Students in year 9 will begin to apply their inverse operation skills to solve linear equations and inequalities, these skills will become increasingly important through the rest of their time studying GCSE and Maths to a higher level. They will also apply their algebraic skills to find terms in a sequence and identify the nth term. Students will be taking a jump from angles in basic 2D shapes to angles in all polygons and parallel lines and they will also look at calculating the surface area and volume of more complex 3D shapes. In addition they will also learn how to unpick data and draw conclusions using averages and skills to analyse data.


Literature through a critical lens

As we transition from key stage 3 to GCSE, we will begin to look at literature in a more critical way. Students will spend year 9 studying a range of texts (fiction and nonfiction) linked to the theme of gender and power starting with an exploration of the feminist lens. They then look at a range of poetry addressing various issues of identity and examine how writers express their attitudes and opinions through this medium. These ideas are then further explored through the study of fiction (a selection of short stories from a diverse range of authors) and drama of the modern period. This knowledge of class and gender is then applied in the study of the first GCSE Literature text – An Inspector Calls. Students are also introduced to GCSE English Language Paper 1 - Explorations in Creative Reading and Writing. Throughout the year, students are encouraged to engage with a range of linked reading to explore these ideas further and deepen their knowledge.


BIOLOGY: Cells and organisation will walk you through calculating magnification and comparing prokaryotic and eukaryotic cells. We will help you to understand processes such as osmosis, cell division, gas exchange and transpiration. Enzyme function in digestion will also be explored.

CHEMISTRY: Atomic structure will delve into sub atomic particles, bonds and formulas of elements and compounds. We will also explain patterns of reactivity using the periodic table. Organic chemistry investigates the properties and formulas of hydrocarbons and chemical analysis will allow you to identify unknown substances. Lastly we will look at how the Earth’s Atmosphere has changed over time due to the impact of human activity.

PHYSICS: We will revisit energy stores including energy calculations and also investigate energy transfers and compare renewable and non-renewable energy resources. In particles at work you will gain greater understanding of different kinds of circuits and how they can be useful. Density will also be explored.


A deeper understanding of Converting Number Bases and how to convert between binary, decimal and hexadecimal are covered in year 9. Units of Information and how to convert between unit sizes e.g. GB to TB link to the number bases. Representing characters, images and sound links to binary conversions. Key algorithms are taught for searching, sorting and compressing data. The advantages and disadvantages of these are studied.


Year 9 ICT students will start the year developing their understanding of an User Interface and knowing the different Features of an Interface. This will lead onto the students developing their Project Planning Skills. While creating and reviewing their own user interface students will need to work on their Design Techniques and Creativity Skills.


Students begin with a focus on the Inter-War years 1919-39. With a strong focus on European politics, it considers the impact of the Versailles settlement and its role in creating the situation where Europe was ripe for war within just twenty years.

This is coupled with a study of the USA 1920-73. From the booming twenties through to the Great depression, it takes a broadly chronological approach dipping into thematic post war society such as civil rights and politics.


Students explore the topics of Natural hazards, Living World and Physical Landscapes in the UK throughout Year 9. Initially, students will learn the mechanics behind plate boundaries and their links to tectonic hazards, and then continue to explore extreme weather and climate change. Our Living World topic explores the Malaysian Rainforest and the Thar Desert, which develops student’s knowledge on adaptations; along with methods to evaluate sustainable options to manage these fragile environments. We then study coastal landscapes in the summer term which links to our physical fieldwork at Walton-on-the-Naze.

Religious Education

KS4 commences with students having a secure base in their knowledge of Christian and Muslim Beliefs, Teachings and Practices. We also have trips arranged to local places of worship, including several different denominations. This provides students with a deeper understanding that there are a plethora of beliefs within both religions. Students will explore different beliefs about God, human existence, rights and responsibilities and the value of human life. There will be several opportunities for debate and discussion on a bi/tri-weekly basis. Students will be able to critically analyse a variety of religious authorities.

Physical Education

In Year 9 PE, students will study a coursework unit, titled Practical Performance in Sport. In this unit, students will continue to develop skills and techniques in a variety of sports but will specifically focus on two selected sports for their own assessment. Students will learn the rules, regulations and scoring systems of their selected sports and must practically demonstrate their performance of a range of skills, techniques and tactics in both practice and competitive situations. Students will learn about the role of different officials in sport and will experience officiating in a selected activity. Finally students will develop their ability to analyse their performance in detail and suggest ways to improve further.


Students are now in year 9. They will be in a class full of ambitious, confident and courageous students. We start the term exploring drama practitioners and learn about their style, history and how to embed their skills into a performance. This then seamlessly takes us through to the first mock exam ( component 1). Students will perform and practice writing a mock portfolio. We finish the year with a live theatre review.


In Year 9, students will develop their understanding of the Performing Arts (Dance) by examining two professional works and the process used to create a performance piece. With this, students will develop their analytical, performance and choreographic skills within two dance style techniques. Students will develop their performing arts skills and techniques through the reproduction of professional dance repertoire and will get an opportunity to work within groups to create their own work in response to a brief. All students will get the experience of taking part in at least two performances throughout the year, one of which will be in front of a large audience.

Food Technology

Food Science

Building skills for food science and commodities . Experimenting with ingredients and properties. Enzyme discolouration, Gelatinisation in sauces, dextrinization. Building on cookery skills from year 8. Knife skills – Bread making skills - presentation skills. Complex cuts to enhance presentation, Weighing and measuring ingredients


Creation of own dishes – Marriage of ingredients . Modifying recipes to meet customer needs. Building a port folio of evidence


Year 9 GCSE Art is a foundation year where students recap some of the fundamental skills needed to draw and paint, plus starting to learn how to develop independent ideas. There are three projects- Autobiography; a self-portraiture and identity project, primarily focussed on learning to create realistic portraits and use acrylic paints. Natural and Man-made; an experimental project where pupils explore a wide range of media including printmaking, oil pastels and mixed-media. Masterworks; a more independent project where pupils extend their investigative art skills and learn how to develop and refine a personal idea inspired by a chosen classic artwork.

Child Development

Students will study the physical, intellectual and social developmental norms from birth to five years. They will look at the benefits of learning through play and will work with an individual child (from birth to five years) and their family to plan some different play activities for a chosen developmental area with their chosen child. They will then carry out and evaluate their different play activities for the chosen developmental area with their child.

Design and Technology

Students will be taught design & drawing skills which will require an understanding of wood, metal, plastic and fabric. Material science will be taught so students will gain an understanding of the world and the consumables within it.

Workshop skills will be taught including hand tools and machinery alongside Health and Safety in the Workshop


Pupils develop KS3 musical skills by practicing performance, listening and composing. Looking deeper in-depth at musical elements and key terms, structures and melodic phrasing. Achieved through studying different styles of music such as Minimalism, Music of the world, Pop music, Concertos, Musicals and Film music. We look at 4 areas of study-

•Musical forms and devices

•Music for Ensembles

•Film music

•Popular music

Alongside the above, pupils work hard practicing their individual instruments, to improve their performance skills.


GCSE Study - Language Development

The Present, Past and Future Tenses (e.g. ‘escucho la música’, ‘escuché la música’, ‘voy a escuchar la música’), are utilised simultaneously, to create and develop complex structured sentences (e.g. ‘me gusta escuchar la música pop porque es muy divertida pero no me gusta escuchar la música clásica porque es aburrida’). Students are actively encouraged to express opinions (e.g. ‘me encanta/odio’), give justifications, use negation and questioning, and include connectives and intensifiers to improve their language skills in all four disciplines. Translation focuses particularly on topic related vocabulary (Modules 1-3).


GCSE Study - Language Development

Present, Past, Future and Conditional Tenses continue to be developed (e.g. ‘je vais’, ‘je suis allé(e)’, ‘je vaisA faire’, ‘je voudrais faire…’). Complex structured sentences are encouraged, utilising pre-learned high frequency words, connectives, intensifiers, negation, opinions and reasons. Synonyms are encouraged to provide students with a bank of vocabulary words to assist them in varying their language skills, whether written or spoken. Translating skills utilise comparatives and superlatives, all whilst using topic related vocabulary.

Business Studies

Students will commence Component 1 - Exploring Enterprise, which is broken into three distinct assignments. Here they will be able to identify a different business types, such as sole traders, partnerships and corporations and will develop skills that will enable them to explain how they work and their associated benefits and drawbacks. They will also learn about other business characteristics including how business size is measured, location as well as the difference between products and services. The students will choose two local enterprises and for their first assignment will analyse these types of business characteristics.

Assignment 2 is based around the concept of market research and the different types, these being primary and secondary along with quantitative and qualitative data. Students will consider how market research is used in order to improve business profitability and efficiency and will apply their learning to their two chosen businesses.

Assignment 3 will follow the same two chosen businesses but will consider how both internal and external factors, whether these be political, economic etc. will impact on the success of these businesses. This will also include conducting two types of situational analysis on one of their chosen businesses, these being a SWOT analysis and a PEST analysis.

Health & Social Care

Students will demonstrate effective communication including types of communication and factors that affect communication. They will look at the barriers to communication and how to overcome them. Students will then look at the personal qualities that contribute to effective care and will apply these to three job roles within the HSC system. They will take part in a simulated discussion within a health and social care setting which will be observed as part of their grade.