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Year 9 Learning Evening
Tuesday 29 September 2015
Pathways
Three Main Changes:
• New grading system
• New GCSEs
• Removal of Key Stage 2 Levels
• A transition year
New 9 to 1 GCSEsBy 2018 when your child takes their GCSEs the following
subjects will be graded 9 to 1
• English Language• English Literature• Mathematics• Art And Design• Biology, Chemistry and
Physics (Single Sciences)• Combined Science• Computer Science• Cooking and Nutrition• Dance
• Design and Technology• Drama• Geography• History• Modern Foreign
Languages• Music• Physical Education (PE)• Religious Studies
Curriculum Pathways To GCSE Outcomes For 9-1 GCSE Courses Which Start In 2015/16
(9-1 grade boundaries have only been defined for the GCSE results in summer 2017, these boundaries may change for 2018+)
KS2 SAT Level – prior to
2016
Yr7 Yr8 Yr9 Yr10 Yr11 Target Grade
Legacy GCSE
Grades for
summer 2017 only
9
A*/A 8
7
5/6
6
B/C 5
4
4 3
D/G 2
1
3/2
Year 9 – Improvisation (Term 1)
PL Confidently perform improvisation pieces remaining fully in character for an impressive amount of time whilst using Gesture Movement Facial Expression Pitch, Volume, Tone,
Accent, Projection, Pace, Pause
To create a range of fully developed characters, considering motivation and relationships with changes of mood Experiment with a wide range of vocal and physical skills during rehearsal and confidently recall terminology such as pitch, projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during rehearsal, and make full use of oral and peers feedback A full understanding of actor/audience relationships whilst making best use of the space (no masking/up-staging, etc) Involvement within Theatre/Performance outside of the classroom in the past 6 months
LY Confidently perform improvisation pieces remaining fully in character for a sustained amount of time whilst using Gesture Movement Facial Expression Pitch, Volume, Tone,
Accent, Projection, Pace
To create a range of fully developed characters, considering motivation and relationships with others on stage Use a range of vocal and physical skills during rehearsal and confidently recall terminology such as pitch, projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during focused rehearsal time, and make best use of feedback
An understanding of actor/audience relationships whilst making best use of the space (no masking/up-staging, etc) Involvement within Drama/Theatre/ Performance outside of the classroom in the past 12 months
YM Perform improvisation pieces remaining fully in character for an appropriate amount of time whilst using Gesture Movement Facial Expression Pitch, Volume, Tone,
Accent, Projection To create a range of developed characters, considering motivation and relationships with others on stage Use vocal and physical skills during rehearsal and confidently recall terminology such as pitch, projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during focused rehearsal time, and make use of feedback (no coasting) An awareness of actor/audience relationships is displayed whilst making use of the space (limited masking/up-staging, etc) Involvement within Drama/Theatre/ Performance outside of the classroom during KS3
MS Perform improvisation pieces sustaining a character for an appropriate amount of time whilst using Gesture Movement Facial Expression Pitch, Volume, Tone,
Accent, Projection To create a range of developed characters, considering relationships with others on stage Use vocal and physical skills during rehearsal and recall terminology such as pitch, projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during rehearsal and take on-board feedback (no coasting) An awareness of actor/audience relationships is displayed whilst making use of the space (some masking/up-staging, may be evident) Observed Drama/Theatre/ Performance outside of the classroom during KS3
ST Perform improvisation pieces sustaining a character for a short amount of time whilst using Gesture Movement Facial Expression Pitch, Volume, Tone To create a and develop a character, considering relationships with others on stage Use some vocal and physical skills during rehearsal and recall terminology such as pitch, projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during rehearsal (no coasting) A basic awareness of actor/audience relationships is displayed whilst making use of the space (some masking/up-staging, may be evident) Observed Drama/Theatre/ Performance outside of the classroom during KS3
TO Perform improvisation pieces sustaining a character for a limited amount of time whilst using Gesture Movement Facial Expression Pitch, Volume, Tone To create a defined character, considering relationships with others on stage Use some vocal and physical skills during rehearsal and recall basic terminology such as projection, audience, polished/spontaneous improvisation Refine their acting skills during rehearsal with support from the group A basic awareness of actor/audience relationships is displayed
OC Perform improvisation pieces sustaining a character for a limited amount of time whilst using Gesture Movement Facial Expression To create a character which suits the purpose of the performance Use some vocal and physical skills during rehearsal and recall basic drama terminology such as polished/spontaneous improvisation Refine their acting skills during rehearsal with support from the group A limited awareness of actor/audience relationships is displayed
CK Perform improvisation pieces presenting a character for a very limited amount of time whilst using Gesture Movement Facial Expression To create a character during rehearsals
Use some vocal and physical skills during rehearsal and recall basic drama terminology
Refine their acting skills during rehearsal with support from the group
A very limited awareness of actor/audience relationships is displayed
Drama Year 9 Improvisation
Pathway BookletsPathway Expectations
PL
Confidently perform in a variety of styles/genres remaining fully in character for an impressive amount of time whilst using - Gesture, Movement, Facial Expression , Pitch, Volume, Tone, Accent, Projection, Pace, Pause
To create a range of fully developed characters, considering motivation and relationships with changes of mood Experiment with a wide range of vocal and physical skills during rehearsal and confidently recall terminology
such as pitch, projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during rehearsal, and make full use of oral and peers feedback A full understanding of actor/audience relationships whilst making best use of the space (no masking/up-
staging, etc) Involvement within Theatre/Performance outside of the classroom in the past 6 months
LY
Confidently perform in a range of styles/genres remaining fully in character for a sustained amount of time whilst using – Gesture, Movement, Facial Expression, Pitch, Volume, Tone, Accent, Projection, Pace
To create a range of fully developed characters, considering motivation and relationships with others on stage Use a range of vocal and physical skills during rehearsal and confidently recall terminology such as pitch,
projection, forum theatre, comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during focused rehearsal time, and make best use of feedback An understanding of actor/audience relationships whilst making best use of the space (no masking/up-staging,
etc) Involvement within Drama/Theatre/Performance outside of the classroom in the past 12 months
MS
Perform as part of a group whilst sustaining a character for an appropriate amount of time whilst using – Gesture, Movement, Facial Expression , Pitch, Volume, Accent, Projection
To create a range of developed characters, considering relationships with others on stage Use vocal and physical skills during rehearsal and recall terminology such as pitch, projection, forum theatre,
comedy, audience, polished/spontaneous improvisation Improve and refine their acting skills during rehearsal and take on-board feedback (no coasting) An awareness of actor/audience relationships is displayed whilst making use of the space (some masking/up -
staging, may be evident) Observed Drama/Theatre/Performance outside of the classroom during KS3
TO
Perform as part of a group, sustaining a character for a limited amount of time whilst using – Gesture, Movement, Facial Expression , Pitch, Volume, Tone
To create a defined character, considering relationships with others on stage Use some vocal and physical skills during rehearsal and recall basic terminology such as projection, audience,
polished/spontaneous improvisation Refine their acting skills during rehearsal with support from the group A basic awareness of actor/audience relationships is displayed
CK
Perform in a group, presenting a character for a very limited amount of time whilst using - Gesture, Movement, Facial Expression
To create a character during rehearsals Use some vocal and physical skills during rehearsal and recall basic drama terminology Refine their acting skills during rehearsal with support from the group A very limited awareness of actor/audience relationships is displayed
Curriculum Pathways To GCSE Outcomes For 9-1 GCSE Courses Which Start In 2015/16
(9-1 grade boundaries have only been defined for the GCSE results in summer 2017, these boundaries may change for 2018+)
KS2 SAT Level – prior to
2016
Yr7 Yr8 Yr9 Yr10 Yr11 Target Grade
Legacy GCSE
Grades for
summer 2017 only
9
A*/A 8
7
5/6
6
B/C 5
4
4 3
D/G 2
1
3/2
Mathematics
Mr M WallaceSecond in Department
New GCSE from 2016
• Graded 9 (highest) to 1 (lowest) instead of letters (A*-G).• Students will now take 3 exams for their GCSE in
Mathematics:- 1 non-calculator and 2 calculator each 1 hour and 30
minutes long.• Equal weighting (33% each).• More emphasis on problem solving techniques.• More content to be covered at foundation and higher.• Students will need to memorise formulae to use.
How are we are preparing the students for the new course?
• Scheme of work re-drafted to include new content• Assessments re-written to reflect the change in style of the
new GCSE• Increased variety of work in lessons, encouraging deeper
understanding and ability to tackle unfamiliar problems• Increase in ‘reading for meaning’ – extracting key information,
and understanding what the question requires• Smaller groups – six sets instead of five means better staff:
student ratio• Encouraging use of Mathswatch and MyMaths websites which
have both been thoroughly updated to match the new curriculum
What can students do to ensure success in this important year?
• Students need to make sure they are fully engaged in their studies.
• Students need to make sure they are frequently looking over their work to make sure key methods and formulae remain fresh in their minds.
• Complete all homework, to the very best of their ability. Any ‘spare’ homework time can be used for reviewing/revising work.
• Bring full equipment to every lesson.• Make sure they ask for help if they are stuck with any of the
work.• Use the drop-in session on a Tuesday after school for extra help.
What can you do?...
• Take an interest. Ask your child about their maths work.• Be positive about maths, and highlight when you use it
in your everyday life or at work.• Help them learn key formulas.• Make sure they complete homework to the best of their
ability. If you feel able, then help them when they are ‘stuck’.
• Contact school if you have any concerns.• Use resources available online to support your child.• www.mymaths.co.uk and www.mathswatchvle.com
Science
Mr B BakerHead of Science
Science in Year 9
• 7 hours per fortnight split between:• Biology
– Cell biology & Organisation• Chemistry
– Atomic structure and the periodic table– Structure and Bonding of Atoms
• Physics– Energy and Waves
Developing skills
• Pathways relate to practical skills developed throughout the course.
• Y9 – working towards AQA Combined Science qualification in y11
• Knowledge and understanding of subject content and skills are tested in 6 exams at the end of Y11 (70 marks 1hr 15min each - 2 for Biology, 2 for Chemistry and 2 for Physics)
• Practical skills will also be tested as part of these exams
Developing skills
• Revision guides to develop understanding• Checklists to review understanding and inform
teaching• Assessments to review learning• 3 HW per fortnight (1 per subject)• Support sessions will run after school 3-4pm • Tuesday – Chemistry• Wednesday – Physics• Thursday - Biology
SKILLS for LEARNINGSKILLS for STUDY
Three Cognitive Learning StylesThe term cognitive learning styles refers to the general way people prefer to have information presented in order to problem solve, process, learn, and remember new information.
• Visual Learners– What are common characteristics of visual learners?
• Auditory Learners– What are common characteristics of auditory learners?
• Kinesthetic Learners– What are common characteristics of kinesthetic learners?
Learning Strategies for Visual Learners
• Highlight important information in textbooks.• Visualize pictures, charts, graphs, or small sections of
printed information.• Create movies in the mind during the reading
process.• Create visual study tools that show levels of
information.
Learning Strategies for Visual Learners
• Expand chapter mappings.• Add colors and pictures to notes.• Copy information in your own handwriting.• Observe people for visual clues.• Carry a pen and notepad to write down information.
Learning Strategies for Auditory Learners
• Talk out loud (verbalize).• Read out loud.• Ask questions.• Work with a study buddy or in a study group.• Recite frequently.
• Tape lectures.• Make your own study tapes.• Explain information to others.• Create rhymes, jingles, or songs.• Use technology with audio features.
Learning Strategies for Kinesthetic Learners
• Handle objects, tools, or machinery as you study.• Create manipulatives (study tools you can move with
your hands).• Cut charts or diagrams apart and then reassemble.• Use exaggerated movements and hand gestures when
you study.
Learning Strategies for Kinesthetic Learners (Cont)
• Use a computer to type information and use muscle memory.
• Walk as you recite or practice.• Work at a chalkboard, flip chart, or large poster paper.• Learn through creative movement and activities.• Create action games.
MUHAMMAD ALI 1942-…
Muhammed Ali, arguably the greatest boxer in the history of the sport. He was born in 1942, in Louisville, Kentucky in the United States. He was named after his father, Cassius Clay, Sr., who was named for the 19th century abolitionist and politician Cassius Clay. He changed it to Muhammed Ali in 1964. He became a boxer at the age of 12. As an amateur boxer he won many titles, culminating in the Light Heavyweight gold medal in the 1960 Olympics in Rome, Italy. When Ali returned home to the states, he was so proud that he wore the medal around his neck wherever he went. After a week, he went to a café and ordered a drink. The waiter said “I’m sorry, we don’t serve coloured people”. Ali was so incensed by this! He had represented his country, won the gold medal, and come back to this kind of treatment. Muhammed Ali ripped from his neck and threw it into a river. Ali turned professional at the age of 18. Ali's record was 100 wins, 5 losses when he ended his amateur career. Ali became the World Champ at the age of 22. Clay was famed for his unorthodox fighting style. Rather than match his opponents with brute force, Clay brought tactics and strategy into the ring. With his fast-moving style, he was equally adept at dodging a punch as at delivering one. His fancy footwork soon became known as the ‘Ali shuffle’. Ali also fought a great psychological game, often beating fighters before they stepped foot in the ring. It was in the pre-fight build up to his first world-title fight with sonny liston that Ali famously said “I will float like a butterfly and sting like a bee”. In 1967, when Ali refused on religious grounds to be drafted into the US army to fight in Vietnam, he was stripped of his title and banned from boxing., two decisions he successfully overturned in court. This he achieved by defending himself brilliantly without a lawyer. In 1971, Ali lost the title to Joe Frazier. Ali went on to win it back and then fought in two of the most famous fights in the history of boxing; The Rumble in the Jungle, versus George Forman and The Thrilla in Manilla, again versus Joe Frazier. Ali is the only boxer to have held the World title on 3 separate occasions. Ali retired from professional boxing in 1981, at the age of 39, with a career record of 56 wins and 5 losses, and as a three-time World Heavyweight Boxing Champion. Throughout his boxing career Ali was won over 50 million $. Muhammed Ali became a Muslim around the age of 22, and a member of a group known as the Nation of Islam (or the Black Muslims) and was inspired by the teachings of Malcolm X. Muhammad Ali has been married 4 times, and has had nine children. There have been many films made of his life, most recently with Will Smith in the title role. Ali was awarded the coveted title of ‘Sportsman of the Century’ by the BBC in 1999. Although suffering from parkinsons disease, Ali still makes many public appearances. He refuses to allow his disability to beat him. He travels around the world doing great work for charity.
Mind Mapping•Page is landscape•Central image •Sub-topics •Detail •All lines are connected•One word/picture per branch•Use colour
Study Tips
• A quiet environment• Have a regular homework routine• Praise effort and achievement• Having the right equipment• Monitor homework• Allowing them to work independently
Year 9 Homework Timetable
The table indicates the afternoon/evening that the Homework should be done, not necessarily the day that the lesson took place.
Each homework should take about 30 minutes, possibly extending to 40 minutes for more involved pieces of work. Should the work take you less time than planned please use this time to continue with your reading.
Day Homework subject Homework subject Homework subject
Monday English Geography Science*
Tuesday Computing Performing Arts, usually set twice each half term
Science*
Wednesday Art, usually once
every 4 weeks
Ethics, Philosophy & Culture, usually set once every 2 weeks
History
Thursday
Design & Technology, usually
set once every 2 weeks
Dance, usually set once every 4 weeks
Science*
Friday Mathematics Modern Foreign Language
* For Science each subject (Biology, Chemistry and Physics) will set 1 piece of homework over the fortnight. This means that each student will do 3 pieces of Science homework each fortnight.
Important Dates 2015-2016• Thursday 22nd October 2015 – Year 9 Progress Check Home• Monday 18th January 2016 – Options Assembly• Monday 25th January 2016 – Options Evening• Thursday 21st January 2016 – Year 9 Progress Check Home• Wednesday 3rd February 2016 – Year 9 Parents Evening• Monday 8th February 2016 – Completed Options Form to tutors• Monday 22nd April – Friday 6th May 2016 – Year 9 Examination Period• Thursday 9th June 2016 - Year 9 Progress Check Home
