| Subject | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| English | In Term 1, Year 9 will work on an ‘American Dream’ unit of learning. This will involve studying a range of texts including ‘Of Mice and Men’. Students will learn about social and historical context and how this affects meaning. Students will also study poetry and other non-fiction texts. They will learn how to compare and contrast texts, identifying similarities and differences. They will also engage with some unseen texts in preparation for GCSE. | In Term 2, students will study a ‘War’ unit of learning and also a novel. They will be taught to make critical comparison across texts of how writers manipulate structure for effect. They will be taught to select and summarise arguments and ideas from a range of sources and evaluate the effectiveness of language and vocabulary for audience and purpose. | In Term 3, Year 9 will study a ‘Love and Hate’ unit of learning and also a Shakespeare play. They will study and explore a range of poetry/songs/short extracts from texts and work on comparing and contrasting. They will study a Shakespeare text in detail and be exposed to GCSE style questions in order to begin preparing for Key Stage 4. |
| Maths | Unit 1 Coordinates Unit 2 Linear graphs Unit 3 Proportion Unit 4 Scales and standard form Unit 5 Linear and non-linear sequences Unit 6 Expanding and factorising Unit 7 Changing the subject of a formula | Unit 8 Constructions Unit 9 Congruence Unit 10 Pythagoras’ theorem Unit 11 Angles in polygons Unit 12 Linear equations and inequalities Unit 13 Graphical solutions | Unit 14 Probability Unit 15 Working with data Unit 16 Scatter graphs Unit 17 Similarity and enlargement Unit 18 Transformations Unit 19 Trigonometry |
| Science | Core Science B1: Keeping Healthy Includes diet, exercise, disease and immunity. B2: Coordination and Control Includes the nervous system, hormones and fertility. C1: Fundamental Ideas Includes, elements, compounds, atomic structure. P1: Energy Transfer by Heating Includes conduction, convection, infra-red radiation, specific heat capacity. | B3: Medicine and Drugs Includes creation of legal and illegal drugs, and applications of medicines. C2 – Rocks and Building Materials Includes the limestone and carbon cycles. C3 – Metals and Their Uses Includes the extraction of metals, metallic structure and applications of metals. P2 – Using Energy Includes forms of energy, conservation of energy and efficiency. | B4 – Adaptation For Survival Includes adaptation and competition in plants and animals. C4 – Crude Oil and Fuels Includes the extraction if crude oil, fractional distillation and the development of cleaner fuels. P3 – Electrical Energy Includes electrical power, cost, and kilowatt hours. P4 – Generating Energy Includes nuclear and fossil fuel power stations, and renewable energy sources. |
| Spanish/French | Students will study how to speak, write and understand spoken language in the topic of health using the past tense | Students will study how to speak, write and understand spoken language in the topic of school and future plans using the future tense | Students will study how to speak, write and understand spoken language in the topic of holidays using the past & future tenses |
| Geography | Extreme Environments Extreme Environments Looking at the location, climate, flora and fauna of rainforests, deserts (polar and hot). Students will extend their locational knowledge and deepen their spatial awareness. | Why's Japan on Shaky ground? Why’s Japan on Shaky ground? A mix of both human and physical geography where students study this particular region of Asia. Key human and physical characteristics will be covered, i.e. the major cities and why Japan experiences frequent earthquakes. | People, poverty and pennies Students will study the different levels of economic development between continents. In particular, students will look at differences in economic activity in the primary, secondary, tertiary and quaternary sectors. Exam Skills A geographically based unit of work which will help develop effective examination technique in order to prepare. |
| History | The history of the Black People This unit will give students an overview of the history of the Black peoples from 1900 to the present day and will focus on significant events which have had an impact on their history. | World War 1 Students will study the causes, events and impact of WW1. They will also have an opportunity to investigate local history by the ‘soldier’s story’ where they can research a single contribution to the war. | Events that shook the world Students will be given the opportunity to investigate major events from the Twentieth Century which have had a massive impact on world affairs. There will be many research opportunities available. |
| Religious Education | Students will examine the topic of Religion in the Modern world. They will examine and explore the positive and negative representation of religion through TV and Fashion. | Students will continue with the topic of Religion in the Modern world. They will examine and explore the positive and negative representation of religion through Music, Sport and Film | Students will explore the religion of Buddhism focusing on Beliefs and Practises. Students will apply their learning to modern day lifestyles. |
| Technology: Electronics | Mood Lamp: Circuit Diagram development. P CB development. P CB Manufacture Understanding the LDR, Transistor and an introduction to potential dividers. Development of CAD/CAM skills. Alarm Project: More advanced circuit development. Designing circuits using a systems approach. Understanding systems diagrams. Vacuum forming. Using a drilling jig. Understanding the thyristor as a latch. | Fan: Introduction to the operational amplifier Using an OP AMP as a comparator. Motors and back EMF. Designing for a client. More advanced CAD/CAM - drawing items to exact measurements. Thermistors and potential dividers. | Music Box: Introduction to microcontrollers. Analogue and digital inputs. Using resistors to change analogue inputs. Programming microcontrollers. Using templates to design in CAD/CAM |
| Technology: Food | Cake Making Techniques Project. Students will develop their practical skills to produce high quality products using a range of different techniques: rubbing-in, whisking, traditional creaming and all-in-one methods. Written folio work with include task analysis, functions of ingredients and technique research, recipe development, annotation of design ideas, production plans and evaluation. Cup Cake Challenge Using the skills and knowledge gained students will design and make their own cupcake that is suitable to be sold in a supermarket/bakery. | Nutrition and Special Diets Project This builds on the knowledge gained from Year 8. Nutrition is researched in detail and special dietary needs of different target groups. Students will further develop skill through a range of practical work. Folder work will include: Research: Eat Well Plate, nutrition, special diets Product analysis Developing a specification Comparative shop Annotated design ideas Production plans Evaluations Pastry Project Again students will build on skills and knowledge but the focus of practical will be the use/making of different types of pastry. | Best of British Project Students will research the range of seasonal produce and regional dishes. Practical work will be based around this. Bake Off Challenge!! Competition for students to design and make a product that incorporates the Best of British produce and the Bake off. |
| Technology: Graphics | Students develop skills and knowledge in: colour rendering, line enhancement, shadowing, surface texturing use of different colour techniques – coloured pencil presentation – ruled border, cut out paper, mounting work investigating a task and outlining a target market composing a design brief following a specification mindmapping (task analysis) the use of ICT to access internet as a research tool collecting and presenting research logo styles - logograms, monograms, graphic devices, illustration the language of colour type styles and lettering 2D sketching techniques scanning, importing and correcting image files the use of CAD software to create a logo exploration of possible application of logo to promotional products evaluation of final outcome recording and responding to critical comments of others Students develop their ICT presentation skills through the production of an e-portfolio and learn the importance of presenting their work to a high standard identifying a target market writing a specification moodboards the use of creative software to enhance lettering and manipulate imagery methods of recording the use of CAD - screenshots, digital evidence packaging nets/glue flaps sublimation printing the use of CAD software to create a net the manufacture of a quality outcome - use of CAM – CAMM1 Self and peer assessment Testing against specification analysing existing products product sketching techniques (2D and 3D) digital scanning and image correction page layout packaging nets/glue flaps commercial printing methods QC checks - registration marks, colour bars, crop marks the use of CAD software to create a net the use of CAD software to manipulate imagery the production of digital artwork methods of recording the use of CAD - screenshots, digital evidence evaluation types of paper/board encapsulation and print finishing card modelling techniques product promotion modifying artwork for commercial production | Students develop skills and knowledge in: packaging nets/glue flaps commercial manufacturing methods (die cutting) the use of CAD software to create a net the manufacture of a quality outcome - use of CAM - laser cutter, Stika the properties of common plastics card and paper modelling techniques (scoring, folding, use of craft knife) illustrated sequential drawing of production and application of vinyl sticker CAM - laser cutter, Stika the properties of common plastics card and paper modelling techniques (scoring, folding, use of craft knife) illustrated sequential drawing of production and application of vinyl sticker colour rendering, line enhancement, shadowing, surface texturing use of different colour techniques – coloured pencil presentation – ruled border, cut out paper, mounting work the types and use of dynamic mechanisms - linkages, levers, folding methods, AV programmable ICs use of appropriate materials commercial methods of manufacture modelling techniques and equipment planning of making (flowchart) QA and QC (incorporated in plan of make) creativity | Students develop skills and knowledge in: the work of other designers using the work of others as inspiration for their own designs thumbnail sketches CAD development CAD enhancement (realistic product presentations) modelling techniques finishing techniques (acrylic paint, spray paint) moulds and vacuum forming properties and applications of common plastics commercial manufacturing methods (blister pack, euro slot) card and paper modelling techniques (scoring, folding, use of craft knife) testing and modification presentation, use of various drawing projections, freehand sketching, CAD packages, use of colour task, problem analysis - mind map research and analysis of relevant information writing of a reasoned specification linked closely to research generation and development of ideas - use of prototype models use of appropriate CAD software planning of making - in advance of any manufacture taking place (flow chart, illustrated sequential drawing), incorporating feedback manufacture of outcome - modelling techniques, use of appropriate materials and equipment one-off production in school method of manufacture in industry - batch/high volume, printing method, die cutting, automated assembly and packaging to client, JIT waste management (Tessellation) and disposal - health and safety issues costs - capital and manufacture sustainability, product maintenance, planned obsolescence the manufacture of a quality outcome - use of CAM - laser cutter, CAMM Cutter, Stika where appropriate writing a summative evaluation of outcome with reference to specification and initial brief colour rendering in marker pens enhancing sketchwork for efolio use how designers work |
| Technology: Textiles | Samples of ways to print and dye fabric. Explanations written down. Print own label. Research shop of own choice and manufacture an item of clothing to suit the customers. Mood board, primary and secondary research. | Continuation of garment along with final evaluation. Theory of fibres and fabric construction methods. Design a cushion for use in the home and produce a backup folio showing design ideas. Deign a felt monster with the option of using LEDs for eyes | Health and safety of nightwear and manufacture an item of nightwear. In teams make a creative banner to display in school |
| Technology: Resistant Materials | Base line testing followed by a practical course making an acrylic laser cut vase using CAD. This is followed by a Pencil case with an acrylic slide Lid and then a Christmas ornament which is focused on CADCAM and Modelling. The projects in this term are to focus on workshop safety and basic tool instruction | During this term we look at a wildlife unit which follows a cutting list basic construction and finishing techniques to make a product waterproof. We then make a high quality jewellery box which focus on accuracy and the more refined side of manufacturing. This encompasses working to tolerances. The projects in this term are designed to build confidence in tool selection and safe independent use. | In the summer term we produce a CADCAM clock wall hanger and door sign. During this warmer month we focus on the various CAD CAM techniques and materials that can be used. |
| Computer Science | Pupils learn about inside the computer (software, hardware, binary) and then use this knowledge to produce an interactive quiz on the subject | Pupils look at how ICT is used in business. Using a business scenario, they develop skills in DTP, Email, Databases and spreadsheets | Pupils develop a simple game using the Python software. The unit invites pupils to look at the built-in functions to aide their development |
| Art | Students will explore the theme of Abstraction | Students will explore the theme of Cultures and Traditions | Students will explore the theme of Time and Memory |
| Music | 1. The Blues Exploration of the structure and origins of The Blues. Students explore the chord structure and walking bass line, and perform with others. Students develop improvisations to fit with the Blues accompaniment 2. Dance Music An extension of music technology work started in Year 8. Students explore contemporary dance styles using Garageband and compose their own dance pieces in that style | 1. Ensemble Performance Extension of ensemble work started in Year 8. Performance on keyboard, drums, guitar or voice as part of whole class ensemble 2. Music for Film Exploration of a variety of film music and the link between the film genre and the musical elements used. Students compose their own music for film in the horror genre. | 1. Song Exploration of the elements of a successful song Students compose their own song/rap in a pair or small group 2. Final Performance/Music video Performance of final piece (original or cover version) as a soloist or as part of an ensemble. Create recording (audio or video) Exploration of how songs are marketed in the media through music videos |
| Drama | Loop Dialogues, Ambiguous Dialogues Communicating to an audience, Characterisation, Blood Brothers Scripted work, Monologues. | Blood Brothers thematic work, Abandoned Baby project role play and devised drama | Elizabethan Theatre. Technical tasks of Production. Satire and Political theatre. |
| Physical Education | Our Physical Education Curriculum aims to ensure that all pupils: develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives During this term, students will develop their knowledge and skills in 4 activities from two carousels. Students will be informed what their starting activity will be on each carousel: Year 9 Girl’s Indoor Carousel: Health Related Fitness, Leadership, Gymnastics, Volleyball/Basketball Year 9 Girls Outdoor Carousel: Netball, Football, Tag Rugby, Option Year 9 Boy’s Indoor Carousel: Health Related Fitness, Basketball, Leadership, Badminton Year 9 Boys Outdoor Carousel: Football, Rugby League, Football, Rugby Union Students will be assessed on: 1) How they select and combine skills 2) What they know about strategies, tactics and composition. 3) How well they can plan and lead practices and takes on different leadership roles 4) How accurately they analyse and comment on their own and others work. 5) What they know about health and fitness and how regular physical activity can benefit their health. | During this term, students will continue to follow the two carousels and will participate and develop their knowledge and skills in the two remaining activities. Year 9 Girl’s Indoor Carousel: Health Related Fitness, Leadership, Gymnastics, Volleyball/Basketball Year 9 Girls Outdoor Carousel: Netball, Football, Tag Rugby, Option Year 9 Boy’s Indoor Carousel: Health Related Fitness, Basketball, Leadership, Badminton Year 9 Boys Outdoor Carousel: Football, Rugby League, Football, Rugby Union Students will be assessed on: 1) How they select and combine skills 2) What they know about strategies, tactics and composition 3) How well they can plan and lead practices and take on different leadership roles 4) How accurately they analyse and comment on their own and others work 5) What they know about health and fitness and how regular physical activity can benefit their health. | In the summer term students follow an Athletics Carousel (Running, Jumping, Throwing) and a summer games carousel. Year 9 Girls: Rounder’s, Tennis, Cricket Year 9 Boys: Softball, Tennis, Cricket Students will be assessed on: 1) How they select and combine skills 2) What they know about strategies, tactics and composition. 3) How well they can plan and lead practices and take on different leadership roles 4) How accurately they analyse and comment on their own and others work. 5) What they know about health and fitness and how regular physical activity can benefit their health. |
