Year 9

Surrealism – investigate work by Dali and Magritte, understand surreal concepts and apply these to imaginative portrait work

Underwater world – explore sea forms, creating designs and modelling 3D forms in clay

Built environment – graphic illustration considering the work of Kyle Henderson, one-point perspective drawing

Visit our art page for more information

Autumn term

• Digital literacy
• Text programming

Spring term

• Revision of previous concepts
• Sound
• Animation (Blender)

Summer term

• Cybersecurity
• Ethical, legal, cultural concerns
• Excel

Visit our computer science page for more information

Innovate

• Resistant materials – flat pack innovation challenge
• Engineering – sustainable design
• Food – application of skills and knowledge when designing a dish
• Textiles – trash to treasure – sustainable product design
• Digital Art / CAD – digital communication and presentation techniques

Visit our design and technology page for more information

In year 9, students continue to develop competence in a range of skills across a broad curriculum offer.

Students are taught advanced performance skills and create a theatre in education workshop that is performed to year 7.

Students also explore empathy in drama through a variety of topics and spend time consolidating performing skills from previous years in preparation for GCSE drama.

Visit our drama page for more information

Autumn term

• The Tempest or Twelfth Night
  Key concept – curiosity: freedom

Spring term

• Novel TBC
  Key concept – identity: diversity

Summer term

• Modern Britain
  Key concept – British Values
• GCSE transition unit
  Key concepts:
  empathy: society
  curiosity: power and conflict
  identity: adulthood

Visit our English page for more information

Family: Qui suis-je?

• Myself
• Family
• Free time

Free time/hobbies : Le temps et les loisirs

• Free time
• Sports
• Life online

Festivals and traditions: Jours ordinaires, jours de fête

• Myself
• Home
• Free time
• Festivals and celebrations
• Food and drink
• Daily life

Visit our French page for more information

• Africa: The land of opportunity
• Cold environments
• Urbanisation
• Global issues

Visit our geography page for more information

• Causes and experiences of the First World War
• The treaty of Versailles
• The Russian revolutions of 1917
• The interwar period
• The Second World War
• Decolonisation
• Britain after 1945

Visit our history page for more information

• Number – core/depth/stretch
• Algebra – core/depth/stretch
• Geometry – core/depth/stretch
• Statistics and probability – core/depth/stretch
• Ratio and proportion – core/depth/stretch

Visit our mathematics page for more information

• Students will be comfortable performing in a wide array of situations developing new skills such as improvisation, alternative time signatures and experimenting with different genres both composing and performing existing music
• Safe use of musical equipment, setting up music equipment for performance and analytical thinking will aid music performance
• Students will develop an understanding of the key areas of the music business that support the realms of composing and performance
• Musical language should be proficient and students will be able to communicate using correct vocabulary whilst understanding the terminology used in the music industry
• Students will be able to compose to a brief and perform with confidence. Areas of study will include: protest music, creating a pop star and performing as part of a band
• Students will be able to work with each other and produce music that shows a contribution made by all members of their groups. Students will be able to identify how as a group improvements can be made using a wide range of musical language and by supporting each other in a mature manner
• Students will be able to analyse how music is used in media and film as well as being a commodity that generates revenue
• Students will investigate and be able to recall music that is used for purposes other than entertainment
• Students will be exposed to world music that has influenced popular music looking at how this has broadened songwriters and composers’ knowledge
  

Visit our music page for more information

• Peer influence, substance use and gangs

Healthy and unhealthy friendships, assertiveness, substance misuse, and gang exploitation

• Setting goals

Learning strengths, career options and goal setting as part of the GCSE options process

• Respectful relationships

Families and parenting, healthy relationships, conflict resolution, and relationship changes

• Healthy lifestyle

Diet, exercise, lifestyle balance, healthy choices, and first aid

• Employability skills

Employability and online presence

• Intimate relationships

Relationships and sex education including consent, contraception, the risks of STIs, and attitudes to pornography

Visit our personal development page for more information

In year 9, students continue to develop competence in a range of skills across a broad curriculum offer. Students spend time consolidating skills from year 7 and 8, and in some sports continue to learn new skills.

Students are introduced to tactics and look more broadly at attacking and defensive play.

Visit our physical education page for more information

Visit our religion, philosophy and ethics page for more information

Biology

• Health, disease and development of medicines
• The variation between species and between individuals of the same species
• The evidence for evolution

Chemistry

The periodic table:

• Atomic structure
• Bonding
• Chemical calculations
• Investigating acids and neutralisation
• Crude oil and fuels

Physics

• Energy in the home
• Using conservation of energy to solve problems
• Waves – light and water
• Space
• Gas pressure and temperature
• Cables, plugs and safety

Visit our science page for more information