Multiplicative Reasoning – percentage increase/ decrease with and without calculators, compound interest, direct and indirect proportion

Geometrical Properties – angles in parallel lines, angles in isosceles and equilateral triangles, bearings, loci, constructions

Algebraic Manipulation – simplifying and solving with powers and roots, fractional and negative powers, function machines, rearranging, double and triple brackets.

Power and Relationships - Students start with a Dystopian unit, introducing students to characters who face real world challenges, enabling them to form opinions on important issues. This unit also provides opportunities for students to write their own creative pieces. They then move on to study Cooke’s adaptation of Malorie Blackman’s Noughts and Crosses which has many complex themes woven into it, such as: love, friendship, family, racism and division. As well as working through each of the play's themes, students will begin to understand how the context can impact a writers’ choices and decisions when constructing texts.This is followed by studying a range of War Poetry, building on students' understanding of form, structure and language as well as further developing their comparative skills from year 8. This unit also builds on their ability to understand the significance of context when studying a text. Students finish the year with the study of J.B Priestley's play An Inspector Calls, where students will secure their knowledge of the plot, characters and themes. Furthermore, students will develop an understanding of the importance of the social, historical and political factors that influenced the play. 

Throughout the year students will form an understanding of how to use active reading strategies to read for meaning across all forms of writing. They will learn the initial strands of an analytical essay in preparation for extended analytical writing and develop a range of creative writing sentences.

Students will complete assessments at the end of each unit of work. These assessments will be based around the following areas: reading, comprehension and development of the deconstructed essay; knowledge developed throughout the unit, including knowledge of tier 3 vocabulary; tier 2 vocabulary; grammar, punctuation and spelling and either a creative or transactional writing task, which includes the construction of the creative writing sentences taught. Students final assessment in year 9 will be the completion of a full analytical response based on the elements of the deconstructed essay they have been taught. 

Cells - origins and division of cells, Hierarchy of the body - tissues, organs, and organ systems

Micro-organisms - pathogens and biotechnology, Cardiovascular organisation- heart, circulatory and respiratory systems

Atomic structure - atomic model and history, Periodic table - group properties and history

Structure and Bonding – chemical bonding, Quantitative chemistry - conservation of mass

Energy - conservation of energy and the environmental impact of electricity generation

Electricity - investigating circuits in and out of the home; Alternating and Direct Current.

 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.

Students pull together strands of learning from Year 7 and Year 8 to develop an understanding of migration to Britain over time.

Students then move on to study post war Europe in greater depth.

A more thematic approach follows this as students look at how approaches to medicine and human health has changed over time 

In year 9 students continue to examine geographical themes. The year starts with tectonic hazards, examining the structure of the earth and how and why we have earthquakes and volcanoes. We then introduce economic geography with a look at the US dollar and China. Coastal geography follows looking at processes and landforms around the UK. The next units pull together many of the themes covered across key stage 3 and link to some of the ideas students will study in years 10 and 11. We take a look at the geography of crime, and then our unequal world. The year finishes looking at sustainability and how we need to look after our planet for future generations.

The beliefs and teachings of Christianity, covering fundamentalist and liberal beliefs about creation and the creation story, original sin, Trinity, incarnation, crucifixion, death, resurrection and beliefs about heaven and hell.  Students study the themes Prejudice and Discrimination, and Religion and Human Rights focusing on freedom of religion and social justice. A study of key religious events and as well as topical ethical issues from the year.

Through the Sport Education Model perfect the use skills, techniques and tactics by being able to analyse and evaluate own performance and that of an individual and team. Students will undertaken a range of practical activities including team games, athletics, gymnastics, swimming and net games,  in the role of performer, leader and official and evaluate their own performance, considering ways in which they can improve. 

Continue to build on collaboration and communication skills with new class members. Explore and develop an understanding of the differences between Naturalism and Non-Naturalism. Explore both scripted and devised elements of performance and develop further understanding of the impact of theatre works. Work on a Theatre in Education Project. Research into Frantic Assembly (Theatre Practitioner) and explore their process as theatre makers theoretically and practically; specifcally studying The Curious Incident of the Dog in the Night-time as a text. Reflection on practice and personal performance.  

Development of choreographic, performance, analytical & evaluative skills

Exploring dance techniques and skills through technical warm ups and taught phrases in a range of styles to develop skills including; alignment, coordination, extension, control, balance and flexibility. Exploring the choreographic process, using various stimuli and creative techniques to produce own performance work. Professional choreographers and repertoire are analysed for inspiration and to increase the depth of understanding of the art form.

A heavy focus on developing practical skills. Students enjoy Investigating and developing catering techniques. They use specialist equipment and cooking methods..Adapting menus to suit different customers and situations, aids their understanding of  Menu planning. 

A health focus on  nutrition and the consequences of insufficient nutrient intake. Dishes including commodities, such as; soups, meats, fish, alternative proteins, cakes, pastry.

Nature – Exploring elements of nature students will create a series of observations exploring the techniques of drawing, mixed media, print making and sculpture. Researching the work of Henry Moore and Abby Diamond students will explore mark making, scale and form to develop their observational studies and journey of ideas, `resulting in a series of outcomes

Still Life Project - Students will independently select their own theme to explore within the project. Exploring a variety of artists, they will develop research and record photos to inform their observations in a range of media to support the journey of their ideas and final outcome.

After honing our skills, we begin project style learning starting with a project inspired by Graffiti Art. Students research the artists Banksy and Karen Grenfell, creating samples that explore printing techniques such as stencilling, screen-printing and dyeing. Students also have the opportunity to further develop their hand stitching and sewing machine skills by creating samples of applique and reverse applique.

Alphabet project’ – exploring materials and processes such as pewter casting, brazing, riveting, block printing, stencilling, clay work, plastic heating processes etc. The ‘puzzle in a box project’ joinery, CAD/CAM and scroll saw work. Designing for pre-school, ‘wooden toys’- e.g. racing car and helicopter. CAD/CAM is used as well as students working in a factory environment to understand production methods. 

In Year 9 students continue on their musical journeys. The scheme of work has a variety of themes including: Reggae, Film music, Music production and Popular music. The scheme links well to the Elements of Music and builds and develops prior learning and skills.

Students are given the foundation they need to continue to further their musical knowledge so that, if they wish to progress to studying Music at key stage 4, they will have the building blocks to help them succeed. Year 9 students are required to establish a primary instrument.

Students describe regular holiday habits, past holidays good and bad, learn how to book a room, and combine 3 tenses (past, present and future). They describe their school subjects and teachers, compare their primary school to their high school, and give opinions on the rules and school issues. They learn about technology and apps, types of books, and relationships with family and friends.