Year 9 Curriculum Booklet - 2021/22 by Haberdashers' Boys' School

Year 9 Curriculum Booklet September 2021

Contents

Deputy Head Academic

Mr Sykes

Head of Middle School

Mr Lawrence

Head of Academic Support Mrs McEwan-Cox

Page

Subject

Head of Department

Foreword

Mr Sykes

Arabic

Mr Thompson

Art & Design: Fine Art

Mrs Weber

Art & Design: Graphic Communication

Mrs Weber

Biology

Mr Glanville

Chemistry

Dr Hobbs

CICT

Mr Ovia

Design & Technology

Mr Vincent

Drama

Mr Wheeler

English

Mr Wheeler

French

Mr Bardou

Geography

Mrs Edwards

German

Mrs Hanlon

History

Mr Clark

Latin

Dr Joyce

Mathematics

Mr Ward

Music

Mr Osmond

Physical Education

Mr Kerry

Physics

Mr Kerr

Spanish

Ms Adams

Theology & Philosophy

Mr Davis

Key Skills

Mr Bass 2021 Page | 1

Foreword This booklet outlines the curriculum that your child will be studying this year in each subject. This will allow you to further support them in their studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor. Year 9 is an exciting year for all pupils. It is the first year of the Middle School and they are enjoying both the freedom and responsibility that this brings. It is also the last year when the pupils study such a diverse range of subjects; after this year they will begin to narrow down their choices and study subjects in more depth. Of course, they have already chosen to study two languages and two creative subjects, and I am sure that the pupils are enjoying the increased curriculum time they have in these subjects. There is a suggested further reading list at the bottom of each curriculum summary, provided as an indication of what pupils might like to read if they wish to extend their knowledge further still. Pupils will also have the opportunity to research independently and present, on a question of their choosing, as part of our Keith Dawson Independent Learning Project. More about this opportunity will follow later this term. During this year each pupil will have to make their GCSE choices. You will receive a detailed guide regarding this process before the Year 9 Parents’ evening in January, and all the necessary details will be explained clearly closer to the time. It is important to discuss all options with your child’s tutor; they know your child well and have been through this process many times before. As you will see from this curriculum booklet, the Year 9 programme of study is full and enriching. In addition, there are more activities and interests to be explored. I wish all the pupils every success this year and look forward to seeing you at the Year 9 Parents’ Evening.

Mr Robert Sykes Deputy Head Academic

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Arabic Aims and Objectives The course is aimed at beginners with little or no previous knowledge of the language who want to work towards understanding, speaking and reading Arabic confidently. Pupils are introduced to the Arabic script and to a wide range of vocabulary and grammar including a range of verb tenses. Term

Topic

Arabic Alphabet Group 1-3

Autumn

Arabic Alphabet group 4-6 Jobs Sun and Moon letters Elision Describing places

Spring

Pronunciation of letters Sound discrimination Simple sentences Masculine and feminine nouns Plural The definite article: definite and indefinite Sound discrimination Pronunciation Idafa constructions Genitive with Idafa

Pupils should be able to Use the Arabic alphabet in groups 1-3. Use the Arabic alphabet in groups 4-6 Read Arabic text with correct pronunciation Use the possessive and genitive

Countries and people

Nisba adjectives

Construct and recognize nisba adjectives

Where is it? Directional prepositions

Describing places

Use adjectives and prepositions

The dual Plurals with number Word roots Plural patterns Group words Asking questions about the past The past tense

Recognise and use Arabic numbers 1-10 correctly Understand the Arabic root and template system Use group words Conjugate and use the past tense Recognise and use Arabic numbers 11-100 correctly Conjugate and use the present tense Use the past and present negative

Arabic Numbers 1-10 Plurals and colours Eating and drinking What happened yesterday? The weather Arabic Numbers 11-100 Every day

Summer

Grammar

Telling the time

Past verbs in plural Present tense Negative statements Past negative Present negative

Exams Exam analysis Comparing things

The superlative and comparative

Construct the Arabic superlative and comparative from root letters.

Suggested further reading: Alif Baa: Introduction to Arabic Letters and Sounds, Third Edition, Student's Edition, Kristen Brustad, Mahmoud AlBatal, and Abbas Al-Tonsi A tourist in the Arabic Spring, Tom Chesshyre

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Art & Design: Fine Art Aims and Objectives In Year 9 the aim of the Fine Art course is to provide the pupils with a series of GCSE style projects which will enable them to make an informed choice when selecting to take GCSE Fine Art in Years 10 and 11. Working individually, the pupils will be encouraged to develop their creative, imaginative and practical skills with a focus on drawing and painting. Week/ Term

Task

Description

Pupils should be able to

GENRE: PORTRAITURE e.g. TOPICS: Contemporary idols, Political figures, Psychological Conditions, Mental Health and Well Being, Ages and Stages, Public Face/Private Persona, Viewpoints, Mood and Emotion, Attitude, Identity

DEVELOP ideas through investigations, demonstrating critical understanding of sources

• • • • • • • • • •

Autumn

REFINE work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

• • • • • • • •

Mind maps Researching a range of artists Visual and written write up of visits to galleries and other places of interest Analysing artworks Reading, note taking Presenting images and notes purposefully Taking photographs relevant to intentions Analysis of own photographs Annotating ideas throughout the project and connecting ideas to research Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen…. Selecting appropriate media and techniques for an idea trial Trial ideas Evaluating trials Refining an idea Preparing a final piece Recognises the full potential of media, materials and processes Explore materials and styles through artist studies and pastiches

RECORD ideas, observations and insights relevant to intentions as work progresses

•

• • • •

Observational drawings and paintings in a variety of media, styles and scales Written analysis of artists' work and evaluation of own work Photography Critical annotation Evidencing understanding and use of the formal elements Accurate grammar, spelling and punctuation Depth of visual and written analysis Communication of ideas Use of specialist terms

PRESENT a personal and meaningful response that realises intentions and

• • • • •

Appropriately realising intentions Making effective and diverse connections Final outcome Evaluation Presentation of work

• • •

Respond effectively to the tasks set by the teacher making use of any accompanying resources. Present the work logically and consistently. Respond to teacher feedback to improve their work. Begin to make their own choices and decisions in response to teacher advice and feedback. Discuss and evaluate their own work and the work of others critically. Engage in discussion about their work, and the work of others with their peers and teacher. in choices and approach

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demonstrates understanding of visual language

• •

Assured use of the formal elements Assured use of media

AS ABOVE for: Spring

GENRE: Still Life e.g. TOPICS: Memory, Symbolism, Historical Artefacts, Popular Culture, Time, Travel, Literature, Wealth and Poverty, Morality, Mythology, Surrealism AS ABOVE for: GENRE: Landscape

Summer

e.g. TOPICS: The Natural World, Reflections, Architecture, Urban Environments, Interior and or Exterior spaces, Capturing the Mood and Movement

Suggested further reading: http://www.art2day.co.uk/ https://www.saatchigallery.com/ https://www.studentartguide.com/articles/art-sketchbook-ideas http://www.tate.org.uk/visit/tate-modern https://www.npg.org.uk/ https://www.creativebloq.com/ https://www.nationalgallery.org.uk/ https://www.royalacademy.org.uk/ https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html Architecture The Whole Story by Denna Jones The Thames & Hudson Introduction to Art Art in Detail – 100 masterpieces by Susie Hodge Who’s Afraid of Contemporary Art? by Kyung An and Jessica Cerasi The Self-Portrait A Cultural History by James Hall Why Your Five Year Old Could Not Have Done That – Modern Art Explained by Susie Hodge Art Since 1989 by Kelly Grovier and Art Since 1960 by Michael Archer Art Since 1900 Modernism, Antimodernism, Postmodernism by Hal Foster, Rosalind Krauss, Yve-Alain Bois, Benjamin H.D. Buchloh and David Joselit Interviews with Francis Bacon by David Sylvester Grayson Perry by Jacky Klein Hockney’s Pictures by David Hockney

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Art & Design: Graphic Communication Aims and Objectives In Year 9 the aim of the Graphic Communication course is to provide the pupils with a series of GCSE style projects which will enable them to make an informed choice when selecting to take GCSE Graphic Communication in Years 10 and 11. Working individually, the pupils will be encouraged to develop their creative, imaginative and practical skills with a focus on creating designs using traditional as well as digital drawing, collage and printing techniques. Week/ Term

Task

Description

Pupils should be able to

If you could put one message on a T Shirt what would it be? e.g. TOPICS: Typography Design, Logo Design, Fashion Posters, Social, Cultural, Political, Causes & Campaigns, Screen Printing, Graffiti, Stencils, Printing, Adobe Photoshop/ Illustrator, The Graphic Design Timeline, Following a Design Brief, Layering, The Development of Print, Target Market, The Design Principles, Logotypes, The Anatomy of Typography, The Development of Logos, The Rise of Corporate Identity, Silk Screen Printing, Experimental Typography, Signs, Symbols, Scale, Simplification, Magnification, The Psychology of Colour, Visual Communication

DEVELOP ideas through investigations, demonstrating critical understanding of sources

• • • • • • • • • •

Autumn and 1st half of the Spring term

REFINE work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

• • • • • • • •

RECORD ideas, observations and insights relevant to intentions as work progresses

• • • • • • • • •

Mind maps Researching a range of designers Visual and written write up of visits to galleries and other places of interest Analysing designs Reading, note taking Presenting images and notes purposefully Taking photographs relevant to intentions Analysis of own photographs Annotating ideas throughout the project and connecting ideas to research Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, print, scale, pen, digital…. Selecting appropriate media and techniques for an idea trial Trial ideas Evaluating trials Refining an idea Preparing a final piece Recognises the full potential of media, materials and processes Explore materials and styles through designer studies and pastiches Observational drawings in a variety of media, styles and scales created in traditional materials or using digital techniques Own design ideas Written analysis of designers' work and evaluation of own work Photography Critical annotation Evidencing understanding and use of the formal elements Accurate grammar, spelling and punctuation Depth of visual and written analysis Communication of ideas Use of specialist terms

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PRESENT a personal and • Appropriately realising intentions meaningful • Making effective and diverse connections response that • Final outcome realises • Evaluation intentions and • Presentation of work demonstrates • Assured use of the formal elements understanding • Assured use of media of visual language DEVELOP REFINE RECORD & PRESENT AS ABOVE for: Can Graphic Design save your life?

2nd Half of Spring

e.g. TOPICS: Packaging Design, Net Design, Retail Requirements, Marketing, Point of Sale Display, Working 3 Dimensionally, Surface Design, Pattern, Changes in Branding, Adobe Illustrator/ Photoshop, Typography, Mood, Target Market, Working with Constraints, Innovation, Age, Medicine, Signage, Pictograms, Social, Cultural, Political, The Design Principles, The Psychology of Colour, Visual Communication DEVELOP REFINE RECORD & PRESENT AS ABOVE for: Do you judge a book by its cover?

Summer

e.g. TOPICS: Retail Requirements, Marketing, Point of Sale Display, Surface Design, Changes in Branding, Adobe Illustrator/ Photoshop, Illustration, Collage, Narrative, Display Typography, Mood, Target Market, Lino Printing, Painting, Working with Constraints, Imagination, Age Social, Cultural, Political, The Design Principles, The Psychology of Colour, Visual Communication, Book Jacket Design, Illustration

Suggested further reading: https://www.studentartguide.com/articles/art-sketchbook-ideas http://www.famousgraphicdesigners.org https://www.theupstudio.com/designxarch/ http://www.artistsinpireartists.com/graphicdesign/inspirational-gallery-72-graphic-design http://www.ucreative.com/inspiration/20-graphic-designers-for-your-inspiration http://www.illustrationweb.com/artists http://www.packagingserved.com https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html The Thames & Hudson Dictionary of Graphic Design and Designers by Alan and Isabella Livingston Graphic Design School by David Dabner, Sandra Stewart, Eric Zempol and Abbie Vickress Digital Fonts – The Complete Guide to Creating, Marketing and Selling by Alec Julien Graphic Design Theory by Meredith Davis Hegarty on Creativity There Are No Rules by John Hegarty Photography: The New Basics by Graham Diprose and Jeff Robins Architecture the Whole Story by Denna Jones

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Biology Aims and Objectives To learn about unifying patterns and themes in biology and use them in new and changing situations • acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • evaluate biological information, making judgements on the basis of this information • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in biology • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to biology as set out under each topic • prepare for more advanced courses in biology and for other courses that require knowledge of biology. Exam Board: : Web link: Course Code: Mock Exam dates: Term

Edexcel IGCSE https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html 4BI1 School exam week Topic

Description 1.1

Autumn

Characteristics of living organisms

Understand how living organisms share the following characteristics: • they require nutrition • they respire • they excrete their waste • they respond to their surroundings • they move • they control their internal conditions • they reproduce • they grow and develop

Pupils should be able to Answer all IGCSE questions

Describe the common features shown by eukaryotic organisms: plants, animals, fungi and protoctists.

Spring

Variety of living organisms

Plants: these are multicellular organisms; their cells contain chloroplasts and are able to carry out photosynthesis; their cells have cellulose cell walls; they store carbohydrates as starch or sucrose. Examples include flowering plants, such as a cereal (for example, maize), and a herbaceous legume (for example, peas or beans). Animals: these are multicellular organisms; their cells do not contain 2021 Page | 8

chloroplasts and are not able to carry out photosynthesis; they have no cell walls; they usually have nervous coordination and are able to move from one place to another; they often store carbohydrate as glycogen. Examples include mammals (for example, humans) and insects (for example, housefly and mosquito. Fungi: these are organisms that are not able to carry out photosynthesis; their body is usually organised into a mycelium made from thread-like structures called hyphae, which contain many nuclei; some examples are single-celled; their cells have walls made of chitin; they feed by extracellular secretion of digestive enzymes onto food material and absorption of the organic products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen. Examples include Mucor, which has the typical fungal hyphal structure, and yeast, which is single-celled. Protoctists: these are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria. Describe the common features shown by prokaryotic organisms such as bacteria Bacteria: these are microscopic single-celled organisms; they have a cell wall, cell membrane, cytoplasm and plasmids; they lack a nucleus but contain a circular chromosome of DNA; some bacteria can carry out photosynthesis but most feed off other living or dead organisms. Examples include Lactobacillus bulgaricus, a rod-shaped bacterium used in the production of yoghurt from milk, and Pneumococcus, a spherical bacterium that acts as the pathogen causing 2021 Page | 9

pneumonia. Understand the term pathogen and know that pathogens may include fungi, bacteria, protoctists or viruses. Viruses: these are not living organisms. They are small particles, smaller than bacteria; they are parasitic and can reproduce only inside living cells; they infect every type of living organism. They have a wide variety of shapes and sizes; they have no cellular structure but have a protein coat and contain one type of nucleic acid, either DNA or RNA. Examples include the tobacco mosaic virus that causes discolouring of the leaves of tobacco plants by preventing the formation of chloroplasts, the influenza virus that causes ‘flu’ and the HIV virus that causes AIDS.

Level of organisation

Describe the levels of organisation in organisms: organelles, cells, tissues, organs and systems. Describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole.

Cell structure

Know the similarities and differences in the structure of plant and animal cells. Explain the importance of cell differentiation in the development of specialised cells (to be taught in year 11 but mention in year 9). Identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils).

Biological molecules

The structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugars, protein from amino acids, and lipid from fatty acids and glycerol. Practical: investigate food samples for the presence of glucose, starch, protein and fat. 2021 Page | 10

Understand the role of enzymes as biological catalysts in metabolic reactions. Understand how temperature changes can affect enzyme function, including changes to the shape of active site. Practical: investigate how enzyme activity can be affected by changes in temperature. Understand how enzyme function can be affected by changes in pH altering the active site. Practical: investigate how enzyme activity can be affected by changes in pH. Understand the process of photosynthesis and its importance in the conversion of light energy to chemical energy. Know the word equation and the balanced chemical symbol equation for photosynthesis. Understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis.

Nutrition in flowering plants

Describe the structure of the leaf and explain how it is adapted for photosynthesis. Understand that plants require mineral ions for growth, and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids. Practical: investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll. Understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre.

Nutrition in humans Identify the sources and describe the functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, the mineral ions calcium and 2021 Page | 11

iron, water and dietary fibre as components of the diet. Understand how energy requirements vary with activity levels, age and pregnancy. Describe the structure and function of the human alimentary canal, including the mouth, oesophagus, stomach, small intestine (duodenum and ileum), large intestine (colon and rectum) and pancreas. Understand how food is moved through the gut by peristalsis. Understand the role of digestive enzymes, including the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases. Understand that bile is produced by the liver and stored in the gall bladder. Understand the role of bile in neutralising stomach acid and emulsifying lipids. Understand how the small intestine is adapted for absorption, including the structure of a villus. Practical: investigate the energy content in a food sample. Understand the role of diffusion in gas exchange. Understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis.

Gas exchange in flowering plants

Understand how the structure of the leaf is adapted for gas exchange. Describe the role of stomata in gas exchange. Understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light.

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Practical: investigate the effect of light on net gas exchange from a leaf, using hydrogencarbonate indicator. Understand the differences between sexual and asexual reproduction.

Summer

Reproduction

Understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo. Describe the structures of an insect-pollinated and a windpollinated flower and explain how each is adapted for pollination. Understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation.

Reproduction in flowering plants

Practical: investigate the conditions needed for seed germination. Understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis. Understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings). Understand how the structure of the male and female reproductive systems are adapted for their functions. Understand the roles of oestrogen and progesterone in the menstrual cycle. Understand the roles of FSH and LH in the menstrual cycle.

Reproduction in humans

Describe the role of the placenta in the nutrition of the developing embryo. Understand how the developing embryo is protected by amniotic fluid. Understand the roles of oestrogen and testosterone in the development of secondary sexual characteristics. 2021 Page | 13

Understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen (only progesterone and oestrogen at Year 9 but all to be revisited in Year 11). Understand the sources, roles and effects of the following hormones: ADH, FSH and LH (only progesterone and oestrogen at Year 9 but all to be revisited in Year 11).

Suggested further reading: Sapiens: A brief History of Humankind by Yuval Noah Harari What if? By Randall Munroe Adventure in human being by Gavin Francis A short history of nearly everything by Bill Bryson

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Chemistry Aims and Objectives In Year 9 the aim of the Chemistry scheme of work is to begin the careful teaching of the iGCSE curriculum. A number of core Chemistry concepts are introduced and rigorously developed including; Kinetic Theory, Atomic Structure and Bonding, the Mole Concept and the Periodic Table. An appreciation of the development of Chemistry both from an historical and experimental perspective is a particular focus of this important year. Term

Autumn

Topic

Description

Three states of matter Changing state

the particle model the cooling curve

Diffusion Basic Atomic Structure Electronic Structure

Particle behaviour Sub-atomic particles

Ionic Bonding Theory Covalent Bonding Theory

Ion formation and bonding Dot-cross diagrams

Pupils should be able to

Metallic Structure and Bonding

Spring

Structure and properties of substances

Ionic, covalent and metallic. Giant and simple structures

Counting atoms by weighing Formula determination and mass

The mole & RFM Empirical formula

Mass balance calculations

Conservation of mass

Reacting mass calculations

Calculating masses involving equations

Answer questions on these topics using the scientific knowledge and understanding that they have gained.

History of the Periodic Table

Summer

Groups of metals – Group I and II Groups of non-metals – Group VII Revision period Internal exams and give back The Noble Gases and Transition Elements Gases in the atmosphere

Reactions and trends Reactions and trends

Composition and Pollution

Suggested further reading: How to Make the Universe with 92 ingredients by Adrian Dingle Chemistry Connections by Karukstis & Von Hecke Curie & Radioactivity by Paul Strathern

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CICT Aims and Objectives Computing and ICT is not just the study of computers or software, although this plays an essential part in what we do, but our emphasis is on understanding how they both can be used to solve problems for people. This understanding of how to solve problems and the ability to apply these skills informs our pupils in a way that sets them apart from those who are adrift on the sea of technology.

Term

Learner Negotiation of Topic to ensure task ownership and understanding of relevance

Description

Pupils should be able to understand the relevance of the topics during the year and take ownership of problem-based learning

What can robots do? Design thinking

Autumn

Robotics Problem-Based Learning

Introduction to programming a solution Sensing and reacting

Plan, develop, implement, evaluate and document a project involving the use of physical electronics designed to solve a problem for a reallife user

Dynamic feedback and control

Big Data Analysis

Presentation How can we make any sense when there is so much information? Company design and project lifecycle Continue project lifecycle Game design & test plan

Spring

Games Company Project

Project Proposal preparation Game implementation

Understand the lifecycle of developing a long-term project, as well as the development of a company to produce and market a game

Game implementation

Purple Spiders

Game evaluation and competition submission Website Content Gathering Introduction to HTML

Portfolio preparation Summer

Exam week Purple Spiders

Implementation of website. Evaluation and presentation of website

Develop a creative and professional website to be able to convey information and deliver an enjoyable web experience.

Suggested further reading: HTML & CSS: Design and Build Web Sites by John Duckett Head First HTML and CSS by Elisabeth Robson and Eric Freeman Python Programming for the Absolute Beginner by Mike Dawson

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Design & Technology Aims and Objectives Design and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for the pupils to become autonomous and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through Design and Technology, all pupils can become discriminating and informed users of products, and become innovators.

Exam Board: Web link: Course Code:

Week/ Term

OCR http://www.ocr.org.uk/qualifications/gcse/gcse-design-and-technology-j310-from-2017 J310

Task

Enterprise Project

Description

Working in teams, are asked to consider the whole process of design, from initial ideas to manufacturing and budgets to marketing and branding.

Pupils should be able to Students develop an understanding of formulating and working to solve a design problem through their participation in the Design Museum’s Design Ventura competition.

Students gain an understanding of upcycling and the economics of working as an entrepreneur.

Autumn

Mechanical Systems

Introduction to Mechanical Systems: Types of Motion • Linear • Reciprocating • Rotary • Oscillating Gearing systems • Spur • Crown • Bevel • Worm • Rack and Pinion CAMs and Followers • Cylinder cam • Pear cam • Snail cam • Flat Follower • Roller Follower • Point Follower Levers and Linkages • Type 1,2 and 3 levers • Reverse Linkage

Pupils learn about the different mechanical systems, where the systems are applied and can apply mathematical principles to calculate gear ratios, loci and moments.

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Metals

• Push Pull Linkage • Cranks Pulleys and Belts • Pulleys and flat belt • V Pulleys and belts Introduction to Metals Ferrous Metals • Iron, Steel & Stainless Steel Non-Ferrous Metals • Aluminium, copper and tin Alloys • Brass, pewter & tin/lead solder Properties and Characteristics of Metals • Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity Lifecycle of Metals • Recycling and sustainability • Upcycling

Pupils cover a wide variety of theory examining metal as a material and its manipulation and use.

Commonly Available Forms and Stock Components • Length, sheet, reels, rods • Bolts, Rivets, Hinges, Screws

Pupils are able to apply their knowledge to answer questions about metals.

Manufacturing in School • Wastage Techniques: Sawing, drilling, sheering and turning • Addition techniques such as welding/brazing and riveting • Deforming and reforming: pressing, bending & casting

Spring

Industrial Manufacture • CNC Milling, turning, sheet metal folding, pressing and stampings and die casting.

Application of principles

Bluetooth Speaker

Pupils apply their understanding of metal manufacturing methods. They apply creative process to design the projection aspect of the task Practical competencies developed include: • Marking and Cutting techniques • External and Internal Thread cutting • Facing off and parallel turning • Using Shears to shape metals • Mould making and casting. • Use of guillotine • Metal rolling • Welding and metals. 2021 Page | 18

Polymers

Introduction to Polymers Thermo polymers • PET, HDPE, PVC, LDPE, PS, PP, ABS, Acrylic and TPE Thermosetting polymers • Silicone, Epoxy Resin and polyester resin Properties and Characteristics of Polymers • Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity Lifecycle of Polymers • Recycling and sustainability • Upcycling • Eco-materials Commonly available Forms and Stock Components • Length, sheet, reels, rods, rolls • Caps, fasteners and bolts

Pupils cover a wide variety of theory examining polymers as a material and its manipulation and use. Pupils are able to apply their knowledge to answer questions about metals.

Manufacturing in School • Wastage Techniques: Sawing and drilling • Addition techniques such as adhesion and heat welding • Deforming and reforming: Moulding, vacuum forming and heat bending

Summer

Industrial Manufacture • Compression Moulding, injection moulding, vacuum forming, rotational moulding, extrusion and blow moulding

Control Systems 2 Application of principles

Electromechanical product – Practical. Students are to examine the context of the over 65s and identify a need that they can solve with either a mechanical or electronic system.

Analyse, Research and develop ideas for the over 65 contexts in order to solve a real-world problem. • Practical competencies developed include: • Use of microcontrollers, selection and use of Inputs and outputs. • Modelling and iterative modelling techniques. • CAD and CAM (often 3D Printing) manufacturing techniques.

Suggested further reading: The Essential Engineer: Why Science Alone Will Not Solve Our Global Problems by Henry Petroski Sustainable Materials – With Both Eyes Open by Julian Allwood and Jonathan Cullen The Gecko's Foot: How Scientists are Taking a Leaf from Nature's Book by Peter Forbes Sustainable Energy – Without the Hot Air by David J.C. MacKay 2021 Page | 19

Drama Aims and Objectives In Year 9 the aim of the Drama scheme of work is to provide pupils with a broad foundation for the GCSE Drama course: equipping pupils with a range of practical performance skills; building confidence and developing the imagination; encouraging the development of collaborative skills through ensemble work; introducing a knowledge of different production styles and theatrical genres; providing an introduction to a theatrical design, particularly in terms of lighting design and refining skills of robust explanation, analysis and evaluation in their responses to live theatre. Term

Topic Building confidence and key skills

Exercises and games designed to harness the group as a company

Stagecraft – Theatre Spaces

Introduction to different types of theatre spaces – their challenges and opportunities with theory and practical work

Stagecraft – Introduction to Stage Lighting

Autumn

Description

Lighting Workshops

Analysing Live Theatre: Digital recordings of “Small Island” or “Peter Pan”

Pre and post show practical and discussion work.

Spring

Summer

The Page to Stage Project

Pupils form theatre companies, becoming performers or designers/technicians and interpret, rehearse and stage their own mini production of an extract from s Shakespeare play.

Commedia Dell Arte

Practical workshops with the Commedia Dell Arte masks – exercises and work on group scenarios

Pupils should be able to • • •

Develop physical control and confidence Work in an ensemble Be centred/own a space

Understand the ways in which space, performer and audience interact to create meaning. Understand the effects that can be created by choice of lantern; angle; colour; shape; intensity; animation; transition • Refine skills of observation, analysis and evaluation and appreciate the choices made by theatre makers in order to create meaning • Apply theoretical lighting knowledge to practice: their own designs/ those of others • Draw a ground plan • Appreciate theatrical techniques and devices such as fourth wall, multi role, multiple use of props, cyclorama • Recognise the difference between play and production • Develop interpretive skills: asking questions and making clear choices • Recognise the need for precision in conveying clear meaning to an audience. • Develop performance and design skills • Collaborate effectively •

Appreciate the influence of Commedia Dell Arte on comedy

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• •

Understand the need for clear, bold physical choices Develop skills of timing, physical comedy, interaction with audience

Revision for internal exams • • The skills of Improvisation Or Work on Monologues Or A Devising Project

Improvisation exercises and games Or a series of workshops on exploring and rehearsing a script Or A series of lessons exploring physical and ensemble skills

• • • • •

Develop confidence in making clear, precise performance choices Take risks without the fear of mistakes Stay open and alert and “in the moment! Trust creative impulses Build trust with fellow performers Learn to apply objectives Recognise the importance of space, stillness and silence in creating meaning.

Suggested further reading and watching: All About Theatre – National Theatre (Walker books) Peter Pan by JM Barrie A Small Island by Andrea Levy Episodes of Fawlty Towers Theatre – e.g. at The National Theatre, The Unicorn Theatre, The Globe Theatre

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English Aims and Objectives In Year 9, boys continue to develop confidence and competence through exposure to a rich and varied literary heritage. Pupils refine their skills in drafting and improve their ability to write at length. Boys are expected to read increasingly challenging material independently. We seek to develop in the boys a capacity for sustained, focused attention in order to identify the complexities and nuances of texts. We want them to show a willingness to take risks — to respond honestly and to challenge texts and themselves. Boys will gain a knowledge of other places, periods and people and will learn about cultures and worldviews different from their own. They will engage with ideas that may challenge their own values or beliefs, but they will also come to understand and appreciate what we all have in common. In this way, literature engages them in reflection and rumination as readers, but also as citizens of a wider world. This enabling form of knowledge is essential to function as a fully enfranchised pupil in the 21st century. Primary text types: at least one of these text types will form the backbone of your son's experience across this term. He may explore a longer text across the whole term, or a range of shorter texts. In this case not all texts need to be from the primary text type. Primary writing focus: at least three pieces of writing your son completes across the course of the term will be of this type. In addition, he will do a wide variety of speaking and listening activities, as well as other types of writing.

Term

Autumn

Spring

Summer

Primary text type Shakespeare, e.g.: • Romeo and Juliet • Othello Novel/short stories/other prose fiction, e.g.: • Of Mice and Men John Steinbeck • To Kill a Mockingbird Harper Lee • 1984 - George Orwell Poetry/non-fiction, e.g.: • Mother Tongue - Bill Bryson • Y9 poetry anthology

Primary writing focus

Pupils should be able to

PEA+: Analysing character, language and structure

Produce at least three clear, detailed and increasingly complex pieces of analytical writing, using PEA+ to explore the text(s) they are studying.

Creative: Writing to explore/imagine/describe and argue/persuade/review

Produce at least three highquality pieces of creative writing to suit a range of tasks and audiences.

PEA+: Analysing character, language and structure

Produce at least three clear, detailed and increasingly complex pieces of analytical writing, using PEA+ to explore the text(s) they are studying.

Suggested further reading: Brave New World by Aldous Huxley Extremely Loud and Incredibly Close by Jonathan Safran Foer Where the Crawdads Sing by Delia Owens The Kite Runner by Khalid Hosseini Maus by Art Speigelmann Out of Shadows by Jason Wallace The Catcher In The Rye by J. D. Salinger The Curious Incident of the Dog in the Night-time by Mark Haddon The Hitchhiker's Guide to the Galaxy by Douglas Adams The Lord of the Rings by J. R. R. Tolkien 2021 Page | 22

When I Was Joe by Keren David Annexed by Sharon Dogar Everyone knows about Anne Frank, and her life hidden in the secret annexe - or do they? Peter van Pels and his family are locked away in there with the Franks, and Peter sees it all differently. He's a boy, and for a boy it's just not the same. What is it like to be forced into hiding with Anne Frank, to hate her and then find yourself falling in love with her? To know you're being written about in her diary, day after day? Boys Don't Cry by Malorie Blackman Malorie Blackman explores the unchartered territory of teenage fatherhood. You're waiting for the postman he's bringing your A' level results. University, a career as a journalist - a glittering future lies ahead. But when the doorbell rings it's your old girlfriend; and she's carrying a baby. Your baby. Code Name Verity by Elizabeth Wein This is an award-winning and bestselling tale of friendship and courage. Only in wartime could a stalwart lass from Manchester rub shoulders with a Scottish aristocrat, one a pilot, the other a special operations executive. When a vital mission goes wrong, and one of the friends has to bail out of a faulty plane over France, she is captured by the Gestapo and becomes a prisoner of war. Fugitive Pieces by Anne Michaels Jakob Beer is seven years old when he is rescued from the muddy ruins of a buried village in Nazi-occupied Poland. Of his family, he is the only one who has survived. Under the guidance of the Greek geologist Athos, Jakob must steel himself to excavate the horrors of his own history. Half of a Yellow Sun by Chimamanda Ngozi Adichie This is a novel about Africa in a wider sense: about the end of colonialism, ethnic allegiances, class and race and about the ways in which love can complicate all of these things. Lord of the Flies by William Golding A plane crashes on an uninhabited island and the only survivors, a group of schoolboys, assemble on the beach and wait to be rescued. By day they inhabit a land of bright fantastic birds and dark blue seas, but at night their dreams are haunted by the image of a terrifying beast. Nation by Terry Pratchett On the day the world ends ...Mau is on his way home from the Boys' Island. Soon he will be a man. And then the wave comes - a huge wave, dragging black night behind it and bringing a schooner which sails over and through the island rainforest. The village has gone. The Nation as it was has gone. Never Let Me Go by Kazuo Ishiguro A group of students grow up in a darkly skewered version of contemporary England. Narrated by Kathy, now 31, the novel hauntingly dramatises her attempts to come to terms with her childhood at the seemingly idyllic Hailsham School, and with the fate that has always awaited her and her closest friends in the wider world. Nineteen Eighty-Four by George Orwell, 'Who controls the past controls the future: who controls the present controls the past'. Teacher's Dead by Benjamin Zephaniah A teacher is dead, murdered by two of his students in front of the school. He was a good man. People liked him. So how could this happen? Why? It just doesn't make sense to Jackson, and he is determined to investigate the case until he understands. The Ask and the Answer by Patrick Ness This is a tense, shocking and deeply moving novel of resistance under the most extreme pressure. This is the second book in the Chaos Walking trilogy.

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French Aims and Objectives This year builds upon the work done in the Junior School with particular emphasis on longer pieces of writing and oral fluency. Pupils are also introduced to a wider range of vocabulary and more complex grammar including a range of verb tenses. This year’s study also prepares pupils for the IGCSE course which starts in Y10. Term

Topic

Free Time

Free Time Autumn Holidays

Holidays

School and Future plans

Grammar

Pupils should be able to

jouer à/de, faire+ du/de la/des adverbs eg of frequency revise some present tense verbs comparatives and superlatives revising perfect/future tenses introducing imperfect pronoun y future tenses using past and future tenses together using imperfect and perfect together après avoir/être +pp Conditional (top sets) negative reflexive verbs (daily routine)

Write an essay to describe a recent weekend

School and Future plans Spring

School and Future plans

modal auxiliaries future tenses and expressions

School and Future plans

If clauses (si + present and future)

Healthy living

Summer

My Town

adverbs imperative reflexive verbs (eg perfect tense) depuis+ present en + present participle expressions with avoir Revision of all tenses and grammar covered

Exams

Write about a recent meal in a restaurant

Describe a journey

Talk about a future and a past holiday

Describe your current school and your previous school How to improve your school Describing your plans for further study and work. Work experience

Describing your diet and lifestyle Going to the doctor’s and/or hospital and being able to explain what is wrong Describing and giving opinions on your local area Respond to listening, reading, grammar, oral and writing tasks

Exam analysis Film Study

Film to be chosen by teacher

To analyse, comment on and summarise a film in French

Suggested further reading: Mary Glasgow magazines (issued by teacher in class) Okapi and Le Monde des Ados magazines (in library) www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com www.linguascope.com 2021 Page | 24

Geography Aims and Objectives The Year 9 Geography course is a contemporary and challenging course which seeks to explore some of the major global challenges of the 21st century: development, climate change and the geography of health and disease. After the Spring half-term, pupils then begin the IGCSE Geography course. Term

Autumn

Spring

Topic

Description

The geography of health and disease

Factors affecting spatial patterns of disease and health. Cholera.

The epidemiological transition model (ETM)

The stages of the ETM in relation to different types of diseases and level of development.

Malaria

Causes, effects and management.

Diseases of affluence

Causes, effects and management.

Climate change

Causes, impacts and mitigation.

Climate change conference

Issues related to the impacts and mitigation of climate change. MUN style conference representing the views of different nations at different levels of development.

Pupils should be able to Why health can depend on where you live. How our understanding of factors affecting health and disease has changed over time. Describe how and explain why level of development influences the stage of the ETM. Explain why countries at different levels of development and stages of the ETM are affected by different disease and health issues. Explain why there is a shift from communicable to noncommunicable disease as a country develops. Describe the causes of malaria and the factors which influence the spread of the disease. Explain why diseases of affluence become more prevalent as a country develops through the ETM. Describe the impacts and management strategies. Describe how the enhanced greenhouse effect causes climate change. Describe the impacts of climate change on the physical and human environment. Describe the ways in which we can mitigate against climate change on a range of scales. Show an understanding of the contentious nature of the issue. Understand that mitigating against climate change is a complex issue. Understand that there are a range of viewpoints on the nature and scale of climate change, therefore a range of views on how we should tackle the issues. Understand that there are a range of factors which influence decisions related to global issues. 2021 Page | 25

Development

The measures of development. Defining development.

Rates of development

Development groupings

How social development is measured.

Challenges facing development in South Asia and Sub Saharan Africa Summer

GCSE Social Development

Health care issues in Sub Saharan Africa.

Name and describe how development is measured. Understand that development can be measured and perceived in different ways. Name and describe the different groupings, e.g. BRICS, MINT, oil rich, G8, LEDC, MEDC. Understand that groupings can be over simplistic and that a range of factors cause different rates of development in different countries. Use Gapminder to describe, explain and analyse rates of development. Describe how gender and health are used to measure development. Explain the concept of the development continuum. Describe how social development evidence to measure the development gap. Explain factors influencing birth and death rates and describe how population pyramids can be used to reflect population structure. Describe challenges associated with child labour and the education of girls. How these issues are tackled. Explain reasons for refugee movement and asylum seekers and describe how the issue is tackled at different scales. Explain reasons for high rates of infant mortality. Describe the challenge of HIV and Malaria. Describe how these issues are tackled, and top down and bottom up approaches to development. Describe how progress is measured and what progress is being made.

Suggested further reading: Red Dust by Mian Jian, White Tiger by Aravind Adiga, The Kite Runner by Khaled Hosseini, A Squatter’s Tale by Ike Oguine, Himalaya by Michael Palin, Pole to Pole by Michael Palin, Waking the Giant by Bill Maguire, The Landgrabbers by Fred Pearce, 10 Billion by Stephen Emmett, Kandahar Cockney: A Tale of Two Worlds by James Ferguson

2021 Page | 26

German Aims and Objectives This year builds upon the work done in the Junior School with particular emphasis on longer pieces of writing and oral fluency. Pupils are also introduced to a wider range of vocabulary and more complex grammar including a range of verb tenses. Term

Topic

Die Ferien

Grammar

Revision of the perfect tense using haben and sein

Imperfect ich war and es war

Polite Sie Accusative & indefinite article Einkaufen & Essen In & dative/accusative

Autumn

Um...zu & infinitive

Gern, nicht so gern, lieber, am liebsten Modal verb müssen + infinitive Nach der Schule

Time manner place in the perfect tense Changing ich to er in the perfect tense

Possessive adjectives Wenn Gesundheit

Modal verb können Seit used with the Present tense

Spring Adverbs of frequency Possessive adjectives

Weil and word order Wir gehen aus

Future tense

Pupils should be able to -Talk about where they went in the holidays and what they did at the weekend -Use key verbs in the perfect tense in the ich, du, er/sie, wir forms. Pupils should also recognise the sie (they) form -Buy fruit and vegetables using authentic German expressions -Order in a café -Say what you can buy in different shops -Talk about a past shopping trip -Talk about pocket money with reference to their own experiences -Understand German Xmas traditions

-Talk about different types of TV programmes -Discuss preferences using gern/lieber/am liebsten -Use the 12 hour clock -Talk about a past school excursion or trip

-Read for gist as well as for detail. -Name the parts of the body -Use possessive adjectives accurately -Say what the matter is and describe symptoms of illness -Talk about healthy and unhealthy eating -Talk about eating habits using adverbs of frequency -Understand a longer text about sport and identify key detail

-Write or perform an interview using different tenses -Issue, accept and decline invitations -Give reasons using weil 2021 Page | 27

Adjective endings with einen/eine/ein ihr Separable & reflexive verbs ich hatte and ich war Perfect tense with separable verbs

Modal verb wollen Time manner place revision Zu + dative Austausch Future tense

Summer

Revision of use of present, perfect and future tenses Revision and exam preparation Film study

-Use the future tense to talk about what they will wear -Use adjectives correctly to add variety -Talk about a party in the past tense -Talk about their daily routine using separable & reflexive verbs.

-Talk about typical youth problems -Saying what you want to do using ich will and wir wollen -Learn about a German city -Write about a shopping trip in the perfect tense -Read and listen for information about the past, present and future -Talk about the past, present and future

- Give information about a town or village

Perfect tense separable verbs

Suggested further reading: 1. 2. 3. 4. 5.

Mary Glasgow magazines (Das Rad/Schuss) www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com www.linguascope.com

2021 Page | 28

History Aims and Objectives This course focuses on key events of the twentieth century and so provides a strong foundation for further study of History in Year 10 and beyond. Pupils study the causes of the First World War, the First World War focusing on the Western Front and its impacts. We move onto a study of the Russian Revolutions of 1917, before studying the Second World War and its global impact. The final term is spent studying decolonisation and the struggle for independence from the British Empire of many countries. Term

Topic

Description

Pupils should be able to Assess the reasons why the First World War broke out in 1914

Jutland and the War at Sea

Imperialism, Nationalism, Arms Race, Alliance System, Assassination of Franz Ferdinand, The Blank Cheque The Schlieffen Plan, Belgian Resistance, Britain enters the war, the BEF, The Battle of Mons, The Battle of the Marne The Development of trench warfare on the Western Front, The Race to the sea, Trench Life The Gallipoli Campaign. Significance of campaign and ANZAC day in Australian and New Zealand national consciousness. Dreadnoughts. U-Boats. Battle of Jutland. Unrestricted submarine war.

Role of Old Haberdashers in the War

Remembrance for Old Haberdashers pupils and staff who died in the Great War.

Battle of the Somme

Haig’s Plan. The First Day. The deployment of the Tanks. The Somme as a learning experience

Battle of Third Ypres

Strategic importance of Ypres, Messines Ridge, Battle of Passchendaele

1918: British, French and American victory. The role of troops from the British Empire German defeat.

America enters the war. The Spring Offensive. Allied counter-attack. The role of troops from the British Empire in securing victory.

Causes and outbreak of the First World War Schlieffen Plan and its failure Trench Warfare

Gallipoli

Autumn

Consequences of First World War. Spring

Why did Tsarism collapse in February 1917? Why did the Provisional Government fail? How did the Bolsheviks seize power? How did the Bolshevik stay in power and consolidate their rule 1918-21? Why is The Holocaust widely regarded as the worst crime in European history?

Death. Spanish Flu, Nationalism, Revolution, redrawing of national boundaries, women’s suffrage in the UK. Nicholas II, The Russian Empire, Opposition to the Tsar, Rasputin. Impact of First World War on Russia. Kerensky’s failing, July Days, Kornilov Affair

Role of Lenin and Trotsky. Popularity of revolution. Storming of the Winter Palace. Employment changes, Rights for women, nationalisation, One Part State, Peace with Germany, The Russian Civil War, Murder of the Tsar and Family, Crisis of 1921 Antisemitism. Overview of the Holocaust and case studies.

Explain reasons the Schlieffen Plan failed Produce notes on Trench Warfare and trench life. Describe the failure of the Gallipoli campaign Assess the significance of the War at Sea Understand the impact that the Great War had on the Haberdashers’ community Assess what went wrong on the First Day of the Somme for the British Army. Evaluate the Battle. Explain why there were so many British casualties. Explain why the British and their allies won the First World War. Assess the legacy of the Great War Evaluate how far the First World War contributed to the end of Tsarism. Assess reasons for the failure of the Provisional Government Evaluate Bolshevik seizure of power Assess the reasons why the Bolshevik were about to consolidate their rule 191821 Evaluation of the factors that led to the Holocaust. The Holocaust as an historic event. 2021 Page | 29

Consolidation of work so far and revision Internal exams Why did British rule in India collapse?

What were the consequences of the partition of India?

Revision and exam preparation

The Raj, Collapse of the British Empire and decolonisation since 1945:-Gandhi Nehru, Jinnah, The Partition of India, Creation of the Republic of India and the Dominion of Pakistan

Analysis of why the British Empire Collapsed after the Second World War.

Student Presentations on aspects of Decolonisation

What have been the consequences of Indian independence? What challenges and success have their been for India since 1947?

Suggested further reading: Western Front by Richard Holmes The Sleep Walkers by Christopher Clark The War that Ended Peace by Margaret Macmillan The Face of Battle by John Keegan Testament of Youth by Vera Britton All Quiet on the Western Front by Erich Maria Remarque Crucible: The Long End of the Great War and the Birth of a New World, 1917-1924 by Charles Emmerson The Last Days of the Tsar by Robert Service Ten Days that Shook the World by John Reed Descent into Barbarism 1933-51 by Martin Gilbert Final Solution: The Fate of the Jews 1933-1949 by David Cesarini The Holocaust: A New History by Lawrence Rees Unfinished Empire: The Global Expansion of Britain by John Darwin Decolonisation: The British Experience since 1945 by Nicholas White Black and British by David Olusoga Inglorious Empire: What the British did to India by Shashi Tharoor

2021 Page | 30

Latin Aims and Objectives In Year 9 the aims of the Latin scheme of work are: to develop an insight into the structure of an inflected language; to discern derivations from Latin and improve command of English; to develop critical insight into the way language is used to express feelings and influence people; to learn about the past through primary sources in the form of written evidence and archaeological remains. Term

Topic

Description

Aquae Sulis and its baths Perfect Passive Participle Magic and Curses Perfect Active Participle Genitive

(Partitive and descriptive)

Roman Religion and Romanisation Autumn

Pupils should be able to Understand Romans’ use of public baths Recognise and translate Perfect Passive Participles Understand the Romans’ use of ‘defixio’ Recognise and translatve Perfect Active Participles Translate the different uses of the genitive

‘cum’ and Pluperfect and Imperfect Subjunctive

Understand more about Roman religion Recognise and distinguish the different types of participles Recognise and translate neuter nouns Understand more about travel in the Roman world Translate ‘cum’ with the subjunctive

The Legionary Soldier. The Auxiliaries.

Understand more about the life of a legionary soldier

Summary of Participles Neuter Nouns

(Nominative and Accusative Plural)

Travel and Communication

Recognise and translate Indirect Questions Recognise the endings of the Subjunctives

Indirect Questions Conjugations of Imperfect and Pluperfect Subjunctive Senior Army Officers and the Career of Agricola

Understand the structure of the Roman army Understand and translate purpose clauses Recognise gerundives of obligation Learn more about Roman legionary fortresses Recognise and translate indirect commands Recognise and translate results clauses To recognise the Ablative Case.

Purpose Clauses Gerundives of Obligation The Legionary Fortress Indirect Commands Spring Result Clauses Ablative Case All the uses of the Ablative case

(Third person singular and plural)

Distinguish the Ablative case from other cases.

Expressions of time

Distinguish the different time expressions in Latin

Looking at Historical Evidence

To find out more about our evidence for the Roman world 2021 Page | 31

Revision of noun cases and uses Revision of adjectives, including comparatives and superlatives Revision and consolidation of pronouns, including relative pronouns Consolidation of grammar learnt this year including participles and uses of the subjunctive School Examination Week Introduction to the Passive Voice The Structure of Roman Society

To learn their noun endings and to translate accurately To translate adjectives accurately To learn their pronouns and translate accurately To understand fully the new grammar learnt this year.

To recognise Present and Imperfect passive endings To learn more about the structure of Roman society.

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Mathematics Aims and Objectives In Year 9 we work on algebraic and geometric problems in detail and extend the use of these techniques in the context of problem solving. Now the pupils learn how to use all of the tools at hand when solving a problem, and they work on the efficiency and integrity of their arguments. Term

Topic

Description •

Algebra 1

•

• • • Graphs 1 • •

Shape and Space 1

• • •

Autumn

Simplifying algebraic expressions Simplifying algebraic expressions with brackets Solving equations Gradient of a line Plotting straight line graphs Straight-line conversion graphs Triangles, quadrilaterals, polygons Bearings and scale drawings Constructions Similar triangles

Pupils should be able to

Work with algebra efficiently using standard conventions

Draw accurate graphs and use them in problem solving

Construct accurate scale drawings and use them in problem solving

UNIT TEST 1 Sets

Number 2

• • • • • • •

Algebra 2 • • • •

Graphs 2

Spring

Shape and Space 2

Algebra 3

• • • • • •

Set notation Venn diagrams Standard form Percentages Percentage increase and decrease Simplifying algebraic fractions Solving equations with roots and powers Positive integer indices Linear inequalities Straight line graphs Sketching straight line graphs Simultaneous equations Pythagoras’ theorem Circle theorems Simple factorising Simplifying fractions Equations with fractions

Understand set notation language and use Venn diagrams in problem solving Understand standard form notation Use percentage multipliers efficiently in compound percentage problems

Manipulate algenraic expressions following the rules of algebra

Draw and sketch graphs from equations and use to solve equations graphically

Recap of Pythagoras and introduction to circle theorems

Important algebraic techniques

2021 Page | 33

•

Simultaneous equations

INTERMEDIATE MATHS CHALLENGE • Graphs 3

Shape and Space 3

• • • •

Distance-time graphs Speed-time graphs Tangent ratio Calculating sides Calculating angles

Use travel graphs in problem solving

Introduction to Trigonometry

UNIT TEST 2 Handling data 2

Number 4

Algebra 4

Graphs 4

• • • • • • • • • • •

Shape and Space 4

• • •

Handling data 3

• •

Number 5

• • • • •

Algebra 5

•

Summer • •

Graphs 5

• • •

Frequency tables Discrete data Continuous data Compound percentages Inverse percentages Using formulae Change of subject Further formulae Quadratic graphs Solution of quadratic equations Sine and cosine ratios Calculating sides Calculating angles Measures of dispersion Quartiles Cumulative frequency Calculators Estimating Rounding, Upper and lower bounds Multiplying brackets Factorising quadratic expressions Solving quadratic equations by factorisation Problems leading to quadratic equations Representing inequalities graphically Perpendicular lines Midpoints Using Pythagoras’ theorem

Different types of data and ways to represent data Important numerical techniques in practical problem solving

Algebraic manipulation basics

Dealing with all things quadratic

Completing the trigonometry picture

More advanced inspection of data sets

Efficient and appropriate use of calculators

Vitally important algebraic skills needed by all future maths students

Coordinates work

SUMMER EXAMINATION • • • Shape and Space 5 • •

Transformations Translations Reflections and rotations Enlargements Combined transformations

IGCSE transformations work all in one place

2021 Page | 34

• Handling data 4

• •

Congruence

•

Probability – single events Experimental probability Theoretical probability In-house written unit

Probability with standard notation

Learn the meaning of ASA, SSS, SAS, RHS

Suggested further reading: Art of Problem Solving Series: AoPS: The Basics, AoPS: And Beyond, AoPS Introduction to Algebra, AoPS Introduction to Geometry, AoPS Introduction to Number Theory, AoPS Introduction to Counting and Probability A prime puzzle, The Backbone of Pascal's Triangle, New Problems in Euclidean Geometry UKMT handbooks: First Steps for Problem Solvers, A Problem Solver's Handbook, A Mathematical Olympiad Primer (2nd Edition), A Mathematical Olympiad Companion, Introduction to Combinatorics, Introduction to Inequalities, Introduction to Number Theory, Plane Euclidean Geometry UKMT Pathways: The Geometry of the Triangle, Crossing the Bridge

2021 Page | 35

Music Aims and Objectives In Year 9, the course aims broadly to continue the experience of Music lessons from years 7 and 8, while also giving an introduction to the type of study encountered in GCSE. More emphasis is given to working as individuals, and ability to perform on an instrument (including singing) is expected. Some of the topics studied at GCSE are introduced, and preliminary composition exercises galvanise understanding of the elements of each topic studied. Term

Topic Study: Minimalist Music of John Adams, Steve Reich and Terry Riley Study: Pop Music of the 1990s to the present

Autumn

Performance: Solo Composition: Preliminary exercises in minimalism Composition: Preliminary exercises in pop song

One solo performance to be recorded. A minimalist exercise employing at least 3 parts and two ostinati. A pop song exercise, creating a 48 bar chord sequence and melody

Study: Contemporary Folk Music of the British Isles Performance: Solo or Ensemble

One solo or ensemble performance to be recorded.

Composition: Preliminary exercises in programmatic writing

Create a leitmotif and arrange it for three contrasting scenarios

Composition: Preliminary exercises in folk music Study: Piano Music of Chopin and Schumann

Summer

Including Clapping Music, Short Ride in a Fast Machine, In C, Shaker Loops Including Adèle 21, Keys Girl on Fire, Swift Elephant, Coldplay Ghost Stories

Including Star Wars, Pirates of the Caribbean, The Dark Knight, Little Big Planet, Halo Including Mumford and Sons Sigh no More and Rusby Little Lights

Study: Film and Computer Gaming Music

Spring

Description

Create a melody in compound time, with suitable accompaniment. Including Raindrop Prelude, Military Polonaise op40 no1, Kinderszenen

Pupils should be able to Identify the key features of Minimalist Music Identify the key features of modern popular music Perform to a high standard and both peer and self-assess effectively. Demonstrate the ability to layer and phase shift Demonstrate an understanding of functional harmony, and melody writing. Identify the key features of film and computer gaming music Identify the key features of contemporary British folk music Perform to a high standard and both peer and self-assess effectively. Demonstrate the ability to reflect and create different moods within one motif. Demonstrate an understanding of what makes a good piece of folk music. Identify the key features of Romantic Piano Music

Performance: Ensemble

One ensemble performance to be recorded.

Perform to a high standard and both peer and self-assess effectively.

Composition: Preliminary exercises in Romantic Piano Music

Create a 16-bar piano miniature

Demonstrate an understanding of piano writing and texture.

Composition: Preliminary exercises in African/Caribbean fusion

Create a 16-32 bar exercise exploring African or Caribbean rhythms, and employing appropriately typical instruments

Demonstrate an understanding of African or Caribbean Music, and how it can be incorporated into their own compositions.

Suggested further reading: The Story of Music by Howard Goodall Keeping your Nerve! by Kate Jones This is your Brain on Music by Daniel Levitin Musicophilia by Oliver Sacks Orchestral Technique by Gordon Jacob 2021 Page | 36

Physical Education Aims and Objectives The Year 7 programme of study is duplicated in Year 8 and is taught in mixed ability form groups. This repetition and reinforcement of work allows pupils to participate with greater confidence and offers the satisfaction of improved performance in the second year of study. Similarly, the Year 9 and Year 10 programmes offer the same opportunities for reinforcement. PE is set according to ability in Years 9 and 10. The programme offers the opportunity to extend the knowledge and skill accrued in the previous years and prepares these pupils for the diversity of programme available in Senior Games on Wednesday afternoons. Carousel

Topic

Description RAMP warm up & FS intro Squat & Hinge movements

Athletic Development

Push & Pull movements

1 Brace & Rotate movements

Jumps & Landings

Speed & Acceleration Swimming Stroke correction Swimming 2

Swimming Water Polo Water Polo Water Polo Badminton

Distance swim Timed 25m Treading water (egg-beater), dribbling, shooting, passing. Conditioned game Full game

Serves, clearing shots, smash, drop shots

Badminton

Singles

Badminton Volleyball

Doubles Sets, Serves, Digs, Spikes, Blocks Conditioned games Full games

Volleyball Volleyball

Spikeball 4

Tchoukball Dodgeball

Pupils should be able to Understand how to W.up & use FS safely. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Identify and execute the correct techniques for these movements. Understanding the concept and execution for explosive movements Whole-part-whole practice of correct arm/leg/breathing techniques for all three major strokes. Establish and record aquatic cardiovascular fitness. Record sprint times in all three major strokes Develop and practice water polo skills and gameplay.

Develop and practice badminton skills for doubles and singles.

Introduce and develop volleyball skills and gameplay. Introduce different methods of transferring skills across multiple activities such as communication, teamwork, spatial awareness and 2021 Page | 37

Game Play

Foot Tennis

proprioception to develop a range of athletic qualities.

Danish Longball Bench ball

Fitness Suite

Resistance machines

Fitness Suite Fitness Suite

Cardiovascular machines

Table Tennis

Serves, forehand, backhand, smash, drop shots

Table Tennis Table Tennis Softball Softball 6

Introduce and develop a safe and effective use of the fitness suite.

Free weights

Singles

Understand and perform the skills and tactics for singles and doubles tennis.

Doubles Hitting, pitching, fielding, base running Conditioned games

Softball Athletics Athletics Athletics

Conditioned games Track events Field events - Jumps Field events - Throws

Sports Science Sports Science

Intro to GCSE Sports Science Intro to Physiology

Sports Science

Intro to Sports Psychology

Sports Science

Intro to History of sport

Sports Science

Intro to Media in sport

Sports Science

MC Test

Introduce and develop softball skills and gameplay.

Develop and practice track and field events.

Introduce GCSE Sports Science and develop an understanding of the theoretical concepts that underpin sporting performance.

Suggested further reading: The Miracle of Castel De Sangro by Joe McGinniss Legacy by James Kerr Luck by Ed Smith Friday Night Lights by H.G. Bissinger The Sports Gene by David Epstein The Lords of the Rings by Andrew Jennings

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Physics Aims and Objectives The Year 9 aims are: • To build up experimental skills, encouraging safe and accurate working practices; • To cultivate more of an awareness of the wider implications of physics and its role as the ultimate experimental science; • To enhance the pupils' graphical and written communication skills; • To introduce pupils to investigation skills; • To continue the KS3/KS4 Programme of Study. Term

Topic

Description

Pupils should be able to

Classes taught the following topics in different orders TOPIC A 6 weeks

Nature and measurement of forces

Mass and weight

Spring extension

Mechanics

Work, kinetic energy, and gravitational potential energy

Conservation of energy

Mechanical power

Electric current and charge

Potential difference TOPIC B 6-7 weeks

Electricity Electrical resistance

Electrical components

Use the the units: kilogram (kg), metre (m), metre/second (m/s), newton (N), second (s), newton per kilogram (N/kg). Routine calculations using W = m×g and calculate weight on different planets. Carry out routine calculations using F = k × ext. Know that the initial linear region of a force-extension graph is associated with Hooke’s law. Carry out routine calculations using W = F × d. Carry out routine calculations using GPE = m × g × h. Carry out routine calculations using KE = ½ × m × v2. Describe energy transfers involving different forms of energy. Understand how conservation of energy produces a link between gravitational potential energy, kinetic energy and work. Describe power as the rate of transfer of energy or the rate of doing work. Use the relationship between power, work done and time taken P = W / t. Know that electric current in solid metallic conductors is a flow of negatively charged electrons. Know that the energy provided by a cell/battery is proportional to the pd across it. Explain resistance in terms of a flow of electrons and their collisions with ions. Know and use the relationship V = I × R. Know and explain the currentpotential difference graph for various components and identify the component from its graph. 2021 Page | 39

Electrical power

Electrical safety

Reflection TOPIC C 6-7 weeks

Optics Refraction

Total internal reflection

Transverse and longitudinal waves

Production and transmission of sound Speed of sound TOPIC D 6 weeks

Sound and waves Sound and hearing Noise Musical instruments

Sound waveforms on a CRO

Know and use the relationship P = I × V. Understand how the use of insulation, double insulation, earthing, fuses and circuit breakers protects the device or user in a range of domestic appliances. Use the law of reflection (the angle of incidence equals the angle of reflection). Draw and label a diagram illustrating the law of reflection. Understand that light is refracted when passing from one medium to another because the speed of light is different in the two media. Explain TIR and understand some of its important applications. Explain the difference between longitudinal and transverse waves and identify whether a wave is longitudinal or transverse. Describe sound production by the vibration of objects in air. Know and use the relationship wave speed = frequency × wavelength (v = f × λ). State the human hearing range. Understand how pitch relates to frequency and loudness relates to amplitude of a sound wave. Discuss noise pollution. Understand that different musical instruments have differing timbre for the same frequency of note. Understand how an oscilloscope and microphone can be used to display a sound wave.

Suggested further reading: Edexcel specification Y9 Physics Topics section on HabsNet: http://habsnet/Academic/Physics/SitePages/Y9.aspx

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Spanish Aims and Objectives This year builds upon the work done in the Junior School with particular emphasis on longer pieces of writing and oral fluency. Pupils are also introduced to a wider range of vocabulary and more complex grammar including a range of verb tenses. Modules are covered in an order to best suit the learning process rather than chronological. Term

Topic Module 1 Mis vacaciones ✓ Talking about holidays past and present ✓ Transport, activities, opinions

Autumn

Module 2 Todo sobre mi vida ✓

What you use phone for ✓ Opinions on music + TV Module 3 A comer

✓ Food preferences ✓ Ordering a meal ✓ Preparing for a party+ describing it Spring

Module 4 ¿Qué hacemos ?

✓ Arranging to go outaccepting/giving excuses ✓ Getting ready to go out

Grammar

✓ The preterite tense of

Pupils should be able to

✓ Talk about holidays past and present

regular –ar, -er and –ir verbs ✓ Preterite of Ser and Ir

✓ Discuss methods of ✓ transport, activities,

✓ Review of the present tense regular ✓ Impersonal verbs gustar encantar ✓ Use of comparative ✓ Combining the present + preterite

✓ Talk about how they use

✓ ✓ ✓ ✓ ✓

✓ Describe what they like

Use of negatives tú verses usted Near future Direct object pronouns Combined tenses

opinions

technology

✓ Give views on music and TV and make comparisons ✓ Gain some cultural insight into Spanish TV/music to eat

✓ Talk about immediate plans

✓ Gain cultural insight into Spanish food

✓ Stem changing verbsquerer/poder ✓ Reflexive verbs ✓ Colours/Adj agreement

✓ Arrange to meet friends or give excuses

✓ Describe routines

Complete Module 4

Module 5 ✓ Describing a Summer home/houses ✓ End of Year Exam ✓ Holiday activities

✓

Estar verses ser

✓

Se puede

✓

Grammar revision

✓ Talk about where something is ✓ Talk about your home

End of term film work – Zipey Zape Suggested further reading: Ahora (Mary Glasgow magazine)

Alejo y su pandilla 1 and 2 (reader) www.español-extra.co.uk

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Theology & Philosophy Aims and Objectives The aim of Year 9 will be to introduce the pupils to key theological and philosophical ideas, building upon the thematic work covered in the previous KS3 years. Ethics will be developed, building heavily upon ideas explored in Year 8, although the focus is around key scholars, and examining in depth their ideas and the implementation in the world. The holocaust will be a key feature of the ethics course, whilst the year culminates in a chance for the pupils to articulate their own world view. Term

Topic

Pupils should be able to

Arguments for the existence of God

An exploration of the traditional arguments for the existence of God, including: the Cosmological (First Cause) and Teleological (Design) Arguments; the Moral Argument; Pascal’s Wager; and the relationship between Science and Religion.

Critically analyse the strengths and weaknesses of each argument for the existence of God, ultimately determining if any / all are successful in proving God’s existence.

Atheism

An in-depth study of the ideas of Atheism, including: Humanism; Feuerbach; Marx; Sartre; and the Problem of Evil.

Understand the common goals of Atheism, and how different key thinkers have influenced the core ideas of Atheism. Pupils will also critically evaluate the effectiveness and truth of these ideas.

Autumn

Just War Theory

Spring

Description

The Holocaust

An overview of Just War Theory, and what constitutes a just a right war (if even possible!). This is viewed in light of recent conflicts. An in-depth study of the history and ethics of the Holocaust. This is then linked with a study of other genocides, such as the Rwandan genocide.

Understand the main conditions for a Just War and evaluate whether the Theory is still relevant. Understand the factors and motivations that led to the Holocaust, and critically evaluate the ethics contained therein. Understand and critically evaluate the Christian ethics that motivated the works of the three key figures, as well as analysing the success of their legacies. Understand how the three different Liberation theologies use key Christian ideas and teachings and apply them in different ways to their unique theology. Pupils will also critically evaluate and question the effectiveness and rightness of doing so.

Christian Ethics

A study of key Christian ethics as personified by Wilberforce, Bonhoeffer, and Martin Luther King Jr.

Liberation Theologies

Building on the study of Christian Ethics last term, pupils will revisit key Christian principles and teachings from the view of three main Liberation theologies: Black Theology, Feminist Theology, and Liberation Theology.

Kierkegaard’s Theology

Explore the ideas of faith as espoused by Kierkegaard, particularly the notion of a ‘leap of faith’ and the relationship between ethics and faith.

Understand and evaluate Kierkegaard’s position and critique of faith.

Worldviews in the Media

Exploring the different ways that worldviews are presented in various songs, books, or films.

Evaluating the truth claims that are being presented in the different media forms, as well as reflect on their own worldview.

Summer

Suggested further reading: See Y9 Suggested Reading List on Habsnet: http://habsnet/Academic/TheologyAndPhilosophy/SiteAssets/SitePages/Y9/Year%209%20Reading%20List.docx 2021 Page | 42

Key Skills

Page

Subject

Head of Department/Lead Teacher

Foreword

Mr Bass

Global Goals Education

Mt Taberner, Mrs Carrick,

Careers

Mrs Nash, Mrs Fielden, Miss Nairne

PSHCEE Drugs and Alcohol Awareness

Mr Bartlett, Mrs Chaudry, Mr Davis

Foreword The purpose of the Key Skills programme is to develop and nurture skills in our pupils that cut across curriculum areas and that support lifelong learning. These skills will enhance progress and attainment in education, employment, lifelong learning and personal development. The programme is a key ingredient in the education offered at Haberdashers’. Along with our Academic curriculum and Pastoral care, the key skills programme ensures that we achieve our aims: 1. 2. 3.

To challenge bright pupils to achieve the highest standards To develop a sense of community and shared values To support parents in preparing their sons for a fulfilled life

These subjects are non-examined. In particular the programme will • • • •

Foster the development of non-subject specific skills The early introduction of key skills will ensure that pupils gain an excellent grounding in these skills. This will enhance their progress through later years in the school. Develop practical skills in communication, digital literacy and study skills which will form a foundation upon which academic subjects can build and through which pupils can attain higher levels of progress. Ensure that pupils understand the values of our community and apply them to achieve both personal and community success.

The programme covers the following key skills: 1. Global Goals Education 2. Careers 3. PSHCEE Drugs and Alcohol Awareness Pupils are on a fortnightly period and a rotation after 3 or 4 lessons. Further talks on RSHE, Drugs Education and safety, anti-racism and LGBTQ+ issues are given by external providers.

2021 Page | 43

Global Goals Education Aims and Objectives In 2015, world leaders agreed to 17 Global Goals (officially known as the Sustainable Development Goals or SDGs). These goals have the power to create a better world by 2030, by ending poverty, fighting inequality and addressing the urgency of climate change. Guided by the goals, it is now up to all of us, governments, businesses, civil society and the general public to work together to build a better future for everyone. We feel that our pupils have to have a more global, empathetic and engaged response to global issues.We will use resources on gender equality, sustainable consumption and reducing inequalities to introduce Y9 pupils to The Global Goals https://www.globalgoals.org/ Pupils will be introduced to The Global Goals aims and discuss why they matter. There will be a focus upon three of the major goals, illustrated with case studies and classroom questions. Goal 5: GENDER EQUALITY: END DISCRIMINATION AGAINST WOMEN AND GIRLS End all forms of discrimination against all women and girls everywhere. One area of focus is exploring the role of gender equality in positions of leadership. What does Gender Equality mean to your class – what do they understand it to mean. Do they think it is important? Goal 10: REDUCED INEQUALITIES: PROMOTE UNIVERSAL SOCIAL, ECONOMIC AND POLITICAL INCLUSION By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard. Anti-racism campaigning as a driver of change. Goal 12: RESPONSIBLE CONSUMPTION AND PRODUCTION: PROMOTE UNIVERSAL UNDERSTANDING OF SUSTAINABLE LIFESTYLES By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature. We will focus on the plastics industry as an example for study.

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Careers Education, Advice & Guidance Aims and Objectives The school places great value on an education which prepares pupils for the challenges of their future lives. It recognises that in a world of rapidly changing opportunities pupils need to be able to identify their unique abilities and personal qualities and should possess skills which enable them to access both high quality information and experience of the world of work in order to manage their aspirations with confidence. The aim of CEIAG is to provide pupils with an environment in which they are able to make confident and informed career and higher education choices based on realistically high aspirations and a growing awareness of themselves. CEIAG at Haberdashers’ seeks to be appropriate to the learning environment of the School by accentuating the positive side of a high level of personal attainment and ambition through the following objectives: • • • •

Foster self-evaluation to enable pupils to learn about themselves; their interests, abilities, personal qualities, and what influences their decisions. Encourage career exploration by providing quality and up to date information about, and experience of, the world of learning and the world of work, and thus confidence in decisions made. Promote career management by asking pupils to take responsibility for their own career decisions and encourage realistic and flexible individual higher education and career paths. Prepare pupils to manage change and transition in a fast-moving world through their own sense of initiative and enterprise, seizing new opportunities and managing unexpected change with success.

Scheme of Work

Lesson

Topic

Learning outcomes - by the end of the session students should:

Interests profile

Have completed the Interests quiz on Unifrog, and be able to use the results to learn more about related careers.

Unifrog Careers Library treasure hunt

Have learnt about a variety of aspects of different careers and be able to navigate around the Unifrog careers library.

Talking about your activities

Have an understanding of the value of the different activities they have completed, and have reflected on the skills they have gained.

2021 Page | 45

PSHCEE Drugs and Alcohol Awareness Aims and Objectives PSHCEE consists of five components: Personal, Social, Health, Citizenship and Economic education. There is an additional Culture component in Years 7-10. The School values are embedded throughout the curriculum, with explicit teaching of the values in the Junior School. All pupils receive a weekly 30 minute PSHCEE lesson with their form tutors during morning tutor time. The Key Skills PSHCEE courses complement the form time sessions, and allow more detailed teaching of the subject using specialist teachers. As well as being informative, the PSHCEE course has been designed to be skills-focussed. Key skills of critical thinking, decision making and communication are developed throughout the course. When pupils leave HABS we expect that they will be equipped with the knowledge, skills and attributes to become morally responsible and valued citizens.

Objectives: • • • • •

To equip pupils with the necessary information they need to make choices which impact their personal and social development To allow pupils the opportunity to think critically about their personal development, using thinking skills to evaluate information and make decisions To provide pupils with a safe environment in which to practice their communication skills To encourage pupils to develop values and attributes that allow them to contribute to the school and wider community To provide pupils with an environment where they can critically evaluate their values and develop into morally responsible citizens

Scheme of Work Lesson

Topic

What is a drug?

Objectives – by the end of the session pupils should: • •

Understand the definition for drug. Evaluate their current knowledge of legal and illegal drugs.Vaping.

• • •

Be able to explain the major health risks associated with alcohol. Understand the safer drinking guidelines. Have considered how to reduce risk when drinking alcohol.

Alcohol

Cannabis

• •

Understanding risks of cannabis and other drugs. Assess and manage risk in personal choices and situations.

Attitudes to drugs

• •

Explored where differences in opinion about drugs come from. Evaluated the extent to which the media influences our views on drugs.

•

Be able to predict consequences of drug use.

• •

Understand risks. Understand the need to manage risk to themselves and others in a range of situations.

Consequences of drug use 4.

Risk

2021 Page | 46

Stay connected to Habs www.habsboys.org.uk /habsboysschool @habsboysschool @habsboysschool Haberdashers’ Boys’ School

Year 9 Curriculum Booklet - 2021/22

Articles inside

Theology & Philosophy Mr Davis

Spanish Ms Adams

Drama Mr Wheeler

Design & Technology Mr Vincent

Physics Mr Kerr

Physical Education Mr Kerry

French Mr Bardou

Biology Mr Glanville

CICT Mr Ovia

Art & Design: Graphic Communication Mrs Weber