Year 9 Curriculum 2020-21
September 2020
Contents
Deputy Head (Academic)
Mr Sykes
Head of Middle School
Mr Lawrence
Head of Academic Support Mrs McEwan-Cox
Page
Subject
Head of Department
3
Foreword
Mr Sykes
4
Arabic
Mr Thompson
5
Art & Design: Fine Art
Mrs Weber
7
Art & Design: Graphic Communication
Mrs Weber
9
Biology
Mr Glanville
16
Chemistry
Dr Hobbs
17
CICT
Mr Phillips
18
Design & Technology
Mr Vincent
22
Drama
Mr Wheeler
24
English
Mr Wheeler
26
French
Mr Bardou
27
Geography
Mrs Edwards
30
German
Mrs Hanlon
32
History
Mr Clark
34
Latin
Dr Joyce
36
Mathematics
Mr Ward
39
Music
Mr Osmond
41
Physical Education
Mr Kerry
43
Physics
Mr Kerr
45
Spanish
Ms Adams
46
Theology & Philosophy
Mr Davis
48
Key Skills
Mr Bass
Foreword This booklet outlines the curriculum that your son will be studying this year in each subject. This will allow you to further support him in his studies at home. Of course, if you have any concerns or questions, do please contact your son’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 his GCSE choices. You will receive a detailed guide regarding this before the Year 9 Parents’ evening in January. All the information is available on Habsnet under the Options tab. Your son will also have to make his choices via Habsnet; this will be explained clearly closer to the time. It is important to discuss all options with your son’s tutor; they know your son 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)
2020 Page | 3
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
2020 Page | 4
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
• • • • • • • •
RECORD ideas, observations and insights relevant to intentions as work progresses
PRESENT a personal and meaningful
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
• • • •
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
• •
Appropriately realising intentions Making effective and diverse connections
• • • •
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
2020 Page | 5
response that realises intentions and demonstrates understanding of visual language
• • • • •
Final outcome Evaluation Presentation of work 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, Vanitas, 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
2020 Page | 6
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
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
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
2020 Page | 7
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?
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
2020 Page | 8
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 2020 Page | 9
cells do not contain 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 threadlike structures called hyphae, which contain many nuclei; some examples are singlecelled; 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 2020 Page | 10
Pneumococcus, a spherical bacterium that acts as the pathogen causing 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 2020 Page | 11
lipid from fatty acids and glycerol. Practical: investigate food samples for the presence of glucose, starch, protein and fat. 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. 2020 Page | 12
Understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre. Identify the sources and describe the functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, the mineral ions calcium and 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. Nutrition in humans
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.
Gas exchange in flowering plants
Understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis. 2020 Page | 13
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. 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).
Reproduction in humans
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. 2020 Page | 14
Understand the roles of FSH and LH in the menstrual cycle. 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. 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
2020 Page | 15
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
the particle model
Changing state
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
2020 Page | 16
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 Dynamic feedback and control
Big Data Analysis
Spring
Games Company Project
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 Project Proposal preparation Game implementation Game implementation
Purple Spiders Summer
Game evaluation and competition submission Website Content Gathering Introduction to HTML
Portfolio preparation Exam week Purple Spiders
Plan, develop, implement, evaluate and document a project involving the use of physical electronics designed to solve a problem for a reallife user
Implementation of website. Evaluation and presentation of website
Understand the lifecycle of developing a long-term project, as well as the development of a company to produce and market a game
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
2020 Page | 17
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
Pupils learn about the different mechanical systems, where the systems are applied and can apply mathematical principles to calculate gear ratios, loci and moments.
2020 Page | 18
Metals
• Reverse Linkage • 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 Commonly Available Forms and Stock Components • Length, sheet, reels, rods • Bolts, Rivets, Hinges, Screws
Pupils cover a wide variety of theory examining metal 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, 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 2020 Page | 19
• • • •
Polymers
Mould making and casting. Use of guillotine Metal rolling Welding and metals.
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 2020 Page | 20
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
2020 Page | 21
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
Description
Pupils should be able to •
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
Lighting Workshops
Analysing Live Theatre: Digital recordings of “Small Island” or “Peter Pan”
Pre and post show practical and discussion work.
Spring
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.
Summer
Commedia Dell Arte
Practical workshops with the Commedia Dell Arte masks –
• •
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 2020 Page | 22
exercises and work on group scenarios
• •
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
2020 Page | 23
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 21 st 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 2020 Page | 24
The Lord of the Rings by J. R. R. Tolkien 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.
2020 Page | 25
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 Describing your summer holiday
Au café (eating out) Autumn Travel and transport
Grammar
Pupils should be able to
Perfect tense with avoir and past time expressions
Write an essay to describe a recent holiday
Perfect tense with irregular past participles and être
Future tense (Futur simple) Other ways of expressing the future Pronoun ‘Y’ Imperfect tense
Going out
Spring
Describing your weekend
Relative and superlative clauses
Clothes
Negatives and adjectives
Converse with a waiter to order food and drinks, complain and ask for the bill Write about a recent meal in a restaurant Buy tickets for a journey Describe a journey which went well or which did not go well Invite someone to go out, make plans and make excuses for not being able to go out Presentation on a recent weekend using past and future tenses Describe what you wear in different situations in different tenses
Includes reflexives in the perfect tense Being ill/accidents
Asking questions
Weather
‘If’ clauses (si + present and future)
Going to the doctor’s and/or hospital and being able to explain what is wrong Describe weather in different tenses and what activities you do in different weather conditions Respond to listening, reading, grammar, oral and writing tasks
Film to be chosen by teacher
To analyse, comment on and summarise a film in French
Summer Exams Exam analysis Film Study 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
2020 Page | 26
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. 2020 Page | 27
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 GCSE Social Development
Summer Health care issues in Sub Saharan Africa.
GCSE Tectonic Landscapes and Hazards
Tectonic processes and landforms
The impacts of tectonic processes.
Reducing the risk of tectonic hazards
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. Describe the distribution of tectonic activity and explain the associated processes. Describe how landforms are formed at different scales. Describe the impacts on health, infrastructure and economy. Explain why different factors increase vulnerability at different levels of development. Describe how a range of strategies can reduce risks associated with earthquakes, volcanoes and tsunamis. 2020 Page | 28
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
2020 Page | 29
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 Modal verb können
Gesundheit 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 -Use the future tense to talk about what they will wear 2020 Page | 30
Adjective endings with einen/eine/ein ihr Separable & reflexive verbs ich hatte and ich war
-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
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
-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
2020 Page | 31
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? How did Germany make such rapid gains at the start of World War 2?
Death. Spanish Flu, Nationalism, Revolution, redrawing of national boundaries, women’s suffrage in the UK. Nicholas II, The Russian Empire, Opposition to the Tsar inc. The Mensheviks and Bolsheviks, 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 Blitzkrieg, Defeat of France, Dunkirk
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 Development of source skills
2020 Page | 32
Summer
The Battle of Britain
Battle of Britain in World War 2.
Why is The Holocaust widely regarded as the worst crime in European history? Was the D-Day the key turning point of World War 2? Why did the Axis lose World War 2?
Antisemitism. Overview of the Holocaust and case studies.
Consolidation of work so far and revision Why did the British Empire collapse so quickly? (Part One)
Revision and exam preparation
Internal exams Why did the British Empire collapse so quickly? (Continuation) What is Britain’s international role today?
Evaluation of significance of the D-Day in World War 2. Stalingrad and the Russian Campaign. The defeat of Germany and Japan. The dropping of the atomic bomb
Assessment of significance. Essay writing. Evaluation of the factors that led to the Holocaust. The Holocaust as an historic event. Evaluation of the significance of D Day. Assess reasons for Axis defeat in the Second World War. Analyse the impact of the Second World War in shaping the rest of the Twentieth Century
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, Palestine
Analysis of why the British Empire collapsed after the Second World
Suez, Malaya, Independence of Arab colonies, Winds of Change, Mau Mau uprising, Rhodesia,
Student Presentations on aspects of Decolonisation
Falklands, Handover of Hong Kong.
Debate on the United Kingdom’s role today.
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 The Second World War by Antony Beevor The Storm of War: A New History of the Second World War by Andrew Roberts All Hell Let Loose: The World at War 1939-1945 by Max Hastings World War Two: A Short History by Norman Stone 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 Britain’s Gulag: The Brutal End of the Empire in Kenya by Caroline Elkins
2020 Page | 33
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
(Nominative and Accusative Plural)
Travel and Communication ‘cum’ and Pluperfect and Imperfect Subjunctive The Legionary Soldier. The Auxiliaries. Indirect Questions Conjugations of Imperfect and Pluperfect Subjunctive Senior Army Officers and the Career of Agricola
Gerundives of Obligation The Legionary Fortress Indirect Commands Spring Result Clauses
Expressions of time Looking at Historical Evidence
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 Understand more about the life of a legionary soldier Recognise and translate Indirect Questions Recognise the endings of the Subjunctives 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
Ablative Case All the uses of the Ablative case
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 Understand more about Roman religion
Summary of Participles Neuter Nouns
Pupils should be able to
(Third person singular and plural)
Distinguish the Ablative case from other cases. Distinguish the different time expressions in Latin To find out more about our evidence for the Roman world 2020 Page | 34
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.
2020 Page | 35
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
2020 Page | 36
•
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
• • • • • • • • • •
Summer
Algebra 5
• • •
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
IGCSE transformations work all in one place
2020 Page | 37
• • Handling data 4
• •
Congruence
•
Combined transformations 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
2020 Page | 38
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
Autumn
Topic
Description
Study: Minimalist Music of John Adams, Steve Reich and Terry Riley Study: Pop Music of the 1990s to the present
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
Performance: Solo Composition: Preliminary exercises in minimalism Composition: Preliminary exercises in pop song Study: Film and Computer Gaming Music Study: Contemporary Folk Music of the British Isles
Spring
A minimalist exercise employing at least 3 parts and two ostinati. A pop song exercise, creating a 4-8 bar chord sequence and melody 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
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 Create a melody in compound time, with suitable accompaniment. Including Raindrop Prelude, Military Polonaise op40 no1, Kinderszenen
Composition: Preliminary exercises in folk music Study: Piano Music of Chopin and Schumann
Summer
One solo performance to be recorded.
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.
2020 Page | 39
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
2020 Page | 40
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 Fitmedia Testing
Body Stats tests
Fitmedia Testing
Standing Long and Vertical Jumps, Sit-Ups
Fitmedia Testing 1
Description
Fitmedia Testing Fitmedia Testing
Multistage Fitness test Mile run 20m Sprint and Illinois Agility Run
Fitmedia Testing Catch-up Swimming Stroke correction Swimming 2
Swimming Water Polo Water Polo Water Polo Badminton
Badminton 3
Badminton Volleyball Volleyball Volleyball
4
Distance swim Timed 25m Treading water (egg-beater), dribbling, shooting, passing. Conditioned game Full game
Serves, clearing shots, smash, drop shots Singles Doubles Sets, Serves, Digs, Spikes, Blocks Conditioned games Full games
Methods of Training Methods of Training
Interval Training
Methods of Training Methods of Training
Circuit Training
Methods of Training
Pupils should be able to Measure their flexibility, BMI and strength Measure their power and muscular endurance Measure their cardio-vascular endurance Measure their cardio-vascular endurance Measure their speed and agility Understand the importance of physical fitness and its effect on health. 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.
Weight Training
Fundamental movements
Introduce different methods of training to develop a variety of fitness components.
Fartlek Training 2020 Page | 41
Methods of Training
5
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
7
HITT
Softball Athletics
Free weights
Singles
Introduce and develop a safe and effective use of the fitness suite.
Understand and perform the skills and tactics for singles and doubles tennis.
Doubles Hitting, pitching, fielding, base running Conditioned games
Athletics Athletics
Conditioned games Track events Field events - Jumps Field events - Throws
Sports Science Sports Science
Intro to iGCSE 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 iGCSE 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
2020 Page | 42
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 2020 Page | 43
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
various components and identify the component from its graph. 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
2020 Page | 44
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
Autumn
Spring
Topic
Pupils should be able to
Module 3– Mis vacaciones • Talking about holidays past and present • Transport, activities, opinions
Module 3 • The preterite tense of regular – ar, -er and –ir verbs • Preterite of Ser and Ir • Introduction to the imperfect tense
•
Module 1 – Mi vida • Talking about activities and places to visit • Likes and dislikes • Describing people physical/personality • Family relationships • Saying what you are going to do
Module 1 •
•
Module 2 - Diviertete • TV • Cinema • Social life (arranging outings, accepting and making excuses)
Module 2 • Giving opinions using adjectives • Comparatives and Superlatives • Using querer and poder • Using phrases with infinitives More about gustar and other verbs like gustar
•
Module • • •
Module 4 • More on the preterite and imperfect tenses • Using time expressions
• •
Module 5 – De moda • Describing clothes • School Uniform • Going shopping for clothes
Module • • •
•
Module 6 – • Healthy Living • Parts of the body and saying what hurts • Buying things from the Pharmacy and going to the doctor
Module 6 • Using me duele(n) and desde hace + present tense • Using deber to say what you have to do • Combining past, present & future tenses
•
•
Summer
Grammar
4 – La comida Describing meals Shopping at the market Eating Out
• •
•
Revision of gustar (all forms..me/te/le/nos/os/les) Linking words The present tense + reflexive verbs parecerse/llevarse bien… The near future tense
• •
• • • •
• •
•
Talk about holidays past and present Discuss methods of transport, activities, opinions Talk about activities and places to visit Express likes and dislikes Describe people physical/personality Family relationships Talk about future plans
Talk about what types of TV programmes they like and films Do a film review Arrange or decline to go out
Describe usual food habits Shop for food and order in restaurants Discuss healthy lifestyle
Healthy food/lifestyle 5 Agreement of adjectives Comparison + superlatives Combining tenses • Using se puede
•
•
Describe clothing for school and at home Buy clothes
Go to a doctor and say what is wrong Buy basic medication
End of term film work – Zipey Zape
Suggested further reading: Ahora (Mary Glasgow magazine) Alejo y su pandilla (reader) 2020 Page | 45
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
Description
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.
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
Atheism
Just War Theory
Spring
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.
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.
Summer
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. Understand and evaluate Kierkegaard’s position and critique of faith.
2020 Page | 46
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.
Suggested further reading: See Y9 Suggested Reading List on Habsnet: http://habsnet/Academic/TheologyAndPhilosophy/SiteAssets/SitePages/Y9/Year%209%20Reading%20List.docx
2020 Page | 47
Key Skills
Page
Subject
Head of Department/Lead Teacher
48
Foreword
Mr Bass
49
Global Goals Education
Mt Taberner, Mrs Carrick,
50
Careers
Mrs Nash, Mrs Fielden, Miss Nairne
51
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.
2020 Page | 48
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.
2020 Page | 49
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
1
2
3
4
Objectives – by the end of the session pupils should: ● have an increased awareness of the Careers team and the support, advice and guidance offered by the School. ● set up their online profile for FastTomato and answer careers questionnaire ● explore the different career opportunities suggested by the FastTomato profiling ● have knowledge of online resources they could use when researching a job or career ● be aware of their own skills, attributes and interests and how these will contribute to good career choices ● know which skills they need to develop for certain careers ● have written an action plan to help them develop those skills ● understand the need to do plenty of research before applying for a university course ● have increased awareness of what career opportunities exist within a sector and be aware of the possible entry routes. ● appreciate that different qualifications can often lead to the same end point ● present research to peers in the form of a handout or short presentation ● recognise their own strengths, skills and attributes and how these would be suitable for a particular course or career.
2020 Page | 50
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 1
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.
• • •
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.
2
Alcohol
3
Cannabis
• •
Understanding risks of cannabis and other drugs. Assess and manage risk in personal choices and situations.
4
Attitudes to drugs
• •
Explored where differences in opinion about drugs come from. Evaluated the extent to which the media influences our views on drugs.
5
Consequences of drug use
•
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.
6
Risk
2020 Page | 51
www.habsboys.org.uk www.habsboys.org.uk
/habsboys /habsboys @habsboys @habsboys @habsboysschool