year 9 curriculum 10-11
DESCRIPTION
Year 9 Curriculum 10-11TRANSCRIPT
Willingdon Community School
CONTENTS
English ............................................... 1 Drama................................................ 2 Mathematics ........................................ 3 Science .............................................. 4 Modern Languages ................................. 5 Information and Communication Technology.. 6 Design and Technology ............................ 7 Geography........................................... 9 History ...............................................10 Ethics and Philosophy .............................11 Physical Education .................................12 Art ....................................................13 Music .................................................14 Citizenship ..........................................16 Enterprise ..........................................16
KEEPING YOU INFORMED As part of our aim to keep you informed we detail here, in outline, the content of the curriculum studied by students in Year 9. We hope this will help you keep track of what is being taught and assist you in understanding the school curriculum.
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ENGLISH in Year 9
In Term 1 we read a novel as a class to develop a deeper understanding of literary techniques. Students will study the way characters are presented, development of setting and how suspense is created. Key chapters will be analysed in detail to develop student’s ability to comment on language and other features of writing.
During Term 2 we compare the stylistic differences between tabloid and broadsheet newspapers.
Students will then, in groups, produce their own mini-newspapers. We will also study the
techniques used in travel brochures to facilitate descriptive writing and create our own persuasive
leaflets.
In Term 3 students will study a Shakespeare play (Much Ado about Nothing). Students will
complete an essay response in which they demonstrate their analytical skills by commenting on
the language used as well as the structure.
Term 4 and 5 will see students focussing on media where they will look at a variety of newspaper
and magazine front pages. This unit is designed to develop students’ reading skills, when
evaluating media and non-fiction texts. This helps to prepare them for the GCSE exam and
controlled assessment in Year 10.
In Term 6 we develop analytical skills through a deeper exploration of modern poetry. Students will
compare two poems looking at language, style and structure. We will focus on the poems by
Wifred Owen to help prepare students for the OCR GCSE in KS4.
Throughout the year we target key skills in spelling, punctuation and grammar, differentiated to
meet the needs of all students.
Assessment
Term 1 Reading: An analytical essay response to the novel.
Speaking and Listening
Group discussion on a topic from the novel.
Term 2 Writing: Writing an article and persuasive leaflet.
Term 3 Reading: Literature essay based on play.
Term 4 Reading: Analysis of non-fiction texts.
Speaking and Listening
Presentation on newspaper/magazine front page or a discussion about a
current news item.
Term 5 Writing: Writing an article or another non-fiction text.
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Term 6 Speaking and Listening: Comparing two poems.
A National Curriculum level is awarded for each of these formal assessments.
DRAMA in Year 9
Students are taught drama once a fortnight. The Year 9 programme of study builds from the teamwork
skills and theatre genre work completed in Year 8. In Year 9 we explore improvisation techniques, a
play text and Physical Theatre. There are cross curricular links with Art and Music with an emphasis
on exploring identity and other cultures. Students further develop their evaluation skills by
commenting on their own and others’ pieces of work.
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MATHEMATICS in Year 9
The Year 9 scheme of work is built around the ‘Maths Link’ Mathematics scheme which is
produced in three levels and provides extension work for more able students. All students have
an opportunity to develop their mental arithmetic skills. The maths department subscribes to
MyMaths an interactive maths websites. MyMaths.co.uk allows students to select the level of
work they are doing and thus choose their own learning pathway through the material. Students
can work on lessons at home which they have been taught in class, and choose appropriate
material for their level, thus encouraging independent learning. This is further complemented
by the addition of ‘Maths Watch’ to our available resources; a CD ROM that students can
purchase or access via Willingdon.net. Maths Watch provides a visual and audio access to all
topics of mathematics
Term 1 and 2
Sequences and graphs, fractions, decimals and percentages, geometrical reasoning and
construction and equations.
Term 3 and 4
Area and volume, calculation, graphs, probability and surveys.
Term 5 and 6
Transformations, integers, expressions and formulae, representing and interpreting statistics, 3D
shape, proportional reasoning.
Homework
Homework in Year 9 is taken from various sources including online at www.MyMaths.co.uk.
Homework assignments are set weekly.
Equipment
Students are required to be equipped with a scientific calculator and geometry set for every
maths lesson. These can be purchased via the maths department at a combined price of £7.00.
Assessment
End of topic test after each topic, assessed in National Curriculum Levels. Teaching sets are
reviewed at the end of each term.
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SCIENCE in Year 9
During year 9, students will study 9 topics in four key areas of study. Our schemes of work are based on “How Science Works” and have key skills embedded in each topic. All topics have learning and skills objectives for each lesson. During each topic, pupils will complete a formative assessment and an APP assessment. Summative assessments are completed after the teaching of all topics in a key area of study.
Students who are in sets 2, 3 and 4 will complete the KS3 course, and start their GCSE course in May. The first piece of work is a case study researching scientific evidence for and against a question about science in the news. This gives them the opportunity to achieve two GCSEs in science.
Set 1 students start their triple science GCSE course in year 9 when they will have the opportunity to gain 3 GCSEs in the separate sciences.
Year 9 areas of study
Chemical & Material Behaviour Reactivity series Forensic science Organisms, Behaviour & Health Genetic engineering and selective breeding Behaviour The Environment, Earth & Universe Humans and the environment Space in the news Energy, Electricity & Forces Forces Light Sound
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MODERN LANGUAGES in Year 9
FRENCH
In Year 9 students will continue to develop and extend work done on topics from years 7 and 8, as well
as preparing new topic areas. Grammar work will concentrate on the development of use of tenses.
Sets 1‐3 follow the Expo 3 course (Foundation and Higher). Set 4 are entered for the Edexcel Entry
Level Certificate in French.
Homework will take the form of written tasks, language comprehension tasks, vocabulary learning,
oral task preparation or research projects.
Assessment
Assessment will be in the form of vocabulary tests, the year 9 examination and target tasks which may
include:
Sets 1 ‐ 3
Term 1 ‐ Leisure/Likes and dislikes
Term 2 ‐ Future plans
Term 3 ‐ Health / Illness
Term 4 ‐ Dealing with people
Term 5 ‐ Visiting France
Term 6 ‐ Teenage matters
Set 4
Term 1 – Everyday activities
Term 2 – Personal and social life
Term 3 – The World Around Us
Term 4 – The World of Work
Term 5 – The International World
Term 6 – Introduction to Spanish on both language and culture.
A National Curriculum Level is awarded after each of these formal assessment opportunities.
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INFORMATION & COMMUNICATION TECHNOLOGY in
Year 9
During Year 9 students will continue to develop their presentation skills, with the emphasis on
presenting information for different audiences.
They will work on more sophisticated operations using spreadsheets and databases, searching data for
information and using statistical analysis. They will concentrate on two extended pieces of
coursework in preparation for Year 10. The first one centres on them testing their own mobile phone
hypothesis; interrogating their results in an Access Database and presenting their findings.
Within the second unit students design and make an automatic Log Flume Water Ride. They develop
their computer control skills to include sensors which allow the flume to safely complete its circuit.
Students will revisit E‐safety and develop their own homepage for the VLE.
Assessment
• Project documentation for each unit.
• Presentation to class.
• Quality of flowchart – use of sensors.
• Ability to interrogate database and present finding.
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DESIGN & TECHNOLOGY in Year 9
Design & Technology is taught to all Key Stage 3 students. Years 7, 8 and 9 experience three main
focus areas of Resistant Materials, Product Design and Food Technology. ICT is used in all of the
modules.
In Year 9 we continue to develop Design and Technology capability and we build upon the skills,
knowledge and understanding from Years 7 and 8. This course is also preparation got GCSE D&T
Courses. Whilst the projects may appear to result in very different outcomes, the essential core
element of designing and making is evident, whatever the product. This enables students to realise
that behind every product lies a common ‘design process’. It teaches students to understand,
appreciate, make and evaluate products, and gives them an insight into methods of design and
production.
Students are taught in groups of maximum 20, (mixed gender and ability), for a period of 8 weeks in
one focus area by one teacher. They then move on to the next teacher for a different focus for a similar
period until four modules have been completed across the year. Each module will have homework set,
once per week. Typical homework will include research and investigation into existing products
related to the topic, completion of worksheets and designing tasks. Further assessment is made with
an end‐of‐unit test taken in each unit. Design and Technology capability will be built upon over the
year to give a final National Curriculum Level. The student will often be using GCSE criteria and
grading to support them with their tasks. In Year 9, students experience three modules in two focus
areas. We have two ‘DT SMART’ groups with more challenging tasks. For 2010/11 we offer the
following range of modules and projects:
Module 1: Investigating structures, understanding materials, their properties and uses and the
forces which act upon them. Applying knowledge to designing, constructing and
testing models and then designing and making a slotted structure to be used as a
container.
Module 2: Students learn about prototypes, the importance of good quality and packaging. They
develop their CAD/CAM skills by designing jewellery, for which a mould is made and a
prototype cast in pewter. The project will involve designing and making. Students will
work on practical tasks to produce a quality item.
Module 3: Developing skills associated with Product Design and Production. Particular emphasis
on the use of ICT for 2D and 3D modelling. Research and investigation into existing
products. Designing and modelling a new mobile phone.
Module 4: Understanding the properties and qualities o food, making food choices and
developing food products in our new food technology room.
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Assessment
For each of the four modules, the final level will be based on: • Quality of final product/s. • Completed design work. • Formally assessed homework tasks. • End of Unit Test.
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GEOGRAPHY in Year 9
The syllabus is split into four units. Firstly, we focus on the relationship between rocks and the
landscape. Secondly, we take students through a controlled assessment based on local fieldwork in
order to model the requirements of the GCSE. Thirdly, we explore the how and why populations
change over time. Finally, we look at issues surrounding development, migration and globalisation.
These units will be assessed through formal tests, enquiries, controlled assessment, class and home
work.
Assessment
Term 1 Rocks and the Landscape Assessment
Term 2 Controlled Assessment based on AQA Exam Model.
Term 3 Birth Rate / Death Rate Assessment
Term 4 Exam ‐ Population
Term 5 Development Indicators Assessment
Term 6 Migration Assessment
A National Curriculum level will be awarded for each of these formal assessments.
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HISTORY in Year 9
The Year 9 syllabus is split into two main units:
Term 1 ‐ Britain 1750‐1900. Students study both the Agricultural and Industrial Revolutions and their
impact on British Society.
Term 2 to 6 ‐ 20th Century World ‐ An investigation into events leading up to both the First and Second
World Wars and their impact on Britain. Students are also taught about other major events that
have occurred this century including a depth study on the Holocaust.
During the year students will experience a variety of teaching and learning activities, from 'questions
& answers' to extended writing and role‐play. The Department encourages students to carry out
extended research to increase their depth of knowledge.
Homework is used to consolidate the work carried out in the lessons. Students are set a variety of
tasks, including project work, descriptive writing and posters.
Assessments
Students will be given a number of key assessments, which will each be awarded a National
Curriculum level.
Terms 1 Child Labour – A comparison between 19th century and today.
Did the standard of living improve during the period 1750‐1900?
Terms 2 4 Were the British public misled about conditions in the Trenches?
Year 9 exam.
Terms 5 and 6 Was America right to drop the atomic bomb on Hiroshima and Nagasaki?
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ETHICS & PHILOSOPHY in Year 9
In Ethics and Philosophy we explore themes that emphasise concepts across and between religions
(and other belief systems such as humanism) and that often relate directly to pupils’ own experiences.
In year 9 these themes are good and evil, and right and wrong.
We also undertake systematic study which emphasises the content of a particular religion and leads to
a coherent understanding of what it means to belong to that religion. In year 9 we study Buddhism.
We investigate contemporary ethical issues and fundamental questions of human existence, relevant
to the individual in his or her personal development. In year 9 such questions include‐ What happens
when we die? Why do some people believe in ghosts? Why is there suffering? What effect does our
lifestyle have on the environment? Should we have the right to choose how and when we die?
Assessment
Students will be set key assessments which will be awarded a National Curriculum level. These will
include:
o The ‘problem of evil’
o Animal rights
o Buddhism
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PHYSICAL EDUCATION in Year 9
PE will be set in single sex groups.
YEAR 9 GIRLS’ CURRICULUM
• Netball Athletics
• Gymnastics Tennis
• Badminton Stoolball
• Football Rounders
• Rugby Cultural Games
• Dance Gifted and Talented Identification Module
YEAR 9 BOYS’ CURRICULUM
• Football Tennis
• Basketball Rounders
• Gymnastics Cricket
• Badminton Cultural Games
• Athletics Stoolball
• Rugby Gifted and Talented Identification Module
Assessment
For each unit of work, students will be assessed in National Curriculum Levels on their ability to:
• Acquire and develop skills.
• Select and apply skills, tactics and compositional ideas.
• Demonstrate an understanding of fitness and health.
• Evaluate and improve performance.
• Developing skills in physical activity.
• Making and applying decisions.
• Developing physical and mental capacity.
• Evaluating informed choices about healthy, active lifestyles.
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ART in Year 9
Students in Year 9 will learn to develop research skills and will consolidate the technical skills and
confidence in handling materials learned in previous years. The theme for Year 9 is an investigation of
the artistic traditions of a non‐western culture. The outcome will be a mixed media or three
dimensional piece created using processes such as painting, printmaking, relief and collage.
• Terms 1 and 2 – Book covers: students will research & develop ideas for a book cover, focusing
on Balinese masks & headdress designs.
• Terms 3 and 4 – Islamic tiles print‐making & collage. Students will research the Islamic
geometric tile designs & develop ideas for a print‐book. Students will work in groups to create a
collective Islamic ‘banner’, combining print‐making & collage skills.
• Terms 5 and 6 – Looking at the work of Ernst Haeckel and investigating unusual sea creature
forms. Students are to create a 3‐Dimensional lantern, using willow cane and tissue paper. They
are to use their painting skills to create an embellished surface and texture which reflects their
research and material investigations.
Assessment
Terms 1 and 2 Observational drawing & painting skills, digital photography and quality of
research work.
Terms 3 and 4 Development of ideas, planning and design. Collage and print‐making skills.
Working in a group towards a Final Piece.
Terms 5 and 6 Observational drawing, painting, and digital photography skills. Successful
handling of a range of processes and materials to give form to a design and
reflect a personal response.
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MUSIC in Year 9
For students to be involved in as many musical experiences as possible, students work in groups
on a termly rota of activities, with teacher input prior to this. Generally, there will be five
activities operating - individual work/ensembles on keyboards, composing/performing, general
musical knowledge and technology. This style of teaching enables us to give students work
suitable to their needs, with varying amount of teacher guidance. Groups are mixed ability to
enable all students to be part of a successful performance.
Keyboard work gives them the opportunity to work as an individual and as part of an ensemble.
The work is structured so that students gain the fundamental requirements of keyboard playing -
using correct fingers, learning 'handshapes' on the keyboard and chord progressions.
The composing activity involves small groups where a task is set to include several musical
techniques, or as a whole class activity involving improvisation. It is also used as a development
of social skills. These activities are set either as part of a main project such as Chinese music,
or for a specific musical reason such as design, tonality or a rhythm pattern and students use a
variety of instruments for this work including their voice.
The listening activity is designed to increase students' ability to listen accurately and develop
concentration skills and is a whole class activity.
Technology The work set is based upon the topic of each individual unit of work. We have a
music programme installed on a number of computers in the main school computer suite. “Print
Music” software has been installed to give students the opportunity to do an individual
composition and we also use Garageband and Logic software.
Vocal work is very important as a confidence builder and includes unison and part-singing, often
accompanied by instrumentalists in the group and sometimes using a backing track.
Assessment – work is assessed each lesson and NC levels are given for each completed topic.
Self-assessment is encouraged and students set their own targets.
Additional musical experiences may be gained through the extra-curricular activities offered to
students – school band, batucada band, keyboard club, string group, choir, as well as other
ensembles. The opportunity to learn to play an instrument is offered through the County
Instrumental Service and lessons are available on flute, clarinet, saxophone, any brass
instrument, guitar, electronic keyboard, violin, voice and percussion. Fees are payable for these
lessons and for the majority of lessons students are extracted from main school lessons on a rota
system. Any student learning an instrument through this system in the Primary School will
automatically be transferred on arrival at Willingdon Community School.
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During Year 9 students continue to develop their composing, performing and listening skills through a
variety of activities. Throughout the year, students have the opportunity to achieve an Arts Award in
Music at Bronze level, and during term 6, there is a cross‐curricular topic based on “Cultural Identity”
There is also an opportunity for students to work towards Bronze Level Arts Award.
There are 6 main units of work throughout the school year, and these are assessed on a termly
basis. Each unit aims to develop a variety of Personal, Learning and Thinking Skills (PLTS), such
as Reflective Learning and working as a Team Member, and work is differentiated to suit
students of all abilities.
Assessments
Term 1 ‐ Music for a purpose.
Term 2 ‐ Calypso music.
Term 3 ‐ Reggae music.
Term 4 ‐ Ragtime music.
Term 5 ‐ Musicals.
Term 6 ‐ Pop music.
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Citizenship in Year 9
Citizenship is taught in the DT carousel, students will have approximately 18 lessons of
citizenship as part of this carousel.
In year 9 citizenship students look at the UK and its links not only to Europe but also the wilder
world. They consider the issues of sustainability both at a local and a global level. We also
consider the justice system both in the UK and the wider world. Students will look at the power
of pressure groups and will create their own campaigns. There are three National Curriculum
levelled assessments.
Assessment 1: The European Unit
Assessment 2: The Death Penalty
Assessment 3: Global Sustainability
Enterprise in Year 9
Enterprise is defined by the government as being all about the ability respond positively to change, to create and implement new ideas and ways of doing things, to make reasonable risk/reward assessments and act upon them in one’s personal and working life. It can be described as: innovation, risk-management, a ‘can-do’ attitude and the drive to make ideas happen.
Enterprise is not a taught subject at Key Stage 3. However, through the curriculum and enrichment activities students are given a range of opportunities to:
• Respond positively to change • Create and implement new ideas • Find new ways of doing things • Make acceptable risk/reward assessments • Act upon these assessments in their personal and school life • Handle uncertainty • Develop a ‘can-do’ attitude • Make ideas happen
In Year 9 the key enterprise opportunity is:
• The Hawassa Project Group – information is on the VLE