Curriculum overview for year 9
This is a summary of the curriculum in year 9. More detail for each subject including curriculum journeys and knowledge organisers can be found in the subject pages.
At the bottom of this page is an overview of the assessment for year 9 you can jump to that here.
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 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
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). Students will explore what is truly implied by the phrase 'Reading is breathing in: Writing is breathing out' as they explore all aspects of what it means to study English. This knowledge of class and gender is then applied in the study of the first GCSE Literature text – An Inspector Calls. 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.
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.
Present, Past, Future and Conditional Tenses continue to be revised and developed, with the use of Reflexive and Separable Verbs. Definite and Indefinite Articles are revisited, along with revision of the Nominative, Accusative, Dative and Genitive Cases. Complex structured sentences are encouraged, utilising pre-learned high frequency words, connectives, intensifiers, negation, opinions and reasons. Simultaneously, Possessive Adjectives, Adverbs and Relative Pronouns are identified and used with translating exercises, whilst using topic related vocabulary to develop skills across all four disciplines.
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).
In the autumn term students will begin a study of Post War Britain to establish the events that helped to develop our modern Britain. This is followed by a depth study of the Vietnam war and the American involvement.
In the spring term students study an overview of Britain tracing key themes on their development. This is followed by a study of America covering the prohibition and the depression eras and investigating key people and events post World War Two.
At the start of Year 9 students explore both human and physical geography and their interactions as we explore the topic of ‘Forbidden Geography’ in our autumn term. This topic’s journey focuses on how technology in Geography can be used to understand the world around us. Leading up to Christmas students will then consider the importance and significance of river systems globally. In the spring we move on to discuss the complex relationships between physical and human Geography in the countries of Asia before evaluating the key global issue of sustainability. Throughout the summer term we explore further global issues and investigate the impact of crime and conflict, both locally and globally.
In Year 9 students go deeper in their knowledge of the 2 main religions of the UK and the world: Christianity and Islam. The Theological Lens is used to explore core Christian and Muslim beliefs i.e. Why is the day Jesus died called 'Good' Friday? Once students have a more solid understanding they are better equipped for debates. Students use the Philosophical Lens to understand the complexities of ethical issues e.g. abortion and capital punishment. In the final term students look at religion through a Sociological Lens: How is shapes human behaviour and society. We then finish with exploring how religion has changed religious people’s lives over the 21st Century, with the rise of social media.
In Year 9 PE, students continue to enhance their skills and knowledge across a broad range of sports. Students learn how to demonstrate more advanced skills and techniques and gain knowledge of tactics to allow them to perform successfully in conditioned situations. Students will learn the main rules and regulations in a range of sports. This will allow them to perform in competitive situations with confidence. Finally, students will continue to develop their evaluation and leadership skills, helping them to work with others in different situations.
The start of the year we hook students in with the most prestigious play of Blood Brothers by Willy Russell. Students will explore extracts and learn how to devise scenes in a naturalistic and non naturalistic way. As the curriculum moves on we explore true stories and discuss our rights within the law. This leads to a momentous devised piece that explores different viewpoints. In year 9 we teach students the roles of the performing arts industry. Such as; lighting, set and costume design, marketing and publicity as well as the role of stage manager and director. This is all preparation for GCSE drama or GCSE performing arts. Students then become confident in exploring the roles and work in small groups to devise their own performances as a production team.
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.
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 in Art is all about learning ‘Transitional Skills’- pupils are taught in longer projects marked in a similar way to GCSE. They are given further creative freedom, and chance to apply prior knowledge and skills. Transitional skills include how to analyse artists' work and how to develop and refine a final piece idea.
Students study two projects in year 9. In Pop Art they develop knowledge of the Art movement, create a large Lichtenstein inspired artwork, refine painting skills and experiment with digital art inspired by Warhol. 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.
Design and Technology & Graphics
Project: Students will extend and learn skills to produce a high quality, handmade, Art Deco style clock. In Graphics students will study advertising and branding with a focus on detailed design.
Health and Safety: Students study Health and Safety in the workshop before using any new tools for practical activities.
Tools and Equipment: Computers, saws, files, drill
Design: Computer Aided Design programmes are used to aid the design process along with new techniques.
Knowledge and Understanding: Designing in 3D, a variety of wood joints, learning about a variety of materials including plastics and sustainability, CAD and presentation skills.
We begin Year 9 by developing our keyboard skills and learning famous repertoire; ‘Chopsticks’ and ‘Für Elise’. We then explore more modern world music fusions including Bhangra and Samba, involving whole class percussion ensemble and cultural exploration. We then move on to a term-long project involving the development of knowledge in harmony and tonality, alongside new chords on the guitar and introduction of the drum kit. This culminates in a band work topic where students play a song as a band at the end of term. We then understand some of the musical developments in the Romantic Period, and students then choose one of the piano pieces they have learnt in KS3 to sequence and remix using Garageband in our ‘Pop Thief!’ topic. We finish our KS3 journey with students exploring careers in the music industry and choosing their own path of musical activities to develop in the final half term.
Assessment plan for year 9
This is the assessment plan for all subjects in year 9. Students will be notified by their teacher in advance of any assessment. Assessment grades will be used to inform school reports. The curriculum overview for the year can be found below.