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Year 9 Curriculum 2017-2018

INTRODUCTION page 4 FACULTY OF MATHEMATICS & NATURAL SCIENCES

Mathematics page 5 Biology page 6 Chemistry page 7 Physics page 8 FACULTY OF LANGUAGES

English Language & Literature page 9 French page 10 German page 11 Spanish page 12 Latin page 13 FACULTY OF SOCIAL SCIENCES

Geography page 14 History page 15 Philosophy & Ethics page 16 FACULTY OF CREATIVE & EXPRSESIVE ARTS

Cookery & Nutrition page 17 Drama & Theatre page 18 Fine Art page 19 Music page 20 Textile Design page 21 ENRICHMENT

Computing page 22 Life Skills page 23 Sport page 24

THE LEARNING PLATFORM page 25

Contents

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Dear Parents It probably seems only a short while ago since your daughter started her Senior School education, yet here she is beginning the last year of Key Stage 3. In Year 9 she can expect to see an increase in challenge in all subjects as we move to GCSE choices in due course. Already she will have chosen which two of the three modern foreign languages on offer she wishes to study, as well as making choices between Music and Cookery & Nutrition. The best preparation for GCSE is a successful Year 9, so we encourage all our girls to work their hardest, whilst still enjoying all the fun, friendship and enrichment activities experienced at Farlington. We all hope that your daughter will find something to interest and motivate her in every subject, whether she plans to take it forward to GCSE or not! This booklet gives you an outline of the various topics she will be exploring in each subject this academic year. (Please note that the order in which components are taught may vary and we reserve the right to amend and substitute topics should this become desirable.) All subjects within our four Faculties are formally tested in the Summer Examination, which for Year 9 is the week before the May half-term. Other assessments will take place at strategic points throughout the year but will vary per subject. If you have any questions about course content or progress with regard to a specific subject, then you are encouraged to contact the member of staff who is responsible for that area of the Curriculum, as he or she is undoubtedly the expert. Their name and email address is included at the bottom of each page. Should you wish to discuss academic progress more generally, then please contact either me or Mr Maude (Head of Assessment and Reporting) in the Curriculum and Assessment Office. Our email addresses are [email protected] and [email protected]. You are also welcome to telephone but do bear in mind that we may well be teaching; however, if you leave a voicemail message, we promise to return your call at the earliest opportunity.

Yours sincerely

David Walker-Smith (BA, PGCE, PGDip, MCIL)

Head of Curriculum & Choices

From the Head of Curriculum & Choices

Introduction

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Faculty of Mathematics & Natural Sciences

Mathematics

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If you have any queries about this curriculum, please contact: Mrs Claudine Maude (BSc, PGCE) - KS3 Maths Coordinator on [email protected]

Mathematics is taught in four lessons a week. The course builds on the work covered in Year 8; each module is therefore designed to consolidate topics previously covered, while also extending the pupils further in each topic area in preparation for the IGCSE at either the Higher or Foundation tier. The girls in Year 9 are set according to ability, and the progress of the pupils will be closely tracked in order to ensure that the pupils are in the correct ability group. The use of mental arithmetic is still encouraged. The girls need to be confident with problem solving and application-style questions; emphasis continues to be placed on this style of question.

Course materials We use the MyMaths for Key Stage 3 set of textbooks from Oxford University Press, which links straight to the MyMaths website where the girls can reinforce and consolidate their learning.

Angles and triangles Pythagoras’ theorem Tangents to circles and their properties Similar and congruent triangles Loci Trigonometry Bearings

Measures, Perimeter, Area and Volume Convert area and volume measures Arcs and sectors of circles Compound measures e.g. speed Cylinders

Number Rounding and estimating Indices and standard form Repeated percentage change Reverse percentage problems Reciprocals

Graphs Parallel and perpendicular lines y = mx + c Distance-time graphs Transformations

Statistics, Probability and Set Theory Cumulative frequency and quartiles Tree diagrams Set notation Venn diagrams

Algebra Factors Adding simple algebraic fractions Inequalities Quadratics Sequences including quadratic rules


Biology

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If you have any queries about this curriculum, please contact: Mrs Claudine Maude (BSc, PGCE) - Head of Biology on [email protected]

In Year 9, girls are taught for two lessons each week and complete the innovative and exciting Spectrum course introduced in Year 7. There are many opportunities for practical investigations, and homework activities are designed to consolidate understanding and promote independent learning in preparation for their GCSE which they begin during this year.

Progress throughout the course is continuously monitored using written tasks, quizzes, verbal responses, presentations in class, experimental work, homework and end-of-topic tests. The small classes and excellent facilities in the Simpson Building ensure the opportunity for girls to fulfil their potential in a stimulating, specialist environment.

The well-written and pupil-friendly textbook continues to support the girls’ learning, providing clear explanations to help all pupils understand the concepts covered and including extension work on each topic, to allow more able pupils to explore beyond their current level of study. Interactive resources available for reviewing and checking progress can be accessed by the girls whilst at school to help consolidate their understanding.

Course materials The course is taught using the broad structure of Cambridge Spectrum Biology, utilising the textbook, practical worksheets and assessment materials. It is supplemented by unique electronic media and interactive resources developed by the science teachers at Farlington.

Microbes and Disease Types of microbes

Growing microbes

Microbes and disease

Prevention and treatment mechanisms

Immunity

Fitness and Health Effects of an unbalanced diet

Heart structure and heart disease Drug classification Effect of caffeine on reaction time

investigation

Inheritance and Selection Genetic material Factors affecting variation

Selective breeding

Cloning

Cells, molecules and digestion Structure and function of different types of

cells

Biological molecules and nutrition

Digestive system


Chemistry

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If you have any queries about this curriculum, please contact: Mr Chris Snewin (BSc, PGCE) - Head of Chemistry on [email protected]

Chemistry is taught for two lessons per week as a separate science. A range of exciting demonstrations is used to introduce concepts such as displacement reactions and the reactivity of the alkali metals. Each topic utilises a variety of practical activities that are conducted by the girls to further develop their laboratory skills as they prepare for their GCSEs. The girls study patterns of reactivity, focusing on the relative reactivity of different metals with water, oxygen and acids. The girls use what they have found out to make predictions about reactions.

Environmental chemistry focuses on ways in which human activities have affected the environment around us. Specific problems such as acid rain, the ozone layer, global warming and the greenhouse effect are investigated. In addition to practical activities, this topic provides many opportunities for scientific discussion and debate.

The IGCSE course begins with a more in-depth look at the particle model of the states of matter and separating techniques, before the specific reactions of particular elements are studied.

Course materials The course is taught using the broad structure of Cambridge Spectrum Chemistry, utilising the textbook, practical worksheets and assessment materials to provide an accessible and informative route through each area of study. This is supplemented by unique card-sort activities, electronic media and interactive resources developed by the science teachers at Farlington.

Patterns of Reactivity Reacting metals with water

Reactivity of metals with acids

Reacting metals with oxygen

Displacement reactions

Sources & uses of metals Investigating magnesium and acid

Environmental Chemistry Testing and changing soil pH The causes and effects of acid rain Reducing the amount of acid rain Global warming and the greenhouse effect The ozone layer

States of Matter & Separating Techniques Particle model of solids, liquids and gases Explaining dilution and diffusion Separating mixtures using filtration,

evaporation, crystallisation, distillation and paper chromatography

Chemistry of the Elements Reactions of Group 1 metals Properties & reactions of Group 7 elements Gases in the atmosphere The reactivity series Extraction and uses of metals


Physics

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If you have any queries about this curriculum, please contact: Mrs Lucy Rutherford (BSc, PGCE) - Head of Physics on [email protected]

During the Spring term, the girls will start to study the new IGCSE. We start with the topics they would usually cover in Year 9, so we will simply slightly extend the work in places and begin to practise IGCSE-style questions. This gives us sufficient time to cover the syllabus and gives the girls a taste of Key Stage 4 work ,so they can begin Year 10 feeling confident. Our planning currently allows time to revise the IGSE concepts that we cover in Year 9 during Year 11 but the entire topics will not be retaught.

Course materials The course is taught using the broad structure of Cambridge Spectrum Physics, utilising the textbook, along with some of the practical worksheets and assessment materials provid-ed; these are supplemented by unique electronic media and interactive resources developed by the science teachers at Farlington.

Thermal Energy How thermal energy manifests itself in terms of temperature and why objects feel hotter or cooler. Conduction, convection and radiation are investigated and compared as methods of thermal energy transfer, with reference to everyday contexts, and they are also explained using the particle model introduced in Year 7.

Gravity and Space We review key concepts about mass and weight, before moving on to discover how gravity affects the way bodies move in space. We explore our understanding of the solar system and how ideas have evolved, by considering early observations, predictions and explanations. The focus then shifts to different types of satellite, both natural and man-made, to study how they remain in orbit and how artificial satellites are used.

Pressure and Moments Pressure is the next area of study and the girls look at how pressure is calculated before investigating how pressure in fluids is used in hydraulic systems to transmit and increase forces. Simple levers are introduced and this leads into the study of the special combination of forces that can cause things to rotate known as moments, best known in the see-saw or balance. This topic will also give the girls an insight into the mathematical skills needed for IGCSE Physics.

Speeding Up The initial focus is on the units used for speed and the measurements needed to calculate how fast an object moves. We investigate how forces affect speed and use ideas of balanced and unbalanced forces to explain how falling objects move, looking at how friction causes deceleration and how to reduce the effects of this by streamlining. Finally, the scenario of skydiving and parachutes is used to introduce the concept of terminal velocity.

English Language & Literature Faculty of Languages

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If you have any queries about this curriculum, please contact: Ms Jane Williams (BA, MA, PGCE) - Head of English on [email protected]

Year 9 is an exciting year where your daughter will face more challenging texts but be supported

whilst developing her confidence in dealing with them. It is equally vital that we encourage and

support independent reading, alongside embedding the crucial technical skills of spelling,

punctuation and grammar. All work is in line with the new GCSE Examinations in English Language

and Literature and the Summer Examination introduces them to the format of these examinations.

Poetry from across the Ages Selections will be made from thematically

linked previous GCSE collections, such as Love

and Relationships. Students will become

accustomed to approaching unseen poetry with

confidence and to developing a technical

vocabulary when discussing texts.

Shakespeare and Modern Drama Students will look at the openings of, and key extracts from, Shakespeare and a modern play. This will allow discussion of how to approach literary study of a play, stage-craft, characterisation, structure etc. Film versions will be used to help with this study.

Wide Reading Girls are encouraged to select and read quality texts throughout the year. We have multiple copies of incredible texts such as To Kill A Mockingbird, Northern Lights, Animal Farm, Jane Eyre, Pride and Prejudice and many more.

Of Mice and Men by John Steinbeck This text is a wonderful introduction to the

quality of writing to be studied. Supported by

an outstanding film, written outcomes will

include comprehensive character notes,

analysis of themes and ideas, language analysis,

consideration of structure and form.

Nineteenth Century Mystery Stories A selection of these superb stories will

introduce your daughter to this key area of

English Literature. Study, discussion and

analysis of these will ensure she is confident

with her older texts next year.

Journeys This brings together a range of texts and

extracts all focusing on survival of one kind or

another. Fiction and non-fiction is looked at

with texts written in the 19th, 20th and 21st

centuries.

Course materials We will read novels, plays, poetry and non-fictional texts. We often watch film versions of texts to compare and trigger discussions of alternative interpretations. Your daughter should bring to her English lessons a personal reading book or Kindle, as we usually begin with 5-10 minutes of silent reading. This can, of course, be a library book. She will also need to bring a pocket thesaurus/dictionary.

French Faculty of Languages

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French, like Spanish, is taught for three lessons a week as a joint first modern foreign language.

There will be opportunities to create and perform short sketches on a small stage, which is a feature of all three language classrooms.

Formal Assessment takes place once a term. Girls are tested in listening, reading and writing and also have an individual five-minute oral in one of our purpose-built oral rooms.

If you have any queries about this curriculum, please contact: M Josselin Guédes-Wright (M ès L, Capès) - Head of French on [email protected]

En bonne santé - In good health Talking about illness Describing injuries Healthy living Understanding and giving advice

On y va ! - Let’s go! Discovering Normandy Travel arrangements Arranging hotel accommodation A visit to an attraction A visit to a sporting event

Les droits des jeunes - Young people’s rights School in France Household chores Fight hunger Religions in France Human rights

Course materials The course is taught through electronic media and is based on expo électro 3 by Heinemann Education and includes video elements. It is supplemented by Scaffolding for Productive Language, which is unique to Farlington.

L’avenir - The future Planning what you will do tomorrow Talking about hopes for the future Talking about future careers Why languages are important Looking at a career case study

Appelez la police ! - Call the police! Crime at the château - a theatrical

‘whodunit’ which features story telling, and explores descriptions, motivations and past tenses.

Suspects in a car theft - identify the culprit from the police interrogation video

German Faculty of Languages

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German is a very important European language that we introduce in Year 9 and it is offered as an alternative to French or Spanish. After a fun five-week introductory module, we then begin with GCSE level topics that we discover over a three year period. No prior knowledge of German is required to start this course and there are three lessons each week.

If you have any queries about this curriculum, please contact: Frau Fiona Sparkes (BA, PGCE) - Head of German on [email protected]

My studies; life at school Discussing your timetable Comparing subjects Describing a typical day School in Germany School rules Arguments for and against school uniform Describe how our actual school and how

your ideal school might differ Bullying and parental/peer pressure

Travel and Toursim Different types of accommodation Transport Holiday destinations Holiday preferences Holiday activities and opinions The weather in three different time frames Complaints about accommodation through

online reviews Berlin and other city breaks Lake Constance

Technology in evryday life Social media preferences Mobile technology Advantages and dangers of social media Reacting to and preventing cyberbullying Internet safety

Course materials The course is taught through electronic media and is based on Kerboodle by Oxford University Press. The introductory module is based on Hennings House by Channel 4. It is supplemented by by Scaffolding for Productive Language, which is unique to Farlington.

Introductory Module Informal and formal greetings How to count Letters of the German alphabet Telling the time Yours and other people’s ages and birthdays What you like and don’t like Where you and other people come from Where you live Eating and drinking German geography

If you have any queries about this curriculum, please contact: Sra Gema Briggs (Licenciado, PGCE) - Head of Spanish on [email protected]

Spanish Faculty of Languages

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In Year 9, girls continue to have three lessons a week of Spanish but the amount of learning is increased to a total of five modules. Making links between Key Stage 3 and Key Stage 4 is important in Year 9, since success depends very much on cumulative knowledge and skills, i.e. everything taught and learned from Years 7 to 9 is necessary for future study at GCSE.

We continue with formal language testing every term but interactivity and creativity are still an integral part of the Year 9 curriculum and pupils find that they are able to produce more sophisticated dialogues and role plays.

Course materials The course is taught through electronic media and is based on our own resources. It is supplemented by an excellent video component Zoom which is a friendship story set in Barcelona. We also use Scaffolding for Productive Language, which is unique to Farlington.

¡Vamos a comer! - Let’s eat! Meal times, breakfast; drinks and food Fruit and vegetables; in the market; quanti-

ties Typical Spanish dishes Meat, fish & sea food International cuisine Mediterranean diet; healthy eating

Vamos de compras - Let’s go shopping! Clothes and colours Currency and prices Clothes shopping and sizes Christmas celebrations Uniform Names of shops

¡Vamos de vacaciones! - Let’s go on holiday! Visiting Andalusia Tenerife and The Canary Islands At the tourist office Weather and climate Rail travel & other transport Madrid and Toledo

¡Vamos de marcha! - Let’s go out! Film genres and film classifications Film synopses Film preferences Going to a theme park Having a sleep over

¡Vamos a la clínica! - Let’s go to the surgery! Parts of the body Explaining symptoms At the chemist At the doctor’s surgery Healthy life style

Latin Faculty of Languages

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If you have any queries about this curriculum, please contact: Mrs Susan Farman (BA, MA, PGCE) - Head of Classics on [email protected]

In their study of Latin previously, the girls will have attained a good understanding of how to translate accurately, and so in this year they will develop their ability to translate Latin into English in some more complex sentences associated with GCSE level. The fascinating social background of Roman Egypt will be followed by a look at a different part of Roman Britain from Year 8. Vocabulary will continue to be learned for efficient translation and also to recognise derivations of words in other languages. The girls will also work on a historical project of their choice. There are two lessons a week.

Course materials Cambridge Latin Course - book 2 and 3 Cambridge Latin Course - Software Cambridge Latin course - Website - www.cambridgescp.com

Roman Alexandria’s famous lighthouse and harbour in Egypt

Basic grammar points are consolidated and finalised

20 Latin words are learned and derivations discussed every three weeks, related to the theme of Roman life in Alexandria

Roman religious belief More complex sentence structure is

introduced with the use of subjunctive verbs

20 Latin words are learned and derivations discussed every three weeks, related to the theme of Roman life

Roman scientific discoveries More complex sentence structure is

introduced with the use of present participles

20 Latin words are learned and derivations discussed every three weeks, related to the theme of Roman life in Egypt

Personal project on Roman life The girls will get an opportunity to research

and write a project on an area of Roman life of their choice.

This will be presented in written form in the Spring Term and visual form in the Summer Term.

Roman Bath, England More complex sentence structure is contin-

ued with the study of past participles 20 Latin words are learned and derivations

discussed every three weeks, related to the theme of Roman life

Faculty of Social Sciences

Geography

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If you have any queries about this curriculum, please contact: Mr John Dwyer (BSc, PGCE) - Head of Geography on [email protected]

Geography is taught for two lessons a week and the aim in Year 9 is to reinforce the basic understanding set in Years 7 and 8, by applying that knowledge to countries with different levels of development. This marks a changing emphasis from a thematic approach to the geography of places. Geographical fieldwork secures high quality learning and Year 9 students take part in a fieldtrip to the South Downs National Park and Brighton beach. This is excellent preparation for building the data collection and analysis skills required at GCSE level in this subject. Scholars and gifted and talented geographers, furthermore, have the opportunity to visit Box Hill in March to carry out a survey around five different sites to evaluate the impacts of footpath erosion, noise pollution and litter.

Course materials The Geography curriculum is supported by Geog.3 textbook published by Oxford University Press.

Development The enormous gap between rich and poor

in the world today and reasons for the stark North-South divide.

A range of socio-economic development indicators.

A detailed study of countries at different levels of development – Ghana and the UK.

Tourism A study of the world’s biggest growth

industry. Causes and consequences of the growth of

tourism. Examples - The Gambia, Benidorm and Loch Lomond and the Trossachs National Park.

An in-depth report based on our fieldtrip to the South Downs National Park and Brighton beach is produced.

The Coffee Industry

Millions of small-scale farmers in Less Economically Developed Countries (LEDCs) depend on growing coffee for export to richer countries. Big companies process and package the coffee but many coffee farmers live in poverty.

An investigation is carried out on trade rules with a focus on the Fair Trade scheme.

Globalisation The ‘Shrinking World’ concept – people,

goods and information are increasingly linked and this can bring benefits and costs.

A study of a Transnational Companies (TNCs), with a particular focus on Nike.

An investigation into the garment industry with an emphasis on conditions in so-called ‘Sweatshops’ in Bangladesh.


History

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If you have any queries about this curriculum, please contact: Mr Daniel Cronin (BA, MA, PGCE) - Head of History on [email protected]

In Year 9 History we explore the Modern World. This takes us from Industrialisation, the conflict that this brings in domestic issues, as well as foreign relations and a changing social order. We explore the development of new political ideas, and charting society as it changes nationally and regionally. We also assess the impact of national events, which have a major impact on this era and still resonate today.

In terms of foreign policy, we look at the Great War and World War II, why they came about and their impact. We also explore the emerging nations of the Middle East through these wars and their changing political landscape.

Course materials Text books, DVDs, historical representations, interactive technologies, images, audio stimulus and our imaginations.

Industrial Revolution Inventors and Industrialists Social and economic Impact of

industrialisation From Arkwright to Stephenson, we look at

an age of discovery From philanthropy to exploitation

WWI & WWII Steps to war Main events Impact of war Continental relations

Middle East Main events Individuals such as Gertrude Bell and

Lawrence of Arabia Emerging nations

Emerging Nationalism Demise of the Empire Emerging civil rights voices Rising nationalism, from India to Ireland.


Philosophy & Ethics

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If you have any queries about this curriculum, please contact: Mrs Caroline Newell (BA, PGCE) - Head of Religion & Philosophy on [email protected]

In Years 9 and 10, the girls follow the Edexcel Specification B GCSE Short Course over 2 lessons per week. The course will enable the students to explore key philosophical and ethical issues facing the local, national and international community. In Year 9 the girls will study Christianity as a lived religion within the United Kingdom and throughout the world: its beliefs and teachings on life specifically within families and with regard to matters of life and death.

Course materials The course is taught using the exam board textbook, as well as a range of different visual resources, such as videos, and class discussions.

Christian beliefs Students will develop a sound understanding of the key tenants of Christianity including:

The Trinity The creation of the universe and humanity The last days of Jesus’s life The nature and significance of salvation and

the role of Christ within salvation Christian teachings of life after death, and

how this compares with other religions The apparent contradiction between evil

and suffering and the belief in a righteous and loving God

Through these topics, students will recognise that within Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed.

Marriage and family Students will use their knowledge of Christian beliefs to understand:

The importance and purpose of marriage for Christians

Christian beliefs about the significance of the family

Christian attitudes towards family planning and birth control

Christian views on divorce and remarriage Christian views on equality between men

and women in the family Christian teachings about gender and

discrimination

Students will analyse different Christian responses, and compare them with non-religious views.

Faculty of Creative & Expressive Arts

Cookery & Nutrition

If you have any queries about this curriculum, please contact: Mrs Leigh Hawkins (BEd) - Head of Cookery on [email protected]

Cookery & Nutrition is offered as an alternative subject choice to Music in Year 9. This year we look at foods from around the world and this includes a fascinating demonstration from an overseas native of a recipe from their country.

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Course materials Recipe and information booklets. Cookery equipment and various cooking utensils. Computer access for their project work.

Following recipes Making various dishes from overseas, such

as korma from India, moussaka from Greece, apple strudel from Austria, risotto from Italy, and profiteroles from France.

Project work This is ongoing over the term, researching a

country, looking at the types of dishes that are native to it, and staple foods of that country. How easy is it to locate authentic ingredients in the UK?

Meal planning Timing of the cooking

Decision-making

Presenting a dish that has good flavour and is attractive to the eye.

Cake making Decorating including feather icing and

piping.

Pasta making Creating fresh pasta, such as tagliatelle

Cooking a fresh ragù

Pastry making Looking at all of the different types of pastry

that can be made, including choux and shortcrust pastry, when each one is used and for which dishes.

Jam making The techniques involved in creating lemon

curd/fruit jams


Drama & Theatre

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If you have any queries about this curriculum, please contact: Mrs Emma Spires (BA, PGCE) - Head of Drama & Theatre on [email protected]

The Lower School Drama curriculum aims to develop an understanding of different styles and genres through exploration of a range of dramatic techniques, mediums, contexts and conventions. It also develops confidence and fosters cooperation skills enabling students to explore and respond to various stimuli throughout the year.

By the end of Year 9, all students will be using a wide variety of drama strategies with confidence. They will have explored drama practitioners and will be able to utilise their knowledge of drama from different cultures and eras to create polished performances in varying styles and genres. Drama is taught once a week in the Drama Studio, but there are also opportunities for the students to become involved in productions within the school.

Course materials We use material specifically created and adapted for each topic, however we will be using examples from Frantic Assembly and Mother Courage in addition to clips from movies.

Secret Annexe Introduction to Comic Book Theatre Using stylised and symbolic drama Marking the moment The use of lighting and music

Mask and Mime Introduction to commedia dell’arte The use of gestures and proxemics Creating effective mime Using Trestle masks in performance

Physical Theatre What is Physical theatre and how is it used The influence of Frantic Assembly Creative approach to chair duets The use of emotions to tell stories

Brecht versus Stanislavski Alienation Effect

Characters emotional response

The effect of both Brecht and Stanislavski on a piece of text / drama

Devising From a Stimulus Using the skills and techniques and knowledge of different genres and styles that have been

learnt throughout KS3, pupils will be given a stimulus to create a performance

The use of costumes, lights and sound Verbal and written evaluation of their own work, and the work of others.


Fine Art

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If you have any queries about this curriculum, please contact: Mrs Rosalyn Sprey (BA) - Head of Fine Art on [email protected]

Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Pupils use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think.

At Farlington, we study a variety of different units each year. Projects begin with observational drawing and also make connections with artists and other cultures. Units are discussed and planned at the beginning of each term and therefore those outlined here are provisional.

With GCSE in mind, we are particularly concerned to develop a personal and independent approach. There is increased use of sketchbooks with related homework; greater awareness of art history and other cultures; and an increasing emphasis on evaluating and developing work. At this level, pupils are putting more thought and time into their artwork and so projects are now extended to one term.

Course materials The projects are designed to cover a wide range of techniques and applications, allowing the students to explore and experiment with a wide selection of materials and processes. These include: expressive ink drawing, painting with acrylics, printing, sculpture, and mixed media.

Cityscapes: Mixed-Media Painting Drawing and painting Research into appropriate artists Experimentation and development Creation of mixed media landscape painting

Contemporary Portraiture: Painting Drawing and painting Research into appropriate artists Experimentation and development Creation of Portrait Painting

Music Faculty of Creative & Expressive Arts

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If you have any queries about this curriculum, please contact: Mr Brian Dallimore (BA, PGCE) on [email protected]

Music is offered as an alternative subject choice to Performing Art in Year 9.

In Year 9 Music, pupils will continue to develop listening, appraisal, improvisation, composition and performance skills. They will continue to develop a deeper understanding of music theory in practice and will use a range of ICT music software to ensure that those who wish to continue music study at GCSE will be suitably prepared.

Medieval to Mozart Pupils will consolidate their understanding of musical history, knowledge of music theory and aural skills by studying a range of works from each era, beginning with medieval sacred vocal music. They will sing plainsong, compose their own Baroque dance music and write their own compositions from a selection of briefs using Sibelius and/or Cubase software.

Extra Curricular Activities We actively encourage all girls to take part in at least one of the many free extra-curricular musical activities on offer. In Year 9 this includes SKATZ, Ukulele Club, Concert and Training Orchestras, String ensembles, Flute Choir, Guitar Ensemble, Razzmajazz, Strood Consort, and Aural & Theory sessions. All of these groups cater for different standards, so we really have something for everyone!

Remixing and Sampling A study of compositional techniques using both hardware and software technology. Pupils will get to grips with creating samples and loops using tools such as Loop Station, Kaoss Pad, Audacity and Cubase. They will understand and recognise a range of effects used in the production of electronic music, create their own samples and produce original compositions from their own samples, which will include the use of effects.

Fusions Building on their knowledge of historical musical development, pupils will study the art of combining styles and genres to produce ‘fusions’. This unit of work will incorporate analysis of music from across the globe and explore the history behind the creation of musical fusions. Pupils will compose their own ‘fusion’ using their preferred method from our range of ICT tools. Groups will rehearse, perform and record these fusions.

Instrumental Lessons In addition, there are opportunities for girls to learn a musical instrument as a paid extra-curricular activity. These include flute, recorder, oboe, clarinet, saxophone, bassoon, violin, viola, cello, double bass, drum-kit, trumpet, trombone, piano, guitar and singing.

Textile DesignFaculty of Creative & Expressive Arts

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If you have any queries about this curriculum, please contact: Mrs Sue Cooper (BEd) - Head of Textile Design on [email protected]

Fashion is one of Britain’s largest industries and, in Year 9, students move from the consideration of textile cushions in the home to the world of fashion and costume design. Throughout the year they will look at the work of several contemporary fashion and textile designers, and begin to build up a sketchbook of work. Students will learn several techniques and expand on their use of the sewing machine. This range of techniques and the continued development of the students’ skill levels will allow them to add decoration to their work that reflects their own creativity and style. They will incorporate their skills and ideas into a finished piece which may be a dress, costume, bodice or skirt. The aim is to encourage individuality and flair and hopefully inspire the students to study the subject in further depth later on. The course consists of one double lesson for one term and then students can select either Art or Textiles to study during the Summer term. Homework is set weekly.

Course materials This course has been specifically designed to give students the opportunity to see a design idea progress through to a final piece of wearable art in the form of a fashion garment or costume.

‘My School’ fashion/costume design project Sketchbook work will include drawings, paintings, pattern design development, textile

technique samples, research homework based on chosen fashion designers and textile artists, ideas, experiments and photographs of the final piece.

Alternative designs will be created by experimenting with a variety of skills and techniques i.e. appliqué, printing, free machine embroidery.

Work will be reviewed, modified and refined as it develops into a creative and visually exciting fashion garment or costume.

An assembly fashion show of the work will provide a showcase of all the completed dresses and costumes.

Sketchbook work will be assessed as the project develops, and an overall mark given to the completed final garment on how technically competent and creative it is.

Enrichment

Computing

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If you have any queries about this curriculum, please contact: Mr Josselin Guédes-Wright (M ès L, Capès) - Head of Computing on [email protected]

We recognise that Computing is an important facilitating subject for all areas of the curriculum, and we aim to have an integrated approach throughout the school. To support this, Year 9 girls also have one computing lesson each week in our dedicated room in the Technology Courtyard. It is assumed that pupils have knowledge of the Windows operating system and are familiar with Microsoft Office.

Course materials The Learning Platform is powered by Google Classroom, and Google also provides our email system. For e-safety, we link to Internet sources in conjunction with the Life Skills programme. Other materials are unique and produced here at Farlington.

Google for schools Google docs Google slides Google sheets Collaborative work

Graphics Vector and bitmap images

File formats

Using Photoshop

Compositing layers

Adding effects

E-safety Protecting online identity and privacy,

including strong passwords

Recognising inappropriate content, contact and conduct

Reporting concerns

Web design History & development of the Internet Domain names, web servers, website

hosting Creating webpages HTML Coding

Typography and design Choosing coherent styles

Using and modifying templates

Using colour schemes

Image quality and resolution

Enrichment

Life Skills

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If you have any queries about this curriculum, please contact: Mrs Helen Ravenscroft (BSc, PGCE) - Head of Faculty, Social Sciences on [email protected]

Course materials Your Life 3 textbooks and course material.

Life Skills, as it name suggests, is an integral part of the pastoral life of the school. It is used to provide knowledge and understanding that can help students develop skills that they will be able to use throughout their lives. The programme is designed to be taught over several years with appropriate topics for each year group within four main areas: Personal Wellbeing (understanding and developing yourself, including your relationship with others), Keeping Healthy, Economic Wellbeing (financial capability, the world of work and your choices) and Citizenship (knowledge and understanding of the world around you and development of the skills required to be an active citizen).

The content is delivered by a mix of Form Tutors, internal and external speakers in addition to the other school subjects. The delivery of certain Life Skills topics is positioned during the year to dovetail with the delivery of other relevant topics in other subjects. All school subjects will also encourage the development of core values in Life Skills such as honesty, integrity, organisation and the ability to make informed choices. In Year 9, the students have an allocated lesson each week. There is a focus on the choices the students will make with respect to GCSE options and have age appropriate lessons on health topics and citizenship by a range of expert external speakers. Some Life Skills ideas are also covered in assemblies and the students are given the opportunity to take part in assemblies to encourage self-awareness and confidence.

Personal Wellbeing Year 9 challenges and mind-map techniques

Academic mentoring Being assertive and conflict resolution Cyberbullying Workshop Your role in the family Study skills related to your achievements The psychological effects of drugs and their

effect on peoples lives

Keeping Healthy Body image and self esteem programme

OASIS Sex Education and Pregnancy Workshops

Drugs and your safety - the effect of drugs on your health

Taking care of your own health as you get older

Economic Wellbeing Being a ‘green’ consumer Careers and future choices programme Selecting GCSE options Consumerism, consumer rights, pricing and

financial contracts e.g. mobile phone

Citizenship School Council Elections process and voting

Human Rights

Crime and Punishment

Drugs and the Law

The travelling community

Enrichment

Sport

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If you have any queries about this curriculum, please contact: Miss Sara Whittaker (BEd) - Director of Sport on [email protected]

Girls are provided with the opportunity to take part in a number of different activities through lessons and extra curricular sessions. Girls will have one double lesson and one single lesson a week throughout the year.

Lessons are based around participation, enjoyment and the development of skills. Girls are encouraged to maintain a good level of personal fitness. Those who show a high level of ability in any activity are encouraged to join local clubs and trial at County level.

The course is completely practical; basic skills are reinforced and tactical play in game situations is taught.

Autumn & Spring terms Netball Hockey Dance Gymnastics Fitness Athletics

Hockey & Netball Ball control/handling/footwork Passing and receiving skills. Attacking skills. Defending skills Game awareness strategies. Rules

Gymnastics & Dance Sports Acro Safety, changes of levels, speed Set piece—Street Choreograph in pairs and work towards a

group piece

Summer term Athletics Rounders Swimming Tennis

Rounders & Tennis Fielding/batting/bowling Strokes Tactics Game awareness Rules

Athletics & Swimming Warm up & cool down/safety Technical knowledge and principles of

movement Personal survival and basic lifesaving Rules

The Learning Platform

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If you have any queries about The Learning Platform, please contact: The Station Master, on [email protected]

The Learning Platform is Farlington’s unique virtual learning environment and is powered by Google Classroom. All our learners sign up to The Learning Platform and accept invitations to all the destinations for subjects they are taught. At each destination throughout the year, our teachers will stream details of homework, reminders, pdf resources and carefully selected Youtube clips. In the ‘about’ girls will find details of the curriculum, as well as recommended websites. The Learning Platform can be viewed equally well on smartphones, tablets, PCs and Macs meaning that girls can be in touch with their learning when they choose. Personal devices may be used in class when authorised by the teacher for purposes of research, online dictionaries or kahoot quizzes, for example. If your daughter has her own mobile device, and she has not already done so, then please do allow her to download the Google Classroom app. It is free-of-charge and very practical. Pupils can also comment on posts and ask questions, which means that learning can also be a shared experience outside the classroom. The Learning Platform is also used for whole school messages, which can be found via the Assemblies & Notices , and there are other destinations such as Book World, where our Librarian announces new arrivals and make recommendations, and students can post their own book reviews. The Learning Platform at Farlington is an efficient and up-to-date way of learning and communicating.

Enrichment

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year 9 urriculum - · pdf fileooker & nutrition page 17 drama & theatre ... = m + c...

Documents