Curriculum

Booklet

Year 9

What is a Curriculum?

As a free school, Gildredge House can determine its own curriculum. The school curriculum is more than just a collection of subjects for study. The curriculum comprises all the planned activities within and beyond the timetable. In setting our own curriculum, we seek to fulfil a number of important objectives:

1. Students should receive a broad and balanced education, which reflects the many facets of human personality and interest.

2. Students should have access to a full range of learning that will promote achievement, progress and personal development.

3. The curriculum should equip students with the essential skills of literacy, numeracy, and information and communication technology.

4. The curriculum should encourage aspiration, promote an enquiring mind and the capacity to think rationally.

5. The curriculum should build on students’ strengths, interests and experiences and develop their confidence in their capacity to learn and work independently and collaboratively.

6. Students are entitled to a curriculum which allows them the opportunity to be creative, innovative and enterprising.

7. The curriculum should develop in students an enjoyment of and a commitment to a lifetime of learning.

8. The curriculum needs to be about fun as well as serious study; enjoyment leads to better learning.

9. The curriculum should promote students’ self-esteem and emotional well-being to enable them to form worthwhile relationships with others and develop the capacity for leadership.

10. The curriculum should make explicit the values, attitudes and ethos that the school is seeking to promote and which make Gildredge House unique.

Structure of the Curriculum

The curriculum in Year 9 continues to broadly mirror the new National Curriculum in England and uses as its foundation the subjects studied within Year 7 and 8.

The breadth of the curriculum is ensured through the offering of Humanities, Technology (including Resistant Materials, Food Technology and Textiles), Computer Science and the Expressive Arts. We ensure key skills in English, Maths and Science are developed by giving these subjects adequate time on the timetable and, of course, Sport is still well represented.

Community and Challenge are separated and thereby allow us a key way to deliver PSHE (Personal, Social and Health Education), SRE (Sex and Relationships Educations) and promoting British Values.

One thing that makes studies different in Year 9 is that students have the opportunity to study three languages. These students would continue with the two languages from Year 8, but add a third; either Spanish or German. In order to do this, they would not study Technology, but would remain in Art and the rest of the subjects on the curriculum.

Students who wished to study two languages in Year 9, could either simply continue with the same two from Year 8, or, swap one of their Year 8 languages for a new language, again, either Spanish or German.

Single linguists would continue with their language from Year 8 and their Culture Studies which would underpin a Citizenship GCSE.

A Curriculum Evening is planned before Easter to give parents the opportunity to talk through the available options with the Languages Department.

Structure of the Curriculum

Subject Y9 OPEN (2 lang)

Y9 LANG (3 lang)

Y9 CULT (1 lang)

Art & Design 1 1 1

Challenge (Philosophy & Belief) 1 1 1

Community 1 1 1

Computer Science 1 1 1

Design Technology / Food Technology

2 0 2

Drama 1 1 1

English 4 4 4

Geography 1.5 1.5 1.5

History 1.5 1.5 1.5

Mathematics 4 4 4

French / MFL*1 2 2 2

MFL* 2 (Latin or other) / Culture 2 2 2

MFL* 3 0 2 0

Music 1 1 1

Science 4 4 4

Sport 3 3 3

30 30 30

*MFL – Modern Foreign Language

Year 9 core subjects

Year 9 core on 2-week timetable

Each teaching period is 50 minutes in length.

English

The recursive, skills based nature of English means that Year 9 is not a year in which we simply study something different, rather we see an increase in the range of students’ analytical skills as well as a deepening of their understanding of a variety of texts.

Where in Years 7 and 8 we move from a focus on writing at length, then through the development of reading for meaning and connotation, in Year 9 we look at more subtle and evocative technical skills. The fact that our students are that little bit older means we can explore slightly more advanced themes and ideas and this enables them to understand how to control the reaction of their reader as well as understand the wider intentions of the writers we read. All of these skills are fundamental in ensuring that students reach their potential at GCSE and beyond.

In order for us to accomplish this students will work across a range of activities, sometimes working independently, sometimes in small groups, but always with a focus on how best to use language in that particular situation. We encourage students to question the ideas of the teacher, offering alternative interpretations where they can be supported, and to ask for clarification when the teacher uses words or ideas they do not quite understand. We believe that this helps develop not only a sense of independent learning but also works to erase that fear of “getting it wrong” that can often hold young learners back. Our belief is that no question should be ignored and that in truth we only learn by getting it wrong: getting it right every time simply means that we already knew the answer and so will have learned nothing new.

To that end we continue to encourage students to use their books as draft books and experiment with a range of techniques that help them improve their writing. Opportunities for formal writing will become a little more frequent and in those there will be an increased expectation that a more developed sense of audience and purpose will reveal itself.

Where appropriate we use ICT for research and to explore film and other visual literacies but we continue to ensure that the neuro-physiological benefits of handwriting are encouraged: writing essays by computer is not helpful in developing sophisticated writers.

Students will have Prep tasks and activities that, in the main, focus on reading and further developing a reading diary in which they reflect on what they have read. This is a crucial skill to inculcate if our students are to reach the highest grades they can. It also helps encourage a sense of independent learning. We know that homework in itself does not improve learning; it is much better to promote strategies that allow students to become self-motivated and independent through choice.

To support your child in English simply ask them what they are learning. Ask them to explain what it is they are studying and ask what they are most pleased with at any given time. Do not highlight perceived ‘failings’: telling a child their spelling is not good enough will only create a child who is fearful of attempting new words. Rather, ask them what strategies they are being taught in order to learn new words. Encourage the reading of any text (books, poetry, magazines, the backs of cereal boxes) but ask for variety. And if you want to get a child to read a book don’t tell them it’s good: say it’s been recommended to you and you would like them to tell you if it is worth reading.

Timings for English units may vary depending on how students respond but through the year the curriculum will include a novel, a Shakespeare play, poetry across the centuries and a range of writing units that will include discursive, epistolary, descriptive, narrative, travel, informative and even more. All of these will produce rounded and skilful readers and writers who are fully prepared for the iGCSE curriculum.

Mr P Honeyford Head of English

Mathematics

Mathematics in Year 9 builds on the topics studied, and skills learned in Years 7 and 8. There are new topics, such as Pythagoras and Circle Theorems, but most topics are a continuation of those learned in previous years. Number calculations, algebra, graphs, geometry and probability are all continued on to a higher level building on previous Mathematics skills studied.

Problem solving and investigations form a key part of the course, with students encouraged to develop an independent approach to studying Mathematics. Students will develop their ability to write a logical argument in Mathematics, which extends to writing formal proof.

There is no distinction between KS3 and GCSE Mathematics; all Mathematics studied at secondary level can be tested as part of the GCSE examination and skills studied in lower years will regularly be drawn upon. However, a small number of students will follow the Foundation course, which only includes topics up to Gildredge Scale 5 for GCSE. As a result there are two possible courses that students will follow towards the end of Year 9.

Students following the Higher course will study topics that start at Gildredge Scale 6, such as trigonometry and cumulative frequency, as well as extending algebra and fractions to this level.

In Mathematics lessons students engage in tasks that stimulate mathematical thought and encourage strategic thinking. Tasks can be open investigations, or a series of closed questions that require students to learn a key skill, and then use those skills in problem solving, combining a range of Mathematical ideas. Students are encouraged to tackle problems they find challenging and to persevere with difficult tasks. Mathematics lessons promote discussion of mathematical ideas, with students encouraged to explore different approaches to problem solving but the majority of study is independent enquiry.

In Year 9 students will be able to have access to a greater range of worksheets on MyMaths since they will begin to access the GCSE section of the website. This will enable students to further develop their Mathematics independently. We are currently exploring further applications and software that will be trialled over the remainder of Year 8.

Prep and homework form an essential part of the course in Mathematics. Completing worksheets on MyMaths allows students to practice and learn the

key skills that are required for success, with the added benefit of an online lesson for further help. Students need to revise prior to each topic test that happens once a term, after a block of 5 or 6 weeks studying. This enables students to embed key Mathematics learning as well as developing the study skills that are essential for success at GCSE.

In order to support your child in Mathematics, encourage them to think positively about their ability to make progress in the subject. It is helpful if you can encourage your child to attend the Mathematics Clinic to get extra support if they are finding a topic difficult. Encourage your child to prepare well for the termly topics assessments, investing time in revising. It would be helpful if you could encourage your child to use a pen to work out problems, and to practise number work without a calculator unless directed otherwise. We would also encourage students to complete extra worksheets on the MyMaths site so that skills are embedded.

Year 9 overview of topics:

Term Numeracy Algebra Geometry Reasoning, probability and data

1 Significant figures, rounding and estimating Decimals and fractions Introducing surds

Sequences Formal equations, including fractions.

Pythagoras Theorem Circle Theorems (Intro) Language of geometry

Tilted squares

2 Percentages with and without a calculator

Expressions (recap)

Volume and area Enlargement

Squares and grids

3 Standard form Negative indices

Quadratic expressions Simultaneous equations

Probability techniques (recap) Higher: Probability trees Foundation: Work on fractions

4 Fractions – working with mixed numbers.

Index laws and powers Graphs

Higher: Trigonometry & angles Foundation: Revise geometry

Revision

Formal examination

Foundation course

5

Integers Negative numbers

Reading & writing algebra Formulas

Expressions and area

Averages

6

Ratio and proportion

Graphs and proportion Equations

Transformations Data graphs

Higher course

5

Surds and indices Negative numbers

Formulas, including indices

Application of algebra and indices in 3D shapes

Averages & cumulative frequency

6

Ratio Direct and inverse proportion

Graphs – direct and inverse proportion

Transformations Enlargement with negative scale factor

Data graphs

Ms K Sutcliffe Head of Mathematics

Science

The emphasis of the Year 9 Science curriculum is to ensure a smooth transition onto the IGCSE Science courses. A series of bridging topics will consolidate the broad foundation of Years 7 and 8 and extend learning towards the higher demands of the IGCSE in discrete units of Biology, Chemistry and Physics.

The concurrent nature of the syllabus content for the IGCSE Co-ordinated Science (Double Award) and the Separate Sciences (Biology, Chemistry and Physics) ensures a common starting point for all students. It is anticipated that the majority of students will study separate IGCSEs in Biology, Chemistry and Physics, but a decision for some students to work towards the Co-ordinated Science IGCSE may be taken towards the end of Year 9.

The practical nature of Biology, Chemistry and Physics will continue to be a major emphasis of the curriculum, and students will be encouraged to learn through practical investigation wherever possible. Practical skills will be regularly assessed with a focus on the demands of the IGCSE Practical Assessment component.

Independent study skills will be encouraged throughout Year 9 with the continued use of regular assessment to provide feedback on student progress. Students will be expected to complete individual work beyond the school Prep sessions.

An awareness of the impact of Science in society would be enriched by regular reading of Science-related articles in newspapers, magazines and websites.

Outline of the Year 9 Science curriculum:

Term Topic

Autumn Term Bridging Units:

Biology: Flowering Plants

Chemistry: Rates of Reaction

Physics: Heat Transfers

Spring Term

Practical Investigation Project IGCSE courses begin in Biology, Chemistry and Physics. Biology: Characteristics of living organisms, cells and enzymes. Chemistry: The particulate nature of matter, experimental techniques, atoms, elements and compounds. Physics: Motion, mass and weight, density and forces.

Summer Term

Mr M Alker Head of Science

Art & Design Technology Art and Design Technology provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in nature.

Students will build creative skills through learning and doing, to develop imaginative and intuitive ways of working and develop knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

Students are introduced to a variety of experiences employing a range of media, processes and techniques appropriate to the chosen areas of study. Knowledge and understanding of art, engineering, design technology, craft and design will be developed through research, the development of ideas and making activities working from first-hand experience and, where appropriate, secondary source materials.

Students will learn to use the Adobe Suite of software, along with 2D Design and ProDesktop 3D software during their Art and Design Technology lessons. Students explore practical and critical/contextual work through a range of 2D and/or 3D processes and new media and technologies. Students will use CAD CAM systems to enhance their key skills.

Students’ Prep work will centre on how knowledge and understanding of the work of others can develop and extend thinking and inform their own work.

Students will research a variety of approaches, methods and intentions of contemporary and historical artists, craftspeople engineers and designers from different cultures and their contribution to continuity and change in society. Students will work on initial design ideas and development of their ideas.

Parents can help their child do well in Art & Design Technology by allowing them to sketch, draw, and visit museums and galleries.

Year 9 students cover a very broad curriculum before specialising.

Topic Term

Graphic products Autumn 1

Resistant materials Autumn 2

Electronics Spring 1

Textiles Design Spring 2

Food Technology Summer 1

Engineering Summer 2

Mr A Hamilton

Teacher i/c Art & Design Technology

Drama

The main skill that we aim to develop in Year 9 is independence. This is shown through performance, and in planning. Students will continue to analyse their own, and peers’ work and we will begin to explore the various technical aspects of the Performing Arts. The modules will allow for students to work independent of clear direction, and focus more on the development of ideas based around themes. Students will also begin to research and apply practitioners to their work.

The Performing Arts links holistically into the ethos of the school as we aim to inspire students to not only emulate work, but also understand affect through performance in an independent, personal manner. Many of the activities in Year 9 are centred on devising. This can be based on music, images, themes and facts. These are highlighted modules that encompass composition and creation of original performances.

Over the course of the year, students will have access to an online workbook. They are required to record assessment levels, targets, and reflective notes to map their progress throughout the year. They will also be using this workbook to answer exemplar questions and record key words. This can then be reflected upon in years to come and is essential for GCSE Drama.

Students will not be set Prep as part of the formal timetable, but will be required to complete occasional homework tasks. These can range from creating a costume, to devising scripts to be used in lessons. Extra rehearsal space is available for students to book in order to further group work.

Parents can help students to develop in Drama by discussing performance at home, and when possible creating opportunities for students to get a varied diet of live performance.

Outline of the Year 9 curriculum:

Topic Term

Devising using Music Autumn 1

Brecht – practitioner Autumn 2

Script work – focus on PSHE issue Spring 1

Technical aspects of Drama Spring 2

Devising using Script Summer 1

Stanivslavski- practitioner Summer 2

Mr N Gardner Teacher i/c Performing Arts

French and Spanish

French and Spanish are optional as part of the Year 9 ‘pathways’ choices (but students have to do at least ONE language throughout their school career). The focus for Year 9 is to prepare students for the otherwise difficult transition from KS3 languages to GCSE by concentrating on how the language is structured and encouraging higher-level listening, reading, writing and speaking skills. For those who are taking up Spanish for the first time there will be a ‘fast track’ grouping to ensure they are up-to-speed by the end of the first term.

By the end of Year 9, students should be able to recognise and use at least two different tenses with a fair degree of independence, relying less on phrases that have been learned and more on constructing sentences using the correct form of verbs, adjectives and pronouns.

In Years 8 and 9, students work through a series of ‘projects’ based on some of the key GCSE topics. Each project involves a considerable amount of independent study in class and/or group work. Students will, for example, review a film in French or Spanish and create a multimedia advertising campaign for a product. They will create a role-play at a hotel where their holiday goes wrong and they have to lodge a complaint with the management. Students will write an extended essay on their family and friends and discuss views of marriage and relationships.

Topic Term

Fast-track / The past, present and future tenses Autumn 1

My home town (writing task) Autumn 2

Relationships and family Spring 1

Advertising and the media Spring 2

Making a complaint Summer 1

Film reviews Summer 2

German

German will be available to students as a third Modern Foreign Languages

(MFL) option on a ‘fast track’ basis as it is not currently offered at KS3.

The focus for Year 9 German is to provide students with a good grasp of how the language works and an understanding of German culture in preparation for a possible GCSE in the subject. During the course of the year, students will learn key vocabulary in a number of topics including: family and friends, personal descriptions, travel, the home and modern technology.

Topic Term

Me and my family Autumn 1

My school Autumn 2

Where I live Spring 1

Technology and the media Spring 2

Going on holiday Summer 1

Healthy living Summer 2

All Languages students regularly enjoy working in groups on projects such as role-plays and performances for the rest of the class. They use the their language in class every time they step through the door and their teachers give them the opportunity to work independently on a range of writing and reading tasks so that each individual student can stretch themselves and make use of their prior learning.

We use ICT in Languages on a regular basis. Students are encouraged to follow the Languages blog at www.ghlanguages.weebly.com which includes Prep information and languages news. In lesson, teachers have access to the Pearson range of online resources including video and audio tasks. We also use the online vocabulary builders Quizlet and Vocab Express to improve vocabulary skills, and Socrative to test students on what they’ve learned in class. The Languages Department has access to a set of iPads and laptops for research and creative purposes such as making presentations, films or comic strips in MFL.

Prep in MFL is in the form of a Takeaway Homework menu. Every week, students choose from a range of differentiated tasks to suit their skill levels. These can be anything from a reading worksheet to researching a grammar point or creating a video role-play film. At least twice a term, Prep involves memorising vocabulary for regular tests. Mr J Gardner Head of Department, Languages

Geography

Geography focuses on developing an inquisitive mind, encouraging students to ask why, where, how and who to discover the immense diversity of the world around them. Development of analytical skills are encouraged through investigation of a variety of sources such as maps, photographs and videos.

Three main themes run throughout Years 7-9 (as shown in the diagram). These themes: Diverse World, People and Planet, and Water World are revisited each academic year which allows students to develop breadth and depth of the subject matter.

Fieldwork is an essential part of Geography. Opportunities for fieldwork throughout KS3 will allow students to develop and test their own hypothesis. During Year 9 students will choose one of three areas on which to base their fieldwork. They will then develop their own area of investigation guided by the class teacher.

During Year 9 students will be introduced to GCSE style questions and develop their decision making skills. This, coupled with their fieldwork investigation, will ensure all students are fully prepared for the GCSE course. At home, discussion of current world events will help develop an awareness of the world and the interrelationships between countries. Students could also be encouraged to investigate the current topics in their own time.

Term Year 9

Autumn 1 Future locations – How can increasing numbers of people be housed? Where new services and facilities should be placed?

Autumn 2

Spring 1 Threatened places – Why are some places under threat? E.g. rainforest, Antarctica Should these places be protected? How should they be protected?

Spring 2

Summer 1 Rivers – What processes are at work in and around rivers? How do people use rivers? How are peoples’ lives affected by rivers?

Summer 2

Assessments will be at the end of each module and will lean towards GCSE style assessments to prepare students for examinations at the end of KS4. Mrs K Nicolle

Teacher of Geography

History

The study of History at Gildredge House focuses on developing students understanding and application of the key historical concepts of ‘change and continuity’, ‘significance’, ‘interpretation’, ‘empathy (cultural, religious and ethnic diversity), ‘cause and consequence’, ‘chronology’ and demonstrating knowledge and understanding of a broad range of historical events and people. In order to develop these skills the study of History is broken down into four ‘Big Questions’, each of which focuses on the development of students’ historical skills, enabling them to address the question by drawing upon their ever increasing own knowledge, primary and secondary evidence and historiography. The curriculum has been designed to include studies in depth and in breadth, giving students the opportunity to investigate specific events, as well as themes across a longer time period. Year 9 Through depth studies in WWI, WWII, the Cold War and the history of conflict in the Middle East, students will investigate how changing nature of warfare has impacted on international relations. They will analyse the role of WWI in the development of modern warfare, the impact of the Treaty of Versailles and its links to the start of WWII, and the origins of conflict in the Middle East.

Students will also investigate why and how prejudice and discrimination can lead to genocide, which will include the study of the Holocaust and life in Nazi Germany. They will also assess the impact of political, social and cultural changes in Britain during the 20th century.

Big Question Skill focus Term

How has the development of warfare impacted on international relations?

Knowledge & understanding

Chronology

Cause & consequence

Significance

Autumn 1 and 2

Can terrorism ever be justified?

Knowledge & understanding

Chronology

Interpretation

Cause & consequence

Spring 1 and 2

Why do genocides happen?

Knowledge & understanding

Chronology

Interpretation

Summer 1

How has British society changed since the 19th century?

Knowledge & understanding

Chronology

Change & continuity

Cultural, religious & ethnic diversity

Summer 2

Prep is set once a week in Years 7-9 and aims to prepare students for future learning. Prep tasks will range from focused research and source analysis to preparing for extended essays addressing the ‘Big Questions’.

There will be a formal written assessment at the end of each ‘Big Question’. Historical skills and understanding will be assessed regularly during lessons, with verbal feedback given to help students improve. Students will also receive written comments in their exercise books to provide guidance on how they can progress and will be regularly required to engage in conversations about their progress.

Students can easily supplement their learning outside the classroom by watching or reading the popular ‘Horrible Histories’ series, or other books or documentaries about historical events or people.

Mrs D Daw Teacher i/c History

Latin

The ancient Roman language of Latin may not be used any longer for communication but it has an important part to play when learning Modern Foreign Languages – particularly the Romance languages of French, Spanish and Italian for which Latin is a parent language – and when appreciating associated cultures. The study of Latin also provides opportunities for students to develop their literacy skills and deepen their understanding of English, by inviting them to explore words through their cognates and derivations. In Years 7 -9, Latin centres on developing four skill areas which underpin future GCSE performance: AO1: Knowledge of Vocabulary and Language Awareness AO2: Knowledge of Grammar / Syntax and the ability to translate into English AO3: Comprehension of a Latin passage and the ability to draw conclusions AO4: Knowledge of Roman life and the interpretation of sources In Year 9, students will start to prepare the foundations for a GCSE course in this subject. Students will be able to recall and understand a wide range of information within the areas of Roman life studied and they will have rehearsed a number of key grammatical concepts and a range of vocabulary required for GCSE. Language learning skills and the ability to use reference resources will be well-developed.

All students study Latin for one period each week in Year 7 using the Cambridge Latin Course (CLC) Book 1. Year 8 will have the opportunity to study Latin for two periods per week, continuing their study of the CLC Book 1 and beginning Book 2. Year 9 students will complete Book 2 and begin Book 3 of the CLC.

The study of Latin also provides opportunities for students to develop their literacy skills and deepen their understanding of English, by inviting them to explore words through their cognates and derivations.

Students use a range of resources to explore life in the Ancient World – books, websites, e-learning sites; puzzles, crosswords and on-line activities develop vocabulary skills; some of the stories are dramatized or role-played; grammatical drills and traditional translation work are also undertaken.

Language learning skills and the ability to use reference resources will be

well-developed so that students can extend and check their understanding at any stage. In Years 7-9, the textbook resources are richly supplemented by teacher-produced materials and internet-based activities available through the Cambridge Latin Course website: www.cambridgescp.com Indeed, for this reason, many of the lessons taught in Years 7-9 take place in the Computer Studies suite or take advantage of tablets or laptops in the classroom. Students are encouraged to extend their knowledge of the subject beyond the classroom using this excellent resource. Prep is set once a week in Years 7 and 8 and is supplemented with a weekly homework session in Year 9. Independent learning tasks are varied in nature, ranging typically from vocabulary learning, grammar drills, creative writing, reading comprehension exercises and preparation for the regular end of Stage Assessments. Parents can do much to support their children with their study of Latin. Taking an interest in their topic work on Roman life by inviting comparisons with modern day equivalents is very useful, and helping to make the regular testing of vocabulary fun using a quiz format can be an enjoyable paired activity. Visits to Roman sites might also feature in family holiday plans!

Year 9 Topics Grammar Focus

Autumn Term

Fishbourne Roman palace; Roman medicine and science Alexandria; the worship of Isis

Revision of tenses; the Pluperfect tense; the Genitive case; case, gender, number; present participles; pronouns; numbers

Spring Term

The town of Bath; ancient ‘magic’

Perfect participles; neuter plural nouns

Summer Term

Travel; the Roman Army Subjunctive clauses (cum, indirect question, purpose); gerundives

Mrs S Wooldridge

Teacher i/c Latin

Philosophy and Belief Year 9 will be an important year for students in their study of Philosophy and Belief. There will be a continued emphasis on building the skills of enquiry and independent learning through the critical analysis of certain philosophical ideas and issues, and also the examination and evaluation of different religious ideas and teachings. As students progress over the course of the year they will be expected to start developing their question setting skills in order to gain an insight into what information they would expect in a considered, well-structured response. This in turn will assist them with understanding how to interpret questions and identify information relevant to their own responses. The development of these skills will be crucial to students’ success as they prepare for their GCSE’s in Years 10 and 11.

Students will continue to follow a broad range of subjects as part of their studies in this subject area.

In the first two terms students will debate and discuss the question of whether there can ever be such a thing as an ideal society? This debate will be informed by looking at a range of different materials including Sir Thomas More’s ‘Utopia’, Aldous Huxley’s novels ‘The Island’ and ‘Brave New Word’, the film of William Golding’s ‘Lord of the Flies’ the recent blockbuster ‘The Hunger Games’, and the classical notions of Heaven and Hell. The second part of this unit will look at the idea of how a society’s culture develops and how it defines and identifies itself in relation to this. One of the ways to do this will be through looking at different ideas about the relationship between art, literature and beauty. Another will be to examine the role and purpose of sport in our society.

In the Spring terms students will examine the figure of Jesus and the impact that he, and the religion of Christianity, has had on world history. Underpinning this will be an examination analysis of Christian beliefs concerning the Resurrection of Jesus, arguably the defining moment in the Christian religion. Following on from this, students will examine the ways by which Christianity grew from a small sect of Judaism, to a major world religion in its own right. At the end of this unit, students will examine the Enlightenment Period and the challenges that it made to the authority of the Church.

In the final two terms of the year students will begin to look at issues in

medical ethics. This unit will be used to develop the skills of students in

relation to the study of Applied Ethics in their GCSE years. The skills of question setting and independent research will be important to the evaluation of issues within many subject areas. Students will debate and discuss issues such as stem cell research and designer babies, before moving to examine the idea of eugenics and performance enhancing drugs in Sport.

The completion of all Prep and homework to a good standard will be of utmost importance. Students will be expected to research different topics using available technology either at home or at school, in order to complete certain tasks and preparation work for assessments.

It is hoped that many of the topics that will be covered over the course of Year 9 will be debated and discussed throughout many households in the wider Gildredge House community. This can only serve to encourage the learning experience and expose students to a diversity of views.

“The surest way to corrupt a youth is to instruct them to hold in higher regard those who think alike rather than those who think differently.” F. Nietzsche (German Philosopher)

Unit Term Utopia: The Ideal Society

Political power structures (e.g. democracy, oligarchy)

The state Vs. the individual

How should criminals be punished?

Dystopia

Autumn 1

Utopia 2: Culture, Art and Values

What is art?

How free should freedom of speech be?

Why does man play? The Philosophy of Sport and Life.

The role of religion in society

Autumn 2

Christianity: The Life and Death of Jesus

Jesus the rebel Rabbi

The story of Jesus’ last weeks

Did the resurrection really happen?

Spring 1

Christianity: A History of Christianity

The foundation of the Christian Church

The spread of the Christian Church

The authority of the Christian Church

The Enlightenment

Spring 2

Introduction to Applied Ethics: Medical Ethics

Designer babies

Stem Cell research

Cloning

Eugenics: Building a Better Human

Drugs in Sports

Summer 1 & 2

Mr C Jeffery

Teacher i/c Philosophy and Belief

Sport

In Sport lessons, we focus on the students achieving and developing a variety of techniques, in a variety of different sports, in order to feel confident when participating in competitive games.

In Years 8 and 9 students will focus on being able to select and apply skills consistently and with precision in a variety of activities. Analysis skills will be further developed and leadership opportunities provided.

Students will be involved in a variety of activities within the curriculum, including rugby, netball, hockey, football, basketball, handball, table tennis, Ultimate Frisbee, dodgeball, cricket, athletics, rounders and tennis. Students will be expected not only to perform skills, but act as coaches, umpires/referees, video analysts and any other role deemed appropriate for sporting development.

On occasions, students will use technology to compare and analyse their work and opportunities will be given to contribute to the Sport section on Planet e-Stream.

Potential GCSE students would be expected to take part in Twilight sporting activities to further challenge themselves in House activities and fixtures with other schools.

Parents can help their child to do well and enjoy Sport by encouraging a healthy lifestyle, particularly in relation to the impact physical activity can have on health.

Topic Term

Rugby/Netball Autumn 1

Football/Hockey Autumn 2

Handball/Basketball Spring 1

Street 20/Table Tennis/Badminton Spring 2

Tennis/Cricket/Rounders/Athletics Summer 1

Tennis/Cricket/Rounders/Athletics Summer 2

Mr A Molloson

Teacher i/c Sport