Year 9 Curriculum Information

Half term

Curriculum focus

Landmark assessment

Autumn 1

Students will recap their knowledge of the formal elements as an introductory task. Design your sketchbook cover

Then moving onto ‘Fantastic Food’ which focuses on drawing and painting skills. We will respond to artists such as Sarah Graham, Joel Penkman and Georgina Luck.

Continuous assessment throughout the creative process.

There will be formal assessment points during the year where the students will be tested in the four skill areas of art history, record, develop and final response.

Autumn 2

‘Fantastic Food’ which focuses on drawing and painting skills. We will respond to artists such as Sarah Graham, Joel Penkman and Georgina Luck.

Continuous formative  assessment of  recording ideas, responding to artists ,developing ideas and producing a meaningful response

End of project summative assessment including a painted canvas

Spring 1

Everyday Objects.

Students will document a series of everyday objects and undertake a series of prints. Students will respond to artists such as Michael Craig Martin

Tessa Horrocks and Lisa Milroy

Print artists

Continuous assessment throughout the creative process.

Spring 2

Students will develop their work through a series of print techniques such as lino, monoprint, polyboard printing, dry rolling and cellotape printing.

Continuous assessment throughout the creative process.

End of project summative assessment on sketchbook work and final printing responses.

Summer 1

Asia Project

We will look at artists such as Hokusai and Gu Wenda. We will explore techniques such as Chinese brush painting and origami and calligraphy

Continuous assessment throughout the creative process.

Chinese brush painting, evaluation  and artist analysis.

Summer 2

Asia Project

Students will then use the visual research they have collected to develop a final piece and learn how to combine ideas.

Continuous assessment throughout the creative process.

End of project summative assessment on mandala designs

Half term

Curriculum focus

Landmark assessment

Autumn 1

Conception, Pregnancy and Birth

Making a booklet and posters

Autumn 2

 Basic needs of a baby, Routines including changing nappies, weaning and making bottles

Assessment through practical and Question and answer throughout teaching.

Spring 1

Child development, looking at Holistic development of a child 0-5 Years

Posters and PowerPoints

End of content Questions and Answer

Spring 2

Learning through play, how does play support development

Practical lessons, Power points

Summer 1

Transitions, social stories

Making a book about transitions

Summer 2

Childhood illness and immunisations

Posters and PowerPoints

End of year test

Half term

Curriculum focus

Landmark assessment

Autumn 1

Knowledge: the basics of programming using a textual language (Visual Basic).

the basic programming constructs: sequence, selection and iteration.

Skills: problem solving

Attitudes: resilience, independent work

Regular formative assessment with a final summative test before half-term.

Autumn 2

Knowledge: further development on programming topics such as string handling and alternative implementations of loops (for, while and repeat)

Skills: problem solving and algorithmic thinking

Attitudes: resilience, independent work

Regular formative assessment with a final summative test before the end of term.

Spring 1

Knowledge: basic networking: topologies, ethernet and protocols

data representation: numbers, binary arithmetic and characters

Skills: logical and analytical thinking

Attitudes: making links with real-life examples

Regular formative assessment with a school formal examination

Spring 2

Knowledge: further networking: packet switching

secondary storage

data representation: hexadecimal, images and sound

Skills: logical and analytical thinking

Attitudes: making links with real-life examples

Regular formative assessment with a final summative test before the end of term.

Summer 1

Knowledge: systems architecture: von Neumann vs Harvard

processor components ALU

computational logic: AND/OR/NOT logics gates

Skills: logical and analytical thinking

Attitudes: critical-thinking

Regular formative assessment with a final summative test before half-term.

Summer 2

Knowledge: embedded systems and CPU performance factors

algorithms: pseudo-code and flowcharts

Skills: logical and analytical thinking

Attitudes: be able to experiment with SQL syntax

Regular formative assessment with a final summative test before the end of term.

Half term

Curriculum focus

Landmark assessment

Autumn term

Exploring Plays Sparkleshark                                                                                     

Learners will explore the set text Sparleshark, they will be introduced to the role of the director, how to be a successful director as well as how to explore director’s intentions. They will also learn how to develop their characterisation skills by learning about character objectives, character motivation and how they can build tension in a performance.                                                                                      

Students will be assessed  across all lessons in the areas of making, performing, and responding.  For making they will demonstrate how they work as part of a group; their contribution of ideas, engagement with the task and support of others. For performing they will be assessed on their ability to stay in role, their use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding they will be assessed on their ability to discuss the work of their peers, be able to discuss moments that they enjoyed and to highlight areas for development. They will also complete a knowledge recall test of vocabulary.                                                                          

Autumn 2

Performing Plays Sparkleshark                                                                                     

Learners will explore how to demonstrate their characterisation, how to perform successfully both vocally and physically to play a character different from themselves. They will consider how to build tension in a performance, sustain their characterisation to a high level and consider you reactions to other characters on stage. You will also learn how to use space in a performance and how the use of space can communicate meaning.

Students will be assessed  across all lessons in the areas of making, performing, and responding.  For making they will demonstrate how they work as part of a group; their contribution of ideas, engagement with the task and support of others. For performing they will be assessed on their ability to stay in role, their use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding they will be assessed on their ability to discuss the work of their peers, be able to discuss moments that they enjoyed and to highlight areas for development. They will also complete a knowledge recall test of vocabulary.

Spring 1

Dramatic techniques and devising – social media

Spring 2

Specialist skills – Physical Theatre

In this scheme learners will explore the genre of physical theatre; they will learn how to communicate using only their body and movement. They will explore the techniques of theatre company Frantic Assembly learning how to complete lifts and physical theatre techniques safely. They will learn what a platform performance is and how to create it using mime, multi-role, scale and body props.                                                                               

Students will be assessed  across all lessons in the areas of making, performing, and responding.  For making they will demonstrate how they work as part of a group; their contribution of ideas, engagement with the task and support of others. For performing they will be assessed on their ability to stay in role, their use of effective vocal and physical skills to create a character different from yourself and to demonstrate clear character emotions. For responding they will be assessed on their ability to discuss the work of their peers, be able to discuss moments that they enjoyed and to highlight areas for development. They will also complete a knowledge recall test of vocabulary.

Summer 2

Technical Theatre – Costume design and make up special effects

 Learners will explore the role of a costume designer, how designers are inspired to create costumes and what the process of designing costumes entails. They will design two costumes for a play that we explore in class. They will also be introduced to stage make up and how we can create special effects including cuts and bruises.

You will be assessed across all lessons in the areas of creating, performing, and responding.  For creating you will demonstrate how you work as part of a group; your contribution of ideas, engagement with the task and support of others. For performingyou will be assessed on your ability to use the skills required for costume and make up design. For responding you will be assessed on your ability to discuss the work of your peers, be able to discuss moments that you enjoyed and to highlight areas for development. You will also complete a knowledge recall test of vocabulary.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Modern prose text: ‘Of Mice and Men’ by John Steinbeck

Students will explore how characters are presented and the significance of the context of the novel – 1930s America.

Writers’ viewpoints and perspectives in non-fiction

Students will use practice examination material to explore how writers convey the different attitudes to a common theme such as the issue of child labour in Victorian era compared to today.

Practice essay question analysing how a character is presented by the author

Practice GCSE examination paper to be completed with teacher support in class

Autumn 2

19^th century novel: ‘A Christmas Carol’ by Charles Dickens (GCSE set text)

Students will read extracts from the novel and explore how the key character is presented and Dickens’ message in writing the novel.

Explorations in creative writing

Students will explore how to describe a character in detail.

Literature assessment – essay question responding to an extract from the text

Writing assessment – create a pen-portrait of a character

Half term

Curriculum focus

Landmark assessment

Spring 1

Non-fiction writing: campaign

Students will develop skills in writing to argue/persuade by researching a topical issue and studying speeches by famous orators.

Explorations in creative reading: Paper 1

Students will use practice examination material to develop understanding of how writers use language to present a character/setting

Writing assessment – the text of a campaign speech

Practice examination questions completed in class

Spring 2

Year 9 Examination week

An Introduction to Unseen Poetry

Students will study a range of poems and develop skills in understanding how poets use language and poetic form to convey their message.

Writers’ viewpoints and perspectives in non-fiction

Students will use practice examination material to evaluate how writers convey their opinions.

Reading assessment – responses to English Language paper 1 questions 1, 2 and 4.

Literature assessment – a response to a poem

Reading assessment –  evaluating how writers have conveyed their opinions

Summer 1

Shakespeare: ‘Macbeth’ (set text for English Literature)

Students will be introduced to the context of witches, the plot and characters of the play.

Spoken Language

Students will prepare a presentation to the class on a topic of their choice to build confidence in oral and presentation skills.

Literature assessment – essay question responding to an extract from the text

Spoken Language Assessment – Pass, Merit or Distinction

Half term

Curriculum focus

Landmark assessment

Summer 2

Anthology Poetry: Power and Conflict cluster (set text for English Literature)

Students will study a range of war poems from the anthology focusing on poets use language and poetic form to convey their message.

Practice responses to individual poems analysing language and structure

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will begin studying Theme 1 of the GCSE AQA course entitled Identity and Culture. They will begin by consolidating and extending their knowledge of the topic of family and friends which was introduced in Year 7. In terms of grammar they will study nouns, articles, numbers, dates, times, reflexive verbs, avoir, être, possessive adjectives, adjective agreements, comparatives and superlatives. Higher Tier students will also learn how to use direct object pronouns.

Ongoing ‘in class’ teacher assessments and vocabulary/grammar tests.

Autumn 2

Pupils will now focus on the topic of relationships. They will all learn how to use the immediate future with aller and how to use cognates and near-cognates. Higher Tier pupils will also learn the simple future tense.

Kerboodle course Unit 1 assessments in all four skill areas in all four skill areas (listening, speaking, reading and writing)

Spring 1

Pupils will move on to the topic of social networks and develop coping strategies and the ability to memorise phrases. The key grammar point will be the present tense of regular and common irregular verbs.

Ongoing ‘in class’ teacher assessments and vocabulary/grammar tests.

Spring 2

Pupils will study the topic of how we use new technologies. They will continue the study of the present tense, including more irregular verbs. They will develop their speaking and writing skills and begin to collect phrases that will be useful for gaining higher marks in examinations.

Formal examinations which will assess Units 1 and 2 in the Kerboodle course with the emphasis on Unit 2.

Summer 1

Pupils will study the topic of how free time might be spent, using the present, future and past tenses. In terms of grammar, they will learn the perfect tense and revise the present and future tenses. They will also focus on using time-markers and adding opinions to their work in order to produce more complex sentences.

Ongoing ‘in class’ teacher assessments and vocabulary/grammar tests.

Summer 2

Pupils will study the topics of food and sport. They will apply all the aspects of grammar they will have learned this year to develop longer sentences and their skills in listening and reading for detail.

Kerboodle course Unit 3 assessments in all four skill areas in all four skill areas (listening, speaking, reading and writing)

Half term

Curriculum focus

Landmark assessment

Autumn 1

Ecosystems, Biodiversity and Management:

To gain an understanding of the distribution and the characteristics of global ecosystems, UK ecosystems and marine ecosystems. In addition, students will gain a detailed understanding of the Amazon rainforest, reasons for its biodiversity and its exploitation and management. Students will consolidate their understanding from KS3 about how human activities affect ecosystems and they will learn to assess and evaluate management techniques for the Tropical Rainforest. They will begin GCSE question preparation through the use of various 4 mark questions and an 8 mark ‘assess’ question.

Interim knowledge test

GCSE style ‘assess’ question on abiotic and biotic factors of the Tropical Rainforest.

Continuous assessment through AfL activities in lessons.

Autumn 2

Ecosystems, Biodiversity and Management:

Students continue to consolidate understanding of global ecosystems, starting the term with the deciduous woodland. Students gain a detailed understanding of the New Forest ecosystem, its biodiversity and its management. Students continue to consolidate their understanding from KS3 about how human activities will affect a woodland, such as deforestation. They will learn to assess and evaluate these management techniques against those of the Tropical Rainforest.

Interim knowledge test

End of unit GCSE style questions marked out of 27. Use of GCSE grade boundaries. [included in test is ‘evaluate’ approaches to management.

Continuous assessment through AfL activities in lessons.

Spring 1

Weather Hazards and Climate Change:

Students gain an understanding of natural and human causes of climate change. Further, students examine evidence for climate change and they begin to discuss its effects.

They consolidate KS3 understanding of air pressure and the water cycle and develop their geographical knowledge through the exploration of global atmospheric circulation. Students gain locational knowledge of the world’s oceans and their currents and how these impact the world’s climate. 

Interim knowledge tests

Y9 GCSE style Mock Exam

16 mark ‘discuss’ question on Climate Change in the UK.

Continuous assessment through AfL activities in lessons.

Spring 2

Weather Hazards and Climate Change:

Students deepen their understanding of extreme weather systems from KS3. They gain a detailed understanding of tropical storms in a developed and a developing country. Students understand the causes and consequences of these storms, through integration of their locational knowledge and their understanding of global atmospheric circulation. Students apply their understanding of ‘assess’ and ‘evaluate’ questions to this new content, in order to examine the relative impact of the tropical storm case studies.

Finally, students deepen their KS3 understanding of drought and the water cycle through the use of two case studies, USA [developed] and Ethiopia [developing]. Students are expected to assess the impacts and causes of drought through application of their understanding of ‘development.’

Interim knowledge tests

End of unit GCSE style questions marked out of 27. Use of GCSE grade boundaries.

8 mark ‘evaluate’ question on responses to a tropical storm.

Continuous assessment through AfL activities in lessons.

Summer 1

Geographical Investigations – UK Challenges:

Students deepen their knowledge and understanding of the physical and human characteristics of the UK and use their geographical skills, to investigate a contemporary challenge for the UK. Students gain a detailed insight into four major themes:

1.     The UK’s resource consumption and environmental sustainability challenge

2.     The UK settlement, population and economic challenges

3.     The UK’s landscape challenges

4.     The UK’s climate change challenges

Students begin to develop their analytical skills by examining figures. These include evidence on the above themes. Students study this evidence and apply it to 16 mark ‘discuss’ questions.

Starter knowledge checks

16 mark ‘discuss’ question on population growth and net migration.

8 mark ‘assess’ question on hard and soft engineering methods for coastal management in UK.

Continuous assessment through AfL activities in lessons.

Summer 2

Map Skills:

Students are expected to recognise and describe distributions and patterns of both human and physical features at a range of scales using a variety of maps and atlases. Students learn to draw, label, annotate, understand and interpret sketch maps. Students should recognise and describe patterns of vegetation, land use and communications infrastructure, as well as other patterns of human and physical landscapes. Students should also describe and identify the site, situation and shape of settlements.

Starter knowledge checks

GCSE style 1-2 mark questions to identify grid references/ map symbols.

Continuous assessment through AfL activities in lessons. 

Half Term

Curriculum Focus

Landmark Assessment

Y9 Autumn 1

Students will begin studying Theme 1 of the GCSE AQA course in which they recap and build on the topic of family and relationships initially introduced in Year 7.  They will revise the conjugation of ‘haben’ and ‘sein. As well as present tense verb conjugation.  They will be introduced to reflexive verbs and be able to talk about their relationships with various family members using appropriate adjectives with comparatives and superlatives.  Additionally they will be able to discuss their opinions on marriage using the future tense and ‘wei;’ clauses with accurate word order.

Unit 1 Kerboodle Assessments in all 4 skills

Y9 Autumn 2

Students will continue with Theme 1 but now talk about social media and its advantages/disadvantages.  They will be introduced to how to use the present tense with future meaning, use adverbs of frequency and verb inversion and provide more complex opinions structures than those previously introduced at KS3.

Ongoing teacher assessments/vocab tests

Y9 Spring 1

Students will broaden their vocabulary knowledge on the topic of mobile technology and be able to discuss their use of it and how it has changed over the years.  Word order with various subordinating conjunctions will be taught, building on previous knowledge with ‘weil’ as well as how to correctly use negatives in German.  This was first introduced at KS3 in the topic of town.  Comparatives and superlatives will be revisited and knowledge consolidated too.

Unit 2 Kerboodle Assessments in all 4 skills

Y9 Spring 2

Students will discuss their music and TV viewing preferences and habits as well as be able to describe a trip to the cinema.  They will revisit the perfect tense and how to form past participles and correct word order.  Additionally, they will revisit and expand their vocabulary on the topic of food and drink from year 8.

Unit 3 Kerboodle Assessments in all 4 skills

Y9 Summer 1

Students will revisit the topic of sports and hobbies first covered in year 7 and be able to talk about how they spend their free time using adverbs of frequency and revisiting opinion structures.  They will gain some cultural understanding on how German-speaking countries celebrate certain festivals and how that might differ to Britain.  The perfect tense will be revisited again with imperfect tense modal verbs being introduced and interrogatives.

Unit 4 Kerboodle Assessments in all 4 skills

Y9 Summer 2

Students will begin Theme 2 of the AQA GCSE course where they study house and home.  They will recap topic 1 from year 8 where they learned how to talk about their town but expand their knowledge to be able to use modal verbs accurately as well as prepositions with correct case endings to talk about the location of something.  They will revisit comparatives and superlatives and opinions phrases and adjectives with correct endings.

Unit 5 Kerboodle Assessments in all 4 skills

Overview

Year 9 & 10

Skills, Knowledge and Understanding

You will have a good understanding of the human life span which includes the 6 life stages and how they grow and develop

Ambition

You will complete component 1 and continue into Year 11 to complete your Level 1/2 award in Health and Social Care.

Title

Human Life Span

Ambition

To have a good understanding of the areas of growth and development that contribute to the whole person, including physical, intellectual, emotional and social. You will be looking at the factors that impact life and development.

Terminology

holistic

characteristic

growth

milestone

adolescence

menopause

attachment

self esteem

inherited

discrimination

inclusion

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about the Jack the Ripper and the Whitechapel murders. They will consider the relative importance of different causes.

“It was the police’s fault that Jack the Ripper was never caught” How far do you agree?

Autumn 2

Pupils will learn about the events of the First World War. They will consider the importance of key individuals in history.

Does Haig deserve the title ‘Butcher of the Somme’?

Spring 1

Pupils will learn about People’s Health from 1250 to the present day. They will identify the characteristic features of the past.

Write a clear and organised summary that analyses people’s living conditions the Middle Ages. Support your summary with examples.

Spring 2

Pupils will learn about People’s Health from 1250 to the present day. They will understand change and continuity when comparing time periods.

How far do you agree that the most important changes in public health in Britain took place in the twentieth century? Give reasons for your answer.

Summer 1

Pupils will learn about People’s Health from 1250 to the present day. They will consider how different factors have affected change over time.

How far do you agree that the work of Chadwick was the most important factor in improving the health of towns in the nineteenth century? Give reasons for your answer.

Summer 2

Pupils will learn about People’s Health from 1250 to the present day. They will consider the relative importance of different time periods.

How far do you agree that the most important changes in public health took place in the twentieth century? Give reasons for your answer.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Animation – students will explore different types of animation and learn to use different types of animation software.  They will learn to plan and create different animations for different scenarios.

Animation – assessment of the planning and animations the students produce.

Autumn 2

Animation – students will explore different types of animation and learn to use different types of animation software.  They will learn to plan and create different animations for different scenarios.

Animation – assessment of the planning and animations created by the students.

Spring 1

Graphics – students will explore different graphics software and learn to plan and create a graphics solution to a given scenario.

Graphics – assessment of the planning and images created by the students.

Spring 2

Sound – students will explore Audacity software (revisited from KS3) and learn to plan and create an audio solution to a given scenario.

Sound – assessment of the planning and audio files created by the students.

Summer 1

Websites – students will explore different types of websites and learn to use Macromedia Dreamweaver software.  They will learn to plan and create a website for a given scenario.

Websites – assessment of the planning and website the students produce.

Summer 2

Websites – students will explore different types of websites and learn to use Macromedia Dreamweaver software.  They will learn to plan and create a website for a given scenario.

Websites – assessment of the planning and website the students produce.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Animation – students will learn to use Macromedia Flash animation software to create an animation on a given topic.

Animation – written test and assessment of animation.

Autumn 2

Databases – students will explore the different features of databases and create a database table, form, report and query.

Databases – written test and assessment of database.

Spring 1

Programming – students will explore the different features of Kodu and learn to plan and create a playable 3D game level.

Programming – written test and assessment of playable 3D game level.

Spring 2

Faking It – students will explore graphics by learning to alter images using graphics tools.  This unit also looks at how manipulated images in the media can lead to false assumptions.

OR

Presentation – students will look at the skills associated with creating and giving presentations.

Faking It – overall assessment of the tasks completed.

OR

Presentation – overall assessment of the tasks completed.

Summer 1

Information, Reliability and Bias – students will explore how to identify reliable information when searching online.

Information, Reliability and Bias – overall assessment of the tasks completed.

Summer 2

Music video – students will explore the different features of iMovie (iPads) or Photos video creator (PCs) and learn to collaborate in groups to plan and create a music video of their chosen song.

Music video – written test and assessment of music video

Half term

Curriculum focus

Landmark assessment

Autumn 1

Distance-Time

Velocity-Time

Simple SUVAT equations

Students will be given an assessment on all work covered in Aut 1

Autumn 2

Proportion

Similar shapes

Area and Volume scale factor

Students will be given an assessment on all work covered in Aut 1 & Aut 2

Spring 1

Upper and Lower bounds

Quadratic formula

Fractional/Negative Indices

Rearranging formula

Students will be given an assessment on all work covered since September

Spring 2

Scatter graphs

Venn Diagrams

Averages

Students will be given a non-calculator and calculator assessment on all work covered to date.

Formal assessment in the hall.

Summer 1

Surds

Exact trig values

Sin and Cos rule

Segments

No assessment

Teacher own assessment

Summer 2

Quadratic inequalities

Algebraic fractions

Quadratic simultaneous equations

Students will be given a Non Calculator and Calculator assessment on all topics covered in year 7

All questions used in assessments will be real, appropriately challenging, GCSE questions and will aim to prepare students for the GCSE exams.

Half Term

Curriculum Focus

Landmark assessment

Autumn 1

Reggae: Students will compare and contrast reggae with similar genres such as ska and rocksteady. They will focus on comparing rhythms such as backbeat and syncopation. Students will look at structure within popular music and where musicians place verse, chorus, bridge and solo. Students will learn to play a reggae piece as an ensemble, developing their knowledge of sonority as well as their musical communication and fluency as a group. They will also learn how to compose a reggae piece, using the rhythmic and melodic ideas they have learnt through their performances.

Formative assessment of composing and listening skills throughout the project, focusing on use of structure and sonority.

A summative assessment of students’ performances using ensemble performing criteria.

Autumn 2

EDM vs Minimalism:  Students will listen to a wide variety of EDM music and minimalist music and analyse the similarities between them. They will focus on melody and compose ostinatos that form riffs. Students will also further develop their understanding of texture by including polyphony in both genres. They will compose a piece of music using compositional ideas from EDM and minimalist music to create a fusion piece.

Formative assessment of composing skills throughout the project, including use of melodic phasing

A summative assessment of students’ compositions looking at including features of EDM and minimalist music in one piece.

Spring 1

Structure and Film Music – leitmotifs

Students will analyse different structures within music such as binary, ternary and rondo.  They will compose examples of each structure using melodic ideas of balanced phrases with question and answer ideas.  Students will study music from film and further develop the ideas they studied in Yr 8 Film Music and create leitmotifs for different characters. Students will then develop these leitmotifs in a variety of structures.

Formative assessment of composing skills throughout the project focusing on development of structures and leitmotifs

Summative assessment of final leitmotif piece focusing on structural development and melodic leitmotif development

Spring 2

AOS4 set work:

Students will start to analyse the basic features of the pop music set work (currently Africa by Toto). They will learn to play key parts of the piece, and opportunity is there to perform the piece as an ensemble. Focus will be on harmony when singing of playing in parts and structure when analysing the sections of the piece

Formative and summative assessment of the set work using practise questions.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Theme: Scholarly, literate & numerate

Key Terminology:

Attendance, routines, home learning, attitude

Pupils will learn about fitness components and the importance of specific components to individual sports.

Pupils will learn how to test each components of fitness.

Practical fitness testing.

Fitness components unit topic test.

Autumn 2

Theme: Outward looking, tolerant and understanding of their place in the wider world.

Key Terminology:

Careers in fitness training, Personal training

Pupils will learn how to use training methods to improve fitness in preparation for specific sporting activities.

Pupils will learn how to calculate appropriate intensities when training to improve fitness.

Physical training assessment

Spring 1

Theme: Independent, collaborative and creative.

Key terminology:

Team work, Listening, problem solving

Pupils will leaner how exercises uses a combination of aerobic and anaerobic energy systems.

Pupils will learn the best methods of recovering from anaerobic exercise.

Aerobic and anaerobic assessment

Spring 2

Theme: Scholarly, literate & numerate

Key terminology:

Pupils will learn about the structure and function of the cardio-respiratory system.

Pupils will learn how the heart and lungs work together to provide the body with oxygen and remove waste products.

Mid-topic assessment

Summer 1

Theme: Independent, collaborative and creative.

Key terminology:

Team work, Listening, problem solving

Pupils will learn how muscles and bones work together to create movements in sport.

Pupils will learn the structure and types of synovial joints.

Human body assessment

Summer 2

Theme: Scholarly, literate & numerate

Key terminology:

Mechanical advantage, analysis of movement,

Pupils will learn about levers, planes, and axis in relation to specific movements in sport.

Movement analysis assessment

Half term

Curriculum focus

Landmark assessment

Autumn 1

Healthy Lifestyle:

Within this topic students learn about the relationship between physical and mental health and how to balance pressures such as work, against leisure, exercise and sleep. Students build on their KS3 understanding to cement their understanding of making informed healthy eating choices. Students are also provided with a deeper understanding of the influences on body image.

Baseline assessment

Quizzes

Oracy project

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Autumn 2

Respectful Relationships:

Within this topic students learn about different types of families and parenting, including single parents, same-sex parents, blended families, adoption and fostering. Students also learn about to build positive relationships at home and skills to reduce homelessness among young people. Students also learn about how to manage relationship and family changes such as separation and divorce. Students are given conflict resolution strategies and signposted to appropriate support services that they can access.

Baseline assessment

Quizzes

Scenario based enquiry

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Spring 1

Intimate relationships:

Within this topic students learn about choices around sexual activity including the choice to delay sex. Student understanding of consent is built upon from KS3 so that students can explore the facts and misconceptions of consent further. For example, the continuous right to withdraw consent and capacity to consent. Students learn about STIs and contraception, including consequences of unprotected sex such as pregnancy. Students also explore relationships in the media, such as pornography as well as the ever evolving risk of sending, sharing and passing on sexual images.

Students will also take part in external workshops to cover more of the statutory RSE content.

Baseline assessment, especially surrounding the concept of consent.

Quizzes

Scenario based enquiry

RAG against learning objectives

End of unit assessment- revisiting initial baseline.

Spring 2

Peer influence, substance use and drugs:

Within this unit students learn how to distinguish between healthy and unhealthy friendships, including those of a grooming nature. Students are taught to recognise passive, aggressive and assertive behaviour and how to communicate assertively. Within our context, it is important students have a sound understanding of county lines and how to manage their individual risk in relation to gangs and drugs. Students are taught to understand the legal and health risks in relation to drug use, including the implications of addiction.

Students take part in external workshops, such as St Giles Trust, in order to extend their understanding of county lines in Hampshire.

Baseline assessment

Quizzes

Oracy project

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Summer 1

Problem of Suffering:

Before studying the Holocaust, students gain foundational knowledge regarding the problem of suffering – how could an all-powerful, all-loving God allow evil and suffering in the world.  They consider various theodicies or attempts to explain how evil can be reconciled with belief in God.  For example, does pain have a function in keeping us safe?  Can we learn from suffering?  Without evil, would we know or appreciate what is good? Is this the best of all possible worlds?

Baseline assessment

Quizzes to recap knowledge at the beginning of lessons.

Student presentations with success criteria

RAG against learning objectives.

End of unit assessment- revisit initial baseline.

Summer 2

The Holocaust:

Within this topic pupils learn about pre-war Jewish life and investigate the origins of antisemitism, including anti-Jewish decrees in 1930s Germany. Using survivor testimonies and individual account such as Anne Frank’s, student learn about the levels of prejudice and discrimination that culminated in the Final Solution and the murder of 6 million Jews, as well as Gypsies, Jehovah’s Witnesses, homosexuals and people with disabilities.

Pupils learn about Jewish Resistance and opposition, and how non-Jews supported and rescued Jews in the 1940s.  Pupils consider different responses to the Holocaust, linking in part to the work on the problem of evil.  Pupils ask what lessons we have learnt from the Holocaust,

Baseline assessment

Quizzes to recap knowledge at the beginning of lessons.

Student project work on individual stories within the Holocaust and how they fit into the overarching event.

RAG against learning objectives.

End of unit assessment- revisit initial baseline.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about relative and absolute morality. They will consider the importance of sources of religious authority.

A persuasive piece of writing that says we must take an absolutist and/or relativist position on ethical issues.

Autumn 2

Pupils will learn about the value of human life through a study of abortion and euthanasia. Pupils will consider religious, philosophical and ethical arguments relating to these issues and their influence in the modern world.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘Euthanasia should be allowed in the UK’.

Spring 1

Pupils will learn about the origins and value of the universe including a focus on the use and abuse of animals. Pupils will consider religious, philosophical and ethical arguments relating to these issues and their influence in the modern world.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘Experimenting on animals is wrong because it is cruel’

Spring 2

Pupils will learn about key beliefs and teachings in Christianity. They will develop knowledge and understanding of the nature of God and the afterlife.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘God cannot be all-loving because evil and suffering exist’.

Summer 1

Pupils will learn about key beliefs and teachings in Buddhism. They will develop knowledge and understanding of the Dharma (teachings) and the Life of the Buddha

Short 1,2 and 4 mark questions leading to a 12 mark evaluative question:

‘The enlightenment of the Buddha was the most important event in his life’.

Summer 2

Pupils will learn about key beliefs and teachings in Christianity and Buddhism. They will develop knowledge and understanding of Jesus Christ and salvation in Christianity and the Four Noble Truths in Buddhism.

Short 1,2 and 4 mark questions leading to a 12 mark evaluative question:

‘The resurrection is the most important belief for Christians’. (or) ‘The Eightfold path is the most important of the Four Noble Truths’.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Students begin by looking at the building blocks of science with the two topics that are studied which are cell and atomic structures. During this time students will build on basic practical skills in particular looking at the use of a microscope.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations. Students are also assessed on their long answer questions when working with the required practicals.

Autumn 2

Students continue to build on their knowledge within cells by looking at transport within cells. Students also look at their first physics topic when working through the topic Energy stores.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations. Students are also assessed on their long answer questions when working with the required practicals.

Spring 1

Students will study two topics this half term specifically looking at Particle model of matterand Bonding.  Bonding and the particle model of matter build on their knowledge they have about atoms from Autumn 1.

Students during this time are assessed formatively and are building their revision skills for the year 9 exam after half term.

Spring 2

Students will study two topics this half term specifically looking at Metals and Cell division. Metals is unique at GCSE and builds upon knowledge gained from KS3 and cell division builds on the knowledge from cells structures and cell transport.

Students are given a formal year 9 exam covering subjects that they have covered at GCSE so far.

Summer 1

Students will study complete their study of cell division this half term and study a topic on Acids. Acids is unique to KS4 and builds upon knowledge from KS3.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations. Students are also assessed on their long answer questions when working with the required practicals.

Summer 2

Students will study two topics this half term specifically looking at Plant biology and Energy resources. Plant biology is unique to students at GCSE and build upon knowledge gained from KS whilst energy resources builds on knowledge from energy stores in autumn 1. Students will finish the term with a series of lessons developing their mathematical skills within science.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations. Students are also assessed on their long answer questions when working with the required practicals.

Half term

Subject

Curriculum focus

Landmark assessment

Autumn 1

Biology

During this half term, the pupils will study the structure of plant, animal and bacterial cells. They will also learn how to use a microscope and calculate magnification.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Chemistry

During this half term, the pupils will study Atomic structure and the periodic table. This knowledge builds on their knowledge from KS3 and includes studying the history of the periodic table.

Physics

Pupils will build on their KS3 knowledge of energy stores. Key concepts developed will be the ideas of conservation of energy and mechanisms for change.

Autumn 2

Biology

During this half term, the pupils will study the structure of plant, animal and bacterial cells. They will also learn how to use a microscope and calculate magnification.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Chemistry

During this half term, the pupils will study structure and bonding in atoms. This knowledge builds on the knowledge from atomic structure and includes modelling different types of bonding.

Physics

Pupils will now learn how to apply the concept of energy conservation to make qualitative predictions. They will consider how unwanted mechanisms can give rise to dissipation.

Spring 1

Biology

After completing the learning about transport in and out of cells, pupils will begin to study the health topic. Some time is also spent preparing for the year 9 exams.

Students during this time are assessed formatively and are building their revision skills for the year 9 exam after half term.

Students during this time are assessed formatively and are building their revision skills for the year 9 exam after half term.

Chemistry

During this half term, the pupils will study chemical calculations. This is a new topic to students and includes titration practical work.

Physics

Pupils will study Electricity, building on their circuit knowledge from KS3. They will define precisely the meaning of current, potential difference and resistance and use their understanding of these to predict values in series and parallel circuits.

Spring 2

Biology

Now that pupils understand what is needed to stay healthy, they study communicable and non – communicable diseases.

Students are given a formal year 9 exam covering subjects that they have covered at GCSE so far.

Chemistry

During this half term, the pupils will study chemical changes. This builds on students knowledge of reactions from KS3 and includes using the reactivity series.

Physics

Pupils will analyse the relationship between current and voltage for different components and develop knowledge on the uses of Electricity in the home.

Summer 1

Biology

The focus now moves to plant Biology, pupils’ study how plants produce their own food and carry out practical investigations into the factors that affect photosynthesis.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Chemistry

During this half term, the pupils will study Acids and build on their knowledge of reactions from KS3. This will also include restudying the titration practical work.

Physics

This term, pupils will develop the simple Particle Model of matter that they learned at KS3 to describe and explain changes of state using the concept of internal energy. They will model gas behaviour using the ideal gas law.

Summer 2

Biology

In the final half term pupils study the effects of environmental stimuli on plant growth. There is also the opportunity to consolidate the learning from the year.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Chemistry

During this half term, the pupils will study electrolysis and build on their knowledge of ions from the bonding module within autumn 2. This will include problem solving skills when working with micro chemistry practical work.

Physics

This term, pupils will build on the knowledge of the atom that they gained at KS3 and in their chemistry lessons to develop an understanding of nuclear physics. They will study radioactive emissions, nuclear fusion and fission and the role of fission in energy supply.