Foreword
This booklet outlines the curriculum that your child will be studying this year in each subject. This will allow you to further support them in their studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor in the first instance.
Year 9 is an exciting year for all pupils. It is the first year of the Middle School and they are enjoying both the freedom and responsibility that this brings. It is also the last year when the pupils study such a diverse range of subjects; after this year they will begin to narrow down their choices and study subjects in more depth. Of course, they have already made some choices, and I am sure that the pupils are enjoying the increased curriculum time they have in these subjects. There is a suggested further reading list at the bottom of each curriculum summary, provided as an indication of what pupils might like to read if they wish to extend their knowledge further still.
This year, pupils will also have the opportunity to research independently and present, on a question of their choosing, as part of our Keith Dawson Independent Learning Project. More about this opportunity will follow later this term.
During this year each pupil will have to make their GCSE choices. You will receive a detailed guide regarding this process before the Year 9 Parents’ evening in January, and all the necessary details will be explained clearly closer to the time. It is important to discuss all options with your child’s tutor; they know your child well and have been through this process many times before.
As you will see from this curriculum booklet, the Year 9 programme of study is full and enriching. In addition, there are more activities and interests to be explored. I wish all the pupils every success this year and look forward to seeing you at the Year 9 Parents’ Evening.
Mike Brennan
Deputy Head (Academic) Habs Boys
Art, Craft & Design
Aims and Objectives
In Year 9 the aim of the Fine Art course is to provide the pupils with a series of GCSE style projects which will enable them to make an informed choice when selecting to take GCSE Fine Art in Years 10 and 11. Working individually, the pupils will be encouraged to develop their creative, imaginative and practical skills with a focus on drawing and painting
Week/ Term Task
Autumn GENRE: Surrealist Sculpture
Description
Pupils should be able to
e.g. TOPICS: Contemporary idols, Political figures, Psychological Conditions, Mental Health and Well Being, Ages and Stages, Public Face/Private Persona, Viewpoints, Mood and Emotion, Attitude, Identity
• Researching a range of artists
DEVELOP ideas through investigations, demonstrating critical understanding of sources
• Visual and written write up of visits to galleries and other places of interest
• Analysing artworks
• Reading, note taking
• Presenting images and notes purposefully
• Taking photographs relevant to intentions
• Analysis of own photographs
REFINE work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes
• Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen….
• Selecting appropriate media and techniques for an idea trial
• Trial ideas
• Evaluating trials
• Refining an idea
• Preparing a final piece
• Recognises the full potential of media, materials and processes
• Explore materials and styles through artist studies and pastiches
• Observational drawings and paintings in a variety of media, styles and scales
RECORD ideas, observations and insights relevant to intentions as work progresses
PRESENT a personal and meaningful response that realises
• Written analysis of artists' work and evaluation of own work
• Photography
• Annotating ideas throughout the project and connecting ideas to research Respond effectively to the tasks set by the teacher making use of any accompanying resources. Present the work logically and consistently. Respond to teacher feedback to improve their work. Begin to make their own choices and decisions in response to teacher advice and feedback. Discuss and evaluate their own work and the work of others critically. Engage in discussion about their work, and the work of others with their peers and teacher. in choices and approach
• Critical annotation
• Evidencing understanding and use of the formal elements
• Accurate grammar, spelling and punctuation
• Depth of visual and written analysis
• Communication of ideas
• Use of specialist terms
• Appropriately realising intentions
• Making effective and diverse connections
• Final outcome
• Evaluation
Spring
intentions and demonstrates understanding of visual language
AS ABOVE for:
GENRE: Inside out
• Presentation of work
• Assured use of the formal elements
• Assured use of media
Summer
e.g. TOPICS: Memory, Symbolism, Historical Artefacts, Popular Culture, Time, Travel, Literature, Wealth and Poverty, Morality, Mythology, Surrealism
AS ABOVE for:
GENRE: Landscape
e.g. TOPICS: The Natural World, Reflections, Architecture, Urban Environments, Interior and or Exterior spaces, Capturing the Mood and Movement
Suggested further reading:
http://www.art2day.co.uk/ https://www.saatchigallery.com/ https://www.studentartguide.com/articles/art-sketchbook-ideas http://www.tate.org.uk/visit/tate-modern https://www.npg.org.uk/ https://www.creativebloq.com/ https://www.nationalgallery.org.uk/ https://www.royalacademy.org.uk/ https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html
Architecture The Whole Story by Denna Jones
The Thames & Hudson Introduction to Art Art in Detail – 100 masterpieces by Susie Hodge Who’s Afraid of Contemporary Art? by Kyung An and Jessica Cerasi
The Self- Portrait A Cultural History by James Hall Why Your Five Year Old Could Not Have Done That – Modern Art Explained by Susie Hodge Art Since 1989 by Kelly Grovier and Art Since 1960 by Michael Archer Art Since 1900 Modernism, Antimodernism, Postmodernism by Hal Foster, Rosalind Krauss, Yve-Alain Bois, Benjamin H.D. Buchloh and David Joselit Interviews with Francis Bacon by David Sylvester Grayson Perry by Jacky Klein Hockney’s Pictures by David Hockney
Biology
Aims and Objectives
To learn about unifying patterns and themes in biology and use them in new and changing situations • acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • evaluate biological information, making judgements on the basis of this information • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in biology • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to biology as set out under each topic • prepare for more advanced courses in biology and for other courses that require knowledge of biology.
Exam Board: : Edexcel IGCSE
Web link: https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html
Course Code: 4BI1
Mock Exam dates: School exam week
Term Topic Description Pupils should be able to
Understand how living organisms share the following characteristics:
• they require nutrition
• they respire
• they excrete their waste
Autumn Characteristics of living organisms
• they respond to their surroundings
• they move
• they control their internal conditions
• they reproduce
• they grow and develop
Describe the common features shown by eukaryotic organisms: plants, animals, fungi and protoctists.
Answer all IGCSE questions
Spring Variety of living organisms
Plants: these are multicellular organisms; their cells contain chloroplasts and are able to carry out photosynthesis; their cells have cellulose cell walls; they store carbohydrates as starch or sucrose. Examples include flowering plants, such as a cereal (for example, maize), and a herbaceous legume (for example, peas or beans).
Animals: these are multicellular organisms; their cells do not contain chloroplasts and are not able
to carry out photosynthesis; they have no cell walls; they usually have nervous coordination and are able to move from one place to another; they oft en store carbohydrate as glycogen Examples include mammals (for exam ple, humans) and insects (for example, housefly and mosquito
Fungi: these are organisms that are not able to carry out photosynthesis; their body is usually organised into a mycelium made from thread-like structures called hyphae, which contain many nuclei; some examples are single-celled; their cells have walls made of chitin; they feed by extracellular secretion of digestive enzymes onto food material and absorption of th e organic products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen. Examples include Mucor, which has the typical fungal hyphal structure, and yeast, which is single-celled. Protoctists: these are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria.
Describe the common features shown by prokaryotic organisms such as bacteria Bacteria: these are microscopic single-celled organisms; they have a cell wall, cell membrane, cytoplasm and plasmids; they lack a nucleus but contain a circular chromosome of DNA; some bacteria can carry out photosynthesis but most feed off other living or dead organisms. Examples include Lactobacillus bulgaricus, a rod-shaped bacterium used in the production of yoghurt from milk, and Pneumococcus, a spherical bacterium that acts as the pathogen causing pneumonia.
Level of organisation
Understand the term pathogen and know that pathogens may include fungi, bacteria, protoctists or viruses
Viruses: these are not living organisms. They are small particles, smaller than bacteria; they are parasitic and can reproduce only inside living cells; they infect every type of living organism. They have a wide variety of shapes and sizes; they have no cellular structure but have a protein coat and contain one type of nucleic acid, either DNA or RNA. Examples include the tobacco mosaic virus that causes discolouring of the leaves of tobacco plants by preventing the formation of chloroplasts, the influenza virus that causes ‘flu’ and the HIV virus that causes AIDS.
Describe the levels of organisation in organisms: organelles, cells, tissues, organs and systems.
Describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole.
Cell structure
Biological molecules
Know the similarities and differences in the structure of plant and animal cells.
Explain the importance of cell differentiation in the development of specialised cells (to be taught in year 11 but mention in year 9).
Identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils).
The structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugars, protein from amino acids, and lipid from fatty acids and glycerol.
Practical: investigate food samples for the presence of glucose, starch, protein and fat.
Nutrition in flowering plants
Understand the role of enzymes as biological catalysts in metabolic reactions.
Understand how temperature changes can affect enzyme function, including changes to the shape of active site.
Practical: investigate how enzyme activity can be affected by changes in temperature.
Understand how enzyme function can be affected by changes in pH altering the active site.
Practical: investigate how enzyme activity can be affected by changes in pH
Understand the process of photosynthesis and its importance in the conversion of light energy to chemical energy.
Know the word equation and the balanced chemical symbol equation for photosynthesis.
Understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis.
Describe the structure of the leaf and explain how it is adapted for photosynthesis.
Understand that plants require mineral ions for growth, and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids.
Practical: investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll.
Understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre.
Nutrition in humans
Identify the sources and describe the functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, the mineral ions calcium and
Gas exchange in flowering plants
iron, water and dietary fibre as components of the diet.
Understand how energy requirements vary with activity levels, age and pregnancy.
Describe the structure and function of the human alimentary canal, including the mouth, oesophagus, stomach, small intestine (duodenum and ileum), large intestine (colon and rectum) and pancreas
Understand how food is moved through the gut by peristalsis.
Understand the role of digestive enzymes, including the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases.
Understand that bile is produced by the liver and stored in the gall bladder.
Understand the role of bile in neutralising stomach acid and emulsifying lipids.
Understand how the small intestine is adapted for absorption, including the structure of a villus.
Practical: investigate the energy content in a food sample
Understand the role of diffusion in gas exchange.
Understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis.
Understand how the structure of the leaf is adapted for gas exchange.
Describe the role of stomata in gas exchange.
Understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light.
Practical: investigate the effect of light on net gas exchange
Summer Reproduction
Reproduction in flowering plants
from a leaf, using hydrogencarbonate indicator.
Understand the differences between sexual and asexual reproduction
Understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo.
Describe the structures of an insect-pollinated and a windpollinated flower and explain how each is adapted for pollination
Understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation
Practical: investigate the conditions needed for seed germination
Understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis.
Understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings)
Understand how the structure of the male and female reproductive systems are adapted for their functions.
Understand the roles of oestrogen and progesterone in the menstrual cycle.
Understand the roles of FSH and LH in the menstrual cycle.
Reproduction in humans
Describe the role of the placenta in the nutrition of the developing embryo.
Understand how the developing embryo is protected by amniotic fluid.
Understand the roles of oestrogen and testosterone in the development of secondary sexual characteristics.
Understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen (only progesterone and oestrogen at Year 9 but all to be revisited in Year 11).
Understand the sources, roles and effects of th e following hormones: ADH, FSH and LH (only progesterone and oestrogen at Year 9 but all to be revisited in Year 11).
Suggested further reading:
Sapiens: A brief History of Humankind by Yuval Noah Harari
What if? By Randall Munroe
Adventure in human being by Gavin Francis
A short history of nearly everything by Bill Bryson
Chemistry
Aims and Objectives
In Year 9 the aim of the Chemistry scheme of work is to begin the careful teaching of the iGCSE curriculum. A number of core Chemistry concepts are introduced and rigorously developed including; Kinetic Theory, Atomic Structure and Bonding, the Mole Concept and the Periodic Table. An appreciation of the development of Chemistry both from an historical and experimental perspective is a particular focus of this important year.
Term Topic
Kinetic Theory
Solubility
Basic Atomic Structure
Electronic Structure
Autumn
Spring
Ionic Bonding and structure
Metallic Structure and Bonding
Groups of metals – Group I and II
Covalent bonding and structure
Groups of non-metals – Group
VII
Formula determination and mass
Mass balance calculations
Reacting mass calculations
Revision period
Summer
Internal exams and give back
Covalent bonding and structure
Suggested further reading:
Description
the particle model
Temperature curves
Sub-atomic particles
Ion formation and bonding
Reactions and trends
simple structures only
Reactions and trends
Empirical formula
Conservation of mass
Calculating masses involving equations
Giant structures
How to Make the Universe with 92 ingredients by Adrian Dingle
Chemistry Connections by Karukstis & Von Hecke Curie & Radioactivity by Paul Strathern
Pupils should be able to
Answer questions on these topics using the scientific knowledge and understanding that they have gained.
Computer Science
Aims and Objectives
Computers, for some time now, continue to be an essential part of home appliances, automotive vehicles; smart phones; games consoles; weather predictions, among other uses. Since computers affect our daily lives, in computer science we emphasise and help our students understand how computers are used to solve problems and meet people’s needs. This understanding of how to solve problems and the ability to apply necessary skills in a variety of environments give our students much needed preparation for future engagements.
Technology is ubiquitous therefore, in addition to the knowledge and understanding of computers, our students will be challenged to use computers safely and carry out tasks with a variety of projects. These will include understanding computer artificial intelligence and machine learning, cyber crime and security, text-based-programming as well as webdevelopment. Ultimately, we want our students to use computers to make positive references of the world, providing opportunities to be creative and to innovate, giving them a good foundation as they decide how they engage in this environment in the coming years.
Term Topic Description Pupils should be able to
Recap on python with a short activity/test
Computer crime and cyber security
This unit covers some of the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act and GDPR and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, “data harvesting” identity theft and safe use of social media are discussed together with ways of protecting online identity and privacy. Health and Safety Law and environmental issues such as the safe disposal of old computers are also discussed.
• Name the major Acts concerning computer use
• Describe briefly some of the dangers of putting personal data on social networking sites
• Describe briefly ways of protecting online identity
• Identify some of the signs of fraudulent emails and respond appropriately
AI and Machine Learning
The unit first looks at what AI is and the history and developments behind it. It then moves onto machine learning, which is used in more modern AI applications today. Ethics of AI are covered with students being able to consider a number of different areas of ethical concern. Students then apply theory to knowledge with three projects. First an image detection program is considered that can identify shapes. A chatbot is then adapted to serve customers in an online shop. Finally, a program that can create a rating on a text review is considered. These same techniques could be used to identify fake reviews on a website.
• Understand the origin and uses of AI
• Understand how rules are used in AI decision making
• Understand what ethics is
• Consider some simple ethical hypothetical problems
• Understand how intelligence can be measured in humans and computers
• Know what the Turing test is and how it works
Spring Web development - Purple spiders
Web site content gathering Introduction to HTML Implementation of website. Evaluation and presentation aof website
• Develop a creative and professional website to be able to convey information and deliver an enjoyable web experience.
networks
This is a theoretical unit covering the basic principles and architecture of local and wide area networks. Pupils will learn that the World Wide Web is part of the Internet, and how web addresses are constructed and stored as IP addresses. Client-server, peer-topeer networks and the concept of cloud computing are all described. Ways of keeping data secure and simple encryption techniques are also covered. In the final lesson, pupils will sit a multiple choice test which will form the Unit assessment.
• State that the Internet is a wide area network and the world wide web is part of the Internet
• Define the meaning of the terms “domain name”, http protocol
• Explain the basic principle of packet switching
• Give examples of LANs and WANs
• State three different network topologies
• Describe what is meant by a client-server network and state some of its advantages
• State why some transmissions are encrypted, and use a simple algorithm to encrypt and decrypt a message Summer
Python programming - next steps
This unit starts with a serie of tasks designed to revisit the basic skills already covered. Pupils then use for loops and compare their use with while loops, before moving on to arrays (lists), which are introduced as a new data structure and are used in conjunction with for loops. Functions with and without parameters are covered to help pupils understand the concept and benefits of modular programming. This unit is designed to take pupils right up to a point where a GCSE in Computing can pick up from and should provide ample experience of programming in order to confirm any decision to pursue Computing as a GCSE option.
• Use data types correctly and convert between them when necessary
• Write programs that use a loop to repeat a section of code
• Write programs that use lists (known as ‘arrays’ in some languages)
• Create and use a function with or without parameters
• Find and debug syntax errors
• Look at a given section of code and describe its function
• Select the most suitable type of loop (for or while) for a given problem
• a list and append or change elements of the list
• Explain the advantages of functions for reusable sections of program code
End of year exam
Python Programming challenges
Suggested further reading:
Practical task of varying challenges
HTML & CSS: Design and Build Web Sites by John Duckett
Head First HTML and CSS by Elisabeth Robson and Eric Freeman
Python Programming for the Absolute Beginner by Mike Dawson
Complete different level’s of difficulty of code
Design & Technology
Aims and Objectives
Design and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for the pupils to become autonomous and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through Design and Technology, all pupils can become discriminating and informed users of products and become innovators.
Enterprise Project
Mechanical Systems
Working in teams, are asked to consider the whole process of design, from initial ideas to manufacturing and budgets to marketing and branding.
The Task is to produce an item designed to be sold in the gift shop of the design museum. This is the students’ first real sense of working without a fixed brief and is intended as an introduction to the GCSE course.
Students develop an understanding of formulating and working to solve a design problem through their participation in the Design Museum’s Design Ventura competition.
Students should be able to assess similar products and formulate design ideas.
Students should be able to produce a fucntional prototype of their design and develop a creative ‘pitch’ to sell their thinking and concept.
Students gain an understanding of upcycling and the economics of working as an entrepreneur.
Introduction to Mechanical Systems: Types of Motion
• Linear
• Reciprocating
• Rotary
• Oscillating Gearing systems
• Spur
• Crown
• Bevel
Pupils learn about the different mechanical systems, where the systems are applied and can apply mathematical principles to calculate gear ratios, loci and moments.
Students should be able to apply the learnt principles to create functional prototypes made from
Spring
Metals
Application of principles
• Worm
• Rack and Pinion CAMs and Followers
• Cylinder cam
• Pear cam
• Snail cam
• Flat Follower
• Roller Follower
• Point Follower Levers and Linkages
• Type 1,2 and 3 levers
• Reverse Linkage
• Push Pull Linkage
• Cranks Pulleys and Belts
• Pulleys and flat belt
• V Pulleys and belts
Introduction to Metals
Ferrous Metals
• Iron, Steel & Stainless Steel
Non-Ferrous Metals
• Aluminium, copper and tin Alloys
• Brass, pewter & tin/lead solder
Properties and Characteristics of Metals
• Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity
Lifecycle of Metals
• Recycling and sustainability
• Upcycling
Commonly Available Forms and Stock Components
• Length, sheet, reels, rods
• Bolts, Rivets, Hinges, Screws
Manufacturing in School
• Wastage Techniques: Sawing, drilling, sheering and turning
• Addition techniques such as welding/brazing and riveting
• Deforming and reforming: pressing, bending & casting
Industrial Manufacture
• CNC Milling, turning, sheet metal folding, pressing and stampings and die casting.
simple materials for design challenges set to them.
Bluetooth Speaker
Pupils cover a wide variety of theory examining metal as a material and its manipulation and use.
Pupils are able to apply their knowledge to answer questions about metals.
Pupils apply their understanding of metal manufacturing methods. They apply creative process to design the projection aspect of the task
Practical competencies developed include:
Summer
Polymers
Introduction to Polymers
Thermo polymers
• PET, HDPE, PVC, LDPE, PS, PP, ABS, Acrylic and TPE
Thermosetting polymers
• Silicone, Epoxy Resin and polyester resin
Properties and Characteristics of Polymers
• Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity
Lifecycle of Polymers
• Recycling and sustainability
• Upcycling
• Eco-materials
Commonly available Forms and Stock Components
• Length, sheet, reels, rods, rolls
• Caps, fasteners and bolts
Manufacturing in School
• Wastage Techniques: Sawing and drilling
• Addition techniques such as adhesion and heat welding
• Deforming and reforming: Moulding, vacuum forming and heat bending
Industrial Manufacture
• Compression Moulding, injection moulding, vacuum forming, rotational moulding, extrusion and blow moulding
• Marking and Cutting techniques
• External and Internal Thread cutting
• Facing off and parallel turning
• Using Shears to shape metals
• Mould making and casting.
• Use of guillotine
• Metal rolling
• Welding and metals.
Pupils cover a wide variety of theory examining polymers as a material and its manipulation and use.
Pupils are able to apply their knowledge to answer questions about polymers.
Students are able to use their CAD skills and 3D Printing to realise a simple fucntional product
Suggested further reading:
The Essential Engineer: Why Science Alone Will Not Solve Our Global Problems by Henry Petroski
Sustainable Materials – With Both Eyes Open by Julian Allwood and Jonathan Cullen
The Gecko's Foot: How Scientists are Taking a Leaf from Nature's Book by Peter Forbes
Sustainable Energy – Without the Hot Air by David J.C. MacKay
Drama
Aims and Objectives
In Year 9 the aim of the Drama scheme of work is to provide pupils with a broad foundation for the GCSE Drama course: equipping pupils with a range of practical performance skills; building confidence and developing the imagination; encouraging the development of collaborative skills through ensemble work; introducing a knowledge of different production styles and theatrical genres; providing an introduction to a theatrical design, particularly in terms of lighting design and refining skills of robust explanation, analysis and evaluation in their responses to live theatre.
Term Topic Description
Physical skills And Ensemble Culture
Status and Status Levels
Exercises and games designed to reinforce skills explored in Year 7 and 8 in order to develop an ensemble culture and a sense of the rehearsal room as a space to take risks, be bold and play.
Exercises and games to develop awareness of status and to explore ways of conveying status through voice, body and use of space.
Pupils should be able to
• Develop physical control and confidence
• Work in an ensemble
• Be centred and “ready”
• Show sensitive and generous awareness of others and of the group endeavour
• Demonstrate awareness of the ways in which status and status relationships can be conveyed physically and in the space.
Theatre Spaces
Play, Production, Performance
Introduction to Stage Lighting and to Sound Design
Analysis of Live Theatre and Analysis of Lighting Design: For example, “The Woman in Black”
Introduction, through theory and practical work to the challenges and opportunities created by different types of theatre spaces – how they affect performance, audience experience and design choices
• Understand the ways in which space, performer and audience interact to create meaning.
• Develop performance skills and the ability to make choices to create clear meaning.
• Develop awareness of space and how it is used to tell stories in theatre
Lighting and Sound Workshops
Pre and post show practical and discussion work.
• Understand the effects that can be created by, for example, choice of lantern; angle; colour; shape; intensity; animation; transition
• Refine skills of observation, analysis and evaluation and appreciate the choices made by theatre makers in order to create meaning
• Apply theoretical lighting knowledge to practice: their own designs/ those of others
• Draw a ground plan
• Appreciate theatrical techniques and devices such as fourth wall, multi role, multiple use of props, cyclorama
Spring The Page to Stage Project
Pupils form theatre companies, becoming performers or designers/technicians and interpret, rehearse and stage their own mini production of an extract from Shakespeare – e.g. Hamlet
• Recognise the difference between play and production
• Develop interpretive skills: asking questions and making clear choices
• Recognise the need for precision in conveying clear meaning to an audience.
• Develop performance and design skills
• Collaborate effectively
• Appreciate the influence of Commedia Dell Arte on comedy
Practical workshops with the Commedia Dell Arte masks –exercises and work on group scenarios
Revision for internal exams
Summer
One of the following: The skills of Improvisation Work on Monologues A Devising Project Introduction to a practitioner – e.g Bertold Brecht
Work on a text (e.g A Small Island)
Improvisation exercises and games
a series of workshops on exploring and rehearsing a script
A series of lessons exploring physical and ensemble skills Exercises and the creation of a Brechtian inspired piece of theatre on an important issue
• Understand the need for clear, bold physical choices
• Develop skills of timing, physical comedy, interaction with audience
• Develop confidence in making clear, precise performance choices
• Take risks without the fear of mistakes
• Stay open and alert and “in the moment!
• Trust creative impulses
• Build trust with fellow performers
• Learn to apply objectives
• Recognise the importance of space, stillness and silence in creating meaning.
• Start to appreciate the ways in which influential theatre practitioners have shaped theatre.
• Develop performance and design skills and interpretation of text.
Suggested further reading and watching:
All About Theatre – National Theatre (Walker books)
Age appropriate live theatre at venues such as The National Theatre, The Unicorn Theatre, The Globe Theatre, the Young Vic, The Old Vic, The Bridge Theatre
Commedia Dell Arte
English
Aims and Objectives
In Year 9, boys continue to develop confidence and competence through exposure to a rich and varied literary heritage. Pupils refine their skills in drafting and improve their ability to write at length. Boys are expected to read increasingly challenging material independently.
We seek to develop in the boys a capacity for sustained, focused attention in order to identify the complexities and nuances of texts. We want them to show a willingness to take risks to respond honestly and to challenge texts and themselves. Boys will gain a knowledge of other places, periods and people and will learn about cultures and worldviews different from their own. They will engage with ideas that may challenge their own values or beliefs, but they will also come to understand and appreciate what we all have in common. In this way, literature engages them in reflection and rumination as readers, but also as citizens of a wider world. This enabling form of knowledge is essential to function as a fully enfranchised pupil in the 21st century.
Primary text types: at least one of these text types will form the backbone of your child's experience across this term. Pupils may explore a longer text across the whole term, or a range of shorter texts. In this case not all texts need to be from the primary text type.
Primary writing focus: at least three pieces of writing your child completes across the course of the term will be of this type. In addition, pupils will do a wide variety of speaking and listening activities, as well as other types of writing.
Term Primary text type
Shakespeare, e.g.:
Autumn
• Romeo and Juliet
• Othello
Novel/short stories/other prose fiction, e.g.:
• Of Mice and MenJohn Steinbeck
Spring
Summer
• To Kill a MockingbirdHarper Lee
• 1984 - George Orwell
Poetry/non-fiction, e.g.:
• Mother Tongue - Bill Bryson
• Y9 poetry anthology
Suggested further reading:
Brave New World by Aldous Huxley
Primary writing focus Pupils should be able to
PEA+: Analysing character, language and structure
Creative: Writing to explore/imagine/describe and argue/persuade/review
Produce at least three clear, detailed and increasingly complex pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
Produce at least three highquality pieces of creative writing to suit a range of tasks and audiences.
PEA+: Analysing character, language and structure
Extremely Loud and Incredibly Close by Jonathan Safran Foer
Where the Crawdads Sing by Delia Owens
The Kite Runner by Khalid Hosseini
Maus by Art Speigelmann
Out of Shadows by Jason Wallace
The Catcher In The Rye by J. D. Salinger
The Curious Incident of the Dog in the Night-time by Mark Haddon
The Hitchhiker's Guide to the Galaxy by Douglas Adams
The Lord of the Rings by J. R. R. Tolkien
Produce at least three clear, detailed and increasingly complex pieces of analytical writing, using PEA+ to explore the text(s) they are studying.
When I Was Joe by Keren David
Annexed by Sharon Dogar
Everyone knows about Anne Frank, and her life hidden in the secret annexe - or do they? Peter van Pels and his family are locked away in there with the Franks, and Peter sees it all differently. He's a boy, and for a boy it's just not the same. What is it like to be forced into hiding with Anne Frank, to hate her and then find yourself falling in love with her? To know you're being written about in her diary, day after day?
Boys Don't Cry by Malorie Blackman
Malorie Blackman explores the unchartered territory of teenage fatherhood. You're waiting for the postmanhe's bringing your A' level results. University, a career as a journalist - a glittering future lies ahead. But when the doorbell rings it's your old girlfriend; and she's carrying a baby. Your baby.
Code Name Verity by Elizabeth Wein
This is an award-winning and bestselling tale of friendship and courage. Only in wartime could a stalwart lass from Manchester rub shoulders with a Scottish aristocrat, one a pilot, the other a special operations executive. When a vital mission goes wrong, and one of the friends has to bail out of a faulty plane over France, she is captured by the Gestapo and becomes a prisoner of war.
Fugitive Pieces by Anne Michaels
Jakob Beer is seven years old when he is rescued from the muddy ruins of a buried village in Nazi-occupied Poland. Of his family, he is the only one who has survived. Under the guidance of the Greek geologist Athos, Jakob must steel himself to excavate the horrors of his own history.
Half of a Yellow Sun by Chimamanda Ngozi Adichie
This is a novel about Africa in a wider sense: about the end of colonialism, ethnic allegiances, class and raceand about the ways in which love can complicate all of these things.
Lord of the Flies by William Golding
A plane crashes on an uninhabited island and the only survivors, a group of schoolboys, assemble on the beach and wait to be rescued. By day they inhabit a land of bright fantastic birds and dark blue seas, but at night their dreams are haunted by the image of a terrifying beast.
Nation by Terry Pratchett
On the day the world ends ...Mau is on his way home from the Boys' Island. Soon he will be a man. And then the wave comes - a huge wave, dragging black night behind it and bringing a schooner which sails over and through the island rainforest. The village has gone. The Nation as it was has gone.
Never Let Me Go by Kazuo Ishiguro
A group of students grow up in a darkly skewered version of contemporary England. Narrated by Kathy, now 31, the novel hauntingly dramatises her attempts to come to terms with her childhood at the seemingly idyllic Hailsham School, and with the fate that has always awaited her and her closest friends in the wider world.
Nineteen Eighty-Four by George Orwell, 'Who controls the past controls the future: who controls the present controls the past'.
Teacher's Dead by Benjamin Zephaniah
A teacher is dead, murdered by two of his students in front of the school. He was a good man. People liked him. So how could this happen? Why? It just doesn't make sense to Jackson, and he is determined to investigate the case until he understands.
The Ask and the Answer by Patrick Ness
This is a tense, shocking and deeply moving novel of resistance under the most extreme pressure. This is the second book in the Chaos Walking trilogy.
French
Aims and Objectives
This year builds upon the work done in Y7 and Y8 with particular emphasis on longer pieces of writing and oral fluency. Pupils are also introduced to a wider range of vocabulary and more complex grammar (eg a range of verb tenses) which prepare pupils for the IGCSE course. Pupils will also gain a greater understanding of the diversity of cultures and backgrounds in France and the Francophone world through the study of songs, poems and film extracts.
Term Topic Grammar Pupils should be able to
Free Time jouer à/de, faire+ du/de la/des adverbs eg of frequency revise some present tense verbs
Free Time
Autumn
Spring
Summer
comparatives and superlatives revising perfect/future tenses introducing imperfect
Holidays pronoun y future tenses using past and future tenses together
Holidays using imperfect and perfect together après avoir/être +pp
Conditional (top sets)
School and Future plans negative reflexive verbs (daily routine)
School and Future plans
School and Future plans modal auxiliaries future tenses and expressions
School and Future plans
If clauses (si + present and future)
Healthy living adverbs imperative reflexive verbs (eg perfect tense) depuis+ present en + present participle expressions with avoir
Exams
Film Study
Suggested further reading:
Okapi and Le Monde des Ados magazines (in library) www.languagesonline.org.uk www.thisislanguage.com www.linguascope.com
Sarah’s Key set in WW2 and present day Paris
Write an essay to describe a recent weekend
Write about a recent meal in a restaurant
Describe a journey
Talk about a future and a past holiday
Talk about ideal holiday destinations (top sets)
Describe your current school and your previous school
How to improve your school
Describing your plans for further study and work. Work experience
Describing your diet and lifestyle
Going to the doctor’s and/or hospital and being able to explain what is wrong
Respond to listening, reading, grammar, oral and writing tasks
To analyse, comment on and summarise a film in French
Geography
Aims and Objectives
The Year 9 Geography course is a contemporary and challenging course which seeks to explore some of the major global challenges of the 21st century: development, climate change and the geography of health and disease. After the Spring half-term, pupils then begin the IGCSE Geography course.
Term Topic Description Pupils should be able to
Autumn
Superpowers
Spring
Prisoners of Geography
Factors affecting superpower status, historical context, the legacy of colonialism, trade and the rise of the BRICS
A unit of work based on selected chapters of Tim Marshall’s book – Prisoners of Geography.
Understand why some countries and groups of countries become superpowers and the influence they have on the rest of the world. Explain why superpower status can rise and fall.
Explain the relationship between and physical geography, geopolitics and potential geographical futures in Russia, and Africa
Understand that mitigating against climate change is a complex issue.
Climate change
Issues related to the impacts and mitigation of climate change.
MUN style conference representing the views of different nations at different levels of development.
GCSE Social Development
Summer GCSE Social Development
The danger of a single story. How social development is measured.
Understand that there are a range of viewpoints on the nature and scale of climate change, therefore a range of views on how we should tackle the issues.
Understand that there are a range of factors which influence decisions related to global issues.
Understand why a single story of a country can lead to stereotypes and misconceptions. Describe how gender and health are used to measure development. Explain the concept of the development continuum. Describe how social development evidence to measure the development gap.
Challenges facing development in South Asia and Sub-Saharan Africa
Health care issues in Sub Saharan Africa.
Explain factors influencing birth and death rates and describe how population pyramids can be used to reflect population structure.
Describe challenges associated with child labour and the education of girls. How these issues are tackled.
Explain reasons for refugee movement and asylum seekers and describe how the issue is tackled at different scales.
Explain reasons for high rates of infant mortality.
Describe the challenge of HIV and Malaria.
Describe how these issues are tackled, and top down and bottom up approaches to development.
Describe how progress is measured and what progress is being made.
Suggested further reading:
The Power of Geography – Tim Marshall Africa is not a country – Dipo Faloyin Empireland – Sathnam Sanghera
German
Aims and Objectives
This year builds upon the work done in the Junior School with particular emphasis on longer pieces of writing and oral fluency. Pupils are also introduced to a wider range of vocabulary and more complex grammar including a range of verb tenses.
Term Topic Grammar Pupils should be able to
Revision of the perfect tense using haben and sein
Autumn
In Urlaub (Revision)
Mein Zuhause
Das Alltagsleben
Spring
Meine Klamotten
Imperfect ich war and es war, wir waren, es gab
Revision of connectives und, aber, oder, denn, weil, da
Es gibt revision
Prepositions
The dative case
Time sequencers
Imperfect tense
Polite Sie
Future tense with werden
Separable verbs
Reflexive verbs
wollen
ich gehe in + accusative
wenn
Accusative adjective endings
Possessive adjectives
Revise gern, nicht so gern, lieber, am liebsten
Revise perfect tense with haben and sein
Revise future tense with werden
-Talk about where they went in the holidays and what they did at the weekend
-Use key verbs in the perfect tense in the ich, du, er/sie, wir forms. Pupils should also recognise the sie (they) form
- Say what there is in their town and give directions
-Talk about where they live and where they used to live
-Talk about their bedroom
-Talk about their future house
- Talk about their future house
-Talk about daily routines and household chores
- Use separable verbs in the present tense
- Use reflexive verbs in teh present tense
- Make plans & excuses
- Say what they are wearing and what they like to wear
- Talk about their shopping habits
- Talk about shopping for clothes
- Talk about special occasions
Summer
Virtuelle und reelle Welt More weil and da
Expressing opinions
Imperfect tense of regular verbs and some key irregulars
-Talk about TV & film
- Talk about different kinds of music
- Talk about the internet and social media
Revision and exam preparation
Film study
Suggested further reading:
Perfect tense separable verbs
1. Mary Glasgow magazines (Das Rad/Schuss)
2. www.languagesonline.org.uk
3. www.thisislanguage.com
4. www.vocabexpress.com
5. www.linguascope.com
History
Aims and Objectives
This course focuses on key events of the twentieth century and so provides a strong foundation for further study of History in Year 10 and beyond.
Term Topic
What was the impact of the First World War on people’s lives?
Autumn
Why was 1917 such an important year in Russian history?
How and why did World War II lead to the dissolution of empires?
Spring
What was achieved by the Civil Rights movement in America after WW2?
Summer How has migration post WW2 shaped life in Britain today?
Suggested further reading:
Western Front by Richard Holmes
The Sleep Walkers by Christopher Clark
Description
A social study of how the First World War affected people around the globe.
A study in political ideology and the significance of revolutions.
During this topic, pupils will explore how World War II led to the struggle for independence for many people around the globe. This unit will also include a study of the Holocaust.
A breath study that examines a 50-year period of American history. This topic will also introduce the idea of rights and why people have, or should have, them.
A unit of work that examines how life in Britain has changed since 1945 because of migration from places such as the West Indies, India and Pakistan and the EU.
Pupils should be able to
Use sources to explain why historians have different interpretations of the Battle of the Somme in 1916.
Understand the significance of the 1917 and how Communism had a profound impact on the twentieth century.
Refer to a series of case studies to understand how World War II challenged global/imperial politics and use this knowledge to develop analytical skills.
Identify a range of turning points in the development of civil rights for African Americans and explain which they consider to be the most significant.
Understand why Britain is such a diverse country with a rich cultural heritage as a result of post-war migration.
The War that Ended Peace by Margaret Macmillan
The Face of Battle by John Keegan
Testament of Youth by Vera Britton
All Quiet on the Western Front by Erich Maria Remarque
Crucible: The Long End of the Great War and the Birth of a New World, 1917-1924 by Charles Emmerson
The Escape Artist by Jonathan Freedland.
Final Solution: The Fate of the Jews 1933- 1949 by David Cesarini
The Holocaust: A New History by Lawrence Rees
Unfinished Empire: The Global Expansion of Britain by John Darwin
Decolonisation: The British Experience since 1945 by Nicholas White
Black and British by David Olusoga
Inglorious Empire: What the British did to India by Shashi Tharoor
Latin
Aims and Objectives
In Year 9 the aims of the Latin scheme of work are: to develop an insight into the structure of an inflected language; to discern derivations from Latin and improve command of English; to develop critical insight into the way language is used to express feelings and influence people; to learn about the past through primary sources in the form of written evidence and archaeological remains.
Term Topic Description
Aquae Sulis and its baths
Perfect Passive Participle
Magic and Curses
Perfect Active Participle
Genitive
Roman Religion and Romanisation
Summary of Participles
Autumn
(Partitive and descriptive)
Spring
Neuter Nouns
Travel and Communication
‘cum’ and Pluperfect and Imperfect Subjunctive
The Legionary Soldier. The Auxiliaries.
Indirect Questions
Conjugations of Imperfect and Pluperfect Subjunctive
Senior Army Officers and the Career of Agricola
Purpose Clauses
Gerundives of Obligation
The Legionary Fortress
Indirect Commands
Result Clauses
Ablative Case
(Nominative and Accusative Plural)
Pupils should be able to
Understand Romans’ use of public baths
Recognise and translate Perfect Passive Participles
Understand the Romans’ use of ‘defixio’
Recognise and translatve Perfect Active Participles
Translate the different uses of the genitive
Understand more about Roman religion
Recognise and distinguish the different types of participles
Recognise and translate neuter nouns
Understand more about travel in the Roman world
Translate ‘cum’ with the subjunctive
Understand more about the life of a legionary soldier
Recognise and translate Indirect Questions
Recognise the endings of the Subjunctives
Understand the structure of the Roman army
Understand and translate purpose clauses
Recognise gerundives of obligation
Learn more about Roman legionary fortresses
Recognise and translate indirect commands
Recognise and translate results clauses
To recognise the Ablative Case. All the uses of the Ablative case (Third person singular and plural)
Expressions of time
Looking at Historical Evidence
Distinguish the Ablative case from other cases.
Distinguish the different time expressions in Latin
To find out more about our evidence for the Roman world
Revision of noun cases and uses
Revision of adjectives, including comparatives and superlatives
Revision and consolidation of pronouns, including relative pronouns
Consolidation of grammar learnt this year including participles and uses of the subjunctive
School Examination Week
Introduction to the Passive Voice
The Structure of Roman Society
To learn their noun endings and to translate accurately
To translate adjectives accurately
To learn their pronouns and translate accurately
To understand fully the new grammar learnt this year.
To recognise Present and Imperfect passive endings
To learn more about the structure of Roman society.
Mathematics
Aims and Objectives
In Year 9 we work on algebraic and geometric problems in detail and extend the use of these techniques in the context of problem solving. Now the pupils learn how to use all of the tools at hand when solving a problem, and they work on the efficiency and integrity of their arguments.
Term Topic Description Pupils should be able to
• Simplifying algebraic expressions
Algebra 1
Shape and Space 1
Sets
Autumn
Number 2
Algebra 2
Graphs 2
Shape and Space 2
• Simplifying algebraic expressions with brackets
• Solving equations
• Triangles, quadrilaterals, polygons
• Constructions
• Similar triangles
• Loci
• Set notation
• Venn diagrams
Work with algebra efficiently using standard conventions
Construct accurate scale drawings and use them in problem solving
Understand set notation language and use Venn diagrams in problem solving
UNIT TEST 1
• Standard form with positive indices
• Standard for with negative indices
• Calculating with standard form
• Simplifying algebraic fractions
• Solving equations with roots and powers
• Positive integer indices
• Linear inequalities
• Straight line graphs
• Sketching straight line graphs
• Simultaneous equations
• Pythagoras’ theorem
• Circle theorems
Understand standard form notation and be able to do calculations with standard form
Manipulate algenraic expressions following the rules of algebra
Draw and sketch graphs from equations and use to solve equations graphically
Recap of Pythagoras and introduction to circle theorems
UNIT TEST 2
• Simple factorising
• Simplifying fractions
Algebra 3
• Equations with fractions
• Simultaneous equations
Important algebraic techniques
INTERMEDIATE MATHS CHALLENGE
Spring
Graphs 3
Shape and Space 3
Handling data 2
Number 4
• Distance-time graphs
• Speed-time graphs
• Tangent ratio
• Calculating sides
• Calculating angles
• Frequency tables
• Discrete data
• Continuous data
• Compound percentages
• Inverse percentages
Use travel graphs in problem solving
Introduction to Trigonometry
Different types of data and ways to represent data
Important numerical techniques in practical problem solving
Summer
Algebra 4
Graphs 4
Shape and Space 4
Number 5
Algebra 5
Graphs 5
Handling data 4
Suggested further reading:
UNIT TEST 3
• Using formulae
• Change of subject
• Further formulae
• Quadratic graphs
• Solution of quadratic equations
• Sine and cosine ratios
• Calculating sides
• Calculating angles
• Calculators
• Estimating
• Rounding, Upper and lower bounds
Algebraic manipulation basics
Dealing with all things quadratic
Completing the trigonometry picture
Efficient and appropriate use of calculators
SUMMER EXAMINATION
• Multiplying brackets
• Factorising quadratic expressions
• Solving quadratic equations by factorisation
• Problems leading to quadrati equations
• Representing inequalities graphically
• Perpendicular lines
• Midpoints
• Using Pythagoras’ theorem
• Probability – single events
• Experimental probability
• Theoretical probability
Vitally important algebraic skills needed by all future maths students
Coordinates work
Probability with standard notation
Art of Problem Solving Series: AoPS: The Basics, AoPS: And Beyond, AoPS Introduction to Algebra, AoPS Introduction to Geometry, AoPS Introduction to Number Theory, AoPS Introduction to Counting and Probability
A prime puzzle, The Backbone of Pascal's Triangle, New Problems in Euclidean Geometry
UKMT handbooks: First Steps for Problem Solvers, A Problem Solver's Handbook, A Mathematical Olympiad Primer (2nd Edition), A Mathematical Olympiad Companion, Introduction to Combinatorics, Introduction to Inequalities, Introduction to Number Theory, Plane Euclidean Geometry
UKMT Pathways: The Geometry of the Triangle, Crossing the Bridge
Music
Aims and Objectives
In Year 9 pupils will build on their prior learning to explore the changing nature of music towards the 20th and 21st centuries. They will consider cultural cross-pollination in music and draw links with their own interests and the present day. Some of these topics also exist in the GCSE specification with practical tasks emphasising group performance and composition skills
Term Topic Description
Pupils should be able to Autumn
Musical Theatre
Exploring Music for the Stage
Students will learn about the development of music and visual arts, learning about the origins of the Broadway Musical in the early 20th Century and how this has evolved to the present day. Students will perform music from several musicals to understand stylistic changes.
• Develop performance skills through an ensemble realisation of ‘Alexander Hamilton’ from the musical ‘Hamilton’
• Arrange and develop a performance of a musical theatre song of their choice
• Develop instrumental skills, as well as ensemble skills
• Understand the stylistic changes to the Musical through the 20th century, critically evaluating different pieces through listening and appraising
Film Music
Creating Music for the Screen
Charting the transition from the stage to the screen, students will explore how common techniques have transitioned to Film writing. They will experiment with different film compositional techniques, considering how leitmotif, characterisation and manipulation of musical elements can create a mood.
• Identify common composition techniques used in existing film scores, (Herrmann’s Psycho, Barry’s Goldfinger, Williams’ Jaws) and develop these skills in their own film trailer composition
• Understand key concepts including Leitmotif, Thematic Transformation, Consonance/Dissonance, Technological Effects, Diegetic and non-diegetic sound Spring
Romantic Music (1810-1900)
Students explore the changing musical language and influences in the Romantic Period through encountering and performing music from the time Emphasis is given to expanding harmonic repertoire and colour in orchestration through composition in the exploration of programme music. Students will also learn about how nationalism permeated music in the 19th century, drawing links with the present.
Minimalism
Making Music from Minutiae
This unit will explore the musical movement of minimalism in the 20th century. Through performing works by minimalist composers,
• Draw on their prior learning to consider how the Romantic style developed, understanding key musical features.
• Develop listening skills by exploring a variety of musical styles within the era (including Beethoven’s 9th Symphony, Schubert’s Der Leiermann, Wagner’s Ride of the Valkyries, and the 1812 Overture by Tchaikovsky)
• Develop a deepening understanding of what expression means in the Romantic tradition through performance
• Compose a piece of programmatic music, drawing on the Romantic tradition
• Understand and explain the various minimalist techniques, and the composers most closely associated with each
Summer
Caribbean Music
Exploring Features of Reggae
Brazilian Music
Exploring Features of Samba
students will understand key techniques which can be used to develop small ideas, developing transferrable techniques which can apply to their own musical interests. The influences of non-Western traditional music on minimalism will also be explored, with features such as cyclic patterns, repetition and polyrhythm drawing on West African and Latin American features.
Students will learn about music from the Caribbean and the cultural influences upon these. Through learning about musical features from Reggae, students will create their own song drawing on this tradition.
This unit explored the nature of Brazilian music as an inherent set of musical fusions reflecting the country’s history and cultural diversity. Students will learn about Samba and it’s role in carnival, performing within a Samba band focussing on ensemble skills and stylistic awareness
• Develop ensemble performance skills through realising key works such as In C (Riley), Clapping Music (Reich), 4’33 (Cage) and Tubular Bells (Oldfield)
• Compose a piece of music which utilises minimalist techniques, developing a piece from small ideas
• Critically evaluate minimalist pieces and consider what the definition of ‘music’ could be
• Understand and identify the following musical features in the following musical styles: Reggae, Soca, Merengue, Salsa, Calypso, Fusions, Rocksteady
• Perform a piece of Caribbean music within a group performance, with stylistic awareness
• Arrange a song in a Reggae style, using key musical features to adapt this
• Identify the features of Samba and Bossa Nova including call and response, syncopation, ostinato and polyrhythm
• Understand the musical influences on Brazilian music and how these converged in different genres
• Develop ensemble skills through performances including ‘Oye Como Va’
• Perform within a Samba band with accuracy and ensemble awareness
Suggested further reading:
Musical Theatre: A History (Kenrick)
Music in Film: Soundtracks and Synergy (Reay)
The Story of Music (Goodall)
National Romanticism: The Formation of National Movements (Trencsényi & Kopeček)
Focus: Music of the Caribbean (Hutchison)
Samba: Resistance in Motion (Browning)
Grove Online
GCSE Bitesize
Physical Education
Aims and Objectives
The Year 7 programme of study is duplicated in Year 8 and is taught in mixed ability form groups. This repetition and reinforcement of work allows pupils to participate with greater confidence and offers the satisfaction of improved performance in the second year of study. Similarly, the Year 9 and Year 10 programmes offer the same opportunities for reinforcement. PE is set according to ability in Years 9 and 10. The programme offers the opportunity to extend the knowledge and skill accrued in the previous years and prepares these pupils for the diversity of programme available in Senior Games on Wednesday afternoons.
Carousel Topic Description Pupils should be able to
RAMP warm up & FS intro
Squat & Hinge movements
Push & Pull movements
1 Functional Movement
Brace & Rotate movements
Understand how to W.up & use FS safely.
Identify and execute the correct techniques for these movements.
Identify and execute the correct techniques for these movements.
Identify and execute the correct techniques for these movements.
Jumps & Landings
Speed & Acceleration
Interval Training
Circuit Training
2 Methods of Training
Fundamental Movements
Fartlek Training
Speed, Agility and Quickness (SAQ)
Identify and execute the correct techniques for these movements.
Understanding the concept and execution for explosive movements
Understand what Interval Training is and the benefits of this kind of training
Understand what Circuit Training is and the benefits of this kind of training
Develop, knowledge, understanding and application of fundamental movement patterns
Understand what Fartlek Training is and the benefits of this kind of training.
Understand what SAQ Training is and the benefits of this kind of training.
3
Swimming
Stroke correction
Swimming Distance swim
Swimming
Water Polo
Water Polo
Water Polo
Game Play
Game Play
Game Play
4
Game Play
Game Play
Game Play
Tennis
Timed 25m
Treading water (egg-beater), dribbling, shooting, passing.
Conditioned game
Full game
Spikeball
Tchoukball
Dodgeball
Foot Tennis
Danish Longball
Bench ball 5
Basic ground strokes
Outwitting opponents Tennis
Understand what Continuous Training is and the benefits of this kind of training.
Whole-part-whole practice of correct arm/leg/breathing techniques for all three major strokes.
Establish and record aquatic cardiovascular fitness.
Record sprint times in all three major strokes
Develop and practice water polo skills and gameplay.
Introduce different methods of transferring skills across multiple activities such as communication, teamwork, spatial awareness and proprioception to develop a range of athletic qualities.
Understand and perform the skills and tactics for singles and doubles tennis. Tennis
Backhand slice Tennis Volley
Tennis
Serve development
Softball
Softball
Softball
Athletics
Athletics
Athletics
Suggested further reading:
Hitting, pitching, fielding, base running
Conditioned games
Conditioned games
Track events
Field events - Jumps
Field events - Throws
The Miracle of Castel De Sangro by Joe McGinniss
Legacy by James Kerr
Luck by Ed Smith
Friday Night Lights by H.G. Bissinger
The Sports Gene by David Epstein
The Lords of the Rings by Andrew Jennings
Introduce and develop softball skills and gameplay.
Develop and practice track and field events.
Physics
Aims and Objectives
The Year 9 aims are:
• To build up experimental skills, encouraging safe and accurate working practices;
• To cultivate more of an awareness of the wider implications of physics and its role as the ultimate experimental science;
• To enhance the pupils' graphical and written communication skills;
• To introduce pupils to investigation skills;
• To continue the KS3/KS4 Programme of Study.
Term Topic Description
TOPIC A
6 weeks
Pupils should be able to
Classes taught the following topics in different orders
Nature and measurement of forces
Mass and weight
Spring extension
Mechanics
Work, kinetic energy, and gravitational potential energy
Use the the units: kilogram (kg), metre (m), metre/second (m/s), newton (N), second (s), newton per kilogram (N/kg)
Routine calculations using W = m×g and calculate weight on different planets
Carry out routine calculations using F = k × ext
Know that the initial linear region of a force-extension graph is associated with Hooke’s law
Carry out routine calculations using W = F × d
Carry out routine calculations using GPE = m × g × h.
Carry out routine calculations using KE = ½ × m × v2
Describe energy transfers involving different forms of energy
Conservation of energy
Mechanical power
TOPIC B 6-7 weeks Electricity
Electric current and charge
Potential difference
Electrical resistance
Electrical components
Understand how conservation of energy produces a link between gravitational potential energy, kinetic energy and work.
Describe power as the rate of transfer of energy or the rate of doing work
Use the relationship between power, work done and time taken P = W / t
Know that electric current in solid metallic conductors is a flow of negatively charged electrons.
Know that the energy provided by a cell/battery is proportional to the pd across it
Explain resistance in terms of a flow of electrons and their collisions with ions
Know and use the relationship V = I × R
Know and explain the currentpotential difference graph for various components and identify the component from its graph.
Electrical power
Electrical safety
Reflection
TOPIC C
6-7 weeks Optics
TOPIC D
6 weeks Sound and waves
Refraction
Total internal reflection
Transverse and longitudinal waves
Reflection, Refraction and Diffraction.
Production and transmission of sound
Speed of sound
Sound and hearing
Musical instruments
Sound waveforms on a CRO
Know and use the relationship P = I × V.
Understand how the use of insulation, double insulation, earthing, fuses and circuit breakers protects the device or user in a range of domestic appliances
Use the law of reflection (the angle of incidence equals the angle of reflection)
Draw and label a diagram illustrating the law of reflection
Understand that light is refracted when passing from one medium to another because the speed of light is different in the two media.
Explain TIR and understand some of its important applications
Explain the difference between longitudinal and transverse waves and identify whether a wave is longitudinal or transverse.
Be able to complete wavefront diagrams for reflection, refraction and diffraction.
Describe sound production by the vibration of objects in air.
Know and use the relationship wave speed = frequency × wavelength (v = f × λ).
State the human hearing range
Understand how pitch relates to frequency and loudness relates to amplitude of a sound wave
Understand that different musical instruments have differing timbre for the same frequency of note.
Understand how an oscilloscope and microphone can be used to display a sound wave.
Suggested further reading:
Edexcel specification
Spanish
Aims and Objectives
This year builds upon the work done in the Junior School with particular emphasis on longer pieces of writing and oral fluency. Pupils are also introduced to a wider range of vocabulary and more complex grammar including the preterite and future tenses. We use the Viva2 text book.
Term Topic Grammar
Module 1
Talking about holidays past and present
Transport, activities, opinions
Autumn
Module 2
What you use phone for
Opinions on music + TV
Diversity project work
Module 3
Food preferences
Ordering a meal
Preparing for a party+ describing it
Spring
Module 4
Arranging to go outaccepting/giving excuses
Getting ready to go out
Module 5
Describing a home/houses
End of Year Exam
Summer
Holiday activities
End of term
Tourism competition film work – Zipey Zape
Suggested further reading/study:
Ahora (Mary Glasgow magazine)
Alejo y su pandilla 1 and 2 (reader) www.español-extra.co.uk www.vocabexpress.com
The preterite tense of regular –ar, -er and –ir verbs
Preterite of Ser and Ir
Review of the present tense regular
Impersonal verbs gustar encantar
Use of comparative
Combining the present + preterite
Use of negatives
tú verses usted
Near future
Direct object pronouns
Combined tenses
Stem changing verbsquerer/poder
Reflexive verbs
Colours/Adj agreement
Pupils should be able to
Talk about holidays past and present
Discuss methods of
transport, activities, opinions
Talk about how they use technology
Give views on music and TV and make comparisons
Gain some cultural insight into Spanish TV/music
Describe what they like to eat
Talk about immediate plans
Gain cultural insight into Spanish food
Arrange to meet friends or give excuses
Describe routines
Estar verses ser
Se puede
Grammar revision
Future tense
Extend grammar for top sets
Talk about where something is
Talk about your home
Theology & Philosophy
Aims and Objectives
The course is centred on an investigation of what it means to be human and builds upon the worldviews approach developed in the earlier KS3 years. It is designed to enable pupils to critically evaluate influential ideas held within key branches of theology and philosophy, exploring questions of beingness, self and our relationships with others In so doing, pupils are encouraged to cultivate and articulate their individual worldviews.
Term Topic Description Pupils should be able to
Moral Philosophy
An exploration of the concept of personhood as the underlying criteria for membership of our moral community (including vampires and animals!) Building on that, pupils will examine different conceptions of morality and to what extent we have a duty to be ‘good’
Autumn
Epistemology, Metaphysics and Philosophy of Mind
An exploration of key philosophical questions such as: What can I know? What is real? Do we have free will? What is the mind?
Critically assess arguments for different conceptions of personhood, e.g those of Mary Anne Warren and Martha Nussbaum Critically evaluate the strengths and weaknesses of Ethical Egoism and Kantian Deontology
Understand how knowledge is derived through both rational and empirical means. Critically assess the arguments for both determinism and libertarianism, and how they impact on our notions of morality and ultimately, human nature. Understand the complexity of the nature of mind through thought experiments such as: Jackson’s ‘Mary the Colour Scientist’; Nagel’s ‘What is it like to be a bat?’ and Chalmers’ ‘Philosophical Zombies’.
Philosophy of Religion
Spring
Atheism
Liberation Theologies
Summer
Philosophy in Text and Film
An exploration of the traditional arguments for the existence of God, including: the Cosmological and Teleological (Design) Arguments; the Moral Argument; and the relationship between Science and Religion.
An in-depth study of the ideas of Atheism, including: Humanism; Feuerbach; Marx; Sartre; and the Problem of Evil.
Pupils will explore key Christian principles and teachings from the view of three main Liberation theologies: Black Theology, Feminist Theology (including Womanism), and Liberation Theology.
Exploring the different ways that worldviews are presented in books and movies
Critically analyse the strengths and weaknesses of each argument for the existence of God, ultimately determining if any / all are successful in proving God’s existence.
Understand the goals of Atheism, and how key thinkers have influenced its core ideas. Pupils will also critically evaluate the effectiveness and truth of these concepts.
Understand how Liberation theologies use key Christian ideas and teachings to advocate for a fairer society Pupils will also critically evaluate and question the effectiveness of their reasoning
Evaluating the truth claims that are being presented in the different media forms, as well as reflect on their own worldview.
Suggested further reading:
See Y9 Suggested Reading List on Habsnet: http://habsnet/Academic/TheologyAndPhilosophy/SiteAssets/SitePages/Y9/Year%209%20Reading%20List.docx
Key Skills Foreword
The purpose of the Key Skills programme is to develop and nurture skills in our pupils that cut across curriculum areas and that support lifelong learning. These skills will enhance progress and attainment in education, employment, lifelong learning and personal development.
The programme is a key ingredient in the education offered at Haberdashers’. Along with our Academic curriculum and Pastoral care, the key skills programme ensures that we achieve our aims:
1. To challenge bright pupils to achieve the highest standards
2. To develop a sense of community and shared values
3. To support parents in preparing their child for a fulfilled life
These subjects are non-examined.
In particular the programme will
• Foster the development of non-subject specific skills
• The early introduction of key skills will ensure that pupils gain an excellent grounding in these skills. This will enhance their progress through later years in the school.
• Develop practical skills in communication, digital literacy and study skills which will form a foundation upon which academic subjects can build and through which pupils can attain higher levels of progress.
• Ensure that pupils understand the values of our community and apply them to achieve both personal and community success.
The programme covers the following key skills:
1. Global Goals Education
2. Careers
3. PSHEDrugs and Alcohol Awareness
Pupils are on a fortnightly period and a rotation after 3 or 4 lessons. Further talks on RSHE, Drugs Education and safety, anti-racism and LGBTQ+ issues are given by external providers.
PSHCEE
PSHEJigsaw Secondary Curriculum Units
Year 9 pupils will receive a weekly PSHElesson with their Form Tutors. This consists of combining Jigsaw Secondary modules and resources for themed weeks or special topics. In addition, workshops with specialist speakers are organised for all year groups at different times throughout the year. These focus on specific age-appropriate issues such as forming friendships, anxiety, e-safety, substances, physical and mental health and relationships. Workshops are also delivered to parents.
