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Bellerive FCJ Catholic College

Curriculum booklet for Year 9

Welcome to Year 9

Dear parent/carer,

We extend a warm welcome to you as Year 9 parents and hope you find this booklet useful and informative. Your daughter now in her third year at Bellerive and she will notice a much greater focus on GCSE examination courses this year. We appreciate that parents of can find secondary education a huge challenge so we think this booklet will answer many of the questions you will inevitably have.

We have very high standards here at Bellerive and we hope this booklet gives you a clear sense of these in terms of behaviour and conduct within lessons and around the school site. Students are reminded that they represent Bellerive at any point they appear in our school uniform and we ask for your support in this regard.

Colleagues in the pastoral and curriculum teams are always willing to speak to parents who have queries or concerns and we also ask that you visit our website (www.bellerivefcj.org) to keep updated on the latest news and developments

Thank you for your support

The School day

Breakfast Club: 8.00am – 8.40am.

Registration and assemblies: 8.45am – 9.00am.

Lesson 1: 9.00am – 10.00am.

Lesson 2: 10.05am – 11.10am.

BREAK: 11.10am – 11.20am.

Lesson 3: 11.20am – 12.20pm.

LUNCH: 12.20pm – 1.15pm.

Lesson 4: 1.15pm – 2.15pm.

Lesson 5: 2.20pm – 3.20pm.

Lunchtime

http://www.bellerivefcj.org/

Girls are not allowed to leave the school during the day or to go home for lunch. They can have a school meal or bring a packed lunch. Vegetarian meals are available on request.

Behaviour

Students are expected to adhere to the highest standards of behaviour at all times. We operate a system of rewards and sanctions to support this objective

Rewards include the use of: verbal praise, plus marks, praise postcards, letters home, certificates, recognition in assemblies and prize-giving ceremonies

Sanctions include: verbal reprimand, minus marks, detentions (lunchtime, after school, Saturday mornings), letters home, report cards, withdrawal from lessons, interviews with students and/or parents, community service, fixed term exclusions, Governors’ Disciplinary meetings, negotiated transfers, permanent exclusions.

Students who receive 3 minus marks in a school week will be placed on detention for 30 minutes on Friday after school.

Mission statement

Bellerive FCJ has been educating girls in Liverpool for nearly 170 years – and more recently boys in the Sixth Form – preparing them for the lives they will lead once they leave the school for the final time.

•To help everyone within a caring community to grow in faith

•To respect and value other cultures and faiths

•To make the most of every given ability

•To enjoy and achieve personal growth and academic excellence

•To prepare pupils for their adult life, playing a full part in a modern global society

The FCJ sisters

Marie Madeleine became a religious sister and foundress of a group of Catholic sisters known as the Faithful Companions of Jesus, which was formed in France in 1820.

The first companions worked with women and children in Amiens, and Marie Madeleine founded poor schools, day schools and boarding schools, orphanages, night classes for women and retreat centres.

As the Society developed, Marie Madeleine travelled extensively founding communities in France, England, Ireland, Italy (Savoy) and Switzerland and today is spread across the world, including Sierra Leone, Indonesia and Bolivia.

Bellerive FCJ is one of the family of schools run by the Faithful Companions of Jesus, which also includes Upton Hall School FCJ in Wirral. The Bellerive Mission Statement states we aim to be a “worshipping community”. We are lucky to have a beautiful school chapel for classes to use for meditation or guided prayer during lessons.

Morning Prayer takes place in the chapel during Advent, Lent and at times when issues in our world need prayer. School Masses take place in the school hall and are one of the highlights of school life. These are prepared by the school Liturgy Group, which is made up of representatives from the vast majority of departments.

We enjoy using languages, art, drama, music, PowerPoint slideshows, and many other diverse methods to show God our love for him.

Mass is not the only Liturgy pupils experience at Bellerive FCJ. Penitential Services, reflections and even baptisms have been part of our faith experience. Liturgy is for everyone, prepared by everyone and we are lucky to know some priests who love working with our community.

The Bellerive teaching and learning mission

Our teaching and learning mission was produced following input from both staff and students. We see it as the essence of all that we are trying to achieve in Bellerive in every single lesson, every single day.

Curriculum overview

In Year 9 we want to offer a curriculum that ensures that our pupils fulfil the aspirations expressed in our Mission Statement by becoming:

successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to our school and to

society.

We will do this by offering a broad and balanced range of subjects that include:

Art and Design Design and Technology Drama English Geography History Computer Science Mathematics Modern Foreign Languages (French/Spanish Music (including instrumental tuition) Personal, social, health and education (including economic and personal well‐

being) Physical Education Religious Education Science

In addition to the subjects above a wide choice of extra curricular activities ‐ are available to your daughter. There will be opportunities for her to show that she can apply mathematical skills, high levels of literacy and ICT skills as she undertakes projects and research activities. This is known as using functional skills.

She will also be supported to develop Personal, Learning and Thinking Skills to enable her to become:

An independent enquirer Creative thinker Reflective learner Team worker Self-manager Effective participator

By the end of Year 9 your daughter should be able to show evidence that she can demonstrate these skills. (Seethe Pupil Planner for further details.)

There will also be additional activities that take place in the course of the year such as the Annual School Mass, residential trips and many more that will enable her to experience:

Community participation Creativity and critical thinking Enterprise Healthy Lifestyles Identity and cultural diversity Global dimension and sustainability Technology and the media

These experiences are known as cross curriculum dimensions because they will take place across a range of subjects.

The Y9 curriculum in summary:

Lessons per week

English 3Maths 3Science 3Languages 3RE 2History 2Geography 2Music 1PE 2Technology 2PHSE 1Art 1

25

Assessment of progress

In addition to the statutory assessment requirements, we will ensure that: There will be 3 assessment points for KS3 There will be up to 4 assessment points for KS4 There will be up to 4 assessment points for KS5

Data to be collected during these assessment points will include: Current grade/level Attitude to learning grade Barriers to learning Predicted level/grade

With the removal of KS3 levels, alternative methodologies are being developed. Our overall approach is based on GCSE trackback: in other words, students need to be assessed against the skills and knowledge we expect them to be displaying at various points from Y7-11

At KS3 in the majority of subjects, we will be asking staff to assess progress towards GCSE target thresholds at each assessment point. Students will be placed into one of the following thresholds on entry in Y7:

At each assessment point students will be assessed as one of the following in terms of their journey towards their target thresholds:

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Exceeding Secure Insecure Cause for concern

Subject staff will be asked to create an individual action plan for students who are underperforming. Action plans need to be created for students who:

Are performing significantly below target Are a cause for concern (4) in their attitude to learning

Assessment data will be shared with parents and carers at each assessment point. An assessment calendar will be created to ensure that:

There is a reasonable spread of assessment activities throughout the year ‘Fresh’ assessment data is available prior to parents evenings The calendar will be published in advance to allow departments to plan assessment

opportunities

1. Core expectations in assessment and marking

It is expected that all students will complete at least 1 piece work to be marked in depth at least once every 2 weeks. This is to ensure that students have regular and substantial feedback and that staff have the fullest possible picture of progress by each assessment point. These pieces of work should be marked using the appropriate exam board criteria or appropriate descriptors.

All teacher comments will be in green ink and pupil responses will be in purple ink.

The feedback for these leveled/graded pieces of work will make clear: The level/grade achieved Why this has been achieved What the student can do to improve

Students can expect to have their books marked by their teachers on a regular basis. Defining ‘regular’ is complicated by the number of lessons per subject per week but it would be fair to assume that student work should be marked at least once every 2 weeks. Marking and feedback must be regular and timely enough to have impact on student learning and progress.

English

Summary of content delivered

Summary of skills focus Assessment

Half term 1: Link text and context

19thC Fiction ‘A Christmas Carol’ Analyse language and effectMake confident and informed response to text.

Assessment: Reading Lit exam question on extract and key character.

Half term 219thc Non-Fiction

Analysing a range of 19thc Non-FictionTexts.

Identifying reliable factual information from a variety of sources.Analysing choices in words, structure and presentational devices.

Assessment: Range of evaluation questions on 19thc Non-FictionTexts.

Half term 3Modern Drama An Inspector Calls

Convey ideas coherently, using a mostly appropriate register of Standard English.Support their response with meaningful facts.

Assessment: Spoken individual presentation on a topic of interest e.g. Social inequality

Half term 4Modern Drama/

An Inspector Calls continued

Analyse writers’ use of language, form and structure.Comment on meanings and effects of stylistic features used by the writer.Use apt subject terminology.

Assessment- English Lang component 2 section b Transactional writing.

Half term 5PoetryGCSE AnthologyWomen in love (2 weeks)

‘Valentine’ and ‘Cozy Apologia’

Develop an informed personal response.Use quotations to support ideas. Explore relationship between texts and the contexts in which they were written.

Assessment: Explore the ways poets present ideas about love in ‘Valentine’ and ‘Cozy Apologia’

Half term 6 Shakespeare ‘Romeo and Juliet’

Understand the genre of tragedyConfidently read Shakespeare’s language.Have sound knowledge of plot and character for GCSE study.

Assessment: extract question and essay.

Mathematics

Summary of content Summary of skills focus Assessment (Once Per

delivered Term)Half term 1 Sequences and

FunctionsPlace Value, Ordering and RoundingNegative NumbersWritten MethodsMeasures and Mensuration

Find the nth term and spatially describeRounding to 1, 2 decimal placesMultiplying by 0.1, 0.01calculate with negative numbers- perform all operationsStandard procedures up to 2dp and fractionsTrigonometry, area & circumference of circle. Limits of accuracy and volume of prisms

End of the half term there will be a Module 1 assessment on all topics studied to date

Half term 2 Fractions, Decimals and PercentagesInterpreting and Discussing ResultsProbabilityEquations, Formulae and Identities

FDP equivalence and conversion. Cancelling fractions. Recognising and converting recurring decimals to fractions. Calculate percentage of amountsDraw graphs including cumulative frequency curvesSample space diagrams, mutually exclusive & tree diagramsExpand binomials. Expand and simplify expressions. Factorise quadratics

End of the Autumn term there will be a Module 2 assessment on all topics studied to date

Half term 3 Geometric Reasoning – AnglesSpecifying a Problem, Planning and Collecting DataProcessing and Representing DataNumber Operations and the Relationship Between ThemChecking Results

Calculate with angles in polygons & bearingsSpecify and test hypothesesConstruct and interpret frequency polygons, scatter graphs & correlationBODMAS, laws of arithmetic, inverse & reciprocalsRounding to approximate and equivalent calculations


Half term 4 Integers, Powers and Roots

Multiples, primes etc, HCF/LCM index laws

End of the term there will be a Module 4

Co-ordinatesGraphs of FunctionsConstruction and Loci

and cancelling fractionsMidpoint in line segmentPlot linear & quadratic graphs of functionsConstruct triangle, perpendicular bisector and loci.

assessment on all topics studied to date

Half term 5 Percentage, Ratio and ProportionEquations, formulae and IdentitiesTransformations

Ratio & ProportionTrial & Improve, simultaneous equation & inequalitiesEnlargement and combinations of transformations


Half term 6 ShapesNets, Plans and ElevationsWritten MethodsCalculator MethodsInterpreting and Discussing ResultsTime

Pythagoras, identifying parts of circle, similarity and congruenceNets, plans & elevation, using isometricUse 4 operations with fractions & decimals, x by 0.1Use the reciprocal keys and memory keys and S-D button.Compare two distributions by shapes. Identify cause and effect and understand anomalies in data.Velocity Time Graphs

End of the year there will be a full assessment on all topics studied to date

Religious Education


Summary of skills focus Assessment (Once Per Term)

Half term 1 Why Should I care about People? : To consider why showing care and compassion is important. To learn about how the Church shows care and compassion through its sacraments. To learn about some special places of pilgrimage.

Empathise, Analyse, Evaluate, Know

Newspaper article on Lourdes or leaflet on Holyland.

Half term 2 What should I do with my life? : What are my gifts and talents? What are my hopes and dreams? What does vocation mean? How do people respond to God’s call? What is marriage? What are holy orders?

Know, Understand, Evaluate

N/A

Half term 3 Islam: What is Islam? Who is the founder of Islam? What are the key beliefs of the Islamic faith? What are the 5 pillars of Islam? What is the Muslim holy book? Where and how do Muslims worship? What festivals do Muslims celebrate? Where do Muslims go on pilgrimage?

Discuss, Compare and Contrast, Research, Evaluate

Islam Booklet

Half term 4 Finding Answers to big questions: The bible and the creation story. Stewardship. Buddhist, Muslim, Hindu, Chinese and Egyptian creation stories. Creation/Evolution. Sanctity of Life. Abortion/Euthanasia.

Understand, Analysis, Empathy, Compare and Contrast

Confirmation

Half term 5 Introducing the GCSE Course:Judaism.

Know, Understand, Evaluate, Empathy, Compare and contrast, Analyse

N/A

Half term 6 Introducing the GCSE Course:Judaism.

Know, Understand, Evaluate, Empathy, Compare and contrast, Analyse

GCSE exam questions on this unit of work.

Biology



Halfterm 1 The Healthy BodyThe structure and functions of the gas exchange system in humans, including adaptations to function.The mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume.The impact of exercise, asthma and smoking on the human gas exchange system.

Pupils are able to label the diagram of the human breathing system.Pupils able to explain the function of the main parts.Pupils know why exhaled and inhaled air has different compositions and link to aerobic respiration in cells.Pupils are able to describe the actions of the diaphragm and intercostal muscles in ventilation of the lungs.Pupils can attribute chemicals in smoke to particular effects in the body.Essential practicals:Create a bell jar/breathing model to show mechanism of breathing.Observe the smoking machine that shows the harmful effects of cigarette smoke.

End of unit progress test covering content in first half term.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Halfterm 2 The Healthy BodyThe structure and functions of the human skeleton, to include support, protection, movement and making blood cells.Biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles.The function of muscles and antagonistic muscles.The effects of ‘recreational’ drugs (including substance misuse) on behaviour, health and life processes.

Pupils are able to label a diagram of the human skeleton and know the role of joints in the body.Pupils are able to build a model forearm and explain how it works.Pupils able to make a correct summary of types of drug and their action and problems.Pupils able to correctly answer questions on alcohol and plot a graph of the time line for alcohol in the body.Essential practicals:Observe and label the larger bones of the human skeleton.Create a model of the human forearm to show

End of unit progress test covering content from half term 2.Feedback on WWW and EBI with self- review by students recorded in their learning log.

muscle and bone movements due to antagonistic muscle movements.Research drugs and their harmful effects on the body and create an information poster.

Halfterm 3 Genetics and EvolutionDifferences between species.The variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation.A simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model.Heredity as the process by which genetic information is transmitted from one generation to the next.

Pupils are able to explain the reasons for the classification they have used.Pupils able recognise that classification systems have changed over time.Pupils are able to classify the models/specimens provided and give correct reasons for placing them in their group.Pupils are able to recognise that classification systems have changed over time.Pupils are able to draw up tally charts and plot graphs with some guidance by teacher over intervals and axes scales.Pupils can correctly define the terms: nucleus, chromosome and gene.Pupils can complete problems on Mendelian genetics and inheritance of cystic fibrosis.Essential practicals:Classification of specimen animals.Observation of variation in classes and drawing of suitable graphs to reflect their findings.Pupils are able to isolate their own DNA. Pupils can produce an informed display on the molecule of DNA.

End of unit progress test covering content in half term 3.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Halfterm 4 Genetics and EvolutionThe variation between

Pupils are able to recognise the features needed in

End of Half term Progress test covering

species and between individuals of the same species leading to competition which can drive natural selection.Understand that changes in the environment can leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinctionThe importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

predators and prey and can explain that they have inherited these features.Pupils are able to recognise the features needed in peppered moths which enabled them to survive when there was a change in the environment.Pupils are able to discuss how global warning can have an impact on the survival of species on the Earth.Essential practicals:Pupils are to discuss the term biodiversity – the variety of organisms in an area.Pupils are to discuss how humans can increase biodiversity – stop hunting, stop deforestation, use sustainable fishing, support CITES, reduce global warming, reduce use of pesticides, stop pollution, conserve species in zoos or reserves, store seeds in seed banks.

content in half term 4.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Halfterm 5 Working scientifically skills in Biology.

Scientific attitudesExperimental skills and investigationsAnalysis and evaluationMeasurement

GCSE transition test

Halfterm 6 GCSE Biology (AQA)MicroscopyMagnificationResolutionScale and relative sizesAnimal and Plant Cells - Eukaryotes and ProkaryotesOrganelles – mitochondria and ribosomesSpecialised cells – root hair cellsXylem and Phloem cells.

Required practicals:Microscope workStaining techniquesMagnification and scaleGraticules and scaleCalculating sizeIdentifying organelles and specialised cells.

GCSE Unit 1 progress test

Chemistry



Halfterm 1 MetalsAtomic structurePeriodic Table and its developmentProperties of metals and non-metalsReaction of metals with airRusting of ironReaction of metals with water

CPe5: The properties of metals and non-metalsCPe3: the Periodic Table: periods and groups; metals and non-metals.CPe6: the chemical properties of metal and non-metal oxides with respect to acidity.Essential Practicals:Oxygen test, rusting experiment, calcium with water

End of unit test covering content in half term 1.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Halfterm 2 MetalsReactions of metals with acidsConstructing the reactivity seriesUsing the reactivity seriesMetal extractionMetal and non-metal oxidesMaking copper sulfate

CCh6: reactions of acids with metals to produce a salt, plus hydrogen.CMa1: the order of metals and carbon in the reactivity series.CMa2: the use of carbon in obtaining metals from metal oxides.CCh3: combustion, thermal decomposition, oxidation and displacement reactions.Essential Practicals:Hydrogen test, displacement reactions, making copper sulfate

End of unit test covering content from half term 1 and 2.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Halfterm 3 Chemical ReactionsConservation of massThermal DecompositionCombustionGreenhouse EffectClimate change

CCh1: chemical reactions as the rearrangement of atoms.CCh2: representing chemical reactions using formulae and using equations.CCh3: combustion, thermal decomposition, oxidation and displacement reactions.CEa7: the production of carbon dioxide by human activity and the impact on


climate.Essential Practicals:Thermal decomposition of Copper carbonate, combustion of methane

Halfterm 4 Chemical ReactionsExothermic and endothermic reactionsCatalystsCeramicsPolymersComposite materials

CAt4: conservation of mass, changes of state and chemical reactions.CEn2: exothermic and endothermic chemical reactions (qualitative).CCh8: What catalysts do.CMa3: properties of ceramics, polymers and composites (qualitative).Essential Practicals:Exothermic and endothermic reactions, identifying catalysts

End of unit test covering content from half term 4.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Halfterm 5 Working scientifically skills in Chemistry

Scientific attitudesExperimental skills and investigationsAnalysis and evaluationMeasurement.

GCSE transition test.

Halfterm 6 GCSE Chemistry (AQA)AtomsChemical equationsSeparating mixturesFractional distillation and paper chromatographyHistory of the atomStructure of the atomIons, atoms, and isotopesElectronic structures

Atomic structure and electronic structure including isotopes and the development of the atomic model.Practical separation techniques.Chemical equations.Required Practical:Precipitation, filtration, crystallisation, simple distillation, fractional distillation, chromatography.

GCSE Unit 1 progress test.Feedback on WWW and EBI with self- review by students recorded in their learning log.

Physics



Halfterm 1 EnergyForms of energy.Conservation of energy.Efficiency.Origins of energy – fruit cells, energy in food.

Comparing energy values of different foods (from labels) (kJ).Processes that involve energy transfer: changing motion, dropping an object, completing an


electrical circuit, stretching a spring, metabolism of food, burning fuels.Energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change.Comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions.Essential practicals:Energy circus, fruit cells, energy in food, conservation of energy in appliances e.g. pendulum, ball dropping

Halfterm 2 Generating electrical energy in power stations.Renewable energy sources.Power ratings of appliances.

Comparing power ratings of appliances in watts (W, kW).Comparing amounts of energy transferred (J, kJ, kW hour).Domestic fuel bills, fuel use and costsfuels and energy resources.Essential practicals:Demonstration of electromagnetic induction, calculation of power.


Halfterm 3 Magnetism.Making magnetic materials.Magnetic fields (including the Earth’s)Electromagnets and their uses.

Magnetic poles, attraction and repulsion.Magnetic fields by plotting with compass, representation by field lines.Earth’s magnetism, compass and navigation.The magnetic effect of a current, electromagnets,


DC motors (principles only).Essential Practicals:Magnetic properties, making a temporary magnet, making a compass, investigating the strength of electromagnets.

Halfterm 4 Electrical circuits.Energy in circuits.Resistance.Electrical safety.

Electric current, series and parallel circuits,Potential difference,Resistance, measured in ohms, as the ratio of potential difference (p.d.) to current.Differences in resistance between conducting and insulating components.Separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objectsThe idea of electric field, forces acting across the space between objects not in contact.Essential Practicals:Series and parallel circuits, resistance of a wire, static rods and the Van de Graaff generator.


Halfterm 5 Working scientifically skills in Physics

Scientific attitudesExperimental skills and investigationsAnalysis and evaluationMeasurement.

GCSE transition test.

Halfterm 6 GCSE Physics (AQA)TBC

TBCRequired Practical:

GCSE Unit 1 progress test.Feedback on WWW and EBI with self- review by students recorded in their learning log.

History

Summary of content Summary of skills focus Assessment

deliveredHalf term 1- How did the First World War affect the lives of people living in Britain?

Was the Great War really a ‘great’ war?

Chronological understandingCausationHistorical evidenceHistorical interpretationsSignificanceHistorical world viewsChange and continuityKnowledge and communication

End of unit teacher assessment covering content in half term 1.

Half term 2- How did the First World War affect the lives of people living in Britain?

Did the First World War win women the vote?


End of the Autumn term there will be an assessment on all topics studied to date.

Half term 3- Why is Adolf Hitler such a significant figure in History?

How far did life change in Nazi Germany?



Half term 4- Why is Adolf Hitler such a significant figure in History?

What were the causes of the Second World War?

Chronological understandingCausationHistorical evidenceHistorical interpretationsSignificance

End of the Spring term there will be an assessment on all topics studied to date.

Historical world viewsChange and continuityKnowledge and communication

Half term 5- To what extent was the 20th century a divided era?

How do we remember the Holocaust?



Half term 6- To what extent was the 20th century a divided era?

How far did American society change in the 20th Century?


End of the year there will be a full assessment on all topics studied to date.

Geography


deliveredHalfterm 1 Dangerous Planet

In this unit pupils learn about the patterns and processes associated with tectonic activity (volcanoes, earthquakes, and tsunamis). They are encouraged to use the internet to research the occurrence of tectonic events and the impact of these processes in countries at different stages of economic development.

Students will:• describe and begin to

explain interactions within and between the physical processes which cause volcanoes and earthquakes and how people respond to them;

• explain how these interactions create geographical patterns of tectonic activity and help change places and environments in ‘active zones’;

• recognise that human actions may have unintended consequences, especially in developing countries (LICs);

• learn that appropriate planning is essential to save lives and manage such environments sustainably; identify geographical questions and establish their own effective sequence for investigation of tectonic activity;

• select and use accurately and effectively a wide range of skills and evaluate critically sources of evidence, especially ICT; present full and coherently argued summaries of their investigations and reach substantiated conclusions.

Teachers use the agreed Liverpool 9-1 grade descriptors for knowledge, application, and enquiry and communication (based on the Geographical Association Examinations and Assessment Group, 2016) for on going assessment in class, and student progress tracking. Unit assessments are as follows:

• Mid unit summative assessment

• End of unit summative assessment

Halfterm 2 Dangerous Planet (see above)

Global Fashion (Globalisation)This unit starts with an introduction to the concept of globalisation. This is

(see above)

Students will:• Develop an

understanding of the concept of globalisation, and how transnationals are part of this;


• Workers Charter – report on factory working conditions

linked to the spread, and to the growth in importance of, transnational corporations to the global economy, comparing the wealth of TNCs with some nation states. Students then focus on the fashion industry, with the TNC Nike being the case study used. Through this example, the impact of TNCs upon poorer nations is examined. This is then linked to changes in the British fashion industry, with a focus on the changing UK economy. The second part of the unit looks at where our clothes come from, and considers the process of outsourcing and working conditions in developing countries; as well as exploitation of cotton farmers in such countries. Students finish by considering the value and importance of Fairtade in the global fashion industry.

• understand reasons for the rapid recent growth in transnationals, for example the development of Nike

• understand the reasons why transnationals locate in MEDCs, the positive and negative impacts they may have, and the ways in which some TNCs have tried to lessen the negative impacts;

• link changes to the British clothing industry to the global industry, and in particular the growth of MEDC producing countries;

• consider global citizenship in relation to exploitation of workers in developing countries, and suggest ways trade can be made fairer for exploited workers.

in developing countries (levelled assessment)

Halfterm 3 Global Fashion (Globalisation) (see above)

(see above)

Halfterm 4 RussiaThe aim of this unit is to develop, or build on, students’ knowledge of the vast country of Russia, its regions, its general physical features. Students focus on Russia’s climatic features including its differing biomes. Aspects of Russia’s human geography will also be explored. Whilst students study about the country, they will consider the importance and stature of the country on the world

Students will:• ask geographical

questions• collect, record and

present evidence• analyse evidence and

draw conclusions• appreciate values and

attitudes• communicate

appropriately• use extended

geographical vocabulary

• use atlases, globes and maps


• Report on the global influence of Russia (levelled assessment)

stage, in relation to energy and world affairs.

• use secondary evidence• draw maps, plans and

graphs.• locate places and

environments• describe and explain

physical and human features

• investigate change in places

• explore interdependence

Halfterm 5 Russia (see above)

Glaciated Landscapes in the UKStudents are taught this AQA GCSE unit scheme – apart of the Living with the Physical Environment paper; and those opting for Geography will carry their work over to the following year. Key ideas for this unit are:

• Ice was a powerful force in shaping the physical landscape of the UK.

• Distinctive glacial landforms result from different physical processes.

• Glaciated upland areas provide opportunities for different economic activities, and management strategies can be used to reduce land use conflicts.

(see above)

Students will learn about:• Maximum extent of ice

cover across the UK during the last ice age.

• Glacial processes:• freeze-thaw

weathering• erosion – abrasion

and plucking• movement and

transportation rotational slip and bulldozing

• deposition – why glaciers deposit sediment (till and outwash).

• Characteristics and formation of landforms resulting from erosion –• corries, arêtes,

pyramidal peaks, truncated spurs, glacial troughs, ribbon lakes and hanging valleys.

• Characteristics and formation of landforms resulting fromtransportation and deposition - erratics, drumlins, types of moraine.

• An example of an upland area in the UK affected by glaciation toidentify its major

• On going exam practice using exam practice materials.

• End of topic summative assessment

landforms of erosion and deposition.

• An overview of economic activities in glaciated upland areas –• tourism, farming,

forestry and quarrying.

• Conflicts between different land uses, and between development and conservation.

• An example of a glaciated upland area in the UK used for tourism toshow:• the attractions for

tourists• social, economic

and environmental impacts of tourism

• strategies used to manage the impact of tourism.

Halfterm 6 Glaciated Landscapes in the UK (see above)

(see above)

French


deliveredHalfterm 1 Family and Me

Talking about yourself and other people* Revising Key present tense verb forms*Saying what you like and don’t like*More about yourself – reflexive verbs*Discussing relationships with parents and friends*Saying what you have done- Perfect tense*Talking about your main hobby

Toussaint

Listening: Transcribe extracts accurately. Understand three time frames.Speaking: And few significant mistakes and use varied vocabulary, structures and time references.Reading: consult a range of reference sources when deemed appropriate.Writing: Give, justify and seek opinions and ideas and translate texts containing a little unfamiliar language, drawing on material read with no or little support.

Speaking, Listening, Reading &Writing

Halfterm 2 Local Area*talking about where you live*describing your house and rooms*Discussing the advantages and disadvantages of where you live*Comparing where you used to live and where you live now.*The Geography of France- talking about life in a French speaking country*Talking about a townFestivals- Noel/ la Saint- Sylvestre/le jour de l’An French assistant will assist with one lesson before Christmas to discuss this festive period in France.

Listening: Listen to range of material - longer passages which contain some complex sentences and unfamiliar language.Speaking: And give more and more detailed/extended responses.Reading: Read a range of material - longer texts which contains some complex sentences and unfamiliar language and use new vocab. /structures met via reading in their speech/writing.Writing: Use reference materials to support accuracy, variety and precision.


Halfterm 3 SchoolExpressions of Time, Past Present and Future*Uniform*Talking about schools using 3rd person plural*School day- reflexive

Listening: Listen to several familiar contexts in longer passages and cope with near normal speed.Speaking: take part in unprepared conversations, use more varied structures and


verbs in present and perfect

give more detailed/extended responses. Few significant mistakes.Reading: consult a range of reference sources when deemed appropriate and continue to use new vocab./structures met via reading in their speech/writing.Writing: Translate short texts containing complex sentences with no support.

Halfterm 4

Free Time 1Discussing TV and cinema*Arranging to go out*Explaining what you can/cannot do- Modal verbs*Describing what you did- perfect/imperfect*Describing what you saw or read* Talking about new technology

Listening: Listen to range of material - longer passages which contain some complex sentences and unfamiliar language.Speaking: And initiate, improvise, paraphrase and keep conversation going longer.Reading: consult a range of reference sources when deemed appropriate and continue to use new vocab./structures met via reading in their speech/writing.Writing: Write formal and informal texts on familiar topics and in the appropriate style. Give, justify and seek opinions and ideas.

Halfterm 5 Free time 2Describing famous sports people* Discussing sporting holidays*Describing a sporting event*Eating out*Food and drink

Listening: listen to a range of sources and types of authentic material in familiar contexts - factual and imaginative and summarise, report and explain extracts orally and in writing.Speaking: use a range of factual and imaginative topics. Informal and formal situations. Give, justify and seek opinions and ideas. Deal confidently with unpredictable/unfamiliar elements and unfamiliar people. Fluent, with accurate pronunciation/intonation. Few mistakes.Reading: read a wide range of


authentic texts in familiar contexts - includes factual, imaginative, official and formal texts and summarise, report and explain extracts (oral/written). And choose and respond to stories, articles, books and plays.Writing: And use a range of familiar, factual and imaginative topics. Write coherently and accurately and use resources to vary scope and style of writing. Translate texts containing some unfamiliar language, drawing on material read.

Halfterm 6 MFL Cultural Events.French filmProfile of French actor/actress Film Review

Spanish



Half term 1 Pupils will learn vocabulary and structures to arrange to go out. This will require revising speaking questions in Spanish as well as revisiting how to say the time, vocabulary for places in town and verbs to express leisure activities.

Cultural topics: ‘European Day of Languages’ and ‘The Day of the Dead’.

Listening: Transcribe extracts accurately. Understand three time frames.

Speaking: Spontaneous speech including reacting to a variety of suggestions.

Reading: consult a range of reference sources when deemed appropriate.

Writing: Give, justify and seek opinions and ideas and translate texts containing a little unfamiliar language, drawing on material read with no or little support.


Half term 2 In this unit, pupils will learn parts of the body in order to express symptoms and ailments.

They will also learn to give advice in order to improve one’s lifestyle.

Cultural topics: ‘Christmas in Spain’.

Listening: Listen to range of material - longer passages which contain some complex sentences and unfamiliar language.

Speaking: And give more and more detailed/extended responses. Spontaneity.

Reading: Read a range of material - longer texts which contains some complex sentences and unfamiliar language and use new vocabulary. /structures met via reading in their speech/writing.

Writing: Use reference materials to support accuracy, variety and precision.


Half term 3 Starting the GCSE syllabus.

The first unit revisits the

Listening: Listen to several familiar contexts in longer passages and cope with near


topic of holidays. Pupils learn how to form and use a variety of past tenses in Spanish in order to narrate past events in detail.

They also learn transactional language to deal with a variety of scenarios in the context of accommodation: making a reservation, expressing opinions as well as complaints.

Cultural topics: a range of festivals in Spain.

normal speed.

Speaking: take part in unprepared conversations, use more varied structures and give more detailed/extended responses. Few significant mistakes.

Reading: consult a range of reference sources when deemed appropriate and continue to use new vocabulary/structures met via reading in their speech/writing.

Writing: Translate short texts containing complex sentences with no support.

Half term 4 As above As above As above

Half term 5 Continuing the GCSE syllabus.

This unit revisits the topic of education, including expressing opinions on different subjects as well as expressing future plans.

They will be able to write extensively about their school life, including extra-curricular activities, planning an exchange trip and describing the facilities in their school in detail.

Listening: listen to a range of sources and types of authentic material in familiar contexts - factual and imaginative and summarise, report and explain extracts orally and in writing.

Speaking: use a range of factual and imaginative topics. Informal and formal situations. Give, justify and seek opinions and ideas. Deal confidently with unpredictable/unfamiliar elements and unfamiliar people. Fluent, with accurate pronunciation/intonation. Few mistakes.

Reading: read a wide range of authentic texts in familiar


contexts - includes factual, imaginative, official and formal texts and summarise, report and explain extracts (oral/written). And choose and respond to stories, articles, books and plays.

Writing: And use a range of familiar, factual and imaginative topics. Write coherently and accurately and use resources to vary scope and style of writing. Translate texts containing some unfamiliar language, drawing on material read.

Half term 6 As above As above As above

Food

To recap nutrients and why our bodies need them. To introduce macro and micro nutrients and discuss the difference between them. To design and adapt food products in order to make them healthier. To understand why we need a balanced diet and to look at the new Eatwell Guide in detail (Government Guidelines) and discuss why we need to eat a certain amount of different food groups. To look at fibre and water and understand why they are as equally important as nutrients.



Term 1 Pupils will recap nutrients and look at them in further detail. Pupils will be introduced to macro and micro nutrients and learn which nutrients are macro and which are micro.

Pupils study the Eatwell Guide in detail and are taught why are bodies need a balanced diet.

Pupils are introduced to the importance of fibre and water and how they are equally as important as the nutrients that our bodies need.

Pupils will design their own food products and adapt recipes to create a healthier recipe/food product and make sure they fit in to the Eatwell Guide's balanced diet.

Pupils will continue to safely use knives in practical lessons and will develop their own knowledge on difference equipment and ingredients.

All pupils should have an understanding of what nutrients are and why our bodies need them.

All pupils should be able to identify which of the 5 key nutrients are macro and micro nutrients

All pupils should be able to identify the different food groups within the Eatwell Guide.

All pupils should have carried out practical activities to a basic level of competence.

All pupils should understand the importance of fibre and water in our balanced diets.

All pupils should have demonstrated the ability to work safely and hygienically.

Most pupils will have a good understanding of healthy eating.

Most pupils will be able to adapt a given recipe in line with Government recommendations.

Most pupils will have carried out practical activities to a good level of competence.

Most pupils will be able to distinguish the difference between which nutrients are macro and which are

On-going verbal feedback during practical lessons and also theory.

End of unit Test at the end of their rotation.

Practical outcomes when the pupils have made their own food product.

Designing their own food products and adapting recipes.

How pupils have worked as a team during their practical lessons; Tidying/cleaning their areas.

Pupils ability to evaluate their own food products and say whether they are healthy or not and why.

micro. Most pupils will be able

to discuss in detail why we need fibre as part of our balanced diet and what it does to our bodies.

Some pupils may develop a wider understanding of health and safety rules, as well as personal and food hygiene rules, through their own research.

Some pupils may successfully produce quality practical outcomes showing a good knowledge and understanding of recipe adaptation.

Some pupils will use a wider range of food products in their practical work.

Term 2 Same as Term 1 (Rotation)

Term 3 Same as Term 1 (Rotation)

Computer Science

Copyright (Term 1)

To be able to identify the legal and ethical considerations involved in using the creative work of others.

To show that you understand an individual’s rights and responsibilities as a creator and consumer of content.

To practice critical thinking and ethical decision making about the use of creative works.

Assessment: Students will be assessed by written tasks in lessons and for homework on the topic.

Data and Representation (Term 1)

Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

Assessment: Students will be assessed using a range of computer-based and written tasks in lessons and for homework on the topic. They will be assessed on their mathematical skills.

Website Design/Artwork & Imaging (The Recycle Drive) (Term 2)

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals.

Students will develop their use of software packages including Dreamweaver/ Fireworks/Photoshop and Flash to achieve the above.

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.

Assessment: Students will be assessed using a range of computer-based tasks in lessons on the topic. They will be assessed on their ability to use a range of software features to combine elements.

Art

Summary of Content Delivered

Summary of skills focus

Assessment

Half Term 1 Life EventsPupils record their ideas and experiences in different ways to complete

Drawing, Painting, Sculpture, Research, Collage and Mixed media work

End of Unit Assessment

Half Term 2 Life EventsPupils record their ideas and experiences in different ways to complete

Drawing, Painting, Sculpture, Research, Collage and Mixed media work


Half Term 3 Pop Art Food SculpturePupils record their ideas and experiences in different ways including drawing, painting, sculpture, photography and research.

Drawing, Painting, Sculpture, Research, Collage and Mixed media work.


Half Term 4 Pop Art Food SculpturePupils record their ideas and experiences in different ways including drawing, painting, sculpture, photography and research.


Half Term 5 Cultural MasksPupils record their ideas and experiences in different ways including drawing, painting, sculpture, photography and research. Pupils research how different images/symbols/signs can represent a narrative in different cultures and use this to develop their own ideas.



Half Term 6 Cultural MasksPupils record their ideas and experiences in different ways including drawing, painting, sculpture, photography and research. Pupils research how different images/symbols/signs can represent a narrative in different cultures and use this to develop their own ideas.



Year 9 - 1 x 6 week block of taught activity

Invasion Games –

Netball, Handball, Football and Basketball

Net/wall Games

Volleyball, Tennis

Individual/Performance

Dance, Gymnastics, Athletics

Health Related Exercise

Fitness

Outdoor and adventurous Activities

Urban Adventure

Striking/Field

Rounders

Music



Halfterm 1 The Blues The Blues – History

and context Form and

structure of 12-Bar Blues

Singing Playing Chords &

Walking Bass

Develop appreciation of different cultures and times.

Develop performing skills.

Performing 12-Bar Chord Sequence

Performing a Walking Bass

Halfterm 2 Performing “Rock Around The Clock”

The Blues listening exercises

Singing

Developing ensemble skills

Group performance of “Rock Around The Clock”

Listening Exercise

Halfterm 3 Composing own Blues song

Writing Lyrics Improvising

Developing improvising skills

Developing ensemble skills and team work

Blues song composition

Halfterm 4 Riffs & Ostinatos Identifying and

listening to riffs and ostinatos.

Exploring textures Learning and

performing the riffs from “The Tide is High”

Developing ensemble skills

Developing music note reading skills.

Group performance of “The Tide is High”

Listening exercise.

Halfterm 5 Learning and performing the riffs from “Tubular Bells”

Irregular time signatures.

Develop knowledge of time signatures

Developing listening and ensemble skills

Small group performance of “Tubular Bells”

Halfterm 6 Composing own piece of music based on riffs and ostinatos.

Developing understanding of structure and texture.

Ensemble skills.

Group Ostinato composition

€¦ · web viewwe extend a warm welcome to you as year 9 parents and hope you find this booklet...

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