The Year 9 curriculum for 2021-22 will be as follows, delivered across a two week timetable in three 100 minute lessons per day:

English Maths Science PE MFL Humanities Computing Technology Art Performing


6 6 5 2 2 4 1 2 1 1

The Year 9 curriculum is slightly different from our normal Year 9 curriculum as we have made the decision to once again suspend the pre-options process. This is to ensure that all students experience the full breadth and depth of the national curriculum at Key Stage 3, including closing any gaps in essential knowledge and skills caused by periods of school closures in Year 7 and 8. More detail about what students will learn in each subject can be found below. 

The Year 9 curriculum is designed to ensure that all students gain the necessary knowledge, experiences and skills to become curious, reflective and resilient learners who are ready to reach their potential in a complex, rapidly changing world. Through our curriculum we take pride in all that we do, respect the thoughts, beliefs and personal qualities of others and seek to be the best we can be both personally and academically. 

What will all students learn in Year 9?


Unit 1: Novel (Of Mice and Men, Animal Farm or Lord of the Flies)

Unit 2: Justice and Morality (sources about the death penalty including pre-20th century non-fiction)

Unit 3: Poetry (women in poetry, feminist critical theory)

Unit 4: Shakespeare (Much Ado about Nothing, Romeo and Juliet, Hamlet or Richard II)

Unit 5: Play (An Inspector Calls)

Unit 5: Play (An Inspector Calls)


Half-term 1: All sets: Number

Half-term 2: All sets: Algebra

Half-term 3: Sets 1&2: Interpreting and representing data;  Fractions, ratio and percentages. Sets 3&4 Graphs, tables and charts; Fractions and percentages

Half-term 4: Sets 1&2: Angles and trigonometry. Sets 3&4: Equations, inequalities and sequences

Half-term 5: Sets 1&2: Graphs; Area and Volume. Sets 3&4: Angles; Averages and ratios

Half-term 6: Sets 1&2: Transformations and Constructions. Sets 3&4: Perimeter, Area and Volume


Unit 1: Energy stores and how to calculate energy efficiency

Unit 2: What are renewable and non-renewable sources of energy?

Unit 3: Animal, plant and bacterial organisms and their structures

Unit 4: How do chemicals join together in a reaction?

Unit 5: How do the heart and lungs work together?

Unit 6: How does the digestive system work to break down our food?

Unit 7: How can you calculate the density of materials and investigate their molecular structure?

Unit 8: How do we work out the amount of a chemical in a reaction?

Modern Foreign Languages

In 2021-22 Year 9 students will have two periods of French and one period of Spanish to reflect the fact that their French lessons in Year 7 and 8 were disrupted more than their Spanish lessons. In future years, they will be able to choose which language they spend more time on. Students will study the following topics in both languages:

  • New technology and social media
  • Shopping and fashion
  • Holidays
  • TV / Film and music
  • Teenage life

In all units, students will learn how to make chronological and thematic links, assess change and continuity, evaluate significance, and analyse and evaluate primary and secondary evidence, including different interpretations

Unit 1: Native Americans

Unit 2: The Great War and Remembrance

Unit 3: Nazi Germany and the Holocaust

Unit 4: The Home Front in WW2

Unit 5: Empire, migration and Britain today


In all units, students will learn how to make chronological and thematic links, assess change and continuity, evaluate significance, and analyse and evaluate primary and secondary evidence, including different interpretations

Unit 1: Native Americans

Unit 2: The Great War and Remembrance

Unit 3: Nazi Germany and the Holocaust

Unit 4: The Home Front in WW2

Unit 5: Empire, migration and Britain today


Religious Studies

Across these units, students will learn the key beliefs and practices of Christianity, Islam, Judaism, Sikhism, Buddhism and Hinduism as well as considering their responses to philosophical and ethical dilemmas.

Unit 1: How should criminals be treated?

Unit 2: Is death the end?

Unit 3: What has religion got to do with medical ethics?

Unit 4: Can religion make the world equal?


Topic 1: Surrealism (artist research, analysis and responses in various media and techniques, study pages with mixed media, trials)

Topic 2: Drypoint etching (creating etching plates based on student voice themes, etching, printing, development with mixed media, collage)

Topic 3: Papier Mache (Creating 3D British bird models from traditional papier mache techniques and wire modelling)

Topic 4: Watercolour techniques.

Topic 5: Introduction to GCSE. Mini project that looks at the creative design process of a typical GCSE project.


  • Netball
  • Volleyball
  • Fitness Suite
  • Gymnastics 
  • Handball
  • Basketball
  • Tag Rugby or Rugby
  • Football 
  • Table tennis
  • Badminton
  • Dodgeball 
  • Athletics 
  • Summer Games 

Fashion and Textiles 

  • Unit 1 – Identity: Personalised craftsmanship based on students’ own personal identity (hobbies, interests, personalities and talents) designed and created using a range of decorative hand embroidery techniques and stencil making and printing. Research and inspiration taken from textiles artist Melanie Kyles
  • Unit 2 – Circular economy: The impact of plastic in the fashion industry with a focus on re-using plastic products in an effective way to create a textiles product. A range of plastic waste/products used to design a logo in the style of textiles artist Jessica Grady.
  • Unit 3 – : Sustainability and environmental justice: research, design, upcycling and designing

Food and Nutrition

  • Term 1 – Macro and micro nutrients: lentil soup, bread crown, salmon and broccoli quiche. Nutritional profiling and its impact on future health. What affects food choice? Further development of evaluative skills.
  • Term 2 – Dietary needs at different life stages: children, teenagers, adults and the elderly. Fish cakes, jambalaya, cottage pie, vegetarian chilli, toad in the hole. Meal planning. Nutritional profiling, links to target groups and impact on future health. Religious and cultural beliefs including vegetarianism. Food labelling including allergens. British foods and food provenance. 
  • Term 3 – Foods from around the world: Italy, Spain, India and China. Pizza, infused pasta, risotto, patatas bravas, baked eggs, frittata, paella, biryani, lentil curry, spring rolls, sweet and sour chicken and a vegetable chow mein. This term develops both practical skills and confidence within the kitchen. The lessons develop food science knowledge and the function of key ingredients within every dish. Food provenance, fair trade, food miles, carbon footprint, sustainable farming methods, organic, free range and genetically modified foods.

3D Design

  • Unit 1: Sustainability and eco-design (practical: eco-treehouse). Modern and smart materials (theory)
  • Unit 2: Timber box design (practical: wooden storage box using technical wood joints). Timber (theory)
  • Unit 3: Architectural container (practical: 3D card modified architectural model using Gerrit Rietveld as inspiration)




Unit 1: Business activity and Cybersecurit

Unit 2: Algorithms and data representation

Unit 3: Marketing and web development

Unit 4: Network security and threats

Unit 5: Human resources and cloud computing

Unit 6: Python

Unit 4: Multicultural foods (recipes and techniques from Italy, Spain, India and China)

Unit 5: Meeting the nutritional needs of a teenager (mock GCSE practical)

Unit 6: Food provenance (sausage rolls, cereal bars, traybakes and slices, meatloaf, bakewell tart and pasta bake)

Performing Arts: Music

Over the course of the year, students will develop their skills in musical theory, performance and composition. The units will cover hip hop, reggae, bhangra and a personalised learning project at the end of the year in performance or composition. 

  • Describing elements of music
  • Piano and ukulele
  • Indian Bhangra drumming
  • African Djembe drumming
  • Performing as a soloist and in an ensemble
  • Composing a piece of music from an area of study 
  • Evaluating performances including listening skills.

Performing Arts: Drama

  • Musical Theatre
  • Pantomime
  • Working as a director and an actor to devise a play
  • Becoming confident in a range of acting skills
  • Embodying a characterisation and using character development techniques
  • Delivering lines from a script to embody a role
  • Performance: Cinderella, Blood Brothers
  • Styles and genres of acting-Naturalistic, Brechtian, and Theatre In Education
  • Careers within Drama and Performing Arts