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.
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 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.
Katy Deacon Head of Secondary kde@hchnet.co.uk
Eldon
Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Nick Edwards Assistant Principal | Data & Assessment ned@hchnet.co.uk
Paul Pearce
Deputy Head | Operations & Academic pgp@hchnet.co.uk
Y9 Printing project. This unit teaches techniques to create methods of repeat printing. Inspired by natural plant forms, the artists and designers of the 19th Century Arts and Crafts Movement and modern printmakers Mark Hearld and Angie Lewin, students will create collagraphs, lino cuts and textured surfaces with which to produce a collaborative set structure for the drama production.
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 1
What are we studying?
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
Autumn 2 Drawing - see above
Spring 1
Students will study film maker Tim Burton’s distinctive visual language, exploring the intersection of gothic, carnivalesque and fantastical elements that define his cinematic masterpieces. Taking inspiration from a visit to the exhibition of his work, students will produce drawings and three-dimensional studies from which they will create a mini set design reflecting an imaginary world.
Spring 2 Continuation of above
Y9 Printing project.
Summer 1
This unit teaches techniques to create methods of repeat printing. Inspired by natural plant forms, the artists and designers of the 19th Century Arts and Crafts Movement and modern printmakers Mark Hearld and Angie Lewin, students will create collagraphs, lino cuts and textured surfaces with which to produce a collaborative set structure for the drama production.
Summer 2 Continuation of above
Computer Science
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
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 – this might be a text-based adventure game, or any other mini-project that will push their creativity and design skills, as well as their knowledge and ability in programming.
Design & Technology
Year 9 Curriculum Overview
Summer Term 2025
In the summer term, Y9 students will continue to develop a strong work ethic in preparation for GCSE-level Design & Technology. They will engage in a design project that emphasizes the iterative design process, a fundamental approach to all areas of design.
Students will learn how to conduct client and user interviews, as well as perform market research, to better understand real-world design constraints that are presented to designers. They will use this primary and secondary data to develop their own design briefs, ensuring their projects are user-centred and context-driven.
A key aspect of the course will be the investigation, analysis, and evaluation of past and present designers and companies. This research will inspire students as they create imaginative and innovative design responses that take into account contemporary environmental, social, ethical, and economic challenges.
To strengthen their design communication and representation skills, students will explore technical drawing principles and techniques, working both by hand and digitally using Autodesk Revit design software.
Building on their knowledge from the spring term, students will apply their understanding of materials and their properties to make informed decisions about material selection and manufacturing processes for their prototypes.
Collaboration and professional peer critique will be an integral part of the design process, helping students refine their ideas, develop selfevaluation skills, and appreciate the value of learning from others. By fostering a culture of reflection and teamwork, students will be encouraged to embrace innovation and develop creative confidence in their design thinking.
This term provides a vital foundation for students as they prepare for the rigorous and problem-solving nature of GCSE in D&T, equipping them with essential skills in research, design, iteration, and critical thinking.
Autumn 1
Spring 1
Core technical principles
New and emerging technologies
Energy generation and storage
Developments in new materials
Specialist technical principles
Forces and stresses
Ecological and social footprint
Selection of materials and components
Autumn 2
Spring 2
Core technical principles
Systems approach when designing Mechanical devices
Materials and their working properties.
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
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
This term, students will be exploring Macbeth in preparation for their English Literature GCSE, where it is a set text. Through practical drama activities, they will engage with the plot, themes, and characters of the play, deepening their understanding of Shakespeare’s work
Students will work creatively to develop and perform key scenes, using voice, movement, and staging to bring the text to life Assessment will be based on their creative ideas, performance skills, and evaluation of their work, encouraging both analytical and practical engagement with the play.
How it will be assessed
creative ideas and contributions throughout the term
A performance of a key scene, demonstrating their use of drama skills to convey meaning
A written evaluation, reflecting on how they used voice, movement, and staging to interpret Shakespeare’s text for an audience
Autumn 1
Spring 1
Stanislavski and DNA Exploration
Realistic acting style
Exploration of the theme of DNA by Dennis Kelly
Exploration of character motivation from the play
Devising Techniques
Non naturalistic Dramatic techniques such as cross cutting, movement motifs and direct address
Research and exploring a theme to create new material
Autumn 2
Spring 2
DNA Performance and Evaluation
Rehearsal of a short scene using Stanislavski’s techniques
Group performance of a short scene
Evaluation of the impact of their choices
Devising Performance
Developing a short, devised play in a group
Performing the piece
Evaluation of success of choices made
Summer 1
Macbeth: Exploration
Understanding the plot of the play
Exploring themes
Developing characters
Summer 2
Macbeth: Performing and Evaluating
Learning lines and blocking
Performing to a live audience
Creating characters
English
The Summer term sees year 9 begin their study of AQA GCSE English Literature through the study of a specific poetry anthology, consisting of fifteen poems. After deliberation, we have changed our anthology choice, so this year 9 cohort will be the first to study Power and Conflict poetry, rather than Love and Relationships. Students will be given an AQA anthology to keep and make notes in; it will contain all the poems to be studied, and it will need to be kept safe as this will be a useful revision tool to return to when revising for the GCSE exam at the end of year 11. The aim for this summer term is to study ten of these poems (see below) before the summer break; the remaining five will be studied at the start of year 10 in Autumn 1. The students will be introduced to key Assessment Objectives for GCSE English Literature, which form the basis of the marks awarded. They can be broken down as follows:
AO1: response to task and use of quotations
AO2: analysis of literary methods
AO3: contextual factors and wider ideas
How it will be assessed
Summer 1 and Summer 2 AQA GCSE English Literature, Power and Conflict poetry: Students will be required to write a comparative analytical essay (minimum four paragraphs). Students will be given a poem from the AQA anthology and be required to compare it to another poem from the anthology. The question will be written in the following format: Compare the ways poets present [insert theme] in [named poem] and a poem of your choice from the Power and Conflict anthology. Students will be marked on the clarity of the arguments they make, their use of quotations, their analysis of poetic methods, and their links to wider ideas and relevant contextual factors.
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
Spring 1
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
Summer 1
Summer 2
Year 9 Curriculum Overview
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:
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 Bysshe 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
Love and Relationships 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 in Autumn 1
9 Curriculum Overview
Year 9 (Clarisse’s set)
During the Summer Term, students will explore school life (Unit 4) and discuss their future plans, including potential jobs and careers. They will also learn about famous painters before transitioning to a new unit centered around holidays. This will be an ideal way to conclude the year and tie in with the excitement of our own summer holidays!
Perrine’s set
will carry on their work in Tricolore 3. They will start with unit 5 about theme parks, the students will talk about future plans, find out about hotel facilities, enquire about hotel services, report problems, discuss the weather and describe a recent event. In unit 6, we will find out about Quebec in Canada. The students will discover Montreal and talk about their own town and region. We will learn ways to ask for information at a tourist office, recommend places to see and things to do.
Year 9 (Portia’s set)
Pupils will continue with their work in Tricolore 2, finishing off Unit 3 on school life and daily routines and starting Unit 4. In this unit they will learn to describe themselves and others and talk about helping at home and other activities during their free time. Finally, they will discuss television and film so that we can study a classic French film together, discussing the characters and plot in the French language.
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.
Autumn 1
Autumn 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
Spring 1
Spring 2
Summer
What are we studying?
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
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 & 6, 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
FLAM
4ème:
They will study Émile Zola's novel Au Bonheur des Dames, in which students will discover another way fiction explores reality Published in 1883, this novel will transport them to a world one hundred and fifty years old, very different from their own Yet, in many ways, they will see that our modern world still resembles it While the setting has changed from 1860s Paris to today’s bustling cities, and while fashion and lifestyles have evolved, social relationships remain strikingly similar
3ème:
This term will focus on questioning writers' desire to expose the flaws of society Talking animals have long been used to mock human behaviour, a technique dating back to antiquity It appears in medieval literature, such as Le Roman de Renart, and is famously used by Jean de La Fontaine in the 17th century, where his Fables satirise the king, his court, and human nature by portraying people as animals Similarly, the English writer and journalist George Orwell (1903-1950) sought to criticise human folly through a fictional animal world that closely mirrors reality Students will therefore discover a modern fable, which, unlike La Fontaine’s poetic works, takes the form of a short novel in prose one they will be required to read in its entirety during this unit
Throughout the unit, they will also explore the subjunctive in relative and circumstantial clauses, understand the denunciation of tyranny, learn to use argumentative tools, analysing political satire, read and interpret a circular narrative
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 on the 14th May
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)
Term What are we studying? 4ème
Spring 1
Spring 2
L’évolution de la presse au XIXe et XXe siècle
Découvrir des portraits peu flatteurs de journalistes.
Mesurer l’influence de la presse en politique.
Comprendre, grâce à l’affaire
Dreyfus, que la presse peut être un outil efficace au service de la justice et de la vérité.
Voir que la presse peut servir l’engagement et la résistance.
Découvrir le mécanisme de la forme passive. + Préparation DELF B1
Summer 1 Le genre naturaliste : Au Bonheur des Dames, Zola
Summer 2 Du bon usage des médias
What are we studying? 3ème
Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 2)
Être témoin de la désillusion du narrateur.
Évoluer dans un climat tendu
Découvrir des affiches de la propagande nazie (Histoires des Arts).
Rencontrer l’auteur.
Écrire une lettre.
Comprendre le sens du titre L’Ami retrouvé.
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.
Lire un apologue : La Ferme des animaux, Orwell:
Lire une péroraison révolutionnaire
Le soulèvement
Le subjonctif dans les propositions relatives et circonstancielles
Comprendre une dénonciation de la tyrannie
Savoir utiliser les outils de l’argumentation
Comprendre une satire politique
Lire un récit en boucle
Une fable aux résonances historiques
Geography
This Summer Term, our Geography curriculum will focus on GCSE preparation, completing the topic of Natural Hazards before the engaging topic on ‘Have Humans Made Flooding Their Problem?’ Students will explore the water cycle and river processes, examining how natural systems interact with human activity. They will investigate the causes and impacts of flooding, both in the UK and internationally, using case studies from countries such as Bangladesh and Pakistan to understand the global scale of this issue Additionally, students will evaluate a range of solutions to flooding, from hard engineering strategies to sustainable management approaches. This topic will not only deepen their understanding of physical and human geography but also equip them with the analytical and evaluative skills essential for their GCSE studies.
How it will be assessed
For both Hazards and Rivers, assessment will take place via frequent GCSE style questions to help build their confidence and understanding of the assessment criteria before an end of topic test once completed
Geography
Term
Autumn 1 and 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 9 Curriculum Overview
What are we studying?
Focus: ‘Is Nigeria a developed country?’
Focus: ‘How important is the Middle East’
Focus: ‘How dangerous are tectonics?’
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:
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
Focus: ‘Have humans made flooding their problem?’
This will build on students understanding of river systems that they started in year 8, linking fluvial dynamics to the immediate and long-term impact on people in the UK and abroad: Introduction to drainage basins systems and characteristics of major systems around the world, recap the fundamental principles of flows and stores in the water cycle what causes flooding Understanding the concept of a flood hydrograph and infer characteristics of drainage basins from their shape Understanding how the long profile and cross profile changes as the river flows downstream, using the river Thames as an example Investigating a flood event: How physical and human factors contributed to flooding, evaluating success of management strategies used to reduce flood risk and impact Compare all the above with an abroad example in a contrasting setting, Bangladesh
History
TThis term we turn our attention back to US history, having studied the American Revolutionary War in the autumn term We begin by examining 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
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
History
continued
Term
Autumn 1
What are we studying?
The American Revolution
Start of the French Revolution
Autumn 2
Spring 1
Spring 2
Summer 1
Conclusion of the French Revolution
The Russian Revolution
Summer 2
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
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.
Year 9 Curriculum Overview
Summer Term 2025
In the Summer term year 9 will continue Chapter 7 and 8 revising and consolidating the 5 tenses of regular and irregular compound verbs, exploring comparative and superlative adjective and adverb forms of 2-1-2 and 3rd declensions. We will continue to explore the passive voice for the imperfect, future, and present tense verbs then moving on to participles. Students will continue to expand their comprehension and translation skills exploring the stories of Rome’s early conquest and the Punic wars.
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
Aeneas and the Roman Future
Personal pronouns and possessive adjectives
Future tense of ‘sum’ and ‘possum’
Adverbs from adjectives and temporal adverbs
From Aeneas to Romulus: The Roman kings
third person subject and object pronouns
third person subject and object possessives
Roman Heroes: Horatius and Mucius Scaevola
Comparative and superlative adjectives
Spring 1
Sabine Women and the Ascension of Romulus
Pluperfect tense of regular verbs
Pluperfect tense of ‘sum’ and ‘posse’
Autumn 2
Summer 1
Passive voice verbs (imperfect, future and present)
Cloelia and Coriolanus
Future, present and perfect participles.
Negative and irregular imperatives.
Hannibal and the Third Punic War
Hannibal Crosses the alps with Elephants
-deponent and semi-deponent verbs
-passive infinitives and indirect statements with infinitives
Hannibal and Scipio
Spring 2
The reign of King Numa Eo – to go (all tenses)
Prefixes and compound verbs: all 5 active tenses
Tarquinius Superbus - last king of Rome
The rise of the Roman Republic: What is republicanism
Cincinatus and the Verginia
Perfect and pluperfect passive verbs
If clauses
The Gauls approach self and same to want, to not want, to prefer (velle, nolle, malle)
Defending Rome ferre and compounds
Summer 2
Consolidation of passives voice verbs and participles
End of Year Exam revision.
Hannibal and the Third Punic War
During the Summer term, Year 9 Mandarin students will begin with the topic "Travel in China," where they will learn to talk about seasons and directions, discuss travel plans, and explore key destinations such as Beijing, Xi’an, and Shanghai They will also develop their ability to understand tourist information and gain a deeper insight into Chinese festivals Additionally, students will have the opportunity to learn about and experience
Duan Wu Jie (Dragon Boat Festival), learning about the festival's history and traditions, and participating in cultural crafts and storytelling This term will provide an exciting experience, enhancing both their language skills and cultural understanding
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
Autumn 1
Spring 1
JB2 Ch3 Where do you live?
Talking about place in a town
Learn to use relative place words
Using future time phrases to talk about weekend plans
JB2 Ch4 Shopping
Buying fruit and vegetables
Talking about buying clothes
Using the present continuous
JB2 Ch5 Travel in China
Learning to say the seasons and directions
Autumn 2
Spring 2
Summer 1
Talking about visiting Beijing
Understanding tourist information
Summer 2
Describing your house using comparisons
Talking about jobs and what you would like to do in the future
Learning more about living in China and aspect of life that has changed over time
Talking about online shopping
Learning about shopping in China and explore the customs and culture Revision and exam
Buying souvenirs
Learning about the Chinese New Year
Learning more about Chinese festivals
Maths
Year 9 Curriculum Overview
In Summer term, we will introduce some of the more complex topics that students will need for GCSE:
Equations of Straight Lines: students learn how to represent linear functions graphically and the relationship between graphs and linear equations.
Inequalities: students further their understanding of the above, extending to the idea of inequalities and graphical space.
Surface Area and Volume: extending previous knowledge of surface area and volume of prisms to surface area and volume of cones, frustums and other compound 3D shapes.
Probability: an introduction into how Venn diagrams can be used to summarise data and to find probabilities. Tree diagrams and conditional probability on tree diagrams.
How it will be assessed:
Students will sit two 45 minute written assessments during Assessment Week in June 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
Composing music for video games
To develop students' understanding of video game music, including how it enhances gameplay, sets mood, and adapts interactively By the end of the unit, students will compose a short piece of music suitable for a video game scene Understand the purpose and impact of music in video games Use melody, harmony, and instrumentation to create different moods Identify how different game genres require different musical styles Learn how to create seamless loops and adapt music for different game scenarios Songs for the HCH Shakespeare Arts Festival
How it will be assessed
Formative: Participation in listening tasks, small compositions, and creative discussions
Summative: Final game music composition with self-reflection and peer review
Autumn 1
Spring 1
Film Music
Listening and analysing music for famous characters (leitmotifs)
Listening and analysing music from horror films
Learning to play compositional devices used in horror films
Creating a horror storyboard and composing music to match the scene
Popular Music
Listening and analysing Brit Pop bands
Learning to create chords on the piano
Playing well known chord progressions used in pop music
Performing a choice of Pop song
Listen to iconic video game soundtracks (e.g., Mario, Zelda, Halo, Undertale)
Summer 1
Students compose a 16-bar loop for a game scene (e.g., a peaceful village, a haunted castle).
Listen to examples of music from platformers, RPGs, horror, and sci-fi games.
Songs for the HCH Shakespeare Arts festival.
Autumn 2
Analysing film scenes with different emotions using the elements of music
Creating music to match a film scene
Music tech skills, composing loops, editing music, premade loops
Protest Music
Listening and analysing music that has meaningful lyrics
Spring 2
Summer 2
Protest music from the 60’s through to modern protest topics
Performing a choice of protest song
Explore how game music loops without noticeable breaks. Identify key sound effects in video games (footsteps, jumps, power-ups, explosions).
Plan and compose a short soundtrack for a chosen game type (e.g., menu theme, battle music, victory theme).
Songs for the HCH Shakespeare arts Festival.
In the summer term, Year 9 students will participate in off-site lessons at the Elmbridge Xcel Leisure Complex and Weir Archer Athletics Centre The program aims to prepare them for the house competition of sports day at the end of June The lessons will cover various athletic events, including sprints, relays, shot put, discus, javelin, long jump, triple jump, and high jump An emphasis will be placed on personal growth, team support, resilience, and sportsmanship in line with the values of Hampton Court House
How it will be assessed
Speed and Sprinting: Analysis of acceleration, peak speed, and pace maintenance in short sprints
Endurance and Stamina: Evaluation of sustained pacing over longer distances and overall cardiovascular health
Strength and Power: Assessment of muscular strength and explosive power in events such as shot put, discus, and jumping
Technique and Form: Evaluation of posture, stride, and efficiency in running, jumping, or throwing to enhance performance and prevent injuries
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
Padel tennis: Rules, service, shots, tactics and tournaments
Rowing: Safety, fitness testing, ergometers and feathering technique
Basketball: Passing, shooting, dribbling, tactics, attack vs defence
Rowing: safety, taking the boats out, ergometer stroke
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
PSHE
Year 9 Curriculum Overview
All students from Y7 – 11 will focus on two main topics ‘Healthy Body and Healthy Mind’. Each year group will work in a manner appropriate to the year group, exploring age-appropriate ideas and resources.
In summer 1, our PSHE curriculum will focus on cultivating a "Healthy Body," where students will explore the fundamentals of nutrition, exercise, and personal hygiene. Through engaging activities and discussions, they'll learn how to make informed choices about their physical health, understand the importance of a balanced diet, and recognise the benefits of regular physical activity.
Moving into summer 2, the focus will shift to "Healthy Mind." Here, students will delve into topics such as emotional wellbeing, stress management, and the importance of mental health. Interactive lessons will equip them with strategies to maintain a healthy mindset, improve their emotional resilience, and understand the value of mindfulness and positive thinking. This holistic approach aims to empower students with the knowledge and skills to lead balanced, healthy lives both physically and mentally.
We aim to make all PSHE sessions as relevant to the students and their current needs and concerns, therefore out content is changeable, and suggestions and feedback are welcome at any time from students and parents.
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.
we studying?
Living in the wider world:
Personal development planning
Autumn 1
The journey to your career
Managing finances
Avoiding debt
Autumn 2
Spring 1
Relationships and Sex Education:
Peer pressure
Abusive relationships
Child sexual exploitation
Summer 1
Healthy Body
Exploring essential nutrition and the benefits of a balanced diet.
Engaging in physical activities and understanding their impact on health.
Learning about personal hygiene and its role in maintaining health.
Spring 2
Summer 2
Human rights
British community, religion and culture
Immigration, the UK and diverse communities
Contraception
Consequences of unprotected sex
Porn – is it real?
Sex and the law including consent
Healthy Mind
Identifying emotions and effective stress management techniques.
Practicing mindfulness and positive thinking to enhance mental wellbeing.
Developing strategies for building resilience and emotional strength
Science - Biology
Year 9 Curriculum Overview
For the first half of summer term, year 9 biology students will continue the GCSE biology curriculum. They will continue with topic 2 of organisation, with a focus on the circulatory system, breathing and gas exchange and transport systems in plants. In the second half term for summer, students will move on to topic 3, infection and response looking specifically at the different types of pathogen-borne disease as well as ways that the human body works to defend against these.
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 topics. There will be a larger, more formal exam covering all the biology GCSE covered so far as part of the whole-school exam week in the summer 2 half term.
Term
Autumn 1
What are we studying? Term
Kerboodle Syllabus –Variation, continuous and discontinuous variation, inheritance, natural selection, extinction.
Autumn 2
Spring 1
Summer 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.
Topic 2 : Cell Division – DNA, chromosomes, the cell cycle, mitosis.
Topic 2 : Organisation part 2 –circulatory system (blood components, blood vessels, structure of the heart, and coronary heart disease), transport systems in plants
Spring 2
What are we studying?
Begin AQA GCSE Biology Syllabus –Topic 1 Cell biology
Eukaryotic cell structure – Animal and plant cells
Prokaryotic cell structure
Microscopy – Light microscopes, electron microscopes, calculations, biological drawings
Required practical 1 – Using light microscopes to observe cells
Topic 1 : Non-communicable disease –examples of non-communicable diseases, Interpreting data, cancer, causal mechanisms of diseases
Topic 2 : Organisation part 1 – structure of an organism, stem cells, human digestive system, food tests, enzymes
Summer 2
Topic 3 : Infection and response part 1 – viral, bacterial, fungal & protist diseases and human defence systems.
Science - Chemistry
Year nine chemists will continue their GCSE studies looking at bonding and structure, seeing how the readiness to lose, gain, or share electrons determines the type of bonding an element is likely to participate in, and seeing how the type of structure that results from different bonding types influences the properties and uses of substances. We will see how we can tune the properties of materials by alloying, by polymerisation, and by making nanomaterials. Finally, we will begin looking at quantitative chemistry, introducing the idea of mole calculations and applying these to predict the possible mass formed in a chemical reaction
How it will be assessed
We assess the students' progress through the course in exam conditions by means of regular end of topic tests for which students will have at least two weeks' notice. There will also be a larger, more formal exam as part of the whole-school exam week in the summer.
Term What are we studying?
Autumn 1
Spring 1
Earth science, the rock cycle, the atmosphere, climate, and pollution (KS3 Content)
Continue with topic 1: Groups
0, 1, 7, and the Transition Elements
Begin topic 2: Structure and bonding by looking at types of chemical bond
Topic 3 : Quantitative Chemistry
Summer 1
Topic 3 : Formula Masses and moles
Term
Autumn 2
Spring 2
What are we studying?
Begin GCSE AQA Chemistry:
Topic 1: History and Structure of the Atom
Topic 1: The Development of the Periodic Table
Topic 2: Properties of simple and giant structures
Topic 2: Allotropes of Carbon
Topic 2: Nanochemistry
Summer 2
Topic 3 : Moles, Equations, Excess, and Limiting Reagents
Topic 3: Yield and Atom Economy
Science - Physics
Year 9 Curriculum Overview
For the final term in physics Year 9 students will do a recap of the energy chapter from earlier in the year Following this they will begin studying the beginnings of the electricity chapter Once we have finished the end of year exams we will continue and look to complete the electricity chapter
How it will be assessed
We assess the students' progress through the course in exam conditions by means of regular end of topic tests for which students will have at least two weeks' notice There will also be a larger, more formal exam as part of the whole-school exam week in the summer
Autumn 1
Forces and Motion (KS3 content) Begin GCSE AQA syllabus Energy transfers
Spring 1 Energy Resources and Atomic Structure and Radiation
Autumn 2 Energy transfers and efficiency
Spring 2 Particle model of matter
Summer 1 Review Energy Begin basics of electricity
Summer 2 Continue with electricity
As we approach the final term of the academic year, Year 9 students will be studying Units 3 and 5 from Viva 3, focusing on healthy lifestyles and travel experiences, as well and reinforcement the important grammar points learnt over the year, getting prepared to the GCSE content.
Unit 3: Healthy lifestyle
Students will explore the importance of a healthy lifestyle, learning to discuss diet, exercise, and mental wellbeing They will describe illnesses and injuries, express opinions on fitness, and use modal verbs such as deber and tener que to give advice on staying healthy By the end of the unit, they will be able to confidently discuss their habits and give recommendations on leading a balanced lifestyle
Unit 5: A trip to Madrid and Genera revision
This unit will equip students with essential language skills for travel, allowing them to describe past and future holidays using the preterit and future tenses They will practice real-life interactions such as ordering food, shopping for souvenirs, and asking for directions, engaging in role-plays to simulate tourist scenarios By the end of the unit, they will be able to navigate common situations abroad with greater fluency and confidence
How it will be assessed
IIn 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
Students attending Spanish classes two periods per week will cover less material overall in terms of vocabulary, grammar, and cultural topics On the other hand, students who take Spanish four times a week will engage with additional content, as highlighted in bold
Term
Autumn 1
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)
Spanish,
continued
Term
Autumn 2
Spring 1
Spring 2
Summer 1
What are we studying?
“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)
“ 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
“ 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 disadvantages
“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
Summer 2 Revision of the material for the end of year exam.