year 9 curriculum 2017-18 - cloud object storage | …€¦ · · 2017-10-02year 9 curriculum...

R:\Curriculum booklets\Curriculum Booklets 2017-18\Y9curriculumoverview 2017-18.doc

MAIDENHILL SCHOOL

YEAR 9 CURRICULUM 2017-18


YEAR 9 CURRICULUM

The National Curriculum is organised into 5 key stages.

Key Stage Ages

1 2 3 4 5

5-7 7-11 11-14 14-16 16-18

Students in Year 9 are in the final year of Key Stage 3 and continue to study a wide range of subjects which are English, mathematics, science, art and design, design and technology, French, geography, history, information technology, physical education. Students are also taught religious studies, drama, music and learning for life. Some students are also taught Spanish as an additional modern foreign language. Details about what is taught in each subject during Year 9 are given on the following pages. Reviewing and Reporting Student Progress During the year, your son/daughter’s progress will be reviewed regularly and you will receive a ‘review’ five times a year showing current progress towards their ‘expected GCSE grade’, as well as an attitude to learning profile and an independent study profile. You will also receive a full report on 9th March 2018.

You will have the opportunity to discuss the progress of your son/daughter at Parents’ Evening on Wednesday 14th March 2018, with each of their subject teachers. The Options Process During tutor time and learning for life lessons, students will be looking at the opportunities and pathways ahead for their future education and careers. On Wednesday 7th February there will be a Choices Evening when students, parents and carers will be able to find out about the different subjects and courses available in Key Stage 4. Students will make their final decisions about their optional subjects later in the year.


ART AND DESIGN In Year 9, students are encouraged to develop and extend their formal practical skills and their understanding of a range of art forms in preparation for GCSE. Strong emphasis is placed on making connections between their own practice and that of others in different times and cultures. There will be 2 formal drawing tests to assess progress in this core communication skill. Independent study projects will focus upon improving drawing and recording skills.

Pattern on form – the study of Op Art. Exploring the perception of pattern and movement. Surface decoration - 2 and 3 dimensional work based on the study of skulls in Art from a range of times and places

Mark marking – extending and developing skills using a range of media in 2 and 3 dimensions. Shape and silhouette – learning how to make stencils in response to research and study of Street Art

Changing the scale – Collaborative work which develops painting and design skills to produce a decorative banner for public display.

DESIGN AND TECHNOLOGY

In Year 9, students extend their knowledge and skills to undertake more detailed ‘design and make’ assignments. To help them with these assignments they continue to carry out focused practical tasks, investigate familiar products and look at new ways of tackling aspects of the design process. The students will rotate around 3 main materials; food, textiles and resistant materials to experience a wide range of design and technology prior to the Y9 option process. Throughout the year, students will carry out research, design and produce practical work in their chosen area. Each student will make a practical item which will be assessed as part of their course as well as keeping an activity log and putting together a portfolio of evidence to be submitted for assessment. Whilst studying food, ingredients will need to be organised for practical lessons on a regular basis.


ENGLISH This is the final year of Key Stage 3. Students continue to develop their ability to use language competently. During this year there is also a focus on developing students’ reading and writing skills further in preparation for their GCSEs. A range of written and spoken assessment activities lead to a final teacher assessment. Independent reading continues to be an essential and expected component of the course.

The schemes of work include: Answering back: Reading an argument in a non-fiction text, writing skills to argue, persuade and advise are developed in students’ own magazine

articles Film Review: Analysis of a film and techniques used for effect including camera angles, themes and context Shakespeare’s ‘Much Ado About Nothing’: An active approach that allows students to explore techniques used in comedy. In speaking and

listening and a written assessment, there is a focus on the impact of language and dramatic techniques on the audience Private Peaceful by Michael Morpurgo: A study of the characters, structure, language and historical context of the text. Extended writing explores

character and context Original writing: Students prepare for GCSE examinations by considering writers’ techniques including character, plot, structure and language.

Throughout the year students also follow the Accelerated Reader Programme. They are required to complete a reading assessment which gives an accurate reading age. Students then progress through the scheme by reading books and taking individual quizzes that are matched to the student’s reading level.


HUMANITIES The Humanities department consists of Geography, History and Religious Studies.

GEOGRAPHY

Geography is concerned with the study of places, the human and physical processes which shape these places and the people who live in them. In addition to key themes, students will also develop a number of skills which will enable the research, presentation and analysis of geographical information.

Term 1 Term 2 Term 3

Term 4 Term 5 Term 6

Rivers – Field work

Development Globalisation Oceans Africa – focus on child soldiers/blood diamonds

Africa – focus on child soldiers

HISTORY Students continue to develop their skills by selecting relevant information from a wide range of sources and interpretations such as books, maps, cartoons, pictures, statistics, graphs, letters, diaries and films, and by using it effectively in diagrams, descriptions and explanations. They are encouraged to become more independent and take increasing responsibility for the content of their work. Students examine different interpretations about historical events, issues and personalities and consider why such differences are possible. They are required to justify their conclusions by close reference to evidence available. Key ideas are change and continuity, causes and consequences.

Term 1 Term 2 Term 3 Term 4 Term 5 and 6

World War One: 1914-1918 The Causes of WW1 Propaganda and Censorship Trench Warfare General Haig: The Butcher of The Somme? How did WW1 change life in Britain

The Suffragettes Why did the campaign for votes for women change over time? Was Emily Davison a martyr? Why did WW1 help get women the vote?

Inter war years Treaty of Versailles – was it fair? Arguments for and against appeasement Steps to war 1933-39

Life in Nazi Germany How did Hitler get to power in 1933? How did life in Germany change under Nazi rule?

World War Two: 1939-1945 Blitzkrieg Censorship and the Blitz Was Dunkirk a triumph or a disaster? Why was D-Day a success? The Holocaust and Human Rights


RELIGIOUS STUDIES In RS, students begin to develop their knowledge and awareness of various belief systems, including their own. Our aim is to provide students with the skills necessary to evaluate and analyse their role in the world and to help them develop into well informed, tolerant young people.

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Evil and Suffering Why is there suffering?

Evil and Suffering Good and bad: right and wrong – how do I decide

War and Peace Is religion a source of peace or a source of conflict?

Justice: Martin Luther King jr How did Christian beliefs motivate the actions of Martin Luther King jr?

Genocide: Rwanda Where is God in conflict today?


COMPUTING During Year 9, students will be following a similar course to the Entry Level Computer Science course. They will learn the knowledge then take two small tests at the end of each of the first two units. The third unit is marked internally against a defined mark scheme. This will be a great base for those wanting to take Computer Science in Year 10 as well as the casual ICT user. The aim is to make them proficient in all aspects of Computer Science.

TERMS 1 AND 2 TERMS 3 AND 4 TERMS 5 AND 6

Students learning how to construct a PC and understand how all parts work, with a deeper understanding of how a processor works, different types of memory, networks and social, environmental, ethical and moral considerations in Computer Science.

Students will learn how to think computationally by expanding their binary skills being able to convert from binary to hexadecimal, Boolean logic gates and how compression works. They will also look at how to sequence programs with the use of flowcharts and pseudocode, and know what and IDE is.

Complete a programming project using Python. The students will demonstrate how to design, implement, test and evaluate their own text adventure game.

Mentoring and self / teacher assessment will take place at least once per term. Students will keep a learning log of all the learning for each unit.


MATHEMATICS

In KS3, all students follow a scheme of work linked to the National Curriculum. The scheme of learning is differentiated by stages so that the Mathematics Curriculum

can be tailored to the individual needs of classes and students. We encourage the approach advocated by the new curriculum that “students who grasp concepts

rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.”

Students will cover the following topics each year within the KS3 curriculum:

Number: Number & Place Value Geometry: Measurement, Mensuration and Calculation

Number: Calculations Geometry: Properties of Shapes & Construction

Algebra Geometry: Position and Direction

Fractions, Decimals & Percentages Probability

Statistics Ratio & Proportion

Independent study will consist of either a written or online task which should take approximately 30 minutes, these will be given once a week, with the tasks intended to reinforce or extend the work of a lesson. We offer independent study support at lunchtimes which all students are welcome to attend. Students’ learning is assessed after each unit of work, there is also a mid-year and end of year test. Students understanding of the mastery indicators and essential skills are tracked throughout the year in relation to the stage that they are studying.


MODERN FOREIGN LANGUAGES

FRENCH In Year 9, students continue to study French and to extend language competences in listening, speaking, reading and writing. Students will further develop the skills necessary for success at GCSE and their appreciation of the culture of France and other French speaking countries. Topics will include:

Term 1 and 2 Term 3 and 4 Term 5 and 6

Lifestyle and life as a teenager Healthy living

Meeting others Arranging to go out Transport and Holidays

Where I live; where others live Hopes and plans for the future

SPANISH Some students will continue Spanish for two of their 6 language lessons a fortnight. Through this language, they will also develop competence in listening, speaking, reading and writing and develop an appreciation of the culture of Spain and Spanish speaking countries. Topics will include:

Term 1 and 2 Term 3 and 4 Term 5 and 6

Family Life Festivals and celebration (Christmas in

Spanish-speaking countries)

Where you live Describing your house and your daily

routine Your area, directions and weather

Sports and free time activities Planning what you are going to do in the near

future.


PERFORMING ARTS The Performing Arts department consists of drama, music and media. At times, through combined and integrated projects, students will work across the subject areas in order to develop their understanding of the similarities and differences between these subjects.

DRAMA Methods of working that were introduced in Years 7 and 8 are continued and developed, with an emphasis on exploration of script, as a preparation for GCSE.

Term 1/2 Term 2/3 Term 3 Term 4 Terms 5 and 6 Script work This project looks at interpreting modern play scripts for performance. Students will read, discuss and workshop scenes from at least two plays by established modern playwrights. They will consider interpretation of themes and characters, the style of the plays, lighting, sound and costume. There will be a written element in this unit. Students in acting roles will learn lines and keep a log of their character’s progress. Students in charge of lighting, sound and costume will produce designs with notes. At the end of the project, students show a rehearsed presentation of scenes from one of the plays they have studied, lasting up to 15 minutes, which includes techniques that have been developed over the course of Key Stage 3.

Commedia This project looks at a theatrical genre. At the end of the project, students devise and perform a scenario involving five main commedia dell’arte characters, using masks they have designed and made.

Theatre Company This project looks at who does what in a theatre company. Students form their own company and devise a play (or use a short script) with lighting, sound and costume. Performers must learn their words. At the end of the project they perform to the rest of the class, in an assembly or to another year group.

Secret Annexe This short project shows how an historical event can be used as the basis for devised drama. It explores the issues surrounding Jews in the Second World War, particularly Anne Frank’s story. At the end of the project, students perform an improvisational and educational piece of drama based on a theme in this project.

Shakespeare This project is about developing an understanding of performing a Shakespeare play, using a variety of rehearsal techniques. This particular project is based around Macbeth, A Midsummer Night’s Dream or Julius Caesar. At the end of the project, students perform a scene from one of the plays.

Note: All units follow the WJEC Eduqas GCSE Drama structure of: DEVISING, PERFORMING FROM A TEXT and INTERPRETING THEATRE:

DEVISING a piece of drama for performance

PERFORMING FROM A TEXT

INTERPRETING THEATRE using scripts This then gives a more representative view of the students’ ability to take GCSE Drama.


MUSIC

Term 1 and 2 Term 3 and 4 Term 5 and 6 Music for films – building from what they learnt in Year 7, Students will explore different genres of films and the types of music that is used to build tension and characterisation. Students will compose a piece of film music. Students will then continue the ‘band’ work they started in year 8, students will work in groups to prepare a performance in band groups.

Students will learn about how technology has influenced the music industry. Learn how to identify and use microphones by recording a radio show and instruments. Students will then progress to recording other instruments in small groups

Students will plan and prepare a performance as a soloist or group to perform to the rest of the class. Non-performers may choose to compose a piece of music using technology. This performance/composition should combine all the skills they have learnt over the past 3 years.

PHYSICAL EDUCATION During Year 9, students build on the range of skills learned in Years 7 and 8. This involves working individually on skills, both competitively and co-operatively with others. Students will be expected to lead warm-ups and take responsibility for small group practices. Emphasis will be given to students evaluating their own and the work of others. Students are required to have a sound knowledge of the physiological changes that occur in the body during exercise and know how to put together a personal fitness programme. Hopefully, work in lessons will lead to a desire to take part in extra-curricular clubs, matches against other schools and participation in physical activities out of school.

Term 1-4 Term 5 and 6

In games lessons, boys will develop skills in Rugby and Football and girls will develop skills in Netball and Football. In their PE lessons, students will do blocks of the following: Gymnastics, Health Related Fitness, Trampolining , Badminton, Basketball, Table Tennis, Hockey

Striking and Fielding Games Athletics


SCIENCE Students follow a course which is based on the AQA GCSE 1-9 course. The course will be taught on a rotational basis and will include a balance of biological, physical and chemical topics. Research, thinking skills, literacy and numeracy are developed in both lessons and in weekly independent study tasks. There is considerable emphasis on designing and performing scientific investigations. There will also be time to reflect, review and embed prior learning from years 7 and 8. The following topics will be rotated throughout the year:

Biology: Cells and organisation Disease and bioenergetics

Chemistry: Atoms, bonding and moles Chemical reactions and energy changes

Physics: Energy and energy sources Particles at work


LEARNING FOR LIFE Learning for life is a subject which complements the conventional teaching & learning / academic curriculum, but has a very different purpose. It is not about the learning of set content towards an exam but an attempt to encourage young people to reflect on growing up and taking part in society at every level – in families, peer groups, as part of a school community and as citizens of the UK, Europe and the World. The subject is unusual in that there is little written work – our main aim is to develop discussion, argumentative and listening skills. Learning material always relates to “real world” issues and the aim is to encourage young people to think about issues relating to themselves and their society, to hear other views that may be different to their own, and to become comfortable with challenging other views, and having their own views challenged, in a fair and balanced way. There is no independent study in the subject although we believe it is essential for young people to discuss the issues raised at home, and to take a keen interest in issues in the wider world, for example by watching a TV news programme and reading newspapers or current affairs websites.

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Identity and diversity Emotional wellbeing Sex and relationships education

Media and internet safety

Personal wellbeing: Managing my own health

Planning for my future

year 9 curriculum 2017-18 - cloud object storage | …€¦ · · 2017-10-02year 9 curriculum...

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