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Year 9 Curriculum Overview 2026 / 2027

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Contents Introduction

Art

Computer Science

Design & Technology

Drama

English

French

FLAM

Geography

History

Latin

Mandarin

Maths

Music

PSHE

Science

Spanish

Sport

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Year 9 Curriculum Overview 2026 / 2027

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. 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. 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. 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

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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.

Year 9 Curriculum Overview 2026 / 2027

Key Contacts Katy Deacon Vice Principal Academic kde@hchnet.co.uk Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk

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Head of Upper Senior (Year 9 - 11) Janak Odedra jvo@hchnet.co.uk

Year 9 Curriculum Overview 2026 / 2027

Art Introduction The aim of the art department is to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Children have a space to explore their ideas and record their experiences, whilst becoming proficient in drawing, painting and sculpture. In Year 9 the students are preparing for the GCSE course by learning to be rigorous in their research, idea development, recording and presenting their work, and finally effective evaluation that can lead them to their next steps. In all of the projects they will complete in Year 9, the students are preparing for their GCSE courses by learning to be rigorous in their research, idea development, recording and presenting their work, and finally effective evaluation that can lead them to their next steps. They learn to critique their own and others’ work using subject specific terms, and how to weave in their critical understanding of the artist’s we study to inform their own responses. Assessment Student work is assessed during the lessons with practical help offered when necessary. Understanding is assessed gradually because students need to build on their previous knowledge, and quick challenges are introduced to check this. 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.

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Year Overview Term

What are we studying?

Autumn 1

Photography: an introduction to ideas and techniques Looking at camera-less photography using texture, rhythm and pattern through the work of Anna Atkins and Man Ray Considering composition, lighting and the wider impact of photography through some iconic images that have shaped our history.

Autumn 2

Drawing: based on observational drawing, mark making and experimental approaches. This unit introduces students to key aspects of drawing and covers a range of approaches and styles, exemplified by a broad selection of artists. Students study line, tone, texture, shape and composition, and consider how the artist’s purpose shapes the style of a drawing.

Year 9 Curriculum Overview 2026 / 2027

Art Year Overview Term

Spring

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Summer

What are we studying? Architecture and sense of Place Inspired by artists John Piper, Frank Bowling, Sara Flores and Grayson Perry Looking at how different artists have approached the portrayal of architecture and how the environment reflects atmosphere, narrative or personality. Students explore using wet materials and are introduced to sculpture. Natural forms Inspired by artists William Morris and Angie Lewin Looking at natural plant forms and the artists and designers of the 19th Century Arts and Crafts Movement and contemporary printmakers Students create and paint their own repeat designs which are then transferred into print.

Year 9 Curriculum Overview 2026 / 2027

Computer Science Introduction 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. Assessment Throughout each term, low-stakes testing will check on the student’s progress, homework tasks will be checked, and the student’s electronic exercise book in Class Notebook will be reviewed. After each unit is completed there will be a formal test. 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.

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Year Overview

Term

What are we studying?

Autumn 1

We start the year off with a unit on Computational Thinking – an approach to problem solving. This touches on logic, pattern recognition, compression, abstraction, and decomposition.

Autumn 2

We continue with Computational Thinking. There will be an assessment towards the end of term. For the final lesson before the break, students will be creating a Christmas themed image.

Spring 1

After Christmas, students will be studying Python – practical and theory.

Spring 2

In the second half of term, we will be looking at the algorithm design GCSE unit on flowcharts and standard algorithms. This includes programming them in Python.

Summer 1

After Easter, students will be studying the GCSE unit on automated systems, robotics and AI.

Summer 2

There will be a revision lesson before assessment week, and then after assessment week we will see out the term with Python programming.

Year 9 Curriculum Overview 2026 / 2027

Design & Technology Introduction In the Autumn term, Year 9 students begin working directly with the AQA GCSE Design and Technology specification, developing the knowledge, skills, and confidence required for successful progression into Key Stage 4. Students will design and manufacture a set of aluminium and copper napkin rings, learning a range of metalworking techniques including cutting, filing, forming, finishing, oxidisation, and patina development. They will also be introduced to basic silversmithing processes through the design and manufacture of a silver ring. Alongside metalwork, students will explore textiles through the traditional Japanese dyeing technique of Shibori. Using geometric folding and fabric manipulation techniques, they will design and produce a set of decorative fabric napkins while developing their understanding of pattern, aesthetics, and surface decoration. In the Spring term, students broaden their technical understanding through a series of practical mini projects based on the six material categories of the AQA GCSE Design and Technology specification: timbers, metals, polymers, textiles, electronics, and smart and modern materials. Through hands on investigations, students explore material properties, manufacturing processes, joining methods, and finishing techniques. Students develop confidence using a wider range of tools and equipment while learning how materials respond to forces, heat, and stress. Sustainability, life cycle analysis, and responsible material selection are embedded throughout the term, encouraging students to consider the environmental impact of design decisions. Health and safety remains a key focus as students build the practical knowledge and workshop independence required for GCSE study. In the Summer term, students consolidate their understanding of the design process through a GCSE style design challenge. They develop skills in research, problem solving, sketching, modelling, and design communication while responding to realistic design contexts. Students build their understanding of technical principles through regular theory lessons aligned with the AQA specification, covering materials, manufacturing processes, sustainability, and design influences. Throughout the term, students continue to develop their digital presentation skills by documenting their work in an online portfolio and reflecting on their progress through evaluation and peer critique. By the end of the year, students have established a strong foundation in designing, making, and technical knowledge, preparing

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them for the full GCSE course in Years 10 and 11. Throughout the year, students will investigate the work of past and present designers, generate and develop creative design ideas, and consider environmental, social, ethical, and economic influences on design. Students will document their research, design development, practical work, and reflections in an online PowerPoint portfolio. 9

Year 9 Curriculum Overview 2026 / 2027

Design & Technology Assessment Portfolio marking, quizzes and questionnaires throughout the year, and written assessment in the Summer term. Year Overview

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Term

What are we studying?

Autumn 1

Core technical principles: New and emerging technologies Energy generation and storage Developments in new materials.

Autumn 2

Core technical principles: Systems approach when designing Mechanical devices Materials and their working properties.

Spring 1

Specialist technical principles: Forces and stresses Ecological and social footprint Selection of materials and components.

Spring 2

Specialist technical principles: Using and working with materials Surface treatments and finishes Specialist techniques and processes.

Summer 1

Designing and making principles: Investigation, primary and secondary data Environmental, social and economic challenges The work of others Design strategies Communication of design ideas.

Summer 2

Designing and making principles: Prototype development Material management Specialist tools and equipment Specialist techniques and processes.

Year 9 Curriculum Overview 2026 / 2027

Drama Introduction Year 9 Drama challenges students to develop their creativity, performance skills and understanding of contemporary theatre through a range of engaging projects. Students begin by exploring devising techniques, learning how to generate ideas collaboratively and create original performances. They then perform an adaptation of DNA, using the play’s thought-provoking themes and complex characters to develop emotional depth, characterisation and ensemble work.

Later in the year, students study The Curious Incident of the Dog in the Night-Time, exploring its innovative storytelling, physical theatre and use of movement and space. Throughout the course, students build confidence, creativity, collaboration and advanced performance skills while broadening their understanding of different theatrical styles and approaches. Assessment Students are assessed throughout the year through a combination of practical and written work. In practical lessons, teachers assess students’ creativity, collaboration and contribution to the devising process through ongoing observation, as well as their ability to apply drama skills effectively in performance. Students will complete a performance of DNA, demonstrating their use of characterisation, vocal and physical skills to communicate meaning to an audience. Written assessments focus on students’ understanding of drama terminology and their ability to analyse and evaluate performance choices. As part of their preparation for GCSE Drama, students will complete a written evaluation using PEEL paragraphs, analysing the use of performance and design elements in The Curious Incident of the Dog in the Night-Time. Regular verbal feedback is provided in lessons, with individual feedback shared via MS Teams to support progress and development. Year Overview

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Term

What are we studying?

Autumn 1

‘What’s on the box?’ Acting for television Audience awareness skills Understanding use of voice and vocal care

Autumn 2

‘What’s on the box?’ Acting for film Audience awareness skills Understanding different styles of acting for different genres

Spring 1

‘DNA’ Understanding the plot of the play Exploring themes

Year 9 Curriculum Overview 2026 / 2027

Drama Year Overview

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Term

What are we studying?

Spring 2

‘DNA’ Developing characters Ensemble work Evaluating their performance

Summer 1

‘DNA’ Learning lines and blocking Performing to a live audience Creating characters

Summer 2

‘Curious Incident of the Dog in the Night-time’ Understanding how theatre is used to present political and societal ideas Understanding the effectiveness of set, lighting and costume to help an audience’s appreciation of a performance.

Year 9 Curriculum Overview 2026 / 2027

English Introduction Year 9 is all about breadth, balance and the joy of literature, while simultaneously sharpening our analytical and written skills in preparation for GCSE. We begin with Shakespeare, and Romeo & Juliet – one of our greatest playwright’s most celebrated plays, and a common choice at GCSE. After Christmas, we explore Stevenson’s The Strange Case of Dr Jekyll and Mr Hyde, before moving on to a varied and challenging anthology of poetry in the summer. Assessment Students are assessed informally on a rolling basis. More formally, each unit of work will be assessed by a piece of extended writing every half term: an analytical essay or a creative piece, depending on the unit’s content. Year Overview

Term

What are we studying?

Autumn

Romeo & Juliet

Spring

The Strange Case of Dr Jekyll & Mr Hyde

Summer

Poetry anthology: Journeys

Year 9 Curriculum Overview 2026 / 2027

French Introduction The KS3 French course follows the Tricolore programme, providing students with a solid foundation in the four key language skills: listening, speaking, reading and writing. The course is designed to develop confidence and enjoyment in language learning while building the knowledge and skills required for future GCSE study. Throughout the year, students will develop their vocabulary, grammar and pronunciation through a wide range of engaging and communicative activities. Cultural awareness is also an integral part of the course, helping students to gain an appreciation of the French-speaking world. Where appropriate, students who demonstrate the required level of proficiency will be prepared for the DELF Junior A1 or A2 examinations, providing them with the opportunity to gain an internationally recognised qualification in French. GCSE-style questions will also be introduced. Assessment Students' progress in the four key language skills - reading, writing, listening and speaking - will be assessed regularly throughout the year. At the end of each unit, students will complete an assessment covering reading, writing and listening. Speaking is assessed separately, allowing teachers to evaluate students' oral communication when they are confident and ready to demonstrate their abilities. In addition, regular vocabulary tests will help to reinforce learning and monitor students' progress in acquiring and retaining new language. Year Overview

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Term

What are we studying?

Autumn 1

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.

Autumn 2

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.

Spring 1

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.

Year 9 Curriculum Overview 2026 / 2027

French

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Year Overview Term

What are we studying?

Spring 2

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.

Summer 1

In Unit 5, 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.

Summer 2

The second part of the term will be devoted to studying the French film Les Intouchables. Students will explore this inspiring true story, analyse its characters, and examine key scenes to develop their understanding of the film's themes, language, and cultural context.

Year 9 Curriculum Overview 2026 / 2027

FLAM Introduction At HCH, pupils learn French through one of two programmes: FLE (Français Langue Étrangère) is designed for pupils who are learning French as an additional language. FLAM (Français Langue Maternelle) is designed for pupils who already speak French fluently, have previously been educated in a French or bilingual setting, or have French as one of their native languages. The FLAM programme helps pupils develop and extend their existing language skills while maintaining a strong connection with the French language and culture. FLAM lessons take place at the same time as FLE lessons, but pupils are taught in a dedicated classroom in a small-group setting, allowing for personalised teaching. We follow the CNED (Centre National d'Enseignement à Distance) programme for French, which is aligned with the French National Education curriculum. From time to time, pupils in the FLE programme—particularly those who joined the French Immersion Programme in Prep and continue to demonstrate a high level of proficiency—may be invited by their French teacher to complete a trial assessment. This helps determine whether they are ready to join the FLAM programme, which is designed for fluent French speakers. Our small class sizes provide a supportive learning environment where pupils can build confidence, extend their language skills, and continue to thrive as bilingual learners. Assessment The programme is divided into units. Pupils complete one unit per term and are assessed at the end of each unit. However, the pace of learning is tailored to each pupil's individual needs and progress, so some pupils may complete more units during a term.

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Year Overview Term

What are we studying?

Autumn

Pupils will study Marivaux's celebrated comedy Le Jeu de l'Amour et du Hasard, discovering the conventions of 18th-century French theatre through a witty story of disguise, love and mistaken identity. They will explore how a play is structured, analyse the emotions and relationships between the characters, and gain an appreciation of Marivaux's style and language. Alongside their literary study, pupils will strengthen their grammar skills, with a particular focus on using the present subjunctive.

Year 9 Curriculum Overview 2026 / 2027

FLAM Year Overview

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Term

What are we studying?

Spring

Pupils will explore Guy de Maupassant's Le Horla, following the story as it moves from realistic narration into the unsettling world of the fantastic. Through the complete reading of the novella, they will examine how suspense, uncertainty and fear are created and understand the importance of first-person narration in building tension. This unit will help pupils develop their analytical skills while discovering one of the masterpieces of French literature.

Summer

Pupils will explore the world of the media and develop their critical thinking skills by learning how information is created, presented and shared. They will discover the role and responsibilities of journalists, analyse newspaper articles, front pages and photographs, and learn to distinguish between fact and opinion. The unit also introduces pupils to the challenges of digital media, helping them evaluate the reliability of online sources and recognise bias. Through reading, discussion and writing activities, pupils will strengthen their ability to analyse information critically and communicate their own ideas clearly and effectively.

Year 9 Curriculum Overview 2026 / 2027

Geography Introduction Year 9 Geography bridges the gap between Key Stage 3 and GCSE, introducing students to more challenging geographical concepts while developing the analytical skills and exam techniques needed for future success. Students begin by studying Development, exploring why levels of development vary around the world before applying this knowledge to Nigeria as an emerging economy. They investigate the causes of uneven development and evaluate different strategies to reduce global inequalities. The curriculum then explores the Middle East, examining the region's history, culture and physical geography alongside contemporary issues such as geopolitics, sustainability and sportswashing. Students are encouraged to consider different viewpoints and develop balanced, evidence-based arguments. The final unit focuses on Natural Hazards, introducing key GCSE content including tectonic hazards and tropical storms. Throughout this topic, students begin answering GCSE-style questions and develop exam techniques, including the use of case studies, structured explanations and evaluative writing. By the end of Year 9, students will have strengthened their ability to interpret geographical data, analyse evidence and construct well-supported arguments, providing a strong foundation for GCSE Geography. Assessment Assessments will be twice per topic, alongside one book check per half term. Key terms tests End of topic tests (GCSE level questions) Book check each half term Application scenario tasks Graphical analysis Poster presentations. Year Overview Term

What are we studying?

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Nigeria development – Is it a country of the future?

Autumn 1

Learn concept of development and use various indicators to measure development around the world Understand key terms such as LIC, NEE and HICs Discuss limitations of metrics used to measure development Track development through time using models such as Brandt line and Demographic Transition Model Understand physical and human causes of development Learn and evaluate different mechanisms to reduce the development gap

Year 9 Curriculum Overview 2026 / 2027

Geography Year Overview

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Term

What are we studying?

Autumn 2

Understand Nigeria's location, global importance, and key regional and international links. Explore the social, political, and economic context of Nigeria, including influences from colonialism and international organisations. Examine Nigeria’s changing industrial structure and the impact of oil and manufacturing on development. Investigate the benefits and challenges of international aid and trade in supporting Nigeria’s growth. Assess the environmental and social impacts of development, including urban growth, deforestation, and regional inequality.

Spring 1

The Middle East Understand the location and history of the Middle East including climate, population and change through time Investigate conflict and challenges in the Middle East due to colonialism, war and foreign influence. Explore the concept of sustainability and apply it to Dubai Understand western issue surrounding Qatar world cup and explore both sides of the argument.

Spring 2

Natural Hazards - ‘How dangerous are tectonics?’ GCSE 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, preparing students for GCSE. 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.

Summer 1

Natural Hazards continued 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.

Summer 2

Natural Hazards – Atmospheric Hazards and Climate Change GCSE Understand concept of tropical storm formation and their impacts Investigate a global example and evaluate to what extent wealth played a part in the severity of the impacts (Typhoon Haiyan, Philippines) To analyse how climate change is impacting their distribution, frequency and magnitude Understanding extreme UK weather and climate change.

Year 9 Curriculum Overview 2026 / 2027

History Introduction The autumn term will be devoted to the history of the United States. 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. This is followed by an exploration of the importance of the Transatlantic Slave Trade to the political, social and economic development of this new nation. We then move on to examine the causes and consequences of the American Civil War, with a particular focus on the history of black Americans following the abolition of slavery in 1865. This will provide a valuable introduction to the African American Civil Rights Movement of the 1950s/60s, which is one of the first topics covered at GCSE. We’ll also find out about US involvement in both world wars as well as the story of economic boom and bust in the intervening years. The spring term will be a depth study of the First World War. We begin by examining both the long and shortterm 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. This summer term explores how political extremism grew after the First World War, with a focus on the ideologies that shaped new regimes. Students will study communism in the Soviet Union under Joseph Stalin, fascism in Italy and Spain led by Benito Mussolini and General Franco, and imperial militarism in Japan. The course examines key ideas such as dictatorship, propaganda, nationalism, and control, and how leaders used these to gain and maintain power. Students will then investigate how these ideologies contributed to rising tensions, leading to the outbreak of the Second World War in 1939 and its global consequences.

Assessment As part of their preparation for Y10, pupils will sit an exam towards the end of each term that will feature a variety of GCSE-style questions. Pupils will have opportunities throughout the year to become familiarised with these sorts of questions and the marking scheme. In addition, pupils will be assessed in variety of different ways throughout each term, including graded group presentations, debates and short answer

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knowledge tests.

Year 9 Curriculum Overview 2026 / 2027

History

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Year Overview

Term

What are we studying?

Autumn 1

The causes of the American Revolution The establishment of the United States and the Transatlantic Slave Trade A study of slave plantations in the American South, including working conditions, plantation ownersand rebellions The long and short-term causes of the American Civil War

Autumn 2

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. US involvement in the First World War The Roaring Twenties and the Great Depression of the 1930s US involvement in the Second World War

Spring 1

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

Spring 2

The reasons for Germany’s surrender in 1918. The Treaty of Versailles and establishment of the League of Nations

Summer 1

The Russian Revolution and establishment of the Soviet Union The rise of European fascism during the 1920s and 1930s. The development of militant nationalism in Japan

Summer 2

The build up to WWII The key turning points of WWII The end of the war and establishment of the United Nations.

Year 9 Curriculum Overview 2026 / 2027

Latin Introduction Year 9 acts as a bridge between Key Stage 3 and GCSE. Pupils are encouraged to become more independent, thoughtful and resilient learners, using their growing grammatical knowledge to tackle sophisticated language and to engage more critically with Roman history and society. Set in Aquae Sulis (modern day Bath), get ready for murderous plotting as Quintus races against time to stop the evil machinations of Salvius, in Book III of the thrilling Cambridge Latin Course. Assessment Vocabulary tests Grammar assessments Translation assessments Literary comprehension tasks End-of-year examination

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Year Overview Term

What are we studying?

Autumn 1

Stages 21–22: Aquae Sulis and defixio Quintus travels with Cogidubnus to the sacred spring and temple-bath complex at Aquae Sulis. Grammar: consolidation of noun cases, verb tenses and more complex sentence patterns; introduction/reinforcement of passive forms. Culture: Roman Bath, healing sanctuaries, religion, curses and curse tablets.

Autumn 2

Stages 22–23: defixio and haruspex Salvius’ plotting develops as pupils follow intrigue around Aquae Sulis and Roman religious practice. Grammar: passive voice in context; agreement of adjectives and participles; translation of longer subordinate clauses. Culture: divination, haruspices, omens, temple ritual and Roman attitudes to the gods. End of term assessment.

Spring 1

Stages 23–24: haruspex and fuga Pupils follow the growing danger surrounding Quintus, Cogidubnus and Salvius. Grammar: present and perfect participles; participial phrases; developing accuracy with relative clauses. Culture: patronage, power, loyalty and conflict within Roman Britain.

Year 9 Curriculum Overview 2026 / 2027

Latin Year Overview

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Term

What are we studying?

Spring 2

Stages 24–25: fuga and milites The narrative moves from flight and pursuit towards a stronger focus on soldiers and military life. Grammar: purpose clauses with ut; result clauses; revision of infinitives and indirect statement foundations. Culture: Roman military discipline, travel, communication and the organisation of provincial power. End of term assessment.

Summer 1

Stages 25–27: milites, Agricola and in castris Pupils explore the Roman army in Britain and the wider imperial context of Agricola’s campaigns. Grammar: consolidation of purpose/result clauses; participles in translation; comparison of active and passive constructions. Culture: legionary life, forts, camps, command structures and the Roman occupation of Britain.

Summer 2

Stages 27–28: in castris and imperium The course concludes Book III by broadening from Britain to themes of empire, authority and Roman government. Grammar: indirect statement introduction; revision of major Book III constructions; independent translation of extended passages. Culture: Roman imperial rule, the role of governors and emperors, citizenship, conquest and resistance. End of year examination.

Year 9 Curriculum Overview 2026 / 2027

Mandarin Introduction In Year 9, students continue to build on their Mandarin knowledge and develop greater independence and accuracy in using the language. Throughout the year, students strengthen their speaking, listening, readingand writing skills by applying a wider range of vocabulary and grammatical structures to familiar and increasingly complex topics. They learn to describe themselves and others, including appearance, clothingand daily routines, before extending their language to discuss where they live, places in town, their home, future plans and career aspirations. In the summer term, students develop practical communication skills through the topic of shopping, learning how to buy clothes and everyday items, shop online and interact in a variety of reallife situations. Cultural understanding continues to be an integral part of the curriculum. Students explore aspects of everyday life in China, including the routines and lifestyles of Chinese teenagers, living in Chinese towns and cities, and shopping habits and experiences in China. Lessons encourage students to compare life in China and the UK while developing greater confidence in expressing opinions, making comparisons and using a wider range of sentence structures. By the end of Year 9, students will be well prepared to begin GCSE Mandarin, with a secure foundation in communication skills, grammar, vocabulary and cultural understanding. Assessment Assessment is continuous throughout the year and includes regular vocabulary tests, classroom questioning, speaking activities and written tasks to monitor progress across listening, speaking, reading and writing. Students complete end-of-unit assessments after each topic, covering listening, reading, translation, writing and speaking skills, as well as an end-of-year assessment to evaluate their overall progress and readiness for GCSE Mandarin. Teacher observation, classwork and homework also contribute to ongoing assessment throughout the year. Year Overview

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Term

What are we studying?

Autumn 1

All about me Describing people’s appearance using verb-adjectives Describing your room Talking about clothes and colours

Autumn 2

Continuing All about me Talking about your daily routine Learning about teenagers’ daily routines and clothes in China Revision and End of unit test

Year 9 Curriculum Overview 2026 / 2027

Mandarin Year Overview

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Term

What are we studying?

Spring 1

Where do you live Talking about places in a town Learning to use relative place words Using future time phrases to talk about weekend plans

Spring 2

Continuing 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 Revision and End of unit test

Summer 1

Shopping At the supermarket Let’s go clothes shopping At the department store

Summer 2

Continuing Shopping Shopping online Shopping in China End of unit test Revision and end-of-year assessments.

Year 9 Curriculum Overview 2026 / 2027

Maths Introduction In Year 9, students continue to develop their mathematical reasoning, while extending their toolkit of mathematical procedures. Year 9 is an important year in which students begin, for the first time, to tackle GCSE-style problems formally. Reasoning includes being able to follow a line of enquiry, conjecturing about relationships and generalisations, and developing a justification or proof using precise mathematical language. Students continue to be encouraged to use multiple representations of mathematics (e.g. pictorial) and to use these as tools to both understand and communicate the mathematics that they are learning. The correct use of mathematical language and notation is encouraged throughout, as it is a key feature for communicating mathematical thinking accurately. Year Overview Students will sit a 45-minute written assessment at the end of the Autumn term, and two in the Summer term. They will also have continuous assessment through low-stakes mini-tests, so that they can track their progress and identify what areas of they might need to work on. Any work that students complete online, on app.century.tech, will be considered when evaluating their progress and attitude towards learning. Assessment

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Term

What are we studying?

Autumn 1

Pythagoras’ Theorem Trigonometry Volume and surface area of 3-D solids

Autumn 2

Solving linear equations Solving simultaneous equations Solving quadratic equations

Spring 1

Indices Standard form Bounds

Spring 2

Proportional reasoning Direct and inverse proportion Averages and range

Summer 1

Coordinate Geometry Equations of lines Revision

Summer 2

Inequalities Probability.

Year 9 Curriculum Overview 2026 / 2027

Music Introduction Year 9 Music is taught through practical performing, composing, listening and music production activities. Pupils explore remixing, ensemble performance, video game music and independent musical projects while developing their creativity, technical skills and musical confidence. They use GarageBand and other digital tools to compose, arrange and produce music, working both independently and collaboratively. Assessment Pupils are assessed through performances, compositions, music production projects and short listening or written tasks. Assessment focuses on technical control, creativity, musical understanding and the ability to develop and refine ideas. Pupils receive regular verbal and written feedback, with opportunities to rehearse, edit and improve their work.

Achievement with heart.

Year Overview Term

What are we studying?

Autumn 1

Music production and remix: Pupils explore how digital music is created, arranged and edited. They use GarageBand to develop a remix using loops, effects, automation and their own recorded musical ideas.

Autumn 2

Rock band or classical ensemble: Pupils choose to perform as part of a rock band or classical ensemble. They develop instrumental or vocal skills, learn to maintain an independent part and work together towards a group performance.

Spring 1

Music for video games: Pupils investigate how music supports characters, settings, action and atmosphere in video games. They use musical elements and technology to compose music for a chosen game scenario.

Spring 2

Solo or group performance: Pupils select and rehearse a solo or group piece suited to their ability and musical interests. They develop accuracy, fluency, expression and confidence through rehearsal and performance.

Summer

Freestyle: Pupils choose either a composing or performing pathway and develop an extended independent project. They plan, rehearse, refine and present a final composition or performance that reflects their individual musical interests.

Year 9 Curriculum Overview 2026 / 2027

PSHE (Personal, Social, Health and Economic Education) Introduction Personal, Social, Health and Economic (PSHE) education supports students’ personal growth, emotional wellbeing and understanding of the wider world. The Year 9 programme is broad and balanced and includes the statutory elements of Relationships and Sex Education (RSE) and Health Education. Across the year, students explore six connected themes: Careers & Aspirations, Finance & British Values, Healthy Relationships, Sex Education, Healthy Body and Healthy Minds. These themes are revisited as studentsprogress through the Senior School, enabling them to deepen their knowledge and consider each topic with increasing maturity and relevance. The programme is designed to help students build confidence, empathy and resilience, make informed choices, recognise healthy and unhealthy behaviours, and develop the knowledge and skills needed to navigate relationships, wellbeing and life beyond school. PSHE teaching is kept relevant to students’ current needs and concerns. Content may therefore be adjusted where appropriate, and suggestions or feedback from students and parents are welcomed. Assessment Lessons are predominantly discussion based, supported by written tasks that develop deeper comprehension and application. At the end of each half term, students complete self-reflection activities so teachers can monitor understanding and adapt future teaching. Year Overview

Achievement with heart.

Term

What are we studying?

Autumn 1

Living in the Wider World - Careers and Aspirations Self-discipline to achieve Growth mindset Enterprising personalities Preparing for KS4 options Showcasing personal strengths.

Autumn 2

Living in the Wider World - Finance and British Values How to keep finances secure Payslips and deductions Designing an app Manosphere and misogyny.

Year 9 Curriculum Overview 2026 / 2027

PSHE (Personal, Social, Health and Economic Education) Year Overview

Achievement with heart.

Term

What are we studying?

Spring 1

Relationships - Healthy Relationships and Friendships Family relationships Falling in love Positive relationships Empathy in relationships.

Spring 2

Relationships - Sex Education Peer pressure Abusive relationships Child sexual exploitation Respectful relationship behaviours LGBTQAI+.

Summer 1

Healthy Body - Building Blocks of a Healthy Body Body image and eating disorders Alcohol and drug awareness Stress and the physical body Vaccination, blood and organ donation Consent, sexual health and autonomy.

Summer 2

Healthy Mind Minimising stress and improving exam performance Healthy and unhealthy anxiety Self-harm: what is it? Self-harm: help and recovery.

Year 9 Curriculum Overview 2026 / 2027

Science Introduction This year students will begin their GCSE science courses. They will be taught separately science, having two lessons per week of biology, chemistry and physics. The material taught this year is the foundational topics of each of the science GCSEs. Assessment 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. As we are a content-based subject 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. Students wishing to continue studying triple sciences in Years 10 and 11 will need to achieve an average grade of at least a 6 in these end of year exams. The combined science course typically results in higher grades for students who do not wish to pursue science beyond GCSE or students who struggle with the content. Year Overview: Biology Term

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Autumn 1

What are we studying? Begin AQA GCSE Biology Syllabus – Topic 1 Cell biology Eukaryotic cell structure – Animal and plant cells Prokaryotic cell structure

Autumn 2

Microscopy – Light microscopes, electron microscopes, calculations, biological drawings.Required practical 1 – Using light microscopes to observe cells

Spring 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

Spring 2

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 1

Topic 2 Organisation part 1 – structure of an organism, stem cells, human digestive system

Summer 2

Topic 2 Organisation part 2 – Food tests, enzymes, circulatory system (blood components, blood vessels, structure of the heart, and coronary heart disease).

Year 9 Curriculum Overview 2026 / 2027

Science Year Overview: Chemistry Term

What are we studying?

Autumn 1

Begin GCSE AQA Chemistry: Topic 1: History and Structure of the Atom

Autumn 2

Topic 1: The Development of the Periodic Table

Spring 1

Continue with topic 1: Groups 0, 1, 7, and the Transition Elements

Spring 2

Topic 2: Structure and bonding by looking at types of chemical bond

Summer 1

Topic 2: Properties of simple and giant structures Topic 2: Allotropes of Carbon

Summer 2

Topic 2: Nanochemistry

Year Overview: Physics What are we studying?

Achievement with heart.

Term Autumn 1

Energy transfers

Autumn 2

Energy resources

Spring 1

Atomic Structure and Radiation

Spring 2

Particle model of matter

Summer 1

Begin basics of electricity

Summer 2

Continue with electricity

Year 9 Curriculum Overview 2026 / 2027

Spanish Introduction 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. Most resources will be taken from the textbook Viva 3 (Red), and 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. Assessment 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. Year Overview

Achievement with heart.

Term

What are we studying?

Autumn 1

“ 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) Assessment.

Autumn 2

“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) Assessment.

Year 9 Curriculum Overview 2026 / 2027

Spanish Year Overview Term

Spring 1

“ 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 Assessment

Spring 2

“ 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. Assessment

Summer 1

“Holiday” (Las vacaciones) How do you like to spend your holiday Things you did in your last holiday Describing the accommodation Your ideal holiday Assessment

Summer 2

Achievement with heart.

What are we studying?

Revision of the material for the end of year exam.

Year 9 Curriculum Overview 2026 / 2027

Sport Introduction Physical activity plays an important role in supporting students' physical, cognitive, social and emotional development. In Year 9, students will develop their skills and understanding in two invasion games, football and netball. Lessons will take place off-site at St Mary's University, making use of its indoor sports facilities, and at Xcel Elmbridge, where students will access specialist 3G football pitches. In football, students will refine and apply core skills such as passing, shooting, dribbling and ball control within a variety of practices and small-sided games. There will be a strong focus on attacking and defending principles, helping students develop tactical awareness, decision-making and teamwork. Through individual practice, partner work and group activities, students will gain a deeper understanding of game play and strategy. In netball, students will further develop the fundamental skills of throwing, catching and movement, while enhancing their understanding of the rules and positions of the game. They will practise shooting techniques and a range of passing skills, applying these effectively in competitive situations. Learning will take place through paired activities, skill-based drills and team games, allowing students to build confidence, communication and collaboration skills. Assessment Assessment will be continuous throughout the term and will be based on teacher observation during lessons, skill-based practices and competitive game situations. In football and netball, students will be assessed on their ability to perform and apply a range of advanced technical skills with consistency, accuracy, control and confidence. They will be expected to demonstrate effective decision-making under pressure, adapt their play to different scenarios, and apply appropriate attacking and defensive tactics to influence the outcome of games. Assessment will also focus on students' tactical awareness, positional understanding and ability to recognise and exploit strengths and weaknesses within both their own team and the opposition. Students will be encouraged to take greater responsibility for their learning by analysing performances, evaluating tactical effectiveness and suggesting improvements for themselves and others. Through self-assessment and peer evaluation, they will develop their ability to provide constructive feedback and reflect critically on performance.

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In addition, students will be assessed on their leadership, communication and teamwork skills, including their ability to organise, motivate and support others within competitive environments. Performance in isolated skill practices, conditioned drills and full-game situations will contribute to overall assessment, alongside the demonstration of resilience, sportsmanship, commitment and a willingness to respond positively to feedback and strive for continuous improvement.

Year 9 Curriculum Overview 2026 / 2027

Sport Year Overview Term

What are we studying?

Autumn

Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence. Netball: Passing, shooting, attack vs defence, positions & conditioned games.

Spring

Basketball: Passing, shooting, dribbling, tactics, attack vs defence. Golf: putting, driving, mini golf and house tournament.

Summer

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.