Habs Girls Year 9 Curriculum Overview 2026 by Habs Elstree Schools

Year 9 Curriculum Overview

Habs Girls | Curriculum Booklet

Contents Introduction

Habits

Welcome message

Subjects Art

Biology

Chemistry

Computing

Design and Technology

Drama

English

French

Geography

German

History

Latin

Mathematics

Music

PSHE

Physical Education

Physics

Religion and Philosophy

Spanish

Habs Girls | Curriculum Booklet

Introduction In the pages that follow, each subject outlines the core content of its curriculum, what students should aim to achieve, and how this links to our Habits framework. In each section of the booklet, you will find the following elements: Curriculum Aims: While every subject supports students in developing Habits, each also has broader, subject-specific objectives, outlined on the subject page. A Signature Project: An area of the curriculum that the department is especially proud of, offering opportunities for more extensive discussion and reflection on Habits. Other areas where Habits are developed: In some subjects, this takes the form of specific projects designed with Habits in mind; in others, Habits are woven more consistently throughout the year. Opportunities for Scholarship: This section highlights opportunities for students to stretch their thinking in subjects they feel particularly passionate about. Subject Outline: A brief overview of the topics covered during the year. This is intended as a guide; more precise details may be provided ahead of key assessments.

Habs Girls | Curriculum Booklet

Habits defines what we stand for and provides the foundation for everything our students achieve. They enhance academic performance, shape character and enrich life beyond the classroom. By grounding our four core values in 12 practical Habits, we ensure that our students develop the mindset and skills to flourish in all areas of school life and far beyond.

Habs Girls | Curriculum Booklet

Welcome to Year 9 Dear parents, guardians and all our new Year 9 students, We are very pleased to share this summary of our Year 9 curriculum. We hope that your daughter will enjoy the range of subjects on offer and seize the opportunities available to her at Habs.

As we consider a changing world, especially given the rapid development of artificial intelligence, teachers at Habs are thinking deeply about the curriculum we offer and how we teach. There is still much that is enormously valuable about a traditional academic curriculum, but also a need for students to articulate the skills and dispositions they have developed throughout their school experience.

This pressing need has underpinned our work on our Habits framework. Although it is very difficult to predict what knowledge and skills jobs in the 2030s or 2040s might require, we believe that there are dispositions that will continue to be valuable throughout the 21st century. We have framed these as ‘Habits’, which have been woven into every subject across the curriculum and will inform the conversations we have with students about their learning, whether in the classroom, in tutorials or in the co-curricular provision. Our Habits framework underpins everything we stand for as a community. We aim to inspire curiosity and scholarship, and foster a lasting desire to learn through our extensive curriculum and fantastic co-curricular provision. In everything they do, we encourage students to set their sights high on what they want to achieve, whether that be academically, on the stage or on the sports field. By embedding these Habits into our pastoral care and daily school life, we aim to empower them to develop the character and mindset required to have a profound impact in the world around them.

DR HAZEL BAGWORTH-MANN HEADMISTRESS

Habs Girls | Curriculum Booklet

Art Curriculum Aims

In Year 9, students develop personal projects using the GCSE Assessment Objectives as a framework, supporting a smooth transition to GCSE study.

• Develop ideas through investigation, demonstrating an understanding of artists and sources. A whole-year group gallery visit provides first-hand experience of influential artworks. Learning is enriched through the study of contemporary and historical artists, alongside diverse cultural practitioners, encouraging critical thinking and informed responses. • Refine work by experimenting with a range of media, materials, techniques, and processes. Students explore both traditional art and photography, with the opportunity to explore both mixed media and digital experimentation.

• Record ideas, observations, and insights as work progresses. A focus on portraiture and the human figure helps students build confidence in observational drawing, proportion, and understanding of formal elements. • Present a personal and meaningful outcome that demonstrates visual understanding. Students are encouraged to think creatively, take ownership of their ideas and develop independent artistic voices.

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Art Signature Project: POWER (Autumn and Spring Term) Content

Outcome

Habits Spotlight

This GCSE style course explores how artists create powerful visual imagery. Focusing on portraiture and the figure, students will research the work of influential artists and examine how composition, scale, expression and symbolism can convey a sense of power.

Students develop and produce their own POWERFUL outcome that demonstrates an understanding of how visual techniques can communicate their own personal ideas.

Creativity, risk-taking, initiative and creativity are actively encouraged in this project, as students gain the confidence to experiment with ideas, work independently and think ambitiously.

Other areas where Habits are developed Across the Year 9 Art curriculum resilience is a key focus, with students developing a growth mindset through experimentation, reflection, and refinement. Emphasis is placed on process-led learning, encouraging students to explore unfamiliar media and techniques with curiosity and independence.

The curriculum also promotes community awareness and social responsibility by introducing students to artists from diverse global contexts. Through this, learners engage with a range of cultural, political, and social perspectives, fostering respect, empathy, and a broader understanding of the world.

Opportunities for Scholarship beyond lessons Year 9 students can complete the Arts Award (Bronze) through the Autumn Term Arts Award Club, gaining a nationally recognised Trinity College London qualification. They create a personalised portfolio through independent projects. Successful students receive a certificate, while building creativity, independence, and confidence.

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Art Subject Outline

Autumn and Spring term • Visit a gallery to experience and be inspired by the work of established artists first-hand.

• Develop drawing and painting skills by studying artists’ techniques and working with a range of media. • Research, present, and discuss influential artists from diverse cultural, religious, and global perspectives. • Learn and apply key painting techniques, including colour mixing, layering, underpainting and glazing.

Summer Term • Develop conceptual thinking by exploring personal ideas, experiences, and viewpoints within projects. • Design, experiment and refine ideas, reflecting on how effectively visual work communicates meaning. • Produce a resolved final outcome that demonstrates technical skill and a clear personal response.

• Focus on a skills-based term designed to prepare students for GCSE study in Year 10. • Work from a life model to develop accurate observational drawing, with an emphasis on proportion, structure, and the use of tone to describe form. • Gain experience using a range of media, including drawing, painting, mixed media, and digital photography. • Explore experimental and creative approaches to representing the human figure. • Develop confidence in capturing movement, form, and expression through both traditional and contemporary techniques.

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Biology Curriculum Aims

During Year 9 Biology, students will develop curiosity about the natural world while building a secure understanding of cells, transport processes, respiration, nutrition and plant biology. Through practical investigations, they will explore key processes and how structure relates to function.

Students will learn to plan investigations, analyse data, and improve the repeatability of their results, while communicating scientific ideas clearly using appropriate terminology. By the end of Year 9, students should think critically, work with resilience and take pride in producing accurate scientific work.

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Biology Signature Project: Healthy Lungs Campaign (Spring Term) Content

Outcome

Habits Spotlight

Students apply their understanding of lung gas exchange to explore the effects of smoking and vaping, using knowledge of alveoli and diffusion to explain impacts on respiratory health.

Students design a public health campaign for young people (e.g. poster, infographic or social media), communicating key scientific information and promoting healthy choices.

This project develops social responsibility and collaboration, alongside curiosity and critical thinking, while also fostering creativity and initiative through the design of an engaging campaign.

Other areas where Habits are developed During Year 9 Biology, students develop a strong understanding of fundamental biological concepts, including cells, transport processes, respiration, nutrition and plant biology, while fostering key habits for success. Through a wide range of practical investigations, students build resilience and continuous learning, demonstrate integrity and risk-taking through accurate and thoughtful experimental work and develop collaboration and care during shared practical activities. Throughout the course, students are encouraged to think critically, ask questions and approach problems with curiosity and open-mindedness, enabling them to become confident, independent learners who communicate scientific ideas clearly and take pride in their work.

Opportunities for Scholarship beyond lessons We actively encourage all students to participate in Mr Moore’s Curious Cases to develop their critical thinking skills. There is also the opportunity for students to take part in the UKBC Biology Challenge.

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Biology Subject Outline Autumn Term

Spring Term

Summer Term

Students will build a strong foundation in cell biology and the movement of substances, setting the stage for more advanced topics later in the course:

Building on the concepts introduced in the Autumn Term, students will deepen their understanding of human nutrition, digestion, and enzyme activity.

Students will turn their attention to plant biology, focusing on photosynthesis and gas exchange.

• Learn the characteristics of life (MRS GREN) and levels of organisation.

• Study the effects of smoking on the lungs.

• Investigate photosynthesis (oxygen production, starch testing).

• Study eukaryotic and prokaryotic cell structure.

• Learn about balanced diets, energy needs, and the digestive system.

• Prepare and observe onion cell slides using microscopes.

• Measure energy content of foods.

• Investigate diffusion (e.g. agar jelly).

• Carry out food tests for carbohydrates, proteins, and fats.

• Investigate osmosis (e.g. potato chips). • Explore aerobic and anaerobic respiration. • Carry out fermentation (yeast) experiments. • Measure breathing rate after exercise. • Study the structure and function of the human gas exchange system. .

• Study biological molecules and enzymes • Investigate how temperature and pH affect enzyme activity.

• Understand photosynthesis, leaf structure, and adaptations.

• Study how light, CO₂, and temperature affect photosynthesis. • Learn how gas exchange occurs in plants.

• Investigate the effect of light on gas exchange.

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Chemistry Curriculum Aims

In Year 9 students begin their study of the Edexcel IGCSE Chemistry course. They will have time to develop an in depth understanding of the core principles that underpin Chemistry.

They will be encouraged not just to learn for their exam, but to discover and explore how chemists and chemistry are fundamental in understanding and manipulating the world around us.

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Chemistry Signature Project: Potable Water (Autumn Term) Content

Outcome

Habits Spotlight

Students will consider the importance of having access to clean, safe water for drinking and other uses. They will discover how water is made safe on an industrial scale and then make their own device to clean water at home. They will use their knowledge of separating techniques from lessons. They will critically evaluate their device and its effectiveness.

Students will create a report on their project. This will include a written description of their method and how it works along with a scientific diagram. It will also include photos of their device in action and an evaluation of how well their device functions.

Resilience will be developed within this project as the experiment may not work first time.

Other areas where Habits are developed Habits are embedded throughout the curriculum as students develop ambition and resilience by mastering core concepts and improving through practice and feedback. Curiosity and critical thinking are fostered through practical investigations, data analysis, and applying knowledge to real-world contexts. Creativity and courage are encouraged as students tackle unfamiliar problems and engage confidently in experiments and extended writing. A strong sense of community is built through collaborative practical work and responsible, safe engagement with chemistry and its wider impact.

Opportunities for Scholarship beyond lessons Year 9 extra curricular clubs include a projects club where students design, make and improve soap recipes for sale. An academic club to prepare students for the Junior Chemistry Challenge that will cover content beyond the curriculum will also be offered. Students have opportunities through the year to ‘answer on a postcard’ researching a response to a question posed in class.

Habs Girls | Curriculum Booklet

Chemistry Subject Outline

Autumn Term

Spring Term

Summer Term

Students review elements, compounds and mixtures and learn how to separate different mixtures. They then go on to study the structure of the atom and how this relates to the periodic table.

We continue our study of substances, students learn why and how metals and non-metals react together. Students will learn to determine the formulae of ionic compounds and explain the properties of these compounds.

Students will carry out experiments to identify different ionic compounds. They will consider how non-metal atoms bond together and the properties of molecules. Finally, they will start to consider the amount of substances that react together and use the mole equation to carry out simple calculations.

• What are elements, compounds and mixtures? How can we determine whether a substance is pure or impure? • Explore a range of practical techniques to separate mixtures including, filtration, crystallisation and both simple and fractional distillation. • Explore how paper chromatography can be used to analyse mixtures and interpret chromatograms to determine their composition. • Understand the structure of atoms, subatomic particles, and

• Understand and apply definitions such as atomic number, mass number, isotopes, and relative atomic mass. • Learn how to calculate 𝐴_𝑟from isotopic abundances.

• Learn how elements are organised in the Periodic Table, how to deduce electronic configurations, and how to use this information to explain why noble gases are unreactive.

• Understand how ionic bonds form through the transfer of electrons and learn the charges of common ions. • Develop skills in writing formulae and drawing dot-and-cross diagrams to represent the formation of ionic compounds.

• Explain ionic bonding in terms of electrostatic attraction and relate structure to properties.

• Understand that covalent bonds form through shared electron pairs, represent them using dotand-cross diagrams for a range of simple molecules, and explain their properties. • Learn how to carry out and interpret a range of qualitative tests to identify gases, cations, anions, and water. • Understand the concept of the mole and use it to perform calculations involving relative atomic and formula masses, including determining reacting masses from equations and experimental data.

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Computing Curriculum Aims

Throughout Year 9 Computing, students broaden their digital skills through a range of industry-relevant topics, including Python programming, network design using Cisco Packet Tracer, use of artificial intelligence and digital media production.

They will explore online safety and the impact of emerging technologies such as AI, while developing critical evaluation skills. Practical programming remains central, with students designing and developing their own Python-based game, applying key concepts such as subroutines, iteration and problem-solving. Students will also gain hands-on experience of networks, complete an

independent AI research project, and develop creative skills through photo editing and design using Affinity software. This curriculum aims to inspire students, particularly young women, to engage with the technology field by providing diverse experiences that reflect real-world applications, building both their confidence and technical capability.

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Computing Signature Project: Game Development (Autumn Term) Content Over the course of the term, students will work in agile teams of three to design, develop and deliver their own game using Python. They will apply prior and newly learned skills, including subroutines with parameters, iteration and problemsolving techniques. Students will collaboratively develop their game concept, divide responsibilities, and work together to produce a functional final product.

Throughout the project, students will complete team evaluations to reflect on their collaboration and development process, demonstrating both technical competence and effective teamwork.

Outcome Students will produce a fully functional Python game, demonstrating their ability to apply programming concepts and work collaboratively. They will also evidence their development process and reflect on their teamwork through evaluations.

Other areas where Habits are developed Across the Year 9 curriculum, students further develop key learning habits through a diverse range of practical and project-based experiences. Leadership is emphasised during the Python game development project, where students take responsibility for planning, organising, and delivering a functional product. Critical thinking and resilience are developed across programming and networking units, including the use of Cisco Packet Tracer to design, test, and troubleshoot network systems, requiring logical reasoning and persistence. Creativity and initiative are fostered through both the AI research project and digital design work using Affinity software, where students independently explore ideas, create presentations, and produce visually engaging outcomes.

Additionally, open-mindedness and continuous learning are encouraged as students engage with emerging technologies such as AI and industry -standard tools, reflecting on their progress and adapting their approaches. These habits support students in becoming confident, adaptable learners who can apply their knowledge across a range of contexts.

Habits Spotlight Students will develop collaboration and critical thinking skills as they work in teams to design and create a functional game. Collaboration requires them to communicate effectively, delegate tasks, and resolve challenges collectively, while critical thinking enables them to analyse problems, make informed decisions, and refine their solutions throughout the development process.

Opportunities for Scholarship beyond lessons All students are given the opportunity to take part in the Bebras Computational Thinking Challenge. Students can also take part in the CREST Award, spending the year researching or developing a computing project, with a certificate from the British Science Association.

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Computing Subject Outline

Autumn Term

Spring Term

Summer Term

During the first part of the term, students develop their awareness of artificial intelligence and digital safety:

During the Spring Term, students develop their understanding of computer networks through both theory and practical application:

During the first part of the term, students explore their interests through an AIfocused research project:

•

What is artificial intelligence and how does generative AI create content?

•

What are the dangers of relying on AIgenerated advice without critical thinking?

•

What are deepfakes and how can we identify misleading or manipulated media?

• •

Why is digital literacy important when interacting with online content? How can we write effective prompts to get better and more reliable responses from AI tools?

Following an initial focus on online safety, students transition into developing their programming skills through a collaborative game development project for the remainder of the term.: •

What are subroutines, and how can passing parameters improve code structure and be reused?

•

How can lists and random number generation be used to enhance gameplay?

•

How can Python be used to program interactive games?

•

How can we plan and design a simple game in small teams?

•

How can we test, debug and iteratively improve a program as part of a development cycle?

•

What is Ethernet, and how does it enable devices to communicate within a network?

How can AI tools be used effectively to research a topic of interest?

•

What hardware is required to build and maintain a network?

How can we evaluate the accuracy and reliability of AI-generated information?

•

What is an IP address, and how does it allow devices to be identified and communicate?

How can we work collaboratively to plan and develop a project?

•

How can we use Packet Tracer to design and simulate network connections in different environments?

How can we present our findings clearly and effectively within a time limit?

•

How can we build, test and troubleshoot network configurations effectively? How can we build and configure our own small network to meet specific requirements?

In the second half of the term, students develop their digital media skills using Affinity Photo:

•

How can the selection brush tool be used to isolate and edit specific areas of an image?

•

How does masking support nondestructive image editing?

•

How can tools such as clone, dodge, and burn enhance and refine images?

•

How can we combine these techniques to create a polished digital image project, including effects such as green screen?

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Design and Technology Curriculum Aims

The Year 9 curriculum aims to further develop the student's range of skills and knowledge. The focus this year is for manufacturing and modelling in multiple materials in the workshop. They will use jigs, templates and batch production methods to speed up manufacture and ensure the quality of work is controlled and assured. They will use Computer Aided Design and Manufacture, through the use of Techsoft 2Dv3 and a laser cutter, to ensure quality in making with the advantages of automating production of parts.

Students will develop their ability to manage and plan their work in the Explore, Create and Evaluate process to develop and improve ideas through iteration. They will learn about computer aided design and computer aided manufacture and how these can become a tool to aid them in producing their work.

Safe working methods and collaboration will be key, as students share knowledge, supporting each other in the practical work.

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Design and Technology Signature Project: Designers and Movements (Autumn Term) Content

Outcome

Habits Spotlight

Students have designed and made many products by this stage. This project is aimed at making them more aware of the work of designers and periods of design through history. They will research and explore an era or designer who interests them. This work will be presented in an interesting and original way to reflect the originality and range of work of their chosen designer or design movement.

The students will produce a presentation or display that communicates and shares their research findings with others.

Continuous learning, creativity and care are promoted as students are encouraged to deepen their understanding of design history and the designers who have shaped it. Through independent research, students develop critical thinking. Creativity is fostered as students as they present their findings in an original and engaging way. Care is taken through respect for the work of designers from different periods.

Other areas where Habits are developed Students are encouraged to develop their own design brief for projects. This ownership encourages them to bring initiative and resilience to their designs and continuous learning as they strive to design and manufacture their prototype. Curiosity sits at the heart of DT as students will need to be openminded to explore contexts. Bringing their critical thinking to the analysis and evaluation of possible design ideas. Also, how creativity can be applied in their problem solving. Risk-taking is important as students strive to create their own products. Integrity is required if they are going to develop unique and original ideas.

Collaboration in the workshop is often a key to successful work. Social responsibility in the selection of materials and manufacturing processes requires care for the wider community and the impact on the planet their designs and products may have.

Opportunities for Scholarship beyond lessons DT clubs are available when projects require additional time. We encourage students to explore the world around them and how it is designed and made.

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Design and Technology Subject Outline Autumn Term

Spring Term

Students will learn:

Designing, modelling and iteration

Design and make project

• Research of existing products

• Project planning

Introduction to jigs, templates and computer aided design as they move towards a batch manufacturing technique. Presentation techniques and skills will hone as they develop their own ideas and designs.

• Batch production processes and techniques • Quality control and quality assurance methods • Safety in the workshop • Use of hand tools and a wider range of machines to manipulate materials • Sequence of processes

• Extended design and modelling tasks • Designing techniques and process • Modelling

Summer Term • Iteration and problem solving

• Testing and evaluation

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Drama Curriculum Aims

The Year 9 Drama curriculum aims extend learning by deepening students’ command of form and audience purpose so they can create theatre with clear intent: pupils refine Brechtian techniques such as third-person narration, alienation devices including placards and the principle of making strange and apply these within projects that demand sustained rehearsal, purposeful staging and considered design for set, costume and props.

Students will develop creative adaptation skills by transforming existing material into original work while focused lighting, costume and set tasks train them to make technical choices that directly support dramatic intention; assessment is structured to make this progress visible and transferable to KS4 through regular recorded practical's, concise written evaluations and end-unit reviews that require pupils to justify rehearsal and design decisions against intended audience

impact, and practical roles in directing, stage management and design are embedded so students gain vocationally relevant experience as well as have opportunities to present work to real audiences.

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Drama Signature Project: Brecht Performance Project (Autumn Term) Content

Outcome

Habits Spotlight

Students study Brechtian and Theatre in Education conventions, focusing on third person narration, alienation techniques including placards, the principle of making strange and didactic devices such as adverts. Lessons combine practical mini-projects with sustained rehearsal to develop purposeful staging, ensemble precision and basic design for set, costume and props.

Small groups present a concise Brecht piece to an audience of their peers, including an assembly performance to showcase high performers. Each student submits a short written evaluation that analyses rehearsal choices, staging and the effectiveness of alienation and didactic strategies.

The project advances analytical rigour through purposeful audience focus, builds resilience via sustained rehearsal and refinement, and develops leadership through assigned directing, stage management and design roles. Collaboration and professional practice are practised through ensemble work and structured peer review.

Other areas where Habits are developed Resilience is developed through the Brecht performance project where students sustain extended rehearsal sequences, respond to iterative feedback and refine didactic devices through repeated trials. Community and ensemble responsibility are practised in group projects, The Creative Adaptation module allows students to develop skills in listening and supporting partners in order to maintain focus for a shared outcome. Ambition and leadership are encouraged through assigned directing, stage management and design roles and through the Design LX, Costume and Set projects that give students hands-on experience of professional practice. Curiosity and creativity are fostered in Creative Adaptation and the Design Challenge where students experiment with stimuli, form and technical solutions. Critical thinking and ethical judgement are developed through live theatre analysis of The Book of Dust and through evaluative written work that requires pupils to justify artistic choices. Routine formative checks, recorded practicals and short written reviews make habit development visible and provide clear next steps for students and parents.

Opportunities for Scholarship beyond lessons We actively encourage students to extend their learning through the Middle School play and frequent student-directed projects. We expect high levels of participation in a Year 9 performance at the Shakespeare Schools Festival. Year 9 can also take on senior backstage and technical roles in school productions.

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Drama Subject Outline

Autumn Term

Spring Term

Summer Term

Brecht

Creative Adaptation/Design

Design/Live Theatre Analysis

Brecht: Histor y and Conventions; how does Brecht’s political and theatrical context shape third-person narration in perform ance?

Creative Adaptation: Genre Study; what are the conventions of adaptation and how do they inform performance choices?

Design Challenge; how can pupils complete a focused practical design project that resolves technical and aesthetic problems?

Brecht: Alienation; how can placards and other alienation devices interrupt em pathy and prompt audience reflection?

Creative Adaptation: Stimuli and Development, how can a range of stimuli be used to generate original adapted material?

Live Theatre Ana ly sis: Viewing; how does professional work such as The Book of Dust m odel verbatim and didactic techniques?

Brecht: Making Strange; how do distancing techniques change actor choices and audience reading in short practical explorations?

Creative Adaptation: Performance and Evaluation; how do we justify adaptation choices in rehearsal and short written analysis?

Brecht: Didactic Theatre; how can advert conventions be used to deliver a clear didactic message on stage?

Design Lighting; what practical lighting techniques support mood, focus and didactic clarity?

Live Theatre Ana ly sis: Practical Review; how can we identify and apply perform ance techniques observed in live theatre to our own work?

Brecht/TIE Staging; how can creative staging choices support didactic intent and audience engagement?

Design Costume; how do costume choices communicate character and ideological stance in Brechtian and adapted work?

Brecht/TIE Design; what design decisions for set, costume and props best communicate purpose in TIE work?

Design Set and Props; how can economical set and prop solutions clarify action and audience reading?

Brecht/TIE Rehearsal; how does a sustained rehearsal sequence develop ensemble precision and theatrical intention? Brecht/TIE Performance Project Rehearsal; how do iterative rehearsal and peer feedback refine dramatic clarity and alienation techniques? Brecht/TIE Performance Project Performance; how can groups present concise, audience-facing pieces, including an assembly performance?

Live Theatre Ana ly sis: Written Review; how do we produce concise, evidence-based written evaluations of live performance? Final Practicals and Reflection

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English Curriculum Aims

Students are encouraged to think critically in every lesson: analysing how writers use language, structure and form, evaluating how meaning is conveyed, and developing informed, independent arguments. They learn to recognise both explicit and implicit meanings across a variety of contexts, while also experimenting with language and form in their own writing. This includes analytical essays, as well as personal and creative work such as letters and articles, through which students develop their voice and expressive range. Responding to feedback is central to their development as readers and writers, helping students refine their ideas and improve their technical accuracy.

Oracy is an essential part of the curriculum. Through pair and group work, whole-class discussion, presentations, performance, interviewing and debating, students develop confidence in expressing and justifying their ideas. Active listening, respectful dialogue and constructive feedback underpin a supportive learning environment in which students collaborate effectively and share responsibility for outcomes. Each text, task and discussion builds on prior knowledge, encouraging students to make connections and deepen their understanding over time.

As they progress, they are increasingly encouraged to work independently, contribute their own interpretations and take ownership of their learning. Engagement with both literary and non-fiction texts also fosters awareness of wider social issues, prompting students to reflect on their role in the world. Academic honesty is emphasised throughout, with a focus on responsible research, accurate referencing and the authentic expression of ideas.

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English Signature Project: Political Protests and Campaigns (Summer Term) Content

Outcome

Habits Spotlight

Students will choose a political or protest campaign: e.g. salt in India or women refusing to go to work in Iceland. Within a group, everyone will produce a piece of individual written work (e.g. a poem), a group media piece (e.g. a film trailer) and one other task (e.g. a propaganda poster).

At the end of the project, each group will display their written and creative work in a scrap book and there should be opportunity to show their media project.

Curiosity and collaboration are especially prominent in this project as students are encouraged to be open-minded and apply critical thinking skills whilst working collaboratively and imaginatively.

Other areas where Habits are developed English lessons cultivate thoughtful, articulate and socially aware individuals who can engage critically and creatively with the world around them. Through reading, writing, discussion and analysis, students develop the skills needed to respond confidently and insightfully to a wide and challenging range of literature. As they explore diverse texts, viewpoints and interpretations, openmindedness, empathy and curiosity is encouraged so students can build empathy and a readiness to consider perspectives beyond their own. Across the Year 9 English curriculum, students build on the skills that provide a strong foundation for success at GCSE.

Opportunities for Scholarship beyond lessons We encourage students to broaden their reading horizons through independently completing the Critical Reader programme. There are also numerous opportunities for students to flex their creative muscles in The Edit and The Cornflower.

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English Subject Outline

Autumn Term

Spring Term

Summer Term

Modern Drama

Shakespeare

Prose

Students will explore key aspects of plot, characterisation and setting, considering how texts are constructed. They will explain character motivations and the relationships between actions within a text. Students will be encouraged to express informed personal responses, supported by analysis and evaluation. They will also evaluate different interpretations of a text, considering the influence of different contexts.

Students will study a Shakespeare play, exploring characterisation tracing themes and patterns across the text. They will consider how audiences might respond to characters and events.

Students will develop independent responses to more challenging prose texts, engaging in close analysis to evaluate writers’ choices. They will explore themes and characters in depth, while also considering how these develop across the text as a whole.

19th Century Poetry and Prose Students will explore pre-20th prose and poetry linked by a theme. They will compare and contrast texts, making connections through themes, characterisation, style and context. Students will examine how writers respond to the time and society in which they write and will explore links between writers’ ideas and perspectives, analysing how these are conveyed.

Political Protests and Campaigns See Signature Project.

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French Curriculum Aims

In Year 9, students are expected to consolidate everything they have built in the Middle School and take a decisive step towards the demands of GCSE. They will work across four tenses with increasing fluency and control, learning to select and combine them in extended writing and to deploy them accurately under the pressure of assessment conditions.

Students will engage with more complex, socially significant topics (future ambitions, memory and change, global challenges, the experiences of young people in very different circumstances) and are expected to bring genuine critical thinking and empathy to this work, not simply linguistic competence. They will take on individually demanding intellectual tasks, including the Anthea Bell Translation Project, which asks them to read closely, think carefully about meaning, and commit to interpretive choices of their own.

Students will also develop greater precision in their spoken French, building the confidence and accuracy that GCSE speaking and listening will require. By the end of Year 9, students should be equipped linguistically and intellectually, to begin GCSE French with ambition, independence and a clear sense of why the language matters to them.

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French Signature Project: The Anthea Bell Translation Project (Spring Term) Content

Outcome

Working individually, students translate a literary or journalistic French text into polished English for the Anthea Bell Translation Competition. Teachers select the strongest entries to submit to the national competition.

Completed translations are submitted before Easter. Feedback focuses on accuracy, creative handling of difficult passages, and the quality of the English produced.

Habits Spotlight Translation is one of the most intellectually demanding tasks in language learning and one that appears on the GCSE paper.

Other areas where Habits are developed The introduction of the simple future and imperfect tenses in Year 9 is the most demanding grammar progression of the Middle School and direct preparation for GCSE. Students are challenged to master new grammar while maintaining accuracy in those already learned, requiring resilience and continuous learning. The translation project and inventor profiles both call for initiative and the intellectual courage to take on genuinely challenging work. Year 9 asks students to engage with the world more critically. Comparing past and present (Module 3), imagining future societies (Module 2), and exploring the lives of young refugees (Module 3) develop the open-mindedness and critical thinking that lie at the heart of GCSE-level language study. The translation project requires understanding of another writer’s voice. Assessed spoken tasks, including dictation and pronunciation at Christmas, develop confidence and precision under pressure that GCSE speaking and listening assessments will require. Discussing personal futures in a second language asks students to be genuinely vulnerable. Submitting a translation for a national competition is perhaps the most direct expression of courage, as students put individual work forward for external judgement. The refugee unit in Module 3 requires empathy and consideration for their responsibilities as members of a wider world. This kind of engaged, outward-looking thinking is what GCSE topics around society, culture and global issues will call for. The end-of-year film project rounds off the year with a shared cultural experience that connects language to community and curiosity.

Ambition underpins the whole endeavour - independent work, resilience across multiple drafts and continuous learning. Curiosity drives the process - close reading, critical thinking and creative problem-solving when a phrase resists direct translation. Courage is required to commit to interpretive choices and to put individual work forward for external scrutiny. Community is present in the act of translation itself - making another culture's writing accessible to new readers is a form of care and social responsibility.

Opportunities for Scholarship beyond lessons We strongly encourage all students to take part in the many opportunities offered by the MFL department throughout their time in the Middle School. Anthea Bell Translation Competition tackling complex literary texts with creativity and precision. Languages Week: Spelling Bee perform ing under pressure and striving for accuracy. Running or attending a language club taking ownership of learning and contributing to a shared endeavour.

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French Subject Outline

Year 9 is a pivotal and purposeful year. Students complete Dynamo 2 Modules 4 and 5 in the Autumn Term, before moving into Dynamo 3 Modules 2 and 3 in the new year - a significant step up in depth and complexity. The year is designed both to consolidate everything learned in the Middle School and to prepare students for GCSE French in Year 10, where they will be expected to handle more complex topics, work across multiple tenses with confidence, and engage with authentic texts and real-world language.

Both students continuing with two languages and those focusing on French alone follow the same curriculum.

Autumn Term

Spring Term

Dynamo 2 Module 4 — Home, region and routine (Autumn 1)

Dynamo 3 Module 2 - Future plans and ambitions (Spring 1)

Students describe where they live, discuss chores using devoir + infinitive, and talk about daily routine using reflexive verbs. Irregular adjectives (beau, nouveau, vieux) are introduced, and students practise combining three tenses in extended writing. These skills — sustained writing, grammatical control, and the ability to describe personal life in detail — are central to GCSE assessment. Dynamo 2 Module 5 — Sport, health and directions (Autumn 2) Students revisit sport using the comparative,learn to give directions with the imperative,and discuss health and injuries. Theemphasis on asking and answering questions across three tenses mirrors the demands of GCSE listening and speaking assessments. The Christmas assessment, including dictation and pronunciation, requires the kind of sustained accuracy and courage under pressure that GCSE will demand.

Students consolidate the near future tense and learn the simple future in full, including common irregular forms. They discuss careers, aspirations, and what life will look like - topics that appear directly on the GCSE specification. Writing profiles of inventors across three tenses is an early exercise in the kind of extended, multi-tense writing that GCSE requires, and connecting language to personal ambition. Dynamo 3 Module 3 Music, memory and change (Spring 2) Students discuss musical tastes using direct object pronouns, then learn the imperfect tense, one of the most significant grammar milestones before GCSE. Combining the present and imperfect to talk about how things have changed is a skill tested directly at GCSE. The unit on young refugees (De jeunes réfugiés) introduces the kind of socially complex, empathy-demanding topic that characterises GCSE and beyond, asking students to engage critically and thoughtfully with perspectives different from their own.

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French Subject Outline continued

Summer Term 1

Summer Term 2

Dynamo 2 and 3 Consolidation and GCSE-style revision

French Cinema Project – La Famille Bélier

Students revisit and consolidate the key language, grammar and skills developed throughout Year 9 in preparation for the end-of-year examinations. Revision focuses on confidently moving between present, past and future time frames, applying the imperfect tense, using a range of opinions and justifications, and responding to listening, reading, speaking and writing tasks in GCSE-style formats. This period allows students to strengthen existing knowledge, identify gaps in understanding, and develop the resilience and independence required for future GCSE study. The end-of-year examinations provide an opportunity for students to demonstrate the broad linguistic foundation they have built across the Middle School years.

Students conclude the year with an extended film study project based on La Famille Bélier(2014). Through guided viewing, discussion and analysis, students explore characterisation, setting and key themes including communication, disability, family, identity and growing up. They develop specialist filmreview vocabulary, practise giving nuanced opinions, and engage with authentic French culture through a contemporary French film. The project culminates in a collaborative PowerPoint presentation in which students evaluate the film and present their analysis in French. This final project draws together all four language skills while encouraging cultural curiosity, collaboration, and confidence in spoken French.

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Geography Curriculum Aims

The Geography curriculum develops students’ understanding of the complex interactions between people and the environment, explored across a range of spatial scales. Students begin by examining the global distribution and characteristics of large-scale ecosystems, gaining an appreciation of the biosphere’s vital role in supporting human wellbeing and the ways in which it is increasingly used and modified to meet growing demands for resources.

This foundation is deepened through a detailed study of key biomes, including tropical rainforests and the taiga, where students investigate the processes that sustain these environments, as well as the challenges they face in relation to biodiversity, exploitation and sustainable management. Building on this, students explore patterns of energy production and consumption, considering both renewable and non-renewable resources, alongside issues of access, energy security and the need for sustainable futures.

Across the component, content is taught through a variety of contemporary contexts, enabling students to apply their knowledge to real-world issues while continuing to develop core geographical skills, critical thinking and evaluative understanding.

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Geography Signature Project: Biomes Podcast (Spring Term) Content

Outcome

Habits Spotlight

Students will produce a podcast discussion around key ideas linked to biomes that they have not already studied. S tudents will select from a range of enquiry routes to guide their investigation, applying their understanding of ecosystems, climate and human interaction from the Autumn Term to an unfamiliar biome. Students can choose from a range podcast them es including: Forgotten Biomes, Biome Under Pressure, Biome Management Debate, Disappearing Biomes.

Students will work in pairs to research, script and record a structured podcast (5 to 8 m inutes) that demonstrates clear geographical understanding. The podcast must include accurate knowledge of the biome’s location and characteristics, explanation of key processes, and a reasoned conclusion supported by evidence. A written script must be submitted alongside the final recording, clearly showing each student’s contribution.

This project is designed to develop collaboration, open-mindedness and initiative. Students will be working in pairs to write a script and produce their podcast with clear evidence of contribution from each student. Due to the nature of the questions being posed, students will need to be open minded in their approach and take strong initiative to think beyond their class learning, applying their geographical knowledge to unfamiliar contexts. Successful outcomes will demonstrate well-evidenced discussion, clear geographical reasoning and justified conclusions. There will be a focus on oracy within this unit of work.

Other areas where Habits are developed Across the Year 9 Geography curriculum, students develop key learning habits through increasingly independent and evaluative study of people–environment interactions. Ambition is strengthened as students take initiative in applying their knowledge to unfamiliar biomes and global issues, showing resilience when tackling more complex and abstract concepts. Curiosity is deepened through open-minded exploration of different perspectives on environmental management, encouraging students to think critically and creatively about sustainability challenges. Courage is fostered as students make and justify their own reasoned judgements on contested issues such as energy use and conservation, taking intellectual risks in their thinking. A strong sense of community is developed through collaborative enquiry, as students recognise their role in global environmental futures and consider how individuals and societies can act responsibly to create positive change.

Opportunities for Scholarship beyond lessons Students are encouraged to explore through a range of geographical texts and media that deepen their understanding of global ecosystems. Suggested reading includes Letters to the Earth, a collection of persuasive and reflective writing on environmental issues, alongside documentaries such as Our Planet and Blue Planet II, which help visualise complex biomes and human– environment interactions. Fieldwork opportunities, including visits to the Barbican C onservatory and Kew Gardens, allow students to observe ecosystems in real-world contexts. Visits to the Natural History Museum, including the Fixing Our Broken Planet Gallery, further support students in linking their learning to global challenges and sustainable futures.

Habs Girls | Curriculum Booklet

Geography Subject Outline

Autumn Term

Spring Term

Summer Term

Students begin by exploring the biosphere as the Earth’s vital lifesupport system, developing an understanding of how global biomes are distributed and why they vary. They build foundational geographical knowledge of climate, ecosystems and biodiversity, while developing skills such as interpreting climate graphs, analysing world maps and understanding nutrient cycles and food webs.

Students deepen their understanding of interactions between people and environments through detailed case studies of tropical rainforests and the taiga. They investigate how physical processes shape these ecosystems and explore the challenges of managing them sustainably, developing evaluative skills and the ability to assess environmental and economic trade-offs.

Students explore the global patterns of energy production and consumption, developing an understanding of how energy resources are distributed, used and managed. They examine the environmental, economic and political challenges associated with energy use, while applying skills such as data interpretation, graph analysis and decision-making.

• What is the biosphere and why is it important? • What are biomes and where are they located globally? • How do climate factors influence biome distribution? • What is the difference between biotic and abiotic components? • How do ecosystem's function and interact? • Why do tropical rainforests have high biodiversity? • What factors influence productivity in different biomes? • How does the biosphere support human wellbeing? • How do humans use the biosphere for resources? • Why is increasing demand for resources placing pressure on the biosphere?

• What are the characteristics of tropical rainforests and the taiga biome? • How do plants and animals adapt to rainforest conditions and to extreme seasonal climates? • Why are tropical rainforests highly productive ecosystems? • What are the causes and impacts of deforestation? • How does climate change threaten ecosystems? • What are the threats to the taiga from commercial development? • How can rainforests and the taiga be managed sustainably? • What are the advantages and disadvantages of conservation strategies?

• How are energy resources classified? • What are the environmental impacts of extracting energy resources? • Why is access to energy uneven across the world? • How does energy use vary between countries? • Why is global demand for oil increasing? • How are oil supplies distributed globally? • How do international relations affect oil supply and price? • Why is there pressure to exploit new energy sources? • What are the costs and benefits of renewable energy? • How can energy demand be reduced sustainably? • How are attitudes towards energy consumption changing?

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German Curriculum Aims

During Year 9, students consolidate and extend their learning in preparation for GCSE, continuing to develop confidence, linguistic curiosity and resilience. Lessons encourage students to be ambitious with their use of language, refining their ability to express ideas with increasing accuracy and consistent complexity across a range of topics and tenses.

Talking about how and why the language behaves as it does will be key to consolidating grammatical understanding alongside developing oracy. Similarly, the preparation for GCSE will hone oracy skills as time will be dedicated to the skills of reading aloud, dictation and translation. By the end of Year 9, students are confident communicators who can use German with accuracy and complexity, and who are well prepared for GCSE study.

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German Signature Project: Film, TV Show or Book Review (Autumn Term) Content

Outcome

Habits Spotlight

Students will learn about how to talk about and give opinions on films, TV shows and books, incorporating three tenses to demonstrate a breadth of linguistic expression. They will also undertake cultural learning on German-speaking films, TV shows and books.

Students will write a review on their favourite film, TV show or book. Once they have worked on the text, they will have the opportunity to think about how best to present this creatively for a departmental display.

Creativity and continuous learning are important for this project as students are given the opportunity to use not only the language creatively, but also to think about how their skills from other subject areas can be drawn upon to showcase their work. The review poster will also demonstrate the linguistic progress students are making with German syntax in different settings.

Other areas where Habits are developed Across the Year 9 curriculum, students will continue to be encouraged to show resilience and risk-taking with the language as their abilities progress. Students’ cultural understanding will be enhanced through the media and food units seen in the Autumn Term, alongside researching information connected to German-speaking towns and cities in the Spring Term. These will all hone openmindedness. Students will also focus on social responsibility when learning about sustainable clothing in the Summer Term, culminating in an eco fashion show.

Opportunities for Scholarship beyond lessons Students will have a bespoke off-timetable day during Languages Week as well as being encouraged to take part in the Anthea Bell Translation Prize run by Queen’s College Oxford.

Habs Girls | Curriculum Booklet

German Subject Outline Autumn Term

Spring Term

Summer Term

Students explore media topics such as films and reading, along with food and healthy lifestyles. Students also develop their writing and speaking skills.

Students focus on daily routines, home life and describing themselves, while continuing to develop grammatical accuracy.

Students focus on more complex topics, including lifestyle, achievements and the wider world, while consolidating their learning.

• What do you like and want to watch?

• What is there in your local area?

• What and where do you prefer to read? • How do you write a film review? • How do you express and justify opinions in writing? • How do you talk about habits and screen use? • What do you eat, especially for breakfast? • How do you say what you do not eat?

• What makes the perfect evening meal? • How do you talk about healthy living? • How do you develop and present answers clearly and confidently when speaking?

• Where do you live?

• What chores do you do at home? • How do you describe your daily routine? •

What do you wear?

• How do you describe your style and preferences?

• How can you talk about environmentally friendly fashion? • How do you describe your life and ambitions? • How do you talk about exercise and staying active? • How do you describe achievements and success?

• How do you talk about getting ready?

• How can you talk about inspiration and role models?

• How do you describe a special event?

• How can you describe records and achievements? • How do you talk about celebrities and the media? • The year concludes with a German film screening. For students studying only German in Year 9, additional lesson time will be dedicated to consolidating grammar and key skills for GCSE study.

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History Curriculum Aims

The Year 9 History curriculum aims to develop the skills students need to excel at both GCSE and in the modern workplace. We start our course with an in-depth study of World War One before moving on in the Spring Term to start our GCSE course by looking at the aftermath of the war on Germany's political, social and economic development.

This leads into the Year 10 unit on the collapse of the Weimar Republic and the emergence of the Nazi state. By the end of Year 9 students, whether or not they choose to continue to study History, should have a firm grounding in those skills that make History an essential area of study for all our students.

Habs Girls | Curriculum Booklet

History Signature Project: Historical Fiction – A Diary of a Soldier (Autumn Term) Content

Outcome

Habits Spotlight

Using original sources and secondary historical works students produce a work of historical fiction reflecting the life of a British soldier during the First World War.

Students produce an extended text, based on their research, supplemented by a bibliography.

Creativity is an underappreciated skill required by historians, and this task provides an excellent opportunity to combine academic rigour with creative thinking.

Other areas where Habits are developed The Year 9 History curriculum moves our students into the study of twentieth-century history and the events that have done so much to shape the world and the communities in which we live today. The curriculum challenges students to think about the ways in which the modern world was shaped by the events of the twentieth century, and how the legacy of two world wars has influenced Britain and the wider world politically, economically and socially. Across all the topics we study, we continue to develop the sense of community that is so important to us at Habs. We examine the resilience of communities in the face of war, terror and genocide. These are challenging but vital issues that students need to explore in order to understand the world in which they live. Alongside this, we provide opportunities for students to engage with history creatively, because we believe that creative thinking makes our students better historians and better prepares them for the diverse careers they will eventually pursue.

Opportunities for Scholarship beyond lessons Students are encouraged to take part in the Phoenix History Competition and the History Association Young Historian Awards. Within school, they can also contribute articles on topics of interest to the school's Timeline magazine further developing their research and writing skills. Now that students are approaching their GCSE year, we encourage them to make use of the resources available in the School Library.

Habs Girls | Curriculum Booklet

History Subject Outline

Autumn Term

Spring Term

Summer Term

World War One:

GCSE content teaching starts:

The Road to Auschwitz:

• The causes of the First World War. Nationalism, imperialism, militarism and colonialism. • The Schlieffen Plan and the rigidity of war plans. • The Assassination of Archduke Ferdinand in Sarajevo. • The Failure of the Schlieffen Plan and the descent into trench warfare. • The Horror of the Somme. • The Development of Battlefield Medicine. • The reasons for the German defeat and Allied victory.

• The Legacy of World War 1 in Germany.

• Nazi policy towards the Jews of Germany 1933-1939.

• The Treaty of Versailles and the German response.

• The impact of World War Two on Germany's Jewish population.

• The Weimar Republic, its constitution, and early struggles.

• The Einsatzgruppen and the "Final Solution of the Jewish Question".

• The Challenge from the Left. Spartacists.

• The Development of the Death Camps.

• The Challenge from the Right. Freikorp & Kapp's Putsch.

• Jewish Resistance.

• The Defeat of Germany and the Liberation of the camps.

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Latin Curriculum Aims

We follow the Suburani course, which has been developed to provide a fresh perspective on the ancient world. Encountering a diverse cast of characters representing all parts of Roman society across the Empire, students enhance their understanding and challenge preconceptions about the ancient world while recognising its impact on modern civilisations.

Students will acquire a strong foundation of grammatical knowledge which will enable them to approach the language with confidence in translation and comprehension. In building a secure knowledge of vocabulary, students not only enhance their approach to language work but also deepen their understanding of the influence of Latin on English and other languages.

Through discussion of ancient sources and timeless questions, they develop skills of oracy, critical thinking and open mindedness.

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Latin Signature Project: The Parthenon Marbles and Restitution (Autumn Term) Content

Outcome

Habits Spotlight

Students will study the Parthenon sculptures and one other case study in detail. They will research and reflect on arguments for and against restitution and come to a reasoned conclusion.

Students will produce a piece of extended writing and will receive written feedback. They will also give a persuasive speech to their peers to summarise their views.

Social responsibility is emphasised in this project as students consider the ethical considerations of returning artefacts to their country of origin. Students will also develop continuous learning and resilience by building on their prior knowledge of Classical sculpture and considering other artefacts. Oracy is emphasised in the preparation and delivery of summary speeches.

Other areas where Habits are developed In the Year 9 Latin curriculum, students are encouraged to approach their studies with initiative and integrity, understanding appropriate use of resources and striving for challenge not perfection. They continue to build the key habits of resilience and continuous learning as they encounter increasingly complex linguistic structures (including relative clauses and indirect statement) and strengthen their knowledge and recall of vocabulary. Inextricably linked to the language is the examination of the culture and civilisation of the ancient world. Students develop open-mindedness, critical thinking and social responsibility when analysing sources and considering classical and modern interpretations and perspectives. Students will demonstrate collaboration and care in their work with peers and their contribution to an intellectually curious classroom environment.

Opportunities for Scholarship beyond lessons Students are encouraged to attend department-run clubs on mythology, Classical Greek and linguistics. We encourage students to participate in the ARLT Latin Reading competition.

Habs Girls | Curriculum Booklet

Latin Subject Outline

Autumn Term

Spring Term

Summer Term

Students will consolidate their prior knowledge and expand their understanding of verbs and nouns. They will also study ancient religion and the causes of the Trojan war. A second Greek taster session will build on knowledge of this language.

Students will begin to tackle more complex grammatical structures. They will also study Greek and Roman religious practices in more depth.

Students will learn new pronouns and make links to prior knowledge of grammar patterns. They will also learn about oracles and the myth of Aeneas and Dido.

Latin grammar: • Imperatives and prohibitions • The vocative case • Relative clauses

Latin grammar: • The future tense • Comparative adjectives

• The pronoun is, ea, id

Classical Civilisation

Classical Civilisation:

• Ancient Greek taster session Classical Civilisation:

• What was the role of the Vestal Virgins?

• How did ancient religion differ to modern religions? • How did the Greeks and Romans view their gods? • How were temples designed and used? • What was the Parthenon like and why? • What caused the Trojan war? • Female perspectives: how might Penelope have felt? • Female perspectives: what happened to Iphigenia?

• The pronouns hic and ille

• Indirect statements

• How and why did the Greeks and Romans perform sacrifices?

• The Relative Pronoun

Latin grammar:

• Why did the Greeks and Romans celebrate festivals, and what were they like? • What happened in the epic battle between Achilles and Hector? • What happened to the Trojan women after the Trojan war? • Culture clash: what differing views of civilisation are presented in the story of Odysseus and the Cyclops? • Culture clash: what expectations did the Greeks have of women and does Circe meet these expectations?

• Why did the Greeks consult oracles and how did they work? • The female perspective: how would the Romans have viewed Dido? How is her relationship with Aeneas portrayed?

Habs Girls | Curriculum Booklet

Mathematics Curriculum Aims

During Year 9, students begin the Edexcel IGCSE Mathematics course, building on the foundations developed in Years 7 and 8. This cumulative approach to mathematics ensures that skills developed in earlier years continue to underpin new learning, allowing students to progress from basic procedures to more sophisticated reasoning and problem solving.

As they begin to encounter GCSE-style questions, they learn to interpret problems carefully, select efficient strategies, and explain their reasoning in a coherent and precise manner. Increasingly, tasks involve multiple steps and require students to link different mathematical ideas, encouraging deeper understanding rather than reliance on isolated techniques.

By engaging with the demands of the IGCSE course from an early stage, students gain familiarity with the expectations of formal assessment, including the need for accuracy, clarity, and justification. By the end of Year 9, they should demonstrate increasingly secure knowledge, greater fluency in key techniques and a growing ability to think analytically.

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Mathematics Signature Project: Design a Board Game (Summer Term) Content

Outcome

Habits Spotlight

Students will design and produce a Board Game based on one or multiple topics that they have studied during Year 9. The final game must include at least 20 Maths questions and have a clear set of instructions.

Students will play each others games in the final lesson and assessment will be made on its design, Maths content and clarity of instructions.

The habits of critical thinking, creativity, and collaboration are especially prominent in this project, as students are encouraged to decide the best way to design a game, make it as creative as possible whist working effectively in teams to finalise their board game. The inclusion of at least 20 Maths questions will ensure that they have a continuation of their learning.

Other areas where Habits are developed Across the Year 9 Mathematics curriculum, students regularly develop important learning habits through the more challenging problem-solving style questions and through a variety of learning techniques. Students must apply critical thinking and embrace risk- taking in starting to develop answers to problems. They then need to build resilience as they work through these questions, often some which have numerous steps and not giving up until they have exhausted all techniques. They may also need to be open minded and use initiative to try different methods to approach a question if the first one doesn’t work. Many activities may include collaboration in groups or pairs, working together to help each other understand and explain reasoning to each other.

Opportunities for Scholarship beyond lessons Hans Woyda competition, Team Maths Challenge, Intermediate Maths Challenge leading to the Kangaroo, University of Hertfordshire Maths Masterclasses.

Habs Girls | Curriculum Booklet

Mathematics Subject Outline

Autumn Term

Spring Term

Summer Term

• Simplifying Expressions and Solving Equations

• Pythagoras’ Theorem recap

• Changing Subject of Formula

• Bearings & Scale Drawings

• Circle Theorems

• Recurring Decimals

• Factorising expressions

• Indices & Standard Form recap

• Constructions • Similar Triangles

• Solving equations with algebraic fractions

• Set Notation & Venn Diagrams

• Recurring Decimals

• Trigonometry

• Averages, Mean from a Frequency Table

• Algebraic Fractions • Equations with powers & roots • Linear Inequalities

• Linear Graphs

• Simultaneous Equations

• Perpendicular Lines, Midpoints & Distances between points • Reverse & Compound Percentages • Cumulative Frequence & Quartiles • Expanding Double & Triple Brackets

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Music Curriculum Aims

Throughout Music, students develop curiosity about the history and evolution of diverse musical styles, recognising how music reflects and shapes the world around us. They build connections between theoretical understanding and practical application, transforming knowledge into creative expression.

Students develop technical control and confidence in singing and on a range of instruments, enabling them to perform with accuracy, fluency and expression. They create and refine compositional ideas, working collaboratively to share and present their work. Students also develop critical thinking when listening and appraising, allowing them to engage with a wide range of musical traditions.

Through music-making, they gain an understanding of music as a powerful form of communication that expresses identity, emotion and culture, and enriches both their individual lives and the wider community.

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Music Signature Project: Original Pop Song Composition (Summer Term) Content

Outcome

Habits Spotlight

Students will deepen their understanding of key musical elements including song structure, chord progressions, melody, riffs and lyric-writing. They will apply this knowledge to compose and develop their own original pop songs.

Students will produce a final audio recording of their composition, either through live performance or using computer-production software. Completed songs will be shared and curated into a class SoundCloud playlist, showcasing their creative output.

This signature project emphasises the habits of creativity, collaboration and care. Students will work together to create and refine original musical ideas, actively listening to and supporting one another and making effective use of individual musical strengths within their groups.

Other areas where Habits are developed In Year 9, the habit of open-mindedness is emphasised within our Film Music project, as students engage with a wide range of film genres and musical styles, broadening their understanding of how music functions in different contexts. With critical thinking, students analyse and evaluate how musical elements are used to convey meaning and emotion. As continuous learners, students refine their performance of pop songs through rehearsal and feedback, developing independence and confidence. Students collaborate in groups and perform to each other, taking risks as they step outside their comfort zones.

Opportunities for Scholarship beyond lessons Students are actively encouraged to take part in the wide range of co-curricular music ensembles at Habs, to widen and extend their musical experience. Students are also encouraged to enter the joint schools’ Composition Competition in the Summer Term.

Habs Girls | Curriculum Booklet

Music Subject Outline

Autumn Term

Spring Term

Summer Term

Film Music

Ground Bass, Riff and Canon

Britpop and Pop Music

Pupils develop an understanding of how musical elements can be manipulated to help create/convey a particular mood, and how music can be used to enhance the moving image/ action on screen.

Pupils respond to a range of performing, composing and listening tasks, working as musicians individually, in small groups and as part of a whole class ensemble.

This includes: • Identifying and describing musical elements using specific vocabulary

• Evaluating how musical elements are used to convey meaning and emotion • Exploring musical devices in film music e.g. drone, ostinato, layering, leitmotif • Composing a film soundtrack in response to a scene from ‘The Life of Pi’ • Developing skills using music software (Logic Pro X)

• Analysing and performing examples of film themes and leitmotifs

This includes: • Identifying and describing musical elements using specific vocabulary and terminology • Exploring riff, hook and chord progressions in pop music • Recognizing and identifying the stylistic features of Baroque music

• Exploring musical devices in Baroque music e.g. ground bass, canon, ornamentation • Composing a 16-bar melody over a given a chord progression

• Understanding how to develop and extend melodies within composition

Pupils explore the stylistic features of pop music through performing, composing and listening work. This includes:

• Understanding the social context and development of Britpop • Identifying the musical features of Britpop • Exploring song structure in pop music • Working with chord progressions, riffs, melodies and lyrics • Performing group arrangements of chosen pop songs • Composing and recording an original pop song

Habs Girls | Curriculum Booklet

PSHE Curriculum Aims

During Key Stage 3, the PSHE curriculum empowers students to navigate the complexities of adolescence with confidence, emotional intelligence and critical awareness. By utilizing a blended delivery model - combining core sessions led by PSHE Specialists with targeted, reflective units guided by Form Tutors - the curriculum ensures students develop safe habits surrounding digital health, evaluate media messaging with an analytical lens and build vital economic literacy.

During Year 9, the PSHE curriculum supports students in developing independence, resilience and a strong sense of social responsibility as they prepare for Key Stage 4. Students deepen their understanding of risk, relationships and societal issues, enabling them to make informed, thoughtful decisions in increasingly complex situations.

Through discussion, reflection and real-world application, they build confidence in their voice and a greater awareness of their role within both local and global communities.

Habs Girls | Curriculum Booklet

PSHE Signature Project: Safety Outside School – Real-World Risk and Response Content Across this unit, students engage with practical, real-world scenarios that develop their understanding of personal safety beyond the school environment. Through interactive first aid simulations, case studies and discussion-based learning, students explore how to respond effectively in emergency situations. Core components include CPR awareness through digital simulations, safety around transport networks, cold water survival strategies and the consequences of knife crime.

Students examine decision-making under pressure, the role of bystanders and the ethical responsibilities associated with helping others. Case studies and scenario-based discussions encourage students to consider risk, consequence and personal responsibility in a range of real-life contexts.

Outcome Students present a response to a chosen safety scenario, demonstrating their understanding of risk, appropriate action and preventative strategies.

Other areas where Habits are developed

Students build skills in critical thinking, empathy and open- mindedness, as they explore concepts such as equality, inequality and privilege. Through discussion of gender inequality, unconscious bias and the relationship between history and racism, they learn to engage thoughtfully with complex societal issues and consider their role in promoting fairness and inclusion.

Outcomes may include group presentations, scenario walkthroughs, or awareness campaigns, with a focus on clarity, confidence and practical application of knowledge.

Habits Spotlight This project develops social responsibility, resilience, critical thinking and moral courage. Students are encouraged to think critically under pressure, act safely and decisively and recognise their role within a wider community.

Opportunities for Scholarship beyond lessons Signposts to library resources – for example, the autobiographies ‘Cut Flowers’ and ‘Desert Flower’, and ‘Mindfulness’ by Mark Williams.

Habs Girls | Curriculum Booklet

PSHE Subject Outline

The curriculum continues to be delivered through a blended model of specialist-led lessons and tutor-led sessions, combining expert knowledge with reflective discussion. Topics delivered in form: Equality and Justice: Exploring concepts of equality, inequality, and privilege, alongside discussions of bias, discrimination, and social responsibility. Safety Outside School: Developing practical knowledge of personal safety, including first aid awareness, environmental risks, and decision-making in high-pressure situations.

Specialist-taught themes (building on prior learning): Drugs, Alcohol and Risk: Exploring why young people engage in risk-taking behaviours, including drug and alcohol use, and understanding their physical, psychological, and social impacts. Students examine addiction, vaping, cannabis, and wider issues such as peer pressure, exploitation (e.g. county lines), and personal safety, alongside strategies for making informed and responsible choices. Intimate Relationships and Sexual Health: Building on prior knowledge of consent, students explore healthy intimate relationships, including the risks associated with sexting, relationship pressures, and online behaviours. They develop factual understanding of sexual health, including STIs and contraception, alongside discussion of safe, respectful decision-making.

Digital Health and Resilience: Developing critical awareness of the impact of social media on wellbeing, alongside strategies to manage and mitigate its effects. Students also explore online disinformation and radicalisation, learning to evaluate content critically and navigate digital spaces safely. Managing Change: Supporting students in understanding and responding to change, both in wider society and within families. This includes reflecting on emotional responses to change, considering future societal developments, and exploring potentially sensitive topics such as family breakdown and bereavement in a supportive and structured way. Year 9 will also hear from an external speaker on the risks around drug use (from the DSM Foundation)

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Physical Education Curriculum Aims

The Year 9 PE curriculum aims to build on prior learning by developing students’ physical competence, confidence and independence through applying skills with increased consistency, control and understanding across a broad range of activities, including health-related fitness, dance, athletics, netball and lacrosse, alongside the introduction of water polo and badminton.

Students refine technique, develop tactical awareness and adapt their skills in more demanding and varied contexts, while also strengthening their physical literacy and enjoyment of physical activity to support lifelong participation. The curriculum fosters greater ownership of learning, encouraging students to make informed decisions, take on leadership roles and continue developing key habits such as collaboration, critical thinking and a commitment to ongoing improvement.

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Physical Education Signature Project: House Colour Run (Summer Term) Content

Outcome

Habits Spotlight

Students will participate in a 3.5km House Colour Run around the school site. All Year 9 students will represent their respective houses, creating a whole cohort event that combines physical challenge with celebration.

Students will complete a sustained physical challenge, demonstrating determination and resilience. They will contribute to a house-based competition that values both individual achievement and collective effort.

Resilience and community are especially prominent. Students will build on resilience by completing the 3.5km run, demonstrating perseverance, determination and a willingness to challenge themselves. At the same time, the house-based format fosters a strong sense of community, with students supporting one another and working collaboratively.

Other areas where Habits are developed Across the Year 9 PE curriculum, students build on the foundations developed in Year 7 and 8 by demonstrating greater consistency, control and ownership of their learning, while further embedding key habits. Collaboration and leadership develop through netball and lacrosse, where students take greater responsibility within team structures, leading communication, refining decision-making and applying positional understanding to impact performance. This is further developed in dance, where students collaborate to create musical theatre performances, combining movement, characterisation and props to express ideas and tell a story through performance. Critical thinking is developed in badminton and water polo, where students begin to understand game situations, recognise space, and make tactical decisions as they learn the foundations of each sport. Reflection and continuous learning become more precise and purposeful across all activities. In dance, students evaluate how effectively they communicate style, character and story using appropriate terminology. In games and health-related fitness (HRF), they identify strengths and areas for development, applying feedback to improve both individual performance and their contribution to a team.

Opportunities for Scholarship beyond lessons We actively encourage students to participate in co-curricular sporting clubs, as they provide a valuable pathway to continue developing their skills and deepen their engagement with sport beyond lessons. Students also have opportunities to enhance their scholarship by developing leadership skills, for example by supporting and assisting with clubs such as netball and lacrosse, helping to lead activities and contribute to the wider sporting community.

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Physical Education Subject Outline

Autumn Term

Spring Term

Summer Term

During the first two terms, students engage in a range of activities in PE (HRF, badminton, water polo and dance) and games (netball and lacrosse)

Badminton:

Students take part in athletics during their PE lessons in the Summer Term and can choose from a range of activities in their gam es sessions, such as tennis, cricket, cycling, dance, fitness or sports hall games.

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Can you explain the key features of an effective serve and why they are important?

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How can you effectively use a range of shots (clear, drop, smash) to outwit your opponent?

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How can you work effectively with a partner to cover the court in doubles?

Lacrosse (Autumn and Spring): •

• •

How can y ou use pair work and movement to create space and outwit a defender? How can y ou use team sliding to stop an attacker effectively? What feedback can you give a teammate to improve their positioning or decision m aking?

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How can you improve your body position and leg work (eggbeater kick) to stay balanced and ready in the water?

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How can y ou create and use space effectively to maintain possession under pressure?

What makes an effective pass or shot in water polo, and how can you improve your technique?

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How can y our movement off the ball create attacking opportunities for others as well as yourself?

How can you use your positioning in the water to create space and be ready to receive the ball?

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How can you work with your team to keep possession and create scoring opportunities?

Netball (Autumn and Spring): •

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Water polo:

What changes could you suggest to improve your team’s performance, and why would they be effective?

Dance: Health-Related Fitness (HRF): •

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How can y ou apply correct technique in strength exercises (e.g. squat, lunge, push, pull) to improve performance and reduce risk of injury? How do different training variables (intensity, reps, sets, rest) influence strength, muscular endurance and perform ance outcomes? Why is it important to select the right exercises for specific muscles or movements, and how does this link to sporting perform ance?

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How can you use timing and musicality to enhance character and perform ance quality in musical theatre?

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How do movement, expression and characterisation help tell a story to an audience?

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How can you improve synchronisation, timing and formations to create a m ore effective group performance?

Athletics: •

How can you explain how your body position and release angle affect the distance of your throw?

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How does your approach run and take-off technique influence your distance or height, and what would you improve?

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Physics Curriculum Aims

During the course of their studies, students develop a secure understanding of key physics concepts including energy and forces, and how these apply to real-world contexts. They build confidence in using scientific language, mathematical skills, and data analysis to explain and evaluate physical phenomena. Students are encouraged to think critically, solve problems systematically and communicate their ideas clearly through written and verbal forms.

By the end of Year 9, students should demonstrate curiosity about the physical world, resilience in tackling challenging concepts and pride in producing accurate and well-structured scientific explanations.

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Physics Signature Project: Renewable Energy Project (Spring Term) Content

Outcome

Habits Spotlight

Students will investigate a renewable energy resource by researching how it generates electricity, analysing its advantages and limitations and comparing it with an alternative energy source.

Students will produce a structured written report and deliver a group presentation explaining their energy resource, supported by diagrams, analysis and a justified conclusion about its use in the UK.

Critical thinking, collaboration and resilience are especially prominent in this project as students evaluate the reliability of different energy resources and justify decisions about their use in the UK, work effectively in teams to communicate their ideas, and refine both their written reports and presentations.

Other areas where Habits are developed Across the Year 9 Physics curriculum, students develop key habits through conceptual understanding and application. Resilience is built as students tackle challenging topics such as energy transfers, heat transfer and calculations involving work and power, refining their methods over time. Critical thinking is strengthened through analysing efficiency and evaluating different energy resources, particularly when considering real-world applications. Students learn to weigh evidence, consider limitations of models and make informed scientific judgements. Students also develop curiosity and initiative by linking physics to global issues such as energy use and sustainability. Collaboration and communication are fostered through practical work, discussion and problem-solving across topics including motion and waves.

Opportunities for Scholarship beyond lessons Students are encouraged to enter the British Physics Olympiad (BPhO) to challenge their problem-solving skills nationally. They also engage with science magazines, using guided questions to analyse current scientific developments and deepen their understanding.

Habs Girls | Curriculum Booklet

Physics Subject Outline Autumn Term

Spring Term

Summer Term

Students build a strong foundation in key energy concepts:

Students deepen their understanding of energy and apply it to wider contexts:

Students study motion and waves:

• Understand different energy stores (e.g. kinetic, thermal, chemical).

• Calculate work done and understand its relationship to energy.

• Describe and represent energy transfers and pathways.

• Use equations for power, including energy transferred over time.

• Calculate and evaluate efficiency in energy systems.

• Study gravitational potential energy and kinetic energy.

• Apply energy concepts to real-world situations.

• Apply mathematical skills to solve physics problems.

• Study heat transfer methods: conduction, convection, and radiation.

• Explore renewable and non-renewable energy resources.

• Explain how energy is transferred in different materials (solids, liquids and gases).

• Compare advantages and disadvantages of different energy sources

• Investigate reducing unwanted energy transfers (e.g. insulation). • Apply understanding to everyday contexts such as home energy use.

• Evaluate environmental and other impacts • Study the role of nuclear energy in electricity generation

• Develop decision-making skills using scientific evidence

• Calculate speed and interpret motion data. • Draw and analyse distance– time and speed–time graphs. • Understand how motion changes, including acceleration. • Develop skills in interpreting and explaining graphical data.

• Understand forces and their effects, including contact and non-contact forces. • Calculate and interpret resultant forces. • Describe how forces can cause squashing and stretching. • Investigate Hooke’s Law and the relationship between force and extension. • Analyse experimental data and identify patterns in force investigations.

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Religion and Philosophy Curriculum Aims

The aim of the Year 9 curriculum is to build on the thinking and subject work of the previous two years and to allow students to encounter a greater amount of philosophical content, some of which will give a taste of the GCSE course.

Our students will continue to develop their oracy, equipping them with the language and terminology to express this content and their own ideas about it. They will continue to refine their ability to produce a written argument for their own point of view and to make this more fluent and sophisticated.

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Religion and Philosophy Signature Project: The Holocaust through the Media project (Summer Term) Content

Outcome

Habits Spotlight

As part of our study of the Holocaust, students will choose a resource which could be used to educate people about the Holocaust. This could be a book (fiction or non- fiction), a film or documentary, an exhibition or a piece of art. They will evaluate whether the resource is a good/the best way to educate students about the Holocaust.

Students will produce a written project which outlines the resource and weighs up any shortcomings it may have as a means of education. There will be a panel debate showcasing the best entries.

Initiative will be developed when students choose their own resource and critical thinking when they evaluate it. During the panel, open mindedness, curiosity and care will be developed.

Other areas where Habits are developed Habits are integral to our Year 9 curriculum. Critical thinking and open-mindedness are fostered during our frequent lesson discussions where we also encourage students to take risks in their thinking. Studying ethics and a short history of philosophy also encourages resilience and critical thinking and our sessions on the Holocaust allow them to think about integrity, care and social responsibility.

Opportunities for Scholarship beyond lessons Students can attend Religion and Philosophy Club which debates theological and philosophical issues and can extend their studies through using our wider study lists.

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Religion and Philosophy Subject Outline

Autumn Term

Spring Term

Summer Term

We start the year with a Study of Ethics, looking at ethical theories and applied ethics.

We continue with a historical overview of some key philosophers in our Short History of Philosophy unit, looking at the following ideas:

Finally, we look at the Holocaust as an example of a genocide and consider the moral and philosophical implications of it.

• What is ethics? • What are the key differences between secular and ethical theories: Catholic ethics and utilitarianism.

• What is the difference between the sanctity of life and the quality of life and how does this apply to ethical issues? • What is abortion and what do religious and ethical theories say about it?

• Do universals exist? • Plato’s theory of Forms. Plato’s cave and the Theory of the Forms. • What is our purpose? • Aquinas’ theory of Natural Law. • Can we know that we exist?

• What about the world? • Descartes’ scepticism.

• What are the key philosophical aims of punishment?

• Is it acceptable to interfere with the goals of others?: Kant’s humanity principle.

• What do religious and secular theories say about capital punishment (the death penalty)? What role does race play in capital punishment in the US?

• What is evil? Hannah Arendt: Radical evil and the banality of evil.

• What do religious and secular views say about same sex relationships?

• How does non-Western philosophy differ from Western philosophy? Chinese, Indian or Islamic philosophy.

• What is the Holocaust? What is a genocide? • What was life like preHolocaust?

• What were the events of the Holocaust? Including? • Where was God in the Holocaust? Holocaust Theology. • Moral responsibility in the Holocaust.

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Spanish Curriculum Aims

Throughout Year 9, students develop greater confidence and independence in Spanish, building on prior knowledge to communicate more fluently across a range of familiar and new topics. They deepen their understanding of grammar, working with multiple tenses and more complex sentence structures. Students are encouraged to express and justify opinions, adapt their language in different contexts, and engage in increasingly spontaneous spoken interaction.

Alongside this, they develop key learning habits, including resilience, collaboration and critical thinking. By the end of the year, students are able to sustain conversations, present ideas clearly and respond to unpredictable questions with growing confidence.

Habs Girls | Curriculum Booklet

Spanish Note: all Year 9 students follow the same curriculum and cover the same content, regardless of how many languages they are studying.

Signature Project: El mundo hispánico Project and Presentation (Summer Term) Content

Outcome

Habits Spotlight

In the Summer Term, students undertake a project exploring the Spanish-speaking world, researching different countries, cultures and traditions. Students learn to present factual information, express opinions and justify ideas, drawing on a wide range of vocabulary and grammatical structures, including multiple tenses.

Students produce and deliver a group presentation on a Spanishspeaking country, combining research, creativity and language skills. They present information clearly to an audience, respond to questions and engage in discussion, demonstrating growing fluency, confidence and independence in spoken Spanish.

Courage and leadership are central to this project. Students are encouraged to speak confidently in front of others, take risks with unfamiliar language and respond spontaneously to questions. They also take ownership of their role within a group, leading sections of the presentation and contributing to shared outcomes.

Other areas where Habits are developed Across the Year 9 curriculum, students develop ambition and resilience as they work with increasingly complex grammar, including multiple tenses and more sophisticated structures. They are expected to extend their responses, justify opinions and sustain longer spoken interactions, refining their accuracy and fluency over time. Community is fostered through frequent paired and group speaking activities, such as discussions, debates and role-plays, where students must listen carefully, respond appropriately and collaborate effectively. Curiosity and critical thinking are developed through engagement with real-world topics such as lifestyle, environment and cultural differences, encouraging students to explore language in context and reflect on different perspectives. Oracy is central throughout: students regularly participate in discussions, debates, presentations and spontaneous speaking tasks, building the confidence and flexibility needed for GCSE.

Opportunities for Scholarship beyond lessons Students are encouraged to extend their interest in language through participation in the Anthea Bell Translation Prize, independent vocabulary study, and wider engagement with Spanish-language literature, media and culture. More confident linguists are encouraged to experiment with ambitious vocabulary and increasingly sophisticated translation choices.

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Spanish Subject Outline Autumn Term

Spring Term

Summer Term

Students develop language related to personal interests and experiences:

Students extend their ability to communicate about future plans, health and social issues:

Students consolidate and apply their knowledge across a range of contexts:

• Use of mobile technology and its role in daily life.

• Expression of future ambitions and career plans.

• Accurate use of multiple tenses (present, past, future).

• Expression of musical and film preferences with justified opinions.

• Use of the near future tense to describe intentions.

• Development of fluency and accuracy in extended responses.

• Use of comparisons to evaluate different preferences. • Description of past activities using the preterite tense. • Combining present and past tenses to communicate more fully. • Development of discussion and debate skills on familiar topics.

• Description of daily routines and their impact on wellbeing.

• Application and refinement of key grammatical structures.

• Discussion of health, lifestyle and fitness.

• Presentation of information and ideas to an audience.

• Giving advice and expressing opinions on lifestyle choices.

• Development of independent and spontaneous communication.

• Introduction to social and environmental issues, including sustainability.

Study of the Spanish-speaking world through cultural research (Signature Project)

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