Year 9 Subject Handbook | 2025-26 by Kolej Tuanku Ja'afar

Year 9 Subject Handbook | 2025-26

Introduction

In Year 9, students experience a crucial stage of preparation before making subject choices for their IGCSE studies. The curriculum remains firmly aligned both vertically and horizontally, reinforcing prior knowledge while introducing new and deeper concepts. We place strong emphasis on refining core academic skills such as critical evaluation, extended writing, and mathematical reasoning. Equally important is the development of global awareness and ethical thinking—students begin to consider realworld challenges from a broader, more mature perspective. Leadership opportunities become more accessible, fostering a sense of personal and collective responsibility. This year encourages greater independence and reflection as learners prepare for the transition into the next phase of their education. This booklet outlines the subject pathways and the skills students will gain, helping parents to better understand how each element of the curriculum supports academic growth and global competence.

Curriculum connections and interdisciplinary learning

At KTJ, we believe that deep understanding is nurtured when students can make meaningful connections across subjects. Our curriculum is designed with a whole-school vision in mind, ensuring coherence and collaboration between departments. All staff are aware of the broader curriculum journey, and work together to reinforce key skills such as analysis, problem-solving, communication, and creativity—across disciplines.

Interdisciplinary learning is enriched through CCAs, educational trips, and carefully planned cross-curricular projects that highlight the real-world relevance of what students learn. Whether exploring environmental themes across Science and Geography, blending History and Literature through shared contexts, or applying mathematical models in Business or Design, students see that knowledge is not confined to subject boundaries. These opportunities help learners view their education as a connected whole, developing flexible thinkers prepared for a complex, global world.

Adaptive teaching

At KTJ, we are deeply committed to delivering an inclusive, high-quality education that meets the needs of every learner. Adaptive teaching sits at the heart of this mission. It ensures that all students—regardless of starting point—can access the full breadth and ambition of our curriculum. Drawing on the latest research, including Tom Sherrington’s Walkthrus and guidance from the Education Endowment Foundation (EEF), adaptive teaching helps our teachers to respond intelligently and consistently to student needs.

Proactive adaptation: Before the lesson

Effective adaptive teaching begins before the lesson. Teachers analyse data, provision maps, prior knowledge, vocabulary gaps, cultural experiences, and potential misconceptions. This informs lesson planning that includes:

Use of scaffolding, such as sentence stems or models.

Accessibility adjustments (font size, visuals, clarity of task).

Tailored teaching strategies for EAL, SEND, or low-attaining students.

Liaison with the SENDCO and planned TA deployment.

Designing in opportunities for pre-teaching or retrieval.

Proactive planning ensures barriers are anticipated, not just reacted to, promoting equity through thoughtful preparation.

Responsive adaptation: During the lesson

Adaptive teaching continues in the moment, using formative assessment to check for understanding and respond in real time. Teachers use strategies such as:

Cold calling, hinge questions, and mini whiteboards.

Live modelling and use of analogies or visual prompts.

Adjusting language, re-explaining tasks, or clarifying success criteria.

Modifying challenge level and using live feedback.

Flexible grouping and backward fading to reduce support over time.

This responsive approach helps close gaps as they arise and ensures that misconceptions do not persist unaddressed.

Conclusion

Adaptive teaching is not about creating separate tasks for every student, but about delivering a high-quality, ambitious curriculum in ways that all learners can access. Through proactive planning and responsive in-lesson actions, teachers at KTJ ensure progress, promote independence, and reduce the need for intervention later.

Assessment

At KTJ, assessment is not simply about tracking outcomes—it is a powerful tool for guiding learning. Our approach prioritises checking for understanding through continuous, low-stakes assessment that allows students to reflect, improve, and develop core knowledge and skills. We create a culture of risk-free learning, where students are encouraged to make mistakes and learn from them, fostering resilience and deep understanding. After all, it is often through mistakes that the most meaningful progress is made.

Live Feedback and Ongoing Assessment

Teachers use live feedback as a central strategy to adapt teaching in real time. This may take the form of hinge questions, cold calling, mini-whiteboard responses, or verbal check-ins—all of which provide immediate insight into student understanding. This allows for agile re-teaching, clarification, or deepening of content in the moment.

Assessment opportunities are often cunningly blended with practice tasks that mirror exam conditions, reinforcing subject-specific skills without compromising student confidence. By doing this regularly, we prepare students not only for summative assessments but also for lifelong learning and reflection.

Subject-Specific Adaptation

Assessment methods are thoughtfully adapted to suit the nature of each subject. For example:

In Maths and Science, precise written responses and problem-solving are checked frequently for accuracy and process.

In English and Humanities, analytical thinking and argument construction are modelled and practised, with feedback targeting structure, clarity, and depth.

In creative subjects, assessment includes peer critique, performances, or portfolios, encouraging reflective improvement.

Informing Future Planning

Regular checks for understanding do more than guide individual lessons they shape future curriculum planning and assessment design. Teachers analyse patterns in performance to identify gaps, misconceptions, or opportunities for stretch and support. This cyclical process ensures our teaching remains responsive, inclusive, and aspirational.

Linking Pastoral Care to Academic Excellence at KTJ

At KTJ, we believe that wellbeing and academic success go hand in hand. A student who feels safe, supported, and valued is far more likely to thrive intellectually and personally. Our pastoral care system is deeply integrated with our academic structures, ensuring that every learner is seen, known, and nurtured.

There is exceptional communication between House Parents, Form Tutors, and academic staff, allowing us to take a holistic view of each student’s progress. Our dedicated counsellors and pastoral support workers collaborate closely with teachers to identify barriers to learning whether emotional, social, or behavioural—and to develop targeted support plans.

We foster a culture of care and accountability through restorative practice, helping students reflect on challenges and rebuild positive relationships. Co-coaching between pastoral and academic staff strengthens our shared understanding of student needs and promotes consistent, compassionate responses. This integrated approach ensures that every child has the foundation to reach their full potential.

Teaching and learning

At KTJ, we are proud of our vibrant and collaborative teaching culture, where every teacher is both a learner and a leader in the pursuit of excellence. We believe that outstanding teaching and learning are driven by reflection, shared practice, and a commitment to staying abreast of educational research. Our approach ensures that students benefit from consistently high-quality, evidence-informed instruction in every classroom.

A central feature of our professional learning culture is the KTJ Buddy System. Every teacher is paired with a colleague to provide mutual support, encouragement, and reflection. This peer-to-peer model promotes honest dialogue, practical idea-sharing, and continuous professional growth in a safe, respectful environment. It is an essential part of how we build trust and openness within our teaching community.

In addition, our weekly CPD (Continuing Professional Development) sessions offer structured opportunities for staff to engage with current research and emerging best practices. Sessions are aligned with school priorities and focus on all aspects of teaching and learning—from curriculum design and adaptive teaching to effective questioning and formative assessment. These sessions also create space for innovation and exploration, empowering staff to implement new strategies confidently in the classroom.

We are fortunate to have Tom Sherrington as a critical friend, whose guidance, rooted in the Walkthrus model, helps shape our pedagogical approach. His collaboration supports our continued drive for excellence and ensures that our strategies remain deeply anchored in current, high-impact research.

This work is strengthened by the close, strategic partnership between curriculum leaders and leaders of teaching and learning, who operate in perfect symmetry. Together, they ensure that what we teach and how we teach it are perfectly aligned—supporting progression, coherence, and student engagement across the school.

We reinforce these developmental structures through a rigorous but supportive quality assurance system, including learning walks, cocoaching, and developmental observations. These are not about performance management but about identifying and celebrating effective practice while supporting areas for refinement. Staff are encouraged to trial approaches, reflect collaboratively, and take ownership of their professional growth.

Our commitment to exceptional teaching and learning is not static—it is dynamic, evolving, and rooted in a whole-school culture of reflective practice. Through this, we ensure that every student at KTJ benefits from a rich, challenging, and supportive educational experience.

Global Citizenship

At the heart of our curriculum is the development of global citizenship — a vital quality for every young international student in today’s interconnected world. Global citizenship is defined through seven key pillars: Ethics, Diversity, Global Issues, Communication, Global Service, Leadership, and Sustainable Lifestyle. These values empower students to think critically, act compassionately, and lead responsibly across cultures and communities.

Each subject area integrates these principles to foster awareness, empathy, and action. From understanding ethical dilemmas in literature to addressing climate change in science, students gain a holistic education that extends far beyond the classroom. Global citizenship is essential not only for individual growth but for building a more just, peaceful, and sustainable world. By nurturing these qualities early, we prepare our learners to become thoughtful leaders and active contributors to positive global change. Together, we are shaping citizens of the world — ready for tomorrow, rooted in values today.

Intercultural Learning

Intercultural learning is a vital part of our curriculum, distinct from—but closely linked to—global citizenship. While global citizenship focuses on global responsibility and leadership, intercultural learning emphasizes how we understand, respect, and engage with diverse cultures in our everyday lives. It is rooted in four key pillars: Cultural Inclusivity, Anti-bias/Open-mindedness, Conflict Resolution, and Cultural Celebrations.

These pillars guide students to value differences, challenge stereotypes, and build positive relationships across cultures. Through activities, discussions, and real-world applications, students learn to navigate cultural complexities with empathy and respect.

Intercultural learning is embedded and tracked across all subjects, with strong inter-disciplinary links encouraging students to make connections between history, language, the arts, and beyond. This fosters deeper understanding and allows for richer classroom experiences.

By nurturing intercultural competence, we prepare students to thrive in diverse environments—empowered not just to live in a global world, but to connect meaningfully within it.

Wellbeing and PSHE

Wellbeing and PSHE (Personal, Social, Health and Economic education) are at the core of our commitment to developing confident, healthy, and resilient learners. Through dedicated PSHE lessons and integration across all subject areas, we explore key themes including: Physical and Mental Health, Growing and Changing, Personal Safety, Relationships and Sex Education, Bullying and Discrimination, Media and Digital Literacy, Money and Careers, and Community and Responsibility.

These areas equip students with essential life skills, emotional intelligence, and the confidence to navigate an ever-changing world. While every subject contributes to a student’s personal development, our dedicated PSHE programme ensures focused, age-appropriate learning in a safe, supportive environment.

We believe that when pastoral care and academic learning work hand-in-hand, students thrive. Happy, self-aware learners with high selfesteem not only lead more fulfilling lives but also achieve stronger academic outcomes. Our aim is to nurture well-rounded individuals ready for all aspects of life.

Digital Citizenship

In an increasingly digital and AI-driven world, teaching young people to be responsible, ethical digital citizens is more important than ever. Our digital citizenship curriculum equips students with the knowledge and skills to navigate online spaces safely, respectfully, and thoughtfully. Key themes include Privacy & Security, Cyberbullying, Digital Drama & Hate Speech, Digital Footprint & Identity, Relationships & Communication, News & Media Literacy, and Media Balance & Well-being.

These areas are explored both in dedicated lessons and across subject areas, ensuring students understand how their digital lives connect with the real world. With the rapid development of technology, particularly AI, students must be prepared to engage critically and responsibly with digital tools, platforms, and information.

Digital citizenship goes beyond internet safety—it’s about shaping mindful, informed individuals who can lead with integrity in the digital age. As global citizens of the future, our students must be equipped to use technology to build, not divide, the world around them.

Art & Design

Curriculum Roadmap

Elements of Art Mini IGCSE Project Natural Forms

Students will explore the fundamental elements of Art, which are integrated into all themes and projects they undertake.

These elements are:

Students will understand how different artists have approached the theme of natural forms in art.

They will study a variety of printmaking techniques that look to capture the texture and forms found in nature.

By looking at the work of contemporary printmakers and also artists such as Andy Goldsworthy and Georgia O’Keeffe

Students will complete a mini IGCSE Art project, following GCSE assessment criteria. This allows them to express their artistic style and interests while applying visual elements and vocabulary to analyse their own and others' work formally.

Collaboration

Project Artists, cultures and styles studied

To consolidate their learning through all of KS3, the students will be given the opportunity to work on a collaborative and large scale piece of art, using media of their choice.

Students will delve into the work of the following artists and styles:

Andy Goldsworthy

Georgia O’Keeffe

The Curious Printmaker

Folksy Students choose artists that inspire them and share these with their peers.

Assessment

Art & Design

In Year 9 Art, formative and summative assessments play important roles in evaluating student progress and learning. Formative assessment involves ongoing feedback throughout the art-making process, helping students improve their skills and ideas as they work. This could include teacher observations, peer reviews, or self-reflections, allowing for adjustments and growth. Summative assessment, on the other hand, occurs at the end of a project or unit, providing a final evaluation of the student’s work. It typically includes assessing the finished artwork based on criteria like creativity, technique, and adherence to project goals. Both types of assessment help guide student development and overall learning in art.

Knowledge and skills

In Year 9, students will develop a range of knowledge and skills in art, focusing on natural forms and printmaking techniques. Through the study of nature, they will observe and explore the intricate details of organic shapes, textures, and patterns, translating these observations into their own artwork. Students will experiment with various printmaking techniques, such as lino printing, monoprinting, and gelli printing, learning how to manipulate materials to create visually striking and layered compositions. Following this, they will undertake a mini IGCSE project, where they can select a personal theme or topic, giving them the opportunity to explore their creativity while addressing the IGCSE assessment objectives, which include exploring ideas, developing skills, and evaluating their progress. Additionally, students will collaborate on a large-scale artwork, fostering teamwork and communication while contributing to a shared creative vision. This project will allow them to refine their ability to work collaboratively, apply technical skills, and take ownership of a collective artistic endeavor.

Chinese: Advanced Curriculum

Roadmap

Narrative reading and writing

Modern and classical text comprehension

Argumentative reading and writing

Descriptive reading and writing

Students will develop their rapid idea generation skills and strengthen their capacity to transform personal experiences into compelling narratives. They will focus on developing engaging characters, intricate plots, and vivid storytelling techniques.

Students will understand the differences between classical and modern prose. They will develop skills in reading classical prose with the aid of radicals, footnotes and the flow of the text.

Through argumentative essay practice, students master debate methods and learn to articulate clear stances. They develop the ability to construct evidence based arguments and engage with opposing perspectives, thus strengthening their persuasive communication and critical thinking.

Students learn how to describe a person and scenery. They will understand the methods of observation and analyse how writers express feeling towards the environment.

Students explore both traditional and modern forms of poetry. They will learn to construct their own poems, using carefully selected words and structures to convey emotions and ideas, fostering a deeper understanding of the artistic potential of the Chinese language.

Assessment

Chinese: Advanced

Assessments are both formal and informal and are conducted throughout the year. Students are required to write a weekly diary for the assessments of writing. Teachers provide live feedback in class and offer help both verbally and in writing, often on a one-to-one basis. Teachers also provide detailed written comments on students' assignments to help them better understand their progress and areas for improvement.

Knowledge and skills

Students in this course study both classical and modern Chinese literature. They learn to comprehend classical texts by utilising radicals and footnotes, and by understanding the flow of the text. They practice various writing styles, including narrative, descriptive, and poetic forms. They also develop argumentative skills, learning to construct evidence-based arguments and engage with opposing viewpoints. This curriculum aims to enhance their understanding of Chinese language and culture, and to improve their communication abilities.

Students cultivate essential analytical and argumentative skills. They learn to observe, analyse, and interpret information from diverse sources, translating personal experiences and observations into compelling narratives and insightful descriptions. They improve their reading comprehension, learn to analyse different literary styles, and develop their own writing skills. They also cultivate critical thinking and argumentative skills. This course provides a solid foundation for students to communicate effectively in Chinese and to appreciate the depth and breadth of its literary traditions.

Chinese: Beginners

Curriculum Roadmap

Hobbies

Vegetable and fruits

Three meals a day

Eating out

House and furniture

This topic covers common hobbies and leisure activities in Chinese. Students learn how to talk about their favourite pastimes, ask others about their hobbies, and discuss activities like reading, sports, music, and more.

Students will become familiar with the names of various vegetables and fruits in Chinese. This topic helps students identify and talk about different produce, and discuss their preferences.

Students will learn how to talk about breakfast, lunch, and dinner in Chinese. This topic includes vocabulary for different meals, common dishes, and phrases for discussing daily eating habits and favourite foods.

Students will discover essential phrases and vocabulary for dining out in Chinese. This topic covers how to order food at a restaurant, understanding menus and talking about dining experiences.

Students will get to know the names of different rooms and furniture items in Chinese. This topic helps students to describe their home, talk about household items, and discuss preferences for home decor and furniture.

Chinese: Beginners

Assessment

Assessments are both formal and informal and are conducted throughout the year. Teachers provide live feedback in class, especially for role play and listening practice. Additionally, students' writing skills will be assessed through spelling exercises for every topic. Reading, writing, speaking, and listening will be monitored closely throughout the completion of the workbook.

Knowledge and skills

Listening, reading, speaking, and writing: Understanding Mandarin, including pinyin, phonics, stroke order, radicals, Chinese characters, basic questions, simple sentence structures, complex sentence structures, and simple paragraphs and essays.

Cultural understanding: Recognising the significance of radicals and the connection between Chinese characters, pronunciation, and meaning.

Language learning strategies: Learning techniques for memorising vocabulary, corresponding Chinese characters, and constructing simple sentences, paragraphs, and essays in various formats.

Chinese: Intermediate

Curriculum Roadmap

Family and Relationship Chinese food and healthy diet

Students learn to describe their family members and relationships. They also explore talking about their ambitions and describe a significant person who has influenced them. They engage in dialogue conversations, listening activities, and essay writing related to these topics, helping them expand their vocabulary and strengthen their grammar skills.

Travelling, study tour and learning

Chinese

Students learn about travel and vacations in different countries, exploring historical sites and cultural landmarks. Alongside this, students describe their Mandarin lessons and share their experiences of learning the language.

Students explore a variety of Chinese traditional and festival foods, learn about the Food Pyramid, and understand the importance of maintaining a healthy diet. Through reading comprehension, dialogue conversations, listening activities, and essay writing, students expand their vocabulary and strengthen their grammar skills.

Modern Technology and Environment Leisure and entertainment, volunteer work

Students explore modern technology, discussing both the advantages and disadvantages. They also discuss the importance of environmental sustainability. They conduct research on these topics and present their findings during lessons.

Students explore various forms of leisure activities and entertainment in modern society. They gain insights into volunteer work and learn how to contribute to society through voluntary service.

Chinese: Intermediate

Assessment

Assessments are both formal and informal and are conducted throughout the year. Teachers provide live feedback in class, especially for role plays and topic conversations. In writing, it will be assessed through spelling exercises (vocabulary and/or sentences) and essay writing for every topic. Listening, reading, speaking and writing tasks and assessments are designed to improve students' confidence and proficiency in Chinese.

Knowledge and skills

Reading

Read different types of text, understand and respond to information presented in a variety of forms.

Individual voice recording

Writing

Writing accurate sentences - simple and complex sentences.

Essay writing emphasis on paragraphing, punctuations, idioms, introduction, development, climax and conclusion

Spelling

Translation

Speaking and Listening:

Use of idioms

Listen and respond to the contribution of others.

Throughout the course, students develop their cultural knowledge to foster their multi-cultural awareness, enriching their understanding of the diverse contexts in which the language is used.

Computer Science

Curriculum Roadmap

Python programming with sequences of data

In this lesson, students learn about creating and working with lists in Python, including common operations, ways to iterate through them, and how to use for loops effectively with data structures. They also explore how mathematical operations can be applied within lists and use these skills to develop small projects that strengthen their problemsolving and programming abilities.

In this lesson, students are introduced to animation concepts, learning how to move, rotate, scale, and colour objects to build 3D models. They explore keyframe animation and parenting techniques for smoother motion, develop complex and organic models, and use lighting, cameras, colour, and texture before rendering and exporting their final animations.

Building upon Year 8 data representation, in this lesson, students learn how images are represented using binary data and how file size is calculated. They explore ways of manipulating digital images, as well as how sound is represented in digital devices and edited. Finally, they study how file size and compression techniques affect the storage and quality of a file.

In this lesson, students learn about protecting personal data and the dangers of social engineering, hacking, brute force attacks, and malicious software. They also explore methods for protecting networks from security threats and preventing cyber attacks to ensure safe and secure use of technology.

In this lesson, students learn about AI and machine learning applications to solve a problem, exploring how data is gathered, trained, and tested to build models. They discover ways to improve models and apply them in developing datadriven applications, while also documenting and evaluating their machine learning solutions.

Computer Science

Assessment

Students will be assessed based on their ongoing projects, including building a data-driven application, writing Python programs, case study analysis, completing quizzes, and delivering presentations.

Knowledge and skills

Students will develop critical and analytical skills by analysing data based on a given scenario. They will use problem-solving skills to break down complex problems and fix errors. Computational skills will help them work with data and create models. They will also learn to understand what machine learning is and how it differs from traditional programming. In addition, they will gain practical skills in debugging, refining, and improving their models based on results.

Design and Technology

Curriculum Roadmap

Each rotation within Design Technology uses the same curriculum roadmap.

Students are given a design brief and situation. They will be designing a lamp or a clock of a particular theme.

They begin by researching and looking at existing products to produce a product analysis. From this, they write a specification that describes the products requirements.

Students use their product analysis to produce a range of design ideas. Students learn technical drawing so that they can communicate their designs in 3D. All designs at this stage are annotated to help describe their design ideas further.

Students use their initial designs to finalise their design idea. They produce a 3D image, drawn in Isometric, of their chosen design and a card model of their product.

Using their final design they are expected to produce a cutting list before they start the manufacturing to ensure they have thought about the material and processes.

Students work with a range of tools, equipment and machinery to produce their designed product.

Demonstrations are given to ensure students work safely and independently in the workshop.

Students reflect and give feedback on their project. They look at how they worked as an individual and also the outcome of their product, including what went well and what could have been done better. They reflect on the problems they faced and how they overcame them. They test the product against the specification that they wrote at the start of the project.

Design and Technology

Assessment

Assessment in KS3 Design and Technology aims to develop students' creativity, problem-solving skills, and technical competence. It evaluates their ability to research and analyse design problems, generate and communicate innovative ideas, refine designs, and apply practical skills to create high-quality products. Students are also assessed on their ability to critically evaluate their work, considering functionality, sustainability, and user needs. A balanced approach combines formative assessment—through peer and teacher feedback, design portfolios, and iterative improvements—with summative assessment using structured rubrics. This ensures students gain a solid foundation in design principles, material properties, manufacturing processes, and responsible design practices, preparing them for further study at GCSE and beyond.

Knowledge and skills

Design principles: Understanding aesthetics, function and user needs.

Materials and properties: Exploring woods, metals, plastics

Manufacturing processes: Learning techniques like cutting, shaping, joining, and finishing.

Sustainability and ethics: Considering environmental impact and responsible design choices.

Ergonomics and human factors: Designing with the user in mind for comfort and efficiency.

Technical drawing and CAD: Developing skills in sketching and computer-aided design.

Problem solving and creativity: Generating and developing innovative design ideas.

Research and analysis: Investigating design briefs and evaluating existing products.

Practical and making skills: Using hand tools, machinery, and digital technologies to create prototypes.

Iterative design and evaluation: Testing, refining, and improving products based on feedback.

Communication and presentation: Using sketches, models, and digital tools to express design concepts.

Drama Curriculum Roadmap

Macbeth 1

Macbeth 2

In this unit, students investigate where action comes from in performance. Using scenes from Macbeth, they explore how meaning is shaped through context, subtext, proxemics, and director’s vision. Students interpret implicit stage directions, experiment with soliloquy and montage, and compare performance styles across cultures, adapting classic texts for modern audiences.

Students deepen their understanding of character through the exploration of inner conflict and emotional complexity. Using scriptwork from Macbeth, they learn to apply rehearsal techniques, proxemics, opposition, and subtext to reveal hidden motivations and shifting power dynamics. Students apply interpretive decisions that reflect psychological realism.

Students devise original drama using realworld material, testimony, and visual stimuli. Drawing inspiration from contemporary theatre-makers like The Paper Birds, they structure their work through montage, crosscutting, and physical metaphor. They will explore complex ideas with empathy and creativity, developing collaboration, and using non-naturalistic techniques.

Assessment

Drama

Assessment is on an ongoing basis, based on observation of work in class, both in the planning and performance stages, and on participation in discussion, and description and analysis of work in writing.

Knowledge and skills

In Year 9, students build on prior learning to develop more sophisticated understanding of performance, interpretation, and devising. They refine their ability to explore character through voice, movement, proxemics, and focus, and learn to communicate internal conflict, shifting relationships, and emotional nuance with clarity and intention. Rehearsal strategies such as opposition, thought-tracking, and off-text improvisation help students approach text and performance with increasing depth and subtlety.

Students also extend their understanding of theatrical structure and staging, exploring techniques such as montage, cross-cutting, split focus, and episodic form. They are encouraged to think critically about how action is shaped by a playwright’s intentions, a director’s vision, and an actor’s interpretive choices. Language, silence, rhythm, and spatial relationships are examined for their impact on meaning and mood.

A key focus is on drama’s capacity to explore real-world issues and evoke empathy. Students work collaboratively to devise original performances using stimulus material, personal research, and physical techniques. Throughout the year, they are challenged to make meaningful artistic decisions, reflect on the social and emotional impact of their work, and develop as confident, responsible theatre-makers who can shape performance to communicate purposefully with an audience.

English

Curriculum Roadmap

Novel

Poetry

Through the study of poetry the students learn to appreciate the importance of form, structure and language in fictional and non fiction text. With poetic devices they master the art of persuasive, argumentative, descriptive and narrative writing.

By performing and reading plays in class the students develop the art of listening and speaking English, through debate, presentation and conversation.

Dystopian short stores and structures help develop students imagination and their ability to create plausible future worlds. This helps the examine the present day. Extended creative writing project improves their use of language and their ability to use words to engage a reader.

This collaborative project is run in conjunction with the history and art department. The students use the historical context that the have learnt from their literary text to examine their own cultural history. They learn to work as a team, research information and produce an informative multimedia scrap book.

Assessment

English

Year 9 English is assessed through a combination of formal and informal tasks across reading, writing, listening, and speaking. Formal assessments include essays, comprehension tasks, creative writing, speeches, and listening exercises, while informal assessments involve class discussions, peer feedback, drafting, and participation in group activities.

Knowledge and skills

The Year 9 English language curriculum further refines students' reading, writing, listening, and speaking skills, preparing them for more advanced study. Students engage with a novel, a play, and poetry, with a particular focus on exploring the historical context of literary texts, especially those from authors in their own country. This deepens their appreciation of how literature reflects and responds to its time.

In addition to studying non-fiction texts such as journals, interviews, and adverts, students learn to write more formal business-like texts, including proposals and reports. Their writing skills are enhanced through the use of varied sentence structures and more sophisticated figurative language. Analytical skills are further developed as they examine how language, form, and structure shape meaning.

A group project encourages collaboration, critical thinking, and research skills as students explore historical and cultural influences on literature.

Food Technology

Curriculum Roadmap

Students begin connecting baked goods to nutritional understanding, exploring how fats, sugars, and proteins play a role in both structure and dietary balance. They evaluate indulgent foods like brownies and cakes in the context of moderation and ingredient choice.

Students explore complex preparation techniques including creaming, melting, whisking, folding, piping, and layering.

Emphasis is placed on control, consistency, and decorative presentation in solo and group bakes.

Learners refine their use of ovens, mixers, piping tools, pastry brushes, and thermometers. Equipment is used with greater precision and responsibility, particularly in tasks requiring timesensitive steps like baking, chilling, and glazing.

Key investigations include the role of fat types in pastry, functions of eggs in whisked mixtures, and the structural roles of sugar and gluten. Students analyse cake-making methods and apply food science principles to texture, rise, and stability.

Safe handling of dairy, eggs, and cream is reinforced through chilled desserts such as baked Alaska and cheesecake. Students learn about pastry storage, high-risk ingredients, and food poisoning risks related to improper handling of eggs and unbaked mixtures.

Food Technology

Assessment

Students will complete two solo cooking tasks: salted caramel brownies and a chocolate sponge cake with ganache. These will be assessed for precision, technique, hygiene, and presentation. One group baking project will be formally evaluated. Students will complete a food science investigation on types of fats in pastry and engage with flipped learning materials including videos and quizzes on cake-making methods.

Knowledge and skills

Year 9 students will gain confidence in advanced baking techniques, understanding the science behind fats, eggs, and raising agents. They will develop accuracy, attention to detail, and decorative flair across various cake-making methods. This foundation prepares them for the IGCSE practical coursework by strengthening their independence, planning skills, and theoretical understanding of ingredients and processes.

French Curriculum Roadmap

Students will find out about the French-speaking world, places of interest in Paris and its subway system. They will study the lexical and linguistic structures needed to exchange information about their family, to talk about and describe friends, to discuss relationships, and talk about aspects of daily life. They will also learn how to understand transport information and practise how to describe a recent event.

Students will study the lexical and linguistic structures needed to describe their leisure activities, to talk about TV, cinema and books, and to understand and give a short review. They will be introduced to another past tense to be able to compare past and present activities.

Students will explore information about school life in France. They will study lexical and linguistic structures to able to describe a typical school day, and to discuss school subjects as well as univerity and career plans.

Students will study lexical and linguistic structures to be able to discuss healthy lifestyles, eating and fitness, to describe medical problems, and to have a conversation with and ask advice from a doctor or a pharmacist if they are unwell.

Students will study how to understand information about theme parks, a specific geographical area, and holiday accommodation. They will study the lexical and linguistic structures needed to ask for information at a tourist office, to make a booking, and to report a problem. They will also explore how to discuss environment protection in a simple manner.

Assessment

French

Students’ vocabulary, grammatical knowledge, their ability to use the structures studied and identify information will be assessed in listening, speaking, reading and speaking tasks throughout the term.

Knowledge and skills

Students will be able to:

Understand some info about areas of France, Paris and different French-speaking areas;

Describe a recent journey, and understand signs at a train or metro station and buy train tickets;;

Describe people (appearance, character, clothes) and exchange information about their family;

Describe a school day and talk about the subjects they study, as well as talk about jobs they are interested in;

Describe how they feel and say what hurts to a doctor or a pharmacist;

Understand basic advice and recommendation given by the doctor;

Discuss what to do over the weekend or holidays;

Understand leisure activities posters;

Describe a book or a movie they have read or seen;

Use the imperfect tense;

Ask someone out, and accept or refuse invitations;

Talk about some basic environmental issues and what they do to protect the environment.

Geography

Curriculum Roadmap

Pupils begin year 9 by unpacking global development. In this unit pupils will explore how country progress is measured, the factors that enhance or inhibit development what mechanisms exist to reduce the development gap. This topic should give pupils a great understanding of why the world is like it is and how they may be able to shift these dynamics as global leaders of the future.

A popular topic among geography alumni, pupils study the power of waves and the destruction they can cause to coastal environments through flooding and erosion. Pupils will visit Port Dickson and complete an enquiry report into how humans are managing coastal threats in this location. Pupils will also look at wider threats to oceans such as coral bleaching and plastic pollution.

In this unit students will explore how the human and physical dimensions of places can influence the type of conflict that exists. They will study the geographical relevance of current active warzones, the crisis of refugees and the explore through a geographical lens, the controversy of issues such as the global arms trade, child solidiers and modern day piracy.

Passionate about enabling our pupils to engage and understand the global debate surrounding climate change, pupils in this topic will look at the causes and impacts of climate change. Exploring different localities around the world, students will look at the possible ‘winners’ and ‘losers’, as well as what developed and developing nations can do collectively to adapt and mitigate the various threats.

In their final topic of KS3 Geography, pupils will look at some of the Global Superpowers that exists today - USA, China and Russia. How did they get to this position in the world? At what costs will they continue their rise to the top and how there is now a geopolitical race to control space.

Assessment

Geography

Geography assessment focuses on formative feedback, with teachers providing live guidance to address misconceptions and support progress. Students are assessed through a range of tasks, including data analysis, case study evaluations, fieldwork reports, map interpretation exercises, and structured written responses. These assessments develop their ability to interpret spatial patterns, analyse geographical data, and apply concepts to realworld issues. Regular feedback—both verbal and written—helps them refine their explanations, improve their use of geographical terminology, and strengthen their analytical skills. Emphasis is placed on justifying conclusions with evidence, evaluating sustainability and development issues, and understanding the interconnections between human and physical geography. At the end of the year, students sit a summative test to consolidate their learning. This varied approach ensures all students are supported and challenged in developing their geographical understanding.

Knowledge and skills

In Year 9 Geography, students refine their analytical and evaluative skills through the study of interdependent global systems and contested issues such as climate change, development, and resource management. They undertake advanced data interpretation, decision-making exercises, and critical reflection, preparing them for the demands of GCSE-level geographical investigation and argumentation.

History Curriculum Roadmap

In this topic, students will study international relations before 1914 and the events that caused the Great War. They will study fighting on the Western Front, Naval Warfare, and the Home Front. They will also learn about the technological and medical advances that emerged from the war. Finally, students learn the reasons for Germany’s defeat and the impact of post-war peace treaties.

This topic covers Germany from 1919 and the impact of the Treaty of Versailles, up to Hitler’s consolidation of power by August 1934. Students will examine the political, economic and social factors that contributed to the failure of German democracy, and question whether the Weimar Republic was doomed from the start, or whether its collapse could have been prevented.

Life in Nazi Germany was characterised by Gleishaltung - the enforced Nazification of every aspect of personal and public life. Students will discover what it was like to live in this totalitarian regime, where free thought was banned and obedience enforced through terror and propaganda. Students will also study the persecution of minorities, and about the extreme nature of Nazi ideology.

Following on from Hitler’s domestic policy, attention turns to his foreign policy and the causes of World War Two in Europe. The key battles and campaigns, the roles of individuals and new technologies and the contribution of the Home Front are all considered when determining why the war took the course it did.

Japan’s invasion of Manchuria in 1931, and subsequent conquest of much of East and South East Asia forms the basis of this unit. The origins of Japanese imperialism, the Malaya and Singapore Campaigns, the occupation of Malaya and Singapore and the Pacific War with the USA, culminating in the use of atomic weapons form the main topics in this unit.

Assessment

History

History assessment focuses on formative feedback, with teachers providing live guidance to address misconceptions and support progress. Students are assessed through essays, quizzes, presentations, debates, and project work, developing their ability to think critically and communicate effectively. Regular feedback—both verbal and written— helps them refine their arguments and improve literacy skills. By Year 9, there is more emphasis on extended writing and essay composition. Assessments require more sophisticated source analysis skills, that test a student’s understanding of context, content, provenance and purpose.

Knowledge and skills

At first glance, much of the Year 9 course focuses on conflict, however important themes like the importance of belief systems, changing technology and individual experiences underpin these studies. War dehumanises, so did Nazi ideology. Through studying primary sources, such as letters from the trenches or the dairies of those who lived under Nazi rule, students will gain an appreciation for individual lived experiences as well as the broad sweep of historical forces.

Alongside historical knowledge, students refine key skills. They analyse primary sources, evaluate interpretations, and construct arguments using evidence. Second-order concepts such as causation, significance, and change over time remain central, with greater emphasis on structuring extended writing, articulating arguments clearly, and engaging critically with different perspectives. Literacy and communication are further developed through discussion, debate, and persuasive writing.

Malay Language

Curriculum Roadmap

Reading and comprehension

Speaking Writing

Listening

Cultural understanding

Topics include:

Clothing

Family and my home

Festivals and special occasions

Friends and my school

Food and drink

Nature

Places to visit

Transportation

Grammar

Simple, compound and complex sentence construction

Writing a short essay (60 words)

Writing a long essay (140 words)

Role Play

Topic presentation

Topic conversation

Listen to audio and answer the questions (MCQ)

Family values

Time management

Save the environment

Healthy lifestyle

Eating etiquette

Festival and culture

Road safety

Vacation

Career and values

Assessment

Malay Language

Formative assessment (40%)

Listening

Speaking

Presentation

Worksheet

Project based activities

Summative assessment (60%)

Reading and comprehension

Writing Knowledge and skills

This syllabus is designed for students who are learning Malay as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

The syllabus also aims to offer insights into the culture of countries where Malay is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.

Numeracy

Learners explore rational and irrational numbers, lowest common multiple, highest common factor, direct and inverse proportion, and indices. They round numbers to specified decimal places and examine the decimal’s connections to fractions and percentages. Learners apply arithmetic laws and operations to simplify calculations and are encouraged to estimate mentally before formal calculations.

Maths

Curriculum Roadmap

Geometry and measurement Algebraic

Learners use mathematical language to differentiate expressions, formulae, and equations, applying these concepts to model real-life situations. They explore numerical and spatial patterns, linear and quadratic sequences, and functions, producing graphs on the Cartesian plane. Algebra and graphical techniques are used to solve simultaneous equations and inequalities.

Learners explore polygons and circles, study the area and volume of shapes, investigate angles, and use tools to construct geometric figures. They interpret maps using scale and bearings and describe transformations of shapes with precise language.

Learners use various data collection methods, considering categorical, discrete, or continuous data. They review sampling methods, interpret data to identify patterns and relationships, and discuss conclusions to make inferences and generalisations.

Thinking and working mathematically

When learners think and work mathematically, they actively engage with their learning, making sense of ideas and connecting facts, procedures, and concepts. Those who don't may follow processes without understanding them. Noticing inconsistencies and patterns encourages mathematical thinking. Practice, reflection, and questioning help improve their skills.

Assessment

Maths

Topical/sub-topical assessments, end of term examination

Quizzes

Self and peer assessments

Maths projects/research/presentation

Checkpoint examination

Knowledge and skills

In Year 9 Mathematics, students typically learn a range of topics that build on the foundation for the IGCSE curriculum in later years. The emphasis is on building strong problem-solving skills, understanding key mathematical concepts, and applying them to real-life situations.

Music

Curriculum Roadmap

IGCSE preview: Appraising IGCSE preview: Composition IGCSE preview: Performance

To help students prepare for their GCSE options, this topic offers a preview of the content, requirements, and assessments for IGCSE Music in Years 10 and 11. The appraisal material for this topic is derived from one of the seven areas of study outlined in the IGCSE syllabus. Students will engage in appraising activities that involve critical listening and analysis of music, helping them develop a deeper understanding of various musical elements and styles.

The performance component offers a preview of the content, requirements, and assessments for IGCSE Music in Years 10 and 11 and allows students to showcase their musical abilities. They will be assessed on their technical proficiency, expression, and interpretation of music. This hands-on experience helps students build confidence and prepares them for the performance requirements of the IGCSE Music course.

To help students prepare for their GCSE options, this topic offers a preview of the content, requirements, and assessments for IGCSE Music in Years 10 and 11. Students will also be evaluated on their composition skills. This component involves creating original music pieces that demonstrate their understanding of musical concepts such as melody, harmony, rhythm, and structure.

Elements of Music: Harmony and tonality

n this module, students will explore harmony and tonality by examining triads and modal music to understand their nature and mood. They will identify the characteristics and uses of major, minor, and extended chords. Additionally, students will investigate chord progressions, focusing on sequences like I-IV-V and ii-V-I, to understand tension and release in harmony.

Songwriting composition

In this module, students will engage in a comprehensive songwriting composition project that involves analysing song structure. They will consolidate their understanding of the elements of music, including dynamics, rhythm and metre, tempo, technology, structure, melody, instrumentation, texture, harmony, and tonality.

Assessment

Music

Student understanding and application of musical concepts are evaluated through observational, formative, and summative activities in performance, composition, and appraisal. All project submissions for composition and performance are assessed using a rubric adapted from the IGCSE course. At the end of each unit, students take a listening and appraisal exam to gauge their understanding of the topic and identify areas for improvement. At the conclusion of Topic 1 (IGCSE Preview), students will receive an assessment aligned with the IGCSE course in preparation for their GCSE options. This assessment will consist of 30% performance, 30% composition, and 40% listening paper based on an IGCSE area of study.

Knowledge and skills

This curriculum provides students with a thorough preview of the IGCSE Music curriculum for Years 10 and 11, covering content, requirements, and assessments. Through appraising activities, students develop critical listening and analysis skills, enhancing their understanding of various musical elements and styles. The performance component enables students to demonstrate their musical abilities, improving their technical proficiency, expression, and interpretation, which builds confidence for future assessments. In composition, students create original pieces, showcasing their mastery of melody, harmony, rhythm, and structure. Additionally, they explore harmony and tonality by studying triads, modal music, and chord progressions, gaining insight into their roles in creating tension and release. A comprehensive songwriting project further consolidates their knowledge of musical elements, including dynamics, rhythm, tempo, technology, structure, melody, instrumentation, texture, harmony, and tonality.

Physical Education

Curriculum Roadmap

Game principles: Rugby

Track and Field Alternative PE

Striking and net games

Pathway PE

Students will develop fundamental strategies that a team and/or an individual uses to effectively adapt to any tactical situation during a game e.g depth, cover, support, creativity and compactness.

Students will acquire and refine skills and techniques specific to a range of sports and activities, including traditional codes e.g Rugby 7s.

In this topic, students will strengthen fitness, health and exercise commitment. They will build and develop positive habits and relationships with exercise, fitness and training e.g Boxing and Hyrox.

Students will build and develop positive habits and relationships with exercise, fitness and training e.g 800m. Long Jump. They will acquire and refine skills and techniques specific to a range of athletic events and activities e.g javelin, and high jump.

Students will develop and improve fundamental and functional movement skills e.g movement patterns. They will acquire and refine skills and techniques specific to a range of sports and activities, including traditional and non traditional e.g tennis and volleyball.

Focusing on lifelong wellbeing through fitness training, mobility, and health awareness. Students engage in yoga, and high-intensity workouts like Hyrox, emphasising selfimprovement and goal setting. Students develop sports-specific skills, and principles of performance in team sports. Students refine techniques in football, basketball, volleyball, and badminton, applying key training methodologies.

Physical Education

Assessment in Year 9 PE

In Year 9 Physical Education (PE), both formative and summative assessments play essential roles in evaluating student progress and development. Formative assessment involves ongoing feedback throughout lessons, helping students refine their movement skills, strategies, and overall fitness. This may include teacher observations, peer assessments, and self-reflections, allowing for continuous improvement. Summative assessment, on the other hand, occurs at the end of a unit, providing a final evaluation of a student's performance based on specific criteria such as skill execution, game understanding, fitness levels, and application of strategies. Both assessment types guide student learning, ensuring they build confidence and competence in physical activities.

Knowledge and Skills in Year 9 PE

In Year 9 PE focuses on developing motor and cognitive skills by refining movement patterns and enhancing coordination, agility, and physical literacy. Students build lifelong fitness, health, and exercise habits through various units. They also master sport-specific skills across core sports such as football, basketball, rugby and handball. Through game principle application, they learn the key fundamentals like receiving, releasing, retaining and running to improve decision-making. Additionally, the curriculum fosters personal, emotional, and social growth, promoting leadership, resilience, teamwork, and adaptability. This holistic approach equips students with essential skills for forming positive relationships with physical and mental well-being.

SnapshotJigsawPSHE11-16

ShowsthesummaryofsubjectcontentineachPuzzle(unit) (UpdatedAugust2025)

Unique me, differences and conflict, my influences, gateway emotions, belonging to a group, peer pressure, child-on-child abuse, online safety, consequences of sharing personal images, online legislation, online identity.

Bullying, prejudice and discrimination (positive and negative). Equality Act, bystanders, stereotyping, challenging influences, negative behaviour and attitudes, assertiveness, importance of being included.

Celebrating success, identifying goals, employment, learning from mistakes, overcoming challenges, planning skills, safe & unsafe choices, substances, gangs, control over your life, exploitation, emergency first aid.

Stress and anxiety, managing physical activity and mental health, effects of substances, legal consequences, nutrition, sleep, vaccination and immunisation, importance of information on making health choices, physical illness and medicine, mindfulness.

Characteristics of healthier relationships, consent, relationships and change, emotions and conflict within friendships, child-on-child abuse, rights and responsibilities, being discerning, assertiveness, social media vs real life, fake news, authenticity

Puberty changes, reproduction facts, menstrual cycle, responsibilities of parenthood, IVF, types of committed relationships, media and self-esteem, self-image, brain changes in puberty, factors affecting moods, sources of help and support.

Self-identity, influences, family and identity, stereotypes, personal beliefs and judgements, managing expectations, first impressions, marriage and the law, beliefs and religions, protected characteristics, online and offline identity, active listening.

Positive change made by others, how positive behaviour affects feelings of wellbeing, social injustice, inequality, community cohesion and support, multi- culturalism, diversity, race and religion, stereotypes, prejudice, bullying, hate crime, fear and emotions, stand up to bullying, the golden rule.

Long-term goals, skills, qualifications, careers, money and happiness, ethics and mental wellbeing, budgeting, variation in income, positive and negative impact of money, online safety and legal responsibilities, gambling issues.

Types of health, nutrition and exercise, cardiovascular health and diabetes.

Risks, illegal and legal substances, dental health, skin health, vaccinations, peer pressure, teenage brain.

Positive relationship with self, social media, managing a range of relationships, child-on-child abuse, personal space, online etiquette, online privacy, bullying and personal safety, social media issues and the law, coercion, unhealthy balance of power in relationships, sources of support.

Types of close intimate relationships, legal status of relationships, behaviours in healthy and unhealthy romantic relationships, What makes a healthier relationship? Explicit materials and the law, dealing with unwanted messages. Alcohol and the law.

Perceptions about intimate relationships, consent, sexual exploitation, peer approval, child-on- child abuse, grooming, radicalisation, risky experimentation, positive and negative self-identity, groups, influences, social media, abuse and coercion, coercive control in groups, fitting in.

Protected characteristics, Equality Act, phobic and racist language, legal consequences of bullying and hate crime, sexism, ageism, positive and negative language, banter, child-on-child abuse, bullying in the workplace, direct and indirect discrimination, harassment, victimisation. Prejudice, discrimination and stereotyping.

Personal strengths, health goals, SMART planning, the world of work, links between body image and mental health, non-financial dreams and goals, mental health and ill health, media manipulation, self-harm, self-esteem, stigma, anxiety disorders, eating disorders, depression.

Misperceptions about young peoples’ health choices, physical and psychological effects of drugs and alcohol, alcohol and the law, alcohol and drug poisoning, addiction, smoking, vaping, drug classification, supply and possession legislation, emergency situations, first aid, CPR, substances and safety, sources of advice and support, mental health first aid.

Healthy relationships, power and control in intimate relationships, risk in intimate relationships, importance of consent, assertiveness skills, sex and the law, explicit materials and stereotypes, contraception choices, age of consent, family planning, consequences of unprotected sex, STIs, support and advice services.

Mental health stigma, triggers, support strategies, managing emotional changes, resilience and how to improve it, importance of sleep in relation to mental health, reflection on changes, benefits of relaxation, self expression, influences, body image.

PSHE

Human rights, societal freedom, understanding safety in MY and beyond, ending relationships safely, stages of grief, loss and bereavement, child-on-child abuse, social media and culture, use of online data, threats to online safety, online identity, assessing and managing risk, the law and social media risk and emergency contacts, positive and negative relationships, GDPR/PDPA, managing screentime, sharing/ enhancing of images, managing different types of relationships.

Becoming an adult, age limits and the law, relationships and the law, consent, coercive control, child-on-child abuse, domestic abuse, honourbased, violence, arranged and forced marriages, the Equality Act, possession of drugs.

The law on internet use and explicit materials, social media concerns, sexting keeping safe, emergency situations, key advice, first aid, scenarios and consequences.

Equality in the workplace, in society, in relationships, Equality Act, disability and hidden disability, workplace expectations, rights and responsibilities, power and control in relationships, coercive control, benefits of multicultural societies, equality and inequality, my health.

Impact of physical and mental health in reaching goals, resilience, work-life balance, connections and impact of mental health. Balanced diet, vital organs, blood donation, benefits of helping others. Online profile and impact on future goals and employability.

Improving health, mental health, sexual health, bloodborne infections, selfexamination. Diet and longterm health, misuse of prescription drugs, substances and the body. Common mental health disorders, positive impact of volunteering. Common threats to health including chronic disease. Epidemics, misuse of antibiotics, organ donation, stem cells.

Sustaining long-term relationships, intimacy, healthy relationship with self, attraction, love, lust. Relationship choices, ending relationships safely, consequences of relationships ending, explicit materials vs real life, relationships and the media, discernment, healthier and less healthy relationships, coercion, abuse and the law, acceptable and unacceptable behaviours.

Impact of societal change on young people, role of media on societal change, reflection on change so far and how to manage it successfully. Decisionmaking, stereotypes in romantic relationships, sexual identity and risk, physical and emotional changes, family change, sources of support, personal safety, cycling, water safety, alcohol, transport.

Anxiety, solution focused thinking, sleep, relaxation, aspirations on; career, finances, budgeting, borrowing. Skills identification, realistic goals, gambling, financial pressure, debt, dream jobs, skills set, employment, education and training options. Long term relationship dreams and goals, parenting skills and challenges. Resilience, what to do when things go wrong.

Managing anxiety and stress, self-worth, identity, sleep, nutrition, exercise and mental health.

Relationships and consent, being ready for loving relationships, coercion, sexual harassment and violence. Puberty, hormones, fertility, testicular checks, menstrual cycle, IVF. Contraceptives and sexual health. Pregnancy choices including adoption, abortion, bringing up a baby. Health choices, mental, physical, sexual health.

Stages of intimate relationships, positive and negative connotations of intimacy.

Balance of power in relationships, addressing steroetypes, challenging harmful social and cultural norms.

Staying true to yourself in a relationship

Biology: Photosynthesis, Transport and Inheritance

Term 1:

Animal Cells and Plant Cells

Specialised Cells

Term 2:

Characteristics of Living Things

Classifying Species

Term 3:

Microorganisms

Food Chains and Food Webs

Science

Curriculum Roadmap

Chemistry: The Periodic Table, Reactivity and Rates of Reaction

Term 1:

States of Matter

The Periodic Table

Elements and Compounds

Term 2:

Metals and Non-metals

Acids and Alkalis

Term 3:

Chemical Reactions

Neutralisation

Physics: Thermal Energy, Sound and Space, and Circuits

Term 1:

Density

Temperature

Thermal Energy Transfers

Term 2:

Loudness and Pitch

Formation of the Moon

Tectonics

Term 3:

Series and Parallel Circuits

Resistance and Ohm’s Law

In this bonus topic, Students learn about the mechanisms of climate change and explore the interconnection of human activities and their impact on our environment. Looking to the future, students discuss and discover ways to enact positive change.

Assessment

Science

Science assessment in Year 9 continues to focus on both formative and summative approaches. Teachers provide ongoing feedback through quizzes, discussions, and practical work to ensure students develop a secure understanding of scientific concepts.

Formative assessments include short quizzes, investigative tasks, and class discussions. Summative assessments, such as written tests, practical evaluations, and project-based assignments, help gauge overall progress. This varied approach supports students in both theoretical and experimental aspects of science.

Knowledge and skills

Year 9 science deepens students' understanding of key scientific principles while enhancing their problem-solving and analytical skills. They apply mathematical techniques to scientific contexts, improving their ability to calculate, measure, and interpret data.

Practical skills are further developed, with students conducting more complex experiments, using scientific equipment accurately, and refining their ability to record and analyse results. They also improve their scientific communication, explaining processes clearly and drawing logical conclusions from evidence.

Through the study of diverse topics, students strengthen their curiosity and appreciation of science, preparing them for more advanced scientific learning in future years.