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Year 9 Curriculum Overview Spring Term and Year Summary 2025/2026

Year 9 Curriculum Overview

Spring Term 2026

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Contents Introduction

Art

Computer Science

Design & Technology

Drama

English

French

FLAM

Geography

History

Latin

Mandarin

Maths

Music

Philosophy

Physical Education

PSHE

Science

Spanish

Year 9 Curriculum Overview Spring Term 2026

Teaching and Curriculum at Hampton Court House 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.

Curriculum Intent, Implementation and Impact Intent 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. Implementation 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. Impact 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

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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.

Year 9 Curriculum Overview

Spring Term 2026

Key Contacts Katy Deacon Vice Principal Academic skde@hchnet.co.uk Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk

Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk

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Paul Pearce Deputy Head | Operations & Academic pgp@hchnet.co.uk

Year 9 Curriculum Overview

Spring Term 2026

Art Spring content

Architecture and sense of Place Inspired by artists John Piper, Frank Bowling, Sara Flores and Grayson Perry Looking at how different artists have approached the portrayal of architecture and how the environment reflects atmosphere, narrative or personality. Students explore using paint and are introduced to sculpture. How it is assessed Student work is assessed during the lessons with practical help offered when necessary. Understanding is assessed gradually as they progress because students learn by doing. 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.

Year summary

Term Autumn 1

Drawing

Autumn 2

Drawing

Spring 1

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What are we studying?

Architecture and sense of place Inspired by artists John Piper, Frank Bowling, Sara Flores and Grayson Perry Looking at how different artists have approached the portrayal of architecture and how the environment reflects atmosphere, narrative or personality. Students explore using paint and are introduced to sculpture

Spring 2

Continuation of Spring 1

Summer 1

Natural forms Inspired by artists William Morris and Angie Lewin Looking at natural plant forms and the artists and designers of the 19th Century Arts and Crafts Movement and contemporary printmakers Students create and paint their own repeat designs which are then transferred into print.

Summer 2

Continuation of Summer 1

Year 9 Curriculum Overview

Spring Term 2026

Computer Science Spring content

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. How it is assessed 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

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Year summary

– will be considered in the assessment of their progress.

Term

What are we studying?

Autumn 1

Students start off 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.

Autumn 2

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.

Spring 1

After Christmas students will study a NCCE unit on cybersecurity: this includes the topics data, social engineering, hacking, bots, and risk mitigation.

Spring 2

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.

Summer 1

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.

Summer 2

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.

Year 9 Curriculum Overview

Spring Term 2026

Design & Technology IIn Year 9, students commit to studying Design and Technology for the full academic year, rather than rotating with Art. This allows them to begin working directly with the AQA GCSE Design and Technology specification, building the depth of knowledge and technical skill required for confident progression into GCSE. Choosing Year 9 D&T does not prevent students from selecting

Spring content

Art as a GCSE subject in Year 10. The Year 9 curriculum is structured to give students a strong foundation in designing, making, theory content and digital skills. To broaden students’ technical understanding in the Spring term, students complete a series of focused mini-projects introducing the six material categories in the AQA specification. These short, practical investigations help students understand the properties, applications and environmental considerations of timbers, metals, polymers, textiles, composites, and electronics. Each mini-project introduces students to new tools, workshop processes and joining methods, enabling them to explore how different materials behave and perform under various conditions. They investigate material properties, strengths and limitations, and the appropriateness of materials for different applications. Through practical experimentation, students gain experience with a range of joining and shaping techniques, understand how materials respond to forces, heat or stress, and apply suitable finishes for protection and aesthetics. Environmental and ethical considerations are embedded throughout, students evaluate sustainability, life-cycle impacts, and responsible material selection. Health and safety is central to the term’s work: students learn safe handling, correct tool use, workshop protocols and risk-aware decision-making, building the confidence necessary for independent work at GCSE level. Throughout the year, students have three lessons per week: a double lesson dedicated to practical work (making, modelling, CAD/CAM), and a single lesson focused on theory, where students learn and are regularly assessed on the AQA content, building strong subject knowledge from the outset. By the end of Year 9, students have a robust foundation in technical principles, designing and making skills, and digital competency well-prepared to continue confidently into the full GCSE course in Year 10 and 11.

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Year summary

Term

What are we studying?

Autumn 1

Core technical principles New and emerging technologies Energy generation and storage Developments in new materials

Spring 1

Specialist technical principles Forces and stresses Ecological and social footprint Selection of materials and components

Summer 1

Designing and making principles Investigation, primary and secondary data Environmental, social and economic challenges The work of others Design strategies Communication of design ideas

Term

What are we studying?

Autumn 2

Core technical principles Systems approach when designing Mechanical devices Materials and their working properties.

Spring 2

Specialist technical principles Using and working with materials Surface treatments and finishes Specialist techniques and processes

Summer 2

Designing and making principles Prototype development Material management Specialist tools and equipment Specialist techniques and processes

Year 9 Curriculum Overview

Spring Term 2026

Drama Students explore a range of devising techniques to develop and create their own original drama pieces.

Spring content

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 and collaborative 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

Year summary

analyse what their creative choices show.

Term

What are we studying?

Autumn 1

‘What’s on the box?’ Acting for television Audience awareness skills Understanding use of voice and vocal care

Spring 1

Noughts & Crosses’ Understanding the plot of the play Exploring themes

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Summer 1

‘Noughts & Crosses’ Learning lines and blocking Performing to a live audience Creating characters

Term

What are we studying?

Autumn 2

‘What’s on the box?’ Acting for film Audience awareness skills Understanding different styles of acting for different genres

Spring 2

‘Noughts & Crosses’ Developing characters Ensemble work Evaluating their performance

Summer 2

‘Curious Incident of the Dog in the Night-time’ Understanding how theatre is used to present political and societal ideas Understanding the effectiveness of set, lighting and costume to help an audience’s appreciation of a performance

Year 9 Curriculum Overview

Spring Term 2026

English The Spring term sees year 9 study the entirety of Shakespeare’s Romeo and Juliet. As this is a lengthy play and an intense experience for students who – overall – find Shakespeare more challenging than other writers.

Spring content

The study of this play takes up both Spring 1 and Spring 2. The purpose of this is to fully equip year 9 students for their GCSE study of Macbeth in the spring of year 10. Because of this, we will be treating the study of the play as something we examine in great depth. We will be looking at Shakespeare’s techniques, introducing new key terminology that coincides with the study of a Shakespearian tragedy, and assessing students with GCSE-style questions. Shakespeare is arguably the master of the human condition, so this play renders and elicits some fantastic discussions on what it means to feel, act impulsively, and what can happen if communication goes awry! . How it will be assessed Spring 1 and Spring 2, Romeo and Juliet .Students will be required to write an analytical essay (minimum three paragraphs). Students will be given an extract and then be encouraged to reference the wider play. The question will be written in the following format: Starting with this extract, how does Shakespeare present [insert theme of question here]. Students will be marked on the clarity of the arguments they make, their use of quotations, their analysis of Shakespeare’s methods, and their links to wider ideas and relevant contextual factors of the Elizabethan era.

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Year summary

Term

What are we studying?

Autumn 1 and 2

The Picture of Dorian Gray by Oscar Wilde

Spring 1

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 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

Spring 2

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 : Love | Fate | Conflict

Summer

Poetry across the ages – poets and poems TBC

Year 9 Curriculum Overview

Spring Term 2026

French Perrine’s set - Tricolore 3

Spring content

In unit 3, we will talk about leisure activities and use some expressions of time, we will talk about when we were younger and use the imperfect and past perfect tenses together, we will discuss how life has changes and talk about TV, cinema, and books. In unit 4, we will talk about school life in France and describe our school and a typical school day, we will discuss school subjects and say what is or is not going to happen, we will discuss plans for the next school year, we will discuss different aspects of school life and talk about different careers. Clarisse’s set - Tricolore 2 Year 9 will carry on studying French with Tricolore 2. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation. They will study unit 3 and 4. Unit 3 is about school life and routines using reflexive verbs and expressing opinions. Unit 4 is about describing people and helping around the house. They will also express what they have done recently. The past tense will be introduced. 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

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Year summary

takes place when the teacher feels the students confident enough. Vocabulary tests will be done on a regular basis.

Term

What are we studying? Perrine’s Set

What are we studying? Clarisse’s Set

Autumn 1

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 Frenchspeaking country or region.

In unit 1, the pupils will learn to talk about shops and shopping including what is sold in shops and say how much of something you want to buy they will also learn to talk about money and prices, and they will discuss choices when shopping. they will learn about shopping in France and practise expressing their opinions. at the end of unit 1 they will practise creative writing.

Autumn 2

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 2, the pupils will talk about countries in Europe, they will learn the names of different countries and continents. they will talk about modes of transports and what they are or aren't going to do. the pupils will learn to talk about what they can and cannot do and they will be describing places.

Year 9 Curriculum Overview

Spring Term 2026

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Year summary

French Term

What are we studying? Perrine’s Set

What are we studying? Clarisse’s Set

Spring 1

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 the movie Intouchable.

In unit 3 we will work on school and routine. We will learn how to describe a morning or an evening routine, talk about daily activities, talk about what you do and don't want to do, talk more about school and describe a school trip or a day in a French school. Our cultural focus will be to find out about Louis XIV.

Spring 2

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.

Unit 4 is about family, we will learn how to describe yourself and others, greet and introduce people, talk about staying with a French family, discuss helping at home, talk about the past, use expressions of time, talk about presents and what you have done recently, describe a visit, talk about choices, talk about television and books, describe a favourite programme or book.

Summer 1

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 themE parks.

In unit 5, we will find out about cafés in France, say what drink we’d like, learn how to buy drinks, food and snacks, describe food and recent meals, understand a short story, say what things did and did not happen, discuss menus, express likes and dislikes and order a restaurant meal.

Summer 2

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.

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. We will also deepen our cultural awareness by studying the movie Les Intouchables.

Year 9 Curriculum Overview

Spring Term 2026

FLAM Spring content

Students are following the curriculum provided by the CNED and working with a DELF preparation workbook. Quatrième (4ème) Students will work on the listening, reading, writing, and speaking components of the DELF B1 exam, taking place on Thursday 5 March 2026. Alongside their exam preparation, they will continue their study of Maupassant’s novel Le Horla. In this unit, students strengthen key grammar skills, including the use of negative sentences and the distinction between on and on n’. They study how verb tenses create tension in a narrative, revise agreement of verbs and adjectives, and work with adjectives formed using prefixes. They also practise recognising interrogative and exclamatory sentences to express emotion within the text. Troisième (3ème) Students will prepare for the listening, reading, writing, and speaking components of the DELF B2 exam, scheduled for Tuesday 10 March 2026. In addition to their exam practice, they will continue studying L’Ami retrouvé by Fred Uhlman, an autobiographical novel exploring adolescent friendship in Germany in 1932. In this unit, students consolidate key grammar skills, including narrative tenses, agreements, and the distinction between the “I” of the past and present narrator. They also study word formation, adjectives of colour, adverbs in -ment, and key spelling patterns such as doubled consonants, reinforced through rewriting, dictation, and close reading. How it will be assessed: At the end of the unit, students will be assessed on their reading comprehension, grammar skills and writing

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Year summary

abilities. They will also complete a mock DELF exam.

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)

Spring 1

Nouvelle fantastique : Le Horla, Maupassant Préparation DELF B1

Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 1) Préparation DELF B2

Spring 2

L’évolution de la presse au XIXe et XXe siècle

Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 2)

Summer 1

Le genre naturaliste : Au Bonheur des Dames, Zola

Partager des combats d’artiste du 16e siecle à aujourd’hui

Summer 2

Du bon usage des médias

La Ferme des animaux, Orwell

Year 9 Curriculum Overview

Spring Term 2026

Geography Year 9 students will continue the thread of wider world geography in Spring term 1 with an investigation Spring content

into the Middle East. The focus will be on helping students to understand the physical and human characteristics of this region and the role this has played in its evolution in becoming an important area of our world now, and in the future. Students will have the opportunity to explore specific countries within this region, such as the United Arab Emirates and Yemen and assess the range of economic and social opportunities for people within and between different countries within the Middle East. Finally, students will learn about historic and current conflicts that is shaping the geopolitical landscape of this region and use all their new knowledge to look forward to the future to determine just how important is the Middle East? How it will be assessed Assessments will take place in the form of two exam questions focussed on the PEEL exam structure and the comparison of Yemen and UAE case studies, followed by a final written test at the end of the

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topic

Term

What are we studying?

Autumn 1 and 2

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.

Spring 1

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.

Year 9 Curriculum Overview

Spring Term 2026

Year summary

Geography Term

What are we studying? Natural Hazards - ‘How dangerous are tectonics?’ GCSE

Spring 2 and Summer 1

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

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Summer 2

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.

Year 9 Curriculum Overview

Spring Term 2026

History The spring term will be devoted to a depth study of the First World War.

Spring content

We begin by examining both the long and short-term causes, focusing upon the themes of imperialism, militarism and nationalism. We move on to look at the use of propaganda and censorship by the British government following the outbreak of war in 1914, before exploring the realities of trench warfare on the Eastern and Western fronts. Here the emphasis is on understanding the trauma experienced by soldiers using primary source material. The term concludes with an examination of how and why the war came to end in 1918, and the geopolitical reshaping of Europe following the post-war treatise and establishment of the League of Nations. How it will be assessed 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 multiple-choice quizzes.

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Year summary

Term

What are we studying?

Autumn 1

The causes of the American Revolution The establishment of the United States and 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

Autumn 2

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. US involvement in the First World War The Roaring Twenties and the Great Depression of the 1930s US involvement in the Second World War

Spring 1

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

Spring 2

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 Curriculum Overview

Spring Term 2025

Latin Spring content

In the Spring term, Year 9 students will be moving to Latin GCSE Chapter 10, revising and consolidating the active and passive forms of regular, deponent and semi deponent verbs. They will continue exploring phrases using the imperfect subjunctive, such as purpose and result clauses along with verbs of fearing. After the February half term, students will begin their study of the GCSE prose set-text of Apuleius Metamorphoses Cupid and Psyche. 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.

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Year summary

Term

What are we studying?

Autumn 1

Perfect passive participles Future participles Ablative absolutes. Deponent verbs Less common pronouns (self and same)

Spring 1

Imperfect subjunctive Purpose clauses using ut/ne 4th and 5th declension nouns Result clauses

Summer 1

Indirect commands Remote conditionals Ad + gerundive Continuation of Cupid and Psyche

Term

What are we studying?

Autumn 2

Semi deponent verbs (gaudeo, audeo, soleo) Indirect statements with perfect and passive forms of the infinitive Battle of Lake Trasimene and Scipio in Africa. Pronouns: a certain, another and none

Spring 2

Verbs of fearing Pluperfect subjunctive Indirect questions Introduction to Cupid and Psyche

Summer 2

Dum with indicative Dum with subjunctive Other ways of expressing purpose Conclude study of Cupid and Psyhe

Year 9 Curriculum Overview

Spring Term 2026

Mandarin In the Spring term, Year 9 Mandarin will continue developing their Mandarin language skills through Food and Drink

Spring content

unit. Pupils will learn how to talk about what they eat and drink, practise expressing likes and dislikes, and gain confidence in ordering food in a restaurant. As they move further into the unit, they will deepen their cultural understanding by exploring Chinese meals, food traditions, and table manners, helping them appreciate how dining customs differ across cultures. Students will also take part in role-play activities, using a Chinese menu to build realistic conversational skills. Throughout the term, they will prepare for and celebrate Chinese New Year with themed vocabulary, cultural insights, and crafts activities that bring the festival to life. How it will be assessed Students will complete regular vocabulary tests to help reinforce new words and sentence structures. At the end of each half term, they will take formal assessments that cover listening, reading, translation, and writing tasks. They will also participate in short oral assessments to practise speaking and prepare for future exam formats.

Year summary

Term

Autumn 1

What are we studying?

Jinbu 1 – Greetings, Family and Home, Hobbies Learning Greeting, numbers and ages Talking about family members and introducing them Expressing their hobbies

Term

What are we studying?

Autumn 2

Jinbu 1 – School life Talking about school subjects Expressing opinions about different lessons Describing the school timetable Describing classrooms and school facilities Talking about what you wear to school Comparing schools in China and the UK Using connectives to extend sentences

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Continuing Food and Drink

Spring 1

Jinbu 1 Food and Drink Talking about what you eat and drink Ordering food in a restaurant Expressing likes and dislikes

Summer 1

Jinbu 2 – Holidays Talking about where you went on holiday Describing the weather and transport Talking about how you travelled and who you went with

Spring 2

Summer 2

Learning about Chinese meals and table manners Role-playing a Chinese menu conversation Preparing for and celebrating Chinese New Year through themed vocabulary and activities

Continuing Holidays Giving opinions about your holiday Talking about holiday activities in more detail Comparing holidays in China and the UK Revision and end-of-year assessments

Year 9 Curriculum Overview

Spring Term 2026

Maths Throughout Year 9, students will be getting themselves fully prepared to start the GCSE course next year. We will

Spring content

introduce some of the more complex topics that they’ll need including quadratics, Pythagoras and trigonometry. Standard Form Students learn how to write very large and very small numbers in standard form, using powers of 10. This topic is particularly useful in science and real-world contexts such as astronomy and measurements. Surds Pupils are introduced to surds, which are exact values involving square roots. They will practise simplifying surds and using them in calculations, helping to build strong algebraic skills. Proportion (Direct and Inverse) Students explore relationships between quantities that change in proportion to each other. They will learn to solve problems involving direct proportion (as one quantity increases, so does the other) and inverse proportion (as one increases, the other decreases). Averages and Range This topic covers different types of averages—mean, median, mode—and the range. Students will learn how to calculate and interpret these measures to analyse data effectively.

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

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Year summary

to work on.

Term

What are we studying?

Term

What are we studying?

Autumn 1

Trigonometry and Pythagoras Volume and Surface Areas of Cylinders, Cones and Spheres

Autumn 2

Equations including: Simultaneous Equations Quadratic Equations

Spring 1

Standard Form Surds

Spring 2

Proportion including Direct and Inverse Averages and Range

Summer 1

Coordinate Geometry Equations of Lines Inequalities

Summer 2

Probability Trees Revision

Year 9 Curriculum Overview

Spring Term 2026

Music Students will explore how music enhances video games through listening, composing and performing,

Spring content

investigating how mood, leitmotifs, harmony, rhythm, timbre and sound design support character, gameplay, world-building and emotion. They will analyse examples from games such as Minecraft and The Legend of Zelda before designing their own game concept and composing music to match its setting, characters and actions. Using DAWs or instruments, they create themes, layer sound effects and synchronise musical changes with imagined gameplay. How it will be assessed Assessment includes an original video-game composition, scored to either a chosen clip or their own game concept, demonstrating effective use of leitmotif, mood, layering and interactive game-music principles. Students also complete a short aural/written task on key features of video-game music, instrumentation and how sound supports player experience.

Year summary

Term

Autumn 1

Achievement with heart.

Spring 1

Summer 1

What are we studying? 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

Music for Media: Composition for visual media, mood creation and theme development Explore how music is used in games to support character and action and emotion Analyse examples from Minecraft, Legend of Zelda

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. Battle of the bands.

Term

What are we studying?

Autumn 2

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

Spring 2

Music for Media: Students compose a short soundtrack using leitmotif, sound effects, and layering. Use DAWs or live instruments to compose music for their own game design A scored scene with original music, presented alongside a reflection on musical choices

Summer 2

Freestyle project: Composing or performing in a style of their own choice.

Year 9 Curriculum Overview

Spring Term 2026

Philosophy In this module we be looking at John Stuart Mill’s theories of Just war (jus ad bellum and jus in bello) then also Thomas Nagel principle of moral luck (lucky to be empathetic vs wanting to hurt others). We will then move to

Spring content

explore the idea’s Hannah Arendt with the banality of evil and Viktor Frankl’s experience of the holocaust of looking meaning in suffering. We will then finish the module looking at Simone Weil’s principles of non-violence. This is complementary to their studies from the history curriculum. How it will be assessed Students will be assessed via written assessment, information posterns and individual and group presentation.

Term

What are we studying?

The aim here is to further their understanding of the construction of an argument, and how to reason and find any truth.

Autumn 1

Ideally this unit should help students understand why evidence is needed, why we need to give reasons, why we ask questions and so on in academic writing. We will look at how to build valid and sound arguments, the principles and problems of empiricists and rationalist approaches to knowledge as well as the limits of knowledge.

Justice and Fair Society

Autumn 2

Year summary

The challenge here is to get students to think in a selfless way. There are many groups of people they would need to consider in their theories in order for it to be a good theory. We will look at Social Contract theory, Marxism, Plato’s Republic and ideas of restorative justice for ideas for how to build a fair and just society War and Philosophy

Spring 1

Achievement with heart.

The main goal for this unit is to consider what a perfect or just society looks like. What would need to change? Where do they fit in it? What responsibilities do they have toward other people?

In this module we be looking at John Stuart Mill’s theories of Just war (jus ad bellum and jus in bello) then also Thomas Nagel principle of moral luck (lucky to be empathetic vs wanting to hurt others). We will then move to explore the idea’s Hannah Arendt with the banality of evil and Viktor Frankl’s experience of the holocaust of looking - meaning in suffering. We will then finish the module looking at Simone Weil’s principles of non-violence. This is complementary to thier studies from the history curriculum.

Year 9 Curriculum Overview

Spring Term 2026

Philosophy Term

What are we studying?

Year summary

Medical Ethics

Spring 2

This module an exploration into medical ethics from a human rights perspective to answer some of the most challenging questions being debated in the 21st century. Looking and philosophical discussions on the ethics of abortion, euthanasia and organ donation. We will end the module exploring Yuval Noah Harari’s Homo Deus looking at the ethics of biomedical and biomechanical enhancement as a possible future path for humanity.

Free will and determinism

Summer 1

Choice vs free will Scientific evidence (for + against) Soft vs hard determinism? Are we morally responsible?

Identity: Who am I?

Achievement with heart.

Summer 2

Psychological Continuity Theory (Locke): Identity is based on consciousness and memory; you are the same person as long as your consciousness (memory, thoughts, personality) extends back to past actions/experiences. Skepticism (Hume): Argues there's no permanent, unified self; we are just bundles of fleeting perceptions, so true persistence is an illusion Social Identity Theory (Sociology/Social Psychology): How group membership influences self-concept and behaviour. Creators: Henri Tajfel & John Turner (1970s-80s). Key Idea: We categorize ourselves and others into groups (in-groups/outgroups) to boost self-esteem. Identity Theory of Truth (Philosophy of Language/Metaphysics): True statements (propositions) are identical to facts in the world. Significance: Bridges language and reality

Year 9 Curriculum Overview

Spring Term 2026

Physical Education In the spring term, subject to the availability of external venues, Year 9 will play basketball and either badminton or golf. In basketball, they will continue to develop their core skills of passing, dribbling, and shooting through partner-based drills and a range of small-group activities aimed at improving confidence

Spring content

and control. In badminton, students will focus on mastering the correct grip and practising a selection of key shots—including clears, drop shots, and smashes—while becoming more aware of court positioning and tactical decision-making during rallies. In golf, pupils will be introduced to the fundamentals of stance and swing, and they will extend their skills by exploring chipping, pitching, club choice, and strategic play as they move through a mini-golf course. How it will be assessed In basketball, students will be assessed on their ability to replicate core skills, influence gameplay, make tactical adjustments during matches, and analyse both their own performance and that of their opponents . In badminton, assessment will focus on grip and shot execution, as well as agility, speed, tactical awareness, and overall understanding of the game. In golf, students will be evaluated on grip, stance, and posture, along with their accuracy, distance control, and consistency when putting, chipping, and pitching.

Achievement with heart.

Year summary

Term

What are we studying?

Autumn 1

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

Autumn 2

Spring 1

Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Badminton: Serving, rallying, shot selection, in game tactics and gameplay. Golf: putting, driving, mini golf and house tournament.

Spring 2

Summer 1

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.

Summer 2

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.

Year 9 Curriculum Overview

Spring Term 2026

PSHE Our PSHE curriculum in the Senior School provides students with a broad and balanced programme that supports

Spring content

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. 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

Achievement with heart.

Year summary

understanding and adapt future teaching.

Term

What are we studying?

Autumn 1

Living in the Wider World - Careers & Aspirations Self-discipline to achieve Growth mindset Enterprising Personalities Preparing for KS4 options Showcasing personal strengths

Spring 1

Relationships Peer pressure Abusive Relationships Child sexual exploitation Respectful relationship behaviours LGBTQAI+

Summer 1

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

Term

What are we studying?

Autumn 2

Living in the Wider World – Finance & British Values How to keep finances secure Payslips & Deductions Designing an app Manosphere & Misogyny

Spring 2

Relationships – Sex Education Contraception Consequences of unprotected sex Pornography – is it real? Consent & the Law

Summer 2

Healthy Mind Minimising & Improving exam performance Healthy & unhealthy anxiety Self-harm – what is it Self-harm – help & recovery

Year 9 Curriculum Overview

Spring Term 2026

Science In Biology we will look at cell division, and how cells are differentiated during the growth of embryos. We will then

Spring content

move on to communicable diseases, disease transmission, treatment, and the human immune system. In Chemistry we will complete our study of the periodic table before moving on to look at the three different types of bonding, how bonding related to structure and properties of materials, the allotropes of carbon, and nanotechnology. In Physics, we will look at the structure of atoms and how radioactive decay changes the atoms. We will look at the risks and uses of radiation, and at the properties of the different types of decay. We will then go on to look at energy transfers and stores and how the conservation of energy can be used to make predictions about physical systems. How it will be assessed 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.

Biology What are we studying?

Autumn 1

Begin AQA GCSE Biology Syllabus – Topic 1 Cell biology Eukaryotic cell structure – Animal and plant cells Prokaryotic cell structure

Spring 1

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

Summer 1

Topic 2 Organisation part 1 – structure of an organism, stem cells, human digestive system

Achievement with heart.

Year summary

Term

What are we studying?

Autumn 2

Microscopy – Light microscopes, electron microscopes, calculations, biological drawings Required practical 1 – Using light microscopes to observe cells

Spring 2

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)

Year 9 Curriculum Overview

Spring Term 2026

Chemistry

Year summary

Term

Autumn 1

What are we studying?

Begin GCSE AQA Chemistry: Topic 1: History and Structure of the Atom Topic 1: The Development of the Periodic Table

Spring 1

Begin topic 2: Structure and bonding by looking at types of chemical bond

Summer 1

Topic 3: Quantitative Chemistry Topic 3: Formula Masses and moles

Term

Autumn 2

Spring 2

Summer 2

What are we studying?

Continue with topic 1: Groups 0, 1, 7, and the Transition Elements

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

Physics

Achievement with heart.

Year summary

Term

What are we studying?

Term

What are we studying?

Autumn 1

Electric Circuits

Autumn 2

Electricity and the Home Atomic Structure

Spring 1

Atomic Structure and Radioactivity

Spring 2

Energy

Summer 2

Particles and Thermal Physics

Summer 1

Efficiency Particle model of matter

Year 9 Curriculum Overview

Spring Term 2026

Spanish During this term, Year 9 students will further develop their GCSE Spanish skills by using more complex

Spring content

vocabulary and grammatical structures, with a focus on the present tense and the near future tense. The majority of resources will be taken from the Viva 3 (Red) textbook. Students will begin with the topic “At the Restaurant”, where they will learn to talk about meals during the day, understand a menu, and order food and drink in a restaurant. They will also practise how to ask for items, describe problems that may occur in a restaurant, and say what they are going to have using the near future tense. This topic will conclude with an assessment. The second topic, “Shopping”, focuses on different types of shops and items, as well as what facilities students have in their local area and what they would like to have. Students will learn how to ask for items in shops, explain problems and suggest solutions, and discuss the advantages and disadvantages of shopping online. 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.

Year summary

Term

Autumn 1

Achievement with heart.

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 Sports Plans for the weekend (Future) Things you do depending on the weather TV Cinema Music Benefits of having hobbies Plans for the weekend (Future) A film you watched, a concert you attended (Past) Assessment.

Year 9 Curriculum Overview

Spring Term 2026

Achievement with heart.

Year summary

Spanish Term

What are we studying?

Spring 1

“ 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

Spring 2

“ 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 – Advantages and disadvantages Assessment

Summer 1

“Holiday” (Las vacaciones) How do you like to spend your holiday Things you did in your last holiday Describing your ideal holiday Describing the accommodation Assessment

Summer 2

Revision of the material for the end of year exam.