Year 9 Programmes of Study 2023/24
Subject
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Year End Points
rt - A Positive Choices
“ Memories of Me” - Exploring the role of art to communicate a message/meani ng; exploring self and identity. Mixed media work based inspired by critical studies references & the addition of text to describe oneself at different ages. Term 1 focus- critical studies references, planning and beginning composition in collage, line & paint.
“ Memories of Me”- Exploring the role of art to communicate a message/mean ing; exploring self and identity. Mixed media work based inspired by critical studies references & the addition of text to describe oneself at different ages. Term 2 focus- developing compositions & refining paint application skills referencing the critical studies links.
“ Memories of Me”- Exploring the role of art to communicate a message/me aning; exploring self and identity. Mixed media work based inspired by critical studies references & the addition of text to describe oneself at different ages. Term 3 focus- recalling composition, paint & descriptive line application skills in addition to
OLO S Sketchbook - Continuing to explore the role of art & its ability to reflect on the world as well as the person, inspired by critical studies references. Developing experience of other media & its application within a mini, self-made sketchbook. Term 1 focus- critical studies references, planning and beginning focus on chosen subject via mood board, mind
OLO S Sketchbook - Continuing to explore the role of art & its ability to reflect on the world as well as the person, inspired by critical studies references. Developing experience of other media & its application within a mini, self-made sketchbook. Term 2 focus- exploring a range of media via workshops in lessons.
OLO S Sketchbook - Continuing to explore the role of art & its ability to reflect on the world as well as the person, inspired by critical studies references. Developing experience of other media & its application within a mini, self-made sketchbook.
tudents will have S demonstrated a knowledge and understanding of a range of traditional and modern techniques, processes and media as well as to apply media appropriately for different purposes. They will have understood how artists are relevant to projects and will have experienced the importance of the planning process from initial ideas, to developing and refining ideas, before applying techniques and processes to a
erm 3 focus- T developing & then r efining the focus to realise the intention of
final resolution as expected at GCSE level.
r eferencing the critical studies links.
omputer C Science
odule: Python M Programming opics: T Variables, sequence, selection and iteration
odule:Data M Representation . opics: T Boolean logic, operators and arithmetic operations. Computer science legislation and impacts on society
ey Skills: Be K able to write programs using a range of techniques in order to solve simple real world K ey Skills: problems Understand the purpose of data MP1: Practical in computer Skills systems being represented in MP2: binary form. Programming Understand Assessment simple Boolean logic. Construct and interpret pseudocode and data flow diagrams. P1: CTAP 1 M Exam paper
aps initial m observations.
odule: M odule: M Programming Computer Project Hardware and Software. Topics: In Moral, legal and this environmental programming concerns project, learners will Topics: Input, be expected Output and to plan, write, storage test and devices. evaluate a System simple coded software, utility program. software and drivers. Memory Key Skills: and Storage Create a list of success Key Skills: criteria, Classify the develop components of flowchart a computer and solutions to the basic the problem functions of presented, internal use a range components. of State the programming purpose of techniques different utility including software and sequence, identify open selection and source and
the critical studies reference.
odule:Vector M Graphics
odule: M nderstand and apply the fundamental U Bitmap Images principles and concepts of Computer Science, including problem solving, Topics: Topics: logic, algorithms, and programming. Infographic Triptych Analyse problems in computational terms and have exposure to practical Key Skills: Key Skills: experience of writing computer programs Using software, Using photo in order to solve such problems. design and editing Understand the components that make develop a vector software up digital systems, and how they graphic on an design a communicate with one another and with informative topic triptych using a other systems. Understand the impacts to the public range of skills. of digital technology to the individual and relaying data in Understand to wider society. a meaningful what a bitmap way. image is, with Understand the reference to characteristics pixels, scaling, of a vector image sizes graphic in terms and metadata. of scaling and its mathematical MP1:Triptych characteristics. submission P1: M Infographic submission P2:Vector M written assessment
P2:Bitmap M written assessment
P2: CTAP 2 M Exam paper
iteration. Test and make corrective actions and evaluate the project based on their success criteria P1: Project M Submission P2: M Practical Assessment
roprietary p software. Describe computer science technologies with consideration of moral, legal and environmental issues. Also the purpose of each of the following acts; Data Protection Act (1998), Computer Misuse Act (1990) and the Copyright, Design and Patents act (1998) P1: CS1 M Exam paper P2: CS2 M Exam paper
Drama
evising/Verbat B D lood im Brothers
hysical P Theatre
verview: O -Students to explore Verbatim theatre and use Newspapers
verview: O -The actor’s body is an endless resource that
verview: O -Students to explore (read and perform the Blood
Identity in Theatre (Noughts and Crosses)
he Seven T Deadly Sins - Creating character
verview: O -Students will read and
verview: O -Explore and understand
Improvisation 1 )To create self-aware and capable performers who understand the Overview: importance of voice, movement and -Collaboration interaction. Students will show how to and use these performance tools effectively communication as well as showing the importance of in groups being a reflective and appreciative audience member.
rticles and a secondary source evidence to devise a performance -Students to explore the role of the audience and create characters who are representative of views -Students to explore the role of tone and mood in group work -Students develop credible roles -Students explore shape and structure the work in a meaningful way -Students to self and peer assess
rothers story B by Willy Russell. -Students to explore the role of the audience and use directing skills. -Students to explore the roles of Mickey and Eddie – their social differences. -Students develop credible roles and perform to a high standard. -Students explore shape and structure the work in a meaningful way -Students to self and peer assess
ssessment 1– A Assess response to events in performance. Assessment 2 – Effort grade.
ssessment 3 A – Ability to perform from a text. Assessment 4 –Effort grade.
c an be used in an imaginative way to create abstract feelings and concepts. -The difference between naturalistic and non-naturalist ic. -That voice can be used to create a character. -Frantic Assembly – exploration of a theatre company. their meaning and purpose. Watching performance of Frantic assembly (recorded) -How contrast in dynamics and emotions can be dramatically effective. -To work together
iscuss the text d of Noughts and Crosses by Malorie Blackman. -Exploration of what re-interpretation is and creating meaning and message through performance. -Stereotyping and subversion of stereotypes explored. -creating a convincing and credible role -Exploration of the director, performer and audience member. -Students to self and peer assess ssessment 7 A – Performance exploring the questions around gun crime. Assessment 8 –Effort grade.
( research/ perform) overview of the history of The Seven Deadly Sins in Medieval society. -Utilising the concept of The Seven Deadly Sins as a vehicle for creating and making drama and storytelling. Understanding the stimulus/theme for creation of work. -Exploring theatrical techniques and how they work in performance. -To revise key drama terminology and build upon vocabulary of evaluation (peer and self) in preparation for written end of Year exam. -Students to self and peer assess
- Sense of competition and working within a given time-scale is key in this sow. -Skills of blocking, accepting, sharing, listening skills, risk-taking and the ability to tell a story and role-play. ssessment A 11– Exploration of improvisation and collaboration. Assessment 12 – Effort grade. KS3 Practical Exam.
) Students will have a deeper 2 understanding of various texts from a range of historical and social contexts ) Students will be able to create, devise 3 and rehearse for a performance, showing clear understanding of collaborative skills. Students will also be able to reflect on live theatre examples and evaluate effectively.
ffectively as e a group. -Students to self and peer assess
ssessment 9 A – Mid-term performance Assessment 10–Written end of year exam
ssessment A 5– use of the body to create a narrative (using Frantic assembly techniques). Assessment 6 –Effort grade. easons R for SoW
o spark debate T Exploration of scandal and cover up - the role and responsibility of the media. To explore function of Verbatim theatre
o explore T 1980’s Britain - politics. Characterisatio n of Mickey and Eddie. To explore and develop the Liverpudlian accent and use of dialogue. Placement of Apply the role SOW – To of the director engage students To explore with a real event differences in that happened social class and to get them and how this excited about can be shown what happened. on stage.
o use the T body in a safe and imaginative way to help with storytelling. Frantic assembly – To learn their techniques and values as a company To learn to support each other (physically)
o discuss the T issues of prejudice and racism. To explore use of empathy for characters and playwright’s intentions. Reading of the text Raising awareness of racism through re-interpretation of Romeo and Juliet.
o gain T knowledge and understanding of Brecht – ready for GCSE Drama To understand Brecht’s techniques to create epic theatre. To create a piece of epic theatre in groups. To engage in Brecht’s style of acting.
his is to end T on a fun, energetic, ensemble SOW for Y9 – especially for those not taking it on to GCSE. To engage with timing and improvisation. To utilise groups work skills, improvisation and character skills developed over KS3
lacement of P SOW – to explore language and use of voice prior to study of physical action and physical theatre next term.
English
Dystopia im: To A introduce students to significant dystopian extracts and their moral warnings about society today. Extracts will be used as a stimulus to explore language skills. Students will develop their analytical skills and evaluative writing. They
lacement of P SOW – To engage potential GCSE students in GCSE-style work before they take options choice.
hakespeare – T S he Power Twelfth Night of Language im: Aim: For A students to explore the work of this significant writer. To have a comprehensive understanding comedy genre to allow variety in their study of his work. o allow T students to explore contextual
im: To A expose students to a range of speeches to develop their own debating skills and understand the art of verbal communicatio n. They will analyse language devices used in model speeches to
lacement of P SOW – To explore attitudes to race and be able to understand the playwright’s intentions when re-interpreting a script and concept. A SOW to maintain Y9 interest in the middle part of the year.
lacement of P SOW – For those who are taking Drama to begin to explore Brecht’s epic theatre, prior to study at GCSE Drama level.
tudy of s Drama.
poken S Language (2 weeks)
ovel – In the N Sea there are Crocodiles
S3 Exams K Duration: 1 week (no lessons)
Reading:
im: For A students to complete the national SLE/ qualification.
im: For A students to develop empathy and understanding of perspective through the study a whole text in detail.
im: To cover A a range of poems from the GCSE cluster, allowing time to develop a deep and
Integrate thoughtful and relevant contextual knowledge into a critical response to develop the interpretation of a text, applying deeper cultural capital and critical skills to discuss how meaning is shaped.
kills: public S speaking/ rhetorical/ researching/ presentational skills/ audience engagement/ structuring of ideas/ self-assessment
he novel is a T modern, topical text aimed at bringing issues of injustice and perseverance of
lacement of P SOW – A fun energetic end to KS3 drama which is placed at the end of the year to empoy skills developed fully.
erceptively analyse and evaluate effect P and purpose of linguistic and structural features, zooming in to examine writers’ An methods, commenting on how writer’s Introduction choices produce meanings and effects. to War poems Be able to securely cross-reference two from the different writers’ uses of specific Power and techniques, exploring the use of a wide onflict C range of literary devices. cluster
ill also use this w module to nurture their own creative writing potential. Students will examine the portrayal of totalitarianism and how this type of society mentally and physically affects individuals.
issues such complexities of relationships, Renaissance marriage, position of women/patriarc hal society, class issues etc. All these challenges students to consider such issues in the modern day. Skills: Reading This unit links for meaning, to history, analysing drama (both extracts, performing and appreciation of a production) and text in its cultural debate. context and production. Skills: language Evaluation, analysis, synthesis, embedding retrieval, context, structural developing a analysis and critical creative writing. viewpoint, understanding writer’s methods and applying subject terminology.
nable e students to emulate them in their own transactional writing and build confidence with public speaking. The chosen extracts are to challenge students to consider modern issues. This is purposely placed adjacent to SLE as the skills learnt here will feed into this. (copywriter/e ditor/proof-re ader/ lawyer/ semiotician/ web-content manager/ letters for job applications/ media communicatio ns and so on) kills: S language
/self-awareness . All skills listed are transferable to any career choice – particularly in interviews. nseen Poetry U (conflict) im: At GCSE A students will be examined on both unseen and anthology poetry under the theme of ‘power and conflict’. This unit then embeds skills required for tackling poetry analysis. As unseen poetry is included, it builds independence and confidence in dealing with poetry. They will gain insight into those involved with war and the consequences
r efugees to the forefront Racism and prejudice; issues of bias and injustice; attitudes towards refugees; equality and issues of opportunity; grief and issues of death; friendship and family. Links to careers in the charity sector e.g., humanitarian work, social work, human rights e.g., solicitor/barrister , victim advocate, investigative journalism. kills: S To infer explicit and implicit meaning from fiction and non-fiction texts. To compare writer’s perspectives
onsolidated c understanding of both the skills used and the contexts that they are written in. To look at issues of PTSD/ loss and grief/ the ways poets have responded to world-wide conflict/ echo cultural recognition and remembrance of world wars. This unit links to joining the army/awarene ss of propaganda and recruitment tactics/ journalism/ photography/ news reporting. kills: To build S on and fine tune practical skills in annotation and
Writing: rite technically sophisticated W responses with a controlled range of vocabulary, sentence forms, grammatical constructions, and accurate spelling of ambitious vocabulary for a wide range of purposes and audiences. ensitively and insightfully explore S characterisation, setting and other narrative features when devising their own creative work, reflecting on feedback and re-drafting to improve. racy: O •Express sophisticated ideas / information / feelings using a sophisticated repertoire of vocabulary organises and structures his or her presentation using an effective range of strategies to engage the audience an achieve the purpose of their presentation. • listens to questions / feedback, responds perceptively and if appropriate elaborates with further ideas and information.
Geography
International Development
laciated G Landscapes
ariations in V global development. Causes of variations. Improving development levels: bottom-up and top-down schemes, fair trade and SDGs.
istribution of D global ice. Glacial processes. Erosional landforms. Changes in glaciers and the impact on human activity.
nalysis, a structural features, comparison, evaluating a non-fiction text, transactional writing in preparation for life beyond GCSEs
f such conflict o (e.g. PTSD). Students will develop comparative skills and explore the similarities and differences of various poets.
nd methods. a To begin to explain the effect of structural features of a text. To explain and support own opinion with examples and reason. To Skills: Skills: To analyse build on and language develop features. To practical skills in identify themes annotation and and connections analysis. To within and remind students between texts. of prior learning To empathise in Y8 and begin with characters to develop skills to inspire at GCSE level kindness.
nalysis. To a remind students of prior learning in Y8 and begin to develop skills at GCSE level
1st Century 2 Issues: Climate Change
1st Century 2 Issues: Resource Use
CSE G Sustaining Ecosystems
CSE G Tectonic Hazards
istribution of D global resources. Competition for resources. Conflicts arising from resource use.
hat is an W Ecosystem? Characteristics of world biomes. Characteristics of Tropical Rainforests
auses of C climate change. Global variations in emissions. Global variations in impacts.
uman use of H rainforests. Threats to Rainforests. Case study of sustainable use of rainforests.
o begin to understand why T development levels vary between countries and why these differences result in varying impacts of geographical events which require appropriate solutions. nderstand how glacial landscapes can U change over long periods of time and how human activity can adapt sustainably to these changes. nderstand the causes, effects and U responses to global climate change.
ppropriate A solutions to global warming.
nderstand how competition for U resources can lead to conflict (Middle East, Arctic). now how global agreements can be K used to tackle climate change. now the characteristics of global K ecosystems and understand the impacts to, and management of, tropical rainforests. nderstand the basic processes U occurring at four types of plate boundaries. now the key locations in Bangladesh K and Russia. escribe, analyse and present D geographical data using complex techniques including statistical testing. rovide developed explanations for P geographical features. pply geographical knowledge in order A to make balanced judgements and evaluations.
History
opics: T Thematic study on tolerance
opics: What T was it like to fight in WW1? (emphasis on aspects of
opics: Nazi T Germany & The Holocaust
opics: World T War II & impact on the ‘Home Front’ (emphasis on
opics: T Dropping of the A bomb & Cold War (emphasis
opics: T Making of modern Britain (focus on
eveloped understanding of the D interlinked reasons why historical events occur (eg WW1).
nquiry E question: How fragile is tolerance in Britain? ontent: C Ancient World, Early Modern, Anne Lister, WW1 & disability, 20th C LGBTQ+
trench experience)
( emphasis on d omestic/social Holocaust) aspect)
n nature of o conflict)
increasing equality)
nquiry E question: What did it take to fight in the trenches?
nquiry E question: How significant was the Holocaust?
nquiry E question:Was it right to drop the atomic bomb?
nquiry E question: How has Britain become a more equal society post WW2?
ontent: C Impact of modern weapons, fighting WW1 Assessment: battles, life in Which factor had trenches, the biggest recruitment & impact on propaganda tolerance? Assessment: Skills: Thematic What caused study of change the First World War? Cultural Capital:Ideas of Skills: rights and Significance protection of rights, influence Cultural of government, Capital religion and includes: individuals, Relevance of LGBT Remembrance individuals, Post Day, WW2 liberalism, experience of WW1 soldiers, use of government propaganda,
ontent: C Nazi rise to power, life under a dictatorship, Holocaust causes & consequence s
nquiry E question: What impact did WW2 have on the Home Front? ontent: C Dunkirk, Blitz, Rationing & evacuation, WW2 presentations
ssessment: A What had the biggest impact Assessment: on the ‘Home hy did Hitler Front’? & W become so knowledge test popular? & on WW2 knowledge test on Nazis Skills: Significance Skills: Sources & Cultural interpretation Capital:The s ‘victory’ of Dunkirk, Impact Cultural of war on Capital:How ordinary people, can ‘spirit of the dictatorships Blitz’, WW2 start? outside of West Aspects of Europe
ontent: C Reasons for dropping the A Bomb, causes of Cold War, Cuban Missile Crisis, Vietnam War & protest movement ssessment: A Was the dropping of the A Bomb justifiable? kills:Causes S & consequences ultural C Capital: Morality of dropping an Atomic Bomb, was Cold War inevitable? Ideologies of capitalism &
ontent: Post C WW2 Britain, Welfare state & NHS, Immigration, cultural change in 60s & 70s, gender & sexual equality ssessment: A End of year exam kills: Group S work & transferable skills ultural C Capital: Post-War immigration, cultural developments, significance of
eeper understanding of how WW1 & D WW2 were ‘total wars’ with wide-ranging impacts. nderstanding how 20th century events U shaped the modern world (Britain & beyond) & relevance today ore complex evaluation of sources M usefulness & reliability, including an analysis on their provenance (author, date created, purpose). riting shows developed analytical W thinking, whether through multi-causal explanations of change or different aspects of significance.
Maths
Number roduct of P prime factors, HCF & LCM Estimation Error Intervals Bounds Rules of Indices including fractional and negative Standard form Surds
‘total war’, Empire troops
azi life, life N for Jews in 1930s, responsibility of the Holocaust, memorialisati on
anipulating M Algebra
Shape
Proportion
ircles, arcs C and sectors Cones and Spheres Compound Units Bearings Calc Exam
roblem P Solving with ratio Ratio with algebra Direct & Inverse Proportion Pythagoras & SOHCAHTOA problems
ingle and S double bracket factorising Simplifying algebraic fractions Simultaneous equations Arithmetic Nth term rule Quadratic nth term rule Non-Calc Exam (contains year 8 content)
c ommunism, dangers of nuclear war
HS, growth N of tolerance post WW2, LGBTQ+ rights
Investigating Data
Probability
ompound C interest Frequency tables Cumulative Frequency Quartiles Box Plots Scatter Graphs
ample S space diagrams Two-way tables Set notation Venn diagrams Tree diagrams EOY Exams Non Calc and Calc Exams
roblem solve using the HCF and LCM P from the product of prime numbers Use upper and lower p pply the negative and fractional laws of A indices to simple cases Calculate in standard form implify a surd and simplify a simple S expression with surds olve linear equations with unknowns on S both sides and brackets actorise a quadratic with a=1 F Solve equations with a numerical denominator including crossmultiplying hanging the subject of an expression C Find the nth term rule of a linear sequence and simple quadratic Identify different types of sequences including arithmetic,geometric, quadratic and recursive
roblem solve with perimeter and area P of 2D shapes Find the arc length and area of a sector roblem solve with volume and surface P area onvert area and volume metric units C Understand what a bearing is and use it to calculate a return journey Solve ratio and proportion problems now and use Pythagoras and K SOHCAHTOA in multistep problems se multipliers with percentages for U compound interest and reverse percentages alculate averages and understand C frequency tables raw and use a cumulative frequency D diagram ind and understand quartiles and F interquartile range Use a scatter graph and line of best fit escribe correlation and understand that D correlation does not mean causation nderstand and calculate experiment U probability
se set notation and calculator U probabilities from Venn Diagrams se and interpret tree diagrams with U multiple options FL M French
kills: S Discussing the pros and cons of technology and new media with the use of GCSE opinion phrases.
kills:Talking S about jobs, careers, future plans and ambitions.
kills: Film S review of Les Choristes
kills:Talking S about charity work, volunteering & changing lifestyles, discussing environmental issues, their impact and social problems.
kills:Revision S techniques for End of Year Exam including speaking skills and consolidation if topics for exam across all topics studied in Y9.
kills: S Learning and discussing key information Grammar: about French Use of overseas Grammar: literature territories and Using the review life/culture Grammar: conditional vocabulary (il there and Recap of tense. s’agit de…) introducing present, past, Expanding and KS3 summary skills future, range of future grammatical Grammar: – changing 1st conditional phrases. Using and GCSE Grammar: Consolidation of to 3rd person tenses using pour/afin de + opinion Using the key KS3 and parts of time markers. infinitive. Using structures to imperfect tense grammatical speech. Preference qui & que. create and modals. structures for verbs + character Using si clauses End of Year Assessment: infinitives, Assessment: descriptions with the Exam End of Year 9 advanced Reading and and a film imperfect and Exam negatives, direct Writing. Vocab review. conditional, Assessment: object pronouns, test x 2 recapping il faut Speaking and adjectival Mid Year & on devrait, listening task. endings. Assessment. using ce qui & Vocab test x 2. ocab test x ce que. V Assessment: 2 Recapping the October imperative form. Assessment – Reading, Assessment: Translation into End of Unit French, and
y the end of year 9, B students will be able to… …express and justify opinions on the topics of technology, the environment, film and work. …conjugate verbs in the present, past, conditional and near future tenses. …respond accurately to a photo card prompt. …critically analyse a film and historical events in 20 th century German history.
riting. Vocab W test x 2 FL M German
est. Vocab test T x 2
edia and M Technology How do you use um zu?
nvironment E Which prepositions take the accusative Skills: and which Discussing the take the pros and cons of dative? technology and new media: Skills: social networks Discussing and mobile what you can phones. do to help the environment, Grammar: Using environmental three time and social frames together, problems and using weil and their impact. wenn clauses, in order to: um Grammar: …zu, common Consolidate imperfect forms. use of three tenses, Assessment: consolidate End of Unit modal verbs + Assessment infinitive, (Reading, consolidate um Writing and zu, consolidate Translation) connectives. ssessment: A End of Unit Assessment (Listening and Reading)
as Wunder D von Bern What is the genitive case and how is it used?
ork W How do you form the conditional tense?
kills: Talking S about jobs, Skills: careers and Reviewing future plans, Das Wunder recognising Von Bern film, plural nouns, analysing talking about themes, charity work characters and and what the volunteering. scenes show us. Grammar: Cross-curricul Future Tense : ar. werden + infinitive, Grammar: conditional Genitive Tense : case, möchten and prepositions würden, with masculine and accusative feminine forms and dative of nouns. cases, two-way Assessment: prepositions. End of Unit Assessment Assessment: (Translation and Mid-Year Writing) Exam
peaking Skills S How do you tackle a photo card and role play? kills: Revision S techniques for End of Year Exam including speaking skills and consolidation of topics for exam across all topics. rammar: G Consolidation of Year 7, 8 and 9 grammar: 5 tenses, verb pullers and kickers, use of um zu, all four cases. ssessment: A End of Unit Assessment (Speaking)
ummer S Project What was the reunification of Germany and why was it important? ssessment: A End of Year Exam (Reading, Writing, Listening and Translation)
y the end of year 9, students will be B able to… …express and justify opinions on the topics of technology, the environment, film and work. …conjugate verbs in the present, perfect, conditional and future tenses. …follow advanced word order rules including um zu, wenn and modals in the past and present. …understand the use of all four cases and a range of prepositions. …respond accurately to a photo card prompt. …critically analyse a film and historical events in 20 th century German history.
( Reading, Writing and Translation) FL M Spanish
chool S How and why do adjectives change? kills: S Introducing yourself, school subjects, opinions, adjectives, describing teachers. Photo description rammar: G Definite article, adjectival agreement, opinions + plurals, ser + tener in present tense, intensifiers, connectives, comparatives. ssessment: A End of Unit Assessment (Reading, Writing and Translation)
chool S How do you form the present tense? kills: School S activities, uniform, opinions. rammar: G Regular present tense verbs, Irregular first person forms, indefinite articles, revise adjective agreement. ssessment: A End of Unit Assessment (Listening and Reading)
amily and F Free Time How do you form the near future tense? kills: Family S members, pets, free time activities, sports
here I live W How do you form the preterite tense?
ood + Health F What is a modal verb and what is it followed by?
kills: S Describing your town and what you did last weekend
kills: S Describing your diet in three tenses and saying what you should do to stay healthy.
rammar: G Preterite tense, Grammar: including a Regular and couple of key irregular irregulars (fui, present tense fuiste, etc); a la verbs, va al; time pinions + o phrases in the infinitive, near past; future tense, sequencers; using time recap phrases un/una/el/la ssessment: A Mid-year exam (Reading, Writing and Translation)
ssessment: A End of Unit Assessment (Listening and Speaking)
rammar: G Recap of three main tenses and time phrases; recap of key connectives and varying opinions; debería/me gustaría + infinitive ssessment: A End of Unit Assessment (Reading and Translation)
ilm + TV F What do I need to include in a photo description
y the end of year 9, students will be B able to…
kills: S Describing your TV and film preferences and a trip to the cinema. Detailed film review.
understand the use of genders and … adjectival agreement rules.
express their opinions and justify them … on the topics of school, family, free time, town, food and media.
conjugate verbs in the present, … preterite and near future tenses. use a range of connectives to extend … ideas.
…respond to photo card and role play rammar: G rompts. p Recap of three main tenses + conditional if possible for those taking GCSE Spanish. ssessment: A End of Year Exam (Reading, Listening, Writing and Translation)
Music
ilm music F (OCR GCSE Music: AOS 4: Film Music) kills: S 1.1 Develop listening skills to understand how music is used in film using technical terminology 1.2 Developing skills to understand, compose and analyse leitmotifs 1.3 Developing the skills to perform more challenging film themes using more complex keyboard technique. 1.4 Will learn how to recognise textural changes in film music 1.5 Develop instrumental performance skills and fluency on keyboards, ukuleles, guitars
ilm music F (OCR GCSE Music: AOS 4: Film Music) (for 3 weeks) followed by he Classical T Period & Why Was Mozart a Genius? Stormzy vs Mozart? (OCR GCSE Music: AOS 2: Concerto through Time)
he T Classical Period & Why Was Mozart a Genius? Stormzy vs Mozart? (OCR GCSE Music: AOS 2: Concerto through Time) (for 3 weeks)
1.1 What makes a good popular song? (OCR GCSE Music; AOS 5: 1.2 Conventions of Pop) (for 3 weeks)
Followed by
lues B Culmination Project (This Blues project forms part of the end of KS3 skills assessment)
Followed by
hat makes W a good popular song? (OCR GCSE Music; AOS 5: Conventions of Pop) kills: S Skills: 1.1 1.1 Understand Skills: Demonstrating the main Continuing the ability to compositional to develop perform a features of the and refine blues inspired Classical skills learnt piece “C Jam period and in Term 2 Blues” on Mozart keyboards 1.2 Developing showing fluency the ability to Skills: and a range of compose in the 1.1 features (12 bar Classical style Understandin chords/walking kills: S Continuing to develop and refine skills learnt in Term 1
lues B Culmination Project (for 3 weeks) followed by reparation P and revision for the Y9 End of Year Exam kills: S Continuing to develop and refine skills learnt in Term 4 nd of Term 5 E assessment: Revision/ Theory and erformance P tests ND OF YEAR E Y9 EXAM LACE P DURING THIS TERM
Skills review
ENDPOINTS: eep understanding of the role of music D Following the in film and its importance. results of Ability to perform a range of film themes Term 5 and leitmotifs and develop performance assessments/ skills (solo/ensemble) nd of Year E Ability to compose a leitmotif and a exam: soundtrack for a storyboard using Musescore 3 or Garageband, using a Skills: range of compositional techniques Specific skills Ability to listen to examples of film music, based demonstrating an advanced technical Performance vocabulary. Composition Ability to sing a range of songs in parts Listening with increasing technical skills, secure Theory tasks intonation and expression To ensure all skills are Deep understanding of Mozart’s embedded compositional style/Classical period and refined. Ability to perform at least two pieces by Mozart showing technical mastery/fluency on keyboards End of KS3 Ability to compose a piece using a range skills of Mozart’s compositional techniques portfolio using improvisation and music completed technology Ability to listen to examples of Mozart’s music/Classical period and recognise the key features using an advanced technical vocabulary Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression Deep musical understanding of “what makes a good popular song” Ability to perform “Stand by me” in an ensemble maintaining individual instrumental/vocal part
nd untuned a percussion 1.6 Develop singing skills (accurate pitch/ensemble/fl uency/expressio n) using MMC repertoire 1.7 Develop understanding of major/minor/chro matic chords/consona nce/dissonance/ ostinato 1.8 Learn how to compose a soundtrack to a piece of film, using music technology
( using a range of Mozart’s techniques: tonic/dominant/ Alberti bass/modulatio n to dominant/cade nces etc) 1.3 Developing more complex performance skills and fluency on the keyboard (both hands/more challenging rhythms/pitch range/chromati cism) 1.4 Developing more complex theory/harmoni Topics: c skills 1.1 Just play – 1.5 Developing film music (game the technical of thrones, ability to listen pirates of the to and appraise Caribbean, Halo) some more 1.2 Film music – complex pieces Musical contexts with an 1.3 Film understanding composition of purpose. 1.6 Develop Composition & singing skills Aural (5 weeks) (accurate .1 Learn to 1 pitch/ensemble/ fluency/express compose a
the key g compositional features of what makes a good popular song 1.2 Developing the ability to compose a chord progression/ melody in a popular style 1.3 Chords – extended and inversions 1.4 Bassline (harmony) 1.5 Developing more complex keyboard, ukulele or guitar performance skills using “Just play” 1.6 Developing the technical ability to listen to and appraise a range of popular songs from
ass/riff/improvi b sation/blues scale/extended chords) 1.1 Demonstrati ng the ability to listen to a variety of blues inspired pieces and apply a more complex range of technical terminology and musical understandi ng 1.2 Demonstrating n a understanding
f the o history, context, identity and purpose of the blues opics: T 1.2 Composing/ improvising
bility to compose a popular song using A chords, melodic lines and a clear structure on keyboards/ukuleles/guitars Ability to show mastery and instrumental skill. Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression Ability to perform a blues inspired piece in an ensemble maintaining either a vocal or instrumental part with mastery, fluency and expression Ability to understand the context/history of the Blues Ability to recognise all the key features in Blues pieces and details of performers. Ability to compose a blues inspired piece with a good understanding of chords/blues scale/melodic shape and other features Ability to demonstrate mastery/fluency (musicality) Ability to sing a range of songs in parts with excellent expression and intonation
film soundtrack to a film video, using a range of composition al devices and music technology (either Musescore or Garageband ) 1.2 Aural dictation using Musical Contexts exercises/F OS plus melody/bass /treble clef: wider intervals istening/ L Appraising (5 weeks) 1.1 Listening starters in Computer room: using MMC Y9 list (developing
ion) using MMC the Rock n repertoire roll period onwards with an Topics: understandin 1.1 g of purpose. Performance 1.7 Develop “Eine kleine singing skills Nachtmusik”/” (accurate Welcome pitch/ensembl march” on e/fluency/expr keyboards to ession) using develop MMC understanding, repertoire expression and technical skills 1.2 Composing a welcome march in the style of Topics: Mozart/Salieri 1.1 using Music Performing technology “Stand by 1.3 Improvising me” in “band” new musical ensembles ideas of chord 1.2 patterns (in the Performing a Classical style; range of for example popular sequential songs on patterns using keyboards, arpeggios/scale guitars and s) ukeleles 1.4 Comparing 1.3 Stormzy’s Developing music with “Just play” Mozart looking skills on at the key instruments
sing the Blues u (a blues inspired piece for keyboards/voice /ukuleles and Garageband or Musescore) 1.3 Understanding the History, identity, purpose and context of the Blues 1.1 Listening to a variety of blues inspired pieces, demonstrati ng a high level of technical ability to identify the musical elements reakdown of B 10-week term ractical (5 P weeks) 1.1 Performanc e of “C jam
technical ability to recognise the musical elements/
usical m elements of contemporary music with the music of the Classical period.
y performing b blues” “Africa” “Eye /Revisiting of the tiger” “In the and “Thriller” mood” from 1.4 Y8/”Hound Composing a dog” (Rock popular song 1.2 developing n roll using (with or understanding/ blues chord without purpose) progression Breakdown of lyrics), plus film ) 10-week term featuring music (keyboards/ chord listening ukuleles/voi Practical (5 patterns, tasks from ces/guitar/b weeks) melody, Musical 1.1 Performing bassline and ass/drums) Contexts “Eine Kleine rhythmic demonstrati Nachtmusik” on contrasts ng a high the keyboard (keyboards level of with both hands and music instrumenta Practical (5 plus the technology) l fluency, weeks) “Welcome 1.5 Listening 1.1 Performance ensemble March” to a range of of Just Play (extension and popular film expression “ Sonata in C songs and composition K425) .2 Singing a understandin 1 s “Game of range of 1.2 Developing g the key thrones” Blues skills to musical plus songs improve piano features, technique and context and revisiting (including fluency historical “Pirates of from Y9 1.3 Improvising aspects the MMC using chord 1.6 Caribbean” guidance) patterns and Completing developing showing Classical FOS lessons fluency and expression, techniques on on skill on good the keyboard chords/band ukulele/guita 1.4 Revisiting intonation instruments/p r/keyboard and ability and refining
1.2 Performanc e of “Halloween”/ ”Mission Impossible”/ ”James Bond”/”The Good, the bad and the ugly” developing keyboard fluency (both hands)
J ust Play film music ensemble performances from last term (Ukeleles/keyb oards/guitars/u ntuned percussion) 1.5 Performing at least one song by Stormzy on the keyboard, looking at chord 1.4 improvise construction melodies over and comparing chord patterns to with Mozart fit chord sequences on Composition the & Aural (5 keyboard/while weeks) playing a film 1.1 video Composition of 1.5 Reading staff a welcome notation with March more complex using rhythms/wider Mozart/Classic pitch range/time al period signatures and compositional dynamics/ukulel techniques e/guitar TAB using 1.6 Sing a range music of songs (from technology MMC Y9) (Musescore) demonstrating 1.2 Aural expression, perception
p song o structure 1.7 Completing aural perception tasks
reakdown B of 10-week term ractical (5 P weeks) 1.1 Performance of “Stand by me” (ensemble task: keyboard/ukul ele/guitar/bas s/drums/vocal s) 1.2 Performance of a range of popular songs – on ukuleles, keyboards and guitars, demonstratin g the ability to play a more complex
to sing in parts. 1.3 Just play-final performanc e of ensemble pieces learnt over the year (refining/rev isiting) for final assessment of performance
s kills progress nd of Term 4 E Assessment: 1.Performance progress on keyboard/ukelel es: 2.Just Play progress so far (teacher assessed) assessed) 3.Listening tasks based on popular songs (student peer assessed)
bility to a maintain individual parts and good intonation 1.7 Using Djembes to compose/improvi se atmospheric short film music
nd of Term 1 E Assessment: 1.Performance progress of film themes on keyboards (student peer assessed) 2.Just play progress (student assessed) 3.Film music composition (teacher assessed) 4.Focus on sound lessons
xercises e (using Mozart’s melodies: aural dictation 1.3 FOS theory lessons (following Y8 MMC guidance) istening/ L Appraising (5 weeks) 1.5 Listening starters in Computer room: using MMC Y9 list (developing technical ability to recognise the musical elements/devel oping understanding/ purpose) plus analysis of Mozart’s style using a range of his pieces, including “Eine kleine Nachtmusik”, “Sonata in C” and Salieri’s
elodic line, 4.FOS lessons m riff, chords and bass lines 1.3 Performance of Just play “Thriller medley”/”Afric a”/”Eye of the tiger” demonstratin g a high level of fluency on keyboards, ukuleles, guitar and/or percussion 1.4 Singing a range of popular songs (and some from the MMC Y9 recommende d list omposition C & Aural (5 weeks) 1.1 Composi ng chord sequence s on the keyboard, ukulele or guitar in
“ Welcome march” 1.6 Listening to three Stormzy songs and comparing them with two Mozart pieces Topics: .1 1 Performance “Eine kleine Nachtmusik”/” Welcome march” on keyboards to develop understanding, expression and technical skills 1.2 Composing a welcome march in the style of Mozart/Salieri using Music technology 1.3 Improvising new musical ideas of chord patterns (in the Classical style;
, G or F C major, A, E and D minor (and a contrastin g chords sequence ) 1.2 Composi ng melodic lines, possibly with lyrics and harmonic intention 1.3 Writing simple bass lines using the root note of each chord (adding rhythm and passing notes) 1.4 Composi ng a popular style
for example song sequential (with or patterns without using lyrics) on arpeggios/scale the s) keyboard/ 1.4 Comparing ukulele/v Stormzy’s oice/guita music with r using Mozart looking the at the key features musical above. elements of 1.5 Composi contemporary music ng a with the music popular of the Classical style period. song using nd of Term 2 E Music Assessment technolog 1. Performance y progress on (Garageb Mozart and) keyboard pieces (student 1.6 Aural perceptio peer assessed) n/melody/ 2.Just play progress rhythmic (student recognitio assessed) n tasks 3.“Welcome using march” popular composition songs (teacher assessed) 4.FOS lessons
ID YEAR M TEST (THEORY/ LISTENING)
istening L and appraising 1.7 Listening to a range of great popular songs from the rock n roll period up until the present day: analysing chord sequence s, structure, hooks and riffs, basslines , melodic developm ent and how instrumen ts are used. (some from MMC Y9 guidance)
1.8 Analysing the purpose/c ontext and evolution of the popular song since the 1950s
nd of Term E 3 assessment: 1.Performance progress on keyboard/ ukeleles: popular songs and Just Play (student peer assessed) 2.Popular song composition (teacher assessed) 3.Listening tasks based
n popular o songs (student peer assessed) 4.FOS lessons
PD
1 lesson per fortnight
ental health - M stress, anxiety, depression. Body image, positive influences,eating disorders, self-esteem.
onsent,porno C graphy,upskirtin g, sexual pleasure & communication, impact of negative experiences, contraception, unplanned pregnancy, FGM.
areers- C UniFrog- Leader; All about You. Youth Employment UK. Skills, strengths, weaknesses, goals. Pre & post GCSE options.
lcohol- impact A on body & decision making including risky (sexual) behaviour, the law.
conomic well E being, The Bank of England, Consumer choice.
ate crimes, H Malicious communication , Trolling, Prejudice.
hey will have examined the positive T associations between physical activity and the promotion of mental wellbeing and the characteristics of what a healthy lifestyle looks like and it’s benefits to physical & mental health. Also, how to take increased responsibility for maintaining and monitoring their own health. A Knowledge of how the media portrays young people; to recognise its possible impact on body image and health issues Then how to manage mental wellbeing concerns the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders; how to recognise when they or others need help, sources of help and strategies for accessing it. They should know the concepts of laws relating to sexual consent and other related areas such as exploitation, abuse, and FGM. They will have investigated the personal and social risks and consequences of alcohol use. They should have knowledge about the unacceptability of all forms of discrimination, and how to challenge it, prejudice and bigotry in the wider community. They will have some experience of the functions and uses of
oney, the importance of personal m budgeting, money management and a range of financial products and services. They will have had the opportunity to explore GCSE option choices and the implications and options going forwards with these choices. S R (AQA Short Course GCSE) Content
hristianity - C nature of God ttributes of A God, the problem of evil, the Trinity, Creation, the afterlife.
kills/ S Assessme nt Focus
1,2,4,5 mark qs
Science
odule: Cell M Biology Topics: Microscopy, Cell Division and Cell Structure.
Biology
hristianity - C Jesus Christ and Salvation he life of T Jesus, salvation and atonement.
Islam - Key Beliefs
Islam - Authority P eace and Conflict - Prophets, holy Religion, books and the Violence, the 5 roots / 6 Imamate. Terrorism and articles, War Tawhid, the role of The legitimacy angels, of violence in predestinatio the name of n and human justice: just war, responsibility, holy war, the afterlife. extremism and terrorism. 1,2,4,5 mark qs Evaluation Knowledge
eace and P Conflict - Religion and belief in 21st century conflict
odule: M Enzymes Topics: Enzymes
odule: M Ecology Topics: Adaptations, competition and sampling, Material
tudents will be confident explaining the S key beliefs of the two religions studied at GCSE, and have begun applying these to all question types.
he legitimacy T of violence in the name of justice: just war, holy war, extremism and terrorism. evaluation
Evaluation
ey Skills: K Biological
odule: M Transport in Cells Topics: Diffusion, Exchange Surfaces and Osmosis.
odule: M Digestive System Topics: Structure and Key Skills: function of the Planning, digestive completing system and and analysing chemical tests.
odule: M Microbiology Topics: Antibiotic resistance and microbiology. ey Skills: K Growing
To understand the structural differences etween types of cells and how it b enables them to perform specific functions. o have an appreciation of T microorganisms and how their growth can be investigated
rawings, D Research Skills, Microscopy Calculations. P1: Practical M Skills MP2: Research Activity
ey Skills: K Planning and completing investigations, comparing structures and functions. MP3: Test MP4: Graph Drawing
investigations . MP5: Test MP6: Analysing Data
ey Skills: K Knowledge acquisition, interpreting results of investigations. MP7: Exam Questions MP8: Exam Questions
icrobes safely m and microbial techniques. MP9: Test
ycling, C Human Impacts on the Environment, Food Security and Efficiency.
in the laboratory.
ey Skills: K Sampling techniques, calculating rates, evaluating data on climate change.
organisms are adapted to their
P10: End of M year exam
o be able to calculate order of T magnitude
o identify a range of scientific T techniques for conducting a practical includi quantitative and qualitative methods. To have an understanding of how
environment for survival. To use microscopes to make simple and accurate biological drawings. To correctly use scientific language in practical planning and analysis.
and magnification.
Chemistry T opics: Bespoke: Introduction to GCSE ey Skills: K Key words, Compound formulae, balancing equations, ratios, reaction
opics: T Atomic Structure Periodic Table ey Skills: K Literacy (extended writing), creativity, ICT, history,
opics: T Bonding, Structure & the properties of Matter ey Skills: K Literacy (extended writing),
opics: T Bonding, Structure & the properties of matter Allotropes of carbon ey Skills:key K words, drawing dot &; cross
opics: T Rates of Reaction
opics: T Rates of Reaction
- Understand how to write compound formulae correctly and how to balance symbol equations
ey Skills:key K words, command words, balancing equations, building practical skills,
ey Skills: K Key words, command words, balancing equations, building practical skills,
- Correctly identify bonding types and be able to explain how and why this occurs in terms of electrons - Using key-terms, explain how bonding type affects physical properties & structure
bservations o and practical skills, calculations. GCSE Required practical. P1: M Introduction Unit Test
nalysing, a comparing, evaluating, extended writing, command words, key words P2 : Group M 1/7/TM exam Q assessment
c reativity, ICT, history, analysing, comparing, evaluating, extended writing, command words, practical skills, , drawing dot & cross diagrams, key words
iagrams, d comparing models, evaluating, comparing, extended writing, command words, applications to real world
lanning an p investigation, extended writing, reaction observations, comparing, evaluating, graph skills, calculations from data and graphs, tangents. MP4: Bonding & GCSE Required Structure Test practical. P5: Rates of M Reaction Exam Q assessment
P3: Half M Year Exam
Physics
opics:Waves T 1 (Properties) ey Skills: K Calculations, learning equations, units, significant figures, standard form, prefixes, practical skills, key words P1:Properties M of Waves Test
opics:Waves T 2 (Electromagneti c Spectrum), Energy 1 (Energy, Work, Power) ey Skills: K Calculations, learning equations, units, significant figures, standard
opics: T Energy 2 (Energy Resources) ey Skills: K key words, comparing, evaluation, discussion, research, ethics, Calculations, units, significant figures,
Topics:Motion ey Skills: K Graph drawing and interpretation, calculations, learning equations, units, significant figures, standard form, prefixes P4: Energy M Resources
lanning an p investigation, extended writing, reaction observations, comparing, evaluating, graph skills, calculations from data and graphs, tangents. GCSE Required practical.
- Describe the different allotropes of carbon, their properties & uses - Explain when a chemical reaction will happen, the factors that affect the rate and describe methods to measure this in the laboratory
P10: Yr9 M EOY Exam
opics:Forces T 1
opics: T Forces 2
- Use strategies for learning and recalling the
ey Skills: K calculating resultant forces, scale drawings
ey Skills: K Extended writing, explanation, application
key equations
P5: Motion M Test
P6: Year 9 M Exam
writing the units
- Rearrange and use the equations to make calculations, showing clear working and
- carry out experiments appropriately, having due regard to the correct manipulation of pparatus, the accuracy of a measurements
form, practical s tandard Test skills, extended form, prefixes writing, literacy, key words MP3: Mid-year MP2: Exam Electromagneti (Energy, c Work and Spectrum Test Power Test)
and health and safety considerations - Confidently use prefixes and powers of ten for orders of magnitude and express answers in both decimal and standard form. - Convert between units - Understand that energy can be transferred from one store to another. Describe the nergy stores and pathways for a variety e of scenarios. Apply the principle of conservation of energy to make calculations. - Evaluate the use of renewable and non- renewable energy resources and nderstand the economic, u environmental, ocial and ethical issues surrounding s energy resources. - Understand the difference between scalar
nd vector quantities; explain the effects a of balanced and unbalanced forces on the motion of objects and draw and interpret motion graphs. - Describe the properties of waves and understand the uses and dangers of the waves in the electromagnetic spectrum.
DT Rotation Project
Assessments
End Points
Light
ssessment taken throughout rotation based on A communication techniques, investigation, development and manufacture as per the school policy.
The students will be able to: ● Demonstrate safe working practices ● Formulate a design specification ● Identify disadvantages and advantages of using polymers ● Draw using the principles of perspective techniques ● Achieve an accurate and high-quality finish ● Solder safely ● Design with influences from others
or the project the students will produce a light F while exploring design movements to inspire a design. Creating a design brief will direct the design and project forward and give an improved evaluation of the product at the end. The development of skills will progress to new areas to include elements of electrics and further progression of workshop (timbers) and CAD/CAM (polymers) skills.
ssessments taken during assessment windows A as per the school schedule.
ood Technology -1 lesson per week F Objectves
Practical Dishes
End Points
In approx. 12 hours students will focus on: Pre-prep system &; washing up; imbedding the use of correct &; safe use of sharp knives (claw grip/bridge hold) and of safe &; accurate use/management of gas hob – use of control dials. The focus is on the pink &; blue sections of Eatwell guide -high-protein foods, including the role of protein &; fats in the diet. The nutritional &; dietary benefits of eating fish. The most common food poisoning pathogens to investigate. Safe storage, preparation &; cooking of raw fish. Enrobing foods &; cooking fish. Safe storage, preparation &; cooking of raw chicken; using °C probes to prevent cross-contamination. Safe storage, preparation &; cooking of raw minced meats &; protein. Using non-meat alternatives (i.e. Quorn). Would the earth’s resource issues be solved by everyone becoming vegetarian? What disadvantages could there be to this lifestyle choice?
almon Goujons S Caribbean Chicken Thai Chicken Curry Spaghetti Bolognese Chilli Con Carne (beef, TVP or Quorn) Cheese &; Potato Pie Shepherd’s/Cottage Pie Chocolate Mousse
tudents will have consolidated their knowledge S of: The importance of the gathering and of the preliminary preparation of the ingredients and equipment to be used in cooking &; of the clearing up at the end of practical food work. This includes how to keep themselves and others safe when working in a kitchen such as how to operate a gas (&; induction hob) safely &; temperature regulation, the use of food probes. The revision of food hygiene when storing, handling, cooking &; reheating high-protein foods. In addition, an understanding of cross- contamination &; the use of colour-coded boards in food preparation. Students will have deepened their knowledge of understanding the Eatwell Guide with a focus on the role &; values of sources of protein to include an understanding of soya and mycoprotein, of fish and meat classifications. An understanding of the role food choice has on wider- world issues/world resources and of current dietary trends &; diets: vegetarianism, veganism, ketogenic etc. Students will have worked through different practical tasks which have more technical challenges and allow for greater
individual choice. Giving pupils the opportunity to explore cultural differences in food and diet – to explore their own cultural assumptions and values. Together, with theory based work, this is designed to deepen their experience of individual skills, confidence, independence and creativity.