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Year 8

Key Stage 3 curriculum can be accessed by clicking this link

The Year 8 Curriculum

Art and Design

Topic 1: Ellipses/ still life


How to draw from observation – Coke-can drawing

How to draw ellipses

How to use tone and shading to create the illusion of depth and form in their work

Sensitivity/appropriate weight of line when drawing

How to use chalk and charcoal

How to use acrylic paint to describe form and shape.

Still life drawing: contemporary packaging

Gridding up drawings. The grid method.

Rendering this in the style of Pop Art using a range of media.

Artist/contextual sources

Henri Fantin-Latour, specifically the piece ‘White Cup and Saucer (1864)’ which is housed in the Fitzwilliam Museum, Cambridge

Pop Art

Andy Warhol

Contemporary still life: modern ‘vanitas’ work

Packaging. Exploring colour theory

Burton Morris

Michael Craig Martin

Chuck Close


An enlarged drawing of contemporary packaging, in the style of Pop Art, rendered using dry media


Weight of line

Minor axis

Major axis




Colour theory




Monochrome, monochromatic





Topic 2: Gridded portrait


Drawing using the grid method to draw people (portraits)

Deploying tonal contrast to achieve volume when drawing

Artist/contextual sources

Chuck Close


Gridded portrait




Concept: review and refine

Topic 3: Symbolic pattern skulls


Symbolism in Art-how it can be used to express ideas

Deploying pattern to create a sense of light and dark within drawings

Artist/contextual sources

Damien Hirst

Marcus Harvey’s Myra Hindley

Giuseppe Arcimboldo


A skull picture where tonal values are present through symbolic patterns of varying density






Damien Hirst

Topic 4: Chiaroscuro


How to transfer a copy of a drawing digitally onto sugar paper

How to trace effectively

Deploying strong tonal contrast using chalk and charcoal

Artist/contextual sources

Joseph Wright of Derby
An Iron Forge 1772


Chalk and charcoal study





Fine detail



Computer Science

Computer Science at Cottenham Village College aims to de-mystify key aspects of the digital world to develop our students’ knowledge so they can grow into confident digital citizens.  It is important to us that the curriculum offers the chance for pupils to solve problems and make things for others that is fit for purposeThe curriculum map equips pupils with knowledge covering a broad range of topics including how the world is connected, developing languages, computer systems, and computational thinking. Pupils will be taught to use technology safely, respectfully and responsibly and will be given opportunities to identify a range of ways to report concerns about content.  The intention of the curriculum is to also ensure that pupils become digitally literate and are able to express themselves and develop their ideas through their computing skills at a level suitable for the future workplace and as active participants in an online world.

Students have one lesson of computing a week. Below is an overview of what pupils will learn in Year 8.


  • CVC’s Acceptable Use Policy (AUP)
  • online identity and digital footprint; can describe steps to protect it.
  • how to report security concerns

Data representation (Digital Images)

  • the link between analogue and digital image capture and the importance of ADC
  • images stored as binary code
  • colour, depth/dpi/file size
  • common file formats
  • difference between a vector/bitmap
  • the need for compression
  • the difference between lossy/lossless

Data representation (Digital Sound)

  • the link between analogue and digital sound recording/reproduction and the importance of ADC/DAC
  • sound stored as binary code
  • bit depth/sample rate/file size
  • common file formats
  • the need for compression
  • the difference between lossy/lossless


  • people as the weak point of a secure system
  • cyber-security threats and forms of social engineering techniques such as phishing, shouldering
  • threats and ways to prevent malware (viruses, spyware, ransomware)
  • what constitutes a strong password and explain reasons why it is necessary

Ethical & Legal issues

  • Ethical issues while using computer science technologies (big data, privacy, DPA, digital divide, internet of things, robot / AI / automation)
  • Open Source vs proprietary software
  • Copyright Designs and Patents Act 1988
  • Creative commons licensing

Text Programming (Python)

  • programming sequencing instructions
  • programming inputs / outputs
  • programming selection (IF-THEN-ELSE, nested IFs)
  • programming iteration (For, While loops)
  • modifying a program in Python and predicting the behaviour of the program
  • using variables appropriately
  • identifying and correcting syntax errors with the help of interpreter error messages
  • identifying and correcting logic errors by analysing program output
  • the difference between syntax and logical errors

HTML / Web Design

  • understanding HTML and creating a simple webpage using HTML
  • debugging simple code in HTML
  • identifying good and bad web design by comparing real world-wide-web examples
  • creating a website for a given audience by combining multiple applications on a suitable topic

Design Technology

Unit of work Y8 Packaging
Description Design and make a new fun size chocolate bar for primary school children. Produce a logo and the packaging of your new product using your graphics skills.
Main practical outcomes A former and vacuum form mould to create a chocolate bar.  Functioning package including graphics.
Key technical vocabulary Draft angle, net, laser, vacuum former, surface graphics, bench hook
Key skills developed Cutting and shaping MDF to create a former, Use of Vacuum forming to create a mould. Designing, cutting and assembling packaging using a net.  Working to a brief and researching the needs of the client/ user.
Further study How are mass produced products produced and packaged for sale?
Unit of work Y8 Phone holders
Description Design and make a functioning phone holder using aluminium and Acrylic
Main practical outcomes A complete and working phone holder designed and completed using appropriate construction methods.
Key technical vocabulary Hack saw​, Coping saw​, Flat file​, Half round file​, Abrasive paper​, Centre punch​, Pillar drill, Aluminium​, PVC board​, Pop rivet​, Thermoform​, Malleable
Key skills developed Marking, cutting and shaping Acrylic and Aluminium. Using strip heaters to thermoform plastic.
Further study How do thermoforming polymers work?
Unit of work Y8 LED Light
Description Construct a nigt light using LEDs and a wired circuit.Learn about systems and about electronic components.
Main practical outcomes A complete and working LED based night light.
Key technical vocabulary Systems, feedback, light emitting diode, input, output, process, resistor, circuit, capacitor, transistor, solder, polarity.
Key skills developed Learning about systems and about electronic components.Drilling, soldering,  Shaping metal.  Cutting and shaping PVC foam and Poly sheets
Further study What is the difference between surface mounting and through the hole circuit boards?  How does a transistor work? What is a logic gate?

In Food Technology, pupils will:

Learn about…

  • Safety in the food room
  • The four Cs of food hygiene
  • Food labelling
  • Quality control
  • Basic nutrition
  • Special diets

Cook the following dishes…

  • Homemade burgers
  • Melting moments
  • Spaghetti Bolognese
  • Mini carrot cakes
  • Pasta salad
  • Fajitas


Overall Purpose of the SubjectSummary:

Drama is often associated with ‘play’, especially play that involves pretending to be someone else. This act of ‘play’ is an important element of children’s learning. Drama is playful in that it draws on and develops young people’s aptitude for learning about themselves and the world around them by pretending to be other people in other situations. Drama is a powerful learning tool for teaching our students about different perspectives, it shows them how to have empathy, and it helps them to learn in a creative way. Drama is associated with artistic practices and has significance in a diversity of cultural contexts. As a curriculum subject, it gives students a practical knowledge of how drama works as an art form and encourages them to recognise how drama is integral to cultures in different times and places. Drama education is particularly closely allied to other art subjects. Drama is the perfect vehicle to develop the vital skills of independence, appreciation, concentration, cooperation, confidence, creativity, commitment, communication and critical thinking. These skills aid the future platform for success in the future world.

Course Outline – Year 8

In Year 8 Drama builds on the foundation laid in year 7. Students develop their understanding and appreciation of different performance styles and genres. A good working definition of “Style” is how something is done on the stage. Students learn that theatrical styles are influenced by their time and place. Students experiment and develop skills in mime, slapstick and comedy through the study of Silent Movies.

Pupils will encounter the following terminology:

  • Canon
  • Side Kick
  • Chase
  • Stock Characters
  • Clowning
  • Stereotypes
  • Mime
  • Mimic
  • Exaggeration
  • Expression
  • Masks
  • Dramatic Irony
  • Chase

In the second term, we continue to look at the importance of characterisation through the study of a script, such as Noughts and Crosses.  By studying the play students are introduced to a variety of techniques from portraying status to staging techniques used by the playwright. Pupils are encouraged to apply a range of strategies to the script and consider the intentions of both the characters and playwright of the time.

Pupils will encounter the following terminology:

  • Scripting
  • Stage directions
  • Super objective
  • Themes
  • Action depiction
  • Inner thoughts
  • Transitions
  • Sound scape
  • Choral speaking
  • Chanting
  • Significant action
  • Abstraction

Devised group performance: Using a variety of stimuli pupils based on a theme, students will develop their own devised performance using the skills learnt across the year. This will be the final performance examination for the year.

Pupils will encounter the following terminology:

  • Artistic intention
  • Plot
  • Sub plot
  • Style
  • Genre
  • Audience
  • Staging types
  • Characterisations
  • Structure
  • Form

How can you support your child?

The more performance students are introduced to, the more able they will develop their skills. Useful websites such as national theatre’s official website offer a wide range of activities and ideas to develop and perform, BBC Bitesize also includes pages on key practitioners, terms and script studies. The Cambridge Arts Theatre, The Junction, ADC and Mumford Theatre offer some excellent choices for young people today.


As part of ensuring we meet our pupils’ entitlement to know and learn about some of the best literature written, in each year of key stage three our pupils will read in full and study a 19th-century novel and a Shakespeare play. As well as this, pupils will also study two other areas over two half-terms. By the end of key stage three, pupils will have a deep knowledge and understanding of literary and linguistic terms and devices, features of key literary genres, and key contextual knowledge of the texts and writers they have studied in order to make sense of them. Across the three years, key themes will link their study of different pieces of literature and they will continue to make links between and across their three years of study. Milestone assessments are in each unit of study, but pupils are assessed regularly in other formal and informal ways throughout units. End of year exams test all areas that pupils have studied up until that point. An exam in Year 8, for example, will test knowledge and learning from Years 7 and 8. Our robust curriculum will fully prepare our pupils for the rigour and challenge of key stage four studies in English Language and English Literature.

Year 7 Year 8 Year 9
1.       The Hound of the Baskervilles (Conan Doyle)

2.       Much Ado About Nothing (Shakespeare)

3.       The Romantic poets

4.       Gothic literature

1.       A Christmas Carol (Dickens)

2.       Macbeth (Shakespeare)

3.       WW1 poetry

4.       Controversy (non-fiction)

1.       The Haunted Hotel (Collins)

2.       Henry V (Shakespeare)

3.       The Crucible (Miller)

4.       An introduction to literary theory and criticism

Year 8
Autumn term A Christmas Carol: the 19th-century novel that begins English study in Year 8 is Dickens’ much-loved Christmas story. This novel re-invented the ghost story and has become an annual favourite for many: pupils will learn about Dickens’ influence on the genre and his importance as a social commentator. The primary focus will be on the theme of poverty and social injustice. Links to other examples of Dickens’ work will be explored as well as looking back to The Hound of the Baskervilles to see what emerging preoccupations of Victorian literature might be. Milestone assessments this term will be an essay on the theme of social injustice and a descriptive writing task depicting Dickens’ London.
Spring term Macbeth: in the second term, pupils study one of Shakespeare’s ‘big four’ tragedies. Pupils will learn about the features of the tragic genre and compare this to their knowledge of the comic genre based on their study of Much Ado About Nothing in Year 7. Pupils will also revisit the theme of gender, exploring the presentation of Macbeth and Lady Macbeth, and think about the attitudes towards the supernatural and beliefs about witchcraft. The unit culminates in an essay response exploring gender roles in the play and a speaking and listening task, which is a formal debate discussing how responsible Macbeth is for his own actions in the play.
Summer half-term 1 WW1 poetry: pupils will explore the poetry of major figures including Siegfried Sassoon, Wilfred Owen, Rupert Brooke, and also propaganda and patriotic poetry by poets including Jessie Pope. To support their study, pupils will explore the changing tone of poetry during the conflict of World War One. They will also make links with their study of Romantic poets in Year 7, reflecting on their influences on the poetry of WW1. This unit of study has a milestone assessment which asks pupils to discuss how war is presented by Owen in ‘Dulce et Decorum Est’ and one other poem of their choice.
Summer half-term 2 Controversy (non-fiction): in their final topic of the academic year, pupils will study non-fiction under the collective heading of ‘Controversy’. Through a lens of controversial issues (past and present), pupils will explore different types of non-fiction writing such as newspaper articles, blogs, reviews, letters; literary and stylistic features of non-fiction writing, and tone. Pupils will use what they have learned about non-fiction writing to produce their own piece of argumentative writing for a newspaper.


The Year 8 Geography curriculum develops and uses skills and knowledge introduced in Year 7 as well as introducing students to a variety of new geographical topics, both physical and human. The curriculum is outlined below, along with suggested resources for use at home and the key terminology relating to this curriculum. During the units of study additional resources or web sites may be given to the students. In Year 8 students will have two six week blocks of geography, taught on a rotational basis with other Humanities subjects.

Unit 1: Rocks, landscapes and physical processes.

  • Limestone landscapes
  • The rock cycle
  • Weathering
  • River profile
  • River drainage basins
  • River processes: erosion, transportation and deposition
  • River landforms: waterfalls, meanders, ox-bow lakes, deltas
  • River flooding: focus on UK examples.


  • Landforms, rock cycle, weathering test
  • River processes and landforms

Unit 2: Asia

  • Introduction to Asia
  • Countries
  • Physical features

Unit 3: China

  • Physical characteristics
  • Research on China
  • Population distribution
  • How is China changing
  • Three Gorges Dam


BBC Bitesize- KS3 Geography good online quizzes

There are often good documentaries on television which students will be alerted to as well as any geographical events which occur locally, nationally or internationally. Also geographical events that occur in the world and may be relevant to units of study.


Topic Question Type of Thinking Content Assessment
The Renaissance(Only students who studied the Reformation in Y7 will cover this topic) What was so remarkable about the Renaissance? Change Renaissance art; Gutenberg’s press; the discovery of the ‘New World’; new scientific ideas. Renaissance ‘Painting’
The Reformation(Only students who did not cover this topic in Y7 will study it.) Did the Reformation matter to ordinary people? Change Catholicism Luther and Protestantism; Henry VIII and the break with Rome; Edwardian, Marian and Elizabethan religious changes. Short Essay
The French Revolution Why does Dickens tell this ‘Tale of Two Cities’? Interpretations The Storming of the Bastille, Dickens’ A Tale of Two Cities, Victorian attitudes towards the French Revolution. Illustrated essay
The British Empire How can we find out about life in the British Empire? Evidential enquiry Australia, India, Jamaica, South Africa and their relationship with the British Empire. Timed answer questions
The Industrial Revolution Did everyone experience the industrial revolution in the same way? Diversity Changes brought about by the industrial revolution. Short essay


TERM Relevant number skills are taught continuously in appropriate places
Sequences Symbolism for sequences  eg u2 or un+1

Linear (arithmetic) sequences from term-to-term rules

Linear (arithmetic) sequences from position-to-term rules

nth term of a simple arithmetic sequence from practical contexts

Simple functions algebraically and  in mappings or on a spreadsheet





Inverse of a linear function

Fractions Recurring decimals as fractions

Convert a fraction to a decimal

Order fractions

Add/subtract fractions

Multiply/divide fractions

Cancel fractions

Calculate fractions of quantities (fraction answers)

Multiply and divide integer by fraction

Understand equivalence of simple algebraic fractions




Recognise when fractions or percentages are needed to compare proportions; solve problems involving percentage changes

Probability Use probability scale from 0 to 1

Probabilities and equally likely outcomes

Listing outcomes

Language of probability and diagrams for probability

Compare estimated experimental probabilities with theoretical probabilities

Interpret results involving uncertainty and prediction

Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems

Geometry Vocabulary, notation and labelling conventions for lines, angles and shapes

Sum of angles at point, on straight line and in triangle, vertically opposite angles, alternate and corresponding angles,

Draw regular polygons

Use of angle, side and symmetry properties of triangles and quadrilaterals giving reasons

Understand proof



Sums of the interior and exterior angles of quadrilaterals, pentagons and hexagons, interior and exterior angles of regular polygons





Expressions and Equations Apply BIDMAS to algebra

Arithmetic of negative numbers

Simplify algebraic expressions

Expand brackets

Linear equations (unknown on either or both sides, without and with brackets)

Substitute positive integers into expressions involving small powers, e.g. 3x2 + 4 or 2x3





Simplify by common factor


Construct and solve linear equations with integer coefficients (with and without brackets, negative signs anywhere in the equation, positive or negative solution)


3D shapes 3-D shapes and nets.

Simple plans and elevations.

Formulae for the area of a triangle, parallelogram and trapezium; calculate areas of compound shape.

Convert between area measures (e.g. mm2 to cm2, cm2 to m2, and vice versa) and between volume measures (e.g. mm3 to cm3, cm3 to m3, and vice versa)

Calculate the surface area and volume of right prisms.

Formulae Know the meanings of the words equation, formula and function

BIDMAS for algebra

Index notation for small positive integer powers

Substitution into simple formulae from maths  and other subjects and expressions involving small powers, e.g. 3x2 + 4 or 2x3

Different roles played by letter symbols in equations, identities, formulae and functions


Percentages and Proportion Percentage as ‘so many hundredths of’

One given number as a percentage of another

Equivalence of fractions, decimals and percentages to compare proportions

Relationship between ratio and proportion

Simplify ratios

Divide a quantity into two or more parts in a given ratio

Calculate percentages and find the outcome of a given percentage increase or decrease

Recognise when fractions or percentages needed to compare proportions Percentage changes

Algebraic methods involving direct proportion

Algebraic solutions and graphs of the equations

Transformations Mid-point of the line segment using coordinates

Transform 2-D shapes by rotation, reflection and translation, on paper and using ICT

Enlarge 2D shapes given a centre of enlargement and scale factor

Reflection symmetry in 3-D shapes

Scale factor of an enlargement as ratio of lengths of any two corresponding line segments

Congruence and similarity

Handling Data Collect data using suitable methods

Construct frequency tables, graphical representations

Range, mode, median and mean to compare data sets

Accurate and Scale Drawing Ruler and compass constructions


Simple loci

Sums of the interior and exterior angles of quadrilaterals, pentagons and hexagons, interior and exterior angles of regular polygons
Lines with a purpose Plot linear functions from real-life eg distance-time graph

Equations of the form y = mx + c  correspond to straight-line graphs

Linear functions, where y is given implicitly in terms of x (e.g. ay + bx = 0, y + bx + c = 0

Gradient of lines given by equations of the form y = mx + c, given values for m and c


Circles Know and use formulae for circumference and area of circle

Volume of cylinders


Surface area of cylinders

Volume and surface area of right prisms made from cylinders and part cylinders

Modern Foreign Languages


Autumn Term (September to December): Holidays, sport and leisure.

Students learn to talk and write about their holidays and free time in more detail. They revise the present tense of regular -er verbs and irregular verbs and are introduced to common regular -ir verbs. They also learn how to use the perfect tense to talk and write about events in the past. The conditional tense is introduced to allow students to discuss what they would like to do in their free time and practical vocabulary for describing illness is also covered. Students continue to develop their pronunciation and their awareness of French sounds and spelling.

Spring Term (January-Easter): daily routine, future plans and lifestyle at home and abroad.

Students learn to talk and write in detail about daily routine, current and future lifestyles and compare life and culture in Great Britain and France. They revise and develop their understanding of using adjectives in comparison sentences, reflexive verbs, the perfect tense and question forms and are introduced to superlative structures.

Summer Term (Easter-July): Technology and media

Students learn to talk and write in detail about television, film and their use of technology. They develop their grammatical understanding by revising the perfect tense and being introduced to direct object pronouns and impersonal structures (such as it is important/essential to).  They also continue to develop their ability to structure an argument for or against and give and justify opinions in more detail.

Work throughout the year is assessed by regular homework tasks and vocabulary/grammar tests and half termly assessments covering the four skill areas (listening, speaking, reading/translation into English, writing/translation into French. The end of year exam will cover topics and grammar points from over the course of the year. Students will receive detailed marking and feedback (which they will be expected to respond to) on one homework task per half term.

All topics covered throughout the year will encourage students to continue to develop their spoken and written French by:

  • Using a range of opinions and justifying them with reasons why
  • Using intensifiers and connectives to extend sentences and add detail to their work
  • Using more than one time frame to cover events in the past, present and future
  • Using the grammar and vocabulary covered across a range of topic areas and to suit different audiences and purposes

To support their learning at home students could:

  • Consolidate material covered in class through regular revision
  • Develop their written and spoken French into longer, more detailed paragraphs
  • Re-read class notes and revise new verb forms and vocabulary carefully
  • Practise pronouncing and spelling new words
  • Learn key grammatical structures, with a focus on understanding and use of different time frames
  • Recognise patterns in order to develop their understanding of the new language
  • Recognise and understand key differences and similarities between French and English
  • Review their class work and identify areas where they require further support
  • Review written homework to check for accuracy before handing in

Useful links: – username and password can be obtained from any of the Modern Languages teachers

Textbook: Allez 1 and 2 published by Oxford University Press

SPANISH (Second Language groups only)

Autumn Term (September-December): Personal information, school, family and pets

Students learn how to talk and write about themselves, give opinions on school (subjects, uniform and timetables) and describe their family, pets and friends, with a focus on developing their understanding of basic Spanish pronunciation, spelling and grammatical structures including nouns and articles, common regular verbs, adjectives, possessive adjectives and high frequency structures such as “there is”. They will also cover telling the time, basic phonics and the relationship between spoken and written Spanish.

Spring Term (January-Easter): Local area and free time

Students learn to talk and write about their house, bedroom, local area and daily routine in the week and at the weekend. They will learn how to make their work more detailed and interesting and use more complex language. Key grammatical elements studied include regular and irregular verbs in the present tense and reflexive verbs. Students will also deepen their understanding of Spanish pronunciation.

Summer term (Easter-July): Healthy living and holidays

Students learn to talk and write in more detail about their eating and drinking habits, healthy living and holidays.  They learn how to compare and talk and write about holiday experiences in the present, past and future. Students consolidate their understanding of Spanish by writing and speaking in longer, more complex sentences that give and justify opinions.

Work throughout the year is assessed by regular homework tasks and vocabulary/grammar tests and half termly assessments covering the four skill areas (listening, speaking, reading/translation into English, writing/translation into Spanish. The end of year exam will cover topics and grammar points from over the course of the year. Students will receive detailed marking and feedback (which they will be expected to respond to) on one homework task per half term.

All topics covered throughout the year will encourage students to continue to develop their spoken and written Spanish by:

  • Using a range of opinions and justifying them with reasons why
  • Using intensifiers and connectives to extend sentences and add detail to their work
  • Using more than one time frame to cover events in the past, present and future
  • Using the grammar and vocabulary covered across a range of topic areas and to suit different audiences and purposes

To support their learning at home students could:

  • Consolidate material covered in class through regular revision
  • Develop their written Spanish into longer, more detailed paragraphs
  • Re-read class notes and revise new verb forms and vocabulary carefully
  • Practise pronouncing and spelling new words
  • Learn key grammatical structures, with a focus on understanding and use of different time frames
  • Recognise patterns in order to develop their understanding of the new language
  • Recognise and understand key differences and similarities between Spanish and English
  • Review their class work and identify areas where they require further support
  • Review written homework to check for accuracy before handing in

Links: – username and password can be obtained from any of the Modern Languages teachers

Textbook: Zoom 1 published by Oxford University Press


 “Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.” (Plato)

Music is a universal language that plays a distinct role within the performing arts and a well-rounded curriculum. Students experience music by engaging with all the senses, which can inspire a great love of music. It is a very creative subject that provides opportunities for individual expression. When performing to an audience, students develop their confidence and resilience and experience a great sense of achievement.

The aim of music at CVC is to develop an enjoyment of music making in every child by experiencing a lesson as a musician. Knowledge is therefore predominantly acquired through direct contact and active participation with music and not merely by learning about it. Musical problem solving takes place through aural perception to understand, appreciate and improve on the key skills of performing or composing process. The goal is for students to collaborate with independency and ownership of their outcomes. Through an exposure to the processes and conventions of a broad range of styles, students can truly bring their own music alive, whilst deepening their cultural and social understanding.

 Key skills that underpin the learning

Performing in time with confidence and expression.

Whilst performing on a variety of instruments, contextual learning takes place as students learn how different musicians interact, their roles, the use of different forms of notation, technology and audiences. (students learning an instrument externally are encouraged to use this skill in class, including sequencing, rap and beatbox).

Composing to generate, develop and structure ideas to captivate an audience.

Pupils will develop their ability to compose, improvise and notate music material through both live performance and music technology (Sibelius, Garageband and Pro-Logic). They will explore a variety of musical elements, devices, structures and styles.

Listening to recognise musical features and evaluate the impact these have on the mood, purpose and style.

Students receive a baseline listening assessment at the start of year 8 which focuses on a wider recognition of instruments, voices, metres, devices, styles and ensemble types. Aural perception is questioned at regular stages of a lesson with the acknowledgement of rudiments and specific features in music of their own and others work.

Year 8 curriculum

The curriculum is progressive requiring students to work with increasingly complex elements of music throughout KS3. In Year 8, students build on the knowledge and skills formed in year 7, developing an understanding of context, style. They work with more complex rhythms, melody, harmony and structures.

Samba: Students learn how Samba music and processional carnival music from Brazil is extrovert and lively.  Their task is to create a themed piece with a dynamic structure that includes features such as call and response signals and solo breaks. (HWK: self-assessment evaluation)

Tango: Students learn about the context and development of Tango music for dance whilst aurally recognising the features of rhythm and phrasing through dance and movement. They perform and record a stylish accompaniment with an awareness of major and minor chords and apply chromaticism and decoration to their melodies for dramatic effect. (HWK: Research on Tango music and key composers such as Astor Piazzolla)

Blues: Students learn about the origins of Blues and how it was a form of expression for Black American Slaves. Their task is to perform a 12 bar blues piece that shows an understanding of the blues style, including a slow tempo, swung rhythms, syncopated call and response melodies, solo improvisations based on the blues scale, and typical chord riffs. (HWK: Research of a blues artist such as Robert Johnson and his/her music)

Hooks and riffs in dance fusion music: Students learn how riffs in songs have mass appeal across all age ranges and perform a piece with a catchy riff, focusing on improving vocal skills and maintaining a vocal part. They are introduced to a fusion of Western pop, Hindi film and folk music from the Punjabi region of India. They develop an awareness of compound time by exploring riffs in Bhangra fusion dance music before improvising their own riff.

Further progression and the wider curriculum

Students will be expected to take on more demanding, significant parts and roles within an ensemble. To progress further students are encouraged, as a homework extension, to take learning beyond the classroom to instil further confidence in developing themselves as young musicians.

Learning an instrument: Developing a skill on an instrument requires physical and mental agility with practice and rehearsal taking place at home, between class lessons. This can be aided through internet or manual based guidance, through independent tuition outside of school or with CVC’s dedicated team of instrumental specialists, within curriculum time. Please check www.chordfind showing fingers for any guitar chord and www.drummerworld showcasing masters at work. (‘Instrumental interest’ forms can be obtained from the web and sent to Miss Manser.

Theory: in addition to revision booklets shared with each student, independent study of theory via online apps or theory club might include ‘Music theory guy’ (, Teoria (tutorials and exercises for music theory and ear training). ,, exploring a wide range of instruments and styles.

Enrichment activities: The school have an Orchestra to Rock and Pop group which run after school throughout the year. Further groups such as the Jazz band, woodwind group, year 7 and 8 vocal group and theory club run at specific points in the year. The school also take opportunities, when available to invite students to work alongside outside musicians and participate in half-term workshops. Students can further sharpen their musical awareness and collaborate within an increasingly mature social setting.

Events: Students are encouraged to participate in a variety of events held throughout the year. The emphasis is not on competition and individual success, but an opportunity for different ages to come together, inspire, nurture, support each other and work as a team with achievements becoming a collective responsibility. They not only give the school and students an identity but create unforgettable memories. Regular annual events include the Christmas and Summer concert in which both extra-curricular and curricular work are showcased. Other events include the GCSE Music Showcase, King’s College Carol Concert, Young Performer’s Recital, and a ‘Battle of the Bands’ competition led and mentored by year 9 music leaders.

Physical Education

By the end of year 8 all student should know and be able to do the following, for the activities they participate in. In this year they will have a choice to take Rugby or Hockey further as well as Basketball and Netball.

RUGBY Pass, receive, ruck, maul, offside, numbering up, switch. Pass backwards/ run forwards. Taking contact, ball presentation,ruck & maul, scrum. The understanding of what to do when you are a ball carrier or in a support role.

Decisions to be made when you make contact or are tackled. Positions in and around a set piece.

Safety rules and boundary rules.

5 v 5 through to 6 v 6 and

7 v 7.

3 forwards.

HOCKEY Push pass, dribble, hit, centre pass, sidelines, shoot, attacking, defending, midfield, reverse stick, long corner. Correct grip, push pass, dribble, hit. Use of reverse stick. Safety rules and boundary rules.

Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding space.

Positioning of the defense, midfield and attack.

Even sided games up to

7 v 7.

NETBALL Pass, receive, dodge, move, positions, offside, obstruction, contact, penalty pass, free pass, creating & holding space. Chest pass, single handed pass, bounce pass, shooting. Safety rules and boundary rules.

Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding and creating space. Holding space and blocking out of the circle.

7 v 7 game.

4 v 3 around the D.

HANDBALL Pass, receive, dodge, move, positions, fouls, penalty pass, free pass, creating & holding space. Passing – single handed, shooting, moving Safety rules and boundary rules.

Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding and creating space. Holding space and blocking out of the circle.

2 v 2, 4 v 4 and 5 v 5
GYMNASTICS Body tension, control, sequence, strength, flexibility, movement, flight, counter tension/ balance, formations. Group balances and sequences. Technique of flight and body shape. Formation and movement of the group as a whole. Safety rules.

Performing sequences in groups that fulfill specified criteria, exhibiting movement that is controlled and can be repeated. Using strategies to aid timing within the group They need to practice and evaluate their sequence to refine and develop their performance.

Produce a group sequence involving balance, movement and flight using apparatus.
FITNESS Strength, suppleness, speed, stamina, programme, circuit training, warm – up, cool down, target setting, distance, repetitions, sets. Use of all equipment safely, with the correct technique.

Use sets and repetitions to plan a programme. Use CV equipment to set distance/ time target

Safety rules.

To be able to move around a circuit training programme and also to follow a set programme.

To plan their own programme thinking about the areas they are weakest in i.e. stamina or strength.

To work at maximum levels to fulfil team challenges.

Types of training; circuit, programmes, working in pairs, team challenges.
BADMINTON Badminton, singles, court boundaries, grip, stance, backhand, forehand, drop shot, overhead, tramlines, shuttlecock, net, racket. Service, scoring, out, service line, rally. Serve, rally, drop shot, overhead clear.

Play a competitive game of ½ court singles up to a set amount of points.

Understand the scoring system for singles.

Boundary rules, what is in and out for singles.

To be able to maintain a cooperative rally using a variety of shots. The techniques of the serve, drop shot and overhead clear.

Developing movement around the court.

Playing in a ½ court singles game with an understanding of the scoring system.

Planning, organising and running a tournament.

Singles games up to a set amount of points, with scorers..

Organisation and running of tournaments within courts.

ATHLETICS Track events, field events, 100m, 200m 800m, shot putt, long jump. Javelin. Pacing, technique. relay. Sprinting, sprint starts, dip finish. Pacing, throwing, jumping. Measuring using stopwatch and tape measure. Hand over technique. Safety rules and boundary rules.

Sprinting and distance techniques and the difference between them. The ability to start and pick up during sprinting, to use pace to complete the 800m. To be able to coach and help each other with regards to technique.

Individual performance with partner support and feedback.

Personal bests and  in maximal effort.

Team competitions.

CRICKET Bowling, batting, long barrier, fielding, catching, stumps, out Different kinds of throw appropriate to the situation. Catch, strike. Seam and spin bowling. Batting to score and batting to defend. Safety rules and boundary rules and markings..

Attacking and defending. Decisions made as a batter and fielder. Bowling for competitive situations. Communication between batting pair. Field setting for individual players or situations.

Individual skills. Bowling technique for seamand spin.

Team paired cricket game.

ROUNDERS Bowling, batter, long barrier, fielding, posts, bases. ½ rounder, out. Outfield, infield. Backing up, no-ball. Different kinds of throw appropriate for the situation. Catch, hit, bowl. Understand what a no-ball is. Safety rules and boundary rules and markings.

Attacking and defending. Improving decisions made as a batter and fielder.  Communication between fielders to help make decisions. Setting and moving the fielders when appropriate.

Individual skills. Paired throwing and catching

Full game with umpires who score and call no-balls.

General Knowledge:

Major Muscles: Biceps, triceps, gastrocnemius, abdominals, quadriceps, hamstrings, trapezius, deltoids, pectorals, latissimus dorsi.

Main bones for support and protection: Cranium, ribs, femur, tibia, humerus, vertebrae, sternum, pelvis, scapula.

Joints: Freely moveable or synovial. Knee and elbow. Hinge joint, ball and socket joint.

Role of ligaments and tendons: support and prevent dislocation, attach and pull on muscles.

Warm – up: Mobilisation, light jog and dynamic stretches, skill specific drills and mental rehearsal.

Cool down: Light jog, stretches and gradually decrease muscle temperature, heart rate and breathing rate.

Short term effects of exercise: Increase heart rate, breathing rate and muscle temperature. Prevent injury. More O2 to the muscles and Co2 to the lungs.

Long term effects of exercise: Increased muscle size, increased stamina, complete everyday tasks without tiring Decreased resting heart rate and hypertrophy.

Religion, Philosophy and Ethics

Topic What students will be learning
Topic 1 – Can Goodness Overcome Evil?


This unit looks at the philosophical nature of ‘good’ and ‘evil’. Do they really exist?


  • An understanding of what evil is and the different types of evil that there are.
  • An understanding of what causes moral evil and natural evil.
  • An understanding of how ancient societies explained the existence of evil and suffering.
  • An understanding of the link between different religions that hold similar views about the existence of evil and suffering.
  • An understanding of the Christian story of Adam and Eve (the fall) and how this links to Christian beliefs about evil and suffering.
  • An understanding of the Christian belief of free will and how this relates to the issue of evil and suffering.
  • An understanding of the problem of evil argument including counter-arguments.
  • An understanding of the complexity of the Christian ideas of heaven and hell and how these relate to the overall topic.
  • Case study – Sam Childers – ‘the machine gun preacher’ –a consideration of how one Christian uses violence to fight against extreme violence and evil in South Sudan.
  • An understanding of the Hindu beliefs that relate to the topic of evil and suffering.
  • Case Study – Gandhi – putting Hindu beliefs into practice.
  • A consideration of where our ideas of good and evil come from. Exploring the impact of religion, history, philosophy, society etc. on our understanding of good and evil.
Topic 2 – Why was Jesus crucified?


This unit explores the life of Jesus, the attitudes to him at the time and his legacy for Christianity and the world


  •  An understanding of what a Messiah is and the Messiah that the Jewish people of the time were expecting
  • An understanding of the life of Jesus in his adult years.
  • An understanding of the reasons why some accepted Jesus as the Messiah and others did not.
  • An understanding of the miracles that Jesus performed.
  • An understanding of the key teachings that Jesus taught and the responses that these received from his followers and enemies.
  • An understanding of the events that led up to the capture of Jesus as well as the interrogation and trial that followed.
  • An understanding of the death and resurrection of Jesus and his legacy.
Topic 3 – The Arguments for and against God and religion


A study in 2 parts:

  1. The arguments for and against God
  2. The arguments for and against religion


  • An understanding of what trust and faith is and why it is important when considering this topic.
  • An understanding of the most common arguments for or against the existence of God.
  • An understanding of the cosmological argument.
  • An understanding of the teleological argument.
  • An understanding of the argument from religious experience.
  • An understanding of the problem of evil and suffering.
  • An understanding of the ontological argument.
  • An understanding of Sigmund Freud’s views that God is an illusion.


Topic 4 – Religion and violence


A study of how religions have and do respond to violence in society.


  • An understanding of different explanations for why people are violent.
  • An understanding of how and when religions have engaged in violent conflicts and acts.
  • An understanding of holy wars, just wars and religious responses to these.
  • What is terrorism and why does it happen?
  • An understanding of pacifism and religious teachings about peace.
  • An understanding of religious individuals who have fought in wars for the greater good.
  • An understanding of how religions have implemented their beliefs about peace, equality and justice (campaigning, charity work and other examples).


Studying Science at CVC is a five-year journey that fosters a love of the subject, develops enquiry skills and gives students the opportunity to discover how fascinating the universe is. Learning is embedded through the development of knowledge and practical skills over time. The science staff are experts in their fields of biology, chemistry and physics. Students will learn the skills of scientists in an enriching, laboratory-based environment that will challenge and push students to achieve their potential, thus preparing them for a wealth of exciting and rewarding career opportunities in science and related areas. Our goal is to shape the minds of our pupils so that one day they can create life-changing applications from fundamental scientific knowledge.

Our focus in Key Stage 3 (KS3):

In KS3 pupils will focus on learning the fundamental knowledge required for Biology, Physics and Chemistry. The curriculum is designed so that students of all abilities make progress towards developing the skills required, whilst forming a solid understanding of a range of scientific concepts. In Chemistry this includes learning about elements, compounds and how to navigate the periodic table. Pupils will find out how discoveries about atomic structure led to the development of the periodic table. In Biology, pupils will learn about the structure of plant and animal cells, how cells become specialised and why cellular processes like respiration and photosynthesis are fundamental to life. In Physics, pupils will learn why forces are so important, how objects interact with each other and learn about Newton’s laws of motion. Transfer of energy involved in all interactions. Pupils will build upon their knowledge of atomic structure and discover how electrons and electricity are related; they will become confident at calculating resistance, current and voltage. Extended writing and mathematical skills within topics will allow pupils to develop their scientific vocabulary and analytical skills

KS3 Curriculum – Years 7, 8 and 9 Overview

Autumn Spring Summer
Year 7 Introduction to ScienceForcesCells and OrganisationAtoms EnergyHuman ReproductionSeparating SubstancesSpace Plant ReproductionAcidsWaves: Light and Sound
Year 8 Waves: LightRespirationPeriodic Table Health and DigestionElectricity and Magnetism Interdependence and photosynthesisEarth and Atmosphere
Year 9 Inheritance and EvolutionChemical ReactionsMathematical PhysicsScientific Processes and Methods GCSE syllabus begins

Year 8 Science Curriculum

Waves: Light

This topic covers frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound. The speed of sound in air, in water, in solid. Sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal. The auditory range of humans and animals.

Periodic Table

This topic includes the varying physical and chemical properties of different elements, the principles underlying the Mendeleev Periodic Table, the groups and periods of the Periodic Table, metals and non-metals, properties of metals and non-metals and how patterns in reactions can be predicted with reference to the Periodic Table.

Gas exchange and Respiration

This topic covers the structure and functions of the human gas exchange system including its adaptations. The mechanism of breathing to move air in and out of the lungs, impact of exercise, asthmas and smoking on the human gas exchange system and the role of leaf stomata in gas exchange in plants. Aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life. The process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration. The differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism.

Health and Digestion

This topic includes content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed. Calculations of energy requirements in a healthy daily diet. The consequences of imbalances in the diet, including obesity, starvation and deficiency diseases. The tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts).


Electricity is split into static electricity and current electricity. Static electricity includes the separation of positive or negative charges when objects are rubbed together: transfer of electron, forces between charged objects and the idea of an electric field. Current electricity encompasses series and parallel circuits, current and its unit in both parallel and series circuits. Potential difference, its unit, battery and bulb ratings, resistance and its unit. Finally the magnetic poles, attraction and repulsion, magnetic fields by plotting with compass and representation by field lines, Earth’s magnetism, compass and navigation and the magnetic effect of a current, electromagnets and D.C. motors are covered.

Photosynthesis and Interdependence

This covers the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere. The adaptations of leaves for photosynthesis. The interdependence of organisms in an ecosystem, including food webs and insect pollinated crops. The importance of plant reproduction through insect pollination in human food security. How organisms affect, and are affected by, their environment, including the accumulation of toxic materials.

Earth and atmosphere

This topic will cover the composition the composition of the Earth  the structure of the Earth. The rock cycle and the formation of igneous, sedimentary and metamorphic rocks. The Earth as a source of limited resources and the efficacy of recycling. The carbon cycle and the composition of the atmosphere. The production of carbon dioxide by human activity and the impact on climate.