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Upper School

Year 9 Curriculum Guide 2026-2027

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What Subjects are Offered? A Roedean Education

French

Academic Ambition

Geography

GCSE Subject Guidance

Head, Heart, Hand (HHH)

Nurturing her Authentic Self

History

Strenghtened by Sisterhood

Latin

Coastal Advantage

Mathematics

Art & Design

Music

Computing

Physical Education

Dance

PSHE

Design & Technology

Religion and Philosophy

Drama

Science

EAL

Spanish

English

A Roedean Education A Roedean education empowers young women to embrace possibility with confidence, think boldly, and lead with purpose. Rooted in intellectual curiosity, shaped by strength of character and enriched by lifelong sisterhood, it unfolds within a remarkable coastal setting that inspires learning, wellbeing and a deep sense of belonging. Every girl should be stretched to discover what she can achieve, while feeling secure enough to take risks, learn from setbacks and grow in self-belief. Through expert teaching, thoughtful pastoral care and a rich programme of experiences beyond the classroom, students gain the knowledge, discernment and inner assurance to shape their own futures.

These principles underpin every aspect of life at Roedean. They shape our curriculum, our community and the experiences that encourage every girl to embrace challenge, develop her own ambitions and make a positive contribution to the world around her.

Academic Ambition Year 9 is a defining year in every girl’s academic journey. It marks the transition from the broad exploration of the Lower School to the greater academic independence of the Upper School, providing the bridge to GCSE study and the first steps towards specialisation. For every student, it is a year of growing ambition, increasing independence and informed decision making. Students continue to study a broad range of subjects, ensuring that GCSE choices are informed by experience rather than assumption. This breadth allows every girl to discover new interests, build on existing strengths and begin defining an academic pathway that reflects both her abilities and aspirations. Lessons increasingly reflect the expectations of Upper School learning. Students are encouraged to think critically, question confidently and engage with greater intellectual independence. Through discussion, analysis, investigation and collaboration, they develop the maturity to evaluate ideas, solve

increasingly complex problems and take greater ownership of their learning. Supported by teachers who know them well, every student is challenged to think deeply and strive for her personal best. Academic learning extends well beyond the classroom. The Roedean Academic Lecture programme introduces students to leading thinkers and practitioners from a wide range of disciplines, while clubs and societies, competitions and national academic challenges encourage intellectual curiosity and scholarship. Educational visits and subject-specific experiences further enrich learning, providing authentic contexts that deepen understanding and bring classroom learning to life.

GCSE Subject Guidance Choosing GCSE subjects is one of the first significant academic decisions students make. At Roedean, this process is carefully supported, ensuring that every girl selects a programme of study that reflects her strengths, interests and aspirations while maintaining the breadth needed for future study. Year 9 provides dedicated guidance as students begin considering their GCSE pathways. Through Futures Friday, careers education, conversations with Heads of Department and current GCSE students, girls gain a deeper understanding of each subject, the opportunities it offers and where it may lead beyond school. Individual guidance and ongoing conversations between students, parents and staff ensure that every girl is supported in selecting a programme that reflects both her strengths and ambitions while keeping future possibilities open.

As students prepare for GCSE study, increasing emphasis is placed on independent learning, effective organisation and purposeful study habits. A structured prep programme, regular assessment and end-of-year examinations help students develop the academic discipline and confidence required for the demands of Years 10 and 11. By the end of Year 9, students have developed the academic maturity, independence and confidence to make informed GCSE choices, embracing the opportunities and challenges of Upper School with purpose, ambition and a genuine love of learning.

Nurturing her Authentic Self Year 9 is a year of growing self-awareness, increasing independence and informed decision making. It is a time to understand personal strengths, explore new possibilities and make choices that reflect individual interests, ambitions and potential. Roedean’s personal development programmes continue to support students as they mature. Embedded within the curriculum, they continue to develop character, values and life skills that underpin academic success, wellbeing and future readiness. Through discussion, shared experiences and thoughtful reflection, students explore leadership, healthy relationships, digital citizenship, financial awareness, service and decision making, preparing them to embrace the opportunities and responsibilities of the Upper School with maturity and perspective. At the heart of this approach is our belief that every girl should be seen, known and heard. Tutors, Heads of Year, teachers, House staff and pastoral managers work together to ensure that every student is understood as an individual, supported to flourish and encouraged to fulfil her potential. As GCSE decisions approach, students benefit from consistent guidance that enables them to make thoughtful choices with increasing assurance and a strong sense of purpose. Beyond the classroom, an extensive co-curricular programme encourages every student to participate

widely, embrace new experiences and broaden her interests. Whether through sport, music, drama, the creative arts, STEM, outdoor education or service, girls cultivate adaptability, determination and self-assurance while discovering talents that may otherwise have remained hidden. Year 9 also marks the beginning of the Bronze Duke of Edinburgh’s Award, introducing students to volunteering, physical activity, skill development and expedition. Alongside this, the Roedean Diploma celebrates engagement across all aspects of school life, encouraging students to recognise their progress, celebrate achievement and take increasing ownership of their personal development. Together, these experiences demonstrate that character is strengthened through challenge, commitment and active participation. Future Fridays become increasingly purposeful during Year 9, helping students explore the relationship between their interests, abilities and future aspirations. Through careers education, specialist guidance, visiting professionals and the annual InvestIN Careers Workshop, girls gain a broader understanding of the pathways available to them, recognising how the decisions they make today can create opportunities for tomorrow, while appreciating that future journeys are rarely defined by a single choice.

Strengthened by Sisterhood Every girl thrives when she knows she belongs and understands the value of contributing to something larger than herself. Year 9 is a time to deepen relationships, strengthen a sense of belonging and recognise the positive influence each student can have on those around her. Within a community built on encouragement, respect and shared aspiration, girls develop the confidence to contribute with kindness, integrity and purpose. Relationships remain at the heart of the Year 9 experience. In the classroom, through House life, on the sports field, on stage and across the co-curricular programme, students learn alongside girls from different backgrounds and perspectives, developing empathy, kindness and mutual respect. These shared experiences encourage every student to value her own contribution while celebrating the achievements and ambitions of others. Year 9 brings increasing opportunities to lead through service and participation. Through student

voice, House responsibilities, charitable initiatives, being a big buddy to younger students and representing their peers, girls learn that leadership is not defined by position but by responsibility, integrity and the willingness to make a positive difference. These experiences encourage initiative, strengthen character and build the confidence to lead with authenticity. Students also become more connected to Roedean’s global network of Old Roedeanians. Through Future Fridays, visiting speakers and events such as International Womens’ Day, they gain insight into the diverse journeys, careers and achievements of those who have gone before them. These early connections provide inspiration and perspective, laying the foundations for future mentoring, professional guidance and lifelong membership of a worldwide community.

Coastal Advantage Year 9 encourages students to look beyond the classroom and recognise that where they learn can shape how they learn. This is a time to develop curiosity, broaden perspective and discover how the world beyond school can deepen understanding and inspire new ways of thinking. Roedean’s distinctive coastal setting is an integral part of this experience. The sea, the South Downs and the vibrant city of Brighton provide rich contexts for learning, reflection and wellbeing, supporting students as they grow in independence and prepare for the increasing demands of Upper School. As students prepare for GCSE study, our surroundings increasingly become an extension of the classroom. Geographical fieldwork, scientific investigation, artistic inspiration and environmental studies enable students to experience their subjects in authentic contexts, deepening understanding while encouraging them to make meaningful connections between academic learning and the wider world.

The Coastal Advantage also shapes the rhythm of everyday life. Access to open space, fresh air and the coastline encourages physical activity, reflection and balance, helping students develop healthy habits that support both wellbeing and academic success. As independence grows, so too does an appreciation of the relationship between environment, learning and personal wellbeing. Students are encouraged to engage actively with the natural world through outdoor education, environmental initiatives, sport and service. These experiences foster teamwork, adaptability and a strong sense of stewardship, reinforcing the understanding that education extends beyond the classroom and carries with it a responsibility to the wider world.

ART & DESIGN

Head of Art Pathways: Mrs S Strachan

The Year 9 scheme of work sets out broad themes which can be extended for those students who work at a faster pace or require more challenge. There is a full scholars’ programme, and the studios are often open during break, lunchtime and after school with staff on hand to assist those who wish to continue their classwork. The Art department always strive to help each individual have a sense of achievement in making and creating artwork. The practical needs of those who find physical tasks difficult are addressed individually, and all schemes of work can be adapted to individuals to allow for specific needs with teachers building differentiation and extension tasks into every lesson.

Curriculum Overview Students will continue to develop their drawing techniques, create artwork in both two and three dimensions, and produce structures and sculptures while working collaboratively and independently. In the second term, they will undertake an independent learning project, introducing a more thematic approach to their work. Through drawing and photography, students will record ideas inspired by sweets, explore how to describe form through the use of tone, and investigate the work of artists and photographers including Anni Albers, Bauhaus Weavers and Angie Lewin. This research will inform the development of their own ceramic sweet designs, and textile weavings.

I like that in Art you can experiment and not just do everything one way. We’ve used drawing, photography and different materials, and I really like seeing an idea turn into something I’ve actually made. 11

Students will refine their skills in drawing from firsthand observation, painting, sculpture, and a range of other art, craft, and design techniques. They will learn to evaluate, and analyse creative works, using the appropriate language of art, craft, and design. In addition, they will begin to explore the historical and cultural development of art in relation to their own work. Experimentation with materials and processes is a key focus of Year 9 projects. Students will try out different tools and techniques, applying them to a variety of media in both two and three dimensions. They will also deepen their understanding of the formal elements of art, including form, tone, and texture.

Subject Enrichment Every year group enjoys an annual Art and Design trip. We also offer Junior Art Club, Photography Club and Senior Etching, Oil Painting, Textiles and Printmaking.

Skills Development Students will develop the ability to communicate their ideas and experiences through a range of carefully structured activities. Recognising drawing as the foundational skill for Art and Design, all girls are supported in building confidence, technical competence, and creative imagination in this area. Students will engage with both traditional and contemporary media, gaining an understanding of the suitability and expressive potential of each. Individual approaches will be encouraged and nurtured. Cognitive and literacy skills will be enhanced through structured class discussions and independent research. Students will be guided to reflect critically on their own work and that of others, forming and articulating judgements both orally and in writing. Opportunities to explore artworks from diverse historical periods and cultural contexts will also be provided, with particular emphasis on the school’s commitment to Black History and Cultural Diversity.

Year 9 computing is a creative and empowering subject that brings together the academic rigour of Computer Science, practical digital skills, and a thoughtful understanding of how technology shapes our world. Having built strong foundations in Years 7 and 8, students are now ready to take their coding further by writing more complex programmes using advanced techniques, and approaching real problems with genuine confidence and understanding. In Year 9, students design and build websites and explore cybersecurity, which is one of the most important and fastest-growing areas in the technology industry. Beyond the technical skills, we believe it is vital that young women understand how technology and artificial intelligence are influencing every part of modern life. We want our students not simply to be users of these tools, but to be informed, ambitious people who shape and lead them. For those who wish to continue, Year 9 provides excellent preparation for GCSE Computer Science.

Curriculum Overview Students advance their computing knowledge by focusing on more complex concepts and applications.

• Website creation - Students will explore the

technologies that make up the internet and World Wide Web.

Starting with an exploration of the building blocks of the World Wide Web, HTML, and CSS, students will investigate how websites are catalogued and organised for effective retrieval using search engines and then move on to create a functioning website.

Subject Enrichment To enrich their learning beyond the classroom, students can participate in a variety of computingrelated activities and events. These include:

COMPUTING

Head of Computing: Miss K Griffiths

• Coding club • Digital Day • Bebras International Computational Thinking Challenge • Cyberfirst Girls Competition • Perse Coding Challenge • Cyber Explorers • Safer Internet Day

Skills Development At the heart of computing is problem solving through understanding and applying the potential of technology. Students will practice computational thinking skills, including decomposition (breaking a problem into smaller problems) and algorithm design. They will develop skills in specific software and programming languages and through these will develop general transferable skills in using and programming software and hardware.

• Computational Thinking - Approaches to problem solving.

• Algorithms - Understanding how algorithms allow

a computer to sort data and search within data and how computers can simulate intelligence. • Cybersecurity – Understanding some of the ways in which data can be compromised on the internet. • Images – Principles and practice of digital image creation, manipulation and storage using Photoshop or other software. • Programming - More advanced techniques are developed so students see how data can be represented and processed in sequences, such as lists and strings

Computing has helped me with perseverance- when things go wrong, you have to work out why, and when the coding finally works it is so much fun! 12

COMPUTING

DANCE

Head of Dance: Mrs S Abaza

Year 9 students will be introduced to the fundamental principles of dance through a variety of styles and techniques. They will develop an understanding of key vocabulary and explore different creative processes within dance. Additionally, students will learn the essential principles of choreography, enabling them to create and organise their own dance works.

Curriculum Overview Students will build on their Year 8 skills by developing their Street Dance techniques, with a focus on the company ZooNation and learning repertoire from some of their works. Term 2 centres on Jazz and its subgenres, where students study key practitioners such as Bob Fosse and deepen their understanding of lyrical Jazz. In Term 3, students engage in choreographic tasks and problem-solving through creative activities. Additionally, they are introduced to elements of the GCSE Dance syllabus.

Learning about choreography is my favourite aspect of dance- I love combining different styles in routines to perform with my friends. 15

Subject Enrichment In addition to the curriculum dance programme, the school offers several clubs that all students are encouraged to join. These clubs take a fun and inclusive approach to developing new skills, and catering to all ability levels. All Year 9 students have the opportunity to take part in a dance workshop during the year, allowing them to build their skills and explore different styles.

Skills Development Students develop a wide range of skills, including technique, fitness, coordination, and collaboration. Students also build confidence and competence in choreography and in presenting their dance skills to an audience.

Through a variety of creative and practical activities, students develop the knowledge, understanding, and skills required to engage confidently in the processes of designing and making. Using creativity and imagination, students will design and create products for a range of contexts, considering not only their own needs, but also those of others. Students will acquire a broad base of subject knowledge and draw on disciplines such as Mathematics, Science, Engineering, Computing, and Art. Alongside technical skills, students are encouraged to take risks and to think resourcefully and innovatively, nurturing the qualities of enterprising and capable individuals prepared to contribute positively to the world around them.

Curriculum Overview In the autumn term, students build advanced skills in working with metals, including copper, aluminium, and pewter, to create a distinctive, nature-inspired piece of jewellery. They also explore enamelling, resin work, and CAD simulation for jewellery design. In the Spring term, students extend their CAD and manufacturing techniques to create an original inlaid jewellery box inspired by a chosen design movement. In the summer term, students are introduced to computer-aided 3D design and additive manufacturing, enabling them to design and test ergonomic 3D-printed prototypes

Subject Enrichment The Design and Technology department offers co-curricular clubs for students in Years 7 to 9 and at GCSE level. These clubs provide valuable opportunities for students to gain a deeper understanding of the tools, processes, and techniques used in the Design and Technology workshop. The junior club will focus on introducing students to the fundamentals of workshop practice.

Skills Development When designing, students will develop essential skills that enable them to create thoughtful, original, and functional products. They will learn to:

• collect research to inspire and inform their designs • create clear and specific design requirements to ensure products are both fit for purpose and visually appealing • use a variety of approaches to generate creative and innovative ideas • develop and communicate their design concepts effectively through annotated sketches and detailed plans

DESIGN & TECHNOLOGY

Head of DT: Mrs H Quirk

When making, students will develop essential skills that enable them to bring their designs to life. They will learn to:

• Select and use specialist tools, techniques,

processes, equipment, and machinery with precision, including computer-aided manufacturing • Choose appropriate materials based on their properties and suitability for the task When evaluating, students will develop essential skills that enable them to critically assess and improve their work. They will learn to:

• Test, evaluate, and refine their ideas and products against their original specifications, incorporating feedback from others • Analyse and evaluate their own work alongside that of past and present professionals to deepen and broaden their understanding

We get to use proper tools and materials, but there’s also loads of creativity. You have to think about what will actually work, not just what looks good. 16

DRAMA

Head of Drama: Mrs S Woodbridge

Drama offers a unique learning experience, with lessons that are practical and exploratory in nature. Group work forms the foundation of each session, encouraging students to take responsibility for shaping outcomes. With guidance from their teachers, they learn to collaborate effectively and work successfully as part of a team. During Year 9, the aim of the Drama department is to provide all students with a range of drama techniques that will prepare students for Drama GCSE. This will take place in devising groups where students learn how to create their own plays. Students also explore playtext using acting explorative exercises; this will enable them to interpret classical and modern plays.

Curriculum Overview Students will begin to refine their performance skills, experiment with different theatrical styles, and create two polished pieces for an audience. The year consolidates prior learning and introduces elements of the GCSE course. This curriculum prepares students for GCSE-level work by building on their drama foundations from Years 7 and 8. Students begin by studying Stanislavski’s acting system, using it to build believable characters and develop flexible improvisation skills. Next, they read extracts from various plays to explore different theatrical styles, which leads into a detailed “Page to Stage” project where they analyse a script and turn it into a polished performance. Finally, students complete a double-unit project where they create and perform their own original play for an audience, bringing together everything they have learned in Lower School drama.

Drama has helped my confidence so much. It is so helpful having aspects of the GCSE course in our classes now, setting us up for success next year. 17

Subject Enrichment There is a busy and varied programme of cocurricular opportunities throughout Year 9, and all students are encouraged to take an active role. Students who are interested in taking GCSE Drama are offered a theatre trip, in order to prepare them for the Live Theatre Review element of the course. Weekly activities include Rehearsals and a Technical Theatre Club, offering students opportunities to develop performance and backstage skills. The year group also takes part annually in the National Theatre playwriting project: New Views, and there are plans to join the National Theatre’s Connections Festival in the near future. The department stages an annual whole-school production, and the summer term culminates with a dedicated Years7 to 9 production. In previous years we have staged Matilda, Mary Poppins and the play Hetty Feather. With large casts and performances presented in the School’s professionally equipped theatre, all students are given the opportunity to participate and gain valuable stage and backstage experience, as technical pupils are supported by an experienced technical team.

Skills Development Through their Drama studies, students develop a broad range of transferable skills that support their growth as performers, collaborators, and creative thinkers. Students:

• learn to become effective and confident communicators

• develop valuable group-work and collaboration

skills • extend their performance and expressive abilities, both vocally and physically • gain an understanding of the theatre-making process, developing their own acting and directing skills • explore theatre history and build practical skills in a range of performance styles • learn about the technical and design elements of staging plays, with opportunities to develop their own ideas, and expertise • enhance their creative thinking and problemsolving processes • learn to articulate their creative ideas and opinions with clarity • develop empathy, learning to understand, and inhabit different perspectives

DRAMA

EAL

If English is not a student’s first language, the EAL Department provides tailored support to help them achieve their full potential across the wider curriculum. A specialist EAL teacher works closely with students to develop their English language skills, encouraging independent learning habits alongside building confidence in the four key areas of Speaking, Listening, Reading, and Writing. In addition to timetabled English language support (which may replace a Modern Foreign Language or Latin), private weekly lessons are available on an individual or small-group basis. Many students choose to take these sessions to further enhance their proficiency in English. In some cases, students for whom English is an additional language may be required to take these lessons as a condition of their offer; if so, this will be clearly outlined in their offer letter.

Curriculum Overview In Year 9, students continue to develop their Speaking, Listening, Reading and Writing skills, with a particular focus on the written and analytical skills needed for GCSE exams. Students study fiction and non-fiction texts, developing their ability to analyse language, use quotations, structure paragraphs and write accurately for different purposes and audiences.

EAL

Head of EAL: Mr C Forte

Where appropriate, students may also prepare for the Cambridge English B2 First qualification.

Subject Enrichment The EAL Department offers a dedicated class as an alternative to one or both Modern Foreign Languages, or Latin. Students are encouraged to extend their learning beyond the classroom through cultural and academic enrichment opportunities. A highlight of the EAL calendar is the annual trip to Arundel Castle, where students develop their historical knowledge while exploring an important local landmark. In lessons, enrichment is also built through wider reading, discussion, creative writing, presentations and links to topics across the curriculum, helping students to grow in confidence as users of English in both academic and real-world contexts.

Skills Development An individual EAL lesson with a specialist teacher from the EAL Department offers a personalised teaching programme, carefully tailored to meet each student’s specific learning needs. Language and learning targets are set and reviewed on a termly basis in collaboration with the teacher.

EAL has helped me feel much more confident using English in all my subjects. I can ask questions more easily now and I don’t worry as much about making mistakes.

This individualised support not only strengthens English language proficiency but also helps students develop the academic and subject-specific vocabulary needed to succeed across the wider curriculum. Many students find these lessons invaluable for improving their overall English ability and gaining the confidence to access their other academic subjects effectively. This support is particularly important in Year 9, ensuring students are fully prepared to begin their GCSE courses with confidence.

ENGLISH

Head of English: Mr D Woodhouse

Reading is central to the study of English, and students are encouraged to read widely, selecting both fiction and nonfiction texts that provide an appropriate level of challenge, both in class and independently. In English lessons, students are invited to share their own experiences and opinions during discussions on a variety of issues raised by the texts studied. The curriculum is designed around engaging units that explore a range of debates, both topical and timeless. Through this approach, students will develop greater confidence as readers and speakers, gaining a strong understanding of functional, transactional, and literary language.

Curriculum Overview The curriculum is designed to prepare students for the demands of GCSE study. The year begins with the exploration of modern drama, studying texts such as Journey’s End or A Raisin in the Sun, with a focus on contextual analysis. Students then engage with a prose study of a political novel such as Animal Farm or Lord of the Flies, alongside developing persuasive writing skills. This is followed by a directed writing unit, which familiarises students with nonfiction genres and hones their understanding of media bias. The year concludes with a study of 21stcentury poetry, designed to refine both creative and analytical writing skills.

Subject Enrichment Each year, the English department organises a range of theatre trips to see plays in performance, as well as cinema visits to experience literary adaptations on screen. Weekly sessions are available for subject support, alongside a Creative Writing Club, a school Newspaper Society, and other student-led initiatives. The department works closely with the library to host numerous visiting author events throughout the year and runs a popular book award shadowing programme, encouraging students to engage with contemporary literature.

Skills Development English in Year 9 is taught through half-termly units of work, each focusing on an overarching skillset or text. Units are designed to develop either reading or writing skills, and have an overall theme that links the units together. Formal, graded assessments take place twice per half term, with the main assessment being of substantial length. The penultimate halfterm is assessed through a formal examination. Across Year 9, we focus on the key skill areas of analytical reading, essay writing, creative writing, writing in non-fiction genres, and speaking, including presentation, debate, and role-play.

I really like English because you can talk about your own ideas and there isn’t always one right answer. It’s interesting hearing what everyone else thinks about a story or a character. 21

The study of modern foreign languages from Years 7 to 9 plays a vital role in developing students’ communication skills, critical thinking, and cultural awareness. It provides unique insights into other societies and cultures that can only be fully appreciated through the study of their languages, enriching students’ lives and broadening their horizons. The programme is designed to build on prior language learning and cultural knowledge in an interactive, communicative, and intellectually stimulating way. Through this approach, students develop confidence and competence in the four key skills of listening, reading, speaking, and writing across at least two foreign languages. By the end of Year 9, they are equipped with a strong foundation to embark on GCSE studies and beyond.

Curriculum Overview

Subject Enrichment Passionate about languages? Our French department offers exciting opportunities to prepare for national and international competitions, including Poesia, the Anthea Bell Prize for Young Translators and the Linguistics Olympiads. Students can also enjoy board games in French, combining learning, teamwork and fun.

FRENCH

MFL/Head of French: Miss de Jesus

Skills Development By the end of Year 9, students will understand and respond to spoken and written language drawn from a variety of authentic sources. They will speak with increasing confidence, fluency, and spontaneity, effectively communicating their ideas through discussion, asking questions, and continually refining their pronunciation and intonation. Their writing skills will develop to produce texts of varying length for different purposes and audiences, utilising a broad range of grammatical structures and tenses acquired throughout their studies. Additionally, students will cultivate an appreciation for diverse styles of writing in the language studied, deepening their cultural and literary understanding.

Students start preparing for GCSE-level work by strengthening their grammatical understanding and enabling them to express themselves across past, present, and future contexts. They gain confidence in discussing more sophisticated topics and using complex structures. Key areas of teaching include:

• Revision of être (to be) and avoir (to have) to talk

about school holidays • Using the past tense with regular verbs to describe past holidays • Describing visits to a theme park with some irregular verbs • Aller in the past tense; introduction to negative forms • Talking about festivals and celebrations in France using regular -ir and -re verbs • Planning future trips using the near future tense • Discussing French celebrities and television programmes digital technology; forming questions in French • Talking about leisure activities and sports across three tenses • Giving opinions about sports and healthy living

I like learning French because you can start with something quite simple and then build it up into a proper conversation. It’s really satisfying when you realise you can say more than you thought you could. 22

FRENCH

GEOGRAPHY

Head of Geography: Mr G Carter

Geography in Year 9 enables students to explore and discover a wide variety of both physical and human topics. The focus is on fostering a genuine interest in the world around them while providing exciting and stimulating learning experiences. Building on what was learnt in the Lower School, students develop the essential skills and knowledge required to succeed in GCSE Geography and beyond.

Curriculum Overview Students begin the AQA GCSE Geography topic ‘The Living World’, which covers key aspects of biogeography including ecosystems, biodiversity, interdependence, and adaptation. They then apply these concepts to the study of two biomes: polar environments and tropical rainforests, using case studies of Svalbard (Norway) and Amazonia (Brazil).

Subject Enrichment To enhance learning beyond the classroom, Year 9 Geography offers enrichment opportunities that allow students to engage practically with the subject and develop their geographical skills and interests, including Roedean Weather Watchers.

Skills Development Year 9 Geography students at Roedean build a diverse range of essential geographical skills that prepare them for further study and real-world applications, such as:

• A wide range of graphicacy skills • Map interpretation skills • Evaluation skills • Extended writing skills • Analytical skills

Towards the end of Year 9, students spend several weeks examining the evidence, causes, and potential mitigation strategies related to climate change. This study builds directly on their earlier exploration of two particularly fragile and extreme global ecosystems. Starting the GCSE course in Year 9 offers both academic stretch and challenge, allowing young geographers to explore The Living World in greater depth. Since the AQA GCSE syllabus is typically taught over two years, beginning the course earlier prevents content from being rushed and enhances students’ understanding and enjoyment. By the end of Year 9, students are well prepared to make an informed decision about choosing Geography as a GCSE subject for Year 10 and beyond.

I like Geography because you learn about places that are completely different from where we live, but you also understand how things like climate change can affect everyone. 25

HHH nurtures students’ curiosity and develops skills across three dimensions: mentally (‘Head’), emotionally (‘Heart’), and physically (‘Hands’). The well-rounded experiences gained throughout the Lower School and Year 9 equip students with a broad range of valuable skills to carry forward into their future endeavours.

Curriculum Overview Students will participate in a carousel programme consisting of seven different activities. They will spend a total of five weeks doing each activity, having one lesson per week.

• BSL • Russian • AI & Media Literacy • Public Speaking & Debate • Cooking • Textiles • Ceramics & Sculpture

Subject Enrichment There are no specific trips, clubs, or events organised through the HHH programme; however, many of the activities offered are also available during lunchtime and the co-curricular periods within the curriculum. This allows students who wish to develop the skills learnt or interests explored in HHH to continue progressing beyond the scheduled sessions.

Skills Development The wide range of skills developed through the HHH programme is extensive and includes teamwork, communication, research, problem-solving, creative thinking, and many more. The key skill areas that underpin HHH:

• Head: Cognitive knowledge and professional skills – to know, think, and understand

• Heart: Emotional and spiritual learning, personal

skills – to love, appreciate, and belong • Hand: Practical and physical skills – to contribute, create, and lead

HEAD, HEART, HAND (HHH)

Enrichment Co-ordinator: Miss F Kelsey

It’s fun having a go at something completely new. You might discover that you’re actually good at something you’d never thought about before. 26

HISTORY

Head of History: Ms G Benton-Stace

Studying History at Roedean equips students with skills that extend beyond the study of the past. The ability to analyse and prioritise information is essential for effective decisionmaking and valuable across many careers. Understanding current affairs and engaging meaningfully in discussions requires knowledge of history, as contemporary events are shaped by what has come before. By examining the histories of different cultures, students develop insight into why people behave as they do. They explore human history and observe recurring patterns, such as the rise of charismatic dictators like Stalin and Hitler, or the role of religion in conflict. History reveals key factors that contribute to war and oppression. It is the responsibility of historians to identify past mistakes, reflect on them, and ultimately help prevent their repetition in the future.

Curriculum Overview In the first year of Upper School, students will explore key events of the 20th Century World, and what it was like to live through these.

• How did people experience WW1? • How did life change under Communism in Russia? • How did WW2 impact people’s lives? • How did black people fight for rights in the USA and UK? • What is black British history?

I like using historical sources because it feels a bit like putting together clues. You have to work out what the evidence is telling you. 27

Subject Enrichment The History curriculum has previously been enriched by a range of trips and special events that bring the past to life and deepen students’ understanding of key historical periods, such as visits from a Holocaust survivor and visits to WW2 air raid shelters.

Skills Development History at Roedean develops a wide range of essential skills, including chronology, source analysis and evaluation, and the ability to select and explain relevant historical evidence. Students learn to analyse causation, develop explanations, test hypotheses, and make informed historical judgements. The Year 9 curriculum also emphasises understanding the significance of key concepts such as government and conflict, fostering skills in analysis, historical interpretation, and note-taking. Additionally, students build strong written skills through structured paragraph writing, effective use of sources, and examination practice, meaning they are well-prepared for embarking on the History GCSE course in Year 10.

The Year 9 Latin course builds on the work of the Lower School as pupils continue to broaden their knowledge of the language and culture of Ancient Rome. Students will hone their analytical and problem-solving skills through translation work and develop their linguistic skills through mastering the vocabulary.

Curriculum Overview Students will use John Taylor’s Latin to GCSE course, an excellent resource that introduces the specified vocabulary and grammar necessary for success in the Latin GCSE. Starting a new textbook ensures all students engage with the same course content, regardless of prior experience, while offering numerous extension opportunities to challenge those who wish to deepen their learning. Alongside the language work, students explore a variety of cultural topics, including Roman chariot racing and amphitheatres. The curriculum is enriched through the use of e-learning resources such as Quizlet, enhancing the classroom experience. The course progressively increases in difficulty throughout the year. By the end of Year 9, students who wish to continue with Latin will have a clear understanding of what the GCSE entails and be well-prepared to achieve success should they choose to pursue it. Latin often becomes a standout GCSE subject for many students.

Subject Enrichment The Classics department is renowned for its enthusiasm for trips and experiential learning. Whether organising overseas tours to Greece, Rome, or the Bay of Naples, arranging theatre visits to see Greek tragedies in London, or inviting museum experts to Roedean for Roman food demonstrations, the department is committed to bringing the ancient world to life.

LATIN

Head of Latin: Mrs C Allen

In addition, the department plays an active role in Humanities weeks, organising essay competitions and debates to further engage students in Classical studies.

Skills Development Over the course of the three years, students develop key skills in the close analysis of texts. Every Latin sentence must be carefully and logically ‘unpicked’ and understood before attempting translation. This skill of logical analysis and deduction is a valuable life skill that can be applied across many contexts. Additionally, students learn to recognise Latin derivations in the English language, significantly enriching their understanding of English vocabulary. Finally, students develop the ability to synthesise knowledge; grammar rules often apply across different languages, and as students gain confidence in one language, they are better able to identify connections with others. This broad linguistic understanding exemplifies the power of knowledge.

I like Latin because you have to really think about how all the words fit together. It can be tricky, but when you finally work out a translation, it’s really rewarding. 28

MATHEMATICS

Joint Heads of Maths: Mrs J Hopper & Mr A Lutwyche

Through the study of Mathematics, students are encouraged to foster rational thinking and develop an appreciation for the beauty of the natural world. The curriculum promotes intellectual curiosity and equips learners with the skills needed to be critical observers and problem solvers. It encourages experimentation with new ideas, pattern recognition, and logical reasoning through complex situations, all within a supportive and positive environment where all ideas are valued, and mistakes are embraced as essential steps toward deeper understanding.

Curriculum Overview Students begin to develop the confidence to attempt any question and the ability to break down complex problems into smaller, manageable parts, rather than tackling one large, complicated task all at once. Problem solving continues to be a central focus in lessons; however, students no longer require scaffolding, as they can independently deconstruct problems. Although GCSE-level topics will have been introduced in earlier years, Year 9 marks the official start of the IGCSE course. New topics covered include trigonometry, quadratic equations, and loci. Students emerge as confident mathematicians who are willing to share their thinking with the class, regardless of whether they are certain of the answer.

We’re encouraged to try questions even if we’re not sure of the answer. I think that’s made me much more confident about putting my hand up. 29

Subject Enrichment Students participate annually in the Mathematics Challenge and the Team Challenge, both of which have resulted in significant successes. The department enters teams in Mathematics competitions when the opportunity presents itself. Additionally, Mathematics drop-in clinics are available daily during break times as well as dedicated preparation sessions for the Maths Challenges most days after school.

Skills Development The GCSE and A-Level curricula are becoming increasingly problem-based, often presenting questions in real-life contexts. The skills developed throughout the Lower School and Year 9 courses are designed to enhance students’ abilities in these areas, helping them see mathematics not as a collection of isolated ideas, but as a set of interwoven tools to solve a wide range of problems. This approach encourages the use of varied techniques and methods to tackle challenging questions. The Mathematics department focuses on fostering a classroom environment where students feel confident attempting to ask any question, embrace the possibility of making mistakes, and adapt their strategies to move closer to the correct solution. This builds resilience and confidence, enabling students to engage with problems fearlessly and deepen their mathematical understanding. Students should develop the ability to use skills they covered in the previous years and apply them to more contextual problems, using regular modelling, and questioning techniques from their teachers to help them achieve any given goal. Each half term generally covers different areas: starting with ‘Number’, then ‘Algebra’, followed by ‘Geometry’ returning to ‘Number and Algebra’, then ‘Geometry’ again, and concluding the year with ‘Data’ although the order may change depending on individual class needs. At Roedean, Mathematics classrooms are supportive spaces where everyone is encouraged to share their methods and opinions, regardless of whether they are certain of their correctness.

GEOGRAPHY

MUSIC

Director of Music: Mr B Rous

Music at Roedean is lively, engaging, and inclusive. All students in Year 9 study Music as part of the standard curriculum. Projects are designed for all students, not just those who already play an instrument, and include a wide range of differentiation. The curricular work in music lessons is enhanced through the provision of music workshops for all students. The Music curriculum focuses on building confidence in understanding the core musical elements: timbre, dynamics, duration, pulse, metre, pitch, melody, tonality, harmony, texture, and structure, and developing the musical skills of listening, creating, and performing. Enquiry-based learning frames every topic with questions designed to spark curiosity and make the areas of study relevant, such as ‘Is improvising really improvising?’, ‘Are all notes equally important?’, and ‘Why does music make us dance?’. This is coupled with a strong focus on practical experience, with students learning by being musicians and making music, thereby developing and honing their musical skills. This approach builds confidence, expression, and a deeper understanding of the subject. Just as at GCSE, all students undertake performance and/or composition coursework-style projects as part of their end-of-year assessments for Music.

Curriculum Overview The curriculum prepares students for the increased independence and creativity required at GCSE level. It focuses on refining performance, deepening compositional techniques, and broadening listening skills through a wide variety of musical styles and contexts.

• Performing: In the classroom, whole-class and

group performance is explored as part of the Waltz project where pupils are encouraged to bring in their own instruments as we investigate how melodies are shaped and created. During the songwriting topic we enjoy group singing and you will have the opportunity to record vocals for your own song. When using production software, students are encouraged to perform the parts they are writing and recording, using keyboard, guitar, and bass. All students submit a performance as part of their final assessment. • Creating: Students use GarageBand and/or Sibelius software on a variety of projects involving musical composition. There are two large projects on production and composition techniques. Part 1 explores textures, beats, drones, ostinatos and riffs, with exemplars from pop and electronic music, minimalism, and film music. Part 2 explores chords, melody, and song structures, applying the use of stock chord progressions in songwriting. Staff notation is revisited in the Waltz unit, with a strong focus on melodic invention. The year, and KS3 course, ends with a short remixing project, with a prize for the most inventive creation. • Listening: Listening is embedded into each project, with a wide range of musical exemplars chosen to inspire and broaden students’ contextual understanding. Listening activities are linked to specific techniques that can be applied in composition and performance practice. Sample topics at Year 9: Production and Composition Techniques (Parts 1 and 2), Waltz, Remixing.

Skills Development

We encourage musicians of all ages to enjoy performing and to develop their individual talents to a high standard, both as soloists and as members of choirs, vocal groups, orchestras, bands, and chamber ensembles. There is an extensive range of musical activities on offer, ensuring that there is something for everyone to enjoy, including visits to professional concerts in Brighton and beyond.

Through the study of Music, students develop a wide range of practical and intellectual skills that extend far beyond the classroom. They gain the ability to play an orchestral instrument, alongside core skills in keyboard and ukulele, and grow confident in their sense of pitch, pulse, and rhythm. Students strengthen their inner hearing and aural awareness, enabling them to identify and notate rhythms and pitches accurately through dictation.

Weekly activities are complemented by termly recitals and masterclasses with visiting professional musicians. Roedean students perform frequently, both in and outside the school, in a wide range of exciting and high-profile concerts and recitals. These performances draw large audiences and continue to maintain their highly regarded reputation.

MUSIC

Subject Enrichment

Singing skills and ensemble work build their confidence to perform and listen actively to those around them, fostering teamwork and collaboration. They also develop creative skills through improvisation and composition, supported by an understanding of how musical elements interact. Alongside this, students acquire the ability to speak clearly and analytically about music, reflect critically on their own and others’ work, and apply effective practice methods such as chunking and deliberate repetition. Music technology plays a vital role, with students learning to use a range of production software and gaining transferable ICT skills relevant to modern music-making.

Music is really practical here. You’re not just learning about music- you create it, improve it and then perform it. It’s made me much more confident performing and coming up with my own ideas. 32

PHYSICAL EDUCATION

The Year 9 PE curriculum is designed to promote competitive experiences and foster a lifelong enjoyment of sport and physical activity. Single PE lessons focus on exploration, skill acquisition, and confidence building across a variety of individual and foundational activities. Double PE lessons aim to develop competitive spirit through team sports, while promoting inclusivity, resilience, and personal growth, empowering all students to excel both individually and as part of a team.

Curriculum Overview Single PE Lessons – Exploration skill acquisition and confidence • Athletics: Develop basic running, jumping, and throwing techniques.

• Swimming: Build water confidence, improve

technique, and promote water safety awareness. • Gymnastics: Enhance body control, flexibility, and balance through floor work and apparatus. • Strength & Conditioning: Introduce bodyweight exercises, posture, coordination, and injury prevention. Tennis: Learn racket skills, hand-eye coordination, and developing technique. • Tennis: Learn racket skills, handeye coordination, and developing technique.

Assessment Approach There is formative assessment in all lessons through teacher observation, peer feedback, and personal goal setting. Summative assessment at the end of each rotation/term focusing on:

Double PE Lessons – Competitiveness through individual and team experiences • Hockey: Developing physically competent players,

skills in hockey (mentally competent), game awareness, and hockey intelligence (problem solvers). • Netball: Developing specific technical skills which enhance confidence and performance, tactical awareness through training and matchplay, players physical competence and progress, and teamwork and mental toughness. • Cricket: Developing technical fundamentals in batting, bowling, fielding and wicket-keeping, promoting tactical strategies in the respective disciplines which enhance performance and understanding, fostering and developing teamwork skills which contribute to increased opportunity to communicate effectively, build trust and collaborate with others and cultivate mental skills of patience, focus and resilience. • Athletics: Refine event-specific techniques, and introduce competitive measurement and improvement in any of the disciplines of track and field events. • Tennis: Develop technical and tactical abilities through application in singles/doubles training and match play, producing increased consistency of the returning, and enhancing understanding of court etiquette and performance variables. Term

Single PE Focus (1 lesson/week)

Double PE Focus (4 lessons/week)

Autumn

Athletics, Gymnastics, Strength & Conditioning, Swimming

Hockey

Spring

Gymnastics, Swimming, Strength & Conditioning

Netball

Summer

Athletics, Tennis

Cricket, Athletics, Tennis

PHYSICAL EDUCATION

Head of Physical Education: Mrs C. Baker

• Skill progression • Effort and engagement • Teamwork and sportsmanship • Confidence and willingness to try 34

inclusion within society.

Students explore a wide range of relevant, ageappropriate topics, with opportunities for open discussion and thoughtful reflection. All lessons are delivered by experienced teachers in a positive and supportive environment that encourages curiosity, respect, and participation. Clear ground rules are agreed at the start of the year to ensure that all students feel safe, comfortable, and confident when contributing. Any questions about the PSHE curriculum can be directed to the Head of Year.

Subject Enrichment

Curriculum Overview Year 9 PSHE supports students as they begin Upper School, helping them to navigate the challenges of modern society with confidence, awareness, and integrity. Students study a range of important and contemporary issues, including gangs, poverty, knife crime, fake news, extremism, and radicalisation. Through this, they develop critical thinking skills and learn how to stay informed and safe in a complex world. Health and wellbeing are a key focus, with students exploring the importance of balanced nutrition, sleep, exercise, and self-care. They also learn about illness prevention, including oral health and maintaining a healthy lifestyle. Relationships education is delivered with sensitivity and respect. Topics include consent, contraception, abstinence, and safe relationships, as well as understanding the risks associated with harmful behaviours such as harassment and the impact of online content. Students are encouraged to reflect on their strengths, interests, and aspirations. They begin to explore future pathways, including careers, further education, and employability skills, helping them to make informed choices as they move towards GCSE study. Respect and equality underpin all areas of learning. Students develop an understanding of diversity, discrimination, and the importance of empathy and

There is also a strong focus on developing effective study habits, organisation skills, and revision techniques to support the transition into GCSE courses.

PSHE

While there are no specific trips linked directly to the PSHE curriculum, students benefit from a variety of enrichment opportunities. These include visiting speakers who bring real-world perspectives to key topics studied throughout the year. Speakers may address current and relevant issues such as online safety, ethical decision-making, health education, and personal wellbeing. In addition, the wider school trips programme, including residential experiences, supports students in developing essential life skills such as teamwork, resilience, communication, independence, and personal responsibility.

Skills Development By the end of Year 9, students are well-prepared to meet the academic and personal challenges of GCSE study, with a strong foundation as thoughtful, responsible, and compassionate individuals. PSHE in Year 9 plays a vital role in preparing students for the demands of Upper School and beyond. Through engaging and thought-provoking lessons, students develop:

• Emotional intelligence and self-awareness • Resilience and confidence • Respect for others and appreciation of diversity • Critical thinking and decision-making skills • Effective communication and teamwork • Independent study and organisational skills

PSHE

Head of Personal Development: Miss K Orrells

The PSHE curriculum for Year 9 marks an important transition as students begin Upper School. It is designed to equip them with the knowledge, skills, and confidence needed to manage increasing independence, responsibility, and academic challenge. Students explore a wide range of relevant, ageappropriate topics, with opportunities for open discussion and thoughtful reflection. All lessons are delivered by experienced teachers in a positive and supportive environment that encourages curiosity, respect, and participation. Clear ground rules are agreed at the start of the year to ensure that all students feel safe, comfortable, and confident when contributing. Any questions about the PSHE curriculum can be directed to the Head of Year.

PSHE has made me more aware of other people and different experiences. You learn to listen to different opinions instead of assuming everyone thinks the same way. 37

Students are encouraged to reflect on their strengths, interests, and aspirations. They begin to explore future pathways, including careers, further education, and employability skills, helping them to make informed choices as they move towards GCSE study. Respect and equality underpin all areas of learning. Students develop an understanding of diversity, discrimination, and the importance of empathy and inclusion within society. There is also a strong focus on developing effective study habits, organisation skills, and revision techniques to support the transition into GCSE courses.

Subject Enrichment While there are no specific trips linked directly to the PSHE curriculum, students benefit from a variety of enrichment opportunities. These include visiting speakers who bring real-world perspectives to key topics studied throughout the year. Speakers may address current and relevant issues such as online safety, ethical decision-making, health education, and personal wellbeing. In addition, the wider school trips programme, including residential experiences, supports students in developing essential life skills such as teamwork, resilience, communication, independence, and personal responsibility.

Religion and Philosophy at Roedean offers students the opportunity to explore the major faiths alongside the philosophical and ethical questions that arise for all people. All students in Year 9 study Religion and Philosophy as part of the standard curriculum. Lessons emphasize evaluative exploration of different religions, belief systems, concepts, and practices. Students of all faiths and none are encouraged to express and reflect on their own beliefs as well as those of others.

Curriculum Overview During the year, students will engage in the study of Philosophy and Ethics through the exploration of fundamental questions such as: What can we truly know about reality? What defines a human being, and what makes each person unique? Students will examine philosophical thought experiments that propose the world might be an illusion, critically evaluating whether such claims can be disproven. Students will be encouraged to form their own reasoned conclusions about the nature of truth.

this conflict can, or should, be resolved.

Subject Enrichment Lessons are enriched by guest speakers, multimedia resources, and influential thinkers, all of whom inspire reflection beyond the curriculum and encourage meaningful discussion. Throughout the year, students will have opportunities to celebrate religious occasions and engage in creative activities that deepen their understanding and appreciation of diverse faiths.

Skills Development Throughout the course, students will develop key skills including:

• gaining insight into diverse faiths and worldviews, • analysing texts and ideas in depth, • confidently applying principles to various scenarios, • evaluating the significance and use of different concepts, and • justifying and defending personal viewpoints through clear and reasoned argument.

RELIGION AND PHILOSOPHY

Head of Religion and Philosophy: Mr S Megahey

In Ethics, students will explore both religious and secular perspectives on right and wrong, applying these to contemporary moral dilemmas. They will debate whether ethical decisions should be guided by fixed rules or by considering the consequences of actions, studying the works of notable moral philosophers such as Immanuel Kant, Aristotle, and Jeremy Bentham. By comparing different ethical theories, students will analyse their strengths and limitations in guiding moral behaviour. In the Spring and Summer Terms, students will investigate issues around Religion, Peace and Conflict, considering Just War Theory and Pacifism as different approaches to glocal conflict. Both religious and secular approaches are studied with the goal of developing critical thinking about practical societal issues today. The course concludes with an exploration of the historical and ongoing relationship between science and religion, inviting students to consider whether

It is so interesting to discuss big topics around moral dilemmas, hear each other’s opinions, and justify our own perspective. 38

SCIENCE

Head of Science Faculty: Mrs C. Reesink-Wells Head of Chemistry: Mrs P Barker Head of Biology: Dr C Turner Head of Physics: Mr J Cronin

The Year 9 Science course at Roedean has been carefully designed in-house to nurture curiosity and a passion for discovery. Through supportive and engaging lessons, students are encouraged to explore scientific concepts and develop practical skills, building a strong foundation of confidence for GCSE Science. Extensive practical work is embedded throughout the course to develop essential skills, boost confidence, and foster a love of hands-on learning and investigation. Students will have one 50-minute lesson for each of the three sciences.

Curriculum Overview In Year 9, students begin the foundations of the IGCSE course, which presents a rewarding challenge and excellent preparation for A Level studies. Biology - Students continue to be taught by a specialist biology teacher. The year starts with an in-depth study of cells, tissues, and organs including ethical discussions around the use of stem cells. Students build on this knowledge to learn about two cell transport mechanisms; diffusion and active transport. The next topic is biological molecules and human nutrition, including the exciting ‘burning food’ practical. To conclude the year, students study the nature and variety of living organisms, learning about the five kingdoms and the fundamental characteristics of all living things. Chemistry – Building on knowledge gained in Years 7 and 8, the Year 9 Chemistry course introduces content from the IGCSE syllabus, encouraging deeper thinking and introducing students to a wider range of practical techniques. Students examine the particle model in greater detail, exploring the differences between elements, compounds, and mixtures. Students will explore a range of separation techniques and make links to how these can be used in industry. The course also looks more in depth at Acids, Bases and Indicators and links chemical theory to substances students will come across daily. These topics have been carefully selected to maximise opportunities for hands-on experiments, providing practical experiences. Physics – The course serves as the foundation for the IGCSE course, with topics closely aligned to Year 10 content. The year begins with a study of energy in systems, including energy transfer and specifically how heat energy moves. Students then investigate forces and pressure, analysing the motion of everyday objects and explaining these in terms of forces. The students then explore the origins of pressure on surfaces and within fluids. The year concludes by investigating wave effects and properties.

Doing practicals helps me understand the theory so much easier- I find it clearer to understand when I see what we’ve learnt in action. 39

Skills Development

Roedean offers a wide range of exciting extracurricular opportunities for students passionate about science. Students can participate in the Bronze CREST Awards, designing and conducting their own scientific investigations to develop creativity and independent research skills.

In Year 9 at Roedean, we aim to develop students’ practical and laboratory skills. With increasing emphasis on practical understanding in GCSE and A Level examinations, strong laboratory skills are regarded as essential. Our Year 9 course provides excellent opportunities for students to build on prior knowledge and develop competency in a range of practical skills.

Those with specific interests may join the Junior MedSoc or the Astronomy Club, which provide handson experiences and opportunities to explore science beyond the classroom. Aspiring physicists can also challenge themselves through the Physics Olympiad Junior competitions, competing against national standards. A highlight of the science calendar is the celebration of British Science Week. During this period, students are invited to take part in a variety of activities across the school, supported by the Sixth Form STEM Ambassadors. Recent events have included an immersive tour of the solar system via a visiting planetarium show. Additionally, as part of house competitions, students are encouraged to combine their scientific knowledge with creativity by producing short films, showcasing both their understanding and imagination.

SCIENCE

Subject Enrichment

In addition to practical skills, the curriculum also focuses on developing ‘soft’ skills such as problem solving and collaborative work. Lessons regularly incorporate a range of activities, from discussions to investigative projects, to support these goals. The school is committed to fostering students’ growth into independent learners by encouraging effective study habits, with prep tasks designed to support this development.

SPANISH

The study of modern foreign languages in Years 7 to 9 plays a vital role in developing students’ communication skills and critical thinking. It also offers valuable insight into other societies and cultures that can only be fully appreciated through language learning, enriching students’ overall experience. The programme aims to build on students’ existing language knowledge and cultural understanding in an interactive, communicative, and challenging way. This approach ensures students gain confidence in the four key skills, listening, reading, speaking, and writing, in at least two foreign languages, providing a strong foundation in preparation for GCSE.

Subject Enrichment Students have the opportunity to enrich their language learning by participating in national competitions such as Poesiae, Linguistic Olympiads, and language spelling bees.

Skills Development

SPANISH

Head of Spanish: Miss A Ibáñez Barceló

By the end of Year 9, students will understand and respond to spoken and written language from a variety of authentic sources. They will speak with increasing confidence, fluency, and spontaneity, finding ways to communicate their ideas, including through discussion and asking questions, while continually improving the accuracy of their pronunciation and intonation. Students will be able to write at varying lengths, using the different grammatical structures and tenses they have learned. They will also develop an appreciation of a range of writing in the language studied.

Curriculum Overview Students will develop their ability to express preferences, describe experiences, and discuss everyday topics while refining their use of tenses and broadening cultural awareness through:

• Opinions about films and tv • Describing a special occasion in the past • Talk about pocket money, jobs and future plans • Talk about eating habits and how to lead a healthy lifestyle

• Use three tenses • Learn more about other Spanish-speaking

countries and the importance of learning a language

I like that in Spanish we can talk about things that are actually part of our lives, like films, food, holidays and what we want to do in the future. 42

Roedean School, Roedean Way, Brighton, East Sussex, BN2 5RQ +44(0)1273 667500 roedean.co.uk Charity No.: 307063