Lilian Baylis Technology Schoolfluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/... · 2020-01-22 · Year 9 Art Why this subject is important You will explore visual, tactile

Lilian Baylis Technology School

Curriculum booklet for Year 9

Year 9 Art

Why this subject is important You will explore visual, tactile and other sensory experiences to communicate your ideas and

meanings, developing confidence, competence, imagination and creativity. You will learn to appreciate and value images and artefacts across times and cultures and to

understand the contexts in which they were made. You will learn to think and act as artists, craftspeople and designers, working creatively and

intelligently. You will develop an appreciation of art, craft and design and its role in the creative and cultural

industries that enrich our lives. What you will learn this year

Unit name

Knowledge

Skills and under

standing

Attitudes and attributes

Skills based work shops Nature and natural forms

To know different media/materials in Art To know how to employ techniques to use different media/materials To know different artists that use different techniques and materials To know how to annotate and write about artists work

To be able to explore different materials and techniques

To be willing to learn about artists and to use what has been learnt to express yourself in new ways.

To know the techniques and materials employed by a variety of artists and how to employ some of these techniques in your own work. To know the work of a number of artists who use nature and natural forms in their work To know how each artist has been inspired and how this is reflected in their work. To know how to use and present a sketchbook

To be able to explore different materials to express ideas relating to a theme To understand how to use a theme or reference point to develop original works To understand how to use individual and mixed media to communicate ideas in both black/white and colour

To be confident to try new things and to take risks. To be ready to try using new techniques and processes To be willing to learn about artists and to use what has been learnt to express yourself in new ways.

Frag-ments

To know how to research a project To know how to produce critical studies on artists To know how to employ different techniques and processes in your own work. To know how to research a project To know how to produce critical studies on artists To know how to develop ideas To know how to produce final outcomes To know where improvements can be made within their work

Year 9 Art

How you will be assessed At the end of each unit your sketchbook, developmental work and final piece will be assessed and you will be able to discuss your work and grade with your teacher. How parents/carers can help 1. Talk to your child about what they are learning in lessons, perhaps getting them to explain to you

what they have been learning. 2. Check your child’s planner regularly for home learning and where possible, look through your

child’s work to check that it is correct and complete. The home learning is set each half term in advance so that students can plan their work and do not miss out if they are absent from school. At the end of each half term your child will also be expected to complete a project over the holidays.

3. Encourage your child to take an interest in the arts, visit any local galleries, museums, and be aware of art in the news and any art programmes on TV.

Who to contact and how if you have a query regarding your child’s Art

NAME POSITION EMAIL ADDRESS TELEPHONE Fiona Williams Team Leader for

Creative Arts [email protected] 020 7091 9500

Year 9 Citizenship (LBTS5) Why this subject is important A high-quality education helps to provide students with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster students’ keen awareness and understanding of democracy, government and how laws are made and upheld. Students will be taught the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. This subject will prepare students to take their place in society as responsible citizens, able to plan their own careers, manage their money well and make sound financial decisions. The LBTS5 programme incorporates all of the above and is based on our core values of aspiration, achievement, resilience, respect and responsibility. What you will learn this year T VALUE

WHAT IS TAUGHT LINKS TO

PREVIOUS LEARNING

LEADING ON TO WHY DO WE TEACH IT?

1 ASPIRATION MENTAL WELLBEING Talking about

emotions Types of

mental ill health

The early signs of mental wellbeing concerns.

Positive / Negative influences on mental health and wellbeing

Importance of physical exercise

CAREERS: GCSE options and where different subjects lead All students to register on www.startprofile.com to log all their careers experience

YEAR 7 and 8 KOOTH WORKSHOPS - all students registered for online mental health support

MENTAL WELLBEING (YEAR 11) - focus on dealing with mental health issues in relation to exams

Talking about emotions

Types of mental ill health

The early signs of mental wellbeing concerns.

Positive / Negative influences on mental health and wellbeing

Importance of physical exercise

Citizenship National Curriculum

LINK TO VALUE: Aspiration and happiness should be interlinked. Students will not be able to aspire to or achieve high aspirations if they do not take care of their mental health and wellbeing. Often striving for high aspiration puts an inordinate amount of pressure on a person and does the opposite of what we want to achieve!

Year 9 Citizenship (LBTS5)

2 ACHIEVEMENT DRUGS, ALCOHOL AND TOBACCO

Legal and illegal drugs: consequences of use and risks associated with drug taking behaviour/s

Drugs and the law Risks of alcohol Addiction

DRUGS, ALCOHOL AND TOBACCO (YEAR 8)

Smoking and links to ill health, esp cancer

How to quit and the benefits of doing so

DRUGS, ALCOHOL AND TOBACCO (YEAR 10)

Dangers of prescribed drugs

RSE/HE statutory guidance LINK TO VALUE: Students must have good physical health to achieve their academic potential. Using illegal drugs will greatly affect students’ achievement


3 RESILIENCE INTIMATE AND SEXUAL RELATIONSHIPS, INCLUDING SEXUAL HEALTH Pupils should know

1. THE LAW ON CONSENT, RAPE and SEXUAL ASSAULT

2. Reproductive health, fertility and the Menopause

3. Dealing with sexual pressure

4. Choosing to delay sex

5. Contraceptives 6. Pregnancy and

miscarriage 7. Choices in

relation to pregnancy

8. How to access confidential sexual and reproductive health advice and treatment.

INTIMATE AND SEXUAL RELATIONSHIPS, INCLUDING SEXUAL HEALTH (YEAR 8)

healthy one-to-one intimate relationships

THE LAW ON CONSENT, RAPE and SEXUAL ASSAULT

Choosing to delay sex

Contraceptives STIs Reproductive

health, fertility and the Menopause

How to access confidential sexual and reproductive health advice and treatment.

CHANGING ADOLESCENT BODY (YEAR 7)

Puberty Menstruation Hormonal

changes

FAMILIES (YEAR 10) Who you can

trust and how you can determine this

Safe and unsafe relationships

Where to seek advice and guidance for any concerns over relationships



Impact of sex and relationships on ALL aspects of health (physical health, mental health, wellbeing, etc)

Reproductive health, fertility and the Menopause

Influence of alcohol and drugs leading to risky sexual behaviour.

Choosing to delay sex

Contraceptives Prevalence of

STIs How to access

confidential sexual and reproductive health advice and treatment



the facts around pregnancy including

RSE / HE statutory guidance LINK TO VALUE: Students learn how to make choices about their health and relationships in order to give them the tools necessary to be a resilient adult Students will learn strategies to cope with sexual pressure, as well as how to seek advice and help if they have any issues to overcome


miscarriage (YEAR 11)

4 RESPECT RESPECTFUL RELATIONSHIPS, INCLUDING FRIENDSHIPS (YEAR 9)

Criminal behaviours in relationships, including violence and coercive control

Sexual harassment

The protected characteristics as defined in the Equality Act 2010

WHAT IS THE MEANING OF LIFE?

Identifying their individual beliefs and values

Understanding and respecting people with different faiths

Reflecting on life - are you true to your values?

RESPECTFUL RELATIONSHIPS, INCLUDING FRIENDSHIPS (YEAR 7)

Healthy / unhealthy relationships (including online)

Stereotypes and prejudice

How they should treat others and expect to be treated

Bullying

RESPECTFUL RELATIONSHIPS, INCLUDING FRIENDSHIPS (YEAR 11)

focus on developing supportive friendship relationships and networks to help with exams and exam stress

RSE/HE statutory guidance LINK TO VALUE: students understand how to be respectful to themselves and to others in the relationships they have. Students understand the level of respect they should have from others and how to recognise when they are being exploited or coerced Students should also understand the legal requirements and consequences in terms of being respectful and behaving respectfully Students reflect on what RESPECT means to them, in terms of their values.


5 6

RESPONSIBILITY ONLINE and MEDIA (YEAR 9)

Online risks Dangers of

posting / sharing information online

what to do and where to get support to report material or manage issues online.

Negative impacts of viewing harmful content, including sexually explicit material

The law on sharing / viewing indecent images of children (including by children)

how information and data is generated, collected, shared and used online

PARLIAMENT and POLITICS (YEAR 9)

Public institutions and voluntary groups in society

Human rights and international law

SOCIAL ACTION PROJECT:

Taking part in social action for a local charity

Working together and

ONLINE and MEDIA (YEAR 7)

Online risks Online

responsibilities Dangers of

posting / sharing information online

what to do and where to get support to report material or manage issues online.

SOCIAL DEVELOPMENT (YEAR 7)

Working with different people from a range of backgrounds (religious, ethnic and socio-economic)

INTERNET SAFETY and HARMS (YEAR 10)

social media and online world Vs reality

online gambling

Online advertising

Discerning what is trustworthy online

RSE/HE statutory guidance Fundamental British values: DEMOCRACY and THE RULE OF LAW Citizenship National Curriculum LINK TO VALUE: Students learn how to be responsible citizens who have the social skills to make a positive impact on society, including in their online behaviour. Students will understand their responsibility in doing the “right thing” regardless of whether that has legal implications. Moreover, they will more fully understand the legal implications of any possible actions / behaviours. Students will learn to respect the viewpoints of others who disagree with them and how to deal with disagreement in a respectful way


resolving conflicts

Contributing to the improvement of the local community

How parents/carers can help ● Watch the daily news together and discuss local, national and global issues, perhaps finding where the

events take place on an atlas or globe ● Read a range of newspapers together and visit your local library ● Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they

have been learning. ● Check your child’s planner regularly for homework and where possible, read through your child’s work to

check that it is accurate and complete. Who to contact if you have a query

NAME POSITION EMAIL ADDRESS TELEPHONE Jason McInnis Assistant Head for

KS3 [email protected] 020 7091 9500

Year 9 Computer Science Why this subject is important ● Being able to create computer technology is a highly desirable skill for employers all over the world ● Confident, creative and productive use of computer technology is an essential skill for life ● Computer Science knowledge is highly reputable amongst Higher Education Institutions ● Computer technology enables the collaboration of ideas and experiences from a wide range of people,

communities and cultures, and allows you to work together and share information across the world. What you will learn this year

Unit name Knowledge

Skills and understanding Attitudes and attributes

Computer Systems

Develop knowledge and understanding of Computer Systems

Understand what a computer system is Be able to explain the difference between System Software and Applications Understand and explain why there are different types of Operating System Software

Access work online Work independently Complete work to agreed deadlines

App Development

Develop knowledge of creating Software Applications

Understand the different kinds of programming Be able to develop the skills to create applications that can be used on mobile devices Use App inventor and Python IDE to create Mobile applications

Access work online Work independently Complete work to agreed deadlines

Game Development

Develop knowledge of programming using visual languages Kodu and Scratch

Develop skills in use of Microsoft Kodu to:

Create a sequence of instructions to make things happen

Use when and do instructions to control Kodu characters Create engaging games for friends and family Understand the advantages and limitations of using visual programming like Kodu and Scratch

Access work online Being confident users of Microsoft Kodu Being able to create engaging games that can be played by friends and family

Web Development

Develop knowledge of when it is appropriate to use software to create a Multimedia product

Develop skills in use of Web Design Software to ● Combine text and images and videos

effectively ● Design effective Multimedia Products

that engage the target audience ● Test and improve layout and content of

work ●

Understand the advantages and limitations of using Dreamweaver to create a multimedia website

Access work online Being confident users of Web Authoring Software

Year 9 Computer Science How you will be assessed Each student’s work will be assessed at the end of each term through a written test. How parents/carers can help ● Wherever possible and appropriate allow your son/daughter to complete work on a computer ● Look at the work they are completing and act as reviewers, highlighting the good features of any work

produced and suggesting ways the work could be improved ● Talk about how technology has changed life during your life time ● Ensure home learning is completed

Useful websites and details of course books https://www.codecademy.com https://www.ictworkout.co.uk https://portalplus.lclp.net Who to contact and how if you have a query regarding your child’s ICT .

NAME POSITION EMAIL ADDRESS TELEPHONE Angela Adebayo Team Leader for Work

Related Learning [email protected] 020 7091 9500

Myron Yearwood Subject Leader for Computer Science

[email protected] 020 7091 9500

Year 9 Drama

Why this subject is important Drama will develop self-confidence, creativity, resourcefulness and imagination. These skills and attributes are used in a variety of settings, making Drama a valuable subject regardless of your future ambitions. Throughout the course students study a number of theatre practitioners and genres, identifying the links across the arts and deepening their understanding of how to create high quality drama. What you will learn

How you will be assessed Written work and research. Performances. Planning of work Evaluation of work Internal and external assessment. Written examination. How parents/carers can help Have a look at your child’s achievement booklet and make sure they are up to date with their

assignments. Test their knowledge of practitioners’ theories. Help them to learn their lines. Talk to your child about their ideas for creative projects. Attend opportunities to engage in creative activities either as a spectator or a participant. Each

year the National Theatre hosts an outdoor festival. Companies from across the world perform plays, mime, puppetry, dance and music. The festival is cost free. Nearby at the Southbank Centre, there is an annual season of creative events most of which are free to participate in.

The Young Vic Theatre has a close relationship with LBTS and tickets are often free once you sign up.

Who to contact and how if you have a query regarding your child’s Drama

NAME POSITION EMAIL ADDRESS TELEPHONE

Fiona Williams Team Leader for Creative Arts


Unit Knowledge skills Attributes Clowning and mask work

Understanding of comedy and how to use non-naturalistic styles within different styles of theatre.

Physical theatre and mask skills.

Working with others Confidence building Independent thinking

Stanislavski

Students will understand how to produce naturalistic theatre.

Character acting producing plays


Brecht The history of Brechtian theatre The use of Brechtian style on stage

Using non-naturalistic techniques Making the audience removed from the action


Year 9 Design and Technology Why this subject is important

It helps you to solve problems as individuals and as members of a team. It helps you to become creative learners. It helps you to design and make a range of products. It helps you to combine and explore range of materials. It helps you to improve the quality of life.

What you will learn this year

Unit Name

Knowledge Skills and Understanding

Attitudes and

attributes Properties of metals

Design process research Principle of pewter casting Properties of metal Non/ferrous Initial ideas feedback and development Marking out and cutting Finishing and assembly Produce packaging and promotion

Understand the importance of health and safety whilst working with a variety of materials

Identify metals and alloys

Understand and working with properties of materials

Using CAD (2D Design) and CAM (Laser cutter)

Using the pewter casting/machine

Being able to work in pairs and groups.

Being able to discuss and analyse problems.

Being confident in using a range of equipment accurately and safely.

Being able to use your own initiative

Being able to be creative when designing am making products.

Year 9 Design and Technology How you will be assessed

At the end of each unit you will be assessed on that term’s work.

How parents / carers can help

1. Talk to your child about what they are learning in lesson, perhaps getting them to teach you what they have been learning.

2. Check your child’s planner regularly for home learning and where possible, read through your child’s work to check that it is accurate and complete.

3. Encourage your child to use the internet if he or she has access to this to do research homework.

4. It would be useful if your child has a small set of colouring pencils at home to use when completing their design work.

5. You may like to visit the Design Museum, Victoria and Albert or Science Museum to look at examples for Design and Technology artefacts.

6. Encourage your child to take part in D&T, which will enhance their skills, knowledge and understanding.

7. Encourage your child to cook and make things using a range of materials at home.

Useful websites and details of course books

www.videojug.com www.designandtech.com www.techitout.com Who to contact and how if you have a query regarding your child’s Design and Technology work.

Name Position Email Address Telephone Angela Adebayo

Team Leader for Work Related Learning


Year 9 English Why this subject is important English is vital for communicating with others in school and in the wider world and is fundamental to learning in all curriculum subjects. In studying English students develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Students learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers.

Looking at the patterns, structures, origins and conventions of English helps students understand how language works. Using this understanding, students can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.


Unit name

Knowledge

Skills and understanding


‘A View from The Bridge’ Arthur Miller

Students will be prepared for the examination question that will require them to write in detail about an extract from the play and about the play as a whole.

Literal and inferential comprehension Critical reading Evaluation of a writer’s choice of vocabulary, grammatical and structural features

Exploring a wide range of human desires, motivation, interaction and behaviour. Exploring the human condition and evaluating their own existence and values in relation to society

‘Lord of the flies’ William Golding

Students will be prepared for the examination question that will require them to write in detail about an extract from the novel and about the novel as a whole


Exploring a wide range of human desires, motivation, interaction and behaviour. Exploring the human condition and evaluating their own existence and values in relation to society

‘Much ado about nothing’ William Shakespeare

Students will be prepared for the examination question that will require them to write in detail about an extract from the play and about the play as a whole.


Exploring a wide range of human desires, motivation, interaction and behaviour Exploring the human condition and evaluating their own existence and values in relation to society

‘Pigeon English’ Stephen Kelman

Students will be prepared for the examination question that will require them to write in detail about an extract from the novel and about the novel as a whole.

Literal and inferential comprehension Critical reading Evaluation of a writer’s choice of vocabulary, grammatical and structural features.


Year 9 English

Unit name

Knowledge



Writing to describe and persuade

Knowledge of techniques and rhetorical devices. Students will learn how to structure an argument.

Students will be able to apply the techniques effectively to meet the purpose of their writing.


Poetry: AQA Anthology ‘Poems Past and Present: Power and Conflict’

Students will be prepared for the examination question that will require them to write in detail about two poems from the anthology and about a previously unseen poem

Literal and inferential comprehension Critical reading Evaluation of a writer’s choice of vocabulary, grammatical and structural features Comparing texts


How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6. How parents/carers can help Check that your child is completing their English homework. These tasks can be found online on Show My Homework. Homework tasks involve drafting and redrafting different types of writing, improving spelling and carrying out independent research.

To develop your child’s literacy skills, it is useful for them to read for at least half an hour a day [more if possible]. The best books to choose are fiction [stories] as they have a greater variety of vocabulary and writing styles. Fiction books are also easier to obtain at the right level for your child. If you require any help with this, ask your child’s English teacher, the school or local librarian or even the manager of a book shop. Useful websites and details of coursebooks AQA [the examination board for this course] Sparknotes IXL English BBC ‘Bitesize’ MASSOLIT Who to contact and how if you have a query regarding your child’s English

NAME POSITION EMAIL ADDRESS TELEPHONE Camilla Bell Team Leader for

English [email protected] 020 7091 9500

Year 9 Food Nutrition and Preparation Why this subject is important ● It allows you to develop a range of cooking skills. ● It helps you to understand nutrition and healthy eating ● It helps you to understand food provenance. ● It enables you to analyse why people choose the food they do ● It helps you to understand the scientific properties of food and the processes that it undergoes. What you will learn this year

Unit Name Knowledge Skills and Understanding Attributes and attributes

Food and Nutrition

Sources and functions of macro and micronutrients 8 governmental tips for healthy eating Fats and Oils

Identifying nutrients within a recipe and explaining functions Analysing a food diary and suggesting improvements Saturated and unsaturated fats

Being able to work as a motivated individual Encouraging independent learning Being able to justify and provided a reasoned argument to support their thoughts, considerations and opinions

Food and Science

Types of cooking methods Methods of heat transference Emulsification Gluten - Development and shortening

Understanding how and why specific ingredients will react to different methods of cooking Conduction, convection and radiation Make a mayonnaise dressing using the process of emulsification Develop gluten to create a bread product Limit the development of gluten to create shortcrust pastry

Being able to work as a motivated individual Encouraging independent learning Communication and teamwork Time management skills during practical’s

Food Choice and Provenance

Fish and catching fish Animal welfare

Understanding how to tell if fish is fresh Categorising fish and linking to nutrition Methods of catching fish Free range and enriched colony laying cage systems

Being able to work as a motivated individual Encouraging independent learning Being able to justify and provided a reasoned argument to support their thoughts, considerations and opinions

Year 9 Food Nutrition and Preparation

Unit Name Knowledge Skills and Understanding Attributes and attributes

Food Practical Skills

Functions of eggs Time saving electronic equipment

The versatility and properties of eggs Advantages and disadvantages of a variety of equipment within a kitchen

Being able to work as a motivated individual Encouraging independent learning Communication and team work Time management skills during practical’s

How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6. How parents/carers can help 1. Encourage students to assist you with meal preparation at home. 2. When shopping for food ingredients, involve your child in the discussion of why you have chosen certain

ingredients (Ease, Cost, Brand loyalty etc.) 3. Talk to your child about what they have been learning in lessons, perhaps getting them to teach you

what they have been learning 4. Check your child’s planner for home learning and where possible, read through your child’s work to

check that it is accurate and complete. 5. Encourage your child to use the internet if he or she has access to this to do research 6. Encourage your child to revise regularly. Useful websites and details of course books http://www.foodafactoflife.org.uk Revision Resources Food Preparation and Nutrition, Val Fehners, Course revision book Who to contact and how if you have a query regarding your child’s Food work

NAME POSITION EMAIL ADDRESS TELEPHONE Angela Adebayo Team Leader for

Vocational Education [email protected]

020 7091 9500

Rachael Capper Food Teacher [email protected] 020 7091 9500

Year 9 Geography

Why this subject is important The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on students’ own experiences to investigate places at all scales, from the personal to the global. Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Students learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet. What you will learn this year:

Unit name Knowledge


Globalisation The importance of the UK globally The UK’s worldwide connectionsThe role of TNCS across the world How globalisation impacts on energy consumption

You will learn about the connections countries have across the world and how this changes cultures and the environment.

People of the world

How countries are classified The causes of uneven development The types of aid The impact of aid on a country’s development

You will learn the causes and effects of uneven development across the world and how governments, international organisations and individuals can help create more equal societies.

Tourism Eco tourism Mass tourism Extreme tourism

You will learn the different types of tourism and how this impacts on different locations across the world.

Ice on the land

Glacial processes Glacial landscapes

You will learn how glacial landscapes are created by geomorphic processes and the impacts they have on the landscape, including the formation of glacial landforms.

Extreme weather

Causes and effects of floods Causes and effects of El Niño events Causes and effects of tropical storms

You will learn about the extreme weather events across the world.

How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6. How parents/carers can help Have a look at your child’s Geography book and help him/her to learn key words Take your child to the library and help to find books on new countries Encourage your child to use maps and lead the way when you go somewhere Take your child to visit the Natural History and Science museums

Year 9 Geography

Encourage your child to watch international news programmes and geographical documentaries on the television

Useful websites and details of coursebooks www.geographyinthenews.rgs.org www.geography.org www.rgs.org www.gatm.org.uk www.sln.org.uk/geography/ Who to contact and how if you have a query regarding your child’s Geography

NAME POSITION EMAIL ADDRESS TELEPHONE Hugo Trace Team Leader for

Humanities [email protected]

020 7091 9500

Alice Noble Subject Leader for Geography


Year 9 History Why this subject is important History fires students' curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. History also prepares students for the future, equipping them with knowledge and skills that are prized in adult life. Students develop critical thinking skills during the course, such as analysing evidence and reaching judgments. These skills are highly sought after in many professional careers, such as law, politics, journalism, business and even teaching! What you will learn:

Unit name Topics Skills and understanding

Crime and Punishment

Different types of crime through history Changes in the levels of crime The effects of crime on society Reasons why people have committed crimes Ways of capturing criminals The growth of the police Different types of punishment through history The development of prisons

Describing and explaining key ideas, events, people, changes and issues

Interpreting sources

Nazi Germany The creation of the Weimar Republic

The problems faced by the Weimar Republic Hitler and the rise of the Nazi party How the Nazis came to power in Germany Life in Nazi Germany

How you will be assessed Student work will be marked regularly by class teachers to assess progress. Students will also sit three assessments, at the end of half term 2, 4 and 6. How parents/carers can help Provide your child with a quiet place to do homework, coursework and revision Take your child to the library and help them to select books on these topics Take your child to visit the Imperial War Museum Allow your child to put up revision posters in their home near to exam time

Useful websites and details of course books Each student will be provided with the most current and useful revision book during Year 10. There are several websites that may be of use as well: www.edexcel.co.uk www.spartacus.schoolnet.co.uk http://www.learnhistory.org.uk/cpp/ http://www.learningcurve.gov.uk/ http://www.blakeston.stockton.sch.uk/GCSERevision/History/History1.htm Who to contact and how if you have a query regarding your child’s History



020 7091 9500

Year 9 History

Year 9 Mathematics

Why this subject is important A good level of numeracy is required for all jobs. A good qualification in maths shows you can think quickly. A good qualification in maths shows you are able to solve problems. A good qualification in maths will often mean a higher salary when you start work. What you will learn this year

Throughout Year 9

Develop fluency

Reason mathematically

Solve problems

Consolidate mathematical capability from Y8 and extend understanding of the number system and place value to include decimals, fractions, powers and roots Make connections between number relationships, and their algebraic representations ; Make and test conjectures about patterns and relationships; look for proofs or counter-examples Select and use appropriate calculation strategies to solve increasingly complex problems; Develop mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems Begin to model situations mathematically and express the results using a range of formal mathematical representations Select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.

To be able to listen to the teacher and follow instructions.

To be able to listen to other students’ ideas. To have the confidence to ask and answer questions.

To have the confidence to discuss my own and others’ misconceptions.

To be able to work independently, in pairs and in a small group.

To persevere even if the work is difficult.

Year 9 Mathematics

Autumn Term

Unit name Knowledge Skills and understanding Attitudes and

attributes Indices, Standard Form and Surds

- Multiplying and Dividing by Powers of 10 - Index Laws (Numbers and Algebra) - Solving Equations using Index Laws - Converting to and from Standard Form - Calculating with Standard Form - Simplifying Surds - Calculating with Surds - Expanding Brackets with Surds

Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals Recognise and use relationships between operations including inverse operations Use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations Interpret and compare numbers in standard form a x 10n 1≤a<10, where n is a positive or negative integer or zero Work interchangeably with terminating decimals and their corresponding fractions Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] Use a calculator and other technologies to calculate results accurately and then interpret them appropriately






Geometrical Reasoning

- Plotting and Reading Coordinates - Plotting Linear Graphs - Transformations and Combinations of Transformations - Basic bearings and Scale Drawings - Constructions and Loci - Constructing Accurate Triangles and Quadrilaterals

Derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line Describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric

Year 9 Mathematics

- Complex Constructions and Loci

Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures

Spring Term


attributes Equations and Graphs

- Linear Sequences - Linear Equations - Plotting Linear Graphs - Parallel/Perpendicular Lines - Rearranging Formulae - Graphical Solutions to Equations - Linear Simultaneous Equations including graphically - Forming and Solving Simultaneous Equations

Generate terms of a sequence from either a term-to-term or a position-to-term rule Recognise arithmetic sequences and find the nth term Work with coordinates in all four quadrants Recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane Interpret mathematical relationships both algebraically and graphically Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations






Similarity and Right-angled Triangles

- Simplifying Ratio - Congruent Triangles - Similar Shapes and Similar Triangles - Similar Area and Volume - Pythagoras - Trigonometry in Right-angled Triangles

Change freely between related standard units [for example time, length, area, Volume/capacity, mass] Use scale factors, scale diagrams and maps Use ratio notation, including reduction to simplest form Understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction

Year 9 Mathematics

- Bearings with Pythagoras and Trigonometry - 3D Pythagoras

Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ theorem, and use known results to obtain simple proofs Use Pythagoras’ theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles

Year 9 Mathematics

Summer Term


attributes Handling Data

- Tally Charts - Collecting and Displaying Data - Pictograms - Stem and Leaf - Two-way Tables - Line Graphs, Bar Charts and Pie Charts - Scatter Graphs - Averages and Range - Averages from Frequency Tables - Sampling and Capture-Recapture - Interquartile Range

Describe, interpret and compare observed distributions of a single variable through: Appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers) Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data Describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.






Introduction to Probability

- Expressing quantity as fractions, decimals and percentages - Probability Scale - Relative and Experimental Probability - Mutually Exclusive Events - Frequency Tree Diagrams and Two-way Tables - Set Notation and Venn Diagrams

Record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, Using appropriate language and the 0-1 probability scale Understand that the probabilities of all possible outcomes sum to 1 Enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams Generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

How you will be assessed You will be tested at the end of each term. Home learning Online homework will be set each week using the Hegarty Maths website – www.hegartymaths.com Each student should log-in with their First Name, Surname and Date of Birth to access their homework tasks. Students set their own password – a password reset request can be sent to their teacher.

Year 9 Mathematics

How parents/carers can help Parents/carers can ask their child what has been learned in maths lessons. They can make sure that home learning has been completed. Where students do not understand work, parents/carers may offer assistance, or contact the child’s teacher and ask that extra support be given. Useful websites and details of coursebooks www.hegartymaths.com (students log-in / password) Who to contact and how if you have a query regarding your child’s Maths. NAME POSITION EMAIL ADDRESS TELEPHONE Temitope Dosunmu Subject Leader (KS3) [email protected] 020 7091 9500 Kakia Sfongali Team Leader Maths [email protected] 020 7091 9500

Year 9 Music Music aims to: develop candidates’ interest and enjoyment of music that will be sustained in later life, so that they are

inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study develop candidates’ own musical interests and skills including an understanding of how to make

music individually and in groups enable candidates to evaluate their own and others’ music

develop understanding and appreciation of a range of different kinds of music

develop broader life-skills and attributes including critical and creative thinking, aesthetic sensitivity,

emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation.

develop candidates’ ability in performing/realising and composing, and to develop their listening and appraising skills

Students will study 4 key areas: Area of Study 1 Performance Area of Study 2 Composition Area of Study 3 The Music Industry Area of Study 4 Analysing Music How you will be assessed You will be assessed at the end of every term. Assessments are a mixture of written and practical with a formal written assessment near the end of the year. How parents/carers can help 1. Ensure that your child attends his/her extra-curricular lessons or ensembles. 2. Ensure that you child practises his/her instrument(s) at home. 3. Encourage your child to listen to music as much as possible at home. 4. Support your child by taking an interest in their home learning. Useful websites http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.gcse-music.co.uk/ Who to contact and how if you have a query regarding your child’s Music

NAME POSITION EMAIL ADDRESS TELEPHONE Declan McWilliams Subject Leader

for Music [email protected] 020 7091 9500

Fiona Williams Team Leader for Creative Arts


Year 9 Religious Studies Why this subject is important Many employers (especially the police, armed forces and caring professions) regard GCSE RS as a good

qualification. It involves a lot of thinking and writing and shows you are aware of other people’s beliefs and the nature of the society we live in.

It helps you to think through some of the big issues of life which adults argue about all the time. It prepares you to work and deal with people of different cultures and beliefs. It helps to remove the ignorance which causes prejudice, hatred and violence (many wars are caused

through misunderstandings about religion). Religious Studies protects you from indoctrination. It gives you the opportunity to explore beliefs in a

safe and questioning environment so that you can become sure of our own beliefs and explain them clearly to others.


Unit name Knowledge Skills and understanding Attitudes and attributes

Christian and Islamic beliefs

Examine what is meant by the Trinity; be able to provide examples of how the Trinity is shown in the Nicene Creed.

Explore how the Trinity is shown in worship, liturgical and non-liturgical.

Discuss and analyse why the Trinity is important to Christians and why these characteristics might cause questions to be raised by non-Christians.

Examine what is meant by the Six beliefs of Islam, be able to explain their history and provide examples of how they are shown in the Qur’an including Qur'an, 112:1- 4 and Kitab al-iman 1:4

Discuss and analyse why they are important to Muslims and why they might cause questions to be raised by non-Muslims

To show knowledge and understanding of the topic studied

To give a personal response to the religious/moral issue.

To evaluate different responses to the issue.

To reflect on their own beliefs after learning about others.

To respect and empathise with others.

To be confident enough to express their beliefs.

Crime and Punishment

Explore Muslim teachings about justice e.g. Qur’an 4:135

Discuss and analyse the importance of justice in society, for Muslims and for the victims of crime and why punishment might be seen as an important part of justice for some Muslims




Year 9 Religious Studies Marriage and the Family

Examine the nature, purpose and importance of marriage for Christians including Mark 10:6-9

Explore why marriage is seen as important by both Christians and society

Discuss and analyse different attitudes to marriage and cohabitation including why some people might question the importance of marriage and the Christian responses to them




As above

Living the Christian and Islamic life

Examine the nature of worship (individual, informal and liturgical).

Explore why Christians worship in different ways and the importance of the different types of worship, be able to give examples of each of the different types of worship

Discuss and analyse why it is important to have a variety of types of worship for Christians.

Examine Muslim beliefs about the Shahadah, know its history and refer to references to it from the Qur’an 3:18 and from the Dome of the Rock

Explore the various uses of the Shahadah

Discuss and analyse why it is important to Muslims today and why it might not be important to non-Muslims




Year 9 Religious Studies How you will be assessed Continual assessment of class work and homework. GCSE exams at the end of each unit. Half termly assessments GCSE mock examinations. How parents/carers can help Ask your child to explain to you, something that they learned in the lesson. Check your child’s homework regularly. If possible, discuss with your child the moral issues that they are studying at the time. Useful websites and details of coursebooks ‘Religion and Ethics’ (Christianity) and ‘Religion, Peace and Conflict’ (Islam) Revision guide (given to students) www.bbc.co.uk/schools/bitsize Revision books in school library Who to contact and how if you have a query regarding your child’s Religious Studies



0207 091 9500

Year 9 Science Why this subject is important The study of science fires students’ curiosity about the world and helps them to find explanations. It links practical experience with scientific ideas. Students learn that science enhances knowledge and understanding in science is rooted in evidence. Students discover how science and technology affects industry, business and medicine and how science improves the quality of life. Students appreciate science worldwide and discover how it relates to their own culture.

Students also gain confidence to question and discuss issues that may affect their own lives, their immediate community and the world.

What you will learn this year Unit name Knowledge

Skills and understanding Attitudes and

attributes Energy

Heating and Cooling ● Measuring temperature ● Thermal energy ● Temperature and

thermal energy ● Melting and Freezing ● Condensing ● Movement heat energy

in solids ● Conductors and

insulators ● Moving energy in liquids

and gases ● Cooling by evaporation ● Moving energy by

radiation

Observe how heat energy is transferred along a metal bar by conduction. Observe convection currents in a liquid. Observe that evaporation causes cooling. Observe that shiny silver surfaces reflect more infrared radiation than matt black surfaces. Apply the ideas studied in the last three lessons to explain how a vacuum flask works. Analyse two cooling curves, and identify the variables in the experiment.

Safety in the lab Hazard symbols Investigations using experiments Working in the real world ICT Working with others Improving own learning and performance Problem solving Interpreting graphs

Year 9 Science Atoms, Elements, Compounds and Mixtures Solubility and reactivity

Atoms and Elements ● Elements ● Symbols for elements ● Periodic Table ● Properties of metals and

non-metals ● Classifying elements Compounds and Mixtures ● Making Compounds ● The range of

compounds ● The properties of

compounds ● Reactions of compounds ● Mixtures ● Identifying mixtures and

pure substances ● Separating air ● Ratios Reactivity

● The reactivity series ● Displacement

reactions ● Corrosion and

rusting

Classifying materials Modelling atoms of elements Researching history of elements Writing word equations Observing chemical changes with respect to elements and the compounds formed from them Using experiments to recognise chemical reactions Examining how salt lowers temperature Deducing chemical formulae Finding the ratio of elements in compound by investigation. Investigating factors affecting dissolving & solubility Explain how to separate different types of mixtures Explaining how distillation works Performing chromatography Interpreting chromatograms Predicting the reaction a metal will have with another substance Predicting the results of reactions between particular substances Explaining how to prevent something from rusting


Year 9 Science Healthy Bodies

Food and Digestion ● Nutrients ● Balanced Diet ● Salt, sugar, fat ● The digestive system ● Enzymes ● Absorption

Microbes and Disease ● Types of micro-

organisms ● Useful micro-organisms ● Microbes that cause

disease ● How the body fights

infection ● Antiseptics ● Antibiotics ● Vaccinations ● Controlling the spread of

disease ● Correlation in testing

new medicines Respiration ● Respiration in humans ● Respiration in plants and

other organisms ● The lungs ● Gas exchange

Test foods for nutrients Analyse food data Assess constituents of balanced diet Discuss advertising tactics to sell the public unhealthy food Debate organic vs inorganic food choices Observe aspects of the digestive system Investigate the digestion of starch by amylase Examine the effect of surface area on digestion Grow micro-organisms on a Petri dish and investigate cell division Investigate the growth of yeast. Use a microscope to examine a prepared blood cell Effect cleaning agents on micro-organisms Appreciate use of antibiotics Interpret data with respect to vaccinations Research vocational application of microbes and diseases Research fungal, viral, bacterial disease and findings report Find out the importance of blood supply glucose and oxygen supply to cells Measuring heart rate and explaining the increase Observe plant respiration and assess the part of the plant respires the most Investigate some properties of exhaled of inhaled air Observe and model lung structure Comparing animal and human gaseous exchange


Year 9 Science Botany Ecology

Plants Plant Organs Reproduction Germination Transport in Plants Roots Photosynthesis Investigating Photosynthesis Interdependence Food Chains Food Webs Energy Transfer Competition Plant Distribution Animal Distribution

Knowing the structure of plants Knowing the function of each of the organs Knowing how plants reproduce, transport substances and produce food Knowing how organisms are dependent on each other Knowing how the energy is transferred through an ecosystem Knowing how resources can affect the distribution of an organism.

Application of number Communication ICT Improving own learning Working with others Problem solving

How you will be assessed There are formal assessments for each unit every term plus one end of year examination. Projects and how they contribute to this year’s curriculum. ● Students will be eligible to participate in the weekly STEM club ● Students will be eligible to participate in the Living Eggs project during the spring term. How parents/carers can help ● Check your child’s planner regularly for homework or Show My Homework

https://www.showmyhomework.co.uk/ ● Communicate any concerns you have through your child’s planner ● Talk to your child about what they are learning in lessons ● Encourage them to use their revision guides to support their learning Useful websites and details of course books www.bbc.co.uk/education/subjects/zng4d2p www.skool.co.uk www.cgpbooks.co.uk/interactive_KS3_Science Who to contact and how if you have a query regarding your child’s Science

NAME POSITION EMAIL ADDRESS TELEPHONE Donna Isaacs Science Subject Leader [email protected] 020 7091 9500 Shalika Lewis Team Leader for Science [email protected] 020 7091 9500

Year 9 Spanish Why this subject is important It helps you to build on your literacy skills in English and improve your ability to communicate your

thoughts and ideas It stimulates your curiosity and develops enquiring minds as you reflect on your own culture and

compare it with that of other countries. It helps you to foster respect for others and have an appreciation of different cultures It helps you to express your opinions, listen to others and take account of different views It helps you prepare to become responsible, tolerant citizens in a multilingual world. What you will learn this year Unit Name Knowledge Grammatical skills

and understanding Attitudes and Attributes

Travel and Tourism Autumn 1

Weather Holidays in past,

present and future

Accommodation Booking and

dealing with problems on holiday

Translation from Eng-Spa and Spa-Eng

Listening, Reading, Speaking, Writing

Opinions Present Preterite Imperfect Polite form for

you= usted(es)

Reflecting on learning gaps in books and on progress reviews and acting upon them

practice exam papers (AQA)

refine revision skills (memorize vocabulary and tense endings)

Use a variety of resources to aid learning (Vocabexpress, Google Classroom/ Drive, etc.)

acquire linguistic skills to spontaneously write and speak about a range of topics and to gather specific information from reading and listening tasks

Year 9 Spanish My studies Life in School Autumn 2

School subjects and preferences

Teachers Describing school

and school life School rules &

problems in school

School exchange School clubs and

achievements



Adjectival Agreement

Comparatives/ Superlatives

Present Imperfect Near future Direct Object

Pronouns






Me, myself and family Technology in everyday life Spring 1

Describing people Social networks Making

arrangements Reading

preferences Friends and

family



Possessive adjectives

Adjectival Agreement

para+ Infinitive Present

Continuous Tense

ser vs. estar Reflexive Verbs






Year 9 Spanish Free time activities Spring 2

Free time activities

Sports Types of

entertainments (music, cinema, concerts, TV)

Role models



Present Adjectival

Agreement Imperfect Perfect Adjectives Imperfect Preterite






Home, Town, Neighbourhood and Region Summer 1

Home and local area

Geography of Spain

Shopping and making complaints

Problems in town



Impersonal expression: se puede(n)= you can

Simple Future Demonstrative

Adjectives Conditional Preterite Imperfect






Summer 2 Revision of the previous topic to prepare for EOY exam

How you will be assessed At the end of each term there will be a test in all 4 skills (listening, speaking, reading, writing). You will be told at least a week in advance so that you are able to prepare sufficiently for this. There are also vocabulary tests and preparation for the speaking exam.

Year 9 Spanish How parents/carers can help 1. Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they

have been learning. 2. Check your child’s planner regularly for homework and where possible, read through your child’s work to

check that it is correct and complete. 3. Encourage your child to use his/her Spanish dictionary when completing homework so that he/she

extends his/her vocabulary. 4. If a learning homework has been set, we expect students to know what the new vocabulary means, how

it is pronounced and how it is spelt. Even if parents/carers do not speak Spanish they can still help their child by testing him/her on any of these aspects and praising their child when he/she gets it right.

Useful websites and details of coursebooks www.vocabexpress.com (see for your login: Show My Homework or Teacher) Goggle Classrooms/ Drive www.quizlet.com www.aqa.org.uk/subjects/languages/gcse/spanish-8698 More Able: www.rtve.es Who to contact and how if you have a query regarding your child’s Spanish

NAME POSITION EMAIL ADDRESS TELEPHONE Emilie Marin Subject Leader for

Languages [email protected] 020 7091 9500

Year 9 Sport Science Why this subject is important PE helps students develop personally and socially. Students work as individuals, in groups and in teams,

developing concepts of fairness and of personal and social responsibility Students learn to take on different roles and responsibilities, including leadership, coaching and

officiating PE develops students’ competence and confidence to take part in a range of physical activities that

become a central part of their lives, both in and out of school. This helps them make informed choices about lifelong physical activity

The PE curriculum enables all students to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully.

PE enables students to develop understanding about the value of healthy, active lifestyles. Through the range of experiences that PE offers, students learn how to be effective in competitive,

creative and challenging situations

What you will learn this year:

Unit name Knowledge



Health and fitness

This unit aims to introduce learners to the principles of health and fitness. Learners will understand the main components of fitness and the principles of training. They will look at the benefits and the effects of exercise on the body’s system. Learners will remember the importance of WU and CD

Benefits: physical, social, psychological Health-related components: cardiovascular endurance, muscular strength, flexibility and body composition, muscular endurance Skill-related fitness components: speed, agility, reaction time, coordination, balance and power Tests: eg multi-stage fitness test, 30m sprint test, hand grip test, sit and reach test, Cooper walk test Main body systems: skeletal, muscular, respiratory, cardiovascular, nervous and digestive systems Effects: eg raised body temperature and heart rate, deeper breathing, increased blood temperature and increased oxygen uptake Measures: BMI, waist-to-hip ratio, skinfold test Body composition: ratio of fat and muscle

Be sensitive to different fitness levels of others in the group. Should demonstrate physical ability in all the components of fitness. Students will be able to carry out tests effectively in a group. They will be determined when completing training to improve their fitness. They will have awareness of their bodies and they can change through exercise.

Year 9 Sport Science

Unit name Knowledge



Skill acquisition

Students will remember the correct techniques for each skill Students will be able to apply different tactics for various sports Students will be able to select and apply the correct skill at the appropriate time

Sport specific skills for offense and defence Tactics – decisions made during the game to outwit opponents Techniques – instructions to perform each skill efficiently and effectively

Understand the importance of fair play and etiquette To work collaboratively To reflect upon your own and others’ performance demonstrating resilience

How parents/carers can help Ensure your child brings PE kit to their PE lesson Encourage your child to attend extra curricular PE clubs after school and at lunch times Encourage your child to take up at least one physical activity outside of school in the evenings or at

weekends Encourage children to research rules of the sports/activities they are studying Ensure your child brings a note if they can not participate for any reason

Useful websites www.bbc.co.uk/sportacademy www.english.sports.gov.uk www.brianmac.com Who to contact and how if you have a query regarding your child’s PE

NAME POSITION EMAIL ADDRESS TELEPHONE Gareth Jardine Subject Leader for PE [email protected] 020 7091 9500 Fiona Williams Team Leader for

Creative Arts [email protected] 020 7091 9500

Documents

Lilian Baylis Technology Schoolfluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/... · 2020-01-22 · Year 9 Art Why this subject is important You will explore visual, tactile