Additional Subjects

The teaching of Art and Design in Years 7 and 8 focuses on creating a stimulating and inspiring environment which promotes intelligent making, critical thinking, learning as a social activity, collaboration, mutual respect, learning as teacher / teacher as learner.

Year 7

During Year 7, pupils will study artists who are inspired by nature such as Ernsh Haeckel, Karl Blossfelt, Angie Lewin, Andy Goldsworthy and Peter Randall-Page as well as William Morris. Pupils will themselves collect natural forms such as thistles and seed heads to work from.

Year 7 sees an introduction to observational drawing in pencil using line and tone, using a variety of 2B-6B pencils. Taking photographs of our natural environment and studying the change of season, we then experiment with a range of materials and processes from mark making; pastels, mono print, lithographs, collage, still life photography, paint, illustration and sculpture, function and form; 3D textured clay box.

In the Spring Term Year 7, everyone gets involved in the Towner Gallery Schools Exhibition which has a new theme every two years from which we draw from their given inspiration. This project culminates in a visit to the gallery to see the exhibition itself.

In the Summer Term, pupils complete the year by creating personalised 3D clay textured boxes, inspired by nature, along the way, developing their thinking and discussion skills, annotating work as individuals and groups, following a pattern of work which echoes that undertaken at GCSE level

Year 8

In Year 8, we begin with the fine art and illustration project informed by the likes of Albrecht Durer Rhinoceros and Vladimir Gvozdariki. Through it, the pupils produce detailed illustrations of animals and experiment with machine illustrations too, before developing personalised masks inspired by the inside of clocks and interlocking machinery components.

The year concludes with a Summer project in pop art, logos and typography centred on the work of Michael Craig-Martin, Andy Warhole and Peter Blake. This sees the children using everyday objects, acrylic painting and complex colour-mixing while exploring linear composition, graphic communication and advertising as an art form.

Out of this, the pupils develop a final piece which combines drawing skills, collage, painting and colour pencil tonal work, and an opportunity to work outside on the walls with “Tape Art”. They are invariably enabled to leave Bede’s Prep with a deep and rich portfolio of work that rivals what many children achieve at GCSE level.

The focus of the Computing department is to ensure that pupils develop the essential knowledge, skills and understanding they will need in a rapidly changing world; one in which work and other activities are increasingly transformed by access to varied and developing technologies.

Enhanced capability in the use of Computing is promoted at Bede’s Prep to ensure that pupils are able to make informed judgements about when and where to use technology to best effect, and to consider its implications and limitations.

In their weekly lessons with a subject specialist in our dedicated IT suite, Bede’s Prep pupils in Years 7 and 8 study topics covering Computer Science, Information Technology and Digital Literacy strands. Advanced e-safety skills are taught, with a focus on safe social networking and approaches to protect oneself from online cybercrime.

Bede’s Prep senior pupils enjoy year-on-year success in national competitions covering cyber security and computational thinking. They also enter coding competitions, where they compete against teams of pupils that are often older than themselves, and demonstrate their advanced skills.

By the time the pupils at Bede’s Prep reach the senior year groups, they are expected to have already become fluent in the use of Office products, including tools for word processing, multimedia presentations and spreadsheets. Years 7 and 8 also explore the more technical aspects of the subject, with computational thinking and programming skills at the heart of the curriculum. Pupils also engage with creativity tools to produce digital artwork and graphical designs.

Extra-curricular enhancement sessions are provided in areas including robotics, app development and Artificial Intelligence programming.

Year 7

Year 7 pupils explore Artificial Intelligence and Machine learning by building their own AI models; this essential skill prepares them for a future with autonomous systems where they are empowed to push the boundaries of human-machine interaction and also learn about computational thinking, a critical skill in the 21st century, this topic teaches the pupils to consider new ways for solving problems. It teaches them to break down problems into fundamental components, a technique which they can then apply to their work in areas such as programming. The pupils will undertake assessments of their understanding of algorithmic design, methods for searching data and the approaches that computers use to sort data. Pupils enter the UK Bebras Computational Thinking challenge, and Bede’s Prep pupils regularly achieve in the top 10% nationally in this competition. Pupils learn coding through our Educational edition of Minecraft, where they construct programs for characters in a virtual 3D environment. In Year 8, pupils apply their computational thinking skills to text-based programming exercises in the Python language. They create programs that demonstrate the ability to print to an output device, handle user input, manipulate variables, use comparison operators and utilise loops for iteration.

In their studies of binary code, Year 7 pupils learn to understand how decimal numbers are represented using binary in a computer system, and learn to carry out simple operations in this language. The aspects covered include an understanding of the appropriate terminology, such as ‘bits’ and ‘bytes’, and how text can be represented on a computer. The pupils enjoy code-breaking games and produce an image that is encoded using binary. This work is then developed with an understanding of how computers use logic, where the principles of the Boolean terms AND, OR and NOT are investigated. The role of the various devices is discussed, including how a modern processor ‘talks’ in binary to achieve its amazing feats.

Year 8

Year 8 pupils will also consider how social engineering techniques are used to elicit personal and financial data, and recognise how to identify such dubious activity. They study phishing scams and other types of email fraud, hacking and the risk it poses, computer viruses and other types of malware, protecting personal data and copyright law. This module allows pupils to start to prepare for adult life where the risks posed to their personal and financial data are considerable. A cyber security expert’s role is to try to identify weaknesses in systems and know how to fix such vulnerabilities, and it is hoped that through our work, Bede’s Prep pupils may one day be part of that elite group of individuals helping to protect us all.

In our final module in Year 8, we take a step back from modern devices and look at the history of the PC. Top secret codebreakers, war time battles and amazing discoveries are explored as we consider where it all began. The pupils will learn about key personalities, including Charles Babbage and Alan Turing, and consider how creations including The Difference Engine and Colossus were used, and how they form the basis of modern computing. They undertake codebreaking simulations, and investigate how encryption is still used on modern computer systems. They then consider their future use of technology when we look at the latest developments in artificial intelligence and machine learning.

Bede’s Prep Dance offers a wide range of styles available from Nursery through to Year 8, either via specialised dance classes during the school day on the Dance Programme or through our clubs and activities.

Pupils can do: Ballet, Contemporary, Modern/Jazz, Tap, Street, Musical Theatre and Choreography. Whether students want to learn purely for fun or if they are looking to train for a career in the Performing Arts, then Bede’s Prep Dance offers them everything they need to fulfil their ambition. All classes are taught by professional dance subject specialists and all classes are delivered at the highest possible standard. The aim of dance in Years 7 and 8 is to help develop the dancers’ skills, technique and love of dance. All dancers in Year 7 and 8 are part of the Bede’s Prep Dance Programme, where they are trained to a high standard, putting them in a good position to audition for the Bede’s Legat Dance Academy at the Senior School and apply for dance scholarships.

Bede’s Prep Dance Programme is aimed at dancers who have a particular talent or interest in the subject. The programme consists of weekly classes in three core disciplines- Ballet, Modern and Tap. Examinations can be taken in the Royal Academy of Dance (RAD) for Ballet and the Imperial Society of Teachers of Dance (ISTD) for Modern and Tap.

Each of these three core disciplines trains the dancers in a different way. Ballet is the foundation of all dance and teaches pupils a good strong classical technique, which assists them, not only in all other dance styles, but in a general healthy lifestyle too. The RAD syllabus aims to create dancers who make innovative, artistic and lasting contributions to dance.

With the thoughtfully planned and well-tried ISTD Modern examination syllabus, which combines modern dance, jazz and other dance styles, pupils are trained to become disciplined and versatile dancers who have a professional attitude towards dance. The ISTD Tap exams and Medal Tests are recognised internationally for their quality and excellence and teach the pupils all about rhythm, timing, dynamic and percussive dancing.

When pupils join the full Dance Programme, they receive more intense dance training which includes a combination of the exam work as outlined above, as well as free work classes.

Dance Programme students can also audition for the opportunity to work with the teachers at the Bede’s Legat Dance Academy, based at Bede’s Senior School, on a weekly basis. At Legat they will have classes in Contemporary, Ballet and pointe work. These classes are designed to stretch and challenge the pupils both physically and creatively. It also gives the pupils an insight into Legat and what to expect from those classes in the future, putting them in an excellent position to continue their Bede’s journey to the Senior School and Legat.

All pupils involved in the Dance Programme and/or clubs and activities will be involved in the yearly Dance Showcase as part of the Bede’s Prep training. The Dance Showcase is a big event in the Bede’s calendar. All dancers taking part get the opportunity to work on specially choreographed dances in all disciplines they study, to perform in front of their friends and family. The show is run as professionally as possible giving the pupils a real insight into the dance world and what it truly takes to put on a show! The pupils gain so much confidence from these performances as well as learning many additional skills like performance quality, performing under pressure and teamwork, to name a few.

All Bede’s pupils also get the chance to enter the yearly Choreography Competition. To enter, pupils need to choreograph their own dance. This can be either a solo, duet or small group in any dance style they choose. They get to choose their own music and costume too. This is a great way to help enhance the pupils’ creativity skills, as well as help them learn how to put together a dance, using skills such as musicality, timing, coordination, planning and dance structure. It also helps the pupils use inspiration from their teachers, alongside performances and shows they may have seen. The pupils gain so much confidence from doing this and it is great for the teachers to see the pupils being free and innovative.

Each year the pupils get to join the Legat students on a trip to the MOVE IT dance convention in London. This is a fantastic opportunity for the Bede’s Prep pupils, as they don’t only get a change to browse the stalls, but they also get a chance to watch performances from professional companies and dance colleges, as well as take part in a number of dances classes taught by industry professionals.

The Discover Programme is an innovative cross-curricular series of lessons that will provide challenging learning opportunities for all pupils in years 7 and 8.

The programme aims to take pupils on a journey of discovery, both of themselves as learners and of the world around them. The breadth of study ranges from developing an understanding of classical civilisations and their legacy for today’s society to experimenting with new technologies and working creatively to apply their knowledge of current advertising techniques.

The programme aims to challenge pupils’ thinking, encouraging independence and problem-solving. The ‘4 C’s’ of critical thinking, creative thinking, collaboration and communication lie at the heart of each lesson. Pupils are encouraged to see beyond the imagined parameters of individual subject areas and to apply practical skills to a broad range of challenges and topics, building confidence by nurturing creativity and sparking new ways of thinking.

Taught in a carousel of four blocks of learning, pupils will experience a new teaching style and fresh approach each term. The lessons are carefully curated to build skills in year seven that are deepened and extended in year eight. Examples of learning blocks include:

• an exploration of debating techniques and roles, with challenging and imaginative topics explored through discussion and debate.
• participation in a multi-media advertising project.
• working collaboratively to complete extended projects which require a wide range of skills such as organisation, financial management and presenting.
• creation of online games using new technologies and exploring how technology has evolved.
• Learning about classical civilisations and the cultural and linguistic legacy we still draw upon today.

Whilst all pupils will work towards similar outcomes, there will be additional academic challenge opportunities for those pupils identified as demonstrating higher learning potential. However, we will look to nurture and celebrate the skills of pupils who excel in particular academic areas or skills throughout the year as well as providing enrichment events that will be inclusive to all pupils.

According to the National Curriculum “learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality language education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries”.

Pupils in Years 7 and 8 at Bede’s Prep School develop a sound grasp of the foundations of their chosen language, French or Spanish, including its core vocabulary, grammar, syntax and pronunciation. With five language lessons each fortnight, pupils develop their listening, speaking, reading and writing skills with different material. Teaching resources include a range of technology and an innovative approach to language learning. Languages are taught by specialist teachers, who are native speakers. A highlight for many is the trip they will take to either Spain or France in the Spring term in Year 7 when they can immerse themselves in the culture and language.

Having started the course in Year 6, our French learners have already covered the first three or four modules of ‘Studio 1’, depending on their pace and style of learning, with Module 4 focussing on the topic of ‘Our Town’. The Spanish course introduces the topics of holidays, food and arranging to go out.

In Year 7 French, the children cover the topics of holidays (using different tenses), free time (TV, films, books, sports), tourism (with a focus on cultural aspects in Paris), description (using a range of adjectives), and where you live.

In Year 8 French, the children learn to talk about their talents, describing themselves and social media, health and fitness and plans.

Geography is the integrated study of the earth’s places, peoples, environments and societies. It is concerned with the interaction between people and their physical environment.

The department’s aims are to give pupils opportunities to gain an understanding of their surroundings, allowing them to interpret them rationally, with sensitivity and with an appreciation of the complexity of human relationships and interactions. Geography is seen as the subject best placed to deliver understanding and performance in sustainability and environmental issues and so a further aim of the department is to promote environmental awareness and stewardship.

Ultimately, we want to prepare our pupils for the further study of geography when they leave the Prep School. By the end of their time with us we want pupils to have really enjoyed their geography and realise its importance to them. They should feel well equipped with a range of skills to enable them to make sense of the world around them, their place in it and how we interact with the natural and built environments and with each other. We want children to see, enjoy and understand the world and processes which happen on, above, and below the surface with new analytical eyes.

Broadly speaking, the educational philosophy of the Geography department is to:

• Promote active engagement with the subject matter.
• Allow pupils to draw on personal experiences as often as possible.
• Use the local area as an extension of the classrooms.
• Provide challenging, yet accessible activities and opportunities for all learners.
• Develop a sense of fascination, exploration and increased understanding of the outside world.
• Develop an appreciation of cultural differences, values and empathy.
• Develop understanding of the increasing interconnectedness of the world’s peoples.
• Develop genuine concern for the impacts humans have on the environment and engender a sense of environmental stewardship.

Perhaps it was Michael Palin who explained the importance of the subject the best when he said, “Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?”

Year 7 begins with a study of rivers. Beginning with the location of some major world rivers to boost location knowledge, we then focus on drainage basin features and characteristics along a river’s journey from source to mouth. We are very fortunate to have the whole length of the Cuckmere River within easy reach so we visit various stages of it to bring learning in the classroom to life. Creative opportunities abound in this topic, with play dough modelling, group memory diagram exercises, acting out erosion and transportation processes and even valley and waterfall cakes help to provide a good variety of learning experiences.

In the second half of the term, Year 7s apply their knowleldge and understanding of rivers with a more detailed study of the Cuckmere estuary; its changing management, the iconic landscape and how it might develop in the future. Children will complete an individual project and a decision-making exercise as to ‘What should happen with the Cuckmere?’

In the Spring Term, we focus on Transport and Industry. We consider the importance of transport to people and organisations and how it can have positive and negative effects on people’s quality of life. Big issues such as HS2 and Heathrow Airport’s third runway proposals are studied and debated, emphasising the importance of understanding the conflicting arguments behind such wide reaching projects. We also cover the classification of industry and how this, not only changes over time, but varies between countries at different levels of economic development. Using OS maps to examine industrial location factors and why different industries locate where they do comes next, before a case study of Apple iPhones as an example of a globally produced product.

In the Summer Term, with the warming weather, we turn our attention again to our surroundings as we study coasts. We are ideally placed to study coastal processes of erosion and weathering and visits to the local beach and cliffs at Birling Gap (from a safe distance!) really bring this topic to life. The formation of coastal features such as caves, arches and stacks, beaches and spits is central to this physical topic. Children learn how and why the coast is defended in different ways and develop an appreciation of why some places are afforded protection and others are not.

Year 8 begins with the theme of ‘Weather and Climate’, which starts with understanding the important differences between the two and what ‘elements’ make up the weather and how these are observed and recorded. We move on to climatic factors and how they combine to create patterns of temperature and rainfall across the British Isles, whilst making important comparisons with other parts of the world with contrasting climates. Children learn about the influence of air masses on our weather before contrasting depressions with anticyclones.

In the Spring Term, the focus is on the ever popular Plate Tectonics, which builds upon learning in previous years, with greater depth and complexity. The earth’s structure and what happens at the different plate boundaries are covered before tackling case studies of volcanic eruptions and earthquakes. Previously these have been the eruption of Eyjafjalljökull, Iceland in 2010 and the Nepal Earthquake of 2015, but the department is always on the alert for more recent examples. Important contrasts are made between the effects and responses of such natural hazards in developed and developing countries.

The short half of the summer term prior to the end of year exams is spent on the topic of population; how changes in birth and death rates combine to affect population change, why some areas of the world and this country are densely or sparsely populated. This topic culminates with a case study of India’s rapid population growth; its causes, effects and possible solutions.

Finally, to round off their learning about Settlements, Year 8 visit the Queen Elizabeth Olympic Park in east London as part of their studies,to study an example of urban regeneration which was planned with sustainability and environmental sensitivity at its heart. Through examination of photographs, map evidence, video and socio-economic data, the students are able to appreciate how this area has been transformed socially, economically and environmentally

History at Bede’s is a dynamic and engaging subject that challenges pupils in many ways.

In Year 7, we study First World War I, including the causes of the war, the key alliances and the assassination of Franz Ferdinand as well as the experiences of those who fought in the trenches as well as the changes in technology with the arrival of tank warfare. This includes the opportunity to complete a small project on the event.

We then take a brief look at the Renaissance before starting our Tudor project, which continues into Year 8, by starting with the War of the Roses, and pupils learn about Edward III, York vs Lancaster, the Princes in the Tower and the Battle of Bosworth before finishing the year studying Henry VII.

In Year 8, we begin by studying Henry VIII, including his ‘Great Matter’ and the resulting fall-out.

We also cover Edward VI, followed by an exploration of Lady Jane Grey & Mary I and then the reign of Queen Elizabeth I, the difficulties of her rule, the concept of a female queen, the Act of Supremacy and religious settlement, Mary Queen of Scots and the Spanish Armada.

As pupils cover these topics, they will develop a range of skills including evidence collection; covering the provenance of information, considering the limitations and usefulness of different historical sources.

Pupils will undertake revision, focussing on the Tudors, key advisors and religious change. Examination skills will be developed and pupils will learn how to reach judgements on examination questions, based on direct uses of sources, the evaluation of evidence sources and the addition of supporting points which demonstrate their own knowledge.

Pupils in Year 8 will prepare for and sit an examination assessment designed to provide experience and practise akin to what will be expected going into the senior school. Bede’s has a thriving History department where significant numbers of former prep students ultimately choose History as a GCSE option, and with excellent links between prep and senior History departments, members of the senior school team will be regular visitors to us.

In the senior years at Bede’s Prep, we believe it is increasingly important to use the pupils’ own taste and perspective to inspire and motivate learning.

A deeper understanding of musical structures and organisation is gained through music lessons which focus largely (but not solely) on more contemporary music, in a variety of genres. It draws on the music the pupils enjoy listening to, and uses technology to give pupils the opportunity to produce the sort of music they like to listen to and to consider music as a medium for other forms of entertainment, e.g. the use of music in film or video games. Composition and evaluation of music are key skills which are developed in the senior years. There are many opportunities for pupils to perform individually and with others, including the hugely popular intersection music and carol service.

Pupils start Year 7 by exploring four features that are integral to a good pop song: the role of riffs, the interaction of lyrics with the music, how the song is put together and the centrality of a memorable melody. They also consider the role of the music video in pop music and explore ‘interactive’ music videos which generate an experience that varies each time. They then explore the use and arrangement of existing material in cover versions, and especially acoustic cover versions, and link this to the use of different modes and scales in folk melodies from a time when easy and immediate access to new music was less straightforward. Pupils explore the structure and effect of chords in jazz music; the use of chord sequences and walking bass lines in jazz and the use of jazz chords in music from stage and screen. They then explore the way African drumming music uses cyclical patterns and polyrhythms; the use of different polyrhythmic textures and musical conventions by minimalist composers and the use of repetitive and changing rhythmic and melodic motifs in different styles of minimalist music. In the Summer Term pupils learn how music can enhance a special occasion, and consider the challenge of composing music to a brief or commission for a particular occasion or audience. They finish the year by combining the previous two topics into an exploration of how music is used for special occasions in the Nile delta; characteristic instruments of the region; cyclical and polyrhythmic drumming textures; free and metrically organised rhythms and melodies and call and response rhythms.

Year 8 begins with a study of how film music uses sound effects, background music and character motifs; can change the viewer’s interpretation of a scene; uses extended structures featuring continuity between contrasting scenes and refers to different musical styles. Pupils then explore the broad conventions of impressionist music and how it creates a general impression of an event, place or object. They look at timbres, the use of chromatics, whole tone scales, ancient modes and non-Western scales as well as non-functional chords and clusters to evoke particular effects and moods. Pupils learn about the effect of contrasting improvised and organised musical ideas in a piece of music; devices used for melodic decoration; the use of minor scales and raga to evoke moods and how to improvise with a sense of style and awareness of genre. They continue this theme by exploring the ways in which improvisation, rhythmic and melodic, has remained a strong feature within a wide range of musical styles, genres and traditions. They finish the term exploring some interesting scale patterns through listening, improvising and performing activities. Pupils explore the ways in which different musical traditions have used music to describe aspects of the night. They study musical styles such as the nocturne and programme music, and a range of expressive musical devices.

The topic is a firm favourite - jazz improvisation. Pupils learn about the key characteristics of jazz music, and how to compose and perform jazz music using improvisational techniques consistent with the genre.

Many pupils who have individual or paired instrumental or vocal lessons are reaching higher grades by this stage. Some pupils may choose to apply for a music scholarship to their next school, and are supported throughout this process by the music department. There are many musical performances in a typical year, including instrumental or instrumental family concerts, the carol service, inter-section music, open mornings, prize giving, year group plays, choral and orchestral days and music exam concerts. Pupils also frequently take their music making out into the local community to support charities. There are many ensembles and activities available for pupils at higher grades in these years. Music theory lessons are available for musicians at higher grades to support their practical music making.

PE in Year 7 and 8 encompasses a curriculum leading towards the transition to senior school. PE is in addition to Games.

The programme leads through five modules: Fitness with Cross Country as the focus; Basketball; Gymnastics; Racquet Sports and Athletics. 

Year 7 marks the start of the transition to our Senior School and is very much a two-year programme. Pupils experience a more focussed, theoretical element to enhance the very practical nature of the subject. Positive experiences in PE are a key way to support body image.

With ever growing connections between the healthy body and healthy mind, our curriculum works to enable our students to take ownership of their physical and mental health by encouraging them to understand that there are many ways to exercise and how best to link the process to the desired outcome - and enjoy themselves along the way.

Bede’s Prep follows the ‘Jigsaw Curriculum’, which brings together PSHE topics, compulsory Relationships and Health Education in Years 3–6 and compulsory Relationships, Sex and Health Education in Years 7 and 8, emotional literacy, mindfulness, social skills and spiritual development.

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

Theology, Philosophy and Religion are, we believe, a vital under-pinning to any education.

According to the National Curriculum “learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality language education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries”.

Pupils in Years 7 and 8 at Bede’s Prep School develop a sound grasp of the foundations of their chosen language, French or Spanish, including its core vocabulary, grammar, syntax and pronunciation. With five language lessons each fortnight, pupils develop their listening, speaking, reading and writing skills with different material. Teaching resources include a range of technology and an innovative approach to language learning. Languages are taught by specialist teachers, who are native speakers. A highlight for many is the trip they will take to either Spain or France in the Spring term in Year 7 when they can immerse themselves in the culture and language.

In Year 7 Spanish, pupils cover a variety of topics. In “Mi ciudad” (“My city”), pupils study irregular verbs, future tense and a range of vocabulary; in “Mis vacaciones” (“My holidays”), they learn about holiday vocabulary and the past tense; and in “Todo sobre mi vida” (“All about my life”), they learn to talk about free time activities and hobbies. “¡A comer!” (“To eat!”) is a topic that covers food-related vocabulary and the future tense, and pupils also learn how to use the present, past and future tenses together. The last topic covered is “¿Qué hacemos?” (“What do we do?”). In this topic, pupils continue to learn how to use the three tenses together and how to express getting ready every day using reflexive verbs.

In Year 8, pupils study the topic “Operación verano” (“Summer plans”), which covers holiday-related vocabulary as well as the grammar points of the comparative, superlative and imperative. This is followed by the topic of “Somos así” (“We are that way”), where pupils learn how to talk about what they like in the present and future tense. In the topic “¡Oriéntate!” They learn the jobs’ vocabulary and the past tense. “En forma” is the last topic, and here they learn about diet and healthy habits.

Throughout Years 7 and 8 pupils learn about the different cultures and geography of Spanish-speaking countries around the world.

In the Spring Term, language immersion trips for Year 7 pupils to France and Spain follow in March. For the final exams, pupils will take listening, speaking, reading and writing papers, each worth 25% of the total mark. Our pupils typically achieve a high standard of competency and preparedness for the imminent demands of GCSE study.

At Bede's Prep School, we understand that swimming is not just a sport; it’s a pathway for children in Years 7 and 8 to develop confidence, teamwork, and lifelong skills. Despite a reduced timetabled lesson, our young swimmers have an array of opportunities to engage with the water, with early morning and after-school sessions available up to five times a week.

Our commitment to enhancing performance goes beyond basic training. Students can take part in distance swim challenges and local Aquathlon events, showcasing their aquatic skills in dynamic environments. Our competitive swimming galas allow students to represent Bede's at various levels, with aspirations reaching as far as the National stage.

Bede's boasts a strong affiliation with our senior school team of highly skilled coaches, supplementing our program with expert training and mentorship. Local swim and triathlon clubs further enrich our offerings, providing a wealth of opportunities for our most talented swimmers to flourish.

To ensure our swimmers stay on track, we conduct time trials twice a year, giving valuable insights into their progress. Additionally, we offer access to a customized strength and conditioning program guided by qualified coaches, fine-tuning performance and building resilience.

Water polo remains a hugely popular aspect of our swimming curriculum, not only enhancing swimming stamina but also allowing students to take a refreshing break from academics while fostering camaraderie among peers.

At Bede's Prep School, we’re committed to nurturing young swimmers, providing them with the tools they need to excel in the pool and beyond.