year 9 ht1 this term the following aspects of the curriculum will … 9... · 2018-11-22 · year 9...

Year 9 HT1

This Term the following aspects of the curriculum will be covered in your child’s Class

English: Students will be able to:

Make a relevant inferences which explore meanings in Animal Farm. Select relevant words/phrases from Animal Farm to support opinions. Develop relevant points to establish argument/viewpoint about extracts from Animal Farm. Clearly analyse a selection of words, language techniques and structural decisions from Animal Farm that include original interpretations. Clearly deliver individual speeches: - Sharing detailed, critical ideas - Persuade the audience to agree Clearly speak on equal terms with the listener, engaging them and responding to their contributions in precise detail.

French: Students will learn GCSE vocabulary on the topic of town and local area. They will revise their knowledge of different

tenses and complete an informal conversational speaking assessment.

Maths

Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6

9.01 Place value & Number

Properties

9.02 Decimals and the 4 Operations

9.03 Factors, Multiples &

Primes

9.04 Indices Powers & Roots

9.05 Rounding & Estimation and

Using a Calculator 9.06 Ratio (Basic)

9.01 Use place value to answer a calculation based

on a related calculation

9.02 Problem solving using the four operations with decimals

9.03 Calculate HCF and LCM of two or

more numbers using Venn diagrams

9.04 Fractional indices

Estimate powers and roots of any

given positive number by

considering the values it must lie between, e.g. the square root of 42 must be between

6 and 7

9.05 Apply and interpret limits of

accuracy

9.06 Apply ratio to real contexts and problems such as those involving

conversion, comparison,

scaling, mixing and concentrations

9.01 Calculate using the four

operations with negative numbers

9.02 Using the rules of B-I-DM-AS to calculate using

the four operations

9.03 Write numbers as a

product of their primes

9.04 Simplify and calculate the value

of numerical expressions

involving multiplication and division of integer powers, negative

powers and powers of a power

9.05 Express error intervals using

inequalities

9.06 Compare lengths, areas and

volumes using ratio notation and

scale factors

9.01 Ordering integers, decimals

& negative numbers

9.02 Multiplying and dividing with

decimals

9.03 Solve problems in

context involving LCM & HCF

including time

9.04 Understand the term

reciprocal

9.05 Perform calculations

involving surds and rounding. Use

a calculator accurately, and round answers

from a calculator.

9.06 Write ratios in form 1 : m or m

: 1

9.01 Recognise and problem solve with Odd and Even

numbers

9.02 Addition and subtraction of

decimals including money

9.03 Calculate lowest common

multiples and highest common factors of two or more numbers

9.04 Recognise powers of 2, 3, 4

and 5 and use index notation for integer powers of

10, including negative powers

9.05 Round to significant figures

and estimate answers to one or

two step calculations

9.06 Divide a quantity into a

given ratio (whole to part and part to

whole)

9.01 Evaluate digits in a number

based on place value and write the value of a

number in words, and vice versa

9.02 Use the four operations with positive integers

9.03 Identify factors and multiples of

numbers and identify prime

numbers and their properties

9.04 Powers and roots e.g. squares (from 1 x1 to 15 x15), cubes (2, 3, 4, 5 and 10) and

their corresponding

roots

9.05 Round numbers to the nearest 10, 100, 1000, and to a

given number of decimal places

9.06 Simplify ratios

and write ratios as fractions

Humanities History

Students will be able to describe several of the reasons why

The First World War broke out in August 1914. Students should

be able to describe 3-4 of the following factors: The Great

Powers, long term causes of WW1, short term causes of WW1,

The Assassination of Franz-Ferdinand.

Geography

Students will be able to:

Identify the features of glacial landforms using OS maps, as

well as aerial and ground photographs:

A. Pyramidal Peaks

B. Corries

C. Arêtes

D. Truncated spurs

E. Hanging Valleys

F. Glacial Troughs

G. Ribbon Lakes

Explain how the processes of erosion, depositions and

transportation create glacial landforms.

A. Plucking

B. Abrasion

C. Freeze-Thaw weathering

D. Moraine, Drumlins & Erratics

Explain why glacial landscapes are under threat.

A. Tourism

B. Farming

C. Forestry

D. Quarrying

Place example –Lake District.

Assess the opportunities and challenges associated with

human activity in a glacial landscape studied. Student uses at

least two examples of place specific information.

Science Students will be able to:

• Define and calculate a moment

• Measure Extension or compression and relation to Hooke’s Law

• Describe balanced forces in relation to mechanical systems

• Compare light, mechanical and sound waves

• Describe the process of reflection, absorption and superposition

• Describe uses of sound and ultrasound

Physical Education (PE) Students will be able to:

Show imagination and innovation when performing advanced skills in football, rugby, netball, hockey, handball/basketball, badminton, fitness and aesthetic activities:

Accurately evaluate the effectiveness of your own and/or others’ team/group performances implementing appropriate improvements

Confidently undertake leadership and officiating roles in at least 3 practical settings, showing excellent knowledge of appropriate rules / laws and effective communication skills

Meet the strenuous exercise demands required for a range of specific activities, combining aerobic endurance, flexibility

and at least 2 other components of fitness required

Art/Graphics/Textiles Students will study artists and illustrators who have used identity as inspiration with the aim of creating their own studies. They

will:

• Demonstrate use of mixed media skills in the portrait.

• Demonstrate use of drawing skills, develop and use neat lines; all vertical lines are parallel showing excellent depth and

perspective.

• Demonstrate idea for the product and explained why the changes better meet the needs of the user as well as using a

variety of techniques such as applique and reverse applique

Food Technology Students will learn about food from around the world and the different cultures that affect food choice by people in our families.

Students will demonstrate practical knowledge of all the above in practical demonstration. They will be assessed on the following:

• Demonstrate skills and understanding of a variety of dishes and menus from around the world

• Demonstrate an understanding the principles of cleaning, preventing cross-contamination, chilling, cooking food

thoroughly and reheating food until it is steaming hot.

Computing Students will be able to:

understand how sounds can be manipulated digitally in the form of binary digits.

use logical reasoning to compare the utility of alternative algorithms for the same problem.

explain how sound is converted from analogue to binary

Music In Year 9, students will experience a music lesson once a week, students will be challenged to enhance their listening skills,

developing their ears to recognise the elements of music, an important factor in GCSE or BTEC music if the student wishes to

choose it in their options for Key Stage 4. Students will also learn how to play the keyboards, ukulele and Bamboo Tamboo

(percussion) in small or class size ensembles.

Students will study the following schemes of work:

• Keyboard Skills

• Ukulele Skills

• Rhythm and Pulse – Bamboo Tamboo

• Rap and Hip Hop

• Minimalism

• Reggae

• Band Project (Musical Futures)– Beatles, Ed Sheeran, Adele…

• Music in advertisement

• Listening skills – classical to modern pop music

Personal, Culture and Social Development ( RE and SMSC)

SMSC and PSHE will be delivered during the tutorial programme and ACE Days. There will be a mixture of different themes

throughout each ACE Day with a set programme throughout the year. However we can be reactive to certain events that are not

planned throughout the year to help students understand the world around them.

Health and wellbeing

Factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law

relating to their supply, use and misuse

Transition

The skills and knowledge required to manage the transition to, and the expectations of, secondary education.

Sex and relationships

To recognise the portrayal and impact of sex in the media and social media (which might include music videos, advertising,

‘sexting’)

On line safety

How the internet works. How your personal data is collected and used.

Aspiration

I know about some of the financial products that are/will be available to me as a consumer e.g. insurance, warranties, bank

accounts, and I can read and understand the importance of ‘small print’.

British Values/Living in modern Britain

The similarities, differences and diversity among people of different race, culture, ability, disability, sex, gender identity, age and

sexual orientation and the impact of stereotyping, prejudice, bullying, discrimination on individuals and communities

World War 1 Armistice

Understanding how the WW1 came to an end, the aftermath and the changing landscape of Europe after the war.

Knife crime

Developing an understanding of the dangers of carrying weapons especially knives.

RE What do religious campaigners do?

Can describe the importance of religious and political leaders

Can explain the different views and ideas of various leaders

Can discuss and how effective different campaigners have been and the role of protest

Year 9 HT2



Make a relevant inferences which explore meanings in the extract.

Select relevant words/phrases from the extract to support opinions.

Clearly analyse a selection of words, language techniques and structural decisions from the extract including original

interpretations.

Clearly identify and summarise differences between two or more texts.

Clearly compare writer’s ideas, feelings and use of language in two or more texts.

Clearly write in a range of non-fiction and include:

- Standard English

- Past and present tense.

- Use of first and second person.

Use the following to consciously craft and develop engaging, complex ideas:

- Adjectival phrases

- Prepositional phrases


- dashes

- hyphen

- colon

- semi-colons


- Multiple clauses

- Fragments

French: Students will learn GCSE vocabulary on the topic of work and ambitions. They will learn additional tenses and use these

alongside the town vocabulary. Students will complete a formal writing assessment.

Maths

9.07 FDP 9.08 Fractions 9.09 Percentages 9.10 Proportion

9.07 Recognise recurring decimals and convert

fractions into recurring decimals and vice versa

9.08 Find the reciprocal of an integer, decimal or fraction

9.09 Use percentages in real-life situations e.g. price after VAT, value of profit or loss, simple interest and income

tax

9.10 Interpret equations and graphs that describe direct

and inverse proportion

9.07 Order fractions, decimals and percentages.

Use the symbols =, ≠, <, >, ≤, ≥

9.08 Identify and work with fractions in ratio problems

9.09 Express one quantity as a percentage of another

9.10 Solve problems involving direct and inverse

proportion, including graphical and algebraic

representations

9.07 Compare unit fractions

9.08 Apply the four operations with fractions and

mixed numbers with different denominators.

Simplifying calculations by cancelling first

9.09 Find the original amount (reverse percentage) with and without a calculator

9.10 Use standard units of mass, length, time, money

and other measures (including standard

compound measures) using decimal quantities where

appropriate

9.07 Convert between fractions, decimals and

percentages

9.08 Finding a fraction of an amount

9.09 Percentage increase and decrease

9.10 Use proportion to solve currency conversion

problems

9.07 Write a fraction in its simplest form

and find equivalent fractions by multiplying

9.08 Express one quantity as a fraction of another, where the fraction is less than 1 or

greater than 1

9.09 Find the percentage of an amount (including of a measurement) with and without a calculator and

compare two quantities using percentages

9.10 Find best buys and solve recipe and other problems using the unitary method

Humanities History

Students will be able to Describe the impact of

several of the post-war events on The Weimar

Republic. Students should be able to describe 3-

4 of the following factors: The threat from the

left and right, hyperinflation, French occupation

of The Ruhr, Stresemann, recovery up to 1928.

Geography


Describe the geological period of time that we currently live in and how the

climate has changed within this.

Outline the evidence to suggest that the world’s climate is changing:

A. Ice and Sediment cores

B. Tree Rings

C. Pollen Analysis

D. Temperature Records.

Explain the natural and human processes which cause climate change:

A. Orbital Changes

B. Volcanic Activity

C. Solar Output

D. Burning Fossil Fuels

E. Cement Production

F. Deforestation

G. Farming

Discuss the different effects that climate change will have globally – using place

examples.

Assess the effectiveness of methods in response to climate change.

A. Mitigation – Planting Trees, Carbon Capture, Alternative Energy

Production, International Agreements.

Adaptation – Changing Agricultural systems, Managing Water Supply, Coping

with Rising Sea Levels.


• Use patterns of reactivity to make predictions

• Link the properties and uses of a metal to its position in the reactivity series

• Explain why non-metals are placed in the reactivity series with reference to displacement by carbon and hydrogen

• Using data deduce, with reasons, which reactivity series element is suitable to perform a particular function


• Show imagination and innovation when performing advanced skills in football, rugby, netball, hockey, handball/basketball, badminton, fitness and aesthetic activities: • Accurately evaluate the effectiveness of your own and/or others’ team/group performances implementing appropriate improvements • Confidently undertake leadership and officiating roles in at least 3 practical settings, showing excellent knowledge of appropriate rules / laws and effective communication skills • Meet the strenuous exercise demands required for a range of specific activities, combining aerobic endurance, flexibility and at least 2 other components of fitness required • Explain the importance of nutrition and hydration for success in sport

Art/Graphics/Textiles Students will study artists and illustrators who have used identity as inspiration with the aim of creating their own studies. They

will:

• Demonstrate accurate observations, exceptional use of scale, opportunities to select and experiment with a range of

mixed media.

• Demonstrate use of crating techniques, showing accurate and proportional representation of the designs.

Demonstrate understanding and practical demonstration of being creative with visual with the use of complex seams

and fabrics.


Students will demonstrate practical knowledge of all the above in practical demonstration. They will be assessed on the

following:

• Demonstrate knowledge on how to use equipment for a variety of different dishes

• Demonstrate knowledge that some foods have a higher risk of food poisoning than others, e.g. raw chicken.


use an appropriate data structure in a program.

Introduction to algorithms.

Understand that an algorithm can be displayed as flow charts and pseudo code.






• Keyboard Skills

• Ukulele Skills


• Rap and Hip Hop

• Minimalism

• Reggae





Half term two embeds and consolidates many of the topics covered in AD1 but also looks at issues around dark nights and the

lead up to Christmas. Sessions include;


Self-harm

What leads to it happening

Where to get help


To understand the feelings and pressure that the need for peer approval (including in relation to the use of tobacco, alcohol,

drugs and other risky behaviours) can generate, to recognise peer pressure and have strategies to manage both

Online safety

Radicalisation

Personal finance / Economic wellbeing/careers

I know the potential link between qualifications and earnings and how that might affect what I could get paid in different jobs or

careers

British values / life in modern Britain

About discrimination, how to respond when being discriminated against and their responsibilities towards others who are

experiencing discrimination

RE

What do Buddhists believe?

Describe and explain the importance of worship to Buddhists

Explain different views amongst Buddhists

Discuss and debate how Buddhists live and worship in the UK today

Year 9 HT 3



Clearly write articles including:

- Standard English







- dashes

- hyphen

- colon

- semi-colons


- Multiple clauses

- Fragments

Clearly deliver individual speeches:

- Sharing detailed, critical ideas

- Persuade the audience to agree

Clearly speak on equal terms with the listener, engaging them and responding to their contributions in precise detail

French: Students will learn GCSE vocabulary on the topic of world events. They will use their knowledge of tenses and use this

alongside the world events vocabulary. Students will complete an informal writing assessment.

Maths

Topic 1 Topic 2 Topic 3 Topic 4

9.11 Notation 9.12 Simplifying & Index

Laws 9.13 Expanding & Factorising

9.14 Expressions & Substitution

9.11 Understand what an 'identity' is

9.12 Multiply, divide and simplify algebraic fractions

9.13 Factorising quadratics of the form x2 + bx + c and the

difference of two squares

9.14 Know the difference between an equation and an

identity; argue mathematically to show

algebraic expressions are equivalent, and use algebra

to support and construct arguments

9.11 Understand and use the concepts and vocabulary of

expressions, equations, formulae, inequalities, terms

and factors

9.12 Add and subtract fractions with an algebraic

numerator 9.13 Expand double brackets

9.14 Use algebra to show expressions are equivalent

9.11 Know the definition of the words sum and product

9.12 Use index notation when multiplying or dividing

algebraic terms

9.13 Expand 2 sets of brackets and simplify

9.14 Derive a simple formula, including those with squares,

cubes and roots

9.11 Use and interpret algebraic notation, including

coefficients written as fractions rather than as decimals and brackets

9.12 Apply simple laws of indices

9.13 Factorise single brackets

9.14 Substitute numerical values into formulae and

expressions, including scientific formulae

9.11 Use and interpret algebraic notation, e.g. ab in

place of a × b 3y in place of y + y + y and 3 ×

y a² in place of a × a, aᵌ in place

of a × a × a, a²b in place of a × a × b, a/b

in place of a ÷ b

9.12 Collect like terms and multiply together two simple algebraic expressions, e.g. 2a

× 3b Simplify algebraic

expressions by division

9.13 Expand single brackets 9.14 Use functions machines

to find inputs and outputs

Humanities History

Students will be able to explain the utility of sources and

identify provenance of sources. Students may include the

following relevant contextual knowledge to support their

explanations: Hitler’s public speaking, Hitler’s appeal, Hitler

becoming chancellor, The Munich Putsch.

Geography


Describe the location of NEEs in the world using place names &

latitude. Describe the characteristic of place.

A. Climate

B. Plant and animal life

C. Where people settle within them

D. Languages & religion

E. Government

F. Transport etc.

Explain why rural-urban migration is a key feature of life in

emerging countries:

A. Better jobs (economic opportunities)

B. Better Quality of life (social opportunities)

Assess the opportunities and challenges faced by people living in

a city in an emerging country.

Place example – Lagos Nigeria.

Evaluate the social, environmental, economic and political

impacts of a TNC in an emerging country. Place example – Shell

in Nigeria.


• Describe combustion, thermal decomposition and oxidation, representing them as symbol equations

• Describe how a catalyst affects the rate of a reaction

• Describe the differences between an exothermic and endothermic reaction, and link these to energy changes

• When given word equations identify reactions as either combustion, thermal decomposition or oxidation.

• Match the catalysts iron, manganese dioxide and vanadium pentoxide to the reactions that they catalyse.

• Classify reactions as exothermic or endothermic using data from experiments

PE Students will be able to:

• Show imagination and innovation when performing advanced skills in football, rugby, netball, hockey, handball/basketball, badminton, fitness, athletics and aesthetic activities:

• Accurately evaluate the effectiveness of your own and/or others’ team/group performances implementing appropriate improvements

• Confidently undertake leadership and officiating roles in at least 3 practical settings, showing excellent knowledge of appropriate rules / laws and effective communication skills

• Meet the strenuous exercise demands required for a range of specific activities, combining aerobic endurance, flexibility and at least 2 other components of fitness required • Successfully apply an understanding of the principles of safe and effective training to improve health and performance of themselves and others.

• Explain the importance of nutrition and hydration for success in sport

Art/Graphics/Textiles Students will study artists and illustrators who have used birds with issues as inspiration with the aim of creating their own

studies. They will:

Demonstrate observational skills, use topic specific vocabulary with accuracy and correct understanding, apply

observations and research to generate ideas.

Demonstrate use of finishing skills which develop the design related to 3D and shape

Demonstrate a step by step plan which explains how the product would use specific machine techniques, materials,

tools and processes


Students will demonstrate practical knowledge of all the above in practical demonstration. They will be assessed on the following:

• Demonstrate skills and understanding competently to plan, prepare and safely cook dishes and menus for a healthy,

varied and balanced diet.

• Demonstrate a range of factors when making food choices, e.g. seasonality, local food, sustainability


Introduction to textual based programming language.

Use of scratch to compare similarities between both graphic/ text language

Understand how to develop simple programmes






• Keyboard Skills

• Ukulele Skills


• Rap and Hip Hop

• Minimalism

• Reggae





Half term three focuses on futures and aspirations. Aspiration day is on Friday 20th January 2016 and will involve all Y9 students.

Students will have the opportunity to visit a careers event where representatives from University, Legal, Financial, High Precision

Engineering, Retail and the Voluntary Sector will be present. Following this event student’s will have another ACE Day where they

will take part in the following Half term three focuses on futures and aspirations. Aspiration day is on Friday 15th February 2016

and will involve all Y8 students. Students will have the opportunity to visit a careers event where representatives from University,

Legal, Financial, High Precision Engineering, Retail and the Voluntary Sector will be present.

Sessions include;


Diet and exercise. Fit for Life and lifelong participation in sport and exercise. Also about eating disorders, including recognising

when they or others need help, sources of help and strategies for accessing it


Fluids games – STI’s and risky behaviour

Online safety

Sexting


Careers – what are your aspirations?

Link to KS4 options


Prevent workshops.

Workshops will be run by Academy staff in conjunction with Sheffield Hallam University

RE

What beliefs lie at the heart of Christianity?

Describe the importance of worship at home and in the church to Christians

Explain different views amongst Christians

Reflect and discuss how Christians live in the UK today

Year 9 HT4



Make a relevant inferences which explore meanings within the play, King Lear.

Select relevant words/phrases from King Lear to support opinions.

Develop relevant points to establish argument/viewpoint about extracts from King Lear.

Clearly analyse a selection of words, language techniques and structural decisions from King Lear including original interpretations.

French: Students will learn GCSE vocabulary on the topic of environment. They will strengthen their knowledge of different tenses and use

this alongside the environment vocabulary. Students will complete a formal reading assessment.

Mathematical Development (Maths)

Topic 1 Topic 2 Topic 3 Topic 4

9.15 Linear Equations 9.16 Linear Inequalities 9.17 Perimeter, Area &

Measures 9.18 Pythagoras

9.15 Solving linear equations that require algebraic fraction

manipulation

9.16 Solve two inequalities in x, find the solution sets and compare them to see which

value of x satisfies both

9.17 Conversion between units including the following: - Convert between units of

measure within one system, including time

- Convert metric units to metric units

- Convert between metric area measures

9.18 Apply Pythagoras’ Theorem with a triangle

drawn on a coordinate grid and calculate the length of a

line segment AB given pairs of points

9.15 Form and solve algebraic equations and interpret the

solution

9.16 Solve linear inequalities in one variable e.g. 5x - 7 > 18

9.17 Make sensible estimates of a range of measures in

everyday settings

9.18 Given 3 sides of a triangle, justify if it is right-

angled or not

9.15 Solve linear equations in one unknown algebraically,

with unknowns on both sides

9.16 Represent inequalities on a number line

9.17 Solve angle or perimeter problems using algebra

9.18 Leave answers in surd form

9.15 Solve linear equations which contain brackets, fractional coefficients,

negative signs, negative solutions

9.16 Interpret solution sets to inequalities on a number line

9.17 Area of triangles, parallelograms, trapezia and

compound shapes

9.18 Use Pythagoras’ theorem to find missing sides in right-

angled triangles

9.15 Solve linear equations in one unknown algebraically, with unknowns on one side

e.g. 5x - 7 = 18

9.16 Interpret integer solutions to a given inequality

9.17 Solve geometrical problems on coordinate axes and find the perimeter of 2D shapes, including composite

shapes

9.18 Calculate with roots, and with integer indices

Humanities History

Students will be able to explain the two

interpretations with some information selected

from the interpretations. Students may include

the following relevant contextual knowledge to

support their explanations: The Reichstag Fire,

The Enabling Act, The Night of The Long Knives,

The Death of President Hindenburg.

Geography


Identify the location of major cities within the UK and outline the different zones

within cities.

A. CBD

B. Inner city

C. Suburbs

D. Rural-Urban Fringe

Describe factors, which led to the growth of cities in the UK and the land use

patterns within these.

E. Immigration

F. Redevelopment

G. Entertainment

H. Innovative Transport

I. Green Space.

Explain the causes of urban change and dereliction in the UK.

A. Industrial Decline

B. Poor access to health care, education and job opportunities

Explain the ways in which urban areas can be made more sustainable.

J. Water conservation schemes

K. Energy Conservation Schemes

L. Creating Green Space

M. Waste Recycling

N. Building on Brownfield sites.

Place example - Liverpool

Assess the effectiveness of a regeneration project in improving life within a city.

Use at least three examples of place specific information.

Science Forces


• Explain the functions of the skeleton, and describe the function of antagonistic muscle pairings

• Explain how the use of recreational drugs and smoking can affect biological systems, such as during gas exchange and

gestation

• Explain the respiratory system as a mechanism of breathing and gas exchange (to allow substances to diffuse)

• Compare aerobic to anaerobic respiration, and describe the situations in which they occur

• Describe how genetic material can be inherited, and the role of Watson, Crick, Wilkins and Franklin in the discovery of DNA

structure

PE


• Show imagination and innovation when performing advanced skills in football, rugby, netball, hockey, handball/basketball, badminton, fitness, athletics and aesthetic activities:

• Demonstrate control, or fluency in a range of game situations or performance settings



• Meet the strenuous exercise demands required for a range of specific activities, combining aerobic endurance, flexibility and at least 2 other components of fitness required

• Be an effective role model by applying yourself in at least 2 different contexts and showing resilience to overcome setbacks

• Successfully apply an understanding of the principles of safe and effective training to improve health and performance of themselves and others.


Art/Graphics/Textiles Students will study artists and illustrators who have used birds with issues as inspiration with the aim of creating their own studies.

They will:

Demonstrate a wide range of media to convey 3D, show implicit links to the work of an artist and works with care and

precision.

Demonstrate use of materials to shape a product which is realistic and in position, showing depth and perspective

Demonstrate commercial products, a range of appropriate materials and refined the final product further as a result of my

evaluation

Food Technology Students will learn about how to make and form baking products. Students will demonstrate practical knowledge of all the above in

practical demonstration. They will be assessed on the following:

• Demonstrate knowledge of specific baking skills and techniques related to bread dough

• Demonstrate an understanding of the science of dough preparation such as kneading and preparing ingredients


understand uses of Boolean logic in circuits and create truth tables for single gates.

Understand the internal computer components of a computer system

describe how internal components of a computer system communicate with one another.


developing their ears to recognise the elements of music, an important factor in GCSE or BTEC music if the student wishes to choose

it in their options for Key Stage 4. Students will also learn how to play the keyboards, ukulele and Bamboo Tamboo (percussion) in

small or class size ensembles.


• Keyboard Skills

• Ukulele Skills


• Rap and Hip Hop

• Minimalism

• Reggae





Half term four builds on their growing experience but looks at some of the issues around growing up and examinations such as

mental health and consent.

Sessions include;


First Aid – Caring for others – family and friends


That consent is freely given and that being pressurised, persuaded or coerced to agree to something is not ‘consent’

what laws exist to protect their right to withhold their consent (including the legal age of consent for sexual activity)

Online safety

Sexual exploitation Stranger Danger


Banking, different types of accounts and how they are used


To recognise that they have the same rights to opportunities in learning and work as other people and to recognize and challenge

stereotypes

RE

Who is responsible for the Environment?

Describe and explain the concept of Stewardship

5.16.2

Explain the role and ideology of groups such as Greenpeace

5.16.3

Discuss and reflect ways in which the environment might be protected in the future

Year 9 HT 5





Develop relevant points to establish argument/viewpoint about extracts from the extract.

Clearly analyse a selection of words, language techniques and structural decisions from the extract including original interpretations.

Clearly develop stories and descriptions including:

including:

- Standard English







- dashes

- hyphen

- colon

- semi-colons


- Multiple clauses

- Fragments

French: Students will learn GCSE vocabulary on the topic of going out. They will use this vocabulary alongside their knowledge of different

tenses. Students will complete an informal translation assessment.

Maths

Topic 1 Topic 2 Topic 3 Topic 4 Topic 5

9.19 Properties of shapes

9.20 Angle facts 9.21 Parallel lines 9.22 Circles 9.23 Volume & Surface

Area

9.19 Types of quadrilaterals - square,

rectangle, parallelogram,

trapezium, kite, rhombus

9.20 Understand a proof that the exterior

angle of a triangle is equal to the sum of the

interior angles at the other two vertices and

explain why some polygons fit together

and others do not

9.21 Apply properties of angles in parallel lines to an algebraic context

9.22 Use rearranging to calculate missing

lengths given the area or circumference

9.23 Convert between metric measures of

volume and capacity e.g. 1ml = 1cm3

9.19 Derive and use the sum of angles in a

triangle

9.20 Find interior and exterior angles in

polygons

9.21 Solve missing angle problems, giving

reasons for answers

9.22 Calculate exactly with multiples of π

9.23 Calculate the surface area and

volume of spheres, pyramids, cones and composite solids (e.g.

hemispheres and frustums)

9.19 Types of triangles - right angles, isosceles, equilateral, scalene,

right angled isosceles Use the standard conventions for

labelling and referring to the sides and angles

of triangles

9.20 Measure line segments and angles in

geometric figures

9.21 Find missing angles using alternate and

corresponding angles on parallel lines

9.22 Arc lengths, angles and areas of sectors of

circles

9.23 Estimate surface areas and volume by

rounding measurements to 1

significant figure

9.19 Notation - point, line, vertices, edge,

face, plane, parallel line, perpendicular line,

polygon, regular polygon

9.20 Solve problems involving angles at a

point, on a straight line, vertically opposite

angles and angles in a triangle

9.21 Find missing angles using co-interior angles

on parallel lines

9.22 Use circumference of a circle = 2πr = πd and area of a circle =

πr2

9.23 Sketch nets of cuboids and prisms and find the surface area of cuboids and other right prisms

(including cylinders)

9.19 Work with coordinates in all four

quadrants and use reflective and/or

rotational symmetries

9.20 Estimate size of angles and measure

angles using a protractor

9.21 Identify acute, obtuse and right angles and recognise angles on

parallel lines that are equal

9.22 Circle definitions - centre, radius, chord,

diameter, circumference, tangent, arc, sector and segment

9.23 Calculate the volume of cuboids and

other right prisms (including cylinders)

Humanities History

Students will be able to describe several of the changes in Nazi

German Society. Students should be able to decribe 3-4 of the

following factors: The Police State, Nazi employment policy, Nazi

policies towards The Young, Nazi policies towards women, Nazi

policies towards minorities.

Geography


Locate areas of the world with the highest & lowest energy

consumption and energy production.

Describe the uneven distribution of energy consumption and the

reasons for this.

A. Wealth and level of development

B. Access to resources

C. Reasons – Physical, Economic and Political

Explain how the global energy mix is changing and the factors,

which influence this.

D. Fossil fuels – GCO

E. Renewables – Biomass, Wind, Solar, Hydro, Tidal, Wave,

Geothermal

F. Nuclear.

Assess the challenges and opportunities linked to renewable and

non-renewable sources

Place example – Fracking in the UK

Assess the social, economic and environmental impacts of energy

production in a chosen country. Use at least three examples of

place specific information.


• Describe the structure of eukaryotic plant and animal cells.

• Describe the structure of prokaryotic cells.

• Explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells

and plasmids in bacterial cells are related to their functions.

• Understand that bacterial cells are much smaller in comparison.

• Demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the

use of standard form.

• Use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.

• Understand that cells may be specialised to carry out particular functions.

• Explain how the structure of different types of cell relates to their function in a tissue, an organ or organ system, or the whole

organism.

• Explain the importance of cell differentiation.

• Understand how microscopy techniques have developed over time.

• Explain how electron microscopy has increased understanding of sub-cellular structures.

• Carry out calculations involving magnification, real size and image size using the formula: magnification = size of image/size of

real object

• Express answers in standard where appropriate


• Show imagination and innovation when performing advanced skills in cricket, rounders, softball, tennis, fitness, athletics and aesthetic activities


• Employ advanced decision-making skills in a at least 3 game situations or dynamic routines/sequences







Art/Graphics/Textiles Students will study artists and illustrators who have used urban Sheffield as inspiration with the aim of creating their own studies. They

will:

Shows an understanding of Urban Sheffield, buildings, shapes and styles.

Demonstrate a range of dark shades and light tones, use rendering techniques which are accurate and excellent quality.

Demonstrate understanding and practical demonstration of techniques. Applique and reverse applique, along with the use of

Angelina fibers and embellishment.

Food Technology Students will learn about how to make and form baking products. Students will demonstrate practical knowledge of all the above in

practical demonstration. They will be assessed on the following:

• Demonstrate knowledge of specific baking skills and techniques related to pastry making

• Demonstrate an understanding of the science of pastry preparation such as the correct balance of ingredients and shaping.


design digital artefacts with appropriate validation routines to ensure trustworthiness of data.

You can explain how digital certificates and digital signage provide information about trust worthiness.

You can explain the importance of validating all data.

Music In Year 9, students will experience a music lesson once a week, students will be challenged to enhance their listening skills, developing

their ears to recognise the elements of music, an important factor in GCSE or BTEC music if the student wishes to choose it in their

options for Key Stage 4. Students will also learn how to play the keyboards, ukulele and Bamboo Tamboo (percussion) in small or class

size ensembles.


• Keyboard Skills

• Ukulele Skills


• Rap and Hip Hop

• Minimalism

• Reggae




Personal, Culture and Social Development ( RE and SMSC) Half term five builds on their growing experience but looks at some of the issues around growing up and examinations such as mental

health and consent.

Sessions include;


The importance of balance between work, leisure and exercise


That consent is freely given and that being pressurised, persuaded or coerced to agree to something is not ‘consent’

what laws exist to protect their right to withhold their consent (including the legal age of consent for sexual activity)

Online safety

Live Streaming Stranger Danger


Tax, national insurance and the benefit system


About gambling and its consequences (including on-line gambling), why people might choose to gamble, how the gambling industry

encourages gambling

RE

What does it mean to live in multi-faith Britain?

Identify and describe different faiths living in Britain

Explain the benefits and complexities of multi faith society

Reflect and discuss the ways in which different faiths can live in harmony and also learn from each other

Year 9 HT6





Clearly analyse a selection of words, language techniques and structural decisions from the extract including original

interpretations.

Clearly identify and summarise differences between two or more texts.

Clearly compare writer’s ideas, feelings and use of language in two or more texts.

Clearly write in a range of non-fiction and include:

- Standard English







- dashes

- hyphen

- colon

- semi-colons


- Multiple clauses

- Fragments

French: Students will revise all previous content from Years 7, 8 and 9. Students will complete a formal speaking presentation

assessment.

Maths

Topic 1 Topic 2

9.24 Sequences 9.25 Basic Vectors

9.24 Continue a geometric progression and find the term-to-term rule, including

negatives, fraction and decimal terms and recognise and use simple geometric

progressions

9.25 Identify two column vectors which are parallel

9.24 Use the nth term to generate a quadratic sequence and find the nth term

of quadratic sequences

9.25 Be able to represent information graphically given column vectors

9.24 Find the nth term of a linear sequence and use the nth term of a sequence to find

a number in the sequence, or decide if a number fits in the sequence

9.25 Addition and subtraction of vectors, multiplication of vectors by a scalar, and

diagrammatic and column representations of vectors

9.24 Recognise and use sequences of triangular, square and cube numbers,

9.25 Translate a given shape by a vector

9.24 Generate terms of a sequence from a term-to-term rule and write the term-to-

term definition of a sequence in words 9.25 Describe translations as 2D vectors

Humanities History

Students will be able to Describe several of the reasons

why The Holocaust happened. Students should be able to

describe 3-4 of the following factors: anti-semitism, fear

of persecution, einsatzgruppen, concentration camps, the

final solution.

Geography


Decision Making Exercise SOW – Based on skills required for GCSE

Paper 3 and linked to this year’s learning.

Key Question: What is the best area of Yorkshire to locate a new

wind farm?

Locate using detailed descriptions sites that could be suitable for

wind farms in Yorkshire (Local, National, Global)

Analyse tables and graphs about wind farms – Describe what the

current energy mix is and potential for wind energy is in the UK.

Assess the advantages and disadvantages of using wind energy in

the UK.

A: Consider the Social Impacts

B: Consider the economic impacts

C: Consider the environmental impacts.

Examine the conflicting views of stakeholders in this issue.

Complete a detailed decision to the question - What is the best

area of Yorkshire to locate a new wind farm?


• Describe the structure of eukaryotic plant and animal cells.

• Describe the structure of prokaryotic cells.

• Explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells

and plasmids in bacterial cells are related to their functions.

• Understand that bacterial cells are much smaller in comparison.

• Demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the

use of standard form.

• Use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.

• Understand that cells may be specialised to carry out particular functions.

• Explain how the structure of different types of cell relates to their function in a tissue, an organ or organ system, or the whole

organism.

• Explain the importance of cell differentiation.

• Understand how microscopy techniques have developed over time.

• Explain how electron microscopy has increased understanding of sub-cellular structures.

• Carry out calculations involving magnification, real size and image size using the formula: magnification = size of image/size of

real object

• Express answers in standard where appropriate

Physical Education (PE)


• Show imagination and innovation when performing advanced skills in cricket, rounders, softball, tennis, fitness, athletics and aesthetic activities


• Employ advanced decision-making skills in a at least 3 game situations or dynamic routines/sequences







• Analyse the importance of a balanced lifestyle for either a selected activity or general psychological well-being.

Art/Graphics/Textiles Students will study artists and illustrators who have used urban Sheffield as inspiration with the aim of creating their own

studies. They will:

Creates a visually study incorporating a style of the chosen audience and meaning, annotation which subject specific vocabulary,

title and presentation/layout in the style of Urban Sheffield.

Demonstrate use of shape which are in proportion, use tone and shadowing techniques. Demonstrate understanding

and skills to plan and carry out design investigations and tasks effectively and efficiently with specific use of drafting

own pattern.

Present a well-finished product which has a high level of challenge

Food Technology Students will learn about how to make and form baking products. Students will demonstrate practical knowledge of all the above

in practical demonstration. They will be assessed on the following:

• Demonstrate knowledge of specific baking skills and techniques related to cake making

• Demonstrate understanding of the science of cake preparation such as creaming method verse the all in one method.

Computing Students will cover E-Safety and be able to:

explain how to protect online identity and privacy on a range of platforms.

understand the dangers of social media.

understand how to keep data safe online.






• Keyboard Skills

• Ukulele Skills


• Rap and Hip Hop

• Minimalism

• Reggae





“Let’s create a movement of everyday people, in everyday places, working to make our city shine.”

Make Your City Shine Sheffield is about encouraging one another to do some good for people around us through big and small

acts of kindness in order that together we can make a difference. The team want to make goodness fashionable and believe this

will improve both our own lives and the lives of other people.

Shine Sheffield spends a week in the Academy. Every day sees a different band / musical artist who performs to year groups and

tells their own story through music and testimony. The artists all share a Christian belief and encourage students to reflect on

their own spirituality, motivations and personal faith. Many have moving personal stories of low self-esteem, abuse and

childhood difficulties, and they share how they have turned their lives around and found motivation.

RE

How do Sikhs live and worship?

Describe the importance of public and private worship to Sikhs

Explain different religious views amongst Sikhs

Discuss and debate how Sikhs worship in the UK today

year 9 ht1 this term the following aspects of the curriculum will … 9... · 2018-11-22 · year 9...

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