KSE0189 Yr9 Curriculum Handbook 2018-19 - King's Ely · 2018. 10. 31. · Greek 9 Computing Mr Marc...

2018-19Year 9 Curriculum Handbook

Year 9 Curriculum Handbook 2018-19

Contents Introduction 3Curriculum 3General Academic Matters 4Art and Design Mrs Alison Rhodes 6Classics Mr Matthew Adams 7 Latin 8 Greek 9 Computing Mr Marc Hawes 9Design Technology Mr Patrick Carberry 10Drama Mr Nick Huntington 11English Mr Daniel Gabelman 12 English for Speakers of Other Languages (ESOL) Ms Melanie Franklin 13Geography Mrs Helen Melville 14History Mr Colin Currie 16Learning Support Ms Karen Keen 17Mathematics Mrs Audrienne Bezzina 18 Modern Foreign Languages Mrs Esmeralda Salgado French Ms Brigitte Bousquet 20 German Mr Neil Urwin 22 Spanish Mrs Esmeralda Salgado 24 Music Mr Richard Walmsley 25Personal Development Mr Toby Humphry 26Physical Education Mr Kevin Daniel 27Religious Studies Ms Gill Smith 28Sciences Mr Ned Kittoe 29 Biology Miss Isobel Smyth 29 Chemistry Mr Michael Newman 30 Physics Mr Ned Kittoe 31

Head of Department in Bold

Introduction

Academic Expectations

Learning should be a fulfilling and rewarding experience. We want our pupils to feel both supported and challenged with their work. We encourage pupils to take risks with their learning and strive to do their best.

Our King’s Ely Learning Habits Framework underpins our academic ethos. We embolden pupils to be more reflective about their work so that they can recognise their strengths and understand how they can improve. Pupils are actively encouraged to ask questions and to be creative in their response to tasks. We foster pupils to develop their abilities to work collaboratively, to know where and when to ask for help and by advocating that pupils take risks with their work, we develop their resilience. We champion the view that pupils should see themselves as being an integral part of a community of learning and to respect each other as learners.

The purpose of this booklet is to give an outline of the Year 9 curriculum, with a brief description of each course. In addition there are some notes on some general academic matters. Should you require any further details on a specific course please feel free to contact the respective Head of Department. More general enquiries about the curriculum should go to the Vice Principal (Academic). There will be a parents’ evening at the end of the first half of the Michaelmas Term at which there will be an opportunity to discuss your son or daughter’s progress in all subject areas. The school operates a House system with each pupil having a personal tutor. Queries regarding pupil academic progress should be directed to the pupil’s tutor in the first instance.

Year 9 Curriculum 2018 - 2019All pupils study Mathematics, English, Physics, Chemistry, Biology, Design and Technology, Computing, Geography, History, Religious Studies, Art, Music, Drama, Physical Education and Personal Development. In addition, all pupils (with the exception of those for whom English is a second

language or who require Learning Support) will study either one or two Modern Foreign Languages (French, German or Spanish). Additionally, some pupils will also study Latin. Those not taking Latin will study Classical Civilisation.

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General Academic Matters

Reporting and Examinations

We like to keep parents well informed about the academic progress of their son or daughter. In addition to reports being sent home, academic cards are also sent which record standards of effort and achievement over the previous few weeks.

Period Grades Reports MeetingsOctober October

December (full)February

MarchMay

July (full)

Full reports contain detailed analysis of academic performance in each subject (including instrumental lessons), record of attendance, alphas, detentions etc. They also contain comments on Games and regular extra-curricular activities, Ely Scheme stages, courses and camps, participation in Orchestra, Chapel Choir, Choral Society and any other external activity or achievement.

Period Grades

In King’s Ely Senior there are generally four sets of Period Grades in the Year: two during the Michaelmas Term; one during the Lent Term; one during the Summer Term. However, in Year 9 there are period grades in the first half of the Michaelmas Term and full reports following examinations in the second half of the Michaelmas Term.

These provide the opportunity to monitor particularly the effort put into academic work in each subject by pupils. If the effort put in has been excellent, the Housemaster or Housemistress will congratulate the pupil. A letter will be sent home so that parents and/or guardians are aware that the school is very pleased with the pupil’s academic effort.

After each set of grades tutors discuss progress with their tutees and agree on targets for development.

Alpha prizes for good effort

If a pupil tries particularly hard, for example, by producing an excellent piece of work, the teacher will consider awarding an Alpha. This is recorded on the school database and the pupil will be congratulated in House Assembly. A book-token prize is awarded when the pupil has collected three Alphas.

Examinations

There are internal exams for members of Year 9 towards the end of the Michaelmas and Summer terms. Setting at the start of the Michaelmas Term is provisional and based on the Year 8 examination performance, and is subject to confirmation following the Michaelmas Term exams. Subsequent to these, there is some movement in order to ensure that pupils are best placed for their ability. Any move will be made not only on the evidence of examination results, but also upon work throughout the term.

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Learning Habits Framework

Resilient Learners:

• seek effective alternative strategies when the solution to any aspect of work is not immediately obvious

• are prepared to risk experimenting with new approaches and try new things in order to improve

• will try again if not successful the first time, showing patience and perseverance.

Collaborative:

• know that it is advantageous to work with others and consider other viewpoints

• respect and value the input of other cultures, nationalities and religious perspectives

• seek out the resources needed for a task, whether they are electronic or more traditional sources of knowledge.

Creative and Curious Learners:

• are able to ask relevant questions to extend their understanding and satisfy their curiosity

• want to find out the answers beyond the work set or expected

• generate ideas, explore possibilities and consider alternative ways of presenting information.

Reflective Learners:

• take time to think about how their own work can be improved and act upon it

• seek out advice from teachers when necessary

• listen to, consider and act upon feedback from teachers and peers.

RESILIENCE

COLLABOR ATION

REFLECTION

CREATIVIT Y & CURIOSIT Y


Art and Design

Textile Design and Fine Art

In Year 9 pupils have the opportunity to develop their creativity and imagination working within specialist areas such as Textile Design and Fine Art. Through investigating formal assignment briefs, pupils are able to build on and improve their practical and critical skills and extend their knowledge and experience of materials, processes and techniques. They engage confidently with art, craft and design in the contemporary world and from different times and cultures and will be involved in visits to art galleries to enhance this experience.

Exploring and developing ideas

Pupils will learn how to:

• Record and analyse observations

• Discuss and question critically

• Organise and present information in different ways including the use of a sketchbook.

Investigating and making art, craft and design

• Investigate, combine and manipulate materials and images

• Apply and extend experience of a range of materials and processes

• Design and make images and artefacts.

Evaluating and developing work

• Analyse and evaluate ideas

• Adapt and refine work.

This experience provides pupils with a highly successful foundation in preparation for GCSE Art and Design or a wealth of transferable skills into other areas of study.

ClassicsThe course is designed so that a pupil who is studying Classical Civilisation receives a broad and entertaining overview of the ancient world.

Michaelmas Term

The Greeks

• Gods and Goddesses

• The Bronze Age

• The Minoans and Mycenaeans

• The Trojan War

• (If time) An introduction to the Greek Alphabet

Lent Term

The Greeks (contd.)

• Homer’s Iliad

• (If time) Greek Architecture

The Romans

• Homer’s Iliad

• (If time) Greek Architecture

Summer Term

The Romans (contd.)

• The rebellion of Spartacus

• Pompeii: the eruption of Vesuvius in AD 79 and the civilisation of Pompeii and Herculaneum.

• Summer Exams, Feedback, Classics and the Modern World.

Notes

• Classical Civilisation is studied by sets 3-5. • Latin and Classical Civilisation are set in conjunction

with English.

In Classical Civilisation the focus is on engaging with primary sources from the Classical World be they archaeological, artistic or literary and constructing informed opinions based on them. There is a mixture of taught topics and (possibly) project work; history, literature and civilisation; short answers and extended writing. Comparisons are regularly drawn with the modern world, and the origins of the fabric and institutions of our society are discussed. The aim is to give an exciting overview of the Classical World and an introduction to the skills involved in GCSE Classical Civilisation.

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LatinThe study of Latin offers a unique opportunity to develop language awareness, whereby pupils can cultivate a sensitive and analytical approach to language, and learn to appreciate the considerable influence that Latin has had on many modern European languages. The course is designed so that a pupil who is studying Latin has the opportunity to gain an understanding of the Latin language as well as receive an overview of Roman civilisation. The Cambridge Latin Course is well established in the School, and is a course which attaches great importance to reading Latin literature and to develop an understanding of the culture within which the literature was produced.

Michaelmas Term

• Complete Book II of the Cambridge Latin Course (stages 19 and 20)

• Begin Book III of the CLC (stage 21)

• Civilisation study includes: Roman Egypt and an introduction to Roman Britain.

• An introduction to the Greek Alphabet

Lent Term

• Continue with CLC III (stages 22-24)

• Civilisation study includes Roman religion, curse tablets and the army.

Summer Term

• Continue with CLC III (stages 25-26)

• Civilisation study includes the Roman army and Agricola.

Notes

• Latin is studied by sets 1-2. Set 2 will begin the year studying Latin, and then move to a combination of Latin and Classical Civilisation: the exact mix will depend on the linguistic ability of the group and will be adapted on an annual basis.

• Latin and Classical Civilisation are set in conjunction with English.

In Latin the focus is on establishing knowledge of basic grammar, by building on what has been covered in previous schools. Basic endings are revisited and re-established at the start of the year. The participles and the subjunctive mood are then introduced followed by a number of other constructions. Short sentences are used to develop accurate understanding, while translation passages and comprehensions allow freer practice.

GreekGreek is briefly introduced towards the end of the Michaelmas Term of Year 9. After these ‘taster’ sessions, those pupils are invited to join a Greek class that typically runs twice a week at 8am before school, at lunchtimes, or after school, depending on the availability of individual pupils and teachers. There is the

possibility of continuing Greek into Year 10 and taking Greek GCSE at the end of Year 11. It should, however, be stressed that because all teaching is off-timetable this tends to suit those who have a strong grasp of Latin, are highly motivated, and capable of independent study.

ComputingThe scheme of work is modern, challenging and takes into account recent developments and current affairs in the subject. It also provides a firm foundation for further study at GCSE and beyond in Computer Science, allowing pupils to develop an understanding in the design and implementation of computer systems, and understanding the principles underlying these designs.

We will follow the themes of Digital creativity and literacy, Digital coding and Digital citizenship.

New topics such as coding give pupils the opportunity to express their creativity and test their problem solving skills, as well as extend their learning independently by taking their work beyond the level of what is taught in the classroom. Research also shows that 77% of roles today require some element of ICT. This means that many employers are looking for people who are digitally literate. We all think that we’re digitally literate; we can use Facebook and know how to tweet, but there’s much more to applying

ICT in the workplace. Employers are looking for people who are able to operate technology whether that’s inputting data, using a computer-based till, or producing information on a spreadsheet or word processing document.

Pupils will develop a knowledge and understanding of website development, spreadsheets, graph drawing, advanced word processing, among a range of Office applications. We will cover coding using Python. Pupils will also be educated in the wider social aspects of the subject, including how to use the internet safely. Pupils will also be shown a range of Apps that will help them in subjects when bringing their own device (BYOD). The curriculum is continually evolving as new technologies become available.

Skills that have been learnt in Year 9 will be applied in subject areas in Years 10 and Year 11. Evidence of this work will also form part of a course completion certificate of competences for the course which we will provide.

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Design TechnologyPupils will study two areas during the Michaelmas half term: Design Technology and Food & Nutrition. The mini projects are designed to assist the pupils in making a decision as to which aspects of the subject they feel they could be interested in studying at GCSE level.

The topics covered are a skills based project in Food & Nutrition and a conceptual design based project in Design Technology.

The projects will allow all pupils to experience a range of topics covered in preparation for the new GCSE syllabuses.

Food and Nutrition

• Michaelmas/Lent term: Skills based project on pastry

• Lent/Summer term: Heat transfer project through a range of practical dishes.

Design and Technology

• Michaelmas/Lent term: Memphis design movement.

• Lent/Summer term: Modelling and sketching Computer Aided Design and Manufacture.

DramaPupils will experiment with ways of producing original theatre, applying their knowledge of different genres, styles and theatre practitioners. It is hoped that the range of skills and activities ‘tasted’ will encourage pupils to pursue the subject further and create realistic expectations for GCSE drama. Use is made of Year 9 pupils’ experiences and perceptions as a starting-point, and as a means of bonding groups from different schools and/or backgrounds.

Michaelmas Term – Scripted performance using naturalistic techniques

• Introductory sessions encouraging focus, concentration and team work.

• Performance of a scripted duologue. Pupils will research, rehearse and perform short pieces of scripted drama using naturalistic techniques and rehearsal methods. Pupils will watch back their performances and learn how to evaluate their peers as well as themselves.

Lent Term – Devising Drama and Live Theatre Analysis

• The devising drama course enables pupils to devise an original, atmospheric piece of theatre combining acting with sound and lighting in the Black Box studio. Pupils will watch back their performance and evaluate the success of the piece.

• Live Theatre Analysis. Pupils will watch a theatre production online, and assess its success in terms of performance and technical design.

Summer Term – Movement and Improvisation

• Pupils will participate in a Musical Theatre dance workshop, which aims to develop rhythm, flexibility and strength.

• Pupils will finish the course with some light hearted sessions on improvisation. Pupils will learn about acceptance and blocking and gain confidence in making spontaneous decisions in character.

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EnglishYear 9 is an opportunity to consolidate the work done previously and to lay the foundation for the GCSE Language and Literature courses.

Throughout the course of the year, classes will study the following, as a minimum:

• One substantial novel

• Short stories and/or extracts from plays

• A Shakespeare play

• A range of poetry, some pre-twentieth century

• A variety of media material, such as advertising and journalism

• Some non-fiction writing

• English Language GCSE paper 1 skills

In addition, work will focus on:

• Grammar technology and usage

• Spelling

• Punctuation

• Identifying and writing in a range of styles

• Comprehension skills

• Analysis of writers’ use of language and structure

• Essay technique

• Written and oral presentation skills

• Examination technique.

Schemes of work will also involve:

• Opportunities for oral work - some assessed formally

• Extended reading and developing personal reading

• Note-taking

• Opportunities for drama work

• Media work

Opportunities for ICT work - through work on media and a variety of presentation formats

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English for Speakers of Other Languages: ESOLThe Year 9 curriculum for English for Speakers of Other Languages (ESOL) focuses on supporting learners to develop their academic English language, vocabulary and skills. As a result, pupils are better able to achieve their potential in their mainstream GCSEs.

The course is taught by ESOL specialists. Throughout the year there is a strong focus on mastering upper intermediate structures and improve their academic writing. In addition, pupils are encouraged to develop their topic vocabulary in their GCSE subjects and to better use word grammar in academic contexts.

While all four skills of reading, writing, listening and speaking are taught, academically, the focus is on writing and reading skills in test formats. Finally, where required, support is also provided for any First Language lessons.

Michaelmas Term

• Grammar: complete tense review and consolidation

• Vocabulary development: recording, learning and memorising techniques

• Writing: register analysis, academic writing style and informal letters

• Reading: comprehension questions, short and long and long answers

Lent Term

• Grammar: conditionals, modal verbs and degrees of possibility and use of wish

• Vocabulary development: word building and control

• Writing: counter arguments/reports/reviews

• Reading: understanding detail: feelings and opinions

Summer Term

• Grammar: complex sentences, cohesion and coherence

• Vocabulary: shades of meaning, synonyms and idiom

• Writing: summary writing skills and note-taking

• Reading: understanding detail: implied meaning


GeographyThe Year 9 course introduces pupils to the Physical Geography of our natural world, the Human Geography of people and society, and the key methods of geographical exploration. It offers a strong foundation to the GCSE course. The course aims to:

• Foster pupils’ sense of wonder at the beauty of the world around them.

• Stimulate pupils’ interest in the variety of human and physical environments on the earth’s surface.

• Help pupils to develop an informed concern about the quality of the natural environment and the future of the human landscape and, thereby, enhance their sense of responsibility for the care of the earth and its people.

Michaelmas Term and Lent Term

Living on the edge: This topic is delivered through the enquiry question of ‘What makes Indonesia such a dangerous place to live?’ Pupils explore how and why this region of the world is such a risky location with a focus in particular on plate tectonics and related natural hazards such as earthquakes, volcanoes and tsunami. Assessment is based on a research presentation focused on answering the overarching question.

Contemporary Conflicts: Introduces pupils to the topical issue of conflict, with a particular focus on the geographical causes and impacts of conflicts at a range of scales, including events in Israel-Palestine and Afghanistan. Pupils are encouraged to consider assorted different points of view whilst investigating each issue.

Assessment is a short answer test based on the content taught during the topic.

Lent Term

A Crisis? This is a skills based topic that equips pupils with many of the useful geographical skills they need to continue their study of this subject at GCSE level such as using statistics, different types of data presentation, using maps, fieldwork skills and the sequence of an enquiry. This is all delivered within the context of investigating the UK and Cambridge housing crises. Assessment takes the form of a written report into the crisis.

The following three topics are all an introduction to the GCSE Geography course and cover some of the GCSE course content:

Endangered Ecosystems: Pupils develop their knowledge of global ecosystems including tropical rainforest and Polar ecosystems, including a range of uses and threats, such as tourism, overfishing and climate change. Pupils explore what makes an ecosystem function, the stores and processes within an ecosystem and the nature of direct and indirect threats of human impacts and climate change and the management problems and solutions that result. Assessment is based on a written examination.

Summer Term

Urban Futures Pupils investigate the questions: Why do more than half the world’s population live in urban areas?

How do urban growth rates vary in parts of the world with contrasting levels of development, and what does rapid urbanisation mean for cities? Pupils will be able to understand the causes of rapid urbanisation in LIDCs, the consequences of rapid urban growth in LIDCs, the contrasting urban trends in ACs, and what are the challenges and opportunities that face cities today, in particular a sustainability agenda. This topic is formally assessed in an exam.

A wide range of teaching methods are used to develop pupils’ geographical skills and encourage them to become independent and self-motivated learners.

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HistoryAll pupils follow the same curriculum in Year 9.The academic year is split into two; the first half running to the Lent half term and the second half running from then until the end of the Summer Term. The aim of the course is to provide pupils with the necessary skills and some content for GCSE in Year 10. These include; source analysis and their attributions; the ability to appreciate chronological development; the ability to support analysis and assessments and the ability to select key features of events and organise material to reinforce these choices.

Michaelmas Term and Lent Term World War II

• The causes of WWII

• Blitzkrieg and early German conquests

• The Battle of Britain

• The Home Front

• Operation Barabarossa and the war in Russia

• Pearl Harbour and the Pacific War

• Resistance and Collaboration in Europe

• The Defeat of Germany

• The Defeat of Japan

• The Holocaust

Lent Term and Summer Term

Thematic study Medicine in Britain, c1250-present and the historic environment The British sector of the Western Front, 1914-18: surgery and treatment.

• This is the thematic unit and historic environment unit from the new GCSE course.

The emphasis in Year 9 will be on the continued development of thinking skills and the further development of writing skills, focusing less on narrative and more on analysis and using source material to draw inferences and conclusions. Pupils will be assessed by means of a formal exams at the end of the Michaelmas and Summer Terms.

Learning SupportIn Year 9, some pupils require a programme of Learning Support. With the agreement of the Learning Support and MFL Departments, the pupil will attend a weekly lesson which will replace a Language Challenge class. This provides additional help for those pupils with previously identified learning difficulties. Pupils will have the opportunity to develop study and revision skills (including exam techniques) and receive support to cope with the demands of the Year 9 curriculum. If time allows, pupils will also be able to follow individualised programmes based on the recommendations of specialist educational psychologist reports, previous teachers, parents and the pupils themselves. Other pupils may wish to attend short, lunchtime or after school sessions for a half term period to address individual needs.

All teaching staff are informed of those pupils on the Learning Support List. This highlights each pupil’s learning difficulty and indicates ways in which subject teachers can respond best to individual needs. Pupils may be given Access Arrangements in examinations (on the advice of a report from a Specialist Teacher, Educational Psychologist or other recognised professional).

Parents are encouraged to contact the Learning Support Department to discuss any concerns.

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MathematicsThe main aims of the course as a whole are to:

• use and apply mathematics in everyday situations

• solve problems that will test conceptual understanding

• encounter, consider and discuss alternative lines of argument.

The content is divided between:

• Number

• Algebra

• Ratio, Proportion and Rates of Change

• Geometry

• Probability

• Statistics.

Within each topic area the skills required are:

• use calculators and computers efficiently

• develop flexibility in computational methods

• express relationships in real-life situations

• model real situations algebraically

• explore the geometry of graphic images

• undertake purposeful enquiries based on the analysis of data

• explore the principles that govern random events.

The assessment is via three papers at the end of Year 11. Each lasts one and a half hour. Two papers allow the use of a calculator. The other is a non-calculator paper. This current specification does not allow a formula sheet in the examinations.

There will also be plenty of opportunity for lots of problem solving. There will be termly tests to check progress and level of understanding of the work covered.

Modern Foreign Languages (MFL)Following changes to the MFL GCSE, we have redefined our languages provision in Year 9 in order to prepare pupils for the examination effectively. Pupils will have the opportunity to pursue either the Single or Dual Languages Paths. For the pupils pursuing the single language path, there will be 3 allocated MFL lessons per week. The fourth lesson will be dedicated to prepare the Route into Languages Challenge. Pupils choosing to opt for the Dual Languages Path will study two languages. This path will involve two lessons per week, per language. We aim at starting to teach key

topics and skills of the GCSE course during Year 9 in order to facilitate the acquisition of vocabulary and grammar while developing spontaneous oral skills.

The Languages Challenge is a programme leading to an accreditation (The Languages Challenge Award) awarded by Routes into Languages. The programme consists of a wide range of linguistic and cultural based challenges that pupils must complete by the end of an academic year to achieve the award. This programme fosters independent and research skills while developing linguistic and cultural awareness.

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Modern Foreign Language – FrenchWe aim to start the GCSE course in Year 9 to allow students more time to get an in-depth understanding of the language and a good grounding in exam skills whilst building their confidence. Students receive regular speaking, reading, listening and writing practice. They also get the opportunity to engage with the Francophone world through various ends of unit projects. A major aim of Year 9 French is to improve the quality and accuracy of the production of spontaneous written and oral work. Therefore, students are expected to present orally on a topic of their choice on a regular basis.

The course is taught using a range of interactive resources and taking into account various learning styles. Students visit the language laboratory regularly and iPADs often help to support and consolidate the learning in lessons.

Michaelmas Term

• A day in school

• School rules, uniform

• Comparing a French school with an English one

• My ideal school

• Leisure activities, sports

Grammar

• Revision perfect tense

• Comparative, superlative – regular and irregular

• Conditional phrases

• Il faut + infinitive

• Time expressions in the past

• Question words

Lent Term

• Food and eating habits

• Describing your home, town, region

• Comparing town vs countryside

• Tourist attractions

Grammar:

• Imperfect

• Revision of near future

• Y and En pronouns

• Complex negative phrases

• Si clause

• Depuis + present tense

• Frequency words

Summer Term

• Holiday: means of transport, accommodation

• Advantages and disadvantages of holidays abroad

• Holiday in the past

• Ideal/future holiday plans

Grammar

• Simple future + future phrases: j’ai l’intention de..., je pense + infinitive

• Adverbs

• Relative pronouns: qui/que

• Avant de/après avoir

• Direct object pronouns

• Sequencing words

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Modern Foreign Language – GermanIn Year 9 pupils build on the foundation they made in Years 7 and 8 and cover a wide range of GCSE topics. The topics studied are closely linked to the GCSE course and will serve as a foundation for those pupils wishing to continue the language at GCSE level. We regularly work on all four aspects of language learning: listening, reading, writing and speaking. Vocabulary is regularly tested and a large focus will be to incorporate more translation tasks and allow even more opportunities for spontaneous talk, to really prepare pupils for the new GCSE courses. The language is taught using interactive materials and pupils will have regular use of our state of the art language lab as well as regular projects to be completed using a variety of exciting and fun Apps on the iPads. This allows lessons and tasks to be structured to suit all learning styles.

Michaelmas Term

• TV viewing habits

• Old & new media

• Favourite music

• Films and reviews

• Reading habits

• Daily routine

• Say what time you do things

• Talk about what you have done & opinion

Grammar

• Possessive adjectives

• Present and Imperfect tenses

• The perfect tense

• Separable verbs

• Reflexive verbs

• Perfect tense haben &sein

• Imperfect tense & war

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Lent Term

• Favourite hobbies & why

• What you do in different weather

• What you will do next weekend

• Parts of the body

• Illness and injury

• Sport and fitness

• Healthy eating/lifestyle

Grammar:

• Present tense regular/irregular

• Adjective endings Nom & Acc

• Wenn

• Future tense

• Possessive adjectives

• Plurals

• Seit & present tense

• Um...zu

• The imperative

Summer Term

• Plan a trip and seek info

• Say what you can see/do in a town and what you are going to do

• Ask for/give directions

• Buy train tickets

• Describe a past trip

• Part time jobs & money

• Compare schools in Germany and the UK

• Subjects and plans

• Jobs and careers

• The school day

Grammar

• Frequency words and adverbs

• The accusative case

• Prepositions Acc & Dat

• The future tense

• The imperative

• Für & Acc

• Using a range of tenses

• Ich möchte…

• Word order


Modern Foreign Language – SpanishYear 9 pupils consolidate the knowledge of Spanish acquired in Years 7 and 8, while covering a wide range of new key GCSE topics aimed at developing the four linguistic skills of reading, speaking, listening and writing. The focus of the year is to build the foundations of the new GCSE exam, taking into account the significant changes of the new syllabus, such as translation and spontaneous oral skills.

The course is taught in a vibrant way using a wide range of resources such as TaskMagic, Textivate, This is Language, iPads and authentic materials. The school intranet, Firefly, does also play a vital part in developing independence in learning and as a source to share resources. Similarly, lessons in our ‘state of the art’ Language Laboratory take place on a regular basis. All four skills of listening, reading, speaking and writing are tested via formal assessments at some point during the academic year.

Michaelmas Term

• Talking about transport issues

• Learning about how to ask and give directions in Spanish

• Describing your local area and local tourist sides in the present and the past

Grammar / Skills

• Present, Preterite, Imperfect

• Comparatives and Superlatives

• Reflexive verbs

• Adjective agreement

• Developing oral and translation skills

Lent Term

• Talking about different TV programmes: how your taste has changed over the years

• Describing a TV programme you watched or will watch in the future

• Writing a review about a recent film you watched / Creating your own film in Spanish and/or doing a study of the film Voces Inocentes

Grammar / Skills

• Present, Preterite, Imperfect and Future Tenses

• Reflexive verbs

• Adjective agreement

• Object pronouns

• Developing oral and writing skills

Summer Term

• Talking about food you normally eat

• Talking about sports, including extreme sports

• Describing your eating habits in England and compare them to those of Spanish people

• Talking about healthy life and how food and sports contribute to this.

Grammar / Skills

• Consolidation of all grammar points studied during the year

• Developing spontaneous oral skills

MusicMusic for all We aspire to stimulate, develop and celebrate the rich diversity of this wonderful art, through dynamic academic class music courses, expert individual instrumental and vocal tuition outside the classroom and through an exciting and varied performing programme.

The Year 9 Music course is creative, practical and inclusive: designed to give maximum appeal and to link musical expression with examples from film, art, literature, history and beyond the Western world. There are two major components: a practical course that covers an extensive range of genres and styles through performance and acoustic composition; and a parallel music technology course which uses Garage Band, Sibelius and Cubase for individual and paired composition.

Each term focuses on a broad topic, which is taught through both components to give pupils the opportunity to explore a concept in depth. These topics are:

Michaelmas Term ‘Music and War’

Lent Term ‘Music and Dance’

Summer Term ‘Music and the Media’

In Music, sets are divided into two groups of no more than ten pupils which alternate each half term. Using a range of musical techniques and compositional styles, we give our pupils the ability not only to have a greater understanding of the subject of Music, but of its wider cultural and historical significance.

Having developed an understanding of the necessary musical genres, techniques, terminology and ICT processes, pupils then work on creative projects at an appropriate level of musicianship. Assessment is conducted regularly through individual and group composition and performance tasks as well as with regular listening assignments and class-based discussion. Our pupils learn how to reflect on both their final performances and their rehearsal and composition processes, considering their learning styles and habits along with the specific outcomes of the task.

In addition Associated Board and Trinity Guildhall practical and theory grade exams exist for the skilled practical musician where appropriate.

Please see the Music Department Calendar for information on the performing programme and other artistic opportunities.

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Personal DevelopmentFoundations for the remainder of pupils’ careers at King’s Ely are laid in the Year 9 Personal Development (PD) sessions that they will have twice-termly. These afternoon sessions involve two main strands, PSHE and Career Education, and allow pupils to develop the qualities of the School’s learning habits framework.

PSHE provides information about, and the opportunity to practise, skills around handling many of the life-situations that pupils are likely to encounter. These include areas such as finance, relationships, alcohol and drugs, politics and e-safety. This section of the curriculum focuses on decisions that individuals may make and the consequences of these decisions, fostering an attitude of awareness and resilience.

Career Education encourages pupils to regard their careers as a life-long process that is to be continually developed. There are key moments within their lives, such as choosing GCSE options, which affect their careers both in terms of what they will be studying and the sort of work that they may do in later life. In Year 10, pupils will attend a careers event, undertake a work experience placement and start accessing more in-depth careers information advice and guidance.

PD continues in the pastoral programme for tutor groups, led by tutors. Pupils are enabled to reflect on their academic progress and set targets for the future, as well as to make a record of what has been achieved through the numerous opportunities offered to them during the course of the year.

Physical EducationAll pupils in Year 9 have compulsory Physical Education taught by full time qualified staff as timetabled lessons. Lessons are delivered once a fortnight in single sex groups. The activities covered are, for the Boys: Swimming, Hockey and Athletics, Girls: Swimming, Athletics and Badminton.

Our key objectives are:

• to provide pupils with the opportunity to develop and maintain a good level of personal fitness whilst at King’s Ely

• to encourage, through understanding, a firm commitment to a future healthy active lifestyle

• to promote the development of skills such as organisation, co-operation, initiative and responsibility

• to heighten self-esteem whilst encouraging tolerance of and respect for others

All pupils have something to gain from adopting an active lifestyle in terms of their physical, mental and social well-being. The provision of a wide range of physical activities both in and outside class gives pupils opportunities to gain confidence and experience success. It also encourages the development of skills necessary to continue active participation post-school.

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Religious Studies“The unexamined life is not worth living.” Socrates

The aims of the course are to:

• Help pupils to identify and explore questions about the meaning of life and what it means to be human and to consider such questions in the light of religious and non-religious traditions

• Enable pupils to clarify their ideas by expressing them and developing them using the thoughts of their peers

• Tolerate uncertainty and to acknowledge ambiguity and controversy

• Develop a positive attitude towards other people, respecting their right to hold different beliefs from their own, and towards living in a society of diverse religions

• Develop confidence in their own sense of identity

• Enable pupils to become theologically literate and to develop their understanding of religious concepts and language

Religious Studies contributes significantly to National Curriculum cross-curricular themes of Citizenship and Personal and Social Education.

Course content:

Michaelmas Term

An imaginative exploration of the nature of prejudice and discrimination and their effects on personal, social and international levels.

Lent Term

A study of the Holocaust and Jewish responses to it including film (e.g. Schindler’s List), literature (e.g. Primo Levi) and the idea of ‘justice not vengeance’ (Simon Wiesenthal).

Summer Term

An analysis of the language of religion beginning with an exploration of signs and symbols.

Teaching methods:

The Department adopts a student-centred approach to teaching and learning.

A variety of teaching methods will be employed and all students contribute to class discussion.

Sciences“Science is an imaginative adventure of the mind seeking truth in a world of mystery.” Sir Cyril Herman Hinshelwood (1897-1967)

At King’s Ely Senior, Science is taught separately as Biology, Chemistry and Physics. Teaching in Year 9 is based on the new AQA GCSE specifications.

It is important to realise that pupils in Year 9 are in the first year of a three-year teaching programme leading to GCSEs in Science: Double Award Science GCSE or separate GCSEs in Biology, Chemistry and Physics.

In all three sciences the lessons are delivered by a combination of pupil practical work, teacher demonstrations, independent learning exercises and formal teaching and discussion. Good use is made of ICT resources by pupils and staff.

On average there are three lessons every two weeks and one thirty minute prep for each of the science subjects.

All pupils take examinations at the end of the Michaelmas and Summer Terms (45 minutes per subject).

Biology

Michaelmas Term

• Cell structure and Function Animal Tissues

• Organs and Organ Systems Carbohydrates

• Lipids and Proteins

• Carbohydrates.

Lent and Summer Term

• Enzymes

• Digestion

• Respiration

• Photosynthesis

• Plant Responses

• Plant Tissues.

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Chemistry

Michaelmas Term

Topic 1 The fundamental ideas in Chemistry includes:

• The arrangement of elements in the periodic table; Symbols for the more familiar elements will be learnt

• Atomic theory including subatomic particles and electronic arrangement

• Changes of state (solid, liquid and gas) and diffusion explained using kinetic theory

• The technique for balancing simple chemical equations

• The technique for construction of chemical formulae

• An introduction to chemical bonding.

Topic 2 Metal carbonates includes:

• Thermal decomposition

• The reactions with acids

• The limestone industry.

Lent and Summer Term

Topic 3 Metals and the reactivity series includes:

• The reactions of metals with water and with acids

• The variety of methods of extraction of metals from their ores, depending upon the metal’s reactivity

• Metals with special properties

• Recycling issues.

Topic 4 Air water and rusting includes:

• The composition of the atmosphere

• Oxygen and its reactions; the properties of oxides

• Atmospheric pollution

• The chemistry of purification of drinking water

• The chemistry of rusting and rust prevention.

Physics

Michaelmas Term

• Making measurements

• Magnetism

• Forces and elasticity

• Kinetic Theory.

Lent Term

• Waves and the Electromagnetic Spectrum.

Summer Term

• Energy transfer and heat

• Energy resources

• The Recycled Raft Race.

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King’s Ely Cambridgeshire CB7 4EW

Tel: +44 (0)1353 660700 www.kingsely.org @Kings_Ely

KSE0189 Yr9 Curriculum Handbook 2018-19 - King's Ely · 2018. 10. 31. · Greek 9 Computing Mr Marc...

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