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Hall Mead School

Curriculum Yearbook Year 9 2013 / 2014

YEAR 9 – THE YEAR AHEAD You should be aware of the following important dates: Autumn Term:

Tuesday 3rd September to Friday 20th December 2013 Half Term Holiday Staff Training Days

Spring Term:

Tuesday 6th January to Friday 4th April 2014 Half Term Holiday Easter Holiday

Summer Term:

Monday 17th February to Friday 21st February 2014 Monday 7th April to Monday 21st April 2014

Tuesday 22nd April to Wednesday 23rd July 2014 Half Term Holiday Staff Training Day Bank Holiday

Other Dates:

Monday 28th October to Friday 1st November 2013 Tuesday 3rd September, Wednesday 4th September, Friday 4th October 2013

Year 9 Reviews

Monday 26th May to Friday 30th May 2014 Friday 2nd May 2014, 23rd July 2014 Monday 5th May 2014 Monday 11th November to Friday 22nd November 2013

Year 9 Options Evening Thursday 27th February 2014 Year 9 Parents Evening Thursday 6th March 2014 Year 9 Reports

Monday 14th July 2014

Year 9 Homework Timetable 2013/2014























The above timetable represents those subjects most likely to set a weekly homework. History and Geography will usually set one homework every other week. Drama, PSHEE & Citizenship, RS and ICT will set homework when appropriate to the classwork. Spanish will be set on Tuesday. Homework may be set in the form of reading, research revision and will not all be written.

CITIZENSHIP IN YEAR 9 Citizenship is a core entitlement for all pupils in secondary schools, both in terms of the curriculum and in other facets of school life. The expectations across Key Stage 3 are outlined below. Pupils should have knowledge and understanding about becoming informed citizens which includes: legal and human rights; the criminal justice system; the diversity of identities in the UK and the need for mutual respect; different forms of government; the work of voluntary organisations; the role of the media in society; the world as a global community. They are encouraged to express their views, evaluate a range of arguments and reach supported conclusions. Pupils should also be taught skills such as how to justify personal opinions; how to analyse information and events using a range of sources; how to make a contribution to group discussions; how to use their imaginations to consider other people's experiences; how to take an active part in school and community based activities. Many aspects of Citizenship will be addressed in PSHEE and Citizenship lesson but it is expected that Citizenship will also be delivered across all subject areas. Below are some of the specific ways that subjects will address Citizenship in year 9. Art Looking at living creatures, habitats and forms. Appreciating and understanding proportion and structure of other living life forms. Explore the Historical roots and contexts of different works of art. Investigate lifestyle and design from a historical period, in relation to the school production. Work as a team to produce practical work; identify and assume roles within group presentations. Pupils will formulate and express opinions about works of art.

Design and Technology. Team work to produce a batch produced product. Safety - working together in a responsible way. Environmental issues reinforced.

Drama Greater emphasis on script work, looking at text and concepts in Shakespeare and a contemporary playwright. Pupils also tackle moral/social drama through topic based work, such as ‘Missing Dan Nolan’.

English Through the study of texts, both fiction and non-fiction, pupils have access to different views of the world we live in and how to analyse information through reading and discussion. They will develop awareness of moral, social and cultural issues, for example racism, prejudice and human rights.

Geography International responses to earthquake disasters. Empathy with others. The role of non government organisations is analysed as if our part in the Global Community. Pupils will use a range of sources to produce a variety of presentations using different media to express opinions and information. Pupils will be challenged to consider the equality of systems and how this can lead to exploitation of people and the environment. Pupils will become aware that we are a ‘global village’ and should be able to form opinions on globalisation and its impacts. They will learn how to be global citizens. They develop a greater awareness of position in society and develop an understanding of our rights and responsibilities.

History Issues regarding slavery. Racism -The Holocaust. Life in Nazi Germany considers political and social issues of living in a Police State. The Civil Rights Movement in the USA The role of the media in the Arab – Israeli conflict.

ICT Group work on projects. Financial and business awareness. Appropriateness of documents for different audiences.

Mathematics Rubbish - problems related to volume, weight, cost. Amounts spent on consumer goods.

Languages French – healthy living. Relationships and teenage problems. Young people’s rights. German - exchange visits. Different school systems. The environment. Use of the website. The media and communications.

Music Film music.

PE Fair play is emphasised in all activities. Applying rules. Group work and leadership skills.

RS The influence of Jewish and Sikh beliefs and ethics on the behaviour and lifestyle of their followers and wider communities. Pupils will consider the challenges of following such distinctive religions in increasingly secular societies. They will think about rights, and through a range of topical issues, why animals are frequently denied theirs. Science Drugs and Addiction. The ethics of cloning. Electrical safety. The problems of acid rain. Global warming, is it happening? The advantages and disadvantages of immunisation.

Technology - Food/Textiles Learning how different types of media can be used to promote a product. Evaluate own and others work. Looking at special dietary needs and social implications. Explore and engage in topic of sustainability and it’s many ideas, opinions and beliefs.


Aims for the year x x x x x

using knowledge of the artistic elements develop in-depth drawing, painting, 3D and graphic skills prepare pupils for GCSE options test pupils’ first hand observational drawing skills extend pupils’ understanding of different art movements, artistic devices and approaches develop sketch book and presentation skills to a higher level

What we will do x x x x x

explore graphic design by developing promotional materials for the school play conduct end of Key Stage test by observing and drawing a group of objects explore perspective in art, focusing on interior design investigate modern art movements and develop a personal response develop an imaginative sculpture, inspired by the natural world

Assessment x on a weekly basis where class work is monitored x x x

homework is set and assessed at least every two weeks on a termly basis as projects are completed, where work is pupil and staff evaluated an observational drawing test x at the end of the Key Stage, where levels are awarded on the evidence of what pupils have produced over their 3 years foundation course

Ways you can help x x x

provide paints, B pencil and coloured pencils to support homework tasks. check that Art homework is correctly recorded, sufficient time is spent on each task and deadlines are met ensure pupils are fully equipped for lessons with a pencil, rubber, sharpener and apron

Key Words perspective fresco enhance Surrealism layout sculpture

point of infinity chiaroscuro Expressionism Op Art eye level structure

foreshorten classical Pop Art depth horizon finish

illusion naturalism interior space recede

Renaissance refine cubism typography Fauvism

Links to Next Year Pupils explore a variety of approaches to Art and Design throughout Key Stage 3, including 3D design, Graphics and Textiles, in order that they may make informed decisions about their GCSE options. Our year 9 projects serve to develop their basic skills, whilst giving them a taste of what is to come. Pupils are encouraged to work more independently, developing their imagination, creativity and design skills, since these are key to GCSE success.

DESIGN & TECHNOLOGY Aims for the year x x x x x x x

continued focus on health and safety in the workshop develop and understanding of more complex electronic products and how to assemble components in a circuit to achieve functional results develop design communication skills to include orthographic and isometric drawing systems analyse products to learn how they function use computer-aided design/manufacture (CAD/CAM) to design and make a high quality functional product encourage pupils to reflect critically when evaluating and modifying ideas and proposals to improve products throughout their development and manufacture learn about making multiple identical products

What we will do

x health and safety training revision x use knowledge of working with wood in a focused design and make task x use isometric and orthographic drawing techniques to communicate ideas x design and make a high quality product with computer-aided design/manufacture x learn how smart materials can be used x work as part of a team whilst making a batch of a product Technology for All modules: x Citizenship and batch production x Designing for the future x 2D CAD/CAM Tech soft/AutoCAD x 3D CAD/CAM ProDesktop x Flash from trash : textiles recycling

Assessment x x

regular setting of homework and informal classroom observation of practical skills, marking to national curriculum levels end of Key Stage 3 levels of attainment will be based on work produced in Year 7 to Year 9 projects

Ways you can help x x x x

support your son/daughter when research is set ensure they keep to deadlines ensure that they are properly equipped for each lesson: pupils need an apron, coloured pencils, pencil, rubber, sharpener and a pen. ensure homework is always done to the highest standards

Key Words Pupils will be issued with a full list of vocabulary in lessons

Links to Next Year Pupils will use their experiences to select a specific material area of design and technology to study at GCSE level.


Aims for the year x x x

develop pupils’ concepts and working approaches necessary for Drama to take place extend pupils understanding of subject specific vocabulary and written evaluation experiment and acquire new Drama skills

What we will do x x x x x

whole class, small group and pair improvisations based on a variety of social and historical topics creating Drama from issues and themes focus on a variety of drama stimulus including poetry look at both naturalistic and abstract forms of Drama extended use of script

Assessment x

pupils are assessed on o ability to adopt and sustain a variety of roles o understanding of Drama form o ability to work effectively with others o ability to develop ideas in a challenging and creative way

Ways you can help x x

provide opportunities to go to the theatre visit places where street theatre takes place e.g. Covent Garden

Key Words improvisation thought tracking monologue abstract drama

role play body language forum theatre

freeze frame facial expression abstract

physical theatre voice/sound/space naturalism

Links to Next Year Students learn and use the explorative strategies (Edexcel GCSE syllabus) in preparation for GCSE next year.

ENGLISH Aims for the year x

x x

develop skills in the main areas of the National Curriculum o speaking and listening o reading, with a focus on analysis of the ‘writers craft’ o writing develop the skills necessary for transition to G.C.S.E. use competencies and develop work habits necessary for G.C.S.E. – controlled conditions coursework to prepare for G.C.S.E.

Key Concepts: Competence/creativity/cultural understanding/critical understanding

What we will do x x x x x x x x x

one novel and/or a selection of short stories a prescribed Shakespeare play poetry including poems from other cultures and some written before 1914 various non-literary / media texts creative and analytical writing revision of technical skills examination skills ICT summer term – formal introduction to G.C.S.E. coursework – speaking & listening individual presentation

Assessment x x x x x

x x

continuous classroom assessment regular marking of homework specific texts set for formal assessment of reading and writing attainment levels teacher assessment at the end of the Key Stage speaking and listening assessment / coursework in preparation for G.C.S.E. pupil self assessment peer assessment

Ways you can help x x x x

x x

ensure that the pupil has a dictionary and thesaurus encourage reading for pleasure; any kinds of text are useful e.g. newspapers, non-fiction, the internet read and discuss the literature the pupil is studying take the pupil to the library, theatre, cinema ensure that sufficient time is spent on homework and deadlines are met encourage independent study and revision for examinations

Key Words argue analyse cliché rhyme

persuade review figurative simile

advise comment onomatopoeia soliloquy

describe explain synonym vowel

Links to Next Year The development of analytical literacy skills in preparation for G.C.S.E.

inform alliteration personification


Aims for the year x x x x x

Globalisation – Fashion Victims – develop an understanding of how economies of the world are inter-dependant Natural Hazards – practice and develop key geographical skills 2012 Stratford Olympics – appreciate how the regeneration of Stratford might help the area Into Africa – Our Impact Brazilian Rainforest & Cities – issue of equality and exploitation in Brazil

What we will do x x x x x

impacts of earthquakes and volcanoes and hazard management the fashion industry and it’s impact upon people and places globalisation 2012 Olympics – issues surrounding the development of Stratford how we impact on Africa and how Africa impacts on us

Assessment x x x x x

continuous classroom observation checking of homework and class work level assessments at the end of each topic ICT will be used throughout the course presentations

Ways you can help x x

use atlas, CD-Rom or textbook to help pupil to check knowledge of topics studied use of the internet for research

Key Words sustainability economic location deforestation ecosystem tsunami tectonic plates volcano favelas per capita carbon footprint

factors interpret GIS migration earthquake poverty environment culture carbon footprint carbon emission carbon emission per capita

Links to Next Year At GCSE students continue to look at issues surrounding sustainable development and climatic change. There is a growing awareness of using GIS (Geographical Information Systems) to study and analyse data spatially. Students will study a broad range of issues and will develop a number of key skills which are essential in any future career e.g. communication, analytical, data interpretation and team working skills to list but a few.

HISTORY Aims for the year x x x

develop knowledge and understanding of the ideas, events and changes during the past 250 years foster an enjoyment of history develop the skills of causation, analysis of change and investigation of sources

What we will do x the changing nature of conflict in the 20th Century: from trench warfare to the dropping of the atomic bomb x the impact of war on civilians: The Holocaust and the Home front

Assessment x x x x x

continuous classroom assessment detailed marking of specific assessments with targets set tasks based on National Curriculum targets peer marking and coaching self assessment

Ways you can help x x x x

visit museums such as the Imperial War Museum, Museum of London Life, Dover Castle encourage pupils to read history books and use ICT especially related to the twentieth century encourage pupils to watch TV documentaries on historical topics such as those shown on the History Channel watch films such as Pearl Harbor, U-571, The Trench, Thirteen Days

Key Words prejudice holocaust communism nuclear capitalism discrimination appeasement oppression integration equality Palestine Israel terrorism

Links to Next Year Causes of WW2 will link to the study of International Relations 1919 – 1939. The Holocaust will link to study of life in Nazi Germany.

Information & Communication Technology (ICT)

Aims for the year x x x x x x

increase pupils’ autonomy in the use of computers look at the advanced features of common software programmes improve pupils ability to research effectively using a variety of sources, including the internet understand the components of a computer and look at their basic purpose and configuration present information by linking software programmes and using them to their best effect producing a complete ‘system’ to fit the users’ need use a range of input devices and manipulate the images collected

What we will do x x x x x

design simulations of real world problems look at the advantages of using linked software systems discuss the use of ICT in society and effects on the world provide access to ICT rooms after school and lunchtime preparation for Year 10 ICT/Business

Assessment o o o o

regular monitoring of the tasks set class activities and discussion end of year national tests assess software projects using criteria linked to National Curriculum levels Peer and self assessment

Ways you can help x x x

encourage them to use a computer at home if you have one show them how to get the balance between work and play with computers encourage them to think how their systems can be adapted to better meet the needs and taste of the people they are designed for

Key Words hardware/software application program mail merge Conditional formatting Queries

user friendly system decision box formula absolute cell reference reports

configure formula if then else lookup criteria

Links to Next Year Pupils develop more complex software skills and creative solutions to project scenarios. The second half of the year is spent on real world ICT and business projects that encompass the full range of concepts and skills that prepares them for key stage 4 courses.


Aims for the year x x x

provide in-class support where appropriate encourage pupils to make full use of the Homework Club, available most lunch-times give advice on option choices where appropriate

What we will do x x x x

work with individuals / groups to facilitate and consolidate classroom learning provide resources to enable pupils to complete homework provide opportunities to discuss and resolve problems, aiming to foster independence provide in-class support for examinations

Assessment x

a variety of assessment methods is used in conjunction with subject teachers to ascertain that progress is being made

Ways you can help x x x

check homework and offer help as required listen to your child read and test them on their spellings let us know if there are difficulties

Key Words pupils are encouraged to learn spellings using the following approach LOOK at the word SAY it COVER it up WRITE it down CHECK that it is correct

MUSIC Aims for the year x x x

to enjoy making and listening to music to explore how and why music changes over time and place to perform, compose, appraise and listen to music

What we will do x explore different types of dance music x x x x x

compose and arrange using keyboards and computers produce a musical score perform music in a group perform a solo in our 1st instrument/voice compose a song x research a style of music of our own choice x listen to and explore a wide range of music

Assessment x continuous classroom observation x assessment tasks during and at the end of each unit x yearly examination Ways you can help x x x x x

support your son/daughter with homework programme, especially research support them with final presentation of project work encourage a variety of musical experiences at home encourage your child with regular instrumental practice encourage your child to enjoy music through visiting concerts

Key Words crochet composition

minim riff

semi-breve performance

quaver sequence


Links to Next Year The skills, knowledge and understanding developed in year 9 prepare students for the GCSE music course which focuses on Dance music and Descriptive music.


Aims for the year x

motivate pupils to maximise their potential


improve numeracy and mental arithmetic skills


further develop problem solving skills and techniques


extend their knowledge and skills of Number & Algebra, Handling Data, Geometry & Measure and Mathematical processes and applications

What we will do x

pupils will follow one of three Essential Maths books; 9H-Set 1, 9C- Set 2 & 3, and 9S Set 4.


pupils will have the opportunity to carry out some investigational work in a practical and problem solving context.


encourage independent learning

How will your child learn Maths? x

pupils learn Maths best through activities that encourage them to: 

explore and think about what they are exploring;

solve problems using information they have gathered;

explain how they reached their solutions.

Assessment Progress through the Essential Maths Book will be assessed through regular marking of classwork and homework. In each term, every pupil will be assessed to a National Curriculum level. This is monitored for progress on a term by term basis. Each pupil will know what each level means, and know what they need to do to make greater progress. Even though SATs have been removed, the Yr 9 pupils must still complete an end of Key Stage 3 assessment. This will be completed in the final term of Year 9.

Ways you can help x

constant revision of the multiplication tables and the corresponding division facts.


encourage them to complete their homework to their best ability.


when doing their homework ask them to explain their methods, understanding and any maths words to you


to ensure that they have the correct equipment for each Maths lesson


be positive about Maths!

Links to next year The topics which are assessed in each term are constantly being revisited and built upon. Pupils enhance their skills on a regular basis, and learn new pieces of information each term. This process continues right up to Year 11 when pupils take their GCSEs.

We recommend that students purchase a scientific calculator for use in all lessons. The Maths Faculty sell the CASIO FX83GT Plus for ÂŁ7 and students receive a free ruler or protractor with this purchase.

MODERN LANGUAGES Aims for the year x x x x

to introduce pupils to new language and to expand on previously learnt language in an interactive and dynamic way to further develop pupils’ language skills and their knowledge about how language works to encourage pupils to be creative and adventurous with language to develop pupils’ understanding of other cultures and societies

Key Concepts x x x x x x x x x

pronunciation techniques making links with other subjects - Drama, Art, ICT, Music listening for gist and detail developing reading skills constructing and generating language both in writing and verbally and improving accuracy using Language for a purpose – communicating with students in other countries looking for more complex patterns in language and developing knowledge of grammar developing memory techniques using reference materials independently

What we will do These skills will be explored using language from the following topics: French German Spanish (top set only) Hobbies The media Family and friends Future plans School Freetime Healthy living The world of work Holidays A story in the past tense Global issues Food Visiting France Family and friends Clothes Young peoples’ rights A project about Germany Healthy living

Assessment x x

continuous assessment of classwork and homework – pupils will complete exercises every half term to establish their NC levels in all four skills year 9 examination covering National Curriculum levels 1-7

Ways you can help x

help with vocabulary learning homework and revision and encourage them to practise language they have learnt at home and even to teach it to you

Links to Next Year All key concepts will be essential for the GCSE course. Some of the topic areas will be studies in more depth.

PHYSICAL EDUCATION Aims for the year x x x x x x x x x

offer every pupil, whatever his/her level of sporting ability, the opportunity to participate create enjoyment and fulfilment through sport both on the sports field or on the sideline encourage the social spirit in Physical Education develop the ability to work successfully as part of a team develop creative and aesthetic experience through movement develop the appreciation of the concepts of fair play, honest competition and good sportsmanship help each student to fulfil their sporting potential promote importance of exercise in maintaining a healthy life encourage all pupils to participate in lunchtimes and after school clubs and activities

What we will do x x x x x x x x x

pupils will have at least 6 weeks covering the following sports trampolining gymnastics athletics badminton basketball cricket tennis health related fitness

Boys will also cover x rugby x football x softball Girls will also cover x netball x hockey x rounders x dance These lessons will include aspects of health, hygiene, fitness and sportsmanship

Assessment x x

students attainment will take place at the end of each sports module self assessment takes place in the following areas: developing skills, making and applying decisions, developing physical and mental capacity, evaluating and improving performance and healthy, active lifestyle choices.

Ways you can help x x x x

please encourage your son/daughter to take part throughout the curriculum help them with their organisation as some may need up to 3 kits in one day label and name all kit send in a letter if they are unable to participate

Key Words cardio vascular cartilage

aerobic steroids

anaerobic elevation

biceps power

triceps agility

analysis performance

Links to Next Year Pupils will use skills, tactics and strategies in game settings and continue to develop healthy lifestyles.

RELIGIOUS STUDIES Aims of study: x x x x

study the history of Judaism and how it has helped shape how the religion is followed today To explore the ongoing conflict in the Middle East and the competing claims on Jerusalem and Israel To explore Sikh beliefs, practices and views on the meaning and purpose of life, and how these influence their actions To explore the ethics behind animal rights issues and a variety of responses to the suffering of animals

What we will study and related keywords: Torah Holocaust Synagogue

Covenant Yad Vashem Kippah

Judaism Jerusalem Palestine Kosher

Sikhism Waheguru Guru Granth Sahib Mukti Karma Gurdwara Langar Karah Parshad

Sentience Ivory Trade

Israel The Middle East Orthodox Reform Shabbat

Sewa Khalsa The Five Ks

Ethics: Animal Rights vivisection vegetarian Fur Trade factory farming


vegan suffering Free-range

Assessment is done through: x Continuous classroom assessment and teacher questioning x Regular marking of homework x Formal assessments and feedback activities x Self and peer assessment opportunities How you can help: Encourage the pupil to have an open mind and listen to views that are different from their own. Discuss issues raised in lessons and respond to questions they may ask. Encourage them to read the newspaper or watch the news. Look out for places of worship from all faiths, both locally and when you travel.


emphasise careers content – ambitions and targets health; citizenship; personal development sex and relationship education drugs awareness citizenship:rights and responsibilities

What we will do x x

encourage pupils to develop their own personal moral and ethical code of behaviour, using specific situations and relationships as a basis for discussion provide opportunities to ask questions, get advice and be informed about implications of choices regarding health education and personal development

Assessment Tests will be used to determine how much knowledge students have acquired about the topic. Self and peer assessment tasks will be set to encourage students to reflect on the decisions they need to make or how far they have met the learning objectives of the lessons and units of work. At all times students are encouraged to assess how what they are learning may impact on their lives and personal development. Students work is assessed against lesson and unit objectives. Teachers will indicate if pupils have met, not met or exceeded their objectives.

Ways you can help x x x x x x

look through books or ask your child about what they have learned encourage your child to watch the news or read newspapers – ask them what is going on in the world and use this as a basis for discussion use TV and films to raise issues e.g. an issue in a soap opera can be used to discuss what your child thinks and how this is the same or differs from your own encourage your child to be aware of other views help and encourage students to do further research at the library or on Internet sites such as discuss career choices and opportunities, allowing for flexibility at this stage

Key Words AIDS/HIV emotions







Links to Next Year Work carried out in Year 10 prepares students for further work in Years 10 and 11. Work carried out helping pupils prepare for option choices will prepare them for what to expect in Year 10. Careers guidance can help make links to future work experience choices. Units on sex and relationships provided a foundation for further discussion of issues and for workshops carried out in Years 10 and 11.


Aims for the year All pupils now follow a three year GCSE course in Science which begins at the start of year 9. In year 9 pupils complete 9 core units in Biology, Chemistry and Physics which comprise the first part of the GCSE courses in the three separate science disciplines. This first part of the GCSE course emphasises scientific literacy - the knowledge and understanding which candidates need to engage, as informed citizens, with science-based issues.

What we will do x x x

Biology units include genetics, health and evolution and life processes Chemistry units include air quality, materials, the risks and benefits of using chemicals in our lives. Physics units include a study of the earth and universe, radiation and sustainable energy.

Assessment x x x

Pupils will be assessed on their knowledge and understanding through end of unit tests. Each of the units focuses upon the development of on e of the ‘How Science Works’ skills. Pupils’ ability to apply key concepts will also be assessed in each unit.

Ways you can help x x x x

ensure that if your child is absent they complete any missed work encourage your child to use the checklist at the back of each booklet when they write revision notes. science homework club runs every lunchtime and is specifically intended to support pupils with their work. pupils can access textbooks via the Hall Mead Science website:

Key Words peer review dependent variable mechanism

best estimate correlation independent variable ALARA principle

outlier range precautionary principle

Links to Next Year These units provide a foundation to prepare pupils for Triple Science GCSE. The main focus of the year is the development of the skills that comprise the ‘How Science Works’ component of the science curriculum. Pupils will sit GCSE examinations at the end of Year 10 based upon work learned in year 9. works earned in year


TECHNOLOGY- FOOD Aims for the year x x x

build upon and develop a broader range of making skills investigate healthy, interesting dishes showing an awareness of constraints such as cost, time, skills and general appeal become more independent in making choices

What we will do Term 1 – Throughout Key Stage 3, all pupils will complete a three module initiative designed to increase basic skills and knowledge of cooking and healthy lifestyles. In Year 9, pupils will complete the final of the three modules, where they will be taught and build upon knowledge of basic cooking skills, healthy eating and lifestyles, hygiene and safety and wise food shopping. The emphasis will be on pupils developing confidence and knowledge to make increasingly more complex dishes, such as, Thai Green Chicken Curry and Shepherd’s Pie. The majority of work will be practical, with written work to support the practical task. Upon completion of the module, pupils will receive a certificate. Pupils will also complete the Gold award for the Sainsbury’s Active Kids Get Cooking award scheme. Term 2 – Pupils complete their design and make project investigating how sustainability effects the food industry. Pupils will create a range of products suitable for outdoor eating that have been developed to be more sustainable. Term 3 – Pupils will complete a design and make project based on dietary needs of various groups of people. This project will allow pupils to use all skills and knowledge gained through Licence to Cook to develop a range of products for various groups.

Assessment x x x

Term 1 – Practical marks for skills and product outcomes will be recorded, as will progress with planning work. All marks are used to assess the completion of Module 3. Terms 2 and 3 – a mark scheme will be given at the start of the work, which clearly sets out the work to be completed and the marks that can be achieved. an overall level for the work achieved over Key Stage 3

Ways you can help x x x x

provide ingredients when necessary – if there are problems with provision please let us know provide an adequate container and/or storage, that is clearly labelled for you child’s completed food products check homework is completed in booklets or online please read the introductory letter you will be given and return the reply slip immediately

Key Words manufacture adaptation

brochure modification

special dietary needs target group

needs of user timings

feedback multicultural

Links to Next Year Pupils who decide to take GCSE Food Technology will gain a solid grounding in the role sustainability plays in food manufacturing today. During the course of Year 9, pupils are also encouraged to research and develop their own recipes which they will need to be able to do independently at GCSE.

Year 9 Curriculum Yearbook  
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