





At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.
The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.
Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.
The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.
Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk
Katy Deacon Deputy Academic kde@hchnet.co.uk
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Y9 Drawing project. This unit introduces students to key aspects of drawing and covers a range of approaches and styles, exemplified by a broad selection of artists Each two-week block covers a particular material, style or approach, inspired by a selected artist. Students study line, tone, texture, shape and composition, and consider how the artist’s purpose shapes the style of a drawing. They learn to critique their own and others’ work using subject specific terms
How it is assessed:
Student work is assessed during the lessons with practical help offered when necessary Understanding is assessed gradually because students need to build on their previous knowledge, and quick challenges are introduced to check this Students are also encouraged to self-assess through refining their own work and reflecting on each other's Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project
Term
Autumn Drawing (see above)
Repeat design project
Spring 1
What are we studying?
This unit teaches techniques to create complex repeat designs Inspired by natural plant forms and the artists and designers of the 19th Century Arts and Crafts Movement
Students create and paint their own repeat designs which are then transferred into print
Spring 2 Continuation of above
Summer 1
Three-dimensional construction: Using the Surrealist technique of unexpected juxtaposition, Joseph Cornell's best-known works are glass-fronted boxes into which he placed and arranged Victorian bric-a-brac, old photographs, dime-store trinkets, and other found elements. Generally referred to as "shadow boxes," the resulting pieces are dream-like miniature tableaux that inspire the viewer to see each component in a new light.
Summer 2 Continuation of above
The syllabus in Year 9 includes materials and concepts recommended by the National Centre for Computing Education (NCCE) for Key Stage 3, as well as GCSE-level topics and resources. The topics are a mixture of theory and practical activities – mainly programming in Python. This ensures the students are prepared for potentially taking the subject at GCSE, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
Throughout each term, low stakes testing will check on the student’s progress. Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Students start of the year with a KS3 unit on Computational Thinking: a key problem-solving approach used in Computer Science. This covers logic, algorithms, compression, character sets, abstraction and decomposition.
After the half term and leading up to Christmas, we will be revisiting Python. As most students have had limited exposure to Python, this will be a quite basic course, covering variables, data types, selection, iteration and search algorithms. There are large amounts of extension resources available for students who already know some Python – this will be addressed on an individual basis.
After Christmas students will study a NCCE unit on cybersecurity: this includes the topics data, social engineering, hacking, bots, and risk mitigation.
In the second half of the spring term, we will use parts of the GCSE Computer Science syllabus and resources to look into process representation using flowcharts, and standard algorithms such as counting, searching and sorting. This will include writing these algorithms in Python if the class reaches a reasonable standard.
After Easter, we continue with GCSE materials and topics: automated systems, robotics and AI. This is an interesting unit that is wide ranging: from representing lift control systems to debating the ethics of modern AI systems and their impact on society.
The final stage of summer sees the students set off to create a project in Python. Students not taking CS GCSE who are unable to complete a Python mini-project will be given the option to create resources using MS and online software.
When you stop and think about it, virtually everything around us has been designed and engineered in some way. D&T opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science.
Taught as a project-based learning experience with focus on sustainable thinking, and with connections to reallife industry. In Year 9 students will acquire the knowledge and understanding of both designing and making and the skills required to undertake the iterative design process of continuously improving a concept via exploring, creating, evaluating and creating prototypes. Students will be learning and using CAD/ CAM technologies to aid in design, analysis, and manufacturing. The majority of the course will be delivered through the practical application of this knowledge and understanding.
Studying design and technology equips students with essential skills for innovation, problem-solving, and practical application of knowledge. With the integration of physics and maths, students gain a deeper understanding of the scientific principles that drive technological advancements. This interdisciplinary approach fosters a greater understanding of our natural world and appreciation for the interconnectedness of science and technology in shaping our world.
Autumn 1
Spring 1
Core technical principles: New and emerging technologies Energy generation and storage Developments in new materials
Autumn 2
Summer 1
Specialist technical principles: Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles: Investigation, primary and secondary data
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Spring 2
Core technical principles: Systems approach when designing Mechanical devices Materials and their working properties.
Summer 2
Specialist technical principles: Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles: Prototype development
Material management
Specialist tools and equipment
Specialist techniques and processes
Students explore a range of devising techniques to develop and create their own original drama pieces. Through collaboration, experimentation, and reflection, they learn how to generate ideas, shape narratives, and use physical and vocal skills to bring stories to life This creative process encourages innovation and personal expression, allowing students to craft unique performances that engage and connect with audiences.
How it will be assessed
Practical work: Students are assessed on their creative ideas, which the teacher assesses through observations in class They are also marked on their performances
Written work: Students will be tested on their knowledge and understanding of keywords and their ability to analyse and evaluate what their creative choices show
Autumn 1
Spring 1
Devising Techniques
Non naturalistic Dramatic techniques such as cross cutting, movement motifs and direct address
Research and exploring a theme to create new material
Exploring a script
Interpreting characters
Exploring status
Macbeth: Exploration
Summer 1
Understanding the plot of the play
Exploring themes
Developing characters
Autumn 2
Spring 2
Devising Performance
Developing a short, devised play in a group
Performing the piece
Evaluation of success of choices made
Summer 2
Performing a script
Performing a short, scripted scene
Evaluating their performance
Macbeth: Performing and Evaluating
Learning lines and blocking
Performing to a live audience
Creating characters
Year 9 Curriculum Overview
Autumn Term 2025
We begin Year 9 with the study of Arthur Conan Doyle’s The Hound of the Baskervilles. This is because in Year 10 (as part of their GCSE English Literature) students will study A Christmas Carol, and we want them to have read and studied a nineteenth century novel in preparation Students will study this novel with an analytical lens, unpicking Conan Doyle’s language and linking to wider Victorian context and ideas. In Autumn 2, we will move on to a creative writing unit where students will study a diverse range of short stories taken from the EMC text Diverse Shorts. This will continue to develop their creative writing as they will focus on characterisation, dialogue, setting, and structure.
How it will be assessed:
Autumn 1 The Hound of the Baskervilles: Students will produce an extended analytical response (minimum three paragraphs) in response to a question with an extract They will be marked on how clear their responses are, their use of quotations, their analysis of Conan Doyle’s language, and their links to Conan Doyle’s wider ideas and the Victorian context
Autumn 2 Diverse Shorts: Students will produce a piece of extended creative writing They will be marked on the content, organisation, and SPaG
Term
What are we studying?
Autumn 1 The Hound of the Baskervilles by Arthur Conan Doyle
Autumn 2 Diverse Shorts
Romeo and Juliet by William Shakespeare
In Spring 1, students will begin and cover the first half of the play
The focus of studying this play will be analytical, but we will intersperse some creative writing opportunities for students
The study of this play will provide a strong foundation for the GCSE English Literature study of Macbeth that takes place in Year 10
Spring 1
We will be analysing Shakespeare’s language, structure and form, whilst linking his ideas to the wider Elizabethan context
The key themes we will be looking at are: Love Fate Conflict
Term
Spring 2
Summer 1
What are we studying?
Romeo and Juliet by William Shakespeare
In Spring 2, students will complete and cover the second half of the play
The focus of studying this play will be analytical, but we will intersperse some creative writing opportunities for students
The study of this play will provide a strong foundation for the GCSE English Literature study of Macbeth that takes place in Year 10
We will be analysing Shakespeare’s language, structure and form, whilst linking his ideas to the wider Elizabethan context
The key themes we will be looking at are:
Summer 2
Start of GCSE English Literature (exam board: AQA)
Power and Conflict Poetry
As this is the beginning of the GCSE, we will outline our expectations, the course itself, and the main assessment objectives
Students will be assessed by producing comparison essays between two poems, based on a common theme This reflects the demands of the GCSE English Literature, Paper 2, Section B question
In this half term, we will aim to cover the following:
‘Ozymandias’ by Percy Shelley
‘London’ by William Blake
‘Extract from the Prelude’ by William Wordsworth
‘My Last Duchess’ by Robert Browning
‘The Charge of the Light Brigade’ by Alfred Lord Tennyson
‘Exposure’ by Wilfred Owen
Power and Conflict Poetry
Continuing our study of the anthology, in this half term we will aim to cover the following:
‘Storm on the Island’ by Seamus Heaney
‘Bayonet Charge’ by Ted Hughes
‘Remains’ by Simon Armitage
‘Poppies’ by Jane Weir
Students will continue to be assessed by producing comparison essays between the two poems, based on a common theme
We will complete our study of the poetry anthology (5 remaining poems) at the beginning of Year 10
Year 9 are going to start discovering their new textbook, Tricolore 3. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. Students will first discover the diversity of the francophone world and have a closer look at Paris.
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed. There will be a test at the end of each unit for all the skills except speaking that will be carried out separately. The speaking assessment usually takes place when the teacher feels the students confident enough. Vocabulary tests will be done on a regular basis.
Unit 1 Francophone teenagers
Find out about the French-speaking world
Exchange personal information
Find out about French Guyana
Ask and answer questions
Talk about technology and the internet
Autumn 1
Autumn 2
Exchange information about families
Talk about and describe friends and others
Discuss relationships
Talk about aspects of daily life
Discuss a photo
Find out about a French-speaking country or region
Unit 2 Welcome to Paris
Find out about some Paris sights
Describe places of interest
Find out about places in Paris and understand tourist information
Talk about what you have done
Say what has happened and what you have done
Find out about the Paris metro
Understand information about travel
Describe a recent event
Give opinions
Revise the present tense of regular verbs
Use some irregular verbs (avoir, etre)
Use adjectives with the correct agreement
Use Reflexive verbs
The perfect tense with avoir
The perfect tense with être
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
In unit 1, we will find out about the French-speaking world, exchange personal information, find out about French Guyana, ask and answer questions, talk about technology and the internet, exchange information about families, talk about and describe friends and others, discuss relationships, talk about aspects of daily life, discuss a photo and find out about a French-speaking country or region
In unit 2, we will find out about some Paris sights and describe places of interest, we will also find out about places in Paris and understand tourist information, talk about what we have done, say what has happened, find out about the Paris metro, understand information about travel, describe a recent event and give opinions
In unit 3, we will talk about leisure activities and use some expressions of time, talk about when you were younger, learn about two Francophone countries in Africa, say how life has changed, talk about TV, cinema, and books, understand and give a short review, learn about some famous French people and write a short profile of a famous person, read an extract from a French book and discuss a photo We will also deepen our cultural awareness by studying Intouchable
In unit 4, we will discover more about school life in France, describe our school and a typical school day, discuss school subjects, discuss plans for the next school year, discuss aspects of school life, talk about different careers, find out about two famous French people, read an extract from a French book, discuss a photo, find out about a school in a francophone country
In unit 5, we will find out about the Futuroscope theme park, talk about future plans, find out about hotel facilities, enquire about hotel services and report problems, talk more about the future, discuss the weather, understand a simple weather forecast, use expressions of time, describe a recent event and talk about other them parks
This half term we will focus on the cultural aspect of the curriculum and continue studying a classic French film along with some literature study
Students will have the opportunity to take the DELF B1 at the end of the year if they wish.
In Quatrième (4ème), the students will dive into a comedy full of surprises and laughter with "Le Jeu de l’Amour et du Hasard" by Marivaux, where they will discover the behind-the-scenes of 18th-century theatrical writing. They will meet Marivaux, a famous writer of his time, and embark on an intense emotional journey from exposition to resolution. The students will appreciate the power of the subjunctive and will hear about love in all its splendour. Next, they will explore the fantastic universe of "Le Horla" by Maupassant, which will start with troubling realism before shifting into the fantastic. They will be carried away by a range of emotions, from surprise to doubt, through to anxiety and terror, and will understand the importance of first-person narration in this type of story. The complete reading of both masterpieces will also allow them to grasp their nuances.
In Troisième (3ème) we will first study poetry. During this unit, we will have the opportunity to discover poets who have captivated readers with often very personal writing. Alphonse de Lamartine, Victor Hugo, Charles Baudelaire, Paul Verlaine, and Arthur Rimbaud are essential figures of 19th-century poetry, just as Max Jacob, Yves Bonnefoy, and Henri Michaux are for the 20th century. Consequently, these texts allow us to reflect on the role of poetry, which is not just expressing personal feelings. It compels us to perceive the world around us differently, to experience it more intensely. At the same time, we will explore painters who have also chosen landscapes as their subjects. In the second part of the term, we will start to dive into autobiographical novel. Talking about oneself, writing about one's own life, is a strong temptation for the common person. In a society where individuals feel like they are blended into the mass of their contemporaries and buffeted by history, modern writers have taken it to heart to tell their stories and represent themselves. While literary success is not always guaranteed, many autobiographical accounts are now considered true masterpieces, such as "L’Ami retrouvé" by Fred Uhlman, which the students will be asked to read in its entirety.
How it will be assessed:
At the end of each unit, students will be assessed on their reading comprehension, grammar skills and writing abilities.
Students will be asked to complete and present one book review per term.
Term
What are we studying? 5ème
What are we studying? 4ème
Autumn 1 Pièce de théâtre : Le jeu de l’Amour et du Hasard, Marivaux Visions poétiques du monde
Autumn 2 Nouvelle fantastique : Le Horla, Maupassant
Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 1) Year 9 Curriculum Overview
Y e a r s u m m a r y
Term What are we studying? 5ème
Spring 1 L’évolution de la presse au XIXe et XXe siècle
Year 9 Curriculum Overview
What are we studying? 4ème
Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 2)
Spring 2 Le genre naturaliste : Au Bonheur des Dames, Zola
Partager des combats d’artiste du 16e siècle à aujourd’hui
Lire une satire de l’aristocratie
Lire une critique de la justice
Découvrir des images engagées
Lire une dénonciation de l’esclavage
Différencier les homophones distingués par l’accent
Connaître un écrivain engagé
Réfléchir à un thème d’actualité : l’écologie
Summer 1 Du bon usage des médias La Ferme des animaux, Orwell
Summer 2
Préparation DELF B1 Autumn Term 2025
Year 9 students will start the autumn term delving into the concept of development, linking to previous understanding achieved through both the globalisation and population topics of year 8. In this unit, students will focus on answering the question ‘Is Nigeria a developed country?’. To do this, they will first learn how development is categorised and assessed, using a range of indicators. They will assess the reliability of Brandts Model and think critically about how development in cartographic and graphical ways Then students will apply their understanding of development to a case study investigation of Nigeria. Here, they will learn to describe how Nigeria’s socio-economic characteristics were shaped by factors such as Neo-colonialism, and how these are changing now and in the future. They will explore the positive and negative effects of trans-national corporations, linking manufacturing to economic growth.
How it will be assessed:
Autumn 1: Students will be assessed halfway through the topic on a creative infographic task, designed to allow them to demonstrate a grasp of fundamental principles of development
Autumn 2: Assessment will take place in the form of an extended writing task answering the question ‘Is Nigeria a developed country?’, evaluating both sides of an argument supported with evidence from the case study they have studied
Autumn
Spring 1
Spring 2 and Summer 1
Summer 2
What are we studying?
Nigeria development – Is it a country of the future? GCSE
Understand Nigeria's location, global importance, and key regional and international links.
Explore the social, political, and economic context of Nigeria, including influences from colonialism and international organisations.
Examine Nigeria’s changing industrial structure and the impact of oil and manufacturing on development.
Investigate the benefits and challenges of international aid and trade in supporting Nigeria’s growth.
Assess the environmental and social impacts of development, including urban growth, deforestation, and regional inequality.
The Middle East
Understand the location and history of the Middle East including climate, population and change through time
Investigate conflict and challenges in the Middle East due to colonialism, war and foreign influence.
Explore the concept of sustainability and apply it to Dubai
Understand western issue surrounding Qatar world cup and explore both sides of the argument.
Natural Hazards - ‘How dangerous are tectonics?’ GCSE
This topic revisits tectonic processes explored in year 8 and students will apply these concepts to earthquakes and volcanoes to understand the impacts these have on people around the world, preparing students for GCSE.
Structure of the Earth and basics of plate tectonic theory. Evidence of tectonic theory such as Paleomagnetic and fossil records.
Main types of plate boundaries associated with volcanoes and their formation.
Describing characteristics of main volcano types and their associated eruptions
Exploring Iceland as a case study of volcanism, investigating reasons (S.E.E) why people choose to live near volcanoes.
Monitoring and predicting eruptions to mitigate risk looking at Pinatubo, Mt Etna.
Understanding steps in earthquake formation and main types of seismic waves
Comparing Chile and Nepal earthquake impacts and their responses.
Evaluating significance of development in the impact of earthquakes.
Natural Hazards – Atmospheric Hazards and Climate Change GCSE
Understand concept of tropical storm formation and their impacts
Investigate a global example and evaluate to what extent wealth played a part in the severity of the impacts (Typhoon Haiyan, Philippines)
To analyse how climate change is impacting their distribution, frequency and magnitude.
Understanding extreme UK weather and climate change.
The autumn term will be devoted to a study of the history of the United States We begin with a study of the Thirteen American colonies, charting the evolution from their establishment in the early 17th century through to the Declaration of Independence in 1776. This is followed by an exploration of the importance of the Transatlantic Slave Trade to the political, social and economic development of this new nation We then move on to examine the causes and consequences of the American Civil War, with a particular focus on the history of black Americans following the abolition of slavery in 1865 This will provide a valuable introduction to the African American Civil Rights Movement of the 1950s/60s, which is one of the first topics covered at GCSE
As part of their preparation for Y10, pupils will sit an exam at the end of term that will feature a variety of GCSE-style questions Pupils will have opportunities during the term to become familiarised with these sorts of questions and the marking scheme In addition, pupils will be assessed in variety of different ways throughout the term, including graded group presentations, debates and short answer knowledge tests
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
The American Revolution
The Transatlantic Slave Trade
A study of slave plantations in the American South, including working conditions, plantation owners and rebellions
The long and short-term causes of the American Civil War
The conclusion of the civil war in 1865
The abolition of slavery and its consequences
The development of civil rights for African Americans during the Reconstruction era
The birth of the KKK and return of white supremacy in the American south.
The long and short-term causes of the First World War
Propaganda and recruitment
A study of trench warfare, including conditions, combat and the psychological impacts on soldiers
The reasons for Germany’s surrender in 1918.
The Treaty of Versailles and establishment of the League of Nations
Summer 1
The Russian Revolution and establishment of the Soviet Union
The rise of European fascism during the 1920s and 1930s.
Summer 2 The Chinese Civil War and establishment of the People’s Republic of China
Year 9 will continue with Latin to GCSE Book 2 and begin looking at deponent, semi deponent verbs and indirect statements We will look towards the conclusion of the Punic wars and the campaign of the Carthaginian general Hannibal against the Roman Republic and the Roman general Scipio. We will also begin to study the Roman culture component of the GCSE, looking at themes across the Roman empire using a combination of written and archaeological sources to discern what they can tell us about
Entertainment from the Ancient world
How it will be assessed
Students will be assessed on vocabulary knowledge 25 words per week There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge
Autumn 1
Cloelia and Coriolanus
Future particples
Negative and irregular imperatives.
Cincinatus and the Verginia - conditional phrases
The Gauls approach -self and same - to want, to not want, to prefer
Defending Rome
-ferre – to bring and it’s compounds
Autumn 2
Hannibal’s Dream
Hannibal Crosses the Rhone - imperfect subjunctive - purpose clauses Elephants into Italy - imperfect subjunctive - purpose clauses - 4th and 5th declension nouns - indirect commands Enter Scipio
Culture: Entertainment sources and themes to study
1. The Amphitheatre
In Pompeii, the Colosseum, types of Gladiators
2. The Theatre at Pompeii
Scenery and props, actors, plays
DDuring this term, Year 9 Mandarin curriculum introduces students to the GCSE textbook, using more complex GCSE vocabulary and incorporating the present, future, and later the past tenses. Students will master basic skills and necessary grammatical concepts, preparing them for more advanced study. Emphasising pronunciation, accurate sentence construction, and cultural understanding, the curriculum ensures students are well-equipped to progress confidently into the GCSE framework. Most resources will be taken from the Edexcel GCSE Chinese textbook, and students will start with the topic "My Family and Me," where they will describe themselves both physically and in terms of personality, their likes, etc. Likewise, they will talk about their family, how they are similar, their relationships, things they have in common, and what they enjoy doing together. Hobbies will also be included here.
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises. They will also have an oral exam to familiarise themselves with the format of the final exams.
What are we studying?
Theme: Identity and Culture - Who am I?
Chapter 1.1,1.2,1.3: “中国⼈的家庭,我的朋 友,我” My family, my friends and I
Description of myself and members of my family
Comparatives
Who do I look like?
Autumn 1
Spring 1
Relationships: To get on well with… And reasons
Things you like to do with your family
Talking about friends
Things you did recently ( Past – perfect)
Things you are planning to do soon ( both future tenses)
Assessment
Theme: Identity and Culture - Daily Life
Chapter 7 “ ⻝品和饮料” (Food and drink)
School meals
Eating out in a restaurant
Meals during the day
Understanding the menu
How to order at the restaurant
Talking about regional food
Talking about festival celebrations
Assessment
Chapter 6.3, 6.4“度假” Holiday
How do you like to spend your holiday
Things you did in your last holiday
Summer 1
Talk about the future holiday/Your ideal holiday
Describing the accommodation Assessment
Autumn 2
Spring 2
What are we studying?
Chapter 1.4, 1.5: “爱好, 我⼩时候
“Hobbies, When I was young”
Things you like to do and reasons
Things you do depending on the weather
Sports
TV
Cinema
Music
Benefits of having hobbies
Plans for the weekend (Future)
A film you watched, a concert you attended (Past)
Reflecting on the past and comparing it with the present
Assessment
Chapter 5.4“ 买东西” Chapter 4 媒体
Shopping, Media
Shops and items
Buying and returning goods
Giving opinions about the media and TV programmes
Talking about preferences
Problems at the shops and solutions
Buying online: Advantage and disadvantages. Assessment
Summer 2
Revision of the material for the end of year exam.
Year 9 Curriculum Overview
Autumn Term 2025
Throughout Year 9, students will be getting themselves fully prepared to start the GCSE course next year. We will introduce some of the more complex topics that they’ll need including quadratics, Pythagoras and trigonometry. The Autumn term introduces all of these concepts.
Triangles: an introduction to Pythagoras and the sine, cosine and tangent ratios to help find missing sides and angles in triangles.
Equations: a revisiting of linear equations before introducing the concepts of simultaneous equations and quadratic equations.
Volumes and Surface Areas: finding the volume and surface area of more complex 3D shapes such as cones, cylinders and spheres.
How it will be assessed:
Students will sit a 45 minute written assessment at the end of the term They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and what areas of development they might need to work on
What are we studying?
Trigonometry and Pythagoras
Autumn 1
Spring 1
Summer 1
Volume and Surface Areas of Cylinders, Cones and Spheres
Standard Form Surds
Autumn 2
Spring 2
What are we studying?
Equations including: Simultaneous Equations Quadratic Equations
Proportion including Direct and Inverse Averages and Range
Coordinate Geometry
Equations of Lines Inequalities
Summer 2
Probability Trees Revision
Year 9 Curriculum Overview
Music production and remixing
In this unit, pupils will explore digital music production using DAWs like BandLab, GarageBand and Logic
They will learn sampling, looping, beat-making, and structuring tracks with elements like drops and breakdowns Pupils will remix existing songs or create original pieces, applying effects such as reverb and EQ
The unit ends with a fully produced digital track showcasing editing, layering, and creativity
How it will be assessed
A completed digital track with evidence of editing, structure, and creativity Listening assessment
Autumn 1
Spring 1
Music production and remixing:
Digital music creation, remixing techniques and structure
Introduction to DAWS such as Bandlab, garageband or Logic Pro Sampling & loop making, intro, drop, breakdown
Rock Band skills or Classical ensemble:
Ensemble performance, popular music styles, rehearsal techniques
Learn to play a rock/pop cover/vocals drum patterns riffs, bass lines and keyboard parts
Music for Media:
Composition for visual media, mood creation and theme development
Summer 1
Explore how music is used in games and films to support character and action And emotion
Analyse examples from Minecraft, Legend of Zelda, Inception, or Avengers
Autumn 2
Spring 2
Music production and remixing: Remix of existing track or original track
Layering effects and arrangement
Complete draft and edit for assessment
Rock Band skills or Classical ensemble:
Develop rehearsal discipline, listening skills, and stage presence. Explore musical elements like texture, dynamics, and song form Live performance or recording of a group cover, showcasing teamwork and instrumental skill.
Music for Media:
Students compose a short soundtrack using leitmotif, sound effects, and layering.
Summer 2
Use DAWs or live instruments to match music to a short animation or game clip.
A scored scene with original music, presented alongside a reflection on musical choices
The Year 9 students will focus on the sports of football, netball, padel tennis, and rowing. The lessons will take place off-site at St. Mary’s University, where they will utilize the indoor facilities and outdoor pitches, at Imber Court for the padel courts, and at Molesey Boat Club.
In football, students will practice passing, shooting, and dribbling through small-sided games that emphasize attacking versus defending. They will be taught the correct techniques for these skills and will enhance their understanding of the sport through individual practice, partner work, and group tasks.
In netball, students will expand their knowledge of the fundamental skills necessary to play the game, including throwing, catching, and movement. They will learn the rules, basic positions, how to shoot, and the different types of passes that can be used in competitive situations. Students will deepen their understanding of the sport by practicing with partners and engaging in group tasks.
In rowing, students will learn how to safely launch the boats, the feathering technique, rowing in unison with their team, and will participate in time trials.
How it will be assessed
In football and netball, students will be assessed on their skill replication, ability to impact the game, capacity to make tactical adjustments during play, and their ability to analyse both their own performances and those of their opponents. The teacher will evaluate these skills through observations during sports lessons and by marking their performance in games.
In rowing, students will be assessed on their ability to safely launch the boat onto the river and their rowing strokes on an ergometer. This assessment will be conducted by the teacher and rowing coaches through observations during sports lessons.
Term
Autumn
Spring
Summer
What are we studying?
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games. Rowing: Safety, fitness testing, ergometers and feathering technique.
Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks. Golf: putting, driving, mini golf and house tournament.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
Our PSHE curriculum in the Senior School provides students with a broad and balanced programme that supports their personal growth, emotional wellbeing, and understanding of the wider world. It covers all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education.
The curriculum is structured into six key learning themes, delivered across the academic year: Careers & Aspirations, Finance & British Values, Healthy Relationships, Sex Education, Healthy Body, and Healthy Minds. These themes are revisited each year, allowing students to deepen and expand their understanding as they progress through the Senior School. This spiral approach ensures that each topic is explored with increasing maturity and relevance, helping students build confidence, empathy, and resilience throughout their time in the Senior School.
Parents have a right to request that their child be withdrawn from sex education delivered as part of RSE up to three terms before the child turns 16. At this point, if the student themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to occur in one of the three terms before their 16th birthday – the legal age of sexual consent. More information on this will be shared during the parent information evening in September.
How it will be assessed:
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application. At the end of each half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching.
are we studying?
Living in the Wider World - Careers & Aspirations
Self-discipline to achieve
Autumn 1
Growth mindset
Enterprising Personalities
Preparing for KS4 options
Showcasing personal strengths
Relationships
Peer pressure
Abusive Relationships
Spring 1
Summer 1
Child sexual exploitation
Respectful relationship behaviours
LGBTQAI+
Healthy Body – Building blocks of a healthy body
Body image & eating disorders
Alcohol & drug awareness
Stress & the physical body
Vaccination, Blood & organ donation
Consent, sexual health & autonomy
Autumn 2
Spring 2
Summer 2
Living in the Wider World –Finance & British Values
How to keep finances secure
Payslips & Deductions
Designing an app
Manosphere & Misogyny
Relationships – Sex Education
Contraception
Consequences of unprotected sex
Pornography – is it real?
Consent & the Law
Healthy Mind
Minimising & Improving exam performance
Healthy & unhealthy anxiety
Self-harm – what is it
Self-harm – help & recovery
Year 9 Curriculum Overview
This term, students will start the GCSE AQA syllabus with the first topic of cell biology This will include learning about the structures found within eukaryotic cells such as plant and animal cells We will then study prokaryotes such as bacteria followed by understanding the use of microscopes
How it will be assessed
Students are regularly formatively assessed within lessons through questioning, self and peer marking independent practice, and whole class feedback Students will have online assessment tools including Kerboodle mini checkpoint assessments which are low stakes quizzes They will then have a summative assessment at the end of the topic There will be a larger, more formal exam as part of the whole-school exam week in the summer
Autumn 1
Spring 1
Begin AQA GCSE Biology
Syllabus – Topic 1 Cell biology
Eukaryotic cell structure – Animal and plant cells
Prokaryotic cell structure
Topic 1 Cell Transport –Diffusion, osmosis, surface area to volume ratio, active transport, required practical 3 –investigating the effects of solute concentrations on plant tissue
Autumn 2
Summer 1
Topic 2 Organisation part 1 – structure of an organism, stem cells, human digestive system
Spring 2
Microscopy – Light microscopes, electron microscopes, calculations, biological drawings Required practical 1 – Using light microscopes to observe cells
Summer 2
Topic 1 Cell Division – DNA, chromosomes, the cell cycle, mitosis
Non-communicable disease –examples of non-communicable diseases, Interpreting data, cancer, causal mechanisms of diseases
Topic 2 Organisation part 2 –Food tests, enzymes, circulatory system (blood components, blood vessels, structure of the heart, and coronary heart disease)
Students will begin the AQA GCSE Chemistry 9-1 course by reviewing elements, compounds, and mixtures. We will then study the history of discoveries about the structure of atoms, learning how experiments refuted previous models and allowed more detailed models to be formulated. They will then learn about a modern model of atomic structure and find out how to work out what particles are in a given atom and how those particles are arranged.
As we are a content-based subject it is best to assess the students' progress through the course in exam conditions. Students will be given full notice of any exams as well as topic and keyword lists in advance to help them to prepare. Students also have access to the online textbook. Along the way the students will be provided with in-class, at home materials and online resources in order to help them consolidate their knowledge and gain practice in more demanding GCSE style questions and marking guidelines. There will be a larger, more formal exam as part of the whole-school exam week in the summer.
Term What are we studying? Term
Autumn 1
Spring 1
Begin GCSE AQA Chemistry:
Topic 1: History and Structure of the Atom
Topic 1: The Development of the Periodic Table
Begin topic 2: Structure and bonding by looking at types of chemical bond
Autumn 2
What are we studying?
Continue with topic 1: Groups 0, 1, 7, and the Transition Elements
Spring 2
Summer 1
Topic 3: Quantitative Chemistry
Topic 3: Formula Masses and moles
Summer 2
Topic 2: Properties of simple and giant structures
Topic 2: Allotropes of Carbon
Topic 2: Nanochemistry
Topic 3: Moles, Equations, Excess, and Limiting Reagents
Topic 3: Yield and Atom Economy
Year 9 Curriculum Overview
FYr9 Physics will begin the year with an overview of forces, motion and all things time, speed and distance. This topic will be returned to in greater depth in Yr10 but it’s a great opportunity to lay the foundations to this much longer GCSE chapter from a slightly adapted Key Stage 3 perspective. Once this overview is completed, we will begin with our first full GCSE Physics chapter which is Energy and Energy Resources. Students will need to apply solid mathematical understanding to questions surrounding energy expenditure and energy transfers. We will also study different methods of electrical energy production. We will analyse the pros and cons of the use and application of these different energy systems from a national and international perspective.
As we are a content-based subject it is best to assess the students' progress through the course in exam conditions. Students will be given full notice of any exams as well as topic and keyword lists in advance to help them to prepare. Students also have access to the online textbook. Along the way the students will be provided with in-class, at home materials and online resources in order to help them consolidate their knowledge and gain practice in more demanding GCSE style questions and marking guidelines. There will be a larger, more formal exam as part of the whole-school exam week in the summer.
Term What are we studying? Term
Autumn 1
What are we studying?
Forces and Motion (Review) Begin GCSE AQA syllabus Energy transfers Autumn 2 Energy resources
Spring 1 Atomic Structure and Radiation Spring 2 Particle model of matter
Summer 1 Review Energy Begin basics of electricity Summer 2 Continue with electricity
During this term, Year 9 will delve into GCSE topics in greater detail, using more complex vocabulary and incorporating the present, future, and later the past tenses. Most resources will be taken from the textbook Viva 3 (Red), and they will start with the topic "My Family and Me," where they will describe themselves both physically and in terms of personality, their likes, etc Likewise, they will talk about their family, how they are similar, their relationships, things they have in common, and what they enjoy doing together. Hobbies will also be included here.
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams
Term
Autumn 1
Autumn 2
What are we studying?
“ Mi familia, mis amigos y yo ” (My family, my friends and I)
Description of myself and members of my family
Comparatives
Who do I look like?
Relationships: To get on well with And reasons
Things you like to do with your family
Talking about friends
Things you did recently ( Past – perfect)
Things you are planning to do soon ( both future tenses) Assessment
“En mi tiempo libre/Mis pasatiempos” (Hobbies)
Things you like to do and reasons
Things you do depending on the weather
Sports
TV
Cinema
Music
Benefits of having hobbies
Plans for the weekend (Future)
A film you watched, a concert you attended (Past) Assessment
continued
Term
Spring 1
Spring 2
Summer 1
What are we studying?
“ En el restaurante” (At the restaurant)
Meals during the day
Understanding the menu
How to order at the restaurant
Near future (I´m going to have )
Problems at the restaurant
How to ask for things at the restaurant Assessment
“De compras” (Shopping)
Shops and items
What you have in your city
And what you would like to have
How to ask for items at the shops
Problems at the shops and solutions
Buying online – Advant and disadv. Assessment
“Holiday” (Las vacaciones)
How do you like to spend your holiday
Things you did in your last holiday
Describing the accommodation
Your ideal holiday Assessment
Summer 2 Revision of the material for the end of year exam.