Year 9 Curriculum Overview
Autumn Term and Year Summary 2024
Teaching and Curriculum at Hampton Court House
At Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.
Intent
The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.
Implementation
Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.
Impact
The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.
Katy Deacon Head of Senior kde@hchnet.co.uk
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Nick Edwards Assistant Principal | Data & Assessment ned@hchnet.co.uk
Paul Pearce
Deputy Head | Operations & Academic pgp@hchnet.co.uk
Y9 Drawing project This unit introduces students to key aspects of drawing and covers a range of approaches and styles, exemplified by a broad selection of artists. Each two-week block covers a particular material, style or approach, inspired by a selected artist. Students study line, tone, texture, shape and composition, and consider how the artist’s purpose shapes the style of a drawing. They learn to critique their own and others’ work using subject specific terms
How it is assessed
Student work is assessed during the lessons with practical help offered when necessary Understanding is assessed gradually as they progress because students learn by doing Students are also encouraged to self-assess through refining their own work and reflecting on each other's Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project
Term
Autumn Drawing (see above)
Repeat design project
Spring
What are we studying?
Summer
This unit teaches techniques to create complex repeat designs
Inspired by natural plant forms and the artists and designers of the 19th Century Arts and Crafts Movement
Students create and paint their own repeat designs which are then transferred into print
Three-dimensional construction
Using the Surrealist technique of unexpected juxtaposition, Joseph Cornell's bestknown works are glass-fronted boxes into which he placed and arranged Victorian bric-a-brac, old photographs, dime-store trinkets, and other found elements Generally referred to as "shadow boxes," the resulting pieces are dream-like miniature tableaux that inspire the viewer to see each component in a new light
Computer Science
The syllabus in Year 9 includes materials and concepts recommended by the National Centre for Computing Education (NCCE) for Key Stage 3, as well as GCSE-level topics and resources. The topics are a mixture of theory and practical activities – mainly programming in Python. This ensures the students are prepared for potentially taking the subject at GCSE, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
How it is assessed
Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Students start of the year with a KS3 unit on Computational Thinking: a key problem-solving approach used in Computer Science. This covers logic, algorithms, compression, character sets, abstraction and decomposition.
After the half term and leading up to Christmas, we will be revisiting Python. As most students have had limited exposure to Python, this will be a quite basic course, covering variables, data types, selection, iteration and search algorithms. There are large amounts of extension resources available for students who already know some Python – this will be addressed on an individual basis.
After Christmas students will study a NCCE unit on cybersecurity: this includes the topics data, social engineering, hacking, bots, and risk mitigation.
In the second half of the spring term, we will use parts of the GCSE Computer Science syllabus and resources to look into process representation using flowcharts, and standard algorithms such as counting, searching and sorting. This will include writing these algorithms in Python if the class reaches a reasonable standard.
After Easter, we continue with GCSE materials and topics: automated systems, robotics and AI. This is an interesting unit that is wide ranging: from representing lift control systems to debating the ethics of modern AI systems and their impact on society.
The final stage of summer sees the students set off to create a project in Python – this might be a text-based adventure game, or any other mini-project that will push their creativity and design skills, as well as their knowledge and ability in programming.
Design & Technology
When you stop and think about it, virtually everything around us has been designed and engineered in some way. D&T opens the door to a wide range of careers in the creative, engineering and manufacturing industries. It is also excellent preparation for careers in many other fields e.g. medicine, law and computer science.
Taught as a project-based learning experience with focus on sustainable thinking, and with connections to real-life industry. In Year 9 students will acquire the knowledge and understanding of both designing and making and the skills required to undertake the iterative design process of continuously improving a concept via exploring, creating, evaluating and creating prototypes. Students will be learning and using CAD/ CAM technologies to aid in design, analysis, and manufacturing. The majority of the course will be delivered through the practical application of this knowledge and understanding.
Studying design and technology equips students with essential skills for innovation, problem-solving, and practical application of knowledge. With the integration of physics and maths, students gain a deeper understanding of the scientific principles that drive technological advancements. This interdisciplinary approach fosters a greater understanding of our natural world and appreciation for the interconnectedness of science and technology in shaping our world.
Autumn 1
Spring 1
Core technical principles
New and emerging technologies
Energy generation and storage
Developments in new materials
Specialist technical principles
Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles
Investigation, primary and secondary data
Summer 1
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Autumn 2
Spring 2
Core technical principles
Systems approach when designing
Mechanical devices
Materials and their working properties.
Specialist technical principles
Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles
Prototype development
Material management
Summer 2
Specialist tools and equipment
Specialist techniques and processes
Drama
Year 9 students will explore the style of naturalism in drama through the study of Dennis Kelly's play DNA
They will delve into the themes of peer pressure, social responsibility, morality, and bullying, which are highly relevant and relatable for their age group. Students will learn about Stanislavski's methods to develop naturalistic performances and apply these techniques to their exploration of the characters and scenes from DNA The culmination will be a final performance where students will showcase their understanding and skills in a selected scene from the play.
How it will be assessed
Practical work: Students are assessed on their creative and collaborative ideas, which the teacher assesses through observations in class They are also marked on their performances
Written work: Students will be tested on their knowledge and understanding of keywords and their ability to analyse what their creative choices show
Autumn 1
Spring 1
Stanislavski and DNA Exploration
Realistic acting style
Exploration of the theme of DNA by Dennis Kelly
Exploration of character motivation from the play
Devising Techniques
Non naturalistic Dramatic techniques such as cross cutting, movement motifs and direct address
Research and exploring a theme to create new material
Autumn 2
Spring 2
DNA Performance and Evaluation
Rehearsal of a short scene using Stanislavski’s techniques
Group performance of a short scene
Evaluation of the impact of their choices
Devising Performance
Developing a short, devised play in a group
Performing the piece
Evaluation of success of choices made
Summer 1
Macbeth: Exploration
Understanding the plot of the play
Exploring themes
Developing characters
Summer 2
Macbeth: Performing and Evaluating
Learning lines and blocking
Performing to a live audience
Creating characters
English
Year 9 Curriculum Overview Autumn Term 2024
We begin Year 9 with the study of Arthur Conan Doyle’s The Hound of the Baskervilles This is because in Year 10 (as part of their GCSE English Literature) students will study A Christmas Carol, and we want them to have read and studied a nineteenth century novel in preparation.
Students will study this novel with an analytical lens, unpicking Conan Doyle’s language and linking to wider Victorian context and ideas In Autumn 2, we will move on to a creative writing unit where students will study a diverse range of short stories taken from the EMC text Diverse Shorts This will continue to develop their creative writing as they will focus on characterisation, dialogue, setting, and structure
How it will be assessed
Autumn 1 The Hound of the Baskervilles
Students will produce an extended analytical response (minimum three paragraphs) in response to a question with an extract They will be marked on how clear their responses are, their use of quotations, their analysis of Conan Doyle’s language, and their links to Conan Doyle’s wider ideas and the Victorian context
Autumn 2 Diverse Shorts
Students will produce a piece of extended creative writing They will be marked on the content, organisation, and SPaG
Term
What are we studying?
Autumn 1 The Hound of the Baskervilles by Arthur Conan Doyle
Autumn 2 Diverse Shorts
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Romeo and Juliet by William Shakespeare
In Spring 1, students will begin and cover the first half of the play
The focus of studying this play will be analytical, but we will intersperse some creative writing opportunities for students
The study of this play will provide a strong foundation for the GCSE English Literature study of Macbeth that takes place in Year 10
We will be analysing Shakespeare’s language, structure and form, whilst linking his ideas to the wider Elizabethan context
The key themes we will be looking at are
Love | Fate | Conflict
Romeo and Juliet by William Shakespeare
In Spring 2, students will complete and cover the second half of the play
The focus of studying this play will be analytical, but we will intersperse some creative writing opportunities for students
The study of this play will provide a strong foundation for the GCSE English Literature study of Macbeth that takes place in Year 10
We will be analysing Shakespeare’s language, structure and form, whilst linking his ideas to the wider Elizabethan context
Start of GCSE English Literature (exam board: AQA)
Love and Relationships Poetry
As this is the beginning of the GCSE, we will outline our expectations, the course itself, and the main assessment objectives
Students will be assessed by producing comparison essays between two poems, based on a common theme. This reflects the demands of the GCSE English Literature, Paper 2, Section B question
In this half term, we will aim to cover the following:
‘When We Two Parted’ by Lord Byron
‘Love’s Philosophy’ by Percy Bysshe Shelley
‘Porphyria’s Lover’ by Robert Browning
‘Sonnet 29’ by Elizabeth Barret Browning
‘Neutral Tones’ by Thomas Hardy
‘The Farmer’s Bride’ by Charlotte Mew
Love and Relationships Poetry
Continuing our study of the anthology, in this half term we will aim to cover the following:
‘Letters from Yorkshire’ by Laura Dooley
‘Walking Away’ by Cecil Day Lewis
‘Eden Roc’ by Charles Causley
‘Follower’ by Seamus Heaney
Students will continue to be assessed by producing comparison essays between the two poems, based on a common theme
We will complete our study of the poetry anthology (5 remaining poems) at the beginning of Year 10
French
Year 9 are going to start discovering their new textbook, Tricolore 3. The Tricolore method has proven to be very efficient in KS3 for GCSE preparation.
Students will first discover the diversity of the francophone world and have a closer look at Paris
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed There will be a test at the end of each unit for all the skills except speaking that will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis
Term Topics Skills
Unit 1 Francophone teenagers
Find out about the French-speaking world
Exchange personal information
Find out about French Guyana
Ask and answer questions
Talk about technology and the internet
Autumn 1
Exchange information about families
Talk about and describe friends and others
Discuss relationships
Talk about aspects of daily life
Discuss a photo
Find out about a French-speaking country or region
Unit 2 Welcome to Paris
Find out about some Paris sights
Describe places of interest
Find out about places in Paris and understand tourist information
Talk about what you have done
Autumn 2
Say what has happened and what you have done
Find out about the Paris metro
Understand information about travel
Describe a recent event
Give opinions
Revise the present tense of regular verbs
Use some irregular verbs (avoir, etre)
Use adjectives with the correct agreement
Use Reflexive verbs
The perfect tense with avoir
The perfect tense with être
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer
What are we studying?
In unit 1, we will find out about the French-speaking world, exchange personal information, find out about French Guyana, ask and answer questions, talk about technology and the internet, exchange information about families, talk about and describe friends and others, discuss relationships, talk about aspects of daily life, discuss a photo and find out about a French-speaking country or region
In unit 2, we will find out about some Paris sights and describe places of interest, we will also find out about places in Paris and understand tourist information, talk about what we have done, say what has happened, find out about the Paris metro, understand information about travel, describe a recent event and give opinions
In unit 3, we will talk about leisure activities and use some expressions of time, talk about when you were younger, learn about two Francophone countries in Africa, say how life has changed, talk about TV, cinema, and books, understand and give a short review, learn about some famous French people and write a short profile of a famous person, read an extract from a French book and discuss a photo
In unit 4, we will discover more about school life in France, describe our school and a typical school day, discuss school subjects, discuss plans for the next school year, discuss aspects of school life, talk about different careers, find out about two famous French people, read an extract from a French book, discuss a photo, find out about a school in a francophone country
In unit 5 & 6, we will find out about the Futuroscope theme park, talk about future plans, find out about hotel facilities, enquire about hotel services and report problems, talk more about the future, discuss the weather, understand a simple weather forecast, use expressions of time, describe a recent event and talk about other them parks
Geography
Year 9 students will start the autumn term delving into the concept of development, linking to previous understanding achieved through both the globalisation and population topics of year 8. In this unit, students will focus on answering the question ‘Is Nigeria a developed country?’. To do this, they will first learn how development is categorised and assessed, using a range of indicators. They will assess the reliability of Brandts Model and think critically about how development in cartographic and graphical ways. Then students will apply their understanding of development to a case study investigation of Nigeria. Here, they will learn to describe how Nigeria’s socio-economic characteristics were shaped by factors such as Neo-colonialism, and how these are changing now and in the future.
They will explore the positive and negative effects of trans-national corporations, linking manufacturing to economic growth In autumn 2, students will continue looking at urban areas and human geography but now moving to exploring crime in the topic ‘does crime have everything to do with geography?’ This will allow students the opportunity to understand how physical and human factors lead to changes in crime levels, with a focus on Rio de Janeiro This topic will explore a wide range of global examples of crime, exploring how Afghanistan’s geography facilitated the rise of the heroin trade and issues of illegal logging in South America and South-East Asia
How
it will be assessed
Autumn 1: Students will be assessed halfway through the topic on a creative infographic task, designed to allow them to demonstrate a grasp of fundamental principles of development
Autumn 2: Assessment will take place in the form of an extended writing task answering the question ‘Is Nigeria a developed country?’, evaluating both sides of an argument supported with evidence from the case study they have studied
Geography
Term
Autumn 1
What are we studying?
Focus: ‘Is Nigeria a developed country?’
Autumn 2 Focus: ‘Does crime have everything to do with geography?’
Focus: ‘How dangerous are tectonics?’
This topic revisits tectonic processes explored in year 8 and students will apply these concepts to earthquakes and volcanoes to understand the impacts these have on people around the world: Structure of the Earth and basics of plate tectonic theory. Evidence of tectonic theory such as Paleomagnetic and fossil records.
Spring
Summer
Main types of plate boundaries associated with volcanoes and their formation.Describing characteristics of main volcano types and their associated eruptions
Exploring Iceland as a case study of volcanism, investigating reasons (S.E.E) why people choose to live near volcanoes.
Monitoring and predicting eruptions to mitigate risk looking at Pinatubo, Mt Etna.
Understanding steps in earthquake formation and main types of seismic waves
Comparing Chile and Nepal earthquake impacts and their responses.
Evaluating significance of development in the impact of earthquakes.
Focus: ‘Have humans made flooding their problem?’
This will build on students understanding of river systems that they started in year 8, linking fluvial dynamics to the immediate and long-term impact on people in the UK and abroad:
Introduction to drainage basins systems and characteristics of major systems around the world, recap the fundamental principles of flows and stores in the water cycle what causes flooding.
Understanding the concept of a flood hydrograph and infer characteristics of drainage basins from their shape.
Understanding how the long profile and cross profile changes as the river flows downstream, using the river Thames as an example.
Investigating a flood event: How physical and human factors contributed to flooding, evaluating success of management strategies used to reduce flood risk and impact. Compare all the above with an abroad example in a contrasting setting, Bangladesh.
History
The autumn term will be based around the theme of 'revolutions.'
We begin with a study of the Thirteen American colonies, charting the evolution from their establishment in the early 17th century through to the Declaration of Independence in 1776
We then move on to explore the French Revolution of 1789 to 1799, an event inspired by the ideas about liberty and equality that shaped the American Revolution The term concludes with an examination of Russia in the first two decades of the 20th century; a period that witnessed the dramatic overthrow of tsarism and replacement by a socialist form of government Through each of these case studies, the students will gain an important and fascinating insight into three events that served to shape and define the modern era
How it will be assessed
As part of their preparation for Y10, pupils will sit an exam at the end of term that will feature a variety of GCSE-style questions. Pupils will have opportunities during the term to become familiarised with these sorts of questions and the marking scheme In addition, pupils will be assessed in variety of different ways throughout the term, including graded group presentations, debates and multiple-choice quizzes
History
continued
Term
Autumn 1
What are we studying?
The American Revolution
Start of the French Revolution
Autumn 2
Spring 1
Spring 2
Summer 1
Conclusion of the French Revolution
The Russian Revolution
Summer 2
The long and short-term causes of the First World War
Propaganda and recruitment
A study of trench warfare, including conditions, combat and the psychological impacts on soldiers
The reasons for Germany’s surrender in 1918.
The Treaty of Versailles and establishment of the League of Nations
The Transatlantic Slave Trade
A study of slave plantations in the American South, including working conditions, plantation owners and rebellions
The long and short-term causes of the American Civil War
The conclusion of the civil war in 1865
The abolition of slavery and its consequences
The development of civil rights for African Americans during the Reconstruction era
The birth of the KKK and return of white supremacy in the American south.
We will be continuing with John Taylor’s Latin to GCSE Syllabus finishing Book 1 looking at the foundation of Rome and early the Roman Kings along with the fall of Tarquinius Superbus and the transition to the Roman Republic.
How it will be assessed
Students will be assessed on vocabulary knowledge of 20 words per week There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge
Aeneas and the Roman Future
Personal pronouns and possessive adjectives
Future tense of ‘sum’ and ‘possum’
Autumn 1
Spring 1
Adverbs from adjectives and temporal adverbs
From Aeneas to Romulus: The Roman kings
third person subject and object pronouns
third person subject and object possessives
Roman Heroes: Horatius and Mucius Scaevola
Comparative and superlative adjectives
Passive voice verbs (imperfect, future and present)
Cloelia and Coriolanus
Future, present and perfect participles.
Negative and irregular imperatives.
Review of the year
Summer
Autumn 2
Sabine Women and the Ascension of Romulus
Pluperfect tense of regular verbs
Pluperfect tense of ‘sum’ and ‘posse’
The reign of King Numa
Eo – to go (all tenses)
Prefixes and compound verbs: all 5 active tenses
Tarquinius Superbus - last king of Rome
The rise of the Roman Republic.
Cincinatus and the Verginia
Perfect and pluperfect passive verbs
If clauses
Spring 2
The Gauls approach self and same to want, to not want, to prefer (velle, nolle, malle)
Defending Rome ferre and compounds
Consolidation of passives voice verbs and participles
End of Year Exam revision. Hannibal and the Third Punic War
During Autumn term, Year 9 will start with the topic "Where do you live,"
They will learn to describe about places in a town, use relative place words, use future time phrases to talk about weekend plans, talk about house using comparisons, discuss jobs and what they would like to do in the future and learn more about living in China
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams
Autumn 1
Spring 1
JB2 Ch3 Where do you live?
Talking about place in a town
Learn to use relative place words
Using future time phrases to talk about weekend plans
JB2 Ch4 Shopping
Buying fruit and vegetables
Talking about buying clothes
Using the present continuous
JB2 Ch5 Travel in China
Learning to say the seasons and directions
Autumn 2
Summer 1
Talking about visiting Beijing
Understanding tourist information
Spring 2
JB2 Ch3 Where do you live?
Describing your house using comparisons
Talking about jobs and what you would like to do in the future
Learning more about living in China and aspect of life that has changed over time
JB2 Ch4 Shopping
Talking about online shopping
Learning about shopping in China and explore the customs and culture
Revision and exam
JB2 Ch5 Travel in China
Buying souvenirs
Summer 2
Learning about the Chinese New Year
Learning more about Chinese festivals
Maths
Year 9 Curriculum Overview Autumn Term 2024
Throughout Year 9, students will be getting themselves fully prepared to start the GCSE course next year. We will introduce some of the more complex topics that they’ll need including quadratics, pythagoras and trigonometry. The Autumn term introduces all of these concepts.
Triangles: an introduction to Pythagoras and the sine, cosine and tangent ratios to help find missing sides and angles in triangles
Equations: a revisiting of linear equations before introducing the concepts of simultaneous equations and quadratic equations
Volumes and Surface Areas: finding the volume and surface area of more complex 3D shapes such as cones, cylinders and spheres
How it will be assessed
Students will sit a 45 minute written assessment at the end of the term They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and what areas of development they might need to work on
What are we studying?
Trigonometry and Pythagoras
Autumn 1
Spring 1
Summer 1
Volume and Surface Areas of Cylinders, Cones and Spheres
Standard Form Surds
Autumn 2
Spring 2
What are we studying?
Equations including: Simultaneous Equations
Quadratic Equations
Proportion including Direct and Inverse Averages and Range
Coordinate Geometry
Equations of Lines Inequalities
Summer 2
Probability Trees
Revision
Music
Pupils study the elements of music through the study of film music. They learn to listen to, analyse and compose film music.
Pupils learn the key musical feature of film music, including ostinato, leitmotif, trills, extreme pitch, timbre, Dies Irae, drone, chromaticism and use these to compose a horror scene.
In Autumn 2, students will create music in the Tech Lab to match a movie scene using Logic Pro.
How it will be assessed
Horror story board composition and performance on the keyboard
Music Tech composition to a short film scene using Logic Pro
Short written and listening test
Autumn 1
Spring 1
Film Music
Listening and analysing music for famous characters (leitmotifs)
Listening and analysing music from horror films
Learning to play compositional devices used in horror films
Creating a horror storyboard and composing music to match the scene
Popular Music
Listening and analysing Brit Pop bands
Learning to create chords on the piano
Playing well known chord progressions used in pop music
Performing a choice of Pop song
Autumn 2
Spring 2
Film Music
Analysing film scenes with different emotions using the elements of music
Creating music to match a film scene
Music tech skills, composing loops, editing music, premade loops
Summer 1
Song Writing What makes a good song?
Writing own meaningful lyrics about a relatable subject or something to protest about
Summer 2
Protest Music
Listening and analysing music that has meaningful lyrics
Protest music from the 60’s through to modern protest topics
Performing a choice of protest song
Logic Pro
Creating a backing track with live instruments or Logic Pro
Composing a chord progression and beat to match the lyrics
Performing protest/relatable pop song to the class with backing track
The Year 9 students will focus on the sports of football, netball, padel tennis and rowing. The lessons will be taught off-site at St Mary’s University so that they can utilise their indoor facilities/outdoor pitches, at Imber court for their padel courts and at Molesey Boat Club.
In football, the students will apply their passing, shooting and dribbling in small-sided games with an onus on attack vs defence. The students will be taught the correct technique to perform the skills and will learn through individual practice, partner work and group tasks, so the students can enhance their understanding of the sport. In netball, the students will expand their knowledge of the fundamental skills needed to play the sport – throwing, catching and movement. Students will be taught the rules of the game, the basic positions, how to shoot and the different types of passes they can use in competitive game situations. They will learn through will learn through practicing with their partner and group tasks the students broaden their understanding of the sport. In padel tennis, the students will learn the basics rules, how to serve correctly, how to the play different shots (drop shots and volleys) and compete in class tournaments. They will learn through one to on coaching, partner rallies and competitive game situations. In rowing, the students will learn about how to get the boats out safely, the feathering technique, rowing in unison with their team and take part in some time trials.
How it will be assessed
In football and netball, the students will be assessed on their replication of skills, ability to influence the game, to be able to make tactical changes in a game and the ability to analyse performances of their own and their opponents. The teacher will assess this through observations in Sports lessons and mark their performance in games. In padel tennis, the students will be assessed on their replicates of shots, tactical awareness and ability to evaluate performance, skill and tactics within a competitive game situation. The teacher will assess this through observations in the Sports lessons and mark their performance in games. In rowing, the students will be assessed on their ability to safely take the boat onto the river, their strokes on an ergometer. The teacher/rowing coaches will assess this through observations in the Sports lessons
Term
Autumn
Spring
Summer
What are we studying?
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence.
Netball: Passing, shooting, attack vs defence, positions & conditioned games.
Padel tennis: Rules, service, shots, tactics and tournaments.
Rowing: Safety, fitness testing, ergometers and feathering technique.
Basketball: Passing, shooting, dribbling, tactics, attack vs defence.
Indoor climbing: safety, tactics, body weight exercises, competitive climbing tasks.
Golf: putting, driving, mini golf and house tournament.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
PSHE
We begin PSHE across the senior school by exploring the topic ‘Living in the Wider World’.
In Year 9 we begin by revisiting the topic of careers and planning for the future, to support the students as they begin to think about their GCSE choices We also look at finance and dangers to be aware of such as avoiding debt In the second half term we look at issues affecting young people globally and, in the UK, immigration and diverse communities
We aim to make all PSHE sessions as relevant to the students and their current needs and concerns, therefore out content is changeable, and suggestions and feedback are welcome at any time from students and parents
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application At the end of each half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching
What are we studying?
Personal development planning
The journey to your career
Autumn 1
Spring 1
Summer 1
Managing finances
Avoiding debt
Contraception
Consequences of unprotected sex
Porn – is it real?
Sex and the law including consent
Body image and eating disorders
Managing stress and anxiety
Why do some people selfharm?
Autumn 2
What are we studying?
Human rights
British community, religion and culture
Immigration, the UK and diverse communities
Spring 2
Peer pressure
Abusive relationships
Child sexual exploitation
Summer 2
Drugs and the law
Alcohol awareness
Vaccinations, organ and blood donations
Science - Biology
For the first half term of year 9 biology, we begin with the study of inheritance following the Kerboodle Oxford Smart Science syllabus.
Students will look at the variation in characteristics in organisms within a species and determine whether these are a result of inherited variation, environmental variation, or both. They will categorise characteristics as showing discontinuous or continuous variation and will plot this on appropriate graphs. Students will then study how characteristics are inherited through chromosomes. The final section in this topic looks at evolution through the process of natural selection, why some organisms become extinct, and the role gene banks can play in trying to prevent extinction. During the second half term, students will start the GCSE AQA syllabus with the first topic of cell biology. This will include learning about the structures found within eukaryotic cells such as plant and animal cells. We will then study prokaryotes such as bacteria followed by understanding the use of microscopes.
How it will be assessed
Students are regularly formatively assessed within lessons through questioning, self and peer marking independent practice, and whole class feedback. Students will have online assessment tools including Kerboodle mini checkpoint assessments which are low stakes quizzes. They will then have a summative assessment at the end of the topic. There will be a larger, more formal exam as part of the whole-school exam week in the summer.
Autumn 1
Spring 1
Kerboodle Syllabus –Variation, continuous and discontinuous variation, inheritance, natural selection, extinction.
Autumn 2
Summer 1
Topic 1 Cell Transport –Diffusion, osmosis, surface area to volume ratio, active transport, required practical 3 – investigating the effects of solute concentrations on plant tissue
Topic 2 Organisation part 1 –structure of an organism, stem cells, human digestive system
Spring 2
Begin AQA GCSE Biology Syllabus –Topic 1 Cell biology
Eukaryotic cell structure – Animal and plant cells
Prokaryotic cell structure
Microscopy – Light microscopes, electron microscopes, calculations, biological drawings
Required practical 1 – Using light microscopes to observe cells
Topic 1 Cell Division – DNA, chromosomes, the cell cycle, mitosis. Non-communicable disease – examples of non-communicable diseases, Interpreting data, cancer, causal mechanisms of diseases
Summer 2
Topic 2 Organisation part 2 – Food tests, enzymes, circulatory system (blood components, blood vessels, structure of the heart, and coronary heart disease)
Science - Chemistry
Year 9 Curriculum Overview Autumn Term 2024
For the first half term, Year 9 chemists will study Geochemistry, looking at the rock and water cycle and how they interact, then studying the chemistry of the atmosphere before looking at human effects on the atmosphere and the Earth’s systems.
They will then begin the AQA GCSE Chemistry 9-1 course by reviewing elements, compounds, and mixtures. We will then study the history of discoveries about the structure of atoms, learning how experiments refuted previous models and allowed more detailed models to be formulated. They will then learn about a modern model of atomic structure and find out how to work out what particles are in a given atom and how those particles are arranged.
How it will be assessed
As these are content-based subjects it is best to assess the students' progress through the course in exam conditions. Students will be given full notice of any exams as well as topic and keyword lists in advance to help them to prepare. Students also have access to the online textbook. Along the way the students will be provided with in-class, at home materials and online resources in order to help them consolidate their knowledge and gain practice in more demanding GCSE style questions and marking guidelines. There will be a larger, more formal exam as part of the whole-school exam week in the summer.
Term What are we studying? Term
Autumn 1
Spring 1
Earth science, the rock cycle, the atmosphere, climate, and pollution (KS3 Content)
Continue with topic 1: Groups 0, 1, 7, and the Transition Elements
Begin topic 2: Structure and bonding by looking at types of chemical bond
Topic 3: Quantitative Chemistry
Summer 1
Topic 3: Formula Masses and moles
Autumn 2
Spring 2
What are we studying?
Begin GCSE AQA Chemistry:
Topic 1: History and Structure of the Atom
Topic 1: The Development of the Periodic Table
Topic 2: Properties of simple and giant structures
Topic 2: Allotropes of Carbon
Topic 2: Nanochemistry
Summer 2
Topic 3: Moles, Equations, Excess, and Limiting Reagents
Topic 3: Yield and Atom Economy
Science - Physics
Year 9 Curriculum Overview Autumn Term 2024
Yr9 Physics will begin the year with an overview of forces, motion and all things time, speed and distance.
This topic will be returned to in greater depth in Yr10 but it’s a great opportunity to lay the foundations to this much longer GCSE chapter from a slightly adapted Key Stage 3 perspective. Once this overview is completed, we will begin with our first full GCSE Physics chapter which is Energy and Energy Resources. Students will need to apply solid mathematical understanding to questions surrounding energy expenditure and energy transfers. We will also study different methods of electrical energy production. We will analyse the pros and cons of the use and application of these different energy systems from a national and international perspective.
How it will be assessed
As these are content-based subjects it is best to assess the students' progress through the course in exam conditions. Students will be given full notice of any exams as well as topic and keyword lists in advance to help them to prepare. Students also have access to the online textbook. Along the way the students will be provided with in-class, at home materials and online resources in order to help them consolidate their knowledge and gain practice in more demanding GCSE style questions and marking guidelines. There will be a larger, more formal exam as part of the whole-school exam week in the summer.
Term What are we studying? Term What are we studying?
Autumn 1 Forces and Motion (KS3 content) Begin GCSE AQA syllabus Energy transfers Autumn 2
Summer 1 Review Energy Begin basics of electricity Summer 2 Continue with electricity
During this term, Year 9 will delve into GCSE topics in greater detail, using more complex vocabulary and incorporating the present, future, and later the past tenses.
They will start with the topic "My Family and Me," where they will describe themselves both physically and in terms of personality, their likes, etc Likewise, they will talk about their family, how they are similar, their relationships, things they have in common, and what they enjoy doing together Hobbies will also be included here
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams
Term
Autumn 1
What are we studying?
“ Mi familia, mis amigos y yo” (My family, my friends and I)
Description of myself and members of my family
Comparatives - who do I look like?
Relationships: To get on well with… and reasons
Things you like to do with your family Talking about friends
Things you did recently ( Past – perfect)
Things you are planning to do soon (both future tenses)
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
“En mi tiempo libre/Mis pasatiempos” (Hobbies)
Things you like to do and reasons
Things you do depending on the weather
Sports
TV
Cinema Music
Benefits of having hobbies
Plans for the weekend (Future)
A film you watched, a concert you attended (Past)
“ En el restaurante” (At the restaurant)
Meals during the day
Understanding the menu
How to order at the restaurant
Near future (I´m going to have )
Problems at the restaurant
How to ask for things at the restaurant
“ De compras” (Shopping)
Shops and items
What you have in your city
And what you would like to have
How to ask for items at the shops
Problems at the shops and solutions
Buying online – Advant and disadv.
“Holiday” (Las vacaciones)
How do you like to spend your holiday
Things you did in your last holiday
Describing the accommodation
Your ideal holiday
Revision of the material for the end of year exam