Year 9 Curriculum 10-11

Willingdon Community School

CONTENTS

English ............................................... 1 Drama................................................ 2 Mathematics ........................................ 3 Science .............................................. 4 Modern Languages ................................. 5 Information and Communication Technology.. 6 Design and Technology ............................ 7 Geography........................................... 9 History ...............................................10 Ethics and Philosophy .............................11 Physical Education .................................12 Art ....................................................13 Music .................................................14 Citizenship ..........................................16 Enterprise ..........................................16

KEEPING YOU INFORMED As part of our aim to keep you informed we detail here, in outline, the content of the curriculum studied by students in Year 9. We hope this will help you keep track of what is being taught and assist you in understanding the school curriculum.

Macintosh HD:Users:MHealey$:Documents:Microsoft User Data:Saved Attachments:Year 9 Curriculum 2010‐2011.doc

ENGLISH in Year 9

In Term 1 we read a novel as a class to develop a deeper understanding of literary techniques. Students will study the way characters are presented, development of setting and how suspense is created. Key chapters will be analysed in detail to develop student’s ability to comment on language and other features of writing.

During Term 2 we compare the stylistic differences between tabloid and broadsheet newspapers.

Students will then, in groups, produce their own mini-newspapers. We will also study the

techniques used in travel brochures to facilitate descriptive writing and create our own persuasive

leaflets.

In Term 3 students will study a Shakespeare play (Much Ado about Nothing). Students will

complete an essay response in which they demonstrate their analytical skills by commenting on

the language used as well as the structure.

Term 4 and 5 will see students focussing on media where they will look at a variety of newspaper

and magazine front pages. This unit is designed to develop students’ reading skills, when

evaluating media and non-fiction texts. This helps to prepare them for the GCSE exam and

controlled assessment in Year 10.

In Term 6 we develop analytical skills through a deeper exploration of modern poetry. Students will

compare two poems looking at language, style and structure. We will focus on the poems by

Wifred Owen to help prepare students for the OCR GCSE in KS4.

Throughout the year we target key skills in spelling, punctuation and grammar, differentiated to

meet the needs of all students.

Assessment

Term 1 Reading: An analytical essay response to the novel.

Speaking and Listening

Group discussion on a topic from the novel.

Term 2 Writing: Writing an article and persuasive leaflet.

Term 3 Reading: Literature essay based on play.

Term 4 Reading: Analysis of non-fiction texts.

Speaking and Listening

Presentation on newspaper/magazine front page or a discussion about a

current news item.

Term 5 Writing: Writing an article or another non-fiction text.


Term 6 Speaking and Listening: Comparing two poems.

A National Curriculum level is awarded for each of these formal assessments.

DRAMA in Year 9

Students are taught drama once a fortnight. The Year 9 programme of study builds from the teamwork

skills and theatre genre work completed in Year 8. In Year 9 we explore improvisation techniques, a

play text and Physical Theatre. There are cross curricular links with Art and Music with an emphasis

on exploring identity and other cultures. Students further develop their evaluation skills by

commenting on their own and others’ pieces of work.


MATHEMATICS in Year 9

The Year 9 scheme of work is built around the ‘Maths Link’ Mathematics scheme which is

produced in three levels and provides extension work for more able students. All students have

an opportunity to develop their mental arithmetic skills. The maths department subscribes to

MyMaths an interactive maths websites. MyMaths.co.uk allows students to select the level of

work they are doing and thus choose their own learning pathway through the material. Students

can work on lessons at home which they have been taught in class, and choose appropriate

material for their level, thus encouraging independent learning. This is further complemented

by the addition of ‘Maths Watch’ to our available resources; a CD ROM that students can

purchase or access via Willingdon.net. Maths Watch provides a visual and audio access to all

topics of mathematics

Term 1 and 2

Sequences and graphs, fractions, decimals and percentages, geometrical reasoning and

construction and equations.

Term 3 and 4

Area and volume, calculation, graphs, probability and surveys.

Term 5 and 6

Transformations, integers, expressions and formulae, representing and interpreting statistics, 3D

shape, proportional reasoning.

Homework

Homework in Year 9 is taken from various sources including online at www.MyMaths.co.uk.

Homework assignments are set weekly.

Equipment

Students are required to be equipped with a scientific calculator and geometry set for every

maths lesson. These can be purchased via the maths department at a combined price of £7.00.

Assessment

End of topic test after each topic, assessed in National Curriculum Levels. Teaching sets are

reviewed at the end of each term.


SCIENCE in Year 9

During year 9, students will study 9 topics in four key areas of study. Our schemes of work are based on “How Science Works” and have key skills embedded in each topic. All topics have learning and skills objectives for each lesson. During each topic, pupils will complete a formative assessment and an APP assessment. Summative assessments are completed after the teaching of all topics in a key area of study.

Students who are in sets 2, 3 and 4 will complete the KS3 course, and start their GCSE course in May. The first piece of work is a case study researching scientific evidence for and against a question about science in the news. This gives them the opportunity to achieve two GCSEs in science.

Set 1 students start their triple science GCSE course in year 9 when they will have the opportunity to gain 3 GCSEs in the separate sciences.

Year 9 areas of study

Chemical & Material Behaviour Reactivity series Forensic science Organisms, Behaviour & Health Genetic engineering and selective breeding Behaviour The Environment, Earth & Universe Humans and the environment Space in the news Energy, Electricity & Forces Forces Light Sound


MODERN LANGUAGES in Year 9

FRENCH

In Year 9 students will continue to develop and extend work done on topics from years 7 and 8, as well

as preparing new topic areas. Grammar work will concentrate on the development of use of tenses.

Sets 1‐3 follow the Expo 3 course (Foundation and Higher). Set 4 are entered for the Edexcel Entry

Level Certificate in French.

Homework will take the form of written tasks, language comprehension tasks, vocabulary learning,

oral task preparation or research projects.

Assessment

Assessment will be in the form of vocabulary tests, the year 9 examination and target tasks which may

include:

Sets 1 ‐ 3

Term 1 ‐ Leisure/Likes and dislikes

Term 2 ‐ Future plans

Term 3 ‐ Health / Illness

Term 4 ‐ Dealing with people

Term 5 ‐ Visiting France

Term 6 ‐ Teenage matters

Set 4

Term 1 – Everyday activities

Term 2 – Personal and social life

Term 3 – The World Around Us

Term 4 – The World of Work

Term 5 – The International World

Term 6 – Introduction to Spanish on both language and culture.

A National Curriculum Level is awarded after each of these formal assessment opportunities.


INFORMATION & COMMUNICATION TECHNOLOGY in

Year 9

During Year 9 students will continue to develop their presentation skills, with the emphasis on

presenting information for different audiences.

They will work on more sophisticated operations using spreadsheets and databases, searching data for

information and using statistical analysis. They will concentrate on two extended pieces of

coursework in preparation for Year 10. The first one centres on them testing their own mobile phone

hypothesis; interrogating their results in an Access Database and presenting their findings.

Within the second unit students design and make an automatic Log Flume Water Ride. They develop

their computer control skills to include sensors which allow the flume to safely complete its circuit.

Students will revisit E‐safety and develop their own homepage for the VLE.

Assessment

• Project documentation for each unit.

• Presentation to class.

• Quality of flowchart – use of sensors.

• Ability to interrogate database and present finding.


DESIGN & TECHNOLOGY in Year 9

Design & Technology is taught to all Key Stage 3 students. Years 7, 8 and 9 experience three main

focus areas of Resistant Materials, Product Design and Food Technology. ICT is used in all of the

modules.

In Year 9 we continue to develop Design and Technology capability and we build upon the skills,

knowledge and understanding from Years 7 and 8. This course is also preparation got GCSE D&T

Courses. Whilst the projects may appear to result in very different outcomes, the essential core

element of designing and making is evident, whatever the product. This enables students to realise

that behind every product lies a common ‘design process’. It teaches students to understand,

appreciate, make and evaluate products, and gives them an insight into methods of design and

production.

Students are taught in groups of maximum 20, (mixed gender and ability), for a period of 8 weeks in

one focus area by one teacher. They then move on to the next teacher for a different focus for a similar

period until four modules have been completed across the year. Each module will have homework set,

once per week. Typical homework will include research and investigation into existing products

related to the topic, completion of worksheets and designing tasks. Further assessment is made with

an end‐of‐unit test taken in each unit. Design and Technology capability will be built upon over the

year to give a final National Curriculum Level. The student will often be using GCSE criteria and

grading to support them with their tasks. In Year 9, students experience three modules in two focus

areas. We have two ‘DT SMART’ groups with more challenging tasks. For 2010/11 we offer the

following range of modules and projects:

Module 1: Investigating structures, understanding materials, their properties and uses and the

forces which act upon them. Applying knowledge to designing, constructing and

testing models and then designing and making a slotted structure to be used as a

container.

Module 2: Students learn about prototypes, the importance of good quality and packaging. They

develop their CAD/CAM skills by designing jewellery, for which a mould is made and a

prototype cast in pewter. The project will involve designing and making. Students will

work on practical tasks to produce a quality item.

Module 3: Developing skills associated with Product Design and Production. Particular emphasis

on the use of ICT for 2D and 3D modelling. Research and investigation into existing

products. Designing and modelling a new mobile phone.

Module 4: Understanding the properties and qualities o food, making food choices and

developing food products in our new food technology room.


Assessment

For each of the four modules, the final level will be based on: • Quality of final product/s. • Completed design work. • Formally assessed homework tasks. • End of Unit Test.


GEOGRAPHY in Year 9

The syllabus is split into four units. Firstly, we focus on the relationship between rocks and the

landscape. Secondly, we take students through a controlled assessment based on local fieldwork in

order to model the requirements of the GCSE. Thirdly, we explore the how and why populations

change over time. Finally, we look at issues surrounding development, migration and globalisation.

These units will be assessed through formal tests, enquiries, controlled assessment, class and home

work.

Assessment

Term 1 Rocks and the Landscape Assessment

Term 2 Controlled Assessment based on AQA Exam Model.

Term 3 Birth Rate / Death Rate Assessment

Term 4 Exam ‐ Population

Term 5 Development Indicators Assessment

Term 6 Migration Assessment

A National Curriculum level will be awarded for each of these formal assessments.


HISTORY in Year 9

The Year 9 syllabus is split into two main units:

Term 1 ‐ Britain 1750‐1900. Students study both the Agricultural and Industrial Revolutions and their

impact on British Society.

Term 2 to 6 ‐ 20th Century World ‐ An investigation into events leading up to both the First and Second

World Wars and their impact on Britain. Students are also taught about other major events that

have occurred this century including a depth study on the Holocaust.

During the year students will experience a variety of teaching and learning activities, from 'questions

& answers' to extended writing and role‐play. The Department encourages students to carry out

extended research to increase their depth of knowledge.

Homework is used to consolidate the work carried out in the lessons. Students are set a variety of

tasks, including project work, descriptive writing and posters.

Assessments

Students will be given a number of key assessments, which will each be awarded a National

Curriculum level.

Terms 1 Child Labour – A comparison between 19th century and today.

Did the standard of living improve during the period 1750‐1900?

Terms 2 4 Were the British public misled about conditions in the Trenches?

Year 9 exam.

Terms 5 and 6 Was America right to drop the atomic bomb on Hiroshima and Nagasaki?


ETHICS & PHILOSOPHY in Year 9

In Ethics and Philosophy we explore themes that emphasise concepts across and between religions

(and other belief systems such as humanism) and that often relate directly to pupils’ own experiences.

In year 9 these themes are good and evil, and right and wrong.

We also undertake systematic study which emphasises the content of a particular religion and leads to

a coherent understanding of what it means to belong to that religion. In year 9 we study Buddhism.

We investigate contemporary ethical issues and fundamental questions of human existence, relevant

to the individual in his or her personal development. In year 9 such questions include‐ What happens

when we die? Why do some people believe in ghosts? Why is there suffering? What effect does our

lifestyle have on the environment? Should we have the right to choose how and when we die?

Assessment

Students will be set key assessments which will be awarded a National Curriculum level. These will

include:

o The ‘problem of evil’

o Animal rights

o Buddhism


PHYSICAL EDUCATION in Year 9

PE will be set in single sex groups.

YEAR 9 GIRLS’ CURRICULUM

• Netball Athletics

• Gymnastics Tennis

• Badminton Stoolball

• Football Rounders

• Rugby Cultural Games

• Dance Gifted and Talented Identification Module

YEAR 9 BOYS’ CURRICULUM

• Football Tennis

• Basketball Rounders

• Gymnastics Cricket

• Badminton Cultural Games

• Athletics Stoolball

• Rugby Gifted and Talented Identification Module

Assessment

For each unit of work, students will be assessed in National Curriculum Levels on their ability to:

• Acquire and develop skills.

• Select and apply skills, tactics and compositional ideas.

• Demonstrate an understanding of fitness and health.

• Evaluate and improve performance.

• Developing skills in physical activity.

• Making and applying decisions.

• Developing physical and mental capacity.

• Evaluating informed choices about healthy, active lifestyles.


ART in Year 9

Students in Year 9 will learn to develop research skills and will consolidate the technical skills and

confidence in handling materials learned in previous years. The theme for Year 9 is an investigation of

the artistic traditions of a non‐western culture. The outcome will be a mixed media or three

dimensional piece created using processes such as painting, printmaking, relief and collage.

• Terms 1 and 2 – Book covers: students will research & develop ideas for a book cover, focusing

on Balinese masks & headdress designs.

• Terms 3 and 4 – Islamic tiles print‐making & collage. Students will research the Islamic

geometric tile designs & develop ideas for a print‐book. Students will work in groups to create a

collective Islamic ‘banner’, combining print‐making & collage skills.

• Terms 5 and 6 – Looking at the work of Ernst Haeckel and investigating unusual sea creature

forms. Students are to create a 3‐Dimensional lantern, using willow cane and tissue paper. They

are to use their painting skills to create an embellished surface and texture which reflects their

research and material investigations.

Assessment

Terms 1 and 2 Observational drawing & painting skills, digital photography and quality of

research work.

Terms 3 and 4 Development of ideas, planning and design. Collage and print‐making skills.

Working in a group towards a Final Piece.

Terms 5 and 6 Observational drawing, painting, and digital photography skills. Successful

handling of a range of processes and materials to give form to a design and

reflect a personal response.


MUSIC in Year 9

For students to be involved in as many musical experiences as possible, students work in groups

on a termly rota of activities, with teacher input prior to this. Generally, there will be five

activities operating - individual work/ensembles on keyboards, composing/performing, general

musical knowledge and technology. This style of teaching enables us to give students work

suitable to their needs, with varying amount of teacher guidance. Groups are mixed ability to

enable all students to be part of a successful performance.

Keyboard work gives them the opportunity to work as an individual and as part of an ensemble.

The work is structured so that students gain the fundamental requirements of keyboard playing -

using correct fingers, learning 'handshapes' on the keyboard and chord progressions.

The composing activity involves small groups where a task is set to include several musical

techniques, or as a whole class activity involving improvisation. It is also used as a development

of social skills. These activities are set either as part of a main project such as Chinese music,

or for a specific musical reason such as design, tonality or a rhythm pattern and students use a

variety of instruments for this work including their voice.

The listening activity is designed to increase students' ability to listen accurately and develop

concentration skills and is a whole class activity.

Technology The work set is based upon the topic of each individual unit of work. We have a

music programme installed on a number of computers in the main school computer suite. “Print

Music” software has been installed to give students the opportunity to do an individual

composition and we also use Garageband and Logic software.

Vocal work is very important as a confidence builder and includes unison and part-singing, often

accompanied by instrumentalists in the group and sometimes using a backing track.

Assessment – work is assessed each lesson and NC levels are given for each completed topic.

Self-assessment is encouraged and students set their own targets.

Additional musical experiences may be gained through the extra-curricular activities offered to

students – school band, batucada band, keyboard club, string group, choir, as well as other

ensembles. The opportunity to learn to play an instrument is offered through the County

Instrumental Service and lessons are available on flute, clarinet, saxophone, any brass

instrument, guitar, electronic keyboard, violin, voice and percussion. Fees are payable for these

lessons and for the majority of lessons students are extracted from main school lessons on a rota

system. Any student learning an instrument through this system in the Primary School will

automatically be transferred on arrival at Willingdon Community School.


During Year 9 students continue to develop their composing, performing and listening skills through a

variety of activities. Throughout the year, students have the opportunity to achieve an Arts Award in

Music at Bronze level, and during term 6, there is a cross‐curricular topic based on “Cultural Identity”

There is also an opportunity for students to work towards Bronze Level Arts Award.

There are 6 main units of work throughout the school year, and these are assessed on a termly

basis. Each unit aims to develop a variety of Personal, Learning and Thinking Skills (PLTS), such

as Reflective Learning and working as a Team Member, and work is differentiated to suit

students of all abilities.

Assessments

Term 1 ‐ Music for a purpose.

Term 2 ‐ Calypso music.

Term 3 ‐ Reggae music.

Term 4 ‐ Ragtime music.

Term 5 ‐ Musicals.

Term 6 ‐ Pop music.


Citizenship in Year 9

Citizenship is taught in the DT carousel, students will have approximately 18 lessons of

citizenship as part of this carousel.

In year 9 citizenship students look at the UK and its links not only to Europe but also the wilder

world. They consider the issues of sustainability both at a local and a global level. We also

consider the justice system both in the UK and the wider world. Students will look at the power

of pressure groups and will create their own campaigns. There are three National Curriculum

levelled assessments.

Assessment 1: The European Unit

Assessment 2: The Death Penalty

Assessment 3: Global Sustainability

Enterprise in Year 9

Enterprise is defined by the government as being all about the ability respond positively to change, to create and implement new ideas and ways of doing things, to make reasonable risk/reward assessments and act upon them in one’s personal and working life. It can be described as: innovation, risk-management, a ‘can-do’ attitude and the drive to make ideas happen.

Enterprise is not a taught subject at Key Stage 3. However, through the curriculum and enrichment activities students are given a range of opportunities to:

• Respond positively to change • Create and implement new ideas • Find new ways of doing things • Make acceptable risk/reward assessments • Act upon these assessments in their personal and school life • Handle uncertainty • Develop a ‘can-do’ attitude • Make ideas happen

In Year 9 the key enterprise opportunity is:

• The Hawassa Project Group – information is on the VLE

Year 9 Curriculum 10-11

Documents

Transcript of Year 9 Curriculum 10-11