The curriculum at Cowes Enterprise College extends from years 7 to 13 and includes both the formal timetabled curriculum and all the informal learning and development that occurs outside the timetable.
The purpose of the curriculum in all OAT schools is to
• Teach – the curriculum sets out the knowledge and skills students are entitled to
• Develop – the curriculum sets out how students will develop socially and emotionally
• Change – the curriculum is designed so that any student can excel, so that no one is disadvantaged
The most common question we are asked at parents’ evenings is “how can I support my child?”. This booklet aims to give you useful information that will help you support your child through their year 9 learning journey. If you require any further information, please email info@cowesec.org and your query will be forwarded to the appropriate person.
Assessment and reporting
In order to improve the relevance of the information that we are able to send home in reports, each subject has their own assessment and reporting schedule to fit in with the rhythm of their curriculum and they will report in a format that lends best to the information they are sharing.
Assessment is something that occurs in classrooms on a daily basis through questioning and observation and enables us to adapt our teaching instantly to meet the needs of our students. More formal assessments are used to measure whether long-term learning has been achieved.
Reports are sent home through the SIMS App. If you will need paper copies instead, please let us know through info@cowesec.org.
Curriculum information | Year 9 KS3
Subject information
Each subject has included their year 9 curriculum overview, details on how and when learning will be assessed, their reporting schedule and links for useful information, for example; websites, curriculum content/knowledge organisers and wider reading.
Timetabled lessons
There are 25 hour-long lessons on the timetable each week and a 20-minute tutor time every day, during which tutor groups take part in assemblies, activities relating to behaviour and culture, whole-class reading and charter activities. The lessons are distributed as follows:
Expectations of behaviour for learning – KS3
Students are expected to be respectful and meet the behaviour expectations of the academy. Students will need to attend every day, arrive on time be arrive on time be resilient, responsible and respectful at all times. We expect that students will dress correctly for school, including on all visits, and bring the necessary equipment each day found here on the website.
We ask that students aim for the best possible standards in their studies and work to their full potential in all subjects.
We ensure that students in Key Stage 3 enrich their studies with curriculum related visits. These directly contribute to their learning and promote a love of learning and educate for life.
In order to facilitate the enrichment offer of the academy sometimes there might be a need for teacher absence, this will be covered mainly by our internal cover team. The expectation for work and student focus does not waiver during cover lessons.
As we move through Key Stage 3 there is a greater ownership and expectation of students for their own learning. As students grow older we expect students will act as role models for younger students.
How can I experiment with painting and colour techniques?
What is Cubism?
Art | Year 9 KS3
Overview
What is sculpture? What is an armature?
What is Futurism?
TOPICAL TALK
What inventions would you like to see in the future?
What Eco- invention could you create? Is new technology always a good thing?
If not then why not?
In Art & Design students are introduced to a wide range of techniques, media and genres. There are four main components that run throughout the KS3 course: RECORDING and DEVELOPING ideas, USING ARTISTS AND DESIGNERS as an influence, REFINING of practical skills and CRITICAL AWARENESS. There are three projects in Year Nine: Basic Skills, Biosphere 3D & Printmaking Project and Identity. These projects are designed to build students’ confidence in a wide range of techniques and form the foundations of the KS3 Art & Design Curriculum, which will then be built upon each year. The practical skills covered will include: drawing, painting and other colour media, 3D- clay, collage & mixed media and printmaking.
Micro-life Project
Illustration and Printmaking
How can I use an artist or designer to influence my own artwork?
How have different cultures represented the ocean within their traditional / modern artwork?
How do you create a printing block?
How can I use a variety of drawing and colour media to record marine lifeforms?
Students will have their own Art & Design Folder which acts as a ‘sketch book’, in which the majority of their work will be kept. They are expected to have their own HB pencil, rubber, and sharpener and bring these to every lesson.
How do artists, designers and scientists work together?
How can Art & Design influence the way we see the world or change the way we live?
How can I use a variety of drawing and colour media to record marine lifeforms?
What are zooplankton and Phytoplankton?
Yr 9 learning journey
How do Artists raise pollution awareness about Ocean Micro plastic?
YR9
Basic Skills
Drawing, painting and artist research
How does Art & Design play a part in our everyday lives?
What career opportunities are there within Art & Design / Creative Industries?
How can I use tonal shading to create a three dimensional effect in my drawings?
How do I make tints and shades?
How can I effectively experiment with a range of colour techniques?
How do I research an artist or designer?
Identity / Portraits Project
Painting, Mixed Media and Printmaking
How do artists and designers reflect identity?
How can I use a range of different media to express emotions?
How can I use the work of other artists and designers as an influence?
What is a relief print?
How do artists raise issues of identity, stereotyping and colonialism?
Biosphere Project
3D and Colour (Printing / Textiles)
Why does the Island have biosphere status?
How can I use a range of colour materials such as paint and pastels to create different effects?
How can I create a range of forms and textures using clay?
How can Art & Design raise awareness of environmental or social issues?
What is Biosphere Status and why does the Island have it?
How do artists raise awareness of threats to Marine eco-systems?
What causes Coral reef bleaching?
Can Art & Design influence the way we see the world or change the way we live?
TOPICAL TALK
Is it a good thing to sink concrete sculptures to the bottom of the ocean? When do the negatives of tourism outweigh the positives? What can we do as individuals to minimize global warming?
Y8 UNIT 3
Y9 UNIT 2
Y9 UNIT 1
Y9 UNIT 3
Art | Year 9 KS3
When and how assessment of learning will happen
The first half term will be a basic skills project where students will carry out several tasks which will be used as a baseline assessment for the start of year 9.
Students will also be assessed formally at the end of each project, in addition to this, students will be given continual informal assessment and feedback throughout each project.
You will receive a report home in November, January and June.
The first will reflect on the work and skills completed so far in the Basic Skills project and the Biosphere 3D & Printmaking Project, the second and third will give a more complete ‘overview’ of your child’s progress and attainment for the whole year. There will also be comments on how to improve further and useful information to extend your child’s knowledge and understanding of Art & Design.
Useful information
It is always a great idea to expand your child’s experiences as much as possible and one way is to visit a gallery. Being able to talk about and reflect upon artwork is a key part of our curriculum and so having opportunities to do this will help your child gain in confidence not just in Art & Design but other subjects too.
Here are some of the Key Artists and Designers that we will be featuring in Yr9 that you may wish to find out about in advance: Courtney Mattison, Alejandro Duran, Helen Wells.
Local galleries:
Quay Arts - Newport, Creative Hub - Newport, City Art Gallery - Southampton, The John Hansard GallerySouthampton. Portsmouth Museum and Art Gallery, Aspex Gallery - Portsmouth.
Or why not take an online “virtual tour” at the national gallery Virtual tours | Visiting | National Gallery, London
Homework expectations
Homework is set each half term and students have a choice of tasks that are related to their current theme. They are expected to complete four tasks that should take between 30 - 45mins each. We are happy to supply any materials and equipment that students need for homework. We find students really enjoy the Art & Design tasks as it offers opportunities to show their independence and creativity.
Live Theatre Production
How do I know what acting choices another actor has made?
How can I describe the drama that I am watching?
Overview
How can I analyze the effectiveness of acting?
Melodrama
What is exaggeration and why is it an essential component of melodrama?
How can we use physical expression to create classic melodramatic poses?
How can we create melodramatic stock characters?
Waxworks
How can we change our facial expressions to create recognisable characters?
What are the essential skills of a good storyteller?
How can we effectively engage an audience in an atmospheric piece of drama?
Across KS3 we focus on building the 3 C’s confidence, communication, and creativity as these will enable students to take an active part in Drama but are also excellent life skills.
All the world’s a stage
What does theatre look like in other parts of the world?
7
The year 9 Drama schemes build on the Drama skills that students learnt in year 8 and further develop their Drama knowledge, skills and techniques. As part of their learning the students work in different group sizes using both improvisation and scripts to create performances. They continue to develop their ability to reflect and evaluate their own Drama work in order to make progress as well as that of professional actors. The units of work for year 9 and shown below.
Sci-fi
How can we use the key features of the science fiction genre to create interesting improvisations?
Yr 9 learning journey
KS3 Drama KS3
MUSIC
What is back story and why is it important?
How can sound contribute to the creation of atmosphere on stage?
Improvisation
Why are confidence, creativity and communication important in drama?
How do I create drama from a stimulus?
How do I work as part of an ensemble?
What makes an effective mime?
What is a freeze frame?
How do I use physical skills to create meaning for an audience?
UNIT 6
Ernie’s Incredible Illucinations by Alan Aykebourn
What Drama skills do we need for interpreting a playscript?
What are the styles of these types of theatre?
Homelessness
Darkwood Manor
What is improvisation?
How do I create drama from a social issue? What is verbatim theatre?
How can we create an atmosphere on stage?
What decisions do we need to make when creating a character?
How do I use a verbatim script as a starting point for creating drama?
How do we create tension in Drama?
How do we make sure that our improvisation communicates effectively with an audience?
Treasure Island and theatre spaces
Film acting and British Film
What is acting for film and how is this different to theatre acting?
How can we use sound and movement to change the atmosphere of a scene?
How do I bring a scene from Treasure Island to life using Drama skills?
Live theatre production
How can we convey a character's feelings through our acting?
Storytelling and puppets
How do I describe the effect that acting has on an audience? How are the themes of a play explored through acting and design?
How do we retell a Myth using Drama skills?
How do I structure a short film?
Radio Drama
How can I work in a group to create a 30 second short film?
What is the effect on a play when we use different forms of staging?
What storytelling skills do you need to engage an audience?
How do staging choices affect the success of key moments in a play?
Can we work as a group to create our own myth explaining something about the world?
What are the key features of radio drama?
Who killed Albert Peach?
How do I structure a script for a radio drama?
What is a murder mystery?
How can I combine voice and sound effects to produce convincing and entertaining radio drama?
How can we use improvisation to reconstruct events?
How can we change our voice to convey the personality of a character?
What is
How
What is puppet theatre?
How are puppets used in theatre to tell stories?
How can I create an engaging shadow puppet performance for an audience?
1 Greek theatre, chorus and mask work
How do we select which aspects of a historical event to use when we develop original drama?
What is Greek chorus?
How do I use my vocal and physical skills as part of a chorus?
How can drama techniques contribute to the creation of atmospheric performance work?
How do I work with masks to create an effective performance as part of a chorus?
How can set design contribute to the success of a performance?
and why is
Drama | Year 9 KS3
When and how assessment of learning will happen
To assess learning in Drama, our year 9 students will complete an in-class assessment at the end of each topic. These will take place during or at the end of each unit of work. Within each in-class assessment, students will be assessed in four strands; Group work and planning skills, Creativity, Application of Drama skills, and Reflecting and Evaluating.
Reports will go home in December, March and July. These will give information on two half-terms’ work and will give the current attainment and information across the five strands on how to improve further.
Useful information
The best way to understand Drama and theatre is to see it. There are now a wide range of online resources as well as local theatres that you can go to.
To really improve a student’s Drama skills, getting involved in our school plays is a great free way to do this. We are totally inclusive and everyone is welcome whether they want to be on stage or work backstage, all we ask is that they are present at rehearsals and performances and try their best.
Drama online is free and the school has an account that your child will be given access to via Show my homework:
https://www.dramaonlinelibrary.com/
Drama and theatre are created from a wide range of stimulus material. Social issues can be used to create effective drama pieces and allow the performers and audience to explore other people’s lives. This style of theatre is often described as community theatre, and or theatre in education. Both can be created, and performed by professionals or amateurs. This includes work in prisons, schools, retirement homes, and with much wider sections of society than mainstream theatres include.
Key professional theatres include: https://www.nationaltheatre.org.uk/ and https://www.rsc.org.uk/
Local theatres include: https://www.mayflowerstudios.org.uk/ https://www.mayflower.org.uk/ https://www.kingsportsmouth.co.uk/ https://www.cft.org.uk/ https://www.quayarts.org/
BBC Bitesize is a great place to start for understanding more about Drama skills. https://www.bbc.co.uk/bitesize/examspecs/zrnjwty
Homework expectations
Drama homework will be set to ensure that it is effective and supports the work taking place in class. It will be set every half term with students choosing from a range of tasks for that unit.
What is the effect of changing weather patterns on sailing?
Maritime project: What is marine plywood?
Eco Futures: What are the timbers groups and where in the world are they forested? How are timbers transported around the world? What are alternatives?
Design & Technology | Year 9 KS3
Food, Textiles, Resistant Materials
‘Cooking in the galley’
How can I use the hob and oven safely to produce a range of cooked and baked food products?
Overview
Shorts
How can I use the sewing machine to make an open seam?
How do I know when I have a well-made and nutritious food product?
Maritime project: What can we cook and bake on a ship? Are fish a viable caught food source? Hugh Fearnley-Whittingstall campaign.
How can I use a pattern to make a fabric product?
Maritime project: Risks to coastlines around the world.
In Design Technology across KS3 we use a structure of a carousel of different specialisms to ensure students get a broad and balanced approach of the Design & Technology and Food curriculum areas. Each student completes a half term on rotation across the carousel within each specialism. We have 4 half terms for these specialisms and we share the timetable with Computing (Computing has 2 half terms).
Eco Futures: What are staple foods of different countries? Where do fruits come from? What are locally caught, reared and grown sustainable foods? Are there alternatives to protein (bugs and high-tech alternatives)? What are the ways we can compost food waste?
How can I work effectively within a team to assemble a product?
What careers are available within the maritime industry?
Automaton
Eco Futures: What are the environmental challenges of using dyes and colour changing techniques? Where in the world do we manufacture fabrics? Where does clothing and textiles waste go to?
Which CAMS would suit different types of motion?
Students access workshops, tools and materials to design and make working products to develop student knowledge and experience in specialist classrooms, kitchens and workshops. From day one we ensure students access and engage fully in safe use of our specialist areas. Our subject provides an active, out of your seat learning environment, utilising team challenges, paired work and individual activities to provide many opportunities to explore the subject across the Key Stage and develop a breadth of experience in each specialism. Across KS3 the activities and projects are scaled, to ensure students build year-on-year their experience in the specialisms. We are a fundamental and integral element of the maritime thematic curriculum here at CEC. Our students learn about the maritime environment of our local area, setting in context the world of work, careers and the skills of the maritime world. All projects integrate maritime links within the specialisms’ curriculum.
Yr 9 learning journey
Eco Futures: What are possible sources of power for future powerboats? What is hydrogen power? Are there electric powerboats?
Technology KS3
When would it be appropriate to use different hand tools and machinery to manufacture a product?
Maritime project: What are the different types of motion and how can these be used in a maritime focused product? Where are the types of motion within the maritime sector?
Eco Futures: How do we use CAMS to solve Eco problems around the World?
KEY
Resistant Materials Food Textiles Maritime Futures Eco Futures Charter opportunities
‘Around the World’
Welcome Aboard
How can I use the kitchen to prepare ingredients and cook safely?
What is a food group and how can I combine nutritious ingredients?
YR7
What is the Eat Well Guide and how can I eat a balanced diet?
How can I analyse food products and improve them?
Maritime Futures: What careers are available in the maritime industry? What are current and historic maritime versions of the dishes?
Maritime project: How can I cook and bake international and cultural foods from around the world?
Eco Futures: How are the foods we eat transported? Are there any local alternatives? What are the environmental issues with a diet including HBV sources of protein? Feeding the nation - Food waste and Food banks. Food provenance and local produce: IOW, England, Britain, UK
Eco Futures: Food availability; Where does our food come from – where is it grown? What does food labelling tell us about a food’s origin? What are seasonal foods? How can we eat more locally and seasonally? Food provenance. How is our food processed and transported? How and why is food wasted? How can we grow our own fruit and vegetables?
Model pond yacht
How can I safely use tools and machinery to manufacture a model pond yacht?
Passive Amplifier
Hats
Drawstring bag
How can I respond to a contextual challenge?
How can I use the sewing machine safely to produce neat seams?
Boat Challenge
How do I complete an investigation and research into boat hull design, cargo and stability?
How can I use the Centre of Effort and Centre of Lateral Resistance to design a seaworthy model pond yacht?
How do I prepare for models to be tested?
Maritime project: What are the issues with transportation of goods on our seas? How and where do we transport our goods on the sea? What happens when the goods arrive at the docks?
What is the effect of changing weather patterns on sailing?
Eco Futures: How could we travel if/when sea levels rise? What might happen to the Isle of Wight if sea levels rise?
‘Cooking in the galley’
YR8
What techniques can I use to embellish and personalise my fabric product?
How can I design a pattern to fit and personalise a fabric product?
Maritime project: Using a product to meet a maritime contextual challenge – aboard a sailboat.
Maritime Futures: How can I design and make a product for a maritime focused design brief?
Eco Futures: skills to repair fabric products?
Eco Futures: What other eco fabrics are there that we could use? Where do the fabrics we use come from? What are natural fabrics and where do they come from? How can we recycle fabrics? How can we use off-cuts within the community? What fabrics are made from waste? - sea-plastic – trainers; cups; plastic bottles
Plywood Secrets box
How can I design and manufacture a product with a limited amount of materials?
Why do we make a model when testing a design idea?
Eco Futures: What are examples of sea going vessels that have been used in environmental campaigning? What is the Plastiki sailboat?
Which hand tools and machinery can I use safely to manufacture a quality product?
Maritime project: Using a product aboard a sailboat that needs ZERO power to amplify music.
How could I use CAD/CAM within my finished product?
Maritime project: What is marine plywood?
Eco Futures: What are the environmental issues with using timbers? What is deforestation? What is sustainable timber? Where do our timbers come from? How can we calculate the % waste when we make a product? How can we reduce the amount of waste we produce?
Eco Futures: What are the timbers groups and where in the world are they forested? How are timbers transported around the world? What are alternatives?
1
Shorts
Unlike other Learning Journeys, in DT students may cover the units in a different order but will complete all units during the course of the year.
How can I use the hob and oven safely to produce a range of cooked and baked food products?
How do I know when I have a well-made and nutritious food product?
Maritime project: What can we cook and bake on a ship? Are
How can I use the sewing machine to make an open seam? How can I use a pattern to make a fabric product?
Maritime project: Risks to
KS4
Y9 UNIT 2
Y9 UNIT 4
Model Powerboat
Y7 UNIT 4
Y7 UNIT 2
Y8 UNIT
Y7 UNIT 3
Design & Technology | Year
Food, Textiles, Resistant Materials
Students will complete each of the following during a half term, across our timetabled four half terms:
• Textiles – Students will respond to a design context and creatively design and manufacture high quality machine sewn leisure wear. Developing pattern cutting and practical skills alongside design and creativity.
• Food – Students investigate combining ingredients to produce tasty and well balanced and nutritious meals from different countries. They will also develop their practical skills in our wonderful kitchen, making products to taste, evaluate and develop. This introduction to the kitchen explores and uses a host of equipment. We call this ‘Around the World’ where the cultural products students produce are from around the world.
• Resistant Materials – We focus developing our students’ experiences of the workshop. Students respond to a design context and design and manufacture a high-quality beech ply passive speaker for a mobile device. We also develop communication and design skills that help communicate ideas within the design cycle as well as look into sustainability of materials.
• Maritime – This is a groundbreaking team-based STEM challenge where student teams respond to a series of criteria. The project builds on the skills of Resistant Materials and students’ use of the workshop and tools and materials. Students complete the Team challenge looking at properties, selection and use of materials. Students take on roles in their team to research materials, their effectiveness for a particular maritime related role and then create a final product to test in our testing tank. We integrally develop employability skills of cooperation, sharing, teamwork and leadership as well as specific career roles and jobs. Meeting deadlines is critical. We integrate research into maritime careers.
When and how assessment of learning will happen
Assessment takes a variety of forms in our specialisms from verbal feedback in the workshop and kitchen during practicals, through multiple choice quizzes and related class and homework activities. Individual and peer reflection are integral as well as reading, sharing and expressing our thoughts and designs. Employability skills are also reviewed. Each student will receive a detailed report each term (December, March and July), from the specialisms they have completed. This will include the attainment and progress they have made during the projects, provide some useful tips and links to activities that could be completed to develop and support progress.
As students complete different specialisms as part of the carousel, students will receive reports from these areas at different times to some of their peers.
Useful information
Design Museum, London - https://designmuseum.org/
Technology student website - https://www.technologystudent.com/ OAT’s maritime careers - https://oatfutures.co.uk/sectors/maritime/ BBC Bitesize – Design Technology - https://www.bbc.co.uk/bitesize/subjects/zvg4d2p Design Council - https://www.designcouncil.org.uk/ British Nutrition Foundation - https://www.nutrition.org.uk/ Design Technology – careers website - https://www.bbc.co.uk/bitesize/tags/zn7h8xs/jobs-that-use-design-andtechnology/1
Homework expectations
Students are expected to access Show My Homework, the CEC online hub for issuing homework. We use a variety of formats for homeworks. Homework tasks are set to build on the learning in class or check and reinforce and revisit topics, to support making further progress and checking and testing knowledge acquisition, retention and application.
It is usual that a homework task or activity sheet is carefully returned to school and submitted in class or if electronic to be completed online. It is expected that homework is completed to a high standard. All homework tasks can be printed if students have trouble accessing the online task. Deadlines for homeworks are expected to be met, and to support inclusivity we understand that this may not be possible on occasion and a note to the teacher can then support completion.
How do I demonstrate safe practices when using the Internet?
How do I regulate my own digital footprint?
How do I keep myself safe online?
constructs in Python?
How do I demonstrate programming constructs to show efficiency?
Overview
Advanced Spreadsheets
Am I confident to use spreadsheets to model data?
How do I demonstrate a range of advanced functions within spreadsheets?
How does the use of validation within spreadsheets minimize errors?
How do I develop and use macros to automate aspects of spreadsheets?
Sound and Editing
Am I confident to edit sound and video?
Computing Components
What must I know about the main computer peripherals and their uses?
How do I explain how computer performance is measured?
This year will see new and interesting topics being introduced into the IT and Computer Science rotation. The lessons form part of the Design Technology rotation, and your child will be timetabled to a term in which they will have these lessons.
How to I explain the difference between storage devices and storage media?
How do I explain what is meant by the ‘Internet of Things’?
Students will continue their three-year journey learning a range of knowledge and practical skills allowing them to expand their confidence, application and creativity as well as giving them skills that they will be able to use throughout their lives. The diverse range of skills will also support them in their other subjects to be able to access, present and consolidate their IT skills. They will also gain a firm foundation for KS4 and KS5 options later in their school career. Yr 9 Learning Journey
How do I demonstrate how to record and edit audio files?
Computing | Year 9 KS3 Computing KS3
How do I develop and edit videos?
How do I combine video and audio?
YR9
Getting Started
Programming in Python: Selection
How do I use selection to make a decision when programming in Python?
How do I demonstrate the input of variables?
How do I select and implement if-else and elif when programming with Python?
How do I identify when the use of multiple elif statements is required in Python?
Introducing Spreadsheets
How do I demonstrate file management?
Networking & The Internet
Can I explain the main components of a network and the Internet?
What is a spreadsheet used for?
How does basic formulae manipulate data?
How do I explain the purpose of an IP address?
How do I explain safe practices when accessing the school network?
What must I know about cloud computing?
How do I demonstrate conditional formatting?
How do I explain how and why data is split into packets?
How do I ensure my internet research is reliable?
How do I create graphs and charts to represent different types of information?
What must I know about the features of wired and wireless connections?
Internet Safety
Am I able to confidently explain how computational thinking can solve
Computing: Past, Present & Future
Ethics of Computing
Am I able to explain the difference between illegality and immorality?
Can I explain how computing has changed from the past to the present and the future?
What must I know about the crediting of content creators?
What must I consider when I am presenting knowledge using word processing, desk top publishing and presentation software?
What must I consider when discussing the negative impacts of technological advancements on the environment?
How can I demonstrate appropriate formatting in my documents?
How do I explain how algorithms can be used to make moral decisions in a real-life situation?
How do I select proofreading software tools so that my spelling and grammar has been checked?
Do I have an awareness of Internet safety and cyber security?
How does decomposition, abstraction, and algorithm design help to solve a range of real-world problems?
Programming in Python: Iteration
Programming in Python
How do I use iteration to create a repeated sequence of instructions when programming
Can I explain how to sequence using Python programming?
What must I identify when working in Python to solve specific problems?
How do I demonstrate the manipulation of strings using for-loops when programming
How do I demonstrate safe practices when using the Internet?
How do I regulate my own digital footprint?
How do I demonstrate the use of flow diagrams to solve computational problems?
How do I keep myself safe online?
What must I consider when I am collecting and analysing data to identify the cause of a real-world problem?
Advanced Spreadsheets
Am I confident to use spreadsheets to model data?
How do I demonstrate a range of advanced functions within spreadsheets?
How do I explain basic programming constructs in Python?
How do I explain the use of for-loops to search
How do I demonstrate programming constructs to show efficiency?
How do I demonstrate using while-loops to repeat a section of code while a condition is met?
How does the use of validation within spreadsheets minimize errors?
How do I develop and use macros to automate aspects of spreadsheets?
Computing Components
What must I know about the main computer peripherals and their uses?
How do I explain how computer performance is measured?
How to I explain the difference between storage devices and storage media?
How do I explain what is meant by the ‘Internet of Things’?
Y8 UNIT 3
Y8 UNIT 2
Y8 UNIT 4
Y9 UNIT 4
Y9 UNIT 3
Y9 UNIT 2
YR7
Computing | Year 9 KS3
When and how assessment of learning will happen
When and how assessment of learning will happen
Assessment consists of a mix of in-class work and digital exam style assessment. The students are continuously assessed on their recall and at the end of each topic their written work will be assessed against the criteria given to them at the beginning of the topic. They are assessed against their theory knowledge and practical application.
Reporting
You will receive a report home in February and July.
Curriculum topics
Programming in Python: Sequence Computer programmes, User data, Data types, Placeholders & lists, Working with lists, Working with strings
Advanced Spreadsheet Drop-down list, VLOOKUP & sorting data, Check boxes, Macros, Logical operators and the REPT function
Sound and Video Editing Introduction to sound editing and Audacity, Audio effects, Planning a video advert, Creating a soundtrack for a video advert, Introduction to video editing and OpenShot, Visual effects
Programming in Python: Selection Decisions based on calculations, If else, Comparing strings and numbers, Elif, Multiple elifs
Internet Safety Cyber Security & Encryption Digital footprint, Passwords & phishing, malware
A short homework task is set every lesson, this is usually a short digital quiz to assess their recall from the previous lesson or a research task in preparation for the next lesson.
Mischief and Mayhem
How does William Shakespeare present the complexity of relationships in his magical comedy ‘A Midsummer Night’s Dream’?
How is the harsh city of Athens juxtaposed with the magical freedom of the forest?
How does Shakespeare use language to present character?
What techniques are used to create humour?
How is gender shown?
English | Year 9 KS3
Context: Was Athens a strict, patriarchal society? What was family life like in Athenian and Elizabethan culture? How does Shakespeare subvert social expectations of the time?
Overview
Pursuing the Dream Great Expectations
How does Dickens present the young vulnerable Pip in his most famous novel, ‘Great Expectations’?
How does Dickens use pathetic fallacy and figurative language (metaphor, simile and personification) to create memorable settings, characters and events?
How do authors create sympathy in a reader? Can we ever feel sorry for a villain?
Why do some people act immorally?
Stand up when answering a question in class.
Laughter and Love: Shakespeare
How does William Shakespeare present the battle of the sexes in his comedy ‘Much Ado About Nothing’? Are men and women presented differently in the play?
We believe it is important that our students experience literature authentically and develop their interpretive and creative skills. Whilst our Year 9 program of study continues to broaden students’ knowledge and understanding of what we feel are the most influential and beautiful stories ever written, we also dig deep into the question: does literature hold a mirror up to society and are the ideas in these texts still relevant today? Using these well- known texts, we prepare students for the complex analytical thinking needed for GCSE English Language and Literature; All units include reading, writing and speaking opportunities.
Write an email to your head of year about your ambitions for the future.
Is the right thing to do always the right thing to do? Is it ever justifiable to lie in order to accomplish something?
Do traumatic events of the past influence the future?
How do poets present social class throughout history?
How is a debate structured? Is money important in life?
How are relationships in families shown?
How does Shakespeare use contrast, or ‘foils’ to show the complexity and depth of a character?
If a person is hurt through humour, is it still funny?
How does Shakespeare dialogue, wit and banter to create funny scenarios?
What are the differences between satire, parody and slapstick?
1. Responsibility: What really makes a monster? Students will study the Gothic Tradition, reading the iconic text Frankenstein by Mary Shelley. We will use this text as a vehicle through which to explore gothic conventions such as the use of the supernatural, ominous settings and inner conflict. Students will analyze the complex relationship between Victor Frankenstein and his creation and consider how these two characters navigate the ethical concerns surrounding their actions. Students will also become authors themselves, writing short gothic stories and consider a range of Gothic inspired prose and poetry by famous authors such as Ann Radcliff, Edgar Allen Poe and Bram Stoker. Autumn Term Summative Assessment Question: To what extent does Frankenstein’s creature deserve sympathy?
Context: What was life like in Victorian England? What is different for rich and poor people or between men and women? Who was Charles Dickens and why is he such an important figure in literary history?
Rebellions and revolutions
Animal Farm
Read a passage from your favourite book and explain why it is your favourite.
How do poets throughout history present love?
Context: What was Elisabethan life like for men and women? Have things changed very much? How has the genre of comedy changed over time?
Write a letter to the senior leaders at school about something you really like in school and about something you would really like to change, explaining why and giving possible solutions.
2. Choices: Is love more powerful than hate? By studying William Shakespeare’s iconic tragedy, Romeo and Juliet, students will explore Elizabethan and modern stagecraft whilst investigating the motivations and flaws of the timeless duo, Romeo Montague and Juliet Capulet. Students will consider the tension between fate and decision making; family dynamics and the conventions of tragedy as we read how the two star -crossed lovers attempt to defy social convention. Students will also explore the sonnet form via love poetry through the ages by well -known writers as John Keats, Percy Shelley, Lord Byron as well as newer authors such as Imtiaz Dharker and Ian Iqbal Rashid. We will also read examples of non-fiction that explore life for young people in this brave new 21st century world. Spring Term Assessment Question: Is love more powerful than hate?
Does George Orwell show power as a force of corruption in his novel ‘Animal Farm’
What is an ‘allegory’?
Does Orwell use zoomorphism or anthropomorphism in his novel?
Is the farm a microcosm / symbol for society?
English KS3
What is foreshadowing and how does Orwell use it?
What is a social hierarchy?
Eco Futures: How do non -fiction authors present our responsibility to the environment?
Context: What happened during the Russian Revolution? What is the difference between socialism and communism?
What are the conventions of Gothic writing and why is this still such a popular genre of fiction?
What makes someone heroic?
How are personification, pathetic fallacy and figurative language used to create horror and terror?
Are rebels bad people?
How did humans use myths and stories to makes sense of the world around them?
In what ways is Mary Shelley’s ‘Frankenstein’ a classic example of gothic and Romanic fiction?
Is Victor Frankenstein a good person?
Is Frankenstein’s creature a bad person?
What motivates people to break rules?
Is Odysseus a hero? Can a hero be flawed?
To what extent does rejection account for moral corruption?
What do European and African gods, myths and monsters have in common?
Eco Futures: How did the Romantics view nature and what can we learn from this for today?
How are women presented in this ancient text? How have modern retellings told the story from women’s point of view?
What is the sublime? What is our responsibility to each other and to the planet? What could happen if we don’t take care of each other?
How does author Natasha Bowen present the character Simidele and the setting of the sea in The Skin of the Sea?
See a Shakespeare play in performance
Why does the poetry of Edgar Allen Poe endure to this day?
Context: What was life like in ancient Greece? What is xenia? Who was Homer? Was life different for men and women? Was ancien Greece a patriarchal society?
How do poets and non-fiction writers convey Gothic themes and ideas such as terror and horror?
Be actively involved in a class debate and offer suggestions and ideas that might support or disagree with an idea?
Shakespeare
Context: What was it like to live in West Africa in the 1500s? Why did slave ships exist and what was it like to be on one? What did England have to do with the slave trade? When and why did it end?
Context: was life the same for men and women or rich and poor in Victorian England? Who were the Romantics? Who was Mary Shelley and why is still important today?
Mischief and Mayhem
Violent love
Shakespeare’s Romeo and Juliet
Are Romeo and Juliet destined to be together?
How does William Shakespeare present the complexity of relationships in his magical comedy ‘A Midsummer Night’s Dream’?
How is the harsh city of Athens juxtaposed with the magical freedom of the forest?
How does Shakespeare present conflict, love and violence? What purpose does a prologue serve?
How does Shakespeare use language to present character?
How does SE Hinton show the human need to belong in her iconic classic ‘The Outsiders’? Is the story still relevant today?
How is stage craft used to present the story?
What techniques are used to create humour?
How is gender shown?
How have sonnets been used throughout the years to portray different kids of love (family, romantic, friendship).
Context: Was Athens a strict, patriarchal society? What was family life like in Athenian and Elizabethan culture? How does Shakespeare subvert social expectations of the time?
How does Ponyboy Curtis’ narration of the story show insight and compassion?
How does Hinton use description to develop characters? How is foreshadowing used to help readers make predictions?
Pursuing the Dream Great Expectations
How does Hinton explore social class and the need for belonging using motif and theme?
How does Shakespeare use dramatic irony?
Eco Futures: How does Shakespeare use natural imagery to present love and hate?
Context: What was life like for women in the Elisabeth period (review)? What are the consequences of a patriarchal society?
How does Dickens present the young vulnerable Pip in his most famous novel, ‘Great Expectations’?
Context: What was it like to live in 1950s America? How did life differ for rich and
How does Dickens use pathetic fallacy and figurative language (metaphor, simile and personification) to create memorable settings, characters and events?
How do authors create sympathy in a reader? Can we ever feel sorry for a villain? Why do some people act immorally? Is the right thing to do
the
thing to do? Is it ever justifiable to lie in order to accomplish something?
Shakespeare
Laughter and Love:
How does William Shakespeare present the battle of the sexes in his comedy ‘Much Ado About Nothing’?
Are men and women presented differently in the play?
How are relationships in families shown?
How does Shakespeare use contrast, or ‘foils’ to show the complexity and depth of a character?
If a person is hurt through humour is it still funny?
How does Shakespeare dialogue, wit and banter to create funny scenarios?
What are the differences between
Y9 UNIT 3
Y9 UNIT
English | Year 9 KS3
3. Belonging: What drives the human need to belong? Students will read S. E Hinton’s classic American novel The Outsiders. Like the Montagues and Capulets before them, the Socs and the Greasers live their lives immersed in violent and bloody conflict, bred by prejudice and discrimination. The students will follow the story of young Pony Boy Curtis as he grows up and tries to find out who he truly is and what he wants out of life. Written when the author was only 16 herself, the book will open opportunities to explore what it means to truly belong and what really makes a family. Students will also explore the concept of ‘Britishness’ by reading a range of poetry and prose that attempts to convey the diversity of modern British culture through the work of such authors as Benjamin Zephaniah, Grace Nichols, Kae Tempest, Raymond Antrobas and Wole Soyinka.
Summer Term Assessment Question: How is the need to belong both positive and negative?
When and how assessment of learning will happen
We will use formative assessment including quizzes and short answer questions whilst each unit leads up to a longer analytical essay. The essay questions will be published at the start of each unit on Show My Homework.
You should be receiving a comprehensive report home a few weeks after the end of each unit:
• December - Moral Responsibility
• April – Violent Love
• July- Belonging
Useful information
What can be better than curling up with a great book? We expect children to read at home in evenings for at least ten minutes every evening.
Our fantastic library is well stocked and waiting for students to borrow books! Children are welcome to come and read any time after 8 am and up to 4 pm, including break times and lunch times. Books can be borrowed for three weeks and if, by some mysterious twist of fate, we do not have the book a student is after, they should be sure to fill in a ‘book request’ form, found next to Mrs Wooton’s desk. We’ll be sure to get it! English teachers will also bring you to the library and show you were everything is.
Be sure to check out our monthly library newsletter we will send home at the end of each month for reviews of the latest books, staff and student recommendations and tips for finding the perfect book.
Homework expectations
As well as the minimum ten minutes reading, homework tasks include quizzes, research, creative writing, spelling, watching and commenting on video clips and lots of exciting activities that will stretch and broaden students’ experience of the curriculum.
Useful links
BBC 4 Radio: In our time – Romeo and Juliet
BBC 4 Radio: In our time – Frankenstein
Copies of the Texts available from Amazon (all are also available on audible)
Frankenstein
Romeo and Juliet
The Outsiders
Who to email for questions/support
Director of Learning for English: Mrs Justine Doughty jdoughty@cowesec.org
Vive les vacances! –
Long live the holidays!
How do I talk about holidays in the past?
Overview
How do I form regular and irregular verbs in the past tense?
Can I recognise negative in the past tense?
Le monde est petit
How can I talk about where I live?
How do I talk about my routine?
J’adore les fêtes
How do I talk about my favourite festival?
How do I buy food in a market?
How can I talk about future plans for special events?
Year 9 is a key transitional year in MFL in which students are taught to consolidate and apply their invaluable knowledge from Year 7 and 8 to a greater depth on familiar and new topics. These new topics will challenge their thinking about the world around them, such as their use of technology and the media, the world of work, healthy lifestyles and a broader awareness of the cultural celebrations of the target language country. The focus is also for students to gain a mastery of the core vocabulary and grammatical skills that will underpin their learning at GCSE. Students are expected to apply their fundamental building blocks of knowledge to greater depth and detail. There is a focus in Year 9 on students honing their written communication skills with an expectation that their knowledge is robust enough to now develop their oracy, unconsciously applying their knowledge as skills.
How do I talk about injury and illness?
Yr 9 learning journey
Ma vie sociale d’ado –
My social life
How do I talk to people about using technology?
How do I arrange to go out and make excuses?
How do I use the present and perfect tenses to say what I normally do and what I did last weekend?
loisir
How do I talk about freetime activities?
How do I arrange to meet someone?
How do I form and answer questions?
Bien dans sa peau – Healthy and happy
How do I talk about healthy lifestyles and staying in shape?
How can I discuss healthy and unhealthy food?
How can I improve my use of the future tense to say what I am going to do to be healthier?
Spécial vacances – Special holidays
How can I build on my knowledge of holiday activities in French?
How do I talk about holidays in the past, present and future?
How can I build on my knowledge of tenses and use the past, present and future together?
À l’horizon –In the future
How can I talk about my future plans and say what job I want to do?
How do I ask and answer questions about part-time jobs?
How can I use the near future tense to talk about my ambitions?
Moi dans le monde – My place in the world
How do I discuss my rights and things that are important to me?
How can I ask and answer questions about my interests and what makes me happy?
How can I use different infinitive expressions to develop my speaking and writing?
When and how assessment of learning will happen
Topic
Y9 UNIT
French | Year 9 KS3
How skills are assessed
Listening
Speaking
Reading
Writing
Students will show that they can understand the main points of short, spoken texts as well as longer texts on each topic, including reference to future and past events.
Students will demonstrate that they can accurately pronounce the majority of vocabulary from the Y9 curriculum. Students will have short conversations about the topics studied. They will use the present, past and future tenses.
Students will demonstrate their understanding of main points, opinions and details in short and longer written texts, including reference to future and past events.
Students will aim to write texts using language from memory, giving opinions with reasons, using time expressions, sequencers, frequency expressions and referring to present, past and future events.
You will receive a report in January and July.
Useful information
Vocabulary learning is vital for language acquisition. Please try some of these…
Use “Look-cover-write-check” or “Look-cover-say-check” strategy for revision for speaking and writing tests
Play games with your child to learn the vocabulary – use the links for the online resource “blooket” given each week on SMHW
• Sticky notes: Ask your child to write new vocabulary on sticky notes and stick them where he/she will see them often. For example, he/she could stick them to the bathroom mirror to read through every time he/she washes their hands or brushes his/her teeth
Make cards: Cut up some paper or card into small rectangles. Write one target language word on each card. Write out the English words too, one word per card. Mix them up and match the cards! You can play snap with them or turn them all upside down and try to find the pairs.
Use languages online link below to help your child learn the present tense https://www.languagesonline.org.uk/French/Grammar/Begin_Perfect_Tense/index.htm
Each Friday, a link to “quizlet” and the online learning resource “blooket” will be provided on Show My Homework (SMHW) for your child to start learning the key vocabulary for the unit to be taught the following week. Encourage your child to review the vocabulary on their preferred site (you will need to help them make an account using their school email). Ideally, your child should spend 10 minutes per day reviewing the vocabulary and at the end of the week, they should complete either the spelling test or vocabulary quiz (or both!) on Show My Homework (SMHW) to show their teacher they have retained the vocabulary. This is due every Friday. If you require a paper copy of the key vocabulary, please email your child’s class teacher or info@cowesec.org. Thorough preparation is also expected for speaking and writing tests.
How to explore like a geographer?
How can we use maps to locate places?
Geography | Year 9 KS3
How can we show features on a map?
Physical science: Using a compass for navigation
Maritime project: How has Cowes become an important Maritime town?
Overview
How do rivers change as they go downstream?
How are waterfalls, meanders and floodplains formed?
How can the risk of flooding be managed?
How do flood risks compare in different parts of the world?
Maritime: Importance of rivers
Eco Futures: How can we manage flooding management sustainably?
Y7 UNIT 4
What are the challenges and opportunities facing Africa?
How is wealth spread around the world?
Why do people live in poverty?
What are the challenges and opportunities of living in Lagos, a megacity in Nigeria?
Eco Futures: Is there a future for the Sahel?
Physical science: Flooding linked to climate change
In year 9 we are wanting our geographers to build on their learning from year 7 and 8 and we aim to explore contemporary issues so to understand the interaction between people and the environment, the effects of this and the need for management, especially sustainability, resource management and climate change. Through our country study of Russia, we can learn about human and physical interactions and connections to geopolitics. Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts in geography.
What happens along our coastline?
How do waves erode the coastline?
How can transportation and deposition (including longshore drift) change the coastline?
How can we defend the coastline against erosion and flooding?
Maritime project: Is coastal management in Cowes effective?
Eco Futures: How can we manage coastal erosion and coastal flooding management sustainably?
Life science: What are causes of desertification?
Location for students to be able to locate places, features and people at a range of scales, from local to global. For example, we want year 9 geographers to be secure in their location of countries and places of importance globally.
Place Here we want our geographers to understand what activities and processes take place in various locations on our Island, in the UK or globally. We will explore the social networks that in turn create values, attitudes and behaviours. For example, in both the resources and climate change topic we will consider the complexities surrounding these topics for a range of places globally.
Human processes
Physical processes
Are volcanoes and earthquakes always dangerous?
How do plate boundaries link to volcanoes and earthquakes?
What are the impacts of earthquakes and volcanoes?
How can you think like a geographer?
Can we save the Great Barrier Reef?
Can tourism be sustainable?
Can we build a waste free world?
This is our study of the interrelationships between people, place, and environment, and how these vary spatially and over time, across and between locations. In year 9 the theme of sustainability is integral to contemporary topics but also in our Russia topic we can look at changing relationships between countries.
How can we reduce the dangers of earthquakes and volcanoes?
Physical science: how does the carbon cycle link to volcanic activity?
Careers: The role of geographers in making decision during hazardous events
Maritime: Formation, threats and sustainable solutions about conservation of coral reefs
Eco Futures: Extended piece of evaluative writing to allow student to make, justify and evaluate a decision about sustainable eco solutions for an issue of their choice.
Careers: The role of geographers creating sustainable solutions to issues linked to biodiversity
This is our study of Earth’s climate, atmosphere, soil, streams, landforms, and oceans. We also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. The resource and climate change topics will consider the importance of physical resources and the need to mitigate against the future risks of running out of resources and climatic changes.
Maritime: Globalisation of shipping routes
Geographical skills these provide the necessary tools and techniques for us to think geographically. These include GIS (Digital mapping), photo and satellite image interpretations, interpreting data and fieldwork.
How is Globalisation changing our world?
How does Globalisation affect our local place?
How are places around the world becoming increasingly linked through trade?
How is China becoming an increasingly globalised country?
Eco Future: Is environmental globalisation a force for good?
DT: How can we design and manufacture a vessel to transport goods?
These concepts exist through our geography curriculum from year 7 to 13. Each topic is built around a big question with each lesson exploring a particular enquiry question.
Yr 9 learning journey
Will we run out of resources?
How long will non-renewable resources last?
How can we be more sustainable with our use of resources?
How does oil influence the Middle East? Y9 UNIT 2
Maritime: Development of renewable energy
Eco Futures:
What are the consequences of overconsumption of resources?
To what extent can technology help to stop us running out of resources?
Is Masdar a sustainable city?
DT: What are renewables and non-renewables?
Is the geography of Russia a curse or a benefit?
How do physical and human factors influence where people live in Russia?
What factors affect the wealth of Russia?
Why did Russia plant their flag on the seabed of the North pole?
Maritime: Exploration of the Arctic
Eco Futures: How does Russia’s supply of energy influence geopolitics?
How is our climate changing?
How do we know that the climate was different in the past?
How are coastlines at risk from climate change?
What can be done in the future to cope with climatic changes?
Maritime: Risks to coastlines around the world.
Eco Futures: Are humans causing climate change? What have we done about climate change?
Art: How do artists raise the awareness of threats to marine ecosystems?
Careers link: Consideration of importance of role of geographers with sustainable solutions to issues linked to climate change
Y9 UNIT
Geography |
When and how assessment of learning will happen
To assess learning in Geography, our year 9 students will complete an in-class assessment. These will take place towards the end of the second, fourth and sixth half-terms with reports being sent home in weeks 16 and 28. Within each in-class assessment, students will be assessed in four strands:
• Knowledge – This will assess knowledge of key terms, locations and facts. These will be multiple choice, definition or brief one sentence responses.
• Understanding – This will assess explanation of processes, for example to explain the formation of a V shaped valley. These will be short answer questions requiring a few sentences to complete an explanation. .
• Application – This will assess the ability to evaluate or assess based on a place studied in the topic, and will be a structure extended answer.
• Geographical skills – This will assess map skills, data interpretation skills and image analysis. These will be multiple choice, definition or brief one sentence responses.
In addition, they will complete regular knowledge quizzes to help them develop and recall the key ‘must know knowledge’. These will be set in a combination of in-class and online quizzes.
You will receive a report in December and July. In our Geography subject report you will find:
Useful information about the in-class assessment the students have completed
• A numerical and percentage score from their in-class assessment
• Information and feedback about why a particular score was awarded and an indication of how this could be improved
‘Next steps’ and sources of support to help students improve their performance in the future
• An ‘ATL’ (Attitude to Learning) grade to indicate achievement and completion of online recall quizzes, including feedback about whether they were completed or not.
Useful information
Each Geography report will contain more specific sources of support relevant to each in-class assessment and Geography topic, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Geography topic online on Satchel One to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
Homework expectations
Students will be set a knowledge retrieval quiz on Satchel One each week, linked to the knowledge covered in those lessons. In addition, each topic has a fiction or non-fiction text linked to it and so knowledge quizzes may be linked to a section of text from the particular text. Year 9 Geographers this year will look at extracts from ‘Climate Change: A Very Short Introduction’, ‘A Life on Our Planet: My Witness Statement and a Vision for the Future’ and ‘Prisoners of Geography’.
powerful than the monarch?
Did Elizabeth I solve the religious problems in England?
Rose case study to understand life in Tudor England, heritage and history/heritage careers
History | Year 9 KS3
Y8
What is the legacy of the slave trade and empire?
Who was involved in the slave trade and why was it abolished?
Overview
Who benefitted from the British Empire?
How have interpretations on the British Empire changed and why?
Maritime: Transatlantic slave trade and life onboard a slave ship
How similar were people’s experiences of WWI?
What can we learn from the kingdoms of Benin and Asante about African histories?
How did the kingdom of Benin rise and fall?
How did the kingdom of Asante rise and fall?
What was the relationship like between Europe and West African kingdoms?
‘A long and winding road’; why was the journey towards democracy so difficult?
Did the Industrial Revolution only bring progress and improvement?
What was the industrial revolution?
What was life like during the industrial revolution?
Our curriculum in year 9 continues to build on previous learning and aims to enable our students to gain a coherent knowledge and understanding of Britain’s past and that of the wider world and to inspire students’ curiosity to know more about the past. Across the Key Stage students will cover a broad history of Britain as a coherent, chronological narrative, from the earliest times to the present day, as well as how Britain has influenced and been influenced by the wider world. During our year 9 History lessons, students will have the opportunity to explore rich and diverse stories from the past. They will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore. Alongside this factual knowledge, students will also be taught the key disciplinary concepts which make up History as a subject.
Why did the First World War start in 1914?
How democratic was Britian in the 19th century?
Yr 9 learning journey
What was life like for a soldier on the Western Front?
History KS3
Was the First World War the same for people from different backgrounds and from different places?
How successful were the Chartists in helping men get the vote?
Why did women get the vote in 1918?
What were the consequences of the Industrial Revolution?
How have migrants changed Britain?
How did new ideas in the 20th century lead to conflict?
Did the Normans “annihilate Anglo-Saxon England”?
How was the Holocaust able to happen?
What news ideas emerged in the 20th century and how did they lead to tension?
Why did migrants come to Britain?
What is a ‘Cold War’?
Who came to Britain?
What can archaeological artefacts reveal about the Anglo-Saxons?
Why were Jewish people persecuted before the 20th century?
Why was 1066 a crisis in medieval England?
What were the most significant causes of 20th century conflict? Y8 UNIT 3
What impacts have migrants had on Britain over time?
UNIT 4
What migrated along the Silk Road?
How did the civil rights movement change America?
How was Britain connected to the world in the Middle Ages?
What inequalities did black people face in post-war US society?
‘All the treasures of the world’: what was so special about medieval Baghdad?
How did individuals and groups campaign for change in the USA after 1945?
Was 1348 the end of the world?
Did attitudes to civil rights change in post-war American society?
How did life change for the Jews under the Nazis?
What was the Final Solution?
Was the Norman Conquest a significant moment in history?
Y9 UNIT 3
What does the Mary Rose tell us about Tudor society?
How healthy was the ancient world?
What can the artifacts from the Mary Rose tell us about life in Tudor England?
Did Britain ‘never have it so good?’
How powerful were medieval kings & queens?
Why do historians disagree about King John?
What does the murder of the Archbishop of Canterbury tell us about the power of the church?
How far did the NHS impact life in post-war Britain?
How important were England’s medieval queens?
How extensively did women’s lives change after WW2?
What was it like to be an immigrant in post-war Britain?
How was 17th century Britain turned upside down?
Why did people fight a civil war in the middle of the 17th century?
Why have historians disagreed about Oliver Cromwell?
How was illness and injuries treated in the ancient world?
What were the connections between health and religion?
Why was religion a mater of life & death in Tudor England?
Why did Parliament become more powerful than the monarch?
What was public health like in the ancient world?
Did Elizabeth I solve the religious problems in England?
Maritime: Mary Rose case study to understand life in Tudor England, heritage and history/heritage careers
Across KS3, students will develop their understanding of:
What can we learn from the kingdoms of Benin and Asante about African histories?
• Continuity and change. Why do some aspects of the past change, sometimes dramatically, whilst other aspects appear to change very little?
4
What is the legacy of the slave trade and empire?
How did the kingdom of Benin rise and fall?
How did the kingdom of Asante rise and fall?
• Cause and consequence. What causes lead to events happening in the past? What consequences do these lead to and with what impacts?
Who was involved in the slave trade and why was it abolished?
Who benefitted from the British Empire?
What was the relationship like between Europe and West African kingdoms?
• Similarity and difference. Within a time period, what similarities and differences can be drawn between people, groups or events? Why do these similarities or differences exist?
How have interpretations on the British Empire changed and why?
• Significance. What makes events or moments in the past significant?
Maritime: Transatlantic slave trade and life onboard a slave ship Y8 UNIT 6
How similar were people’s experiences of WWI?
‘A long and winding road’; why was the journey towards democracy so difficult?
Did the Industrial Revolution only bring progress and improvement?
What was the industrial revolution?
What was life like during the industrial revolution?
Through the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Students will also be able to explore how evidence is used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. The particular focus for each topic within our Year 9 curriculum is indicated on our curriculum journey shown above.
Why did the First World War start in 1914? What
How democratic was Britian in the 19th century?
How successful were the Chartists in helping men get the vote?
Why did women get the vote in 1918?
What were the consequences of the Industrial Revolution?
Maritime: Mary
YR9
Y9
Y8
When and how assessment of learning will happen
To assess student progress in History, our year 9 students will complete two in-class assessments; one of these will be in half term 1 about the Cold War and the second will be in half term 6 about health in the ancient world. Within each assessment students are assessed on two key components:
1. Subject knowledge – this part of the assessment will be about factual recall and short answer responses
2. Writing skills – this gives our students the opportunity to share their historical knowledge in more depth by writing in more detail. Sentence starters are provided to help students start their writing and to focus their argument, we have a success criteria checklist for students to tick off skills as they go and there is additional space is offered if students want to write in more detail. Students will hopefully develop their ability to think deeply and critically about historical topics through analytical writing.
Reporting
In year 9 you will receive a subject report in November and July after the in-class assessments have been completed.
In our History subject report you will find:
Useful information about the in-class assessment the students have completed
• A level descriptor – we report attainment by awarding our students a level of bronze, silver, gold or platinum
• Information on how and why the score was awarded and an indication of how this can be improved
Next steps and suggestions for how to support students
Useful information
Each History report will contain more specific sources of support relevant to each in-class assessment and History topic. For each topic of study students will be given a knowledge organiser. This is a useful resource which contains the core information students will need for their understanding of the topic. Further to this, to broaden understanding and enthuse student interest in History, BBC Bitesize is a great website to consult. The section on ‘Challenges for Britain, Europe and the wider world 1901 to the present day’ would be especially useful for our studies in year 9 as we begin with the Cold War, we will also study the Holocaust and civil rights. www.bbc.co.uk/bitesize/subjects/zk26n39
Homework expectations
In a typical half term of six weeks, students would expect to complete three homework activities. These could include online knowledge quizzes, revision and enquiry-based learning. Homework will be set online via Satchel One.
Maths | Year 9 KS3
Overview
The mathematics curriculum at Cowes is well sequenced which enables all students at all levels of attainment to practise fluency, to reason, and to think mathematically at every possible opportunity.
The curriculum prioritises critical knowledge and gradually builds understanding over time across 3 years. It is underpinned by the principles of cognitive science.
When and how assessment of learning will happen
There are three formal assessments in year 9, one each term in November, February, and June. Reports, based on these assessments, will be sent home in December and March. A topic list for each assessment with associated Mathswatch clips to support with revision will be sent out in advance of each assessment through show my homework.
Videos can be found on the video tab and clip numbers typed in the search box. If the clip number is preceded by a letter, it is in the KS3 Qualification dropdown. If the clip number is not preceded by a letter, it will be in the GCSE option.
Above the video, there are options such as interactive questions and a downloadable worksheet. The interactive question option is perfect for students’ independent work. The video will talk about various methods to solve mathematical calculations with opportunities to pause the video so students can answer questions on paper. The videos are helpful to students and parents alike on how to solve mathematical problems.
GM3 - Area
Can I define area?
Can I find the area of triangles?
Can I find the area of quadrilaterals including kite, parallelogram and trapezium?
Can I find the area of a circle?
Yr 9 learning journey
GM2 - Polygons and Angles
How many line angle facts are there?
How can I find the exterior and interior angles of polygons?
Can I find a bearing using angle rules?
NP11 - Ratio
Can I express relationships as ratios?
Can I simplify ratios including those that include fractions and scaling upto fractions?
Can I use unit ratio in context such as maps and scale drawing?
Can I convert between fractions and ratios and between ratios and fractions?
Can I find the value of parts of a ratio given other parts or the whole?
- Discrete Data and Continuous Data Can I describe the difference between discrete and continuous?
How can I distinguish between mean, median, mode and range?
the area of triangles?
Can I find the area of quadrilaterals including kite, parallelogram and trapezium?
I find the area of a circle?
SP2 - Bivariate data & Time Series
Can I write the data handling cycle, using data to address a hypothesis, overview of the types of data and ask good questions?
Do I know the difference between categorical (qualitative) data and frequency tables?
Can I draw graphical representations of discrete numerical data - vertical line, bar charts, pie charts, pictograms?
Can I use measures of central tendency of ungrouped data - mean, mode and median, from lists and from a frequency table?
Can I use the measures of spreadrange, interquartile range and identify outliers?
Can I compare data sets through graphs, central tendency and spread?
A8 – Linear Inequalities
A6 - Cartesian Grid
Can I draw an accurate Cartesian grid and plot 2D coordinates in four quadrants?
Can I express number relationships graphically, as a means of picturing the relationship?
Can I plot quadratic number relationships on a Cartesian grid given the algebraic form of the relationship?
Can I read values of variables from a graph (including quadratic, piecewise linear, exponential and reciprocal graphs)?
Can I draw and recognise graphs of y=n and x=n?
Can I use the gradient and y-intercept of a line to write the equation in the form y = mx+c;?
Can I identify parallel lines from their equations?
Can I represent single (e.g. x>3) and double (e.g. 3<x<5) linear inequalities on a number line?
Can I solve single linear inequalities in one variable, represent the solution(s) on a number line and algebraically using set notation?
Can I solve compound linear inequalities in one variable, representing the solution(s) on a number line?
Can I set up inequalities from contexts?
Can I represent inequalities involving only x or y by shading on a graph?
NP12 – Standard form
Can I convert large and small numbers in standard form?
Can I convert from 'almost standard' form to standard form?
Can I compare numbers in standard form (and "almost standard" form)?
Can I add and subtract in standard form, by converting to normal form and by using distributivity?
Can I multiply and divide in standard form (using commutativity)?
A10 – Advanced Linear Graphs and Equations
Can I find the gradient of a line using change in y/change in x?
Can I use the form y=mx+c to draw lines (without plotting points) and factorising to find the root?
Can I solve equations in two variables graphically?
Can I find the solution to a pair of simultaneous equations by elimination and by substitution, and check the solution?
Can I write and solve simultaneous equations from contexts?
A7 – Introduction to Sequences
Can I generate terms of a sequence from term-to-term and position to term rules; find missing terms in a sequence?
Can I find and use the nth term of an arithmetic (linear) sequence?
Can I recognise common sequences (triangular numbers, square numbers, cube numbers, Fibonacci-style sequences)?
Can I work with visual and algebraic representations of arithmetic sequences?
A9 – Contextual graphs
Can identify important sections of general "real-life" graphs, interpreting y-intercepts as a fixed value/charge, etc, and gradient as a rate of change in context?
Can I draw and read from and extrapolating from conversion graphs?
Can I use distance-time graphs, including finding the average speed, and the speed of a section as the gradient of the line?
Can I use Velocity-time graphs, including finding the acceleration as the gradient and displacement as the area under the graph?
SP3 - Introduction to Probability
Can I systematically list and use the product rule for counting?
Can I record, describe and analyse the frequency of outcomes of simple probability experiments?
Can I formalise language and notation, calculating theoretical probability?
Can I generate theoretical sample spaces, including systematic listing of combinations and outcomes, and use these to calculate probabilities?
Can I record outcomes and possibilities using frequency trees, two-way tables and simple Venn diagrams?
Y9 UNIT 9
Y9 UNIT 11
Y9 UNIT 12
Maths | Year 9 KS3
Useful information
There are plenty helpful and interesting mathematics websites. If you want help on improving your mathematics or just interested in mathematics for mathematics sake the following websites could be of interest.
BBC Bitesize Gives explanations and opportunities for revision on all topics in the maths curriculum
Mr Bartons Revision; Podcast; Maths and Logic Puzzles
Numberphile Video posts about mathematics that explore various topics
Nrich A website with a variety of mathematics problems suitable for all abilities
Homework expectations
A main homework will be set weekly by teachers either given in an electronic or paper-based format. Homework will typically take 30 to 60 minutes to complete. It is an expectation that all homework is written in the back of exercise books.
As a daily homework students should be encouraged to read or correct their notes the days immediately following their Maths lessons; they are more likely to remember what they have been taught using a “little and often” approach. The only way to remember what you learnt yesterday/last week/last month/last year is to try questions on those topics regularly. Daily homework should be typically 10 to 15 minutes on the day of a maths lesson or the day after.
Podcasts
Kids Math Talk
Children are listening and learning from everything we say. The goal of the Kids Math Talk Podcast is to give parents and educators practical tips and insights that will deepen mathematical understanding while also encouraging the conversation about math to remain active and positive.
The Power of Math
Tired of being confused about math? The Powers of Math podcast explains basic Algebra concepts in a straightforward way and discusses practical applications of math in business and everyday life.
Mathematics Simplified
This podcast attempts to simplify various topics in Mathematics and help reduce Maths Phobia.
Calculator expectations and benefits
Students ideally should own a scientific calculator to bring to their maths lessons. Calculators are now an integral part of maths examinations with two out three papers at GCSE being calculator papers.
Using calculators can be incredibly beneficial for students in many ways. Here are some of the key reasons why the use of calculators is important:
Error Reduction: Calculators reduce the likelihood of simple arithmetic errors, allowing students to concentrate on solving the problem correctly.
Time Management: They save time on lengthy calculations, enabling students to work through more problems and practics several types of questions.
Calculators can be particularly helpful for students who struggle with manual calculations, ensuring they can participate fully in mathematical learning.
Incorporating calculators into the learning process provides numerous educational benefits. They not only enhance the understanding of mathematical concepts but also improve accuracy, efficiency, and technological proficiency. The maths curriculum at Cowes integrates the use of calculators throughout the curriculum in addition to securing fluency with non-calculator methods.
Calculator recommendations - Casio FX- 83GTCW
Y8 UNIT 5
Jazz and Blues
How has Jazz and Blues influenced musical development?
How is the walking bass used in Jazz?
Overview
What instruments belong in the rhythm and horn section of a Jazz ensemble?
How is music different across the world?
What is a polyrhythm?
Where did the origins of Rhythm begin?
What is the typical structure of a pop song?
What are the 4 chords and how are they used in popular music?
Social Message Composition
Y8 UNIT 4
How can you portray your thoughts and opinions through music?
UNIT 3
Caribbean
What world issues are you passionate about?
Students in year 9 will continue to study the musical elements of composition, performance, and expression (singing). This year we are excited to offer our year 9 students an insight into the ever-changing music industry with examples of careers in music relating to the units being studied.
UNIT 6
All about the Bass
Yr 9 learning journey
MUSIC KS3 Music KS3
How does a bass line contribute to the texture of music?
What is meant by ‘playing by ear’?
Where does the bass line sit in terms of texture?
KEY Listening Composing Performing Charter opportunities
How can I create a project with the characteristics of current Rap music?
How can I program a beat stylistic of the Rap genre?
How can I use audio files to add texture to my project?
Y7 UNIT 1
Musical Theatre
YR7
Rock and Roll
How can I explore music through the musical elements?
What are the key features of Musical Theatre?
How do I describe what I’m hearing using the musical elements?
What career opportunities are linked to musical theatre?
How is music notated and what is it telling me?
How can you describe the structure of a musical? Y9 UNIT 1
5
Y7 UNIT 5
Why is form and structure important in music?
How has Rock n Roll influenced the development of popular music?
What are the different sections of a typical pop song?
How does music influence film?
2
Y7 UNIT 2
How does music contribute to the film
How do I develop my keyboard skills?
What is a leitmotif?
Music Industry
Computer
How do I correctly play a triad on the keyboard?
How has Minimalism influenced the development of music?
What does the bass clef and treble clef tell me?
How can I develop a melody?
Y7 UNIT 4
How are hooks and riffs used in popular music?
What is a hook and why are they important in popular music?
How does the music industry generate income? How is music marketed?
4
How was music technology developed during this genre of music?
What gives folk music its distinctive style?
What affect did Rock n Roll have on teenagers of this era?
What is call and response in music?
What other styles of music were influenced by Rock and Roll?
What is meant by the ‘4 chords’ in popular music?
DJ skills
How has the classical orchestra influenced musical development?
How can music create a mood?
Y7 UNIT 6
What is a crossfade and how can I apply it to my DJ mix? What is Beat Matching?
How many families are in the orchestra and what are they?
When and how assessment of learning will happen
YR8 Journey
How is music different across the world?
1. Technical control/accuracy.
What is a polyrhythm?
Y8 UNIT 5
2. Expression and interpretation.
Jazz and Blues
How has Jazz and Blues influenced musical development?
How is the walking bass used in Jazz?
What instruments belong in the rhythm and horn section of a Jazz ensemble?
Where did the origins of Rhythm begin? Y8 UNIT 1
Songwriting
What is the instrumentation of Folk Music?
What is an Ostinato?
Y8 UNIT 2
As in year 7 and 8, each unit of work will be accompanied by a Knowledge Organiser. This document contains all of the information we focus on during the unit and then forms part of the end of unit assessment. There will be a quiz set on SMHW which students will complete on the last lesson of each unit. As well as this, students will be assessed on their ‘application of skills’ i.e performance. This will be assessed on two strands.
What is the typical structure of a pop song?
What are the 4 chords and how are they used in popular music?
Social Message Composition
How can you portray your thoughts and opinions through music?
What world issues are you passionate about? Y8 UNIT 4
Y8 UNIT 3
Caribbean
How can I create a project with the characteristics of current Rap music?
How can I program a beat stylistic of the Rap genre?
Y8
Music | Year 9 KS3
Finally, students complete a self-assessment radar which enables them to evaluate their own progress/ understanding and see where and how they can progress further. An example as follows.
Students will receive a music report twice a year, in February and July, which will again refer to the assessment criteria and offer an overview of their current level of progress and areas for development.
Useful information
To allow our students to appreciate their musical journey with us to the fullest, we encourage them to broaden their musical listening tastes and explore the vast array of music out there. By doing this, students will develop their own taste in music, thus deepening their understanding of genres/styles. Each unit will have suggested listening, however, we do encourage our student’s to explore independently.
To further support our students musical learning, this link will help to develop the aural/theory training. https://www.musicca.com/
We also recommend this free online Digital Audio Workstation (DAW) where students can explore music production, composition, mixing and editing. www.edu.bandlab.com
We actively encourage and advise our students to engage in extra curriculum music. As well as our ensemble opportunity here at Cowes Enterprise College, the IOW also has a wide array of ensembles and groups the students can become involved in. Peripatetic instrumental lessons are also offered. https://iwmt.org.uk/
Nothing encapsulates music better than live performance. Live, online music events can be accessed for free on many occasions. We also like to visit the Portsmouth Guildhall which offers a £1 ticket price for children under 18 for world class orchestral performances. https://portsmouthguildhall.org.uk/whats-on/
Homework expectations
Music homework will be set once every fortnight (3 per unit of work). Homework will be based on revision of the unit’s knowledge organiser and development of practical skills. Homework will not exceed an hour, however, we would like to encourage our student’s to broaden their listening and enjoy keeping a log of listening and practice. Our music staff will be sharing their current listening and we warmly encourage students (and staff) to do the same.
Basketball:
How do I perform a lay-up shot under pressure?
How do we perform man and zonal marking strategies?
What are the skill-related components of fitness and how do they apply to basketball?
Football:
How do I use my body position to maintain control and possession of the ball?
How do I use the width effectively when attacking?
What skills do I need in different positions?
Core PE | Year 9 KS3
What are the skill-related components of fitness and how to they apply to football?
Trampolining:
How do I perform basic skills such as a straight jump, seat drop and swivel hips with control?
How do I perform a fluent routine?
How does flexibility influence my trampolining performance?
Athletics & Fitness:
How do I drive my knees, hips and arms to achieve more powerful long and high jumps?
How do I adapt my skills for longer distances/height in jumping events?
How do I plan a long-distance run to best suit me?
How does co-ordination influence my athletic ability?
What are health related components of fitness?
How do I define and test all health-related components of fitness?
Have I improved my own fitness?
The aim of this programme is to provide students with the opportunity to not only continue to build refine the skills developed in year 8, but to also introduce more complex skills where appropriate. Alongside this the curriculum aims to develop the complexity of the knowledge and understanding required to take part in sport/physical activity as part of a healthy active lifestyle.
Healthy Participation/OAA:
How do I lead an appropriate warm-up?
How do I work efficiently in a team to build trust and develop skills to solve more complex problems?
How do I adapt my skills when working as a team or an individual? What effect does exercise have on my heart and lungs?
The curriculum allows students to take part in a variety of different activities, these are divided into the following areas:
Y8 TERM 5 and 6
Athletics:
• • Performance at maximal levels, • Net/Wall, Healthy Participation (personal health and fitness).
How do I return the ball from both my left and right hand side?
How do I select whether to play a defensive or attacking shot?
How does my agility support my tactical play?
Rugby:
Badminton:
How do I throw and jump using my centre of mass to support my technique?
How do I develop more complex throws in javelin, shot and discus for distance (preparation focus)?
How do we structure our relay team based on our strengths and weaknesses?
How do I adapt my skills for longer distances in track events?
How do I use my balance to improve my performance in athletics? forehand shots? How do I control the direction of the ball?
How do I play defensive and attacking shots with consistency?
How do I choose the type of shot to play? What is the best position to hold on court?
How does my opponent’s agility impact on my performance?
Dance:
How do I tackle with consistency during gameplay?
How do I provide support at the breakdown?
How do I read the game to make tactical decisions in order to outwit opponents?
How can I use the rules to my advantage?
How does my muscular strength impact on my performance?
Rounders/Softball:
Rounders/Cricket: How do I field the ball in hard and fast to the basemen? How do I bowl effectively? How do I back up my team-mates to ensure we field effectively? What are the rules I need to play by? How does speed influence my gameplay?
Netball/Handball:
How do I play powerful and accurate passes into attacking positions?
How do I organise a defensive tactic?
How do I read the game to make tactical decisions in order to outwit opponents?
How does my cardiovascular endurance influence my tactical decisions?
How do I perform a dance phrase accurately and with expression throughout a performance?
How do I apply canon and unison in an interesting way to my performance?
How do different techniques change the mood of a dance?
How does my core strength impact upon my dance performance?
Table Tennis:
How do we play forehand and backhand shots with consistent accuracy?
How do we vary the positioning of our shots to outwit the opponent?
How does our footwork agility impact on our performance?
Y9 TERM 5 and 6
Tennis:
How do I use a short barrier on the move to field a ball in quickly?
How can I better direct my hitting?
How do I choose where to field the ball based on the position of the runners?
How can I improve my tactical performance?
How does my speed affect my tactical decisions when batting?
Athletics:
How do I co-ordinate my arms, hips and knees to throw and jump with greater power?
How do I combine the preparation and execution phases effectively?
How does developing my stride pattern improve my performance?
What are my strengths and specialisms?
How does muscular endurance and strength impact on my performance in different athletic events?
How do I serve with consistency?
Basketball:
How do I drive to the basket and maintain good lay-up technique?
How do I we perform a fast break?
How do I read the game to make tactical decisions in order to outwit opponents?
How can I use the rules to my advantage?
How does my speed impact on
How do I adopt an attacking position on the court?
How does my agility impact on my performance?
Football:
How do I play the correct weight of pass depending upon the position of my team-mate?
How do we control the width of the pitch as a defensive strategy?
How does my speed influence my decision making?
KS4
Core PE | Year 9 KS3
Within each area we aim to develop a confidence in the application of the correct technique used to perform both core and more advanced skills. There will be greater variety of tier 3 language used and greater creativity encouraged in relation to the use tactics and strategies in different activities.
Throughout the year students also consolidate their understanding on health-related components of fitness and begin to develop their understanding of skill-related components of fitness. This will be developed into an understanding of how their own fitness levels can be improved in order to have a positive effect on their performance in different activities.
Assessment Overview
Each year in PE students work towards Bronze, Silver and Gold levels in three main assessment areas These levels are specific to their year group and the type of activity being undertaken, taking into consideration achievements from year 8.
If students are able to perform beyond these level’s they are awarded the CEC Star grade.
The three main areas are in line with the aims and objectives of the curriculum and include:
1. Skills and Techniques
2. Tactics and Strategies
3. Healthy Participation
At the end of each activity module students are provided an overall Bronze, Silver, Gold or CEC Star level for each of the three assessment strands, based on their teachers assessment of the three different assessment areas across all activities. Whilst most modules will be completed with a lesson based on a ‘competitive’ situation, no levels are provided solely upon this.
The healthy participation assessment will also be based upon the termly homework which will be set in relation to the activities being covered.
You will receive reports in December, March and July.
Useful information
School clubs can be found here - Cowes Enterprise College, An Ormiston Academy - School Clubs (cowesec.org)
Visit the #ThisisPe page on the AfPE website for ideas on how to get involved with simple exercises at home which can develop your child’s skills/fitness.
Learn about why PE in school is important on the following websites:
How exercise affects the brain: https://www.youtube.com/watch?v=E0ARTVoI18U
How playing sports benefits your body and your brain: https://www.youtube.com/watch?v=hmFQqjMF_f0
Visit websites such as BBC Sport to read about different sports/fixtures/events.
Homework expectations
For Core PE, homework expectations will be for students to take part in an extracurricular club, event or inter-house event each term and to complete a multiple-choice assessment in relation to a relevant activity being studied each term. These will be based on healthy participation and/or rules, regulations and tactical strategies and completed through Show My Homework (SMHW).
How can we compare core concepts in religious faith?
Religious Studies | Year 9 KS3
What are the six major world religions?
What relevance does religion have in the modern world?
Overview
What links God to the sea?
What are the key beliefs, teachings and practices of Hindu Dharma?
What are the key beliefs about life after death?
What do Hindus believe about Brahman?
5
Why is social justice important in religion?
What are the key beliefs, teachings and practices in Sikhi?
What are the 5Ks?
What do Sikhs believe about God?
Our curriculum in Year 9 builds on our curriculum in years 7 and 8 and aims to inspire our students, equipping them with the knowledge and skills to answer challenging questions. Our curriculum builds through overview and depth studies and covers across the Key Stage a broad range of different theological, philosophical and social science approaches, enabling pupils to ask deep and often searching questions about their own faiths and beliefs and the faiths and beliefs of others regarding pertinent contemporary moral issues. Our Key Stage 3 curriculum provides the foundations for the further study of Religious Studies at Key Stage 4 (GCSE).
How is the sea used as a tool by God?
What does the sea symbolize?
Yr 9 learning journey
What is the difference between prejudice and discrimination?
Why should religions care for each other?
What are the key beliefs, practices, and teachings of Judaism?
What is a covenant?
How do Jews practice their faith?
What is ethics?
How do we know what is right and wrong?
Is utilitarianism helpful in making moral decisions?
Why are spiritual journeys important?
How does pilgrimage bring people closer to God?
Where do religious people go on pilgrimage?
How can religion be used to oppress and/or empower women?
Is Mary a positive role model for women today?
How are women portrayed within religion?
4
Why is there evil and suffering?
What is the problem of evil?
Why is there suffering in the world today?
What are the key beliefs, teachings and practices of Buddhism?
What are the four noble truths?
What does enlightenment mean?
How can ethics help in medical decision making?
What is the sanctity of life and how does it affect medical ethics?
What is the quality of life and how does it affect medical ethics?
During our year 9 Religious Studies lessons, students will have a big question that leads them into the topic of the lesson, seeking to encourage discussion and debate from the students. They will be taught key ‘must know’ knowledge essential to their deep understanding of the issues we explore.
In Religious Studies, we will cover three different types of knowledge:
• Substantive knowledge – knowledge about various religious and non-religious traditions.
• ‘Ways of knowing’ – where students will learn ‘how to know’ about religion and non-religion.
• Personal knowledge – allowing students to build an awareness of their own presuppositions and values about the religious and non-religious traditions they study.
Through the Key Stage, students will have the opportunity to develop these types of knowledge to make useful connections. The enquiry focus for each topic within our Year 9 curriculum is indicated on our curriculum journey shown above.
Religious Studies | Year 9 KS3
When and how assessment of learning will happen
To assess learning in Religious Studies, our Year 9 students will:
Complete an in-class assessment at the end of each topic. These will take place during or at the end of each unit of work. Within each in-class assessment, students will be assessed in two strands.
1. Part A: Requires the students to recall taught knowledge through multiple choice questions.
2. Part B: Requires the students to implement their taught knowledge through a range of different question types including some extended pieces of evaluative writing.
• Each question in the in-class assessment will be worth a set number of marks. The marks available for each question will be based on its complexity. For example, a multiple choice or definition question would be worth one mark, whilst more extended pieces of evaluative writing will be worth 15 marks.
• Complete regular knowledge quizzes to help them develop and recall the key ‘must know knowledge’. These will be set in a combination of in-class and online quizzes. In a 6 week half-term, we would expect students to complete at least 1 quiz in addition to their in-class assessment.
Reporting
In Year 9, you will receive a subject report at the end of each Religious Studies assessment in December and May/ June.
In our Religious Studies subject report you will find:
• Useful information about the in-class assessment the students have completed
A numerical and percentage score from their in-class assessment.
Information and feedback about why a particular score was awarded and an indication of how this could be improved.
• ‘Next steps’ and sources of support to help students improve their performance in the future
A percentage score from the in-class or online recall quizzes, including feedback about whether they were completed or not
Useful information
Students will have access to a wide range of information and support to help them develop their skills as a theologian.
Each Religious Studies unit has a supporting booklet which the students complete during their lesson. This contains the essential information for each lesson and also tasks for the student to complete. At the start of each booklet, for each unit there is a knowledge organiser that contains key information, key vocabulary and key people for the unit. The relevant knowledge organisers will be able to be accessed through their Religious Studies Teams page. This can be accessed via this link tinyurl.com/2p83uwps or by logging into Office365 using their school login credentials, selecting Microsoft Teams and then searching for Year 9 Religious Studies in their individual Teams page.
Homework expectations
Students will be expected to regularly complete homework in Religious Studies. This will consist of knowledge recall tasks linked to their learning across the breadth of the topic or enquiry based activities and further research. Homework will be set once a fortnight via Show My Homework (SMHW).
Physical Science | Year 9 KS3
Sound
Overview
What are the differences between transverse and longitudinal waves?
How does the human body detect sound?
The Periodic table
What is the periodic table? How does the pattern of reactivity change in group 1?
Our curriculum in Year 9 aims to add further depth to the concepts first encountered in year 7 and 8 and demonstrate to prepare students for the transition to GCSE study in Science. This is still achieved through our organisation of the curriculum into the overarching topics of matter, earth and beyond, reactions, energy, waves and forces. These topics are revisited regularly throughout KS3, and they progress into KS4 as well, and regularly recap the key pieces of content delivered in year 7 and 8.
Physical Science KS3
Particles
What is an atom?
What are electromagnets? How can electromagnets be used?
scientifically
What are variables?
How can the particle model show substances in difference states?
How do I plan an investigation?
How do I present data?
How do I analyse data?
How do ionic and covalent bonds form?
7
How do the structures of ionic lattices and simple molecules differ?
Elements and compounds
Light
What is reflection?
How does the human eye work?
Acids and alkalis
6
Chemical reactions
Energy resources
What are some examples of renewable and non-renewable energy sources?
What is the difference between an element and a compound?
How are all known elements displayed?
What is a difference between acids and alkalis?
How can you measure whether a substance is acidic or alkaline?
Chemistry
Physics
Using the atom How are particles arranged in an atom? How are Rf values calculated in chromatography?
How does energy transfer?
What are chemical reactions?
What is combustion and why is it useful?
Space
What objects are in our Solar System?
How does a Solar eclipse happen?
Changes of state
What is specific heat capacity?
8 Circuits
What is the main difference between series and parallel circuits?
How does static electricity build up?
How does an increase in temperature affect pressure of a gas?
What happens when forces are unbalanced?
How is speed calculated?
Earth structure
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Physical Science as a subject. Across year 9, students will develop their understanding of:
What is the structure of the Earth? How do sedimentary rocks form?
What is a difference between acids and alkalis? How can you measure whether a substance is acidic or alkaline? What is the difference between an element and a compound? How are all known elements displayed? What are exothermic and endothermic reactions? How do reaction profiles show energy change in a reaction? What is the Big Bang theory? How have we used telescopes to detect planets? What is the Dalton model of the atom? How does the Bohn model of the atom differ from the Dalton one?
Contact forces
What is friction?
Separating mixtures
What is a mixture?
What happens when forces are unbalanced? How is speed calculated? What is radiation? How are electromagnetic waves used? What is friction? How can you measure the stretching of a spring?
How can you measure the stretching of a spring?
Metals and non-metals
What are properties of metals?
How does filtering separate solids from liquids?
Through the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing, as scientific writing is required when students make the step to GCSE study.
How can you create a reactivity series?
Sound
What are the differences between transverse and longitudinal waves?
How does the human body detect sound?
Transferring energy
What is meant by conduction?
How can a house be insulated to prevent energy loss?
The Periodic table
What is the periodic table?
How does the pattern of reactivity change in group 1?
Climate
What gases are in the atmosphere?
How are humans contributing to global warming?
Resources Where do we get metal from?
Physical Science | Year 9 KS3
When and how assessment of learning will happen
To assess student progress in Physical Science, our year 9 students will complete:
an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
• an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
• formal assessments in December and April. The December mid-year assessment covers the topics delivered in the first half of the academic year. The terminal year 9 assessment in April covers the second half of the year in addition to recall of the key content from the first half. These assessments will be marked by teachers and will lead to physical science reports being sent home.
In our Physical Science subject report you will find:
Information about the in-class assessment the students have completed
A numerical and percentage score from their in-class assessment.
• A progress comment for each of the topics included in the assessment.
• ‘Next steps’ and sources of support to help students improve their performance in the future based on the assessment.
Links to knowledge organisers to help develop the areas most in need.
Useful information
Students will have access to a wide range of information and support to help them develop their science skills. Each Physical Science report will contain more specific sources of support relevant to each in-class assessment, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant Knowledge Organisers for each Physical Science topic online through the school website. All students will also be given a copy of the relevant topic knowledge organiser on Show My Homework to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge Organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of most of the topics we study in Year 8 can be found at BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zng4d2p
Homework expectations
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a spelling activity of key terms. Afterwards, the students will then have an online Show My Homework (SMHW) quiz for the topic. This will be repeated in each topic (approximately 2-3 weeks).
Healthy Living
How are diseases transmitted between people and how can we prevent the spread of disease?
Life Science | Year 9 KS3
What are vaccines and antibiotics?
How do lifestyle choices affect your health?
What is first aid and how can it be used to save a life?
Overview
Y8 UNIT 4
PE, Food Technology
Gas Exchange
What is the structure and function of the respiratory system?
What is diffusion and what factors affect the rate of diffusion?
How does gas exchange occur in humans?
How does smoking, vaping, and air pollution affect your respiratory system?
What is a balanced diet?
Why are nutrients important?
How is food digested?
What is aerobic and anaerobic respiration?
Geography, RE Digestion
Variation
Y8 UNIT 3
Our curriculum in year 9 aims to add further depth to the concepts first encountered in year 7 and 8 and prepare students for further study and difficult challenges they might face outside of school. Students will continue to study key biological concepts as well as relationships and sex education, health education, and citizenship. Students will be given ample opportunity to explore and apply their biological knowledge to the real world and develop the skills necessary for GCSE study. This is still achieved through our organisation of the curriculum into the overarching topics of organisms, ecosystems, genes, relationships, health, and citizenship. These topics are revisited regularly throughout KS3, and they progress into KS4 science and Everyone Matters. Topics also regularly recap the key pieces of content delivered in year 7 and 8.
Eco-Futures
How is the use of science developing a sustainable and ecological friendly future?
What is variation and how does variation occur?
How do organisms inherit traits?
How do organisms evolve?
Why do organisms become extinct?
Y8 UNIT 6
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Science as a subject. Across year 9, students will develop their understanding of:
Life Science KS3
Money
How do I manage money?
What is gambling and fraud?
How do I gain employment?
Personal safety
Physical Science, RE
How do I stay safe in science?
Forensic Science
How are laws made?
How do I stay safe in the community?
How do I stay safe
Levels of organisation
What are the components of plant and animal cells?
What are the signs of exploitation by gangs and county lines?
How are specialised cells adapted for their function?
Inheritance
Relationships and reproduction
English
What are healthy and unhealthy relationships?
What happens during adolescence?
What is the structure and function of DNA?
What is meant by fertilisation?
What are the laws on driving under the influence of drugs and alcohol?
How do I gain, earn, and show respect?
How are multicellular organisms organised?
What is the role of a forensic scientist?
What is the structure and function of the skeleton?
What are genetic crosses and how do we predict the likelihood of inheriting specific traits?
What are the stages of the menstrual cycle?
Eco-Futures – The environment
How do organisms interact in an ecosystem?
How do humans affect ecosystems?
Plant Reproduction
What is photosynthesis?
What is the structure of a flower?
How are leaves adapted for photosynthesis?
How do plants and flowers reproduce?
Why are pollinators important?
What is Parliament?
How do muscles allow organisms to move?
What is the process of genetic engineering and how can genetic engineering be used?
The nervous system
Reproductive Health
What are healthy and unhealthy relationships?
What is contraception?
What is the structure and function of the nervous system?
What factors affect the nervous system?
What is neurodiversity?
What are STIs and how can they be prevented?
What are the stages of pregnancy?
What is mental health?
What happens during a general election?
What is the role of the Cabinet?
How do we use cross curricula links to design and plan large scale projects in a sustainable and ecologically friendly way?
Biology
Relationships,
Health and Sex Education
Citizenship
Cell Level Systems
What is the structure of prokaryotic and eukaryotic cells?
How are microscopes used to study cells?
What is the structure and function of DNA?
What are enzyme controlled reactions and what factors affect enzymes?
How are diseases transmitted between people and how can we prevent the spread of disease?
What are vaccines and antibiotics?
How do lifestyle choices affect your health?
What is first aid and how can it be used to save a life?
What is aerobic and anaerobic respiration?
What is photosynthesis and what factors affect the rate of photosynthesis?
What is the structure and function of the respiratory system?
What is diffusion and what factors affect the rate of diffusion?
How does gas exchange occur in humans?
How does smoking, vaping, and air pollution affect your respiratory system?
What are the effects of drugs and alcohol? What are genes and genetic crosses? What is genetic engineering? What is the urinary system and the structure of the kidney? What are eukaryotic and prokaryotic cells? What is function of enzymes? What are biological molecules? What is respiration?
UNIT 4
Food Technology
What is a balanced diet?
Why are nutrients important?
How is food digested?
Variation
What are relationships? What is consent? What is sexting? What is contraception? What is pornography? What are heathy choices? What impacts on emotional and mental health?
What is the criminal justice system? What is extremism and radicalisation? What are county lines? What is grooming? What is prevent?
What is aerobic and anaerobic respiration?
What is variation and how does variation occur?
How do organisms inherit traits? How do organisms evolve?
do organisms become extinct?
KS4
YR9
Life Science | Year 9 KS3
Through the Key Stage, students will have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing, as scientific writing is required when students make the step to GCSE study.
When and how assessment of learning will happen
To assess student progress in Life Science, our year 9 students will complete:
• an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
• formal assessments in December and April. The December mid-year assessment covers the topics delivered in the first half of the academic year. The terminal year 9 assessment in April covers the second half of the year in addition to recall of the key content from the first half. These assessments will be marked by teachers and will lead to life science reports being sent home. .
In our Life Science subject report you will find:
Information about the in-class assessment the students have completed
• A numerical and percentage score from their in-class assessment.
• A progress comment for each of the topics included in the assessment.
• ‘Next steps’ and sources of support to help students improve their performance in the future based on the assessment.
• Links to knowledge organisers to help develop the areas most in need.
Useful information
Students will have access to a wide range of information and support to help them develop their science skills.
Each Life Science report will contain more specific sources of support relevant to each in-class assessment, such as links to relevant online revision tools and access to the knowledge organisers.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each science topic online through the school website. All students will also be given a copy of the relevant topic knowledge organiser on Show My Homework to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of most of the topics we study in Year 9 can be found at BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zng4d2p
Homework expectations
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a spelling activity of key terms. Afterwards, the students will then have an online Show My Homework (SMHW) quiz for the topic. This will be repeated in each topic (approximately 2-3 weeks).
Overview
Year 9 is a key transitional year in MFL in which students are taught to consolidate and apply their invaluable knowledge from year 7 and 8 to a greater depth on familiar and new topics. These new topics will challenge their thinking about the world around them, such as their use of technology and the media, the world of work, healthy lifestyles and a broader awareness of the cultural celebrations of the target language country. The focus is also for students to gain a mastery of the core vocabulary and grammatical skills that will underpin their learning at GCSE. Students are expected to apply their fundamental building blocks of knowledge to greater depth and detail. There is a focus in year 9 on students honing their written communication skills with an expectation that their knowledge is robust enough to now develop their oracy, unconsciously applying their knowledge as skills. The five topics covered are shown below.
Yr 9 learning journey
When and how assessment of learning will happen
Topic
What we’re like – discussing likes/dislikes
Find yourself! – discussing your life in the past/present/ future
Listening /Speaking End of half term 1
/ Writing End of half term 2
In shape – Healthy and unhealthy lifestyles Listening /Speaking End of half term 3
Young people in action – My rights and the environment
An adventure in Madrid – Talking about past experiences
How skills are assessed
Listening
Speaking
Reading
Writing
/ Writing End of half term 4
/Speaking End of half term 6
Students will show that they can understand the main points of short, spoken texts as well as longer texts on each topic, including reference to future and past events.
Students will demonstrate that they can accurately pronounce the majority of vocabulary from the Y9 curriculum. Students will have short conversations about the topics studied. They will use the present, past and future tenses.
Students will demonstrate their understanding of main points, opinions and details in short and longer written texts, including reference to future and past events.
Students will aim to write texts using language from memory, giving opinions with reasons, using time expressions, sequencers, frequency expressions and referring to present, past and future events.
You will receive a report in January and July.
Useful information
Vocabulary learning is vital for language acquisition. Please try some of these…
• Use “Look-cover-write-check” or “Look-cover-say-check” strategy for revision for speaking and writing tests
Play games with your child to learn the vocabulary – use the links for the online resource “blooket” given each week on SMHW
• Sticky notes: Ask your child to write new vocabulary on sticky notes and stick them where he/she will see them often. For example, he/she could stick them to the bathroom mirror to read through every time he/she washes their hands or brushes his/her teeth
• Make cards: Cut up some paper or card into small rectangles. Write one target language word on each card. Write out the English words too, one word per card. Mix them up and match the cards! You can play snap with them or turn them all upside down and try to find the pairs.
Use languages online link below to help your child learn the necessary grammar
Each Friday, a link to “quizlet” and “blooket” will be provided on Show My Homework (SMHW) for your child to start learning the key vocabulary for the unit to be taught the following week. Encourage your child to review the vocabulary on their preferred site (you will need to help them make an account using their school email). Ideally, your child should spend 10 minutes per day reviewing the vocabulary and at the end of the week, they should complete either the spelling test or vocabulary quiz (or both!) on Show My Homework (SMHW) to show their teacher they have retained the vocabulary. This is due every Friday. If you require a paper copy of the key vocabulary, please email your child’s class teacher or info@cowesec.org. Students will be expected to thoroughly prepare for speaking and writing tests.
Food,
Geography
How can I prepare and cook food using a hob and oven in a confined space to produce a well made and nutritious food product?
Maritime Futures | Year 9 KS3
Overview
How does the importance of containerisation effect our economy and its role within the shipping industry?
Students learn through their county study of China and how shipping routes interconnect countries globally.
Technology in action visit to CECAMM: Rescue at sea
How can I ensure that the food a produce meets the dietary requirements of a multicultural crew?
Textiles
How can I safely operate a sewing machine to product a beach bag?
Maritime Construction: Students visit CECAMM (Centre of Excellence for Composites, Advanced Manufacturing and Marine) and engage the three tasks involving maritime engine construction, composites and casting. Students use already cured components, and create a vacuum bag to learn how these components were created. They then have the opportunity to vacuum test their layup to see how well it held the vacuum. They will also explore careers opportunities relating to composites and construction.
Year 9 learning journey
Students learn about different careers within the maritime clothing industry
Every student in years 7, 8 and 9 studies and is exposed to our Maritime Futures Curriculum. The theme of maritime is not a discrete subject but is woven through traditional curriculum subjects to support students’ conceptual understanding using practical projects and experiences. This is also supported by local maritime experts who work with our students as mentors and advisors to bridge the gap between school and industry. Students have access to a careers portal that features video interviews from a range of maritime employers who discuss how different subjects studied can create pathways to a huge range of employment opportunities within the industry.
Science
Science
How do toxins affect aquatic organisms?
How are genetically engineered fish used to detect pollution?
How do invasive plant species affect marine ecosystems?
How can the strength of rope be investigated?
How can stiffness of material be investigated?
How can friction be investigated?
How can stretching be investigated?
Design and Technology
Science
What are composites and how are they used?
How are polymers used in maritime?
How is magnetism used in navigation? Y8
Geography
How is our physical landscape changing with different forms of renewable energy. Students study the economical impact of renewable energy, the long-term importance and sustainability.
Technology in action visit to CECAMM: Rescue at sea
Maritime Construction: Students visit CECAMM (Centre of Excellence for Composites, Advanced Manufacturing and Marine) and engage in three activities involving advances electronics, destructive testing and virtual welding. They will be introduced to the LIVE AIS picture that shows the buoys and the activity that they are controlling. They will go on to consider the sequencing of geometric patterns required in the electronic circuit. Students will choose resistor and capacitor values and teste their end product to reflect upon the choices made.
How can I apply and use my knowledge of sailboat and motor boat production to complete an independent maritime design challenge?
What shape of sea-going vessel responds better in different sea conditions?
How can I use my knowledge of industry standard manufacturing techniques and the properties of materials to build an efficient hull and rig?
Students apply knowledge gained from science lessons on the strength of ropes and sheets alongside their Year 7 and 8 knowledge of efficient hull design to meet a design brief
Geography
How is maritime exploration in the arctic affecting the wealth international trade?
Students study the exploration of oil sources in the arctic and consider the response to changes in the North West Passage and concerns about energy security.
Geography
How are coastal communities being impacted by climate change and what is the risk to these populations?
Art
Biosphere project: Painting, 3D and screen printing.
What is the impact on coral reefs by the rising of sea temperatures?
Why does the Island have a biosphere status?
What causes coral reef bleaching?
How do artists raise awareness of threats to marine eco-systems?
Beachwear: How can I use a sewing machine to create and open seam?
Weather: How can I use shape, pattern and understanding of wind flow to produce a windsock?
Students learn about careers within the maritime industry are linked to sailcloth, safety clothing and fashion.
MARITIME
Y9 MARITIME
Y9 MARITIME
Y9 MARITIME
Y9 MARITIME
Y9 MARITIME
Y9 MARITIME
Textiles
Y9 MARITIME
Maritime Futures | Year 9
Throughout the year, students in year 9 will continue their maritime journey in design and technology by investigating the way specific elements of a vessel are constructed to withstand different external pressures. Through trial and improvement coupled with using Computer Aided Design, in groups they will also build a model boat the combines their skills from both years 7 and 9. As part of their technology rotation, they will also learn how to produce a one-pot meal in food, preparation and nutrition. The production of the dish takes into considering different ways the maritime industry caters for a variation of cultural dietary requirements and how ingredients can be kept fresh for longer periods of time.
Through art, students will contribute to the KS3 Biosphere Project with a focus on sustainability. Their work will then be displayed in an exhibition open to other students to observe and enjoy.
Half way through Year 9, the whole year group will have the opportunity to spend a day at CECAMM in East Cowes (Centre of Excellence for Composites, Advanced Manufacturing and Marine). They engage in a carousel of practical activities including virtual welding, using industry standard machinery such as lathes and mills and also learn how a CNC (Computer Numerical Control) machine is programmed.
At the end the academic year, students present their maritime work in a showcase event as well as having the opportunity to test their sailboat designs on water.
When and how assessment of learning will happen
Students will be assessed on their application of skills within the maritime unit of a subject. A knowledge organiser will also be provided that provides explanations to key vocabulary as well as examples and ideas to support their projects. Assessment will also take the form of formative assessment with students being given opportunities to respond to questions to challenge their understanding.
Useful information
Discuss your child’s maritime studies with them and talk about how the maritime industry has a vast range of employment opportunities from Naval Architecture (designing boats) to robotic engineers.
Cowes Enterprise College also runs a weekly boat building club where students work alongside technicians to learn about design and restoration through practical application.
Our OAT Futures webpage gives you an opportunity to listen to employers and employees discussing their job role and how their studies took them to their position – some of whom are ex-students from CEC. Please visit: https://oatfutures.co.uk
how
Y8 MATHS
Eco Futures | Year 9 KS3
Statistics
How can I use graphs and statistical measures to analyse environmental changes?
Overview
Y8 MARITIME
Micro-life Project
How do Artists, Designers and Scientists work together?
How can Art & Design influence the way we see the world or change the way we live?
What are zooplankton and Phytoplankton?
How do Artists raise pollution awareness about Ocean Micro plastic?
Having established our Maritime Futures Curriculum in KS3, we are now starting to develop Eco-Futures. We have made a conscious decision to include sustainability as part of Eco-Futures. We also want to keep it solution focused, so that our students feel that they can make a difference. We are very much at the beginning of this journey and the learning journey below is a snapshot of the work we are developing across the curriculum. We have consulted with local employers and universities and will continue to do so to ensure we are keeping up with latest developments.
Power Boat Design
What are the possible sources of power for the maritime industry now and in the future?
What is hydrogen power?
Are there electric power boats?
Y9 PHYSICAL SCIENCE
Global resource
Working Scientifically
How do scientists plan scientific investigations to produce accurate and reliable data that can be presented and communicated effectively to inform changes?
How long will non-renewable resources last?
What are the consequences of over-consumption of resources?
How can we be more sustainable with our use of resources?
How does oil influence the Middle East?
How does Russia's supply of energy influence geopolitics?
To what extent can technology help us to stop running out of resources?
Y8 PHYSICAL SCIENCE
Resources
Where do we get metal from?
How do we make polymers, why are they useful and what are the problems with their disposal?
How and why do we recycle materials?
Food around the world
Food availability; Where does our food come from - where is it grown?
What does food labelling tell us about a food's origin?
What are seasonal foods?
How can we eat more locally and seasonally?
Food provenance. How is our food processed and transported?
How and why is food wasted?
How can we grow our own fruit and vegetables?
Biosphere project
What is Biosphere Status and why does the Island have it?
How do artists raise awareness of threats to Marine eco-systems?
What causes Coral reef bleaching?
When do the negatives of tourism outweigh the positives?
What can we do as individuals to minimize global warming?
How do we know that the climate was different in the past?
How are coastlines at risk from climate change?
What can be done in the future to cope with climatic changes?
Are humans causing climate change?
What have we done about climate change?
How
Speaker Design
What are the environmental issues with using timbers?
What is deforestation?
What is sustainable timber?
Where do our timbers come from?
How can we calculate the % waste when we make a product?
How can we reduce the amount of waste we produce?
How do we design and plan a large scale project in a sustainable and ecologically friendly way, drawing on knowledge and expertise from different sources?
Boat Design
and Juliet
How does Shakespeare use natural imagery to present
How could we travel if/when sea levels rise?
What might happen to the Isle of Wight if sea levels rise?
Romeo
Eco Futures | Year 9 KS3
Eco ‘Eco’ comes from the Latin root ‘oeco’, meaning ‘household’. It’s often used now to mean ‘habitat’, ‘home’, or ‘Earth’. And so, ‘eco-friendly’ simply means Earth-friendly. According to the Cambridge Dictionary, being ecofriendly means being ‘designed to have little or no damaging effect on the environment’.
Sustainable ‘Sustainable’ has a slightly more complex definition. Back in 1987, the UN’s Bruntland Commission defined ‘sustainable development’ as “meeting the needs of the present without compromising the ability of future generations to meet their own needs”. According to this definition, there are 3 pillars of sustainability:
Environmental: This pillar focuses on reducing carbon emissions and waste, to minimise impact on the planet.
Economic: This is about making sure people around the world can make a secure living financially, now and in the future.
Social: Finally, this pillar is all about making sure people have their needs met and human rights respected. If you’re a sustainable business, it’s about treating your employees fairly5.
The Cambridge Dictionary defines ‘sustainable’ as ‘causing little or no damage to the environment and therefore able to continue for a long time’.
Climate change Climate change refers to long-term shifts in temperatures and weather patterns. The world is now warming faster than at any point in recorded history, which disrupts the usual balance of nature.
Global warming Global warming is the long-term warming of the planet’s overall temperature. Though this warming trend has been going on for a long time, its pace has significantly increased in the last hundred years.
Greenhouse effect The greenhouse effect is when the sun’s rays penetrate the atmosphere but when that heat is reflected back off the surface it cannot escape back into space. Greenhouse gases include carbon dioxide, chlorofluorocarbons, water vapor, methane, and nitrous oxide. The greenhouse effect is required to maintain temperature on Earth required for life. Human activity including the combustion of fossil fuels, intensive farming, and the use of CFCs contribute to greenhouse gas emissions therefore increasing the greenhouse effect, this is known as the enhanced greenhouse effect. The excess heat in the atmosphere has caused the average global temperature to rise overtime, otherwise known as global warming.
Carbon neutral
Renewable energy
Clean energy and Green energy
A person, company or country is carbon neutral if they balance the carbon dioxide they release into the atmosphere through their everyday activities with the amount they absorb or remove from the atmosphere. This is also called net zero carbon emissions or net zero carbon, because overall no carbon dioxide is added to the atmosphere.
Renewable energy is energy derived from natural sources that are replenished at a higher rate than they are consumed. Sunlight and wind, for example, are such sources that are constantly being replenished. Renewable energy sources are plentiful and all around us. Renewables are now cheaper in most countries, and generate three times more jobs than fossil fuels.
Clean energy is energy gained from sources that do not release air pollutants, while green energy is energy derived from natural sources. There is a subtle difference between these two energy types even though they are often spoken of as being the same.
While most green energy sources are renewable, not all renewable energy sources are seen as being green. For example, hydropower is a renewable resource, but some would argue that it is not green, since the deforestation and industrialisation related to the building of hydro dams can damage the environment.
The perfect clean energy mix occurs where green energy meets renewable energy, such as with solar energy and wind energy.
An easy way to remember the differences between these different energy types is:
Clean energy = clean air
Green energy = natural sources
• Renewable energy = recyclable sources
Biodiversity
Circular design
Biodiversity — short for biological diversity — is the variety of all living things and their interactions. Biodiversity changes over time as extinction occurs and new species evolve. Scientists often speak of three levels of diversity: species, genetic, and ecosystem diversity. Biodiversity is a key indicator of the health of an ecosystem.
Circular design is the practice of creating durable, reusable, repairable and recyclable products that generate zero waste to support a circular economy.
Green credits Green Credits incentivise a wide range of environment-positive activities beyond carbon emissions reduction, including tree plantation, water conservation, and sustainable agriculture.
Charter | Year 9 KS3
Overview
Every child with us at Cowes benefits from our Cowes Enterprise College charter and our informal curriculum makes a measurable contribution to all aspects of our whole student: cultural capital, knowledge, skills and life skills, social and emotional development and breadth of experience.
Our Cowes charter delivers a universal offer for all students year 7-13 which encourages exceptional personal development and which includes high quality careers and wellbeing support for every year group. Enrichment at Cowes is not a bolt-on but the informal element of our wider curriculum.
Our charter totals over a hundred mapped enrichment experiences guaranteed for every child across their time at the academy:
at Key Stage 3 these include ensuring our students present in public, take part in social action, participating in Crew activities, discussing GCSE options with a sixth former and exploring a range of career opportunities.
When and how assessment of learning will happen?
In Year 7 to 9, Key Stage 3 students complete a range of activities working towards their Charter Graduation in the Summer term of Year 9. Throughout the key stage, students develop character attributes through completion of activities. Our Charter Graduation marks the transition between Key Stage 3 and Key Stage 4, as well as celebrating character development. Students are assessed via a number of areas to identify their graduation category of Gold, Silver or Bronze. This includes assessment of enrichment participation, Charter completion and reward points.
Useful information
Students complete Charter activities during a dedicated Charter tutor time each week. However there are opportunities each half term for them to catch up on any missed content to ensure full completion at the end of each year.
Charter | Year 9 KS3
Charter KS3
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
What clubs are available at CEC and how do I join them?
How do I participate in a Crew activity? What maritime careers exist?
How do I make a contribution to society?
What local charities exist and how can I raise awareness of them?
What educational journey have our Sixth Formers had?
How do I show all round learning?
What am I passionate about reading?
How diverse is our CEC community?
Who was Shakespeare and what impact has he had on England?
How do I construct a model yacht that sails?
What can I learn about our local coastline on the coastal management trip?
What opportunities have I had in year 7 to present/perform in front of a variety of audiences and what have I learnt through doing this?
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
What skills can I gain from participating in a Crew sports activity?
What Eco careers exist?
How do I perform to a variety of audiences?
What can I learn from performing to an audience?
How do I show all round learning?
What are my goals for this year?
How will I achieve them?
How can I memorise and recite a poem?
How can I embrace the wider life of the school and how do I take advantage of the enrichment opportunities on offer?
How do I write my first CV?
What are my GCSE options?
What are the experiences of our Sixth Form students who have been through the GCSE options process?
What skills can I gain from leading a Crew activity?
How do I make a contribution to society?
What are my ambitions for the future?
How do I perform CPR?
How do I ensure that my voice is heard at CEC?
What is my viewpoint on current issues?
How do I embrace our international Cowes community?
How do I and others benefit from leading a social action project?
How do I make a contribution to society?
How do I benefit from contributing to a fundraising event?
What can I share about a social action project focused on the future of our climate?
What makes me a great CEC student?
CHARTER GRADUATION
Y7 CHARTER
Y7 CHARTER
Y8 CHARTER
Y8 CHARTER
Y9 CHARTER
Y9 CHARTER
Y9 CHARTER
Reporting Schedule | Year 9
Parents’ Evening Dates
Parent – Teacher
Wednesday 26th Feb 2025
Year 7 Reporting Schedule
The table below gives an overview of which subjects will be sending reports home during each half term of the school year. Reports will be sent home at different times during the half term, depending on when the assessment has taken place. Following a formal assessment, teachers will mark and moderate work before entering data to generate the reports. Once this has been checked, the reports will be sent home.
