LOWER FIFTH (YEAR 9)
Welcome
This Curriculum Guide is designed to give you all the information you need about the academic experience in the Lower Fifth (Year 9). It outlines what and how pupils learn during this important foundation year of the Fifth Form, the first stage in their journey towards GCSEs or Thomas’s Qualifications.
There is, of course, much more to Lower Fifth life than the academic curriculum, important though it is. Pupils encounter greater independence, meaningful choice, and a broadened sense of responsibility. As part of our Tutorial Program, they engage in Volunteering, Psychology and Self-understanding, LSS (Life and Society Studies, formally known as PSHE) and a wide range of creative, cultural and intellectual opportunities. This is a year in which pupils begin to take ownership of their learning, discover new interests, and challenge themselves in fresh and exciting ways.
Lower Fifth is also the moment when students begin their first true experience of curricular choice. In addition to English, Maths and Science, they select eight additional subjects from a rich and diverse set of options. These choices enable students to deepen areas of passion, explore new disciplines, and build the confidence and curiosity that will guide them into Upper Fifth and beyond.
We hope this guide helps you gain a clear sense of what makes the Lower Fifth such a formative and exciting stage of school life. We look forward to working with you as your child begins this next chapter at Thomas’s College.
Andrew Norton Director of Fifth Form
Vision and Aims
OUR VISION
The vision of Thomas’s London Day Schools is that every pupil leaves with core values and a strong sense of social responsibility; inner strength, outward assurance and positive physical and mental health; academic success and a wide range of skills, interests and attributes; curiosity about the world and a love of learning.
The overall goal of a Thomas’s education is to equip all of our pupils with optimism and readiness for the future, to become net contributors to society, and to flourish as successful, conscientious and caring citizens of the world.
OUR AIMS
● To provide an exceptional and innovative education to young people aged 11 to 18, founded on breadth of experience and opportunity.
● To enable students to achieve academic excellence through a holistic approach that develops knowledge, skills, character and self-understanding.
● To ensure that every member of our school communities learns and lives by a strong set of values, with kindness at the heart.
● To support students to make meaningful choices about their future, fostering a sense of purpose and personal ownership.
● To promote a diversity of excellence that encourages different types of intelligence, problem-solving and the ability to make connections.
Our Curriculum
Our curriculum has four underlying strands, developed with inspiration from the Center for Curriculum Redesign:
● Knowledge
● Skills
● Character
● Understanding of self (meta-learning)
Together, these develop an enquiry and growth mindset, with students excited by challenge, and unafraid to fail in order to unlock success. They think, question, collaborate and lead. They develop the habits of mind that underpin real-world effectiveness.
Overall our curriculum is intended to allow personal ownership, unlock diversity of talent and achieve the greatest understanding of personal strengths and weaknesses, on which all real-world success is based.
GROWTH MINDSET
KNOWLEDGE
What we know and understand Content and outcomes © Center for Curriculum Design
CRITICALTHINKING
CHARACTER
How we behave and engage in the world
Dispositions, values and habitudes
How we reflect and adapt in C21 Learning to Learn
Curriculum Structure
MAKING YOUR CHOICES
Take ownership, path-find, deepen
In the Lower Fifth, students exercise meaningful choice. They study English Language, Maths, Science and the Thomas’s Tutorial Programme, which includes outdoor education, volunteering and community, Psychology and Self Understanding and PSHE.
In addition they will choose a further eight subjects to study from the lists below.
We ask you to indicate a choice from each column, plus a reserve choice for each faculty. For the wildcard choices, we ask that you indicate two choices plus a reserve from the list. Each subject selected will be studied for two periods per week.
IMPACT ON CHOICES FROM UPPER FIFTH (YEAR 10) ONWARDS
Students will be asked to indicate their initial choices for Upper Fifth before the end of the Lent Term of Lower Fifth. The subjects they take in Upper Fifth will be the ones they continue to GCSE or a Thomas’s Qualification (TQ).
Although the choices made in the Lent Term are important, because they help us to staff the curriculum and write the timetable, students will not be held to them. Students will have until the end of September of Upper Fifth to be able to change their minds.
Subjects taken in Lower Fifth will not limit choices for the years that follow, other than in languages. Please see examples below.
Example 1
Miranda takes English Literature and History in Lower Fifth, but would like to take up Geography in Upper Fifth. Since the Humanities are facilitating subjects, this is fine.
Example 2
Simon takes French and Latin in Lower Fifth and decides that he would like to take Spanish in Upper Fifth. Since languages are hierarchical and depend on the build-up of vocabulary and grammatical structures through repeated practice, we would not allow Simon to take Spanish in Upper Fifth.
The only exception to this is if a student is a native speaker of a language. If this is the case, then we would consider whether it would be appropriate for a student to enter a classroom of second language learners, or whether we could support the native speaker through extra-curricular provision alone. If a student takes a language in the curriculum, they will be prepared for GCSE at the end of Year 11 and not earlier. However, they are able to take the GCSE early if they do not take the language in the curriculum.
Example 3
Joe chooses not to take Music in Lower Fifth. However, he is interested in picking this back up in Upper Fifth. Since the Music GCSE is based upon having a high level of skill in at least one instrument, Joe needs to discuss his musical ability and level with the Music teacher before this decision can be made.
Subjects
Please see a brief overview of each optional subject below.
ART
Year 9 Art is an exciting opportunity to build on your creative skills from Year 7 & 8. You will investigate themes such as Expressionism, Cultural Masks, Mark, Print and Portraits. Through hands-on experimentation with drawing, painting, photography, printing and ceramics, you will refine your technical abilities and creative thinking process. Your sketchbook will be a space to develop ideas, experiment with materials and showcase your personal creative journey. Our subject encourages individuality, curiosity, and critical thinking, helping you grow as an artist. By the end of the year, you will have a strong collection of work that reflects your skills, ideas, and artistic development.
CLASSICAL CIVILISATION
Offering Lower Fifth students a rich, interdisciplinary introduction to the ancient world, Classical Civilisation will present windows into the history, literature, mythology, art, and archaeology of ancient Greece and Rome. Exploring themes of heroism, leadership, and morality in ancient primary sources, students will practise and refine their empathy and humanity, as well as their skills of analysis. Their critical thinking will be engaged and sharpened in interpreting the origins of western philosophical and religious thought. Careful study of ancient art and archaeological evidence will provide visual and material insights into ancient Greek and Roman daily life and cultural achievements. Through discussion, creative projects, and deep source analysis, students will develop skills in evaluation, argumentation, and evidence-based reasoning, and practise drawing intellectually curious connections between past and present. These skills are a strong foundation for onward study at GCSE; but also broadly transferable, and essential to a deeper engagement with the humanities as a whole.
COMPUTING
Computer Science in Year 9 includes an exciting mix of practical programming skills, robotics, networking and data science. It is ideal for anyone who is interested in computer technology and likes finding out how things work. Students will develop their algorithmic and computational thinking skills over the year by completing lots of practical activities. The year kicks off with learning how large data sets can be used to find interesting patterns and trends. Students will investigate real-life data about roller coasters around the world to recommend a specification for a theme park. Programming skills follow with learning how to use Python to create a text based adventure game. This will introduce students to different programming constructs and data structures such as lists and arrays. Using robotic buggies, students will further develop their logical thinking skills to program the buggies in Python to self navigate a maze. To end the year, students will learn the purpose and functionality of computer networks and use Micro:bits to create a mini network using Bluetooth.
DESIGN & ENGINEERING
The emphasis in year 9 is on developing strategies for individual design practice. We start by encouraging students to explore their own design and design development practice through investigating the needs and wants of users, working with more advanced modelling in paper and card. Returning to the workshop with timbers, we examine the properties and constraints of materials and linked specialist tools, equipment and processes through an individually designed storage box making project. Finally we look at research strategies for users with special circumstances or physical limitations. The principles of digital manufacturing and hands on digital techniques for both laser cutting and engraving and 3D printing are taught, through a series of small projects and personalised items. The emphasis is on playful problem solving, and communicating and recording your ideas effectively whilst seeking inspiration from great designers, engineers and architects of the past.
DRAMA
In Drama, you will work in groups devising and performing scripts, undertaking practical workshops and learning the design elements for how the backstage of a theatre operates. By the end of the course, you will have developed and enhanced your practical acting skills and become a master of reviewing live theatre. We will explore Brechtian theatre, Social media as a stimulus for devising and the genre of theatre in education. Through this, you shall have the opportunity to watch live theatre and develop skills of teamwork, communication, and creativity.
ECONOMICS AND BUSINESS
Are you curious about how businesses are created and how the economy shapes our world? The Year 9 Economics and Business course gives you the opportunity to explore these exciting areas in a practical way. You’ll learn how to set up a business, understand key concepts like marketing, finance, and operations, and get an introduction to microeconomics. The course connects real-world case studies and current events to what you’re learning, and helps you build practical skills in budgeting, investing, and financial planning. Along the way, you’ll also develop important skills like teamwork, communication, and problem-solving. It’s a great way to get a head start in business and economics while understanding how it all works!
ENGLISH LITERATURE
Choosing English Literature allows you to develop essential analytical and critical thinking skills, which will support your success in English Language GCSE and beyond. In Literature, we engage with stories both as readers and as critics, exploring characterisation, themes, genre, structure, and language. Through reading, we broaden our understanding of the world and develop empathy - an essential life skill.
In Year 9, we will examine the corrupting nature of power through the study of George Orwell’s Animal Farm, before deepening our understanding of this theme in Shakespeare’s tragedy, Macbeth. We will also explore extracts from Victorian fiction and Romantic poetry, helping to build knowledge of historical context and literary techniques in preparation for GCSE.
FRENCH
In Year 9, the French curriculum will build on your existing knowledge of grammar and vocabulary and dive further into key topics that are relevant to young people in the 21st century. That includes discussions about your projects for the future, talking about the world around you, your musical tastes and finally how to make the world a better place. The overall aim of Year 9 French is to ensure that students can write, read and understand spoken and written language so that they can be effective communicators in French!
GREEK
Lower Fifth students embarking on learning the language of Homer, Plato, and the Christian New Testament will meet with an intellectually rewarding challenge. The experience will develop students’ linguistic acumen, enhance their critical and logical thinking, and deepen their understanding of English and other modern languages. Introducing key aspects of Greek literature, philosophy, and history, the course will foster skills of analysis and interpretation valuable across the humanities, and beyond. No prior experience of the language is necessary – students will start from the basics, gradually building their confidence in reading, pronunciation, grammar, and translation. But those with prior knowledge, or simultaneous study, of Latin will find many mutually supportive commonalities. All students will come away equipped with a solid foundation for GCSE study, and a toolbox of skills to enrich and support their broader academic achievements.
GEOGRAPHY
Year 9 Geography will take students on a fascinating journey, with a greater understanding of the codependence of the human and natural world. Students will learn about the world’s biomes in detail, before moving onto in depth case studies of the Boreal Forest, Rainforest and Deserts. They will also conduct fieldwork on the health of the Temperate Forest in the local area. Throughout all of this, there will be a thread running through, looking at how humans have historically used these areas, and in the present day are both harming and helping them. The year will end with a short piece of work ‘digging deep’ into energy usage, exploitation and futures across the world, starting with methods of extraction and ending with the different attitudes, and an opportunity to begin work on the Royal Geographical Society’s ‘Young Geographer of the Year’ competition.
HISTORY
History in Year 9 is split into three big questions that explore the nature of political power, and social changes over the course of the 20th Century. Enquiry Question 1: How and why do dictators rise to power? This looks at the two dictators of Stalin and Hitler, opposing ideologies, but similar in how they came to power and imposes their will. Homework will further explore global dictators like chairman Mao, and explore the similarities and differences, and see the patterns that emerge in how these dictators of History come to power. Enquiry Question 2: How far should Britain be ‘pleased with itself’ with the British Empire’s end? Students will study the end of the Empire, and its role in Ireland and the Troubles. Students will also study Britain’s role in Palestine and the start of the Arab-Israeli conflict, and look at the various factors at play in this complex conflict. The enquiry will finish with a study of the independence movements in Ghana and Kenya in the 1950s and 1960s. Enquiry Question 3: How similar were the UK and US campaigns for equal Civil Rights? This takes America’s long civil rights movement from the end of the Civil War to the passing of the Civil Rights Act and compares it to Britain’s social changes and campaigns for racial inequality such as the Mangrove Nine, and Brixton Uprising.
GERMAN
In Year 9, students continue to develop their confidence in using German while exploring topics that are meaningful to them. They will learn to talk about their role models and personal experiences, their musical tastes, their ambitions and future plans including jobs, as well as school and the things that are important to them. Students will also focus on developing their understanding of German grammar, including the use of the imperfect and perfect tenses, the conditional, and more complex word order structures.
Alongside grammar, students continue to practise reading, writing, speaking, and listening skills, while gaining a deeper understanding of life, culture, and traditions in Germany, Switzerland, and Austria. The course is designed to help them use German confidently in real-life situations, express their own ideas clearly, and enjoy learning about the language and the people who speak it.
LATIN
Students of Latin in the Lower Fifth will meet with an engaging introduction to the language of ancient Rome, of its empire, and of millennia of global scientific thought. They will develop logical thinking and linguistic precision through translation and analysis, strengthening their command of English and supporting the study of modern languages. And through study of Roman history, mythology, and literature in original or adapted Latin, they will hone their tools of interpretation, comprehension, communication, and problem-solving. Whilst the course will prepare interested students for GCSE study, no prior knowledge is required: those with previous experience will find this an essential consolidation and expansion of key vocabulary, grammar, and syntax; beginners will build their skills from the ground up in a fast-paced but encouraging environment.
MANDARIN
In Year 9, students continue to build their confidence and independence in using Mandarin Chinese while exploring topics that are relevant and meaningful to their own lives. Through the Jinbu 2 course, students learn to talk about their hobbies and interests, daily routines, their towns, shopping, clothes, transport, travel, festivals, and aspects of family and personal experiences, developing their ability to communicate ideas clearly and accurately. Students further develop their understanding of Mandarin grammar and sentence structure, including the use of time expressions, modal verbs, comparatives, result complements, and increasingly complex sentence patterns. They are encouraged to use a wider range of vocabulary and structures to give opinions, justify ideas, and describe experiences in more detail. Alongside explicit language instruction, students continue to practise and refine listening, speaking, reading, writing and translation skills with a strong emphasis on pronunciation and character recognition. Cultural understanding is embedded throughout the course, with students learning about aspects of life, traditions, and festivals in Chinese-speaking communities. The Year 9 Mandarin curriculum is designed to prepare students for the transition to GCSE Chinese, enabling them to use Mandarin in real-life contexts, express personal viewpoints, and develop a positive and curious attitude towards language learning and Chinese culture.
MUSIC
In Music, the key musical disciplines of performance, composition and listening/analysis will be developed through the core elements:
● Knowledge: the rudiments of theory, elements of music and analysis of set pieces (classical/modern works) will broaden musical ability.
● Skills: creativity is at the core of this strand where performance, composition, technique and collaboration will build confident, curious and considerate young musicians.
● Understanding: an example would be: an in-depth study of British pop music to further an understanding of how an art form changes over the years, how technology and marketing shapes the consumer and influences art, fashion and culture.
● Character: singing and playing in ensembles fosters a culture of respect, understanding and resilience. Music creates close-knit communities that are inclusive and open to all.
POLITICS
The Politics curriculum introduces students to the foundations of democracy, civic engagement, aiming to ignite a lifelong interest in government and its impact. It encourages students to develop their own informed beliefs about contemporary political issues and events, fostering a sense of active participation in a subject that directly shapes their daily lives. It begins with a look at how democracy works in the UK, and how referendums and elections function. There will also be a study of history of the major political parties, and what their ideologies are, and the key thinkers behind that ideology. The second enquiry compares the UK system to that of the USA, where students will learn how the branches of government function, and look at case studies of the presidencies of Clinton, Bush, Obama, and Trump and find out how effective, or ineffective, they were at governing. Students will get an opportunity to develop their analytical skills by looking at some of the most important US elections of the last 30 years: Bush winning in 2000; Obama in 2008; Trump in 2016; Biden in 2020, and answer the simple question, why did that President win? The year finishes with a return to the UK and analysis of key elections here from the last 70 years including: Labour Landslide in 1945; Thatcher’s winning streak; Labour landslide in 1997. The year concludes with a study of the recent events from the coalition, to Johnson, Truss, and Sunak, and how it all led to where we are now. Students will hopefully finish the year with a better understanding of how politics works in the UK, as well as laying the groundwork for students to become thoughtful, critical, and well informed citizens.
SPANISH
The Spanish curriculum revolves around understanding oneself, thinking about what healthy lifestyles look like, discussing hobbies and tackling the challenges of climate change. Throughout the course, students are required to read and write about these key topics, whilst developing an understanding of the culture of Spanishspeaking countries. By the end of the Year 9 course, we expect students to be able to communicate orally on these topics and debate in the Spanish language. With regards to grammar, students will be able to use three tenses and timeframes together, i.e. present, past and future.
THEOLOGY AND PHILOSOPHY
Theology & Philosophy gives Lower Fifth students an opportunity to explore some of life’s biggest questions. In the Michaelmas term, students unpack ethical questions like: ‘What makes human life valuable?’, ‘Should we bring back the death penalty?’ and ‘How ethical is Artificial Intelligence?’ In the Lent term, we dive into the teachings of key philosophers like Plato, Aristotle and Socrates, whilst evaluating the philosophical contributions of modern thinkers, exploring questions such as: ‘Is lying always wrong?’, ‘Can we ever have a truly equal society?’ and ‘What makes a good life?’ In the Summer term, students study an introduction to Theology, in which they investigate questions like: ‘Can we prove or disprove God’s existence?’, ‘Do miracles happen today?’ and ‘Can religion and science coexist?’ Across Lower Fifth, students develop crucial academic skills, including critical thinking and argument construction, while investigating beliefs about the nature of reality, issues of right and wrong, and what it means to be human.