year 9 curriculum information - harlington school · art contributes to sms by: giving pupils the...

LEARNING AT OUR HEART, AT THE HEART OF OUR COMMUNITY

Year 9 Curriculum Information

September 2014

At KS3, we provide a broad and balanced curriculum based on the National Curriculum over a 3 year period. We believe that all students should have access to the full

range of subjects and that it is essential to promote the arts and sports subjects alongside other subjects including literacy and numeracy based subjects. Students’

personal and social development is also supported through our PSHEE and SRE programmes which run through all year groups.

Preparation for life

It is our duty as an educational establishment is not only to support students in gaining the skills required to pass examinations, but also to develop them into well-

rounded students who are have the skills and adaptability to continue with further study and then into the world of work. We believe that it is our duty to help our

students develop their own beliefs based on making sound moral judgements, based on exposure to different viewpoints, religions and cultures to prepare them for life

in a modern society. This is referred to as students’ Spiritual, Moral, Social and Cultural development (SMSC).

Spiritual development

Personal development relating to the spirit or soul and the intangible. N.B. It does not relate to physical nature or matter and is not synonymous with religious education

– although religious education can be a major vehicle for the delivery of spiritual matters.

Moral development

Personal development relating to human behaviour, especially the distinction between good and bad or right and wrong.

Social development

Personal development concerned with living in a community rather than alone.

Cultural development

Personal development concerned with the total of inherited ideas, beliefs, values and knowledge which constitute the shared basis for social action.

Personal, Social, Health, Citizenship and Economic Education (PSHCEE)

Personal development concerned with developing beliefs, opinions, making informed and safe lifestyle choices, economic awareness and how to actively participate in a

democratic society.

KS3 Curriculum

Underpinning all subject schemes of work is the key principle that wherever possible we will encourage development of students’ SMSC development. Examples of this may include

Spiritual

• Giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives.

• Giving pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful.

• Encouraging pupils to relate their learning to a wider frame of reference- for example, asking ‘why?’ ‘how?’ and ‘where?’ as well as ‘what?’.

Moral

• Providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school.

• Promoting measures to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria.

• Encouraging pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour.

• Providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship.

Social

• Fostering a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can

flourish.

• Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence,

interdependence, self-respect.

• Providing a conceptual and linguistic framework within which to understand and debate social issues.

• Working together co-operatively.

Cultural

• Providing opportunities for pupils to explore their own cultural assumptions and values.

• Presenting authentic accounts of the attitudes, values and traditions of diverse cultures.

Extending pupils’ knowledge and use of cultural imagery and language.

Recognising and nurturing particular gifts and talents.

Providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance.

KS3 Curriculum

Art contributes to SMSC by:

Giving pupils the chance to reflect on nature, their environment and surroundings.

Studying artists from different cultures and backgrounds

Studying the reasons behind why art is created Drama contributes to SMSC by:

Allowing pupils to reflect on their own beliefs

Allowing pupils to empathise from different characters’ viewpoints

Allowing pupils to explore and understand feelings and emotions

Developing personal viewpoints and opinions English contributes to pupils’ SMSC development through: • Developing confidence and expertise in language, which is an important aspect of individual and social identity; • Enabling pupils to understand and engage with the feelings and values embodied in high quality poetry, fiction, drama, film and television; • Developing pupils’ awareness of moral and social issues in fiction, journalism, magazines, radio, television and film; • Helping pupils to understand how language changes over time, the influences on spoken, and written language and social attitudes to the use of language Computing & IT can contribute to SMSC development by: • Making clear the guidelines about the ethical use of the internet and other forms of communications technology. Design & Technology makes a particular contribution to SMSC through: • Reflecting on ingenious products and inventions, the diversity of materials and ways in which design technology can improve the quality of life. • Teaching that encourages pupils to be discover foods of other cultures. • Awareness of the moral dilemmas created by technological advances, the impact of ‘winners & losers’ ethos. • How different cultures have contributed to technology. • Opportunities to work as a team, recognising others’ strengths, sharing equipment. Geography contributes to SMSC where: • Opportunities for reflection on the creation, earth’s origins, future and diversity are given.

Reflection on the fair distribution of the earth’s resources.

Studies of people and places gives pupils the chance to reflect on the social and cultural characteristics of society. • Opportunities to examine and reflect on sustainability issues History makes a contribution to SMSC by

Looking at the establishment of multi-cultural Britain.

Enabling pupils to reflect on issues such as slavery, the holocaust and Imperialism.

Showing an awareness of the moral implications of the actions of historical figures.

Mathematics can provide a contribution to pupils’ SMSC by:

Supporting whole school policy on issues such as discipline and behaviour.

Enabling pupils to acknowledge the important contribution made to mathematics by non-western cultures. MFL contributes to SMSC through:

Pupils may gain insights into the way of life, cultural traditions, moral and social developments of other people.

Pupils social skills are developed through group activities and communication exercises.

Listening skills are improved through oral/aural work. Music contributes to SMSC through:

Teaching that encourages pupils to be open to the music of other cultures.

Considering the role of music in society and to see how music can cause conflict and differences of opinion.

Looking at the way music can change moods and behaviour.

Creating music as a form of expression and reflection Physical Education – Pupils’ SMSC development is actively promoted though PE by:

Activities involving co-operation, teamwork, competition, rules, self-discipline and fair play.

Individual activities that provide the opportunity for self-reflection, awareness and challenge. PSHCEE contributes to pupils’ personal development, their well-being and prepares them for their future lives through:

Supporting them in making lifestyle choices based on reasoned judgement

Learning about how to keep themselves healthy and safe

Challenging them to think about their attitudes to outside pressures

Support in thinking about their future lives

Dealing with change and relationships with others Religious Studies makes a substantial contribution to the delivery of SMSC:

Learn about beliefs, values, and the concept of spirituality.

Reflect on the significance of religious teaching in their own lives.

Develop respect for the right of others to hold beliefs different from their own.

Show an understanding of the influence of religion on society.

Appreciation and understanding of different cultures, religions and traditions. Science provides opportunities for pupils’ SMSC development through examples such as:

Encouraging pupils to reflect on the wonder of the natural world;

Awareness of the ways that science and technology can affect society and the environment.

Consideration of the moral dilemmas that can result in scientific developments.

Showing respect for differing opinions, on creation for example.

Co-operation in practical activity.

Raising awareness that scientific developments are the product of many different cultures.

Year 9 PSHCEE Curriculum

Please Note:

All SRE lessons are delivered as part of the statutory Religious Education Curriculum. If you wish to discuss the content further please do not hesitate to contact either:

Mr Richards (PSHCEE Subject Leader) Mr Walsh (Assistant Head Inclusion) Mr Quartey (RE Subject Leader)

Topic: Choices

Skills Focus:

Independent Enquiry,

Reflective Learning,

Effective Participation,

Team Work

Knowledge / Understanding focus:

Finance

Career Choices

Relationship Choices

Topic: Choices

Skills Focus:




Team Work

Knowledge / Understanding focus: Citizenship

The Media and its influence on personal decisions

Advertising and Marketing at the cost of the individual

Topic: Sex & Relationships Education

Skills Focus:




Team Work


Recognising & Managing Risk

Sexually Transmitted Infections

Topic: Personal Finance

Skills Focus:




Team Work


Needs and wants

Managing and Understanding a Bank Account

Paying without Cash, Credit, Debit and Cash Cards

Loans, Interest and Rates

Paying Tax

Budgeting

Year 9 Art Curriculum

Topic: Self portrait

Skills Focus:

Observational studies of the face to develop the skill of using proportion.

Studies of the artist’s work, including Vincent van Gogh, Pablo Picasso, Jean DeBuffet and Gary Hume.

Creation of a wire sculpture with textiles.

Creation of a meaningful response

Knowledge / Understanding focus

Demonstrate understanding of the proportions of the face.

Understanding the work of the portrait artists; Vincent van Gogh, Pablo Picasso, Jean DeBuffet, Gary Hume.

Development of key words vocabulary

Topic: Pop Art

Skills Focus:

Creation of visual representation of Pop Art.

Selecting and enlarging areas to develop the skill of scale.

Use of Photoshop to create an outcome.

Observational studies of a still life to develop drawing skills.

Representation of typography



Understanding of the art movement and the associated artists.

Understanding of how to use computer software to create a digital outcome.

Knowledge of current popular culture.


Topic: Landscape and Environment

Skills Focus:

Photo-collage and composition

Selecting appropriate resources




Understanding of this art form and the associated artists.

Understanding of how to use computer software to create a digital outcome.


Year 9 Computing & ICT Curriculum

Topic: Graphics & Digital Literacy

Skills Focus:

Manipulating graphical images.


Using Graphics to create digital solutions.

Topic: Game Development & Programming

Skills Focus:

Advanced skills in Game development


Use of coding and advanced routines.

Topic: Web Design

Skills Focus:

Advanced features of web design

applying animation


Use relevant software to create a web site

Consider audience and fitness for purpose

Advanced features.

Year 9 Cooking & Nutrition Curriculum

Cooking & Nutrition is taught as part of the Design & Technology carousel of subjects, with each student having a 10 week module of Cooking & Nutrition

Topic: Making choices with food

Skills Focus:

How to cook a range of dishes safely and hygienically

Apply knowledge of nutrition

Consider consumer issues, food and its functions and new technologies/trends


Apply the principles of The eatwell plate and relate this to diet through life;

List and explain the dietary needs throughout life stages;

Investigate information and guidance available to the consumer regarding food labelling, availability, traceability, food assurance schemes and animal welfare;

Explain the characteristics of ingredients and how they are used in cooking;

Adapt and follow recipes to prepare and cook a range of predominately savoury dishes;

Demonstrate a range of food preparation and cooking techniques and independently apply the principles of food safety and hygiene;

Investigate and discuss new trends and technologies used in food production, processing and cooking;

Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of designing and making;

Be given regular opportunities to demonstrate and apply their knowledge and understanding of food science;

Be given regular opportunities to consolidate their literacy and numeracy skills by using them purposefully in order to learn.

Year 9 Design & Technology Curriculum

Topic: Pewter casting

Skills Focus:

Research, Designing, development, evaluation, analysis, modeling,

Measuring and Marking out accurately

Wasting processes- cutting, sanding, filing, drilling

Forming and reforming, deforming processes

Finishing processes


Designing

Understand how products contribute to lifestyle choices

Making

Apply a range of finishing techniques, including those from art and design, textiles, metals, polymers and woods

Evaluating

Select appropriate methods to evaluate their products in use and modify them to improve performance

Technical Knowledge

Understand how materials can be cast in a mould

Topic: Nightlight

Skills Focus:


Joining processes- soldering


Produce ordered sequences and schedules for manufacturing products they design, detailing resources required.

Produce costings using spreadsheets for products they design and make

Create production schedules that inform their own and others’ roles in manufacturing the products they design, communicating their plans clearly so theirs can implement them.

Making use of simple planning tools such as flow and Gant charts

Understand how to use simple electronic circuits incorporating inputs and outputs

Understand how to apply computing and use electronics to embed intelligence in products that responds to inputs

Make use of sensors to detect heat, light, sound and movement

Understand how to apply the concepts of feedback systems

Understand how to control outputs such as actuators and motors

Topic: Graphic communication

Skills Focus:


Measuring and Marking out accurately


Using research including the study of different cultures to identify and understand user needs

Identify and solve their own design problems and to reformulate those given to them

Understand how products contribute to lifestyle choices

Use specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations

Combine ideas from a variety of sources

Use CAD/CAM to produce and apply surface decoration

Investigate and analyse products through disassembly to determine how they are constructed and their function and how well they meet their intended purpose.

Use learning from mathematics to design and make products that work

Year 9 Drama Curriculum

All students study Drama as a discreet subject through the medium of improvisation. Students explore a range of topics which help them to develop,

explore and express ideas and concepts relating to personal and social development; including the effects on themselves and impact on others.

Topic: Equality (Womens’ rights and Slavery)

Skills Focus:

Freeze frames

Narration and mime

Characterisation

Use of space

Empathy

Tableau

Still imaging

Devising

Working from stimuli

Hot seating


develop above skills.

look how the role of women has changed from the Suffragettes to present day

empathize with women through time and see the struggle they went through for equality.

understand the difficulty and prejudice that slaves went through and to look at the time period from a historical perspective.

Topic: Health (Drugs, Alcohol, Smoking)

Skills Focus:

Freeze frames

Hot seating

Use of space

Characterisation

Non-naturalistic performance

Narration and mime

Dream/nightmare

Mechanical movement

Working from a stimuli

Devising

Still imaging

Tableau


Develop above skills.

understand the effects of drugs, alcohol and smoking to those who use them and others around them.

know where a person can go to seek help.

create detailed performances with well thought through characters.

Topic: Performance and movement

Skills Focus:

Devising performance

Physical theatre


create their own performances on a topic of their choice

using skills they have learnt and developed over KS3

Year 9 English Curriculum

Throughout Year 9 English, students will develop the skills required to read and understand texts; skim and scan text; close reading; locate, research, collate and retrieve information; reading for inference; Interpretation; summarising/gist of texts; analyse, explain and evaluate language; undertake simultaneous

comparison; cross reference; PEE+E

Topic: The Novel – ‘Of Mice and Men’

Literacy skills

Paragraphs: setting out and when to use (TIPTOP)

Use of capital letters

Range of punctuation: .,?;:”’(-!

Direct speech

Sentences: phrases and clauses, types: simple, complex, compound, run on

Essay structure: planning, beginnings, layout, endings

Apostrophes: possession, omission

Contractions

Spelling


Rhetorical devices

Varying sentences

Presentation devices

Figurative language

Literal language

Formal and informal language

The writer’s ‘voice’ and 1st,2nd, 3rd person

Topic: Shakespeare, Functional skills exam

Literacy skills




Direct speech




Contractions


Spelling


Rhetorical devices

Varying sentences


Figurative language

Literal language


Writing to persuade (Longer)

Writing to argue (Longer)

Writing to advise

Writing to inform: who what where when

Writing to explain: add how and why

Writing to describe

Topic: Poetry, Literary short stories

Literacy skills




Direct speech




Contractions

Spelling


Rhetorical devices

Varying sentences


Figurative language

Literal language


The writer’s ‘voice’ and 1st,2nd, 3rd person

Year 9 Geography Curriculum

Topic: The tourist industry

Skills Focus:

Analysing, Distinguishing, Inferring information

Data interpretation,

OS map interpretation,

Evaluating, Predicting, Justifying, Ranking,

Creating, Designing


Throughout this topic pupils will study human geography, through the topic of economic activity including tourism.

describe the stages of economic activity,

use graphical evidence to explain the growth in tourism.

explain the tourist activities in the UK and how we use physical environments,

carry out a mini enquiry into travel habits of Harlington School families, involving data presentation, manipulation and interpretation.

evaluate the importance of tourism to an area, and through the studying of Las Vegas and Dubai, analyse the future of tourism in these areas

Topic: The Development Gap

Skills Focus:

Atlas work,

interpretation of photos,

explaining, analyzing, evaluating, justifying, predicting, creating, data interpretation,

empathy


Throughout this topic pupils will be introduced to the complex continent of Africa.

understand the lives of people living in various parts of Africa, as well as looking at the physical features of the continent.

learn that improving people’s lives in a continent that is often perceived to be a ‘hopeless case’ is dependent on a range of physical and human factors both within the individual countries, across the continent and on an international scale.

focus on a comparison between two contrasting countries in Africa: Sudan and Ghana.

examine questions of the positive and negative impacts that new technologies can bring to people living in developing countries.

Topic: Our Changing reliance on Natural resources

Skills Focus:

Atlas work,

interpretation of photos,

explaining, analyzing, evaluating, justifying,

predicting,

creating


Throughout this topic pupils will study a combination of human and physical geography, in an attempt to deepen their understanding of the interaction between physical and human processes.

explain why our reliance on fossils fuels has to change,

evaluate the options of renewable energies for countries in contrasting levels of development.

use atlases to study areas such as Russia, the Middle East and China to enrich their locational knowledge and environmental understanding.

develop a case study of China to examine the impact of the use of natural resources on one of the world’s biggest populations.

Year 9 History Curriculum

Topic: The Causes, Course and Outcome of the First World War

Skills Focus:

investigation and evaluation of the causes and consequences of the First World War.

interpretation of whether the Somme was a bloodbath or a necessity

use background knowledge and source evidence.

interpret whether the Treaty of Versailles at the end of the war was fair or unfair.


look at a range of causes of the First World War from the assassination of Franz Ferdinand, to alliance systems and tensions between the great powers.

look at life in the trenches

investigate the battle of the Somme and the role of Marshall Hague and whether the battle could be perceived as a bloodbath or a necessity

Topic: The interwar dictatorships of Europe and the Holocaust.

Skills Focus:

investigate change and continuity

investigate the Treatment of the Jews and the change in their living conditions from before the Nazi takeover in Germany, the Nazi regime before the War and during the World War II period.


understand the way in which the dictatorships in Germany, Italy and the USSR functioned

understand the impact they had on the lives of their people through looking at the role of terror to economic changes e.g. Stalin’s Five year plans.

investigate the changes to the treatment of German Jews from life before Hitler’s rise to power to persecution of Jews before the second World War and then the Holocaust.

Topic: Life after the Second World War and the Cold War

Skills Focus:

Looking at and interpreting source materials

interpret materials

understand consequences of actions

use both primary and secondary sources.


investigate the reasons for mass migration from the Caribbean and the ‘windrush’ generation.

investigate the different experiences of Caribbean migrants from housing and employment issues to the experience of racism.

look at the role of the USA during the Cold war and their battle against Communism, specifically looking at the impact of the US military tactics of ‘Search and Destroy’ missions and defoliation and how successful they were.

Examine the theme of Public health in Britain during the twentieth century and how public health improved with the creation of the NHS.

Year 9 Maths Curriculum

Topic & Knowledge/Understanding focus:

Collecting, Expanding, Factorising Expressions & Sequences

Fractions & Percentages, Ratio & Proportion

Calculating Angles & Properties of Polygons

Collecting & Analysing Data, Averages

Skills Focus:

Working with sequences and equations

More complex shapes and angles

Manipulation of data

Investigating Patterns, analysing data and Communicating using mathematical form and language


Solving Equations, Trial & Improvement

Area, Perimeter, Surface Area, Volume & Circles

Rounding, Powers of 10 & Standard Form, BIDMAS & Indices

Representing Data

Skills Focus:

Developing skills with equations

More complex area calculations,

Ways to represent data



Straight Line Graphs & Simultaneous Equations

Pythagoras’ Theorem & Trigonometry

Probability

Transformations, Similarity & Speed & Measures

Skills Focus:

Construction of graphs from equations

Use of formulae

Manipulation of shape


Year 9 Modern Foreign Language Curriculum

In year 9, students continue the language they studied in year 8

Fren

ch

Topic: Free-time & the media. Future plans

Skills Focus:

All pupils are assessed on their Listening, Reading, Speaking and Writing skills


The present tense

Describing self & others. Types of TV programmes, films & preferences. Frequency adverbs.

The past tense

Types of music and book genres

The future tense, predictions and future plans

Jobs & careers. The importance of languages

Topic: Health & Lifestyle. Self & others

Skills Focus:



Parts of the body. Illnesses, injuries & symptoms

Daily routine

Healthy lifestyle choices & advice. Negatives

Imperfect Tense

What I used to do / be like, sports I used to play and do

Describing personality and physical descriptions

Expressing more complex opinions and reasons

Topic: Holidays. Young people & society

Skills Focus:



Geographical & cultural information on France

Comparatives & superlatives. Types of transport and reasons. Accommodation. Holiday Activities

The past tense

School subjects & opinions, school routine & rules

Religion in France. Human rights. Poverty

Germ

an

Topic: Free-time & the media. School Life

Skills Focus: All pupils are assessed on their Listening, Reading, Speaking and Writing skills


Music & film genres, television programmes, using a computer. The past tense.

School subjects, opinions & reasons, describing teach-ers, school routine, school rules. Extra-curricular activi-ties.

Topic: Future plans. Personal and World issues



The future tense, predictions and future plans

Personality, jobs & careers. The importance of lan-guages. Daily routine, personal decisions.

The environment, living conditions.

The present, past and future tenses combined.

Topic: Family Life. Germany and the Wider World



Family and famous people description.

The conditional tense. Problems and giving advice

The imperfect tense. Holiday destinations.

Geographical & cultural information on Germany.

Places in town. The present, past and future tenses combined.

Span

ish

Topic: Free-time & the media. School Life

Skills Focus:



The present tense. Music & film genres, television programmes, using a computer. The past tense. School subjects, opinions and reasons. School facilities. School routine and rules. Describing teachers

Topic: Health & Lifestyle. Work and Money

Skills Focus:



Parts of the body. Illness and injury. Healthy living habits. Giving advice. The future tense. Household chores, pocket money. Personality traits, jobs, future careers. The importance of languages


Topic: Spain and issues in the Wider World

Skills Focus:



Geographical & cultural information on Spain and Spanish speaking countries. Daily routine. Environmental issues. Poverty, fair trade. Travel and transport. The conditional tense


Year 9 Music Curriculum

Topic: Songwriting Using Chords I V VI iv

Skills Focus:

Composing


Learning/understanding composing strategies over this chord pattern

Performing: Solo

Composing: Chords, melodic patterns/phrasing, lyrics, modulation

Listening and Appraising: “4 chords”—Axis of Awesome

Topic: Solo Pop Performance

Skills Focus:

Instrumental skills

Performance Skills


Learning/understanding how to perform a variety of popular songs on a variety of instruments

Performing: Solo (K/b, bass, guitar, drums, vocals)

Listening and Appraising: Weekly self evaluations

Topic: Band or Solo Artist / 'Harlington Fest'

Skills Focus:

Instrumental skills

Performance Skills


Performing: Perform solo or as part of an ensemble,

Instrument skills

Composing: Cover or original

Listening and Appraising: Media events promotion

Year 9 Physical Education Curriculum

Topic: Rugby (double block, boys) Netball (girls) Volleyball, Hockey

Skills Focus:

Tackling,

Health and safety,

Team play,

tactics,

kicking, scoring, and refereeing.


Tactics of playing invasion games,

net and wall,

principles of attack and defense,

healthy lifestyles and fitness.

Topic: Table tennis, Trampolining, Dance (girls)

Skills Focus:

Hand-eye coordination,

expression,

Trampolining techniques—seat drop, front drop, back drop, swivel hips.


Health and safety,

umpiring,

expression

Topic: Athletics, Cricket, Baseball, Rounders

Skills Focus:

Tactics,

reading the game,

working in different positions,

understanding a batting line up.


Applying skills to the game

developing tactics.

Year 9 Religious Education Curriculum

Topic: Why are humans Unique

Skills Focus:

Identify, discuss, debate, compare and come to a conclusion

be able to explain what make us human and differentiates us from animals.

Reflect on ultimate questions about human existence, and the concept of God in creation stories.


Throughout this unit pupils will gain knowledge of the skills required which will enable them which are well considered and informed and are based on insights and viewpoints accessed through links with the other two core skills.

express their individual beliefs and values within an informed context

provide opportunities to develop spiritual reflection, emotional intelligence and creative thinking.

Topic: Faith and its Expressions

Skills Focus:

Identify, describe, evaluate, judge, categorize and compare different faiths


look at different faiths and how their clothes and dressing reflect their faith,

examine food laws to establish the basic reasons why some forms of expressions are used within different cultures of the same faith.

explain how some forms of religious expression are used differently by individuals and communities.

identify any identities that they have and work out how they was developed over time and what the influences were.

Topic: Morality

Skills Focus:

Distinguishing,

inferring information,

interpretation, evaluating, justifying, ranking,


reflect on moral dilemmas and make decision on various situations regarding Abortion and Euthanasia.

,debate through the numerous calls for the law on Euthanasia to be changed recently, unearthing the reasons for both points of view.

look at Genetic engineering, whether it is good to genetically modify food, selecting the gender for children, IVF and clone humans.

Year 9 Science Curriculum

8

Topic: Getting Ready for GCSE Science

Skills :

In this unit the pupils will have discrete lessons on the skills content in preparation for their Key Stage 4 work. They will then have opportunities to practice these skills during the work on the knowledge section.

Making tables and transferring to graphs

Drawing graphs

Evaluating experiments

Fair test

Risk and safety

Writing methods and conclusions

Maths skills for science

Extended writing skills

Knowledge and understanding :

In this unit the pupils will gain an overview of the following topics and be able to consolidate the learning during KS3. Each topic is taught over a double lesson and will include content learning and recall and also interpretation of content linked to longer written answers that explores issues around the topics.

Solids, Liquids and Gases – structure and properties

Space and solar system

Days, nights, seasons and years

Atomic structure , periodic table

Word and symbol equations

Variation, Classification and feeding relationships

Cells

Reproduction and growth

Magnets and electromagnets

Forces

Reactions of metals and salt making

Moments

Pressure

Electricity and circuits

Rocks and rock cycle

Light and sound.

Topic: Unit 1: Biology 1

Skills Focus:

design and carry out investigations, including fair testing,

use of different methods to gather data.

methods of presenting data

writing and presenting reports

Analysis of the impact of developments in science, both positive and negative

Evaluating of investigations

Evaluation and decision making based on scientific content

Maths skills for science – graphs, tables, measurements

Extended writing skills


Healthy lifestyles, including the effect of food on health and how lifestyle choices affect health,

how bacteria function and how they mutate

Use of antibiotics, including in the treatment of diseases,

Hormone usage, including IVF

Infection control, including vaccinations, sterile conditions

how our bodies respond to external stimuli

Topic: Unit P1: Physics 1 Skills Focus:

design and carry out investigations to show different forms of energy and energy transfer

Represent and interpret data in different forms including Sankey diagrams

Use sensors and data loggers as a means of collecting data

Conduct investigations with different parameters

Draw conclusions based on investigations and be able to support opinion with evidence Knowledge / Understanding focus

Energy transfer – thermal, kinetic,

Energy efficiency – including appliance designs and how energy waste and consumption can be reduced

Effectiveness of materials as insulators and conductors

Properties of different materials

Topic: Unit 1: Chemistry 1

Skills Focus:

Investigation of properties of limestone

Reactions of limestone with other elements

Chemical properties and reactions of carbonates and limestone

Investigation of properties of concrete and how different combinations of chemicals impact the strength of the material

Investigation of trends


Limestone cycle, including decomposition and chemical reactions,

Trends in thermal decomposition of metal carbonates

Reaction of carbonates with acids

Practical applications of limestone in building materials and advantages and disadvantages.

Understand how different proportions of chemicals has an impact on the strength of a material

consider and evaluate the environmental, social and economic effects of exploiting limestone and producing building materials from it

represent reactions using word and symbol equations.

year 9 curriculum information - harlington school · art contributes to sms by: giving pupils the...

Documents