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
Year 9 Curriculum Overview
Spring Term 2025
Students will study film maker Tim Burton’s distinctive visual language, exploring the intersection of gothic, carnivalesque and fantastical elements that define his cinematic masterpieces. Taking inspiration from a visit to the exhibition of his work at the Design Museum in London, students will produce drawings and three-dimensional studies from which they will create a mini set design for an imaginary world.
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 selfassess through refining their own work and reflecting on each other's Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project
Term
Autumn 1
What are we studying?
Y9 Drawing project.
This unit introduces students to key aspects of drawing and covers a range of approaches and styles, exemplified by a broad selection of artists. Each two-week block covers a particular material, style or approach, inspired by a selected artist. Students study line, tone, texture, shape and composition, and consider how the artist’s purpose shapes the style of a drawing. They learn to critique their own and others’ work using subject specific terms
Autumn 2 Drawing - see above
Spring 1
Students will study film maker Tim Burton’s distinctive visual language, exploring the intersection of gothic, carnivalesque and fantastical elements that define his cinematic masterpieces. Taking inspiration from a visit to the exhibition of his work, students will produce drawings and three-dimensional studies from which they will create a mini set design reflecting an imaginary world
Spring 2 Continuation of above
Repeat Design Project
This unit teaches techniques to create complex repeat designs
Summer 1
Summer 2
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
Continuation of above
Computer Science
The syllabus in Year 9 includes materials and concepts recommended by the National Centre for Computing Education (NCCE) for Key Stage 3, as well as GCSE-level topics and resources. The topics are a mixture of theory and practical activities – mainly programming in Python. This ensures the students are prepared for potentially taking the subject at GCSE, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
How it is assessed
Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Students start off 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
Spring Term 2025
In the Spring term, Y9 students in D&T will explore specialist technical principles in more depth. They will continue developing their online PowerPoint Portfolio through which essential presentation and evaluation skills are continuously developed.
Students will learn about the properties of a wide range of materials through experimentation while working on a series of mini-projects, and safe working practices in design and technology. The material groups will include some timbers, metals, polymers, textile-based materials and electronic systems. Students will develop a broad knowledge of materials, components, technologies and practical skills to develop high-quality, imaginative and functional prototypes. This knowledge will help them consider the costs and commercial viability of a product.
Students will develop skills in constructive critique of their own and each other’s work through peer critique at the end of each mini project. This will assist them to improve product quality and foster collaboration, develop their vocabulary by practising the use of key design and technology terminology.
This term’s learning will be informed by a visit to the Design Museum. Students will have the opportunity to draw inspiration from the diverse industry of filmmaking and observe it’s cross-profession nature.
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 Curriculum Overview
Year 9 acts as a mini-GCSE Drama experience, and this term focuses on devising, which represents 40% of the GCSE course. Students will explore non-naturalistic techniques such as mime and physical theatre to create their own music videos. They’ll have the option to present their final pieces as live performances or recorded projects, combining creativity and performance skills in a fun and dynamic way.
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
The Spring term sees year 9 study the entirety of Shakespeare’s Romeo and Juliet. As this is a lengthy play and an intense experience for students who – overall – find Shakespeare more challenging than other writers. The study of this play takes up both Spring 1 and Spring 2.
The purpose of this is to fully equip year 9 students for their GCSE study of Macbeth in the spring of year 10
Because of this, we will be treating the study of the play as something we examine in great depth We will be looking at Shakespeare’s techniques, introducing new key terminology that coincides with the study of a Shakespearian tragedy, and assessing students with GCSE-style questions Shakespeare is arguably the master of the human condition, so this play renders and elicits some fantastic discussions on what it means to feel, act impulsively, and what can happen if communication goes awry!
How it will be assessed
Spring 1 and Spring 2, Romeo and Juliet
Students will be required to write an analytical essay (minimum three paragraphs) Students will be given an extract and then be encouraged to reference the wider play The question will be written in the following format: Starting with this extract, how does Shakespeare present [insert theme of question here] Students will be marked on the clarity of the arguments they make, their use of quotations, their analysis of Shakespeare’s methods, and their links to wider ideas and relevant contextual factors of the Elizabethan era
Term
What are we studying?
Autumn 1 The Hound of the Baskervilles by Arthur Conan Doyle
Autumn 2 Diverse Shorts
Romeo and Juliet by William Shakespeare
In Spring 1, students will begin and cover the first half of the play
The focus of studying this play will be analytical, but we will intersperse some creative writing opportunities for students
The study of this play will provide a strong foundation for the GCSE English
Spring 1
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
Term
Spring 2
Summer 1
Summer 2
Year 9 Curriculum Overview
Spring Term 2025
What are we studying?
Romeo and Juliet by William Shakespeare
In Spring 2, students will complete and cover the second half of the play
The focus of studying this play will be analytical, but we will intersperse some creative writing opportunities for students
The study of this play will provide a strong foundation for the GCSE English Literature study of Macbeth that takes place in Year 10
We will be analysing Shakespeare’s language, structure and form, whilst linking his ideas to the wider Elizabethan context
The key themes we will be looking at are :
Love | Fate | Conflict
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
Two sets of Year 9 (Clarisse’s and Perrine’s set):
These sets will carry on their work in Tricolore 3 They will start with unit 3, leisure activities. They will talk about when they were young and therefore discover the other major past tense: the imperfect tense. They will compare life then and now. They also will discover a new francophone country in Africa. In Unit 4, students will talk about school life in the UK and in France, making comparisons.
Year 9 (Portia’s set):
In this unit, students will learn to talk about transport, places, towns and countries in Europe, as well as what you can and can’t do in those places. Pupils will learn to use the verbs partir, venir, aller, and pouvoir. They will build their vocabulary, grammar, and language skills through scaffolded activities designed to enhance both receptive (listening and reading) and productive (speaking and writing) skills. Through practising listening, reading, speaking, writing, and grammar, students will not only expand their vocabulary but also develop a richer cultural awareness
How it will be assessed:
The four skills (reading, writing, listening and speaking) will be alternatively assessed. There will be a test at the end of each unit for all the skills except speaking that will be carried out separately. The speaking assessment usually takes place when the teacher feels the students confident enough. Vocabulary tests will be done on a regular basis.
Autumn 1
Autumn 2
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
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
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
Spring Term 2025
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
FLAM
During the spring term in 4ème, students will delve into the evolution of the press during the 19th and 20th centuries, examining its profound impact on society and politics They will analyse unflattering portraits of journalists, explore the political influence of the press, and understand its role as a powerful tool for justice and truth, exemplified through the Dreyfus Affair The curriculum also highlights the press as a medium for engagement and resistance, showcasing its significance in historical and modern contexts Students will deepen their language skills by mastering the mechanism of the passive voice Additionally, dedicated lessons will support students preparing for the DELF B1, ensuring their readiness for this important certification The written part of the official DELF B1 exam will take place on the 11th of March at HCH
During the spring term in 3ème, students will explore a diverse and engaging curriculum that delves into both literary and historical contexts while fostering critical thinking and creative expression They will continue their journey with L’Ami retrouvé by Fred Uhlman (Part 2), witnessing the narrator’s disillusionment and navigating a tense socio-political atmosphere Through the lens of Histoire des Arts, they will analyze Nazi propaganda posters and engage in thought-provoking discussions with a focus on understanding the title's deeper meaning Writing a letter inspired by the narrative adds a personal touch to their learning Broadening their horizons, students will examine artistic and literary struggles against injustice, spanning from the 16th century to today This includes reading satirical critiques of the aristocracy and justice, exploring denunciations of slavery, and interpreting powerful imagery The curriculum also emphasizes language mastery, differentiating accented homophones, and introduces an engaged writer’s work, culminating in reflections on a contemporary issue: ecology
How it will be assessed:
At the end of each unit, students will be assessed on their reading comprehension, grammar skills and writing abilities Students will be asked to complete and present one book review on the 19th March
Term
What are we studying? 5ème
What are we studying? 4ème
Autumn 1 Pièce de théâtre : Le jeu de l’Amour et du Hasard, Marivaux Visions poétiques du monde
Autumn 2 Nouvelle fantastique : Le Horla, Maupassant
Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 1)
FLAM
Term What are we studying? 5ème
Spring 1
L’évolution de la presse au XIXe et XXe siècle
Découvrir des portraits peu flatteurs de journalistes
Mesurer l’influence de la presse en politique
Comprendre, grâce à l’affaire Dreyfus, que la presse peut être un outil efficace au service de la justice et de la vérité
Voir que la presse peut servir l’engagement et la résistance
Spring 2
Découvrir le mécanisme de la forme passive + Préparation DELF B1
Summer 1 Le genre naturaliste : Au Bonheur des Dames, Zola
Summer 2 Du bon usage des médias
What are we studying? 4ème
Lire un récit d’adolescence : L’Ami retrouvé, Fred Uhlman (partie 2)
Être témoin de la désillusion du narrateur
Évoluer dans un climat tendu
Découvrir des affiches de la propagande nazie (Histoires des Arts)
Rencontrer l’auteur
Écrire une lettre
Comprendre le sens du titre
L’Ami retrouvé
Partager des combats d’artiste du 16e siècle à aujourd’hui
Lire une satire de l’aristocratie
Lire une critique de la justice
Découvrir des images engagées
Lire une dénonciation de l’esclavage
Différencier les homophones distingués par l’accent
Connaître un écrivain engagé
Réfléchir à un thème
d’actualité : l’écologie
Lire un apologue : La Ferme des animaux, Orwell
Spring Term 2025
Geography
Year 9 students will continue the thread of wider world geography in Spring term 1 with an investigation into the Middle East. The focus will be on helping students to understand the physical and human characteristics of this region and the role this has played in its evolution in becoming an important area of our world now, and in the future. Students will have the opportunity to explore specific countries within this region, such as the United Arab Emirates and Yemen and assess the range of economic and social opportunities for people within and between different countries within the Middle East. Finally, students will learn about historic and current conflicts that is shaping the geopolitical landscape of this region and use all their new knowledge to look forward to the future to determine, just how important is the Middle East?
How it will be assessed
Assessments will take place in the form of two exam questions focussed on the PEEL exam structure and the comparison of Yemen and UAE case studies, followed by a final written test at the end of the topic
Geography
Term
Autumn 1 and 2
Spring 1
Spring 2
Summer 1
Year 9 Curriculum Overview
Spring Term 2025
Summer 2
What are we studying?
Focus: ‘Is Nigeria a developed country?’
Focus: ‘How important is the Middle East’
Focus: ‘How dangerous are tectonics?’
This topic revisits tectonic processes explored in year 8 and students will apply these concepts to earthquakes and volcanoes to understand the impacts these have on people around the world:
Structure of the Earth and basics of plate tectonic theory Evidence of tectonic theory such as Paleomagnetic and fossil records
Main types of plate boundaries associated with volcanoes and their formation Describing characteristics of main volcano types and their associated eruptions
Exploring Iceland as a case study of volcanism, investigating reasons (S E E) why people choose to live near volcanoes
Monitoring and predicting eruptions to mitigate risk looking at Pinatubo, Mt Etna
Understanding steps in earthquake formation and main types of seismic waves
Comparing Chile and Nepal earthquake impacts and their responses
Evaluating significance of development in the impact of earthquakes
Focus: ‘Have humans made flooding their problem?’
This will build on students understanding of river systems that they started in year 8, linking fluvial dynamics to the immediate and long-term impact on people in the UK and abroad: Introduction to drainage basins systems and characteristics of major systems around the world, recap the fundamental principles of flows and stores in the water cycle what causes flooding Understanding the concept of a flood hydrograph and infer characteristics of drainage basins from their shape Understanding how the long profile and cross profile changes as the river flows downstream, using the river Thames as an example Investigating a flood event: How physical and human factors contributed to flooding, evaluating success of management strategies used to reduce flood risk and impact Compare all the above with an abroad example in a contrasting setting, Bangladesh
History
The spring term will be devoted to a depth study of the First World War.
We begin by examining both the long and short-term causes, focusing upon the themes of imperialism, militarism and nationalism We move on to look at the use of propaganda and censorship by the British government following the outbreak of war in 1914, before exploring the realities of trench warfare on the Eastern and Western fronts Here the emphasis is on understanding the trauma experienced by soldiers using primary source material The term concludes with an examination of how and why the war came to end in 1918, and the geopolitical reshaping of Europe following the post-war treatise and establishment of the League of Nations
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.
Spring Term 2025
Y9 In the spring term year 9 will be moving to Latin to GCSE Chapter 7 and 8 revising and consolidating the 5 tenses of regular and irregular compound verbs, exploring comparative and superlative adjective and adverb forms of 2-1-2 and 3rd declensions. We also explore Negative and irregular imperatives alongside the passive voice for the imperfect, future, and present tense verbs. Students will continue to expand their comprehension and translation skills exploring the stories of Roman Heroes and heroines: Horatius and Mucius Scaevola, Cloelia and Coriolanus.
How it will be assessed
Students will be assessed on vocabulary knowledge of 25 words per week There will be half termly comprehension and translation tasks to assess their vocabulay 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.
Hannibal and the Third Punic War
Hannibal Crosses the alps with Elephants
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
Summer 1
-deponent and semi-deponent verbs
-passive infinitives and indirect statements with infinitives
Hannibal and Scipio
Summer 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 Spring term, Year 9 will start with the topic "Shopping," where they will learn to talk about buying clothes, buying fruit and vegetables, using the present continuous, online shopping, shopping in China In the spring term, Mandarin students will have the opportunity to explore and immerse themselves in Chinese culture They will engage in a variety of activities that highlight traditions, customs, and the vibrant celebrations surrounding Chinese New Year Additionally, students will have the chance to participate in performances, further enhancing their understanding and appreciation of Chinese culture
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
Spring Term 2025
In Spring term, we will introduce some of the more complex topics that students will need for GCSE,, whilst touching on older topics such as surface area and volume and types of average. The new topics studied will be:
Bounds and Error Intervals: students learn to consider how rounding can influence results of answers and what maximum and minimum results of calculations could be
Surds: students learn about how we represent irrational numbers and simplify and rationalise expressions involving surds
Direct and Inverse Proportion: forming equations to represent proportional relationships between variables, both in direct and inversely proportional scenarios
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
Term
Autumn 1
Spring 1
What are we studying? Term
Trigonometry and Pythagoras
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
Summer 1
Coordinate Geometry
Equations of Lines Inequalities
Summer 2
Probability Trees
Revision
Spring Term 2025
In the Spring term through listening, composing, and performing music in the style, pupils will learn to compose a popular song They will learn about the different genres of pop and the instruments used and they will develop their understanding of music theory through learning about the features of popular music; chords progressions, riffs, word setting, verse, chorus structure and drum rhythms They will also have the opportunity to practise and perform and song of their own choice, in a group or as a soloist
How it will be assessed
Continual assessment in class
Listening assessments
Composition and performance of a pop song
Co-operative group work
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
TIn the Spring Term, Year 9 students will have the opportunity to participate in golf at Sandown Park Golf Centre and basketball at St Mary’s University, taking advantage of their indoor facilities During the golf sessions, students will learn the fundamentals of stance and swing techniques They will also deepen their understanding of chipping, pitching, club selection, and strategies for successfully navigating a mini golf course In basketball, students will focus on essential skills such as dribbling, passing, shooting, and rebounding 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 golf, students will be assessed on their grip, stance, and posture, along with their abilities in putting, chipping, and pitching, emphasizing precision, distance, and control
In basketball, students will be evaluated on their technical skills such as dribbling, passing, and shooting, as well as their in-game awareness, teamwork, and mental acuity For table tennis, students will be judged on their grip, shot execution, court positioning, serving techniques, and performance during matches
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
Rowing: safety, taking the boats out, ergometer stroke Golf: putting, driving, mini golf and house tournament
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump
PSHE
This term in PSHE across the senior school, we are exploring the Relationships and Sex Education strand of the subject.
In the first half term we focus on relationships, thinking about peer pressure and abusive relationships, as well as introducing what child sexual exploitation is In the second half term we look at sex education, focusing on topics such as sex and the law, consent, the consequences of unprotected sex and pornography
Please note that you can request any lesson resources for PSHE at any time if you would like to look at how a particular topic is taught From years 7 – 10, you may also withdraw your child from sex education lessons, these are just the lessons taught in the second half of the term A form will be sent to parents to complete if you wish to withdraw your child and alternative arrangements will be made for them 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
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
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
Spring Term 2025
For the first half of spring term, year 9 biology students will continue the GCSE biology curriculum. They will continue with topic 1 of cell biology, with a focus on cell transport and cell division.
In cell transport they will learn about diffusion, surface area to volume ratio, osmosis, active transport and they will do the required practical for the effects of osmosis on plant tissue. In cell division they will learn about DNA, chromosomes, and reasons for cell division. They will then look at the cell cycle and mitosis. In the second half term for spring, students will look at topic 2 of organisation, specifically non –communicable disease, stem cells, digestion, and enzymes.
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 nine chemists will continue their GCSE studies by learning about the periodic table.
After studying the history and the models that led up to Dmitri Mendeleev’s version and ultimately the version we use today, they will delve deeper into certain sections of the elements – the alkali metals, the noble gases, the transition metals, and the halogens. Students will then gain understanding of the three main types of chemical bond, and the five main types of chemical structure, and see how structure and bonding influence the properties of matter and ultimately the uses of different materials.
How it will be assessed
We assess the students' progress through the course in exam conditions by means of regular end of topic tests for which students will have at least two weeks' notice. There will also be a larger, more formal exam as part of the whole-school exam week in the summer.
Term
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 Spring Term 2025
Year nine will continue their studies of Physics by finishing the energy chapter and then start looking at atomic structure and radioactivity.
This will initially recap lots that they have learned already in the Chemistry course but will move on to focus on radioactive decay, nuclear fission, and nuclear fusion Then students will look at the physics of matter, investigating heat capacity, latent heat, density, and diffusion
How it will be assessed
We assess the students' progress through the course in exam conditions by means of regular end of topic tests for which students will have at least two weeks' notice There will also be a larger, more formal exam as part of the whole-school exam week in the summer
Term What are we studying? Term What are we studying?
Autumn 1
Spring 1
Forces and Motion (KS3 content)
Begin GCSE AQA syllabus Energy transfers
Autumn 2 Energy resources
Summer 1
Atomic Structure and Radiation
Spring 2 Particle model of matter
Review Energy Begin basics of electricity
Summer 2
Continue with electricity
Unit 3: Interests and Free Time:
This term, Year 9 students have focused on discussing hobbies, sports, and music They have learned how to talk about their favourite activities, sports they play or follow, and the music they enjoy They have also explored how to express personal opinions about these interests In addition, students have been introduced to the past and future tenses, enabling them to discuss their past hobbies or future plans more effectively
Unit 4: Technology and Social Media:
Students have explored the role of technology and social media in their daily lives They have learned how to describe their use of devices, social networks, and apps in Spanish The topic has also allowed students to practice expressing opinions about technology and its impact By incorporating the past and future tenses, they can now discuss their past experiences with technology and their future expectations or plans regarding social media
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
On the other hand, students who take Spanish four times a week will engage with additional content, as highlighted in bold bullet points in Year summary below
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)
Term
Autumn 2
Spring 1
Spring 2
Summer 1
What are we studying?
“En mi tiempo libre/Mis pasatiempos” (Hobbies)
Things you like to do and reasons
Sports
Plans for the weekend (Future)
Things you do depending on the weather
TV
Cinema
Music
Benefits of having hobbies
Plans for the weekend (Future)
A film you watched, a concert you attended (Past)
“ En el restaurante” (At the restaurant)
Meals during the day
Understanding the menu
How to order at the restaurant
Near future (I´m going to have )
Problems at the restaurant
How to ask for things at the restaurant
“ De compras” (Shopping)
Shops and items
What you have in your city and what you would like to have
How to ask for items at the shops
Problems at the shops and solutions
Buying online – Advant and disadvantages
“Holiday” (Las vacaciones)
How do you like to spend your holiday
Things you did in your last holiday
Describing your ideal holiday
Describing the accommodation
Summer 2 Revision of the material for the end of year exam