solar System, stars and space Breathing and Respiration • Structure and function of the respiratory system • Gas exchange and breathing • Aerobic and anaerobic respiration
School Life and leisure time activities: Pupils will learn to talk about their school day, food and healthy eating, technology, sports and leisure activities. They will develop their use of the present tense, regular -er verbs, and key structures such as jouer à, faire de, and aimer + infinitive to express opinions and describe their interests. Learners will practise how to describe their community and explore the wider world using Swahili. They will learn vocabulary related to countries, capitals, geographical features, famous personalities, and the unique characteristics
Kiswahili
of different places. Learners will also distinguish between natural and man-made features in the world around them, developing the language needed to describe their environment. In addition, they will learn and practise verbs associated with outdoor activities in different environments, enabling them to talk confidently about places, people, geographical features, and activities around the world.
Spanish (SFC)
Free Time: Pupils will learn to talk about leisure activities, daily routines, time and sports, and express their likes and dislikes with reasons. They will also develop their grammar by using the present tense and being introduced to the near future and conditional tenses to talk about future plans and preferences.
Term 1 Content A Comparative Study of Historic Leaders • •
Introduction – Definitions, examples of iconic leaders from the past. Leader qualities/attributes and leadership styles/genres.
Leader 1 - Adolf Hitler (1889-1945) • • • • • • • •
Introduction and overview. (exploring the moral dimensions) Hitler’s beginnings and rise to power in the early years in Germany (1918-1934) - Timeline. The Consolidation Years - Hitler in Control (1935-1939) - Crushing opposition. Use of Terror, Propaganda, Economic policies and success and brainwashing the Youth. Propaganda poster analysis. Territorial expansion and the outbreak of WWII. Appeasement. Timeline of events. Evaluating Hitler’s success and achievements up to 1939. The War Years (1939-1945). Assessing Adolf Hitler’s ability as a war leader and military strategist/commander. Evaluating Adolf Hitler as a leader – a story of success or failure? Ethical considerations. Source work written tasks. Preparing an essay plan for a pre-mock written assessment.
History Leader 2 – Nelson Mandela (1918-2013) • • • • • • •
Introduction, context and essential timeline. Formative/Early years. History of South Africa and the nature of the Apartheid regime. Formation of the ANC. Mandela’s early years and activism. Key events in Mandela’s life. Trials and imprisonment. Release and Presidency. Later years. How Mandela was perceived by the wider world. (a reflective task viewed through entirely contemporary cartoons/images) Mandela’s attractive personal qualities and traits evaluated. Final assessment. Why is he remembered today? Class forum/debate. Freedom fighter of terrorist?
Leader 3 – Jomo Kenyatta (c. 1897-1978) • An independent/guided case-study. • Background, resistance to colonial rule and the genesis of the driving force behind the Mau Mau rebellion. • Triumph and independence for Kenya. • The enduring legacy of Jomo Kenyatta. • End of Unit Assessment – A choice of completing an extended essay on either (i) the successes of a specific leader or (ii) comparisons between two chosen leaders.
Geography is the study of Earth's lands, features, inhabitants, and the dynamic relationships between people and their environments. This term, pupils will look at ‘Population and Development’. Geography
Knowledge organisers will be provided for each topic and students will keep a glossary of key terms at the back of their exercise book.
TPR is an opportunity for pupils to study some complex and contentious issues. They will be exposed to differing viewpoints and encouraged to develop their own opinions through discussions and evaluation of various source materials. They will be taught how to show respect for other people’s opinions (even if they disagree) and be prepared to justify their own thoughts. Religious Theology, Philosophy and Religion Studies (TPR)
This term, pupils will look at two topics. 1.
Prejudice and Discrimination / Human Rights - the key concept will be introduced to pupils through discussions and reference to the UN Charter of Human Rights. They will consider their place in the world, as well as the position of marginalised groups in some areas of the world. The topic will end with a group project on designing a new society.
2.
Crime & Punishment – pupils will discuss what constitutes a crime and discuss different methods of punishments. This may include looking at the development of the prison system, corporal and capital punishment – as well as cultural/religious punishment systems. Pupils will work together to consider if prison is an effective deterrent and propose alternatives (ie looking at Norway’s ‘prison’ system)
• • • • • • •
Art
•
Explore portraiture as a form of self-expression through the work of Samantha French. Investigate how light, water, pattern, and texture affect the appearance of the human figure. Develop observational drawing skills, focusing on proportion, tone, and mark-making. Take part in an underwater photoshoot exploring movement, composition, and reflection. Develop painting skills, including colour mixing, tints, tones and layered brushwork. Create large-scale portrait paintings from photographic studies. Contribute to a collaborative swimming pool mural inspired by Samantha French and underwater imagery
Research Phase: o Explore architectural styles and structural systems. o
Study foam board properties and best practices for model making.
o
Recognise the role of designers, architects, and engineers in creating environmentally responsible communities. Appreciate how recycling and innovation can address real-world challenges.
o •
Design Brief: o
•
appeal, functional layout). Concept Development:
•
o Sketch floor plans and elevations. o Plan dimensions and scales (e.g., 1:50 or 1:100). Digital Design:
Design Technology
o •
• •
Computing
Create a house or structure that meets specific criteria (e.g., sustainable design, aesthetic
Use CAD software for precise modeling and cutting templates.
Construction: o Learn techniques for cutting, scoring, and joining foam board. o Reinforce joints for stability and neatness. Finishing: o Add details like windows, doors, and landscaping for realism. Testing & Evaluation: o Assess accuracy, structural integrity, and visual appeal.
Applying logic and rationale to software programming, Publishing on The Web – Creating Web Pages in HTML; Exploring what makes a good website; Adapting the script for a webpage using the web browser, to create a linked, interactive website; Safety features in a webpage Researching, writing and presenting project work
Music
Drama
The term begins with pupils immersing themselves into Reggae and Blues music to inform them of the different styles and innovations they used to develop modern sounds. They will need to develop the skills to replicate these styles in small ensembles employing elements of rhythm, bass lines, harmony, and melody. We finish the term by studying extended harmonies and collective improvisation through Jazz standards and styles. Shakespearean Drama-Learners will be introduced to Shakespearean drama, exploring its distinctive features, theatrical conventions, and performance techniques. They will examine different types of Shakespearean plays, including comedy, tragedy, and history, while exploring common themes, characters, relationships, and conflicts. Through practical activities, learners will experiment with Shakespearean language, characterisation, movement, and performance techniques. They will also adapt and modernise selected Shakespearean stories and scenes, making creative choices about language, setting, characters, and situations while maintaining the original themes and ideas. This unit will develop learners’ confidence, creativity, interpretation, collaboration, and performance skills.
P.E.
Students will build on their Year 7 knowledge to develop advanced athletic techniques and personal training strategies. They will aim to improve personal bests across 100m, 200m, 400m, 800m, 4 × 100m relay, long jump, triple jump and high jump, while further developing technical proficiency in shot put, discus and javelin. Students will apply their understanding of training, pacing for 1500m runs and performance analysis to become more independent and purposeful athletes.
Games
Children will be introduced to the core skills and develop their understanding of cricket, football and athletics. They will be able to develop their team play and communication in inter-school fixtures and festivals. They will have access to training sessions that allow them to interpret and understand tactics, positions and game play features.
Swimming
Children will focus on stroke proficiency as well as competitive skills (Diving, Under-water skills, turns and finishing) in Freestyle and Backstroke. Being me in my world – the key topics covered in this puzzle piece include looking at our identity and celebrating differences. Discussions include what makes us “us” - how it changes over time and the factors that influence us; family, culture, social media etc. This leads into topics such as faiths and beliefs, as well as first impressions.
P.S.H.E.
Celebrating differences - the key topics covered in this puzzle piece include understanding that although everyone is different, they should all be celebrated. Discussions may include topics such as overcoming prejudice, discrimination hate-crime and social injustice. Pupils will be introduced to laws which have been passed to ensure social fairness as well as using scenarios to decide if hate-crime has occurred. Through these sessions, pupils will be asked to consider what they can do to counter negative thoughts & actions they see, including bullying. This also leads into some talks about mental well-being.