YEAR 9 Academic Booklet 2026-27 by stmarys_gx

ACADEMIC CURRICULUM Year 9

INTRODUCTION TThis booklet provides an overview of the subjects your child is studying in Year 9 and the knowledge and skills they will develop throughout the year. As you read through each section, you will see our commitment to providing a rich and engaging curriculum that encourages curiosity and builds confidence. Alongside subject-specific learning, we place a strong emphasis on developing essential literacy and numeracy skills across all areas, ensuring a solid foundation for future success. You will also see details of the Key Stage 3 assessment and grading system. This system is built to support every learner to make progress and achieve their best. It provides a clear and meaningful way to track mastery of skills and knowledge, encouraging a growth mindset by focusing on progress rather than distant end goals. By the end of the Michaelmas Term, all learners will receive an ‘Achievement Grade’ and an end-of-year ‘Target Grade’. Achievement grades are also given in the Lent and Trinity Term, helping your child, their teacher, and you to identify and monitor progress. We use a numerical grading scale with clear descriptors that you will find in this booklet, showing what success looks like in each subject and what learners need to develop. The highest grade for learners in Year 9 is ‘6+’. This is not to limit potential, but to recognise the increasing challenge of the curriculum as learners move through Key Stage 3 and prepare for GCSEs. Each grade is divided into subgrades, so on your child’s report you may see a minus or a plus next to a number: A minus (-) means achievement of some aspects but still working towards others A grade without a sign means work is secure at that level A plus (+) means work is secure and in greater depth in some areas In addition to the Achievement grades, your child receives an Attitude to Learning grade for each subject. This is a qualitative statement, and further details of what this means can be found on P4 of this booklet. We hope this booklet helps you feel informed about your child’s learning and progress. Please use this guide alongside the grade report when you are reviewing reporting data.

CONTENTS MATHEMATICS ENGLISH SCIENCES ART AND DESIGN COMPUTING DANCE DRAMA FOOD AND NUTRITION FRENCH GEOGRAPHY HISTORY MUSIC RELIGIOUS STUDIES SPANISH

ATTITUDE TO LEARNING 1

Ambitious Attitude

Learner chooses to do the most challenging tasks whenever possible and shows high levels of resilience. Learner shows curiosity as a highly independent learner, and strives for excellence. Learner uses feedback given on a previous piece of work to improve subsequent pieces of work.

Enthusiastic and Resilient Approach to Learning

Learner is keen to do well and shows resilience when working on challenging tasks. Learner strives to complete tasks as independently as possible using strategies learnt to guide them. Learner acts effectively on feedback and makes good use of improvement and reflection time. Learner participates in lessons and is usually interested and enthusiastic about the work.

Developing Resilience

Learner works well on most tasks but needs to build confidence in trying challenging tasks. Learner can complete some tasks independently and is beginning to use learning strategies to help progress. Learner participates in some lessons, showing some curiosity.

More Ambition Required

Learner works well on some tasks but needs to build resilience and attempt all work set. Learner can be distracted and needs reminders to stay on task. Learner is reluctant to use learning strategies and needs to ask for help and guidance when struggling on an independent task. Learner rarely participates actively in lessons and demonstrates little curiosity.

Cause for Concern

Learner is persistently absent. Poor attendance is the greatest barrier to progress in this area. Behaviour is consistently poor which disrupts learning.

MATHEMATICS The Year 9 Mathematics curriculum aims to consolidate and extend learners’ understanding of key mathematical concepts; to deepen fluency in Number, Algebra, Ratio and Proportion, Geometry and Measures, and Statistics and Probability, while strengthening problem-solving and reasoning skills. We want learners to apply mathematics confidently to increasingly complex real-world contexts and develop resilience when tackling challenging problems. This curriculum also seeks to nurture curiosity and a positive attitude toward mathematics, promoting engagement and enjoyment in the subject. In Year 9, learners are expected to work confidently with abstract concepts, including powers and roots, simultaneous equations, compound measures, and trigonometry. Geometry moves from naming shapes and measuring angles to applying Pythagoras and constructing accurate diagrams, while statistics progresses from collecting simple data to interpreting cumulative frequency graphs and calculating conditional probabilities. This progression reflects a shift from procedural fluency to conceptual mastery, requiring learners to integrate multiple strands of mathematics and apply reasoning to increasingly complex problems, preparing them for the demands of GCSE. Teaching is structured around Pearson Maths Progress resources, which provide a coherent and mastery-based progression. Lessons are designed to be interactive and learner-focused, incorporating problem-solving tasks, collaborative activities, and opportunities for discussion to deepen understanding. The department ethos emphasises active learning and adapted instruction to meet diverse needs, ensuring inclusivity and challenge for all learners. Written work is central to learning: learners are encouraged to provide thorough justifications and explanations for their solutions. This practice promotes a deeper understanding of the material and assists faculty in assessing the thought process behind each solution. Technology plays a key role in supporting learning, with platforms such as Dr Frost, MathsPad, and Transum used for practice, assessment, and feedback. Homework is set at least once a week to consolidate classroom learning, reinforce key concepts, and develop independent study habits. Teachers provide timely feedback on both classwork and homework, guiding learners toward improvement and mastery. Learners receive one hour of homework per week. A key highlight of the year is the Maths Escape Box event, delivered in partnership with The Problem Solving Company. Building on their experiences from previous years, learners face a new set of increasingly complex mathematical challenges that require advanced reasoning, teamwork, and perseverance. The activity encourages collaboration and strategic thinking, while maintaining the enjoyable and competitive atmosphere that learners value highly. Another major enrichment experience for Year 9 is the Maths Windsor Trail, held during the Trinity term. This exciting excursion takes learning out into the real world, as learners navigate their way around Windsor completing a variety of mathematical tasks and challenges. The trail encourages application of knowledge in practical situations, developing problem-solving, spatial awareness, and resilience. Progress through the year is measured through regular assessments, homework completion, and teacher feedback. Learners are assessed against rigorous benchmarks and progress is tracked regularly to identify mastery or where support is needed for learners to progress in fluency, reasoning, and problem-solving. Assessment data, learner voice, and work scrutiny are used to monitor achievement and inform future planning. The curriculum ensures that learners are well-prepared for the transition to GCSE, while also developing wider skills such as resilience, independence, and confidence in mathematics.

MATHEMATICS Grade

Number

Algebra

Ratio & Proportion

Geometry & Measures

Statistics & Probability

I can use mental & written methods, BIDMAS, inverse operations, prime multiples and factors. I can round whole numbers. I understand fractions, scales, and inequalities

I can multiply, divide, add and subtract basic algebra e.g.: a + a, 2 × a, 3a – a I can write expressions using algebraic notation e.g. I think of a number, times it by 2 and add 5

I can convert fractions to a ratio, e.g. shown in the ratio 1:2. I can write ratios in their simplest form. I can solve simple problems involving direct proportion.

Definition of regular and irregular polygon. Definition of line symmetry and rotational symmetry. I can understand the definition of congruency and draw tessellations.

I can collect discrete data and record results using a frequency table. I can find probabilities based on equally likely outcomes in simple contexts.

I can use negative integers & round decimals. I can multiply and divide any integer or decimal by powers of 10. I can multiply and divide decimals. I can use a calculator. I can convert between fractions, decimals and percentages.

I can identify expressions, terms, equations and formulae. I can simplify linear expressions I can multiply terms including single brackets by a positive integer. I can calculate a term-to-term rule and continue a sequence. I can show inequalities on a number line.

I can calculate speed, distance and time given situations. I can solve ratio problems involving recipes. I can solve proportion problems using the unitary methods.

I can construct a triangle given sides and angles. I can calculate missing angles in triangles and quadrilaterals. I can calculate area and perimeter of compound shapes involving rectangles.

I understand mode, median, mean and range from sets of data. I understand probabilities in words or fractions, decimals and percentages. I can list all outcomes using dice, spinners and coins. I can calculate the probability of an event happening using relative frequency.

I can round to a decimal place and understand significant figures I can use standard form, index notation, prime factor form.

I can expand, factorise and simplify a single bracket. I can substitute positive and negative integers into expressions and formulae. I can plot equations of a line in the form y = mx + c and identify the gradient.

I can convert between miles and kilometers. I can convert between imperial units and currencies when conversions are given. I can express a number as a percentage of another.

I can calculate volume of a prism and cuboid. I can calculate the circumference and area of a circle. I can draw and find bearings I can describe rotations, translations and reflections.

I can draw and interpret scatter graphs including line of best fit. I can plan and construct twoway tables exclusive outcomes is 1.

MATHEMATICS Ratio & Proportion

Geometry & Measures

Statistics & Probability

I can calculate density, mass, volume, speed, time and distance. I can compare two ratios. I can calculate the percentage increase or decrease. I can calculate the linear scale factor of similar shapes.

I can construct triangles accurately given SSS, ASA, SAS. I can calculate missing lengths using Pythagoras’ Theorem . I can understand interior, exterior and sum of angles in polygons.

I can calculate averages from frequency tables. I can use 1 – p to calculate the probability of an event not occurring. I can use a numerical scale from 0 to 1 to express and compare probabilities.

I understand index notation. I understand prime factorisation. I can calculate upper and lower bounds.

I can construct and solve linear equations with fractions. I can expand and factorise single and double brackets, including difference of squares y = mx + c.

I can calculate compound interest and depreciation after 2–5 years. I can write, simplify and divide a ratio given situations I can convert between currencies.

I understand area and arc length of a sector. I can calculate volumes of 3D shapes and prisms. I can transform shapes by reflecting, rotating, enlarging and translating.

I can construct and interpret pie charts I can construct and interpret composite bar charts. I can write probabilities using fractions, percentages or decimals.

I can use fractional powers index laws. Standard form, simple surds. I can solve complex problems involving index laws. I can evaluate numbers with positive, fractional and negative indices. I can rationalise a surd recurring or terminating decimals Upper and lower bounds.

I can use iterative processes to generate sequences. I can identify linear, quadratic, cubic, reciprocal and exponential graphs I can calculate algebraic fractions, simultaneous linear equations. In quadratics I can factorise and complete the square. I can use algebraic proof.

I can reverse and compound percentage I can construct and solve equations involving direct and inverse proportion. I can use kinematics formulae to calculate speed and acceleration from worded and graphical contexts.

I can enlarge a shape given a negative integer scale factor. I can use and apply Pythagoras in 3D situations. I understand ½ ab sin C . I can use sine and cosine rule. I can enlarge a shape with negative fractional scale factor.

I can plot and interpret cumulative frequency graphs. I can plot a timeseries graph. I understand averages from continuous data. I can understand stratified samples and calculate proportions. I can use tree diagrams to calculate conditional probability.

Grade

Number

I can use the laws of indices. I understand lowest common and highest common factor, recurring decimals. I can calculate simple interest.

Algebra

I can expand and simplify brackets including with negatives. I can solve linear equations (unknowns on both sides) I can construct, use and rearrange simple formulae. I can plot and solve inequalities on a number line.

ENGLISH

The Year 9 English curriculum marks a transition into GCSE preparation, building on the analytical and creative foundations established in Years 7 and 8. Learners are expected to demonstrate greater independence, precision, and sophistication in their reading and writing. Learners engage with challenging texts, including Shakespeare and non-fiction, while refining their ability to write for different purposes and audiences. Higher expectations are placed in interpretation, argumentation, and technical accuracy. Learning in Year 9 is carefully structured to balance the study of literature and language, with a strong emphasis on developing critical thinking. In the Michaelmas Term, students begin with a Short Stories unit exploring narrative craft, followed by Bold Brilliant Women, which introduces challenging non-fiction texts and the art of rhetoric. During the Lent Term, students study Shakespeare’s Romeo and Juliet, preparing them for the analytical rigour of GCSE Literature. In the Trinity Term, learners engage with the IGCSE Language Paper 1 anthology, analysing a range of non-fiction texts and refining their exam-style writing skills. Teaching takes place in mixed-ability classes, promoting collaboration and shared learning. We are committed to ensuring that every learner is supported to achieve their full potential. We adopt a “teach to the top” approach, delivering high, quality-first teaching that challenges and inspires all students. Impact is monitored through ongoing assessment and feedback. Students complete a baseline test followed by termly assessments, with summer exams in the Trinity term providing a comprehensive evaluation of reading and writing skills. Progress is tracked across key assessment objectives - reading (AO1 - AO3: understanding, analysis, context) and writing (AO4 - AO7: ideas, structure, vocabulary & language, grammar) - ranging from basic comprehension to sophisticated analysis and crafted expression, ensuring measurable progress for all learners. Learners are assessed in two core skill areas in English: reading and writing. Reading assessments evaluate their abilities in comprehension, inference, and critical analysis, including their capacity to identify writers’ methods and explain their intended effects. Writing assessments evaluate control of language across two principal forms of writing: creative and transactional. Learners complete homework tasks each week designed to consolidate and extend their classroom learning. These assignments focus on developing core literacy skills through activities such as quizzes, vocabulary exploration, and reading comprehension exercises. In the English Department, we believe reading for pleasure cannot be taught but must be inspired. Every learner is encouraged to see themselves as a reader and to find enjoyment through the right book. Reading is embedded into daily life, beginning with dedicated reading time in every English lesson. Learners are free to choose their own books, with the focus on developing consistent and meaningful reading habits. Each unit includes a dedicated reading journey with texts suited to different abilities, alongside engaging initiatives such as our in-class Book Bingo challenge.

ENGLISH READING Grade

AO1: Ideas

I can retell what happens in the text and make simple inferences about it.

I can identify simple language and structural methods.

I can identify obvious themes and ideas the text.

I can select references from the text.

I can make a simple comment about what a method makes the reader think or feel.

I can make simple comments about the writer's purpose and the context of the text.

I can make straightforward comments that are mostly relevant to the question.

I can clearly explain the main ideas and themes in a text. I can make relevant comments that answer the question. I can select appropriate references and clearly explain how they support my ideas.

I can explore a range of ideas and themes in a text.

I can identify a simple idea in the text.

I can retell what happens in the text in my own words.

I can select references from the text and explain what they show.

AO3: Themes, Perspectives & Context

I can make a basic comment about what happens in the text, but I may not explain why the writer has made particular choices.

I can explain the main ideas in a text.

AO2: Analysis of writers’ methods

I can explain my ideas in greater detail and consider more than one interpretation. I can select a range of references and begin to explore them in greater detail.

I can identify language and structural methods, although I may sometimes make mistakes. I can explain how a method helps the writer create meaning or shape the reader's response.

I can correctly identify relevant language and structural methods. I can clearly explain how the writer's methods create meaning and shape the reader's response.

I can analyse how the writer uses language and structure to create meaning and shape the reader's response. I can explore specific words, images and structural choices in greater detail.

I can show some awareness that the writer may have had a particular purpose.

I can explain some deeper themes and ideas in the text. I can make relevant comments about the writer's purpose and the context of the text, although my explanations may lack detail.

I can explain relevant connections between themes, the writer's purpose and the context of the text. I can explain how these connections help me understand the text.

I can explain how themes, the writer's purpose and contextual factors influence the text. I can make clear and relevant connections between the text and its wider context.

ENGLISH READING

Grade

AO1: Ideas

AO2: Analysis of writers’ methods

AO3: Themes, Perspectives & Context

I can confidently explore a range of ideas, themes and interpretations in a text.

I can make detailed and thoughtful comments that consider different interpretations. I can select a range of carefully chosen references and explore them in detail.

I can analyse a range of language and structural methods in detail. I can explain how and why the writer has made particular choices. I can explore layers of meanings created by the writer's methods.

I can explore how themes, the writer's purpose and context shape the text. I can explain how contextual factors influence the writer's ideas and affect the reader's interpretation of the text.

I can begin to make links and connections across the text.

I can develop a perceptive and conceptual interpretation of a text. I can develop a clear argument that evaluates different ideas and interpretations.

I can select highly effective references from across the text to develop and support my interpretation. I can identify and explore patterns, connections and contrasts across the text.

I can analyse the writer's language and structural choices in a precise and perceptive way. I can explore layers of meaning and explain how methods work together to shape the text. I can analyse patterns in the writer's choices across the text and consider what they reveal about the writer's intentions.

I can make perceptive connections between themes, the writer's purpose and the context of the text. I can evaluate how contextual factors shape the writer's ideas and influence different interpretations of the text. I can explore how different contexts and perspectives can change the way a text is understood.

ENGLISH WRITING

Grade

AO4: Communication

I can communicate simple ideas, although my meaning may not always be clear.

I can show some awareness of why I am writing and who will read it.

AO5: Structure & Organisation

I can spell some common and familiar words accurately. I can organise some of my ideas, although my writing may lack a clear order, for example I do not use paragraphs.

I can make some choices about form, tone and register.

I can communicate simple ideas.

I can show a simple understanding of my purpose and intended reader. I can make simple choices about form, tone and register.

I can communicate ideas that are mostly relevant, although they lack detail.

I can show some understanding of my purpose and intended reader. I can make some appropriate choices about form, tone and register.

I can communicate clearly and develop relevant ideas.

I clearly understand my purpose and intended reader. I can use an appropriate form, tone and register for my purpose and audience.

AO6: Spelling, Punctuation, Grammar & Vocabulary

I can use some basic punctuation, although I may make frequent mistakes. I can write using simple sentence structures. I can use simple vocabulary, although I may repeat the same words.

I can organise my writing using a simple structure. I can use paragraphs to separate ideas, although I may not always use them correctly.

I can organise my writing using a broadly appropriate structure. I can use paragraphs to separate ideas, although the connections between them may sometimes be unclear.

I can organise my writing using a clear and logical structure. I can use paragraphs to organise and develop ideas logically.

I can spell familiar words accurately, although I may make some mistakes. I can use simple punctuation, although I may sometimes use it incorrectly or leave it out. I can use simple sentence structures with some grammatical accuracy. I can use familiar vocabulary and sometimes vary it.

I can spell most words accurately, although I may spell some less familiar vocabulary incorrectly. I can use appropriate punctuation, although I may sometimes make mistakes. I can use a simple and compound sentences with generally accurate grammar. I can use a growing range of appropriate vocabulary.

I can spell most words accurately, including less familiar vocabulary. I can use punctuation mostly accurately. I can use a range of sentence structures with generally accurate grammar. I can use a range of appropriate vocabulary.

ENGLISH WRITING

Grade

AO4: Communication

I I can develop my ideas with increasing detail and variety.

I have a secure understanding of my purpose and intended reader. I can use form, tone and register effectively to suit my purpose and audience.

I can communicate ideas creatively and originally, developing them thoughtfully and in detail.

I understand and engage with my purpose and intended reader. I can control form, tone and register to create an engaging response.

I can communicate sophisticated and perceptive ideas creatively and originally. I can develop my ideas with precision and skill.

I have an assured understanding of my purpose and intended reader. I can skilfully control form, tone and register to communicate subtle and perceptive ideas.

AO5: Structure & Organisation

I can use an effective structure to organise my writing. I can use paragraphs to develop and link ideas across my response.

I can create an engaging structure that helps guide the development of my ideas. I can deliberately use paragraphs to develop, link and emphasise ideas.

I can craft my structure skilfully to shape meaning and engage my reader. I can make precise structural choices and use paragraphs deliberately to emphasise and develop ideas.

AO6: Spelling, Punctuation, Grammar & Vocabulary

I can spell accurately, including more complex vocabulary. I can use punctuation accurately and effectively. I can use a range of sentence structures with accurate grammatical control. I can use a range of vocabulary to engage my reader and develop my ideas.

I can spell highly accurately, including complex and ambitious vocabulary. I can use a range of punctuation accurately and deliberately. I can use varied and imaginative sentence structures, making deliberate grammatical choices. I can make deliberate vocabulary choices to create specific meanings and effects.

I can spell accurately, consistently and precisely, including sophisticated vocabulary. I can use sophisticated punctuation with precision and control. I can craft sophisticated sentence structures with precise grammatical control to shape meaning, rhythm and effect. I can select sophisticated, precise and skilfully crafted vocabulary to communicate perceptive ideas and create subtle effects.

BIOLOGY

Year 9 marks the transition into the AQA GCSE Biology curriculum, building on foundational knowledge from Key Stage 3. The intent is to deepen understanding of biological principles, develop investigative skills, and prepare learners for the rigour of GCSE assessments. Learners are expected to apply scientific reasoning, interpret data, and link concepts across topics, with increasing levels of critical thinking and problem-solving. Learning is structured around key GCSE topics and practical skills: Core Topics Cell Structures: prokaryotic and eukaryotic cells; functions of subcellular structures; using a light microscope; staining techniques and biological drawings; magnification calculations, orders of magnitude and unit conversions; required practical: preparing onion and cheek cells; light vs electron microscopes; levels of organisation. Transport in Cells: diffusion and factors affecting it; surface area-to-volume ratio and efficient exchange surfaces (villi, alveoli, gills); osmosis and its effects on plant and animal cells; required practical: investigating osmosis in plant tissue; active transport and its importance. Organisation: the digestive system organs and functions, including the role of bile and enzymes; the digestion of biological molecules and the standard tests for these molecules; required practicals: food tests and the effect of PH on amylase activity; the circulatory system: heart structure, blood vessels, pacemaker function; the structure and role of the respiratory system. Cell Division: cell cycle stages; mitosis; stem cells and their applications. Learners are developing understanding of abstract concepts and using large volumes of scientific vocabulary. Students use mathematical principles, applied to scientific contexts, such as rearranging formulas, unit conversions, percentage change, and calculating rates of reaction. Learners also develop essential practical skills, that will be assessed in GCSE examinations, throughout the year. These include planning and conducting investigations with a clear focus on accurate observations and validity. They learn to identify variables and control conditions to ensure fair testing, while recording and interpreting data effectively. Finally, learners evaluate methods critically and suggest improvements, fostering a reflective and analytical approach to practical work. Highly able learners are regularly challenged through greater depth content and tasks. Weekly homework is set to consolidate classroom learning and practice key skills. Throughout Year 9, learners are assessed through regular formative checks during both practical and theory lessons, alongside summative assessments that incorporate GCSE-style questions. By the end of the year, learners should confidently recall and use scientific terminology to explain ideas, apply concepts in unfamiliar contexts, and demonstrate competence in data handling, graph work and evaluation of methods.

CHEMISTRY Year 9 marks the transition into the AQA GCSE Chemistry curriculum, building on foundational knowledge from Key Stage 3. The intent is to deepen understanding of biological principles, develop investigative skills, and prepare learners for the rigour of GCSE assessments. Learners are expected to apply scientific reasoning, interpret data, and link concepts across topics, with increasing levels of critical thinking and problem-solving. Learning is structured around key GCSE topics and practical skills: GCSE Topics covered: 1. Atomic structure and the periodic table: separating mixtures - chromatography, crystallisation, distillation and filtration; atoms, elements, compounds and mixtures; atomic structure; relative atomic mass calculations; history of the development of the atom and the periodic table; general properties of metals and non-metals; properties and reactions of noble gases, alkali metals, halogens, transition metals and group 1 metals . 2. Structure and bonding: metallic bonding, alloys, ionic bonding, covalent bonding; properties of macromolecular structures, simple molecular structures and polymers; states of matter; the particle model. 3. Chemistry of the atmosphere: the earth's early atmosphere; how oxygen increased and carbon dioxide decreased; current composition of the atmosphere; greenhouse gases and global warming; human activities affecting the concentration of greenhouse gases in the atmosphere; effects of global climate change; carbon footprint and its reduction; atmospheric pollutants and how they form; effect of atmospheric pollutants. Learners are developing understanding of abstract concepts and using large volumes of scientific vocabulary. Students use a range of mathematical principles, applied to scientific contexts, such as rearranging formulas and calculating relative formula mass. Learners also develop essential practical skills, that will be assessed throughout the year. These include planning and conducting investigations with a clear focus on accurate observations and validity. They learn to identify variables and control conditions to ensure fair testing, while recording and interpreting data effectively. Finally, learners evaluate methods critically and suggest improvements, fostering a reflective and analytical approach to practical work. Highly able learners are regularly challenged through greater depth content and tasks. Weekly homework quizzes are set to consolidate classroom learning and practice key skills. Throughout Year 9, learners are assessed through regular formative checks during both practical and theory lessons, alongside summative assessments that incorporate GCSE-style questions. By the end of the year, learners should confidently recall and use scientific terminology to explain ideas, apply concepts in unfamiliar contexts, and demonstrate competence in data handling, graph work and evaluation of methods.

PHYSICS Year 9 marks the transition into the AQA GCSE Physics curriculum, building on foundational knowledge from Key Stage 3. The intent is to deepen understanding of the principles of Physics, develop investigative skills, and prepare learners for the rigor of GCSE assessments. Learners are expected to apply scientific reasoning, interpret data, and link concepts across topics, with increasing levels of critical thinking and problem-solving. Learning is structured around key GCSE topics and practical skills: GCSE Topics covered: 1. Energy: energy stores and changes in a system; energy formula and calculations; specific heat capacity; required practical: specific heat capacity; energy transfer by heating; required practical: insulators; conservation of energy and efficiency; national and global energy resources; power and its use in energy transfers; advanced energy calculations. 2. Electrical circuits and electricity in the home: current, potential difference, resistance; calculating current and charge using formula; circuit symbols, resistors, series and parallel circuits; required practical: investigating resistance; the national grid, domestic uses, DC and AC, and electrical safety; static electricity; detailed circuit analysis, formula and calculations. 3. Particle model of matter: density of materials; required practical: determining density; changes of state and internal energy; formula and calculations; specific latent heat; gas pressure and temperature; advanced particle modelling. Learners are developing understanding of abstract concepts and using large volumes of scientific vocabulary. Students use a wide range of mathematical principles, applied to scientific contexts, including many calculations, identification of formula which must be rearranged, and unit conversions. Learners also develop essential practical skills, that will be assessed throughout the year, and will be tested in the GCSE examinations. These include planning and conducting investigations with a clear focus on accurate observations and validity. They learn to identify variables and control conditions to ensure fair testing, while recording and interpreting data effectively. Finally, learners evaluate methods critically and suggest improvements, fostering a reflective and analytical approach to practical work. Highly able learners are regularly challenged through greater depth content and tasks. Weekly homework quizzes and tasks are set to consolidate classroom learning and practice key skills. Throughout Year 9, learners are assessed through regular formative checks during both practical and theory lessons, alongside summative assessments that incorporate GCSE-style questions. By the end of the year, learners should confidently recall and use scientific terminology to explain ideas, apply concepts in unfamiliar contexts, and demonstrate competence in data handling, graph work and evaluation of methods.

SCIENCE Knowledge and Understanding

Scientific Investigation Skills

Numeracy and Data Presentation Skills

I have started to develop an understanding of the key ideas of Science covered this year. I can recall basic scientific facts such as names of key practical equipment, some units for measurements and most frequent keywords within the topics.

I can use simple practical scientific techniques to investigate a prediction and produce results. I can sometimes spot patterns in data and identify results that don’t fit the pattern. I can make a statement to describe my results.

I can complete some graph and number related tasks with support. I can fill in provided tables to record results.

I can describe orally, and in writing, some ideas I have learned this year. I can often recall and use the most frequent scientific terminology correctly. I can use simple models to explain some ideas and observations.

I am able to use a wider range of scientific techniques and will sometimes be able to select an appropriate technique to use. I can explain some elements of my observations using scientific ideas and sometimes make a judgement about whether data supports a conclusion.

I can complete graph and number tasks with support. I will have started use basic equations successfully. I can complete heading for tables to record data.

I understand and can describe more of the ideas I have learned. I can recall and scientific terminology appropriately. I can often use this terminology correctly to explain their thoughts when tackling questions.

I can use a range of scientific techniques independently and can usually choose an appropriate technique to collect useful data. I can make some judgements about the reliability of data, consider anomalous results and suggest simple amendments to an investigative strategy. I can an usually describe my results clearly, explain whether they support a prediction, and begin to add some scientific reasoning to my explanations.

I am able to identify the correct method to solve number problems and will be able to tackle some graph work independently. I can use simple equations to solve problems. I can draw accurate tables to present results.

I can recall and use a range of accurate scientific terminology. I can use this terminology to explain my thought process when answering questions both orally and in written work. I can solve problems in unfamiliar situations, sometimes using models to justify my ideas.

I can use a range of scientific techniques with increasing confidence and make some judgements about the best technique to produce the best quality data. I can consider an investigative strategy and start to recognise how to amend a strategy to produce reliable data. I can describe my results in detail and start to identify facts to explain the extent to which results support a prediction. I can explain observations using more complex scientific ideas and start to incorporate ideas from more than one source into more complex models.

I am confident to work with numbers to solve problems and work independently on a range of graph work. I can identify correct equations and usually rearrange to solve problems. I can create complex tables to record data with support.

Grade

SCIENCE

Grade

Knowledge and Understanding

Scientific Investigation Skills

Numeracy and Data Presentation Skills

I show I understand more complex ideas through my explanations, both orally and in written work. I can consistently use a wide range of accurate scientific terminology. I can use scientific reasoning to explain answers to questions. I can apply ideas in a variety of unfamiliar situations.

I can use a range of scientific techniques with confidence and consistently select an appropriate method to collect data. I am often critical of data and can identify issues with strategies analysing data. I consider precision and accuracy of results and can describe strategies to improve these.

I show confidence in working with numbers to solve problems. I can identify correct equations and confidently rearrange to solve problems. I can complete accurate graph work with more complex data. I can accurately create a complex table to record data.

I demonstrate consistently, in both oral and written answers, that I can understand, recall, apply and link scientific terminology and concepts across topics. I show critical thinking and logical reasoning when explaining their answers to questions. I can successfully answer application questions in a range of contexts.

I can use a range of scientific techniques with confidence and make judgements about the best technique to be used to produce the best quality data. I am critical of the data that an investigative strategy is likely to produce and will amend my strategy accordingly to produce reliable data. I can consider issues of accuracy and precision in my choices of technique and their analysis of data. I can describe with confidence the extent to which results support a prediction, and start to evaluate the success of an investigation.

I can confidently perform complex calculations and create sophisticated graphs using appropriate scales and units. I can identify and use complex equations to solve problems I can independently devise complex tables with multiple variables and repeats.

ART AND DESIGN

The Year 9 Art and Design curriculum provides an important bridge between Key Stage 3 and GCSE, encouraging learners to become increasingly independent, experimental, and reflective in their creative practice. Learners spend half the year studying Art and half the year studying Textiles, developing confidence across a broad range of creative disciplines whilst refining their understanding of the formal elements of art, including line, shape, colour, tone, texture, pattern, form, and space. Throughout the year, learners build on skills developed in Years 7 and 8 whilst being introduced to ways of working that prepare them for future GCSE study. The curriculum places a strong emphasis on experimentation, creative risk-taking, and the development of personal responses through both practical and written work. In the Michaelmas Term, learners explore the theme of Oceans, investigating marine environments, sustainability, and environmental awareness. Inspired by the Washed Ashore Movement, learners create mood boards, visual research pages, drawings, and experimental studies that explore colour, texture, pattern, and form found within ocean landscapes and marine life. Within Textiles, learners study the work of Carolyn Saxby, exploring how mixed-media textile artists communicate ideas through surface decoration and construction techniques. Through experimentation with batik, felting, hand embroidery, appliqué, and mixed-media processes, learners create a range of textile samples before producing a final outcome inspired by ocean themes. Within Art, learners explore the work of contemporary artists Jon Burgerman and David Shillinglaw. Through drawing, painting, mixed media, and illustrative techniques, learners investigate themes of identity, storytelling, and visual communication. They are encouraged to experiment with materials and processes whilst developing increasingly personal and creative responses. Throughout the year, learners revisit both contemporary and historical artists, enhancing their cultural capital and deepening their understanding of the wider creative world. Written work, including artist research, annotation, and evaluation, supports the development and refinement of ideas. Progress is assessed through ongoing feedback, project reviews, and final outcomes. By the end of Year 9, learners will have developed the independence, resilience, and technical confidence required for successful progression to GCSE Art and Design or Textiles.

ART AND DESIGN

Grade

Sketchbook & Presentation

Drawing & Recording

Art & Textile Techniques

Research & Influences

I complete tasks. I record my ideas with support and present my work in a basic way.

I can create simple observational drawings and am devloping greater control in my work.

I can use materials with guidance and have some success.

I can identify artists, designers or cultures studied.

Most of my tasks I complete are organised. I show some experimentation and include annotation in my work.

I am becoming more accurate in my use of shape, proportion and detail.

I have started experimenting with a range of art and textile processes.

I can describe how artists have influenced my own work.

My sketchbook is well-presented showing clear development and exploration of ideas.

My drawings have become more accurate showing confidence and good observation.

I can demonstrate good control of materials and techniques.

I can explains links between research and practical outcomes.

My sketchbook is detailed, refined and thoughtful demonstrating experimentation and improvement.

I have strong observational skills with careful attention to detail.

I can use materials confidently, creatively and appropriately.

I can analyse influences and applies them effectively.

My sketchbook is outstanding showing independent development, refinement and personal engagement.

I produce highly accomplished observational work demonstrating excellent technical skill.

I use highly skilled and sophisticated use of media, techniques and processes.

I can demonstrate perceptive understanding and use influences creatively to develop my personal ideas.

My sketchbook is exceptional, showing sustained investigation, highly developed personal responses and refined ideas.

I produce outstanding observational recording with exceptional accuracy, control and visual understanding.

I demonstrate exceptional mastery of media and processes, combining techniques creatively and independently.

I show insightful understanding of influences, integrating research into original personal responses.

ART AND DESIGN

Grade

Creativity & Development

Analysis & Evaluation

Independent Learning

I produce simple ideas and follow examples.

I make simple comments about my work.

I require regular support and guidance.

I develop ideas with some independence.

I use some art and textile vocabulary when evaluating.

I respond positively to feedback and complete tasks.

I explore and develop ideas independently.

I can evaluate my strengths and areas for improvement clearly.

I work independently and act on feedback.

I refine ideas thoughtfully to create imaginative outcomes.

I show detailed analysis demonstrating reflection and understanding.

I can demonstrate resilience, initiative and commitment.

I produce highly original, ambitious and personal outcomes.

I show insightful and perceptive evaluation used to drive further development.

I consistently exceed expectations through exceptional independence and motivation.

I produce innovative and highly individual outcomes demonstrating exceptional creativity.

I critically evaluate my work, demostrating a mature understanding that helps me develop and improve my ideas.

I demonstrate outstanding independence, resilience and sustained commitment to improvement.

COMPUTING

The Year 9 Computing curriculum builds on learners earlier experience of programming by helping them understand how a program remembers information, responds to a user and makes decisions. In the first teaching block, learners use Twine to create an interactive escape room. The story gives them an engaging purpose for their work, while the underlying learning is about designing clear algorithms, writing code and testing whether it behaves as intended. As the unit progresses, learners take increasing responsibility for solving problems independently. Learners begin by planning the possible routes through a story. This makes sequence and branching visible and helps them identify what information a player gives the program, how it is processed and what appears in response. They then learn how a Boolean variable can remember a simple fact, such as whether an object has been collected. After setting its starting value, learners update it when the player takes an action. They can then use if/else conditions to make the program respond differently depending on what has happened. More complex problems introduce checks within checks, while optional challenges show how AND and OR can combine requirements. Once learners can control the route, they develop the way a player interacts with it. A click might reveal a clue or change what the program remembers; a typed answer can be checked and followed by helpful feedback or another attempt. Learners also create a simple on-screen display so that the player can see the effect of their choices. These features bring together input, processing and output in a form they can test. By trying wrong answers, returning to earlier places and asking whether the clues make sense to someone else, learners learn that reliable programs need careful debugging as well as correct syntax. Lessons move from exploring worked examples towards adapting, debugging and creating original solutions. A clear homework task each week gives learners a chance to practise and consolidate what they have learned in class. Towards the end of the unit, they plan their own program independently on paper before building it in a one-hour assessment. They may use their plan and a coding guide, while a themed starter provides only the visual design. Learners are assessed on how well they use programming ideas to create a working, understandable experience, with feedback recognising what they have achieved and identifying their next step. Later in the year, learners have a second opportunity to study Computing. They explore how artificial intelligence has developed, what it can currently do and how it is changing work and education. They consider its opportunities, limitations and risks, including the impact on different jobs and the choices people make when using it. Alongside this, learners strengthen their ICT skills so that digital tools genuinely support their learning: helping them manage demanding tasks, communicate their ideas effectively and work with greater independence and efficiency. This prepares them to approach their GCSE studies as confident and capable digital learners.

COMPUTING

Grade

Networks and Computer Systems

Programming

I can identify common digital devices (computer, tablet, phone) and recognise that devices I can connect to each other. I use basic computing vocabulary with support.

I can create simple programs by following instructions. I can use basic commands to produce an output and I can identify what a program does.

I can describe simple ways devices communicate and identify basic hardware such as keyboards, monitors, routers, and servers. I understand that the internet connects computers worldwide.

I can create programs containing sequences of instructions. I can identify simple errors with support and make basic changes to improve a program.

I can explain the purpose of a network and distinguish between hardware and software. I can identify components of a network and describe how information is shared between devices.

I can use sequence and simple selection to control the behaviour of a program. I can predict the outcome of straightforward code and debug simple errors.

I can explain how data travels across networks using packets and describe the roles of switches, routers, and wireless access points. I can understand the difference between the internet and the World Wide Web.

I can design and create programs using sequence, selection, and repetition. I test programs systematically and correct errors independently.

I can explain the layers involved in computer systems and networks, including hardware, operating systems, and applications. I can describe how protocols enable communication and explain IP addressing in simple terms.

I can decompose problems into smaller tasks and create solutions using variables, inputs, outputs, and control structures. I produce programs that meet a given specification.

I can analyse how network components work together to transmit data. I can explain DNS, web hosting, and packet switching. I demonstrate secure use of networks and I can identify common cyber threats.

I can develop programs using procedures or functions to improve efficiency and readability. I can use appropriate data structures and apply logical reasoning to debug and refine solutions.

COMPUTING

Grade

Creating Media

Data and Information

I can create simple digital content by selecting and placing text, images, or sounds. I require support to use digital tools and save work.

I can collect simple data and record it in a table. I can understand that data can be used to answer questions.

I can produce basic media content using appropriate software. I make simple changes to improve appearance and I can explain the purpose of their work.

I can sort and organise data using digital tools. I can identify simple patterns in data and presents findings with support.

I can combine different media elements, such as text, images, audio, or shapes, to communicate an idea. I can use some design features appropriately.

I can enter and structure data accurately in a spreadsheet or database. I create simple charts and I can explain what the data shows.

I can create media products for a specific audience and purpose. I apply basic design principles including layout, colour, and consistency. I can review work and make improvements following feedback.

I can use formulae and functions to process data. I select appropriate ways to present information and I can identify trends or anomalies.

I can independently create effective digital media using a range of tools and techniques. I select suitable assets and I demonstrate awareness of copyright and attribution.

I can collect, validate, and analyse data from different sources. I can use spreadsheets effectively to model scenarios and answer questions.

I can apply advanced editing techniques to improve the quality and impact of media products. I justify design choices based on audience needs and evaluate the effectiveness of their work.

I can create complex spreadsheet models using a range of functions. I evaluate the reliability of data and I can explain how information supports decision-making.

DANCE

Dance is a holistic subject that develops creativity, literacy, analysis, teamwork, and resilience. In Year 9, students begin to build the knowledge, skills, and confidence required for GCSE Dance through a greater focus on the three strands of choreography, performance, and dance appreciation. Choreographic tasks further develop teamwork and collaboration while working alongside the fundamental principles that make a performance powerful, mirroring concepts explored within Drama. Students begin to engage with GCSE Dance terminology, enabling them to become familiar with subject-specific language and develop a deeper understanding of how the body moves and performs. A key focus of Year 9 Dance is the development and refinement of technical and physical skills, including posture, form, and alignment. These are valuable skills and thought processes that can be transferred across a range of sports and physical activities, as well as into wider academic and professional contexts. Understanding how we hold and present ourselves can influence how we are perceived by others, and dance helps students develop confidence and establish a positive presence in any environment. Through dance appreciation, students explore professional works that address social and cultural themes. They learn how performance elements such as music, lighting, costume, and set design contribute to meaning and audience impact, while developing analytical and evaluative skills that support learning in subjects such as English and Drama. Year 9 Dance consists of two main modules. The first module focuses on choreography and creating dance. Students explore the six fundamental dance actions and learn how these can be used to create and develop movement phrases. Through practical tasks, they create motifs and apply choreographic devices to structure sequences that are coherent, engaging, and expressive. The primary styles studied are Contemporary and Street Dance, exposing students to contrasting movement qualities and performance styles. To further their understanding of choreographic intent, students analyse a performance by Diversity inspired by the COVID-19 pandemic and the Black Lives Matter movement. Through discussion and analysis, students explore how dance can communicate meaningful messages and reflect contemporary society, developing an appreciation of dance as a powerful tool for expression and social commentary. The second module focuses on performance and the development of technical and physical skills. Students learn a technical sequence aligned with the GCSE Dance set phrases, providing an introduction to the movement vocabulary and performance expectations encountered at Key Stage 4. Through rehearsal and refinement, students develop confidence, accuracy, and performance quality. They then adapt and develop the phrase using choreographic devices, with social media serving as the stimulus for creative exploration. Students may investigate the influence of platforms such as TikTok on dance and communication or explore broader themes including identity, self-image, connection, and the impact of social media on society. This encourages critical thinking while demonstrating how dance can be used to communicate ideas, emotions, and contemporary issues.

DANCE

Grade

Choreography

I can create basic motifs using body actions and some spatial content. My dance has a beginning and end.

I can demonstrate some purposeful selection and use of action, space and dynamics. I can use simple formation in a group dance.

I use aural settings (musical accompaniment) to communicate simple choreographic intention. My dance has a beginning, middle and end.

I can demonstrate a purposeful and ranging selection and use of action, space and dynamics. Dancer relationships are identified. Elements of unison and canon is used in group work.

I make informed decisions about my choice of and use of aural setting to communicate my choreographic intention. My dance has a beginning, middle and end and I use transitions to link the dance together.

Performance

Appreciation

I can perform with an emerging knowledge and understanding of the skills required to perform safely, with some awareness of the choreographic intention.

I can identify when I need to improve my dance performance.

I am able to demonstrate action and spatial content, and can perform dance phrases and sequences demonstrating concentration.

I can perform with some knowledge and understanding of the skills required to dance safely with some awareness of style and/or intention. I am able to demonstrate action and spatial content to include both personal and performance space. I can maintain appropriate posture, reproduce simple movement sequences with the correct timing, and demonstrate elements of movement memory

I can perform movement phrases demonstrating a developing knowledge and understanding of the skills required to perform safely, with an awareness of style and/or intention. I am able to demonstrate action and spatial content with confidence. I can perform with consistent application of the correct posture and I have an awareness of alignment, relationship content, focus, and commitment. I can perform in time with the music and use eyeline effectively.

I am able to identify the key features of a professional dance work linking to movement components, design and aural accompaniment.

I can use some analysis and/or interpretation to provide simple reflections on my own dance performance. I am able to use some specialist terminology when analysing professional works, but this is inconsistent.

I can use some analysis and interpretation to provide thoughtful reflection on my own dance work, identifying both strengths and weaknesses. I can use specialist terminology to identify the key features of a professional dance work in relation to its choreographic intention.

DANCE Grade

Choreography

Performance

I can demonstrate a purposeful and wide-ranging selection and use of action, space and dynamics and dancer relationships are used to further the choreographic intent. There is a clear motif in the dance work.

I can securely perform extended movement phrases. Movement content is mostly accurate, and some sensitivity is shown to the style and/or intention of the work.

I use aural setting to effectively communicate choreographic intention.

I am able to perform action and spatial content securely with developing dynamics.

My dance has a beginning, middle and end and I use clear transitions to create structured dance phrases, which help to link the dance together.

I can perform with sound balance and control which enables me to perform with focus and projection.

I can demonstrate a coherent selection and use of choreographic elements including action and reaction, personal and performance space and wide-ranging dynamics. Motifs are clear and integrated into the work effectively.

I can select an appropriate aural setting with clear rhythmic content to enhance and communicate my choreographic intent. My dance has a clear structure with at least one highlight, which furthers the choreographic intent.

I can demonstrate a coherent selection and use of choreographic elements alongside a developed understanding of dancer relationships to enhance the choreographic intention of the work. Motifs are used effectively and developed to enhance the work. I can select an appropriate aural setting and use its rhythmic content effectively to enhance and communicate the choreographic intent. My dance has a clear structure and at least one highlight.

I can perform set dances demonstrating accurate movement content which shows sensitivity to the style and/or intention of the work. In performance I can demonstrate proficient action, spatial and dynamic content. I can perform with flexibility, extension, balance, control and alignment which enables me to perform sensitively with others and to connect with the audience.

I can perform set dance pieces securely and confidently. I can replicate dance phrases with ease and control and I am able to demonstrate nuances within in my chosen dance genre to deliver the choreographic intention with sensitivity and style. In performance, I can demonstrate accurate and confident action, spatial and dynamic content which enables me to show ebb and flow. I can perform with proficient physical skills of strength, stamina and flexibility which gives my performance unity and precision. I am able to use expressive skills confidently.

Appreciation

I can analyse and interpret my own work to produce clear, reflective judgements using specialist terminology appropriately. Through analysis, I can discuss how movement, music and design contribute to the choreographic intention of a professional dance work.

I can critically analyse, interpret and evaluate my own work to produce clear, reflective judgements using specialist terminology appropriately. I can make thoughtful, analytical judgements about how movement, music and design contribute to the choreographic intention of a professional dance work. I am able to support this with some contextual knowledge.

I can critically analyse my own work and identify clear strategies which improved the overall outcome of my performance, using specialist terminology throughout. I can link contextual knowledge to the choreographic intention of a professional dance work, using some appropriate examples of movement, design and aural setting to support my argument.

DRAMA The Drama department plays a vital role in the Key Stage 3 curriculum at St Mary’s. Through the varied and exciting programme of study offered to learners, the department aims to develop selfconfidence and raise self-esteem as well as teach and develop performance skills. Through Drama, learners are taught the necessary skills of negotiation and cooperation required for teamwork, which are essential for the world of work they will enter. The Year 9 Drama curriculum aims to develop creativity, confidence, and collaboration through practical and theoretical exploration of theatre. Our intent is to nurture expressive skills, critical thinking, and cultural awareness by engaging learners in performance, devising, and evaluation. Learners explore topics that build drama techniques and demonstrate greater mastery in devising and scripted performance. They apply practitioner techniques such as performing with physical and vocal control, and analyse texts such as Blood Brothers and DNA, producing detailed evaluations using technical vocabulary, ensuring readiness for GCSE Drama. Lessons are interactive and practical, focusing on group work, improvisation, and script-based activities. Learning through performing, devising, and evaluating, is supported by written tasks that embed literacy. Homework is set fortnightly and includes research, script writing, and reflective evaluations. Adaptation ensures all learners are challenged, with extension tasks for highly able learners.

Term

Title of Scheme of Work

Detail of Scheme of Work

Michaelmas 1

Devising: Dreams and Exploring Non-Naturalism Assessment: Creating

Exploring and creating original work. Understanding how to use non-naturalistic techniques to create thought-provoking performance work.

Michaelmas 2

Exploration of Theatre Practitioners Assessment: Performance

Exploring a variety of different theatre practitioners. Using different techniques to create high level performance work.

Lent 1 and 2

Blood Brothers – Part 1&2 Assessment: Creating and Performance

Introduction to scripted work – adopting challenging characters, researching context and performance strategies using a GCSE Set Text. Completion of a theatre evaluation.

Trinity 1 and 2

DNA – Part 1&2 Assessment: Evaluation

Continuing with scripted work at a more challenging level. Students will apply their knowledge and understanding of Drama techniques and performance skills to work on a range of scenes from the play.

Literacy is embedded through script reading and writing, annotating stage directions, and producing structured evaluations using drama terminology. Homework tasks reinforce classroom learning and develop independent research and critical reflection. Theatre trips and co-curricular opportunities such as Drama Club and school productions enrich learning. Progress is measured through practical assessments, written evaluations, and participation in performances. By the end of the year, learners demonstrate progress in performance skills, creativity, and analytical writing, ensuring readiness for the next stage of KS3 and GCSE Drama.

DRAMA Grade

Creating

I can demonstrate some engagement with the rehearsal process, with support / I can recognise the differences between types of staging and can use basic staging techniques in exercises and rehearsals / I can make choices about language and movement to match the person, place and time.

I can show some evidence of gesture and movement in-keeping with the style of performance / There is limited communication and awareness of the other performers.

I can take part in the rehearsal process with growing independence / I can recognise and begin to apply different types of staging to enhance performance / I can make thoughtful choices about language, voice, and movement that reflect the person, place, and time.

I can use gesture, movement, and voice that are mostly consistent with the style of performance / I can communicate with others on stage and show awareness of timing, space, and focus.

I can discuss performances using some drama vocabulary with increasing confidence / I can identify strengths and weaknesses in my own work and others’ work / I can correctly use basic drama vocabulary.

I can work well with others in group work, listening to ideas and taking direction / I can use a range of performance and staging techniques / I can consider the effect of the drama on an audience and devise from a range of ideas / I can make choices about language and movement to match the person, place and time.

I can stay in role throughout a performance / I can experiment with vocal and physical skills to create a character or role / I can use some improvisation and dialogue inkeeping with the performance or character.

I can give constructive criticism which has a positive impact on the development of the Drama / I can assess strengths and weakness of their own work and that of others / I can suggest clear and practical ways to improve a performance.

I can give and receive direction, working sensitively with others to create Drama / I can explore and interpret ideas using appropriate explorative strategies which suit the style of performance / I can experiment with different theatrical elements to create an interesting, well-crafted piece of Drama / I can develop a character with a sophisticated response to a stimulus, refining throughout rehearsal.

I can perform with complete commitment and Imagination / I can use the performance space in original ways in order to tell the audience the style / message of the piece of drama / I can use appropriate and imaginative vocal and physical skills to create a clear character or role.

I can clearly discuss the ways that ideas are presented and characters are portrayed / I can identify staging and performance techniques and talk about why and how they may have been used / I can use correct technical terms when reflecting on the creation and performance of drama.

Performing

Evaluating

I can discuss the performances with support / I can suggest simple ways to improve / I can understand some simple dramatic vocabulary and use them with support.

DRAMA

Grade

Creating

Performing

Evaluating

I can work creatively to challenge and develop ideas given by others, in a supportive way / I can devise drama in an appropriate style, dealing with challenging issues and themes / I can use symbolism to communicate meaning / moral to an audience / I can develop a character with sophisticated response to a stimulus, refining throughout rehearsal.

I can perform with commitment and imagination / I can begin to convince audience of character when performing, through skilful use of spoken word, movement or gestures / I can use the performance space in original ways in order to tell the audience the style / message of the piece of drama / I can use vocal and physical skills to communicate mood and atmosphere in a devised or scripted performance.

I can fully justify opinions when evaluating performance work, using drama vocabulary with ease / I can discuss and analyse the drama, with demonstrable knowledge of strategies, skills and style / I can reflect on the work as it progresses, using ideas generated to improve and edit the work / I can identify staging and performance techniques and talk about why and how they may have been used.

I can take responsibility for the artistic development of the drama, managing others ideas to shape and structure the work / I can adapt emerging ideas based on exploration, reflection and additio nal research into stimulus / script / I can create performances which are appropriate for different audiences across a range of styles and genres / I can use a range of theatrical strategies and styles with a clear knowledge of impact / I can use symbolism to communicate meaning / moral to an audience.

I can master impressive physical and vocal control to perform thoughtful and convincing characters and roles / I can use a range of theatrical elements to effectively enhance a performance / I can combine sound / silence, light / darkness to create powerful theatre / I can perform with confidence and embody a role that has a profound effect on the audience and group I am working with.

I can give an independent evaluation which is sensitive, analytical and justified. I can continuously evaluate the work of self and others, offering creative suggestions to move the work forward / I can identify and say how theatrical effects were achieved and analysis the impact / effectiveness on the piece and the audience.

FOOD AND NUTRITION

The Year 9 course aims to consolidate work done at Key Stage 3; it is also a preparation for GCSE Food and Nutrition for those learners wishing to continue with the subject. Food and Nutrition is taught as part of a carousel of subjects in Year 9, along with Textiles and Computer Science. The subjects rotate each half term, thereby giving learners a chance to study all three subjects prior to making their GCSE choices. Learners study the GCSE topic of Food Choice and explore more complex issues around the consumption of food, thinking about the global impact their decisions make and what influences their decision making. Specifically these are: Sustainability and the Environmental Impact of Food Production (Food Security, Food Waste, Packaging, Food Miles) Factors that affect food choice Medical reasons for food choice Religious reasons for food choice, Practical skills, including choosing a recipe to fit within a time limit This unit has been specially designed to benefit both learners who are going to study Food and Nutrition at GCSE, and those who do not wish to pursue study. Food and Nutrition in Year 9 has links to several other subjects and topics that are studied appear on the GCSE specifications of Biology, Chemistry, Geography, PE and Business Studies. This is referenced in lessons to learners, so they can see a valid purpose in every lesson. This format also acts as a taster for those who wish to study GCSE, and the work they complete this year goes into their Year 10 folders as coverage of one of the units of study. Teaching and learning combines theory and practical work in a structured, engaging way. In their rotation, learners have one double lesson per week, allowing time for hands-on cooking and reflective evaluation. Skills progress significantly and learners move from following recipes with support to adapting them independently, presenting dishes creatively, and evaluating outcomes using structured criteria. Written work evolves from short notes and simple evaluations to extended answers displaying deep knowledge and understanding. Numeracy skills advance from basic weighing to scaling recipes and calculating the nutritional content of dishes, including daily reference value (DRVs) percentages. Progress is measured through regular assessments. Practical work is assessed throughout the year, alongside theory tasks on nutrition and sustainability. Progress is tracked against baseline and target levels using grade descriptors that cover making, knowledge, and understanding. Learners are expected to respond to feedback by refining their practical techniques and building upon their knowledge and understanding.

FOOD AND NUTRITION Grade

Making

Knowledge and Understanding

With occasional guidance, I can select and use appropriate tools and equipment safely and use a food processor with support. I understand that some foods need to be stored in the fridge. I get ready to cook and keep hands clean throughout practical work. I follow a recipe with some support and need reminders to clear up. I write short sentences with mostly correct spelling of key terms. I measure ingredients with help using cups or spoons.

With some guidance, I can explain most hygiene and safety rules and say why they matter. I can say what the Eatwell Guide is for and identify the Fairtrade logo and name some Fairtrade products. I use sensory words when evaluating food and explain what I like about a product. I understand the function of some ingredients like flavour or decoration. I write short sentences with mostly correct spelling and punctuation. I can read simple numbers on nutritional labels.

I can use a range of equipment with little direction including a food processor, and I can name parts of a food processor. I understand correct storage conditions for ingredients and follow hygiene routines with minimal prompts. I follow a recipe independently and clear up to a good standard. I write clear notes and short evaluations with correct spelling of key words. I measure ingredients accurately using scales.

I can explain hygiene and safety rules and give reasons why they are important. I can categorise foods into the Eatwell Guide sections and explain Fairtrade and how it supports sustainability. I can name the function and sources of a couple of nutrients. I use sensory words to evaluate products and suggest improvements. I write short paragraphs with mostly correct grammar and punctuation. I can interpret simple nutritional values in grams.

I can select and use ingredients and equipment safely and independently. I understand high/medium/low risk foods and where to store them. I follow hygiene routines confidently. I show confidence when following a recipe and finish recipes on time. I clear up independently and to a high standard I write evaluations clearly using full sentences and correct spelling of technical terms. I measure ingredients and portions accurately.

I can explain hygiene and safety rules confidently and why they matter. I can name and categorise foods into Eatwell Guide sections and explain why we use it. I can explain Fairtrade and its advantages and disadvantages. I produce sensory analysis using descriptors and star profiles. I write structured paragraphs with accurate spelling and punctuation. I can compare nutritional values and interpret simple percentages.

I can use equipment safely and accurately and lead by example in hygiene routines. I can name all parts of the food processor and use it independently. I follow and adapt recipes confidently and present dishes well using appropriate finishing techniques. I can assist others in class. I write evaluations using the Skills Matrix, and make recommendations clearly with accurate spelling and grammar. I scale recipes up or down using ratios and adjust cooking times.

I can explain the consequences of poor hygiene and link it to contamination. I can apply Eatwell Guide principles to a diet and explain Fairtrade and sustainability in detail. I produce high-quality sensory analysis and use technical terms like caramelisation. I write extended answers with accurate spelling, grammar, and logical structure. I can interpret nutritional charts and calculate simple ratios.

I can use equipment safely and accurately for consistent results. I lead by example in hygiene routines and remind others why good hygiene is important. I follow recipes confidently and adapt stages when needed. I use appropriate finishing techniques and clear up to a high standard. I assist others and have time to evaluate products using the Skills Matrix. I write evaluations clearly with accurate spelling and grammar. I scale recipes and adjust cooking times using ratios and measure ingredients precisely.

I can explain the consequences of poor hygiene and link it to food spoilage and contamination. I confidently use the Eatwell Guide and The 8 Tips to make recommendations for diets. I can name the function and sources of four nutrients. I produce high-quality sensory analysis using technical terms like gelatinisation and caramelisation. I write extended answers with accurate spelling, grammar, and logical structure. I interpret nutritional charts and calculate simple ratios. I can explain several sustainability issues and how they impact the environment.

I can explain most factors affecting food choice. I can describe culinary traditions, ingredients, eating patterns, I can use equipment safely and accurately for consistent and equipment used in British cuisine and two other results. I lead hygiene routines and remind others why cuisines. I carry out sensory analysis of my products and good hygiene is important. I follow recipes confidently suggest improvements based on feedback. I can explain and adapt stages when needed. I use a sharp knife safely reasons why some people are vegetarian or vegan and with the bridge hold and claw grip. I use appropriate why plant-based diets are popular. I show awareness of finishing techniques and clear up to a high standard. I different religious dietary laws and give examples. I assist others and have time to evaluate products using adapt recipes to suit different needs and reduce cost by the Skills Matrix. I write evaluations clearly with accurate substituting ingredients and reducing food waste. I spelling and grammar. I accurately measure ingredients write extended answers fluently with accurate spelling, and scale recipes using ratios. grammar, and logical structure. I interpret nutritional data and calculate simple percentages.

FRENCH

Year 9 represents a significant step in language learning, as learners consolidate prior knowledge and begin to approach the demands of GCSE. Building on the skills developed in Years 7 and 8, learners progress towards producing extended, well-structured responses and using a variety of grammatical structures accurately. They learn to apply three time-frames, express opinions with justification, and engage in more spontaneous conversation. Reading and listening tasks involve longer passages with some unfamiliar vocabulary, and learners begin to infer meaning and identify nuance. The aim for Year 9 is to prepare learners for GCSE by embedding rigorous grammatical knowledge and advanced communication skills. Learners are encouraged to think critically about language, develop cultural awareness, and use strategies for independent learning. They also learn to reflect on their progress and respond to feedback effectively. Teaching and learning follows the EPI approach, with structured input and gradual output. In the Michaelmas term, learners study Mes projets pour l’avenir, focusing on future plans and ambitions, using the near future tense and modal verbs to express intentions and possibilities. The Lent term introduces La nourriture, exploring food, meals, and healthy eating habits, with grammar work on partitive articles and negative constructions. In the Trinity term, learners cover Une vie équilibrée, consolidating previous learning and introducing GCSE-style tasks and vocabulary. Grammar teaching includes revisiting key tenses and expanding sentence complexity using si clauses. Skills focus on fluency and independent language production in both spoken and written forms. Literacy development is a priority. Learners read longer texts, including authentic materials, and learn to summarise information and identify opinions with reasons. Writing tasks require structured paragraphs and accurate use of grammar, while speaking activities encourage fluency and spontaneity. Listening tasks involve extended passages with a range of vocabulary and structures. Highly able learners are supported through targeted questioning, extension tasks, and opportunities to use complex language. They are encouraged to participate in language clubs, cultural projects, and leadership roles such as Language Ambassadors. Teachers provide personalised feedback to help them achieve the highest levels. Learners also have access to online resources and language challenges that promote independent study. Impact is measured through regular assessments, including end-of-unit tests and termly exams covering all four skills. Progress is tracked against baseline and target grades, and feedback is provided through marking codes and WWW/EBI comments. Learners are expected to respond to feedback by improving their work and applying corrections in future tasks. Homework is set on a weekly basis and should take students thirty minutes to fortyfive minutes to complete. This may include vocabulary learning using Quizlet or Memrise, a task based on receptive skills, or revising for an end of unit test. By the end of Year 9, learners demonstrate readiness for GCSE, with strong grammatical knowledge, confident communication skills, and the ability to engage with authentic language.

FRENCH Grade

Speaking

Listening

Reading

Writing

I know a few words that I can use accurately. I can say single words or sounds when someone helps me. My pronunciation is often unclear.

I can understand some familiar words or sounds. I find it hard to pick out any information. I am learning basic grammar and vocabulary.

I can identify a few familiar words in simple texts. I sometimes do not understand the full meaning. Translating into English is very difficult for me.

I can write a few words. My spelling and grammar is often inaccurate. My writing contains limited detail and I use only one tense.

I know a small number of words and can say these with help. My pronunciation of words is unclear. I do not use many language terms yet.

I can pick out a few key words or simple opinions in short sentences. I find it hard to understand most of what I hear; I know a little grammar and vocabulary.

I can understand some simple words and short opinions in texts. I can try to translate short sentences into English, but this is not always accurate.

I can write a few words with spelling and grammar mistakes. I can sometimes use one tense correctly. I might include numbers up to five.

I can say short phrases or single words with help. My pronunciation is getting better, and I use very simple vocabulary. I am starting to use some language terms.

I can understand simple information and opinions in short spoken texts w ith familiar words. I am learning to recognise basic grammar and vocabulary.

I can understand short phrases and simple opinions in texts. I can translate short sentences into English, but I often miss words or make mistakes.

I can write short phrases or sentences using basic words. My grammar and spelling are sometimes wrong, but I can usually use one tense. I might include simple numbers.

I can say short phrases with improving pronunciation. I can answer questions with some help and use simple grammar and vocabulary.

I can understand key points and opinions in longer spoken texts. I can recognise some time frames and familiar vocabulary.

I can understand short sentences and opinions in texts. I can translate short texts, but I make some mistakes, especially with unfamiliar words.

I can write short sentences using basic words. I can sometimes use two tenses and include simple opinions with reasons and connectives.

I can speak with some fluency and clear pronunciation. I can give short answers and use simple grammar and vocabulary, including using three time frames.

I can understand the main points and some details in longer spoken texts. I can recognise different time frames and familiar opinions.

I can understand longer texts with familiar words and opinions. I can translate short texts with few mistakes and understand the main ideas and opinions.

I can write short texts using simple words and grammar. I can mostly use three tenses accurately and include opinions with reasons and connectives.

I can speak quite fluently and clearly. I can share my ideas using familiar words, connectives, and a range of grammar. I can use three time frames.

I can understand main points, opinions, and some harder words in longer spoken texts. I can recognise three time frames and more difficult language.

I can understand longer texts with some more challenging words and identify opinions. I can translate more difficult texts with a few mistakes.

I can write longer sentences using a range of vocabulary and grammar. I can usually use three tenses correctly and include opinions with reasons.

GEOGRAPHY Geography embraces both the natural and human worlds. The study of Geography enables learners to acquire an understanding of maps and geographical images, teaches thinking skills and challenges learners to extend their research skills and use of ICT. Year 9 consolidates prior learning and introduces topics aligned with GCSE themes, focusing on ecosystems, resource management, and urbanisation. Learners prepare for advanced study by developing evaluative skills, applying Social, Economic, and Environmental (SEE) principles, and producing extended written responses. The curriculum continues to emphasise globalisation, sustainability, and cultural understanding. Learners are encouraged to explore ideas using (SEE) principles, considering implications across temporal and spatial scales. Assessment is of knowledge (K), critical understanding (CU) and geographical skills (S). Programme of Study:

Michaelmas A small-scale UK ecosystem to illustrate the concept of interrelationships within a natural system, an understanding of producers, consumers, decomposers, food chain, food web and nutrient cycling. (K, CU) The balance between components. The impact on the ecosystem of changing one component. (K, CU) Distribution and characteristics of large scale natural global ecosystems. (K) Physical characteristics of a tropical rainforest. (K) Climate graphs (S) The interdependence of climate, water, soils, plants, animals and people. How plants and animals adapt to physical conditions. (K, CU) Issues related to biodiversity. (K) Fieldtrip to Kew Gardens.

Lent

Trinity

Changing rates of deforestation. (K) A case study of a tropical rainforest: Causes of deforestation (K, CU) Value of tropical rainforests to people and the environment. (K, CU) Rainforest management sustainability. (K, CU) Interdependence of climate, water, soils, plants, animals and people. (k) How plants and animals adapt to the physical conditions. (K, CU) Climate graphs (S) Issues related to biodiversity.

Causes of desertification.(K) Strategies used to reduce the risk of desertification. (K)

A case study of a hot desert: Development opportunities in hot desert environments. Challenges of developing hot desert environments. (K, CU)

A case study of a major city in an NEE - Lagos (Nigeria): The location and importance of the city; causes of growth: natural increase and migration (K) how urban growth has created social and economic opportunities: how urban growth has created challenges: managing urban growth and providing access to services (K) reducing unemployment and crime managing environmental issues – waste disposal, air and water pollution, traffic congestion. (K) An example of how urban planning is improving the quality of life for the urban poor. (K, CU)

Literacy is embedded through structured writing tasks such as GCSE-style questions and extended responses (e.g. 6 and 9 mark questions on ecosystems) and decision-making exercises (such as evaluating strategies for rainforest management). Learners engage with technical texts and interpret visual data like climate graphs, while applying subject-specific vocabulary accurately in case studies of tropical rainforests and hot deserts. As a result, the girls are prepared for GCSE Geography, demonstrate greater independence in research, and develop transferable skills for other subjects such as English and Science. By the end of Year 9, highly able learners will demonstrate their readiness for GCSE, have strong analytical skills, and be confident in applying SEE principles. Learners are supported through regular homework and in their understanding of the assessment and success criteria, through the modelling of answers and regular self and peer assessment. At the start of Year 9 the girls sit a baseline assessment which alongside their Year 7 and 8 grades allow an end of year target grade to be set. Feedback is given and learners identify their own ‘Next Steps’ targets using the departmental criteria. Formal assessment opportunities occur throughout the year; ensuring learners are familiar with marking schemes and expectations.

GEOGRAPHY AO1: Knowledge

Grade

Processes and Concepts

Evidence, Named Examples and Case Studies

I can start to show a knowledge of places and processes in the human and physical worlds.

I can name simple examples.

I can use very simple geographical words and try to spell them correctly.

I can demonstrate a limited knowledge of places and processes in the human and physical worlds.

I can include some basic facts linked to a named example.

I can start to use geographical words accurately and use capital letters for place names.

I can demonstrate a basic knowledge of places and processes in the human and physical world.

I can research named examples and collect evidence. I am aware that not all information on the internet is correct.

I can use geographical words consistently and write short paragraphs with basic spelling and punctuation.

I can demonstrate a reasonable knowledge of places and processes in the human and physical worlds.

I can use evidence and named examples to support my work and select relevant information. I understand that some evidence may be contradictory.

I can use a range of geographical words, and I start reading topical articles. I write structured paragraphs with increasingly accurate spelling and grammar.

I can demonstrate good knowledge of places and processes in the human and physical worlds.

I can research independently and use case studies effectively, identifying bias.

I can use a wide range of geographical words accurately and write extended answers with good spelling and grammar.

I can demonstrate detailed knowledge of places and processes in the human and physical worlds.

I can use case studies to write detailed, evidenced answers.

I can use a wide range of geographical words accurately and write extended answers fluently with excellent spelling and grammar. I regularly read topical articles and use the information to support my answers.

Beyond KS3

I can demonstrate excellent knowledge of places and processes in the human and physical worlds.

I can select the most relevant points from case studies to answer questions effectively.

I can write extended answers fluently with excellent spelling, grammar, and academic style.

Geographical Terminology and Literacy

GEOGRAPHY Grade

Application and Evaluation

I can give a simple reason why something happens.

AO1: Knowledge Synopticity

Geographical Skills

I can identify a piece of information from an atlas map.

I can suggest reasons why things happen.

I can make basic connections between physical and human geography. I can begin to understand the geographies of scale.

I can suggest reasons why things happen and begin to explain how they link together. I can connect my response to the command word in the question.

I can make accurate connections between physical and human geography. I can begin to use the geographies of scale to support my answers.

I can compare raw data and use the correct units. I can use the 8 compass points. I can use 4-figure grid references. I can draw a line graph. I can identify patterns on a choropleth map. I can use an atlas contents page.

I can make factual statements and explain reasons clearly, using different points of view.

I can make accurate connections between areas of geography. I can begin to use SEE principles. I can compare ideas using the geographies of scale.

I can calculate the mean and mode of a data set. I can work out percentages. I can convert units (e.g. cm to km). I can use map scales. I can draw compound bar charts and compare choropleth maps. I can collect a range of data from an atlas.

I can give clear reasons and explanations linked to evidence and SEE principles, considering different opinions. My answers respond to the command word and answer the question set.

I can use the SEE framework to structure longer answers. I can clearly use the principles of the geographies of scale.

I can calculate the median of a data set and work out a percentage change. I can use a 16point compass. I can use 6-figure grid references. I can draw complex line graphs. I can interpret choropleth maps. I can interpret data from an atlas.

I can fully develop my reasoning and make accurate judgements, based on a wide range of evidence. I always respond to the command word and clearly answer the question set.

I can use the SEE framework consistently. I can compare ideas using spatial scale and am beginning to use the temporal scale.

I can accurately use scale from an OS map. I can interpret complex data confidently.

I can consider a wide range of opinions and justify all reasoning clearly.

I can use the SEE principals and spatial scales effectively. I can use the temporal scale consistently.

I can interpret advanced data and maps confidently and accurately.

Beyond KS3

I can add and subtract numbers. I can use the 4 main compass points. I can draw a simple bar chart. I can find different pieces of information in an atlas.

HISTORY

Year 9 marks a significant step in the development of historical thinking, as learners begin to approach the analytical demands of GCSE. Building on the skills acquired in Years 7 and 8, learners now move beyond simple explanations to produce extended, well-structured arguments supported by evidence. They learn to evaluate sources critically and consider different interpretations of the past, developing the ability to form balanced judgments. The intent for Year 9 is to consolidate prior learning while introducing more complex themes such as democracy, dictatorship, and human rights. Learners are encouraged to think deeply about moral and ethical issues, fostering empathy and critical awareness. The curriculum aims to prepare learners for GCSE by embedding rigorous historical enquiry and advanced writing skills. Implementation focuses on modern history and its global impact. In the Michaelmas term, learners study the Holocaust, examining its causes, the experiences of victims, and the diversity of those targeted. The Lent and Trinity terms introduce the GCSE Germany unit, exploring the Weimar Republic, the rise of the Nazi Party, and the consolidation of power. Lessons combine whole-class teaching with independent research, debates, and source evaluation. Extended writing tasks become more frequent and demanding, requiring learners to analyse causes and consequences, assess significance, and evaluate interpretations. Literacy development continues to be a priority. Learners engage with challenging texts, including historical interpretations and primary sources, and learn to write extended responses with precision and clarity. Vocabulary work focuses on complex historical terms, and learners practise structuring essays with clear introductions, developed arguments, and substantiated conclusions. Co-curricular experiences are used to strengthen the links between classroom learning and the wider world. For example, the Year 9 visit to the Hôtel des Invalides in Paris provides a particularly valuable opportunity to extend the curriculum's thematic exploration of warfare, soldiers, leadership and changing experiences of conflict. which enhances understanding of conflict and its human impact. Learners also have opportunities to participate in debates and research projects that extend their learning beyond the classroom. Assessment includes formal essays and source-based questions, with feedback aimed at refining argumentation and evidential support. Impact is evident in learners’ ability to produce well-reasoned, evidence-based arguments and to engage critically with sources and interpretations. By the end of Year 9, they demonstrate readiness for GCSE, with strong analytical skills, a secure grasp of historical concepts, and confidence in extended writing.

HISTORY Knowledge and Understanding

Explanation and Analysis

Sources and Interpretations

(AO1) Emphasises depth, accuracy, and understanding of key features and characteristics of historical periods.

(AO2)Focuses on secondorder concepts (cause, consequence, change, continuity, similarity, difference, significance).

(AO3)Requires students to evaluate sources for usefulness, reliability, and context; make substantiated judgements.

I can remember a few simple facts about the past and say what happened, but I need help to understand what these facts mean. I try to spell key words correctly.

I give a basic reason for why something happened in history, but I need help to explain it clearly. I write short sentences with some correct punctuation.

I can look at a picture or object and say something simple about it, but I need help to understand what it tells me about the past. I try to write clearly.

I talk about people or events from the past using simple words and begin to understand how they are connected. I spell some historical words correctly.

I give a simple reason why something happened and what happened next, using words like 'because' or 'then'. I write simple sentences with mostly correct punctuation. I can explain one interpretation of events.

I look at a source and say what it shows or tells me, and begin to think about why it was made. I write ideas clearly in short sentences.

I describe events and people from the past using some historical words and begin to explain why they are important, spelling key words correctly.

I explain why something happened and what the result was, using simple cause and effect ideas. I write short paragraphs with mostly correct grammar and punctuation. I am starting to compare two sides on an argument.

I spot differences between sources and say which one I trust more, giving a simple reason. I write clearly and use full sentences.

I describe and explain events using historical terms and key facts, show how things changed over time, and spell key historical words correctly. I compare two time periods with statements.

I give more than one reason for why something happened and explain the impact using cause and consequence. I write clear paragraphs with correct punctuation and grammar. I explain two sides of an argument.

I compare sources and explain why they might be different, thinking about who made them and why. I write ideas clearly and in full sentences.

I explain events in detail using historical vocabulary and examples, and show how different events are linked, spelling accurately. I use examples when compare similarities and differences between time periods.

I explain how and why events happened and link causes and consequences clearly. I write wellstructured paragraphs with accurate grammar and punctuation. I explain two sides of an argument and reach a judgement.

I explain how useful a source is by thinking about who made it, when, and why, and understand different opinions about the past. I write clearly and use correct grammar.

I explain changes over time using accurate historical terms and evidence, and show how different events connect, spelling accurately.

I explain different causes and consequences and how they are linked, using second-order concepts like change and continuity. I write well-structured, extended answers with accurate grammar. I provide a balanced argument and use a range of connectives to develop my analysis.

I evaluate sources and explain why people might see the past differently, using evidence to support my ideas. I write clearly and coherently.

Grade

MUSIC

The Year 9 Music curriculum aims to inspire creativity, confidence and cultural awareness through performing, composing, and appraising. Our intent is to develop musical skills alongside critical listening and an understanding of diverse genres. In Year 9, learners explore topics that build technical ability, creativity and appreciation of music as an expressive art form. Learners demonstrate greater mastery in performance and composition and tackle complex genres such as blues and reggae, composing extended pieces using notation software, and critically appraise music with confidence, ensuring readiness for GCSE Music. Topics Covered The Blues - exploring the origins and development of Blues music with a focus on 12 bar structure, walking bass line and ensemble focus on James Brown's 'I Got You' Reggae - song analysis, ensemble focus on Bob Marley's 'Three Little Birds' Musical Theatre - learning about the history and development of the Broadway musical, song analysis, keyboard focus on learning famous melodies, individual presentation on a chosen musical Music Technology - exploring Musescore software, inputting chords and composing melody Composition using Musescore Critical listening and appraisal Learners tackle more complex genres, including Blues, Reggae, and Musical Theatre. They learn the 12-bar Blues structure and walking basslines through pieces such as I Got You and compose their own Blues-inspired songs. Reggae is introduced with ensemble performances of Bob Marley’s Three Little Birds, emphasising syncopation and rhythmic layering. Musical theatre features prominently through group work on songs like A Million Dreams and students enjoy collaborating on pop songs such as All of Me. More advanced compositions are created in Year 9 using Musescore notation software. Singing remains integral, with hymns, pop songs and seasonal repertoire, while listening and appraisal tasks develop critical analysis of style and structure. Lessons are practical and interactive, focusing on performance, composition, and listening. Learners work individually and collaboratively, using instruments and technology. Homework is set once per half term to reinforce learning and encourage independent research. Homework tasks include creative composition, reflective evaluations, and research-based projects. Adaptation ensures all learners are challenged, with extension tasks for highly able learners. Literacy is embedded through lyric writing, reading musical scores, and writing evaluations. Learners use musical vocabulary accurately and complete structured appraisals of performances and compositions. Co-curricular opportunities include Orchestra, Junior Chamber Choir, Senior Choir, bands and theory clubs. Progress is measured through practical assessments, written evaluations, and participation in performances. By the end of the year, learners demonstrate progress in technical skills, and creativity.

MUSIC Grade

Composing

Performing

Listening, Appraising & Theory

I improvise repeated patterns. I combine several layers of sound with awareness of the combined effect. Sometimes I do not work well as part of a group. I struggle to play a musical part and sometimes fail to focus during the rehearsal process.

I sing in tune with expression. I perform simple parts that use a limited range of notes. I sometimes cannot concentrate when performing, and struggle to perform with others. I also struggle to face the audience or position myself correctly to be seen when performing.

I recognise how different musical elements are combined and used expressively. I make improvements to my own work; however, I do not openly discuss the music or performances, and I can struggle to write simple statements about my practical work. I am not familiar with music notation.

I improvise melodic and rhythmic phrases on my own and as part of a group performance. I compose by developing ideas within musical structures. I only create simple parts. I let others make decisions for me and remain quiet in rehearsal, rarely participating in decision making.

I perform by ear and from simple notations. I can maintain my own part with awareness of how the different parts fit together and the need to achieve an overall effect. However, I sometimes perform with minimal effort applied, taking a small role which does not offer many performance skills.

I describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. I suggest improvements to my own and others' work, commenting on how intentions have been achieved but I struggle to identify focused targets for improvement. I recognise some notes and rhythms, but not yet secure.

I work as part of a group and cooperate with others. I play a simple part and focus for some of the time in rehearsal. I improvise repeated musical patterns. I combine several layers of sound with awareness of the combined effect.

I play a simple part and cooperate with others on stage. I can sing in tune with expression. I perform simple parts rhythmically, that use a limited range of notes.

I write in simple statements about my practical work. I recognise how the different musical elements are combined and used expressively. I can identify some targets for improvement and can comment on the intended effect. I can recognise notes, rhythms and rests.

I listen to and co-operate with others, suggesting some ideas to develop my own part. I create a unique piece, and I stay focused for most of the rehearsal. I improvise melodic and rhythmic phrases on my own and as part of a group. I compose by developing ideas within musical structures.

I perform most of my part correctly and stay in time for most of my performance. I perform with others and am aware of how the different parts fit together and the need to achieve an overall effect. I perform by ear and/or from simple notations.

I identify features of good performance work. I write in full sentences about my strengths and weaknesses. I identify targets for improvement and comment on how intentions have been achieved. I describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. I draw notes, rhythms, rests and triads.

MUSIC

Grade

Composing

Performing

Listening, Appraising & Theory

I stay focused throughout a rehearsal, and I improvise melodic and rhythmic material on my instrument. I compose music for different occasions using appropriate musical devices such as melody, rhythms, chords and structures and use a variety of notations.

I play fluently, remain focused throughout a performance and have an awareness of my own contribution to a group, such as leading others, taking a solo part and/or providing rhythmic support. I perform significant parts from memory and from notations.

I identify strengths and weaknesses in both my work and that of others. My writing shows a reasonable level of literacy. I analyse and compare musical features. I refine and improve my work. I draw notes, rhythms, rests and triads. I also use graphic notation.

I suggest lots of ideas in creating a new piece of music, helping others sensitively in rehearsal. I create music in a variety of styles with various instruments by sustaining and developing musical ideas to achieve different intended effects. I use some exploratory music techniques. I improvise and compose in different genres and styles. I make improvements to my own and others' work in the light of the chosen style.

I use a good musical technique. I convey music with confidence and some originality. I select and make expressive use of tempo, dynamics, phrasing and timbre. I will make subtle adjustments to fit my part within a group performance.

I compare different versions of musical performances. My evaluations show a high level of understanding of the skills and processes of music. I analyse, evaluate and compare how music is created, performed and heard. I can draw and recognise notes, rhythms, rests and triads. I also use graphic notation.

RELIGIOUS STUDIES

The Year 9 Religious Studies curriculum builds on the religious literacy and philosophical enquiry developed in Years 7 and 8. Pupils revisit Christianity in greater depth, consider religious and nonreligious perspectives on crime and punishment, and explore Humanism as a non-religious worldview. They develop their ability to interpret religious texts, examine moral and philosophical questions, and analyse different perspectives on contemporary ethical issues. Through increasingly structured arguments, discussion and critical evaluation, pupils strengthen the knowledge and skills that will support their transition to GCSE Religious Studies. Topics Covered Christianity: Recap, Nature of God, Problem of evil, Jesus as Son of God, Atonement, Resurrection, Salvation, Christian worship and Christian Ethics. Pupils revisit their Year 7 learning in greater depth, exploring theological questions and contemporary ethical issues. Religion, Crime & Punishment: Good and evil, Types and causes of crime, Aims of punishment, Justice and revenge, Case studies and Death penalty debates. Pupils apply religious and nonreligious perspectives to questions about justice and punishment. Humanism: Introduction, Human nature, Understanding the world, the One Life, the Golden Rule, Humanist ethics and society, and Humanist ceremonies. An in-school presentation and Q&A session with a school speaker from Humanists UK enriches pupils’ understanding of Humanism and how Humanist beliefs and values influence everyday life. Religious Studies is taught in two lessons per week and uses a range of approaches, including exploration of lived religion, close examination of key concepts, interpretation of texts and critical enquiry. Pupils consider religious and non-religious perspectives, developing their ability to question, explain and evaluate ideas. Firefly and Microsoft Teams support independent research, organisation and extended learning. Stretch and challenge activities, including the RS Accolade Award, provide further opportunities to deepen understanding. As a literacy-based subject, Year 9 Religious Studies places strong emphasis on reading, writing and subject-specific vocabulary. Pupils engage with increasingly demanding sacred texts, ethical arguments and philosophical viewpoints. Writing tasks develop structured argument, comparison and critical evaluation. Discussions, debates and presentations help pupils articulate their own views, consider alternative perspectives and communicate confidently as they prepare for GCSE-level study. Homework tasks are short, purposeful and frequent, supporting retrieval practice, the application of ethical reasoning and consolidation of key concepts. Assessments are moderated within the department, and outcomes inform feedback, targeted support and curriculum planning so that all pupils are supported and challenged.

RELIGIOUS STUDIES

Grade

AO1: Knowledge & Understanding

AO1: Knowledge & Understandin g

AO2: Analysis & Evaluation

Beliefs, Practices & Sources of Authority

Influence

Similarities & Differences

Analysis

Evaluation

I can show a little knowledge of some influence.

I can show a little understanding of different views and practices.

I can describe why some parts of religion and belief are important.

can give my opinion about religion or belief using simple, everyday language. I can spell, punctuate and use grammar with limited accuracy.

I can show some knowledge of some influences.

I can show some understanding of some different views and practices.

I can describe why some parts of religion and belief are important and how they affect people.

I can give my opinion about religion or belief and recognise that other people might think differently. I can spell, punctuate and use grammar with some accuracy.

I can show some knowledge of some influences, with limited use of examples.

I can show some understanding of similar and different views and practices within and between religions.

I can describe clearly why some parts of religion and belief are important and how they affect people.

I can give my opinion about religion and belief with a simple reason and show I know others have different views. I can spell, punctuate and use grammar with moderate accuracy.

I can show some accurate knowledge of some influences, with some use of examples.

I can show some accurate understanding of similar and different views and practices within and between religions.

I can describe in good detail why some parts of religion and belief are important and how they affect people and society.

I can give my opinion about religion and belief with some reasons and try to use key terms. I can spell, punctuate and use grammar with reasonable accuracy.

I can show a little knowledge about some beliefs and practices with very limited reference to sources of authority.

I can show some understanding of a few beliefs and practices, with limited reference to sources of authority.

I can show some knowledge of a small range of beliefs and practices, with some use of sources of authority of authority.

I can show some accurate knowledge of a range of beliefs and practices, using some sources of authority.

RELIGIOUS STUDIES

Grade

AO1: Knowledge & Understanding

AO1: Knowledge & Understandin g

AO2: Analysis & Evaluation

Beliefs, Practices & Sources of Authority

Influence

Similarities & Differences

Analysis

Evaluation

I can show mostly accurate knowledge of some influences, with relevant use of examples.

I can show mostly accurate understanding of common and divergent views and practices within and between religions.

I can explain in detail why a range of aspects of religion and belief are important and how they influence people and society.

I can give a reasoned opinion about religion and belief, showing I’ve thought about different views and using some key terms. I can spell, punctuate and use grammar with accuracy.

I can show accurate knowledge of a range of influences, with appropriate use of examples.

I can show accurate understanding of common and divergent views and practices within and between religions.

I can analyse why aspects of religion and belief are important and how they influence people and society.

I can give a wellreasoned opinion about religion and belief, using analysis of different views and mostly accurate key terms. I can spell, punctuate and use grammar with considerable accuracy.

I can show mostly accurate understanding of a range of beliefs and practices with some use of sources of authority of authority.

I can show accurate understanding of a range of beliefs and practices with use of sources of authority of authority.

SPANISH

Year 9 Spanish builds on the foundations established in Year 8, moving learners towards greater independence and fluency. Learners progress to producing extended responses, using a variety of grammatical structures accurately, and applying two or three time frames. They learn to express opinions with justification and engage in more spontaneous conversation. Reading and listening tasks involve longer passages with some unfamiliar vocabulary, and learners begin to infer meaning and identify nuance. Learners are encouraged to think critically about language, develop cultural awareness, and use strategies for independent learning. They also learn to reflect on their progress and respond to feedback effectively. Teaching and learning follows structured input and gradual output, with sentence builders and scaffolded tasks supporting progression. In the Michaelmas term, learners study Mis vacaciones and Todo sobre mi vida, focusing on describing past holidays and daily life, including travel experiences and media preferences. Grammar teaching includes the preterite tense, present tense verbs, and opinion phrases. The Lent term introduces ¡A comer! and ¿Qué hacemos?, exploring food, meals, healthy eating, and leisure activities. Grammar work includes partitive articles, stem-changing verbs, and future tense constructions. In the Trinity term, learners revise previous modules and begin Operación verano, learning to describe summer plans and holiday preferences. Grammar teaching consolidates past and future tenses and introduces sequencing phrases. Lessons combine listening, speaking, reading, and writing activities, supported by ICT tools and authentic resources. Literacy development is a priority. Learners read longer texts, including authentic materials, and learn to summarise information and identify opinions with reasons. Writing tasks require structured paragraphs and accurate use of grammar, while speaking activities encourage fluency and spontaneity. Listening tasks involve extended passages with a range of vocabulary and structures. Highly able learners are supported through targeted questioning, extension tasks, and opportunities to use complex language. They are encouraged to participate in language clubs, cultural projects, and leadership roles such as Language Ambassadors. Teachers provide personalised feedback to help them achieve the highest levels. Progress is measured through regular assessments, including end-of-unit tests and termly exams covering all four skills. Progress is tracked against baseline and target grades, and feedback is provided through marking codes and WWW/EBI comments. Learners are expected to respond to feedback by improving their work and applying corrections in future tasks. Homework is set on a weekly basis and should take students thirty minutes to forty-five minutes to complete. This may include vocabulary learning using Quizlet or Memrise, a task based on receptive skills, or revising for an end of unit test. By the end of Year 9, learners demonstrate readiness for GCSE, with strong grammatical knowledge, confident communication skills, and the ability to engage with authentic language.

SPANISH Grade