Curriculum Guide Windsor High School and Sixth Form Year 9 2021-2022
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Windsor High School
and
Sixth Form
Curriculum Guide
Year 9
2021-2022
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
Contents
Curriculum Guide – Deputy Headteacher 3
How can you help as a parent? 4
Teaching groups 5
English 6
Mathematics 7
Science 8
Art and Design 9
Computing and IT 10
Dance 11
Design and Technology 12
Drama 13
French 14
Geography 15
German 16
History 17
Music 18
PE 19
Religious Education 20
Spanish 21
Learning Support 22
Notes 23-24
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
CURRICULUM GUIDE
Dear Parent/Carer,
At Windsor, we are proud of the support and guidance we offer
our students and their parents. We place great importance on our
home school links and consider it very important for students to
know that home and school are working together in their interests.
Our Curriculum Guide for Year 9 shows you what your child is learning and the key
skills they are developing within each subject and across the curriculum.
We have designed our curriculum to be broad, balanced, relevant to our
students and accessible for all learners. We aim for it to challenge, motivate,
engage and foster creativity and independence. Our curriculum intent is to ensure
all students regardless of background and ability have the opportunity to “unlock their
academic and personal potential”
Mr J Leathem-Pugh
Deputy Headteacher for 1 4-19 Curriculum
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
Year 9 Threshold curriculum Framework
Builds on KS2 Primary curriculum. The year 9 curriculum provides the foundations for
academic success in examinations. The curriculum framework consists of the following;
Threshold Concepts Threshold concepts define potentially powerful transformative
points in the student’s learning experience. They are the ‘jewels
in the curriculum’ because they identify key areas that need
mastery. Until students ‘get them’, they can struggle to
understand a subject.
Mastery / Deep The route to deep learning and the development of expertise
Learning and mastery is to do fewer things in greater depth. Threshold
Concepts are mastered through repeated sequencing that
allows the student to apply Threshold Concepts into different
contexts.
Long term Memory Long term memory is the foundation for incorporating and
making sense of new knowledge. Material sits in the long term
- sequencing memory when it has been ‘chunked’ into meaningful schemata,
- story telling stories or concepts. Sequencing Threshold Concepts over the
journey of the curriculum helps students to make progress and
allows them to apply the Threshold Concepts into different
contexts within and across subjects.
The provision of difficult work that causes students to think
deeply and engage in healthy struggle—a high challenge, low
Challenge risk culture is created.
Tier 2 and Tier 3 To have access to and master deep subject knowledge,
vocabulary students need to be exposed to the cultural capital of language.
Tier 2 are general academic words which occur across different
subjects and are essential for reading comprehension. Tier 3
are subject specific words. The richness of vocabulary allows
students to enter the academic discipline and address social
Mobility.
The Windsor Academy Trust ASPIRE character framework
identifies fourteen character virtues that are explicitly taught
Character through the curriculum, virtues such as teamwork and resilience.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
How can you help as a parent?
At Windsor, we want your child to succeed. You can help us to help your child to settle in to Year 9 in the following ways:
Please work with us to make sure that your child:
- Has a suitable bag for books and equipment (check their bag with them the night before to make sure they have
what they need)
- Always brings the correct equipment to school
- Does remote learning (homework) regularly (check and sign their homework planner at least once each week)
- Reads regularly (encourage them to use the school and public library)
- Talks to you about progress in school and targets set
- Attends regularly and is always punctual
- Participates in out of hours learning opportunities and House activities
USEFUL CONTACTS
Head of Hanover - Miss Y Grant
Head of Lancaster - Mrs N Good
Head of Stuart - Miss J Healey
Head of Tudor - Mr R Lowe
Head of York - Mr A Perks
Student Services - Mr B Morley, Deputy Headteacher
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
Teaching Groups
At Windsor Maths and Science classes are grouped according to student ability. Key Stage 2 data and progress in Year 8 influences
the setting process.
The groups are arranged in 6 sets according to ability
* Working above national expectation - sets 1, 2 and 3 (Band A in English)
* Working at national expectation - sets 4 and 5 (Band B in English)
* Working towards national expectation - set 6 (Band C in English)
English is arranged into 3 bands dependent on their KS2 performance.
All other subjects are either taught in mixed ability groups or form groups. Technology and Arts are divided into
smaller groups for the more practical elements. PE is taught in separate groups of boys and girls and is grouped according to PE ability.
Rewards Remote Learning (homework)
Praise and rewards are highly valued and utilised at Remote learning is regularly set and recorded for all subjects in
Windsor. The reward system enables us to value students student planners; parents are asked to check and sign the planner
and have high expectations of them. Credits are awarded each week. The average amount of work per night ranges from
for: work of an exceptional standard for that student, about one hour in year 7 to two hours in year 9.
consistent, positive effort or worthwhile community service.
These credits accumulate, leading to further awards. At Windsor, we fully support remote learning because we believe it
encourages a mature attitude towards study, provides opportunities
for independent learning and research. Remote learning allows
Our reward system includes an on-line shop where students students to practise skills acquired during lessons and improves
can trade credits for general stationery items and vouchers their chances of overall academic achievement and personal
to be used in selected retail outlets. Key Stage 4 students development.
can redeem credits to purchase a Leavers’ Prom ticket.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
English
Subject Intent Threshold Concepts
TC1: understanding texts: identifying explicit and implicit
We want to inspire a love information;
of language and literature, selecting accurate and precise quotations
through an engaging and TC2: Writers’ methods:
2a: analysis and evaluation of writers’ language
What will I be studying? Topics/Overview challenging curriculum. 2b: analysis and evaluation of writers’, structure and form
TC3: Show understanding of the relationships between texts,
Cycle 1: What does it mean to be free? comparing their ideas and the contexts in which they were
Cycle 2: What makes us truly rich? written.
TC4: Evaluate writers’ craft- including comparison skills
Cycle 3: What shapes our understanding of good and TC5: Communicate clearly, effectively and imaginatively,
evil? selecting and adapting tone, style and register for different
forms, purposes and audiences. Organise information and
ideas, using structural and grammatical features to support
Year 9 is designed to give you an experience of a range coherence and cohesion of texts
of texts from a modern novel such as John Steinbeck’s 5b: adapt tone
‘Of Mice and Men’ to a Shakespearean romantic 5c: use style and register for different forms
comedy such as ‘Much Ado About Nothing’. 5d: understand different genres purposes and audiences
5e: organise information and ideas
5f: use structural and grammatical features to shape writing
Lessons will focus around some of the big questions we TC6: Use a range of sentence structures for clarity, purpose
face in the world and you will have the opportunity to and effect, with accurate punctuation.
investigate poetry, articles and plays. TC7: Speaking and listening - in different contexts and for a
variety of audiences and purposes
TC 8: Spelling
How are teaching groups organised?
How will the student be assessed? Teaching groups are organised into three bands based on Useful resources, websites and
target levels and your achievement in years 7 and 8. extra- curricular opportunities to
Students will be assessed through However, the progress of all students is reviewed regularly support learning.
reading, writing and speaking throughout the year and bands will change depending on the Look out for writing and debate clubs in
assessments at key points in the year to level of support or challenge your teacher thinks you need. the English department where you can
ensure that you are challenged and learn to become a great writer or
supported appropriately. speaker.
How we challenge/support your learning Throughout the year we also have a
Your teachers will assess you against range of authors visit our fantastic
In English we believe that both challenging and supporting our
particular threshold concepts at different library and provide talks or master-
learners is very important. Whether this is through our lessons
points in the year to ensure that we classes to students.
or wider support, there is a range of activities offered to ensure
cover the wide range of skills within www.bbc.co.uk/schools/ks3bitesize/
that you feel not only challenged, but inspired by your English
English. You will be provided with a english
studies.
scaled score after each cycle to give you www.poetrysociety.org
an indication of your progress. www.theguardian.com/childrens-
Our teachers are passionate experts in the subject and love to
books-site
discuss books, reading and all things English to inspire you!
www.bbc.co.uk/blast/writing
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
Mathematics
Threshold Concepts
Subject Intent
TC1: Expressions
All students to believe they are
TC2: Proof
capable of achieving high standards
TC3: Numeracy
and becoming competent and resilient
TC4: Approximation
mathematicians.
TC5: Shapes
What will the student be studying?
TC6: Dimensionality
Our Year 9 curriculum will provide the
platform in preparing students with TC7: Integers
Cycle 1 – Probability, Representing the foundations for examination TC8: Non-integers
Data, and Number in the real world success. TC9: Coordinates
TC10: Functionality
Cycle 2 - Graphs and Functions, TC11: Multiplicativity
Forming and Solving Equations TC12: Ratio
TC13: Inverse
Cycle 3 - Ratio and Proportion, TC14: Modelling
Pythagoras and Trigonometry TC15: Collect
TC16: Display
TC17: Analyse
TC18: Interpret
TC19: Predict
TC20: Formulaity
TC21: Rearrange
TC22: Proportionality
How will the student be assessed?
TC23: Congruence
TC24: Turn
You will have three Key Assessment How are teaching groups organised? TC25: Angles
Tasks (KATs) at the end of each The groups are set according to ability. TC26: Linearity
Cycle. The Cycle 3 KAT is the end of
Useful resources, websites and
year summer exam. extra- curricular opportunities to support learning
There will also be Key Learning We subscribe to and use quite a few websites:-
How we challenge/support your Mymaths.co.uk, DrFrostMaths.com,
Tasks (KLTs), interspersed Learning
throughout the year to check your MrCarterMaths.com and Corbettmaths.com
progress and identify areas for Top set students are given the opportunity to take Where needed, students will be given a general login
improvement. part in the UK Junior Mathematics Challenge. and password so that they can access these at home.
These websites have a plethora of
resources and activities for students to find
explanations and practise their maths skills.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
Science
Subject Intent Threshold Concepts
We aim to provide all students
TC1: Cells
with the knowledge, skills and
desire to become effective, TC2: Interdependence
What will I be studying? aspirational scientists.
TC3: Particles
Students will follow a Threshold Curriculum that
TC4: Chemical reactions
will prepare them for their Science GCSEs.
TC5: Forces
The year is divided into 12 chapters:
TC6: Energy
° Cells
° Transport across cells TC7: Planning
° Plant structure and behaviour
° Respiration and exercise TC8: Obtaining
° Atom, elements, compounds and mixtures How are teaching groups
° Separation techniques organised? TC9: Analysing (concluding / mathematical
° Word and balanced symbol equations skills)
° Making salts Students are taught in groups with
° Maths skills for Science others of similar ability. TC10: Evaluation
° Energy
° Particles
° Atomic structure. How we challenge/support your
Useful resources, websites and
learning
extra curricular opportunities to
How will the student be assessed? support learning
° All schemes of work are fully
differentiated Science club
° Key assessed tasks are closed book tests. Science remote learning support
° Independent work included
° Key learning tasks are skill orientated tasks www.bbc.co.uk/schools/ ks3bitesize/
where students can apply their knowledge. science
° Extension tasks
www.scibermonkey.org/year.htm?y=7
° Year 9 students are selected
to start preparing for Triple www.kerboodle.com/users/login
Science GCSE course
(which starts in year 10).
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)
Art and Design
Subject Intent
We provide every student with the skills to
become an independent creative learner
and the opportunity to be inspired by the
Arts and achieve success.
What will I be studying?
Threshold Concepts
Year 9 develops the skills and experiences of the Threshold Curriculum in Year 7 and 8.
Where they work much more like a GCSE student. The theme of ‘Corroded and
Mechanical’ provides opportunities to explore a range of drawing techniques, surface Tc1: Works of art consist of formal art elements
textures, relief and digital work using a range of media and processes.
Tc2: Mark making, often in the form of drawing,
Students will analyse the work of Jim Dine and Tom McKendrick in order to inspire their is considered to be the foundation of art – a way of
work. Development of sketchbook pages is a real feature and GCSE examples and criteria thinking visually. It can be used for different
will be referred to. Working more independently to develop work is an essential skill that will purposes and is a powerful form of communication.
be progressed. They will study primary resources and research artists, learn a range of
drawing styles, how to annotate and create written reflection. Through investigating Tc3: Art, in many forms, tells us of our past,
different compositions, control of media and refinement of ideas, they will create outcomes present and future, shaping and influencing our
and explore presentation. lives in significant ways and is not dependent on
language or logic.
How are teaching groups organised? Tc4: Artists learn the ‘rules’ and conventions so
Mixed ability groups in a rotation with Music they can decide when to break them.
How will the student be assessed? and Drama. Students will have two cycles per
year. Tc5: The meanings of artworks are never fixed;
Regular verbal feedback is given in what the artist intends and what the viewer
lessons. understands may be different.
Success criteria is shared with How we challenge/support your
students for the Threshold Curriculum learning Useful resources, websites and extra
which is used to assess key tasks. curricular opportunities to support learning
Students who have a particular talent will be
Work will be assessed against the criteria encouraged to work more independently and
every half term, feedback is given with Art clubs are available across the year.
develop their work in greater breadth and
opportunities provided to refine work depth. They may be encouraged to work on a
before final assessment. larger scale, use more challenging materials www.bbc.co.uk/bitesize
or more complex imagery. www.studentartguide.com
www.tate.org.uk
Different independent study may be set. www.tommckendrick.com
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Subject Intent
Computing Ensure that students gain a broad range of
digital skills to prepare them for the ever
evolving digital world
What will the student be studying?
Cycle 1
It’s not rocket science, it’s Computer Science Theory and Computer Science
programming
Cycle 2 What Extra-Curricular
opportunities are available to
Digital literacy for a digital world extend learning?
Cycle 3
Google it! Google application skills Lego Mindstorm
Computing Club
Useful resources, websites to
How are teaching groups organised?
How will the student be support learning
assessed? Mixed based on Humanities groups
https://www.aqa.org.uk/subjects/
computer-science-and-it/gcse/
Mid-point KLT computer-science-8520
End of cycle KAT https://qualifications.pearson.com/
How we challenge/support your learning en/qualifications/btec-tech-awards/
Every task set includes a “Dig deeper” activity to digital-information-technology.html
stretch students further. Master classes will be https://ocr.org.uk/qualifications/
available to stretch learning. cambridge-nationals/creative-imedia-
level1-2-award-certificate-j80
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Dance
Subject Intent Threshold Concepts
To develop dance skills in a range of styles
through performance, choreography and
appreciation TC1: PHYSICAL- to understand and develop sport
specific skills to enable lifelong participation in
physical activity.
TC2: MENTAL- the ability to develop successful
decision making and problem solving skills in a
variety of sporting scenarios.
What will I be studying? Topics/Overview TC3: SOCIAL- the ability to use effective
communication and teamwork skills when working
Dance Performance - Contemporary and Jazz Dance style, physical, technical as a performer, leader and official
and expressive skills in dance.
Dance Choreography - types of stimuli, the choreographic process including,
improvisation, motif, development structure and rehearsal
Dance and Props - Use of props to portray and theme or narrative
How will the student be
assessed?
Useful resources, websites and extra-
KATs in choreography and curricular opportunities to support my
performance learning
How are teaching groups organised?
KLTs peer/self/teacher assessment Students are taught in single gender groups, which are
practically set by sporting potential to ensure fair competitiveness in Various Dance productions and
their double lesson. performance opportunities
School production
https://www.onedanceuk.org/resource/
http://www.rambert.org.uk/performance-database/
How we challenge/support your learning https://www.roh.org.uk/learning/learning-platform/
ballet/
Through assessment, use of leadership skills, teamwork. https://www.moovbank.com/
Lessons are differentiated and extension tasks are given https://www.aqa.org.uk/subjects/dance/gcse
https://www.dancexchange.org.uk/programmes/
my-danceu-dance/
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Design and Technology
Subject Intent
The Design and Technology (D+T) , Graphics and Food Preparation and Nutrition (FPN)
curriculums in KS3 are aimed at developing students, so that they become inquisitive, healthy
What will I be studying? Topics/Overview Threshold Concepts: Design and Technology
Technology groups will experience a Graphics:
variety of subjects under the Technology TC1: Works of Graphics consist of formal art elements
TC2: Mark making, is considered to be the foundation of art – a way of thinking visually. It can be used for different purpos-
Umbrella. es and is a powerful form of communication.
TC3: Graphics, in many forms, tells us of our past, present and future, shaping and influencing our lives in significant ways
Termly rotations throughout the year will cover and is not dependent on language or logic.
Product Design, Graphic Communication and Food TC4: Artists learn the ‘rules’ and conventions so they can decide when to break them.
Preparation and Nutrition. Students will TC5: The meanings of artworks are never fixed; what the artist intends and what the viewer understands may be
explore design and making in a variety of ways, different.
Product Design:
including working with a range of materials, TC1: Research Purposefully: Using a range of sources showing selectivity and analytical skill.
designing for clients, modifications, food science, TC2: Visual Communication: Demonstrate innovation and creativity in response to a client’s need/problem, using a range
health and safety and time planning. Experiences, of 2D and 3D techniques.
skills and techniques will include pewter casting, TC3: Safe working Practice: Select and use tools and equipment safely and accurately in order to manufacture a high
pastry, designing using Photoshop using themes quality prototype that demonstrates a range of skills.
disguise and identity. TC4: Critical Reflection: Demonstrate the ability to reflect critically throughout the design process showing an
understanding for modification and improvement.
TC5: Impact on Society: Understand developments in Design and Technology, their ecological and social footprint with an
awareness of the impact on society.
Food Preparation and Nutrition
TC1: Show knowledge and understanding of the function and properties of ingredients through an awareness of food
commodity groups.
TC2: To be able to explain nutrition with regards to healthy eating, the Eat well guide and current dietary guidelines for a
range of users.
TC3: To have the ability to plan for the safe and hygienic preparation and use of ingredients.
TC4: To shows evidence of a progressive development of technical skills through following/ adapting recipes to make
successful products.
TC5: To be able to articulate for the successful use of ingredients/ equipment. Can reflect and analyse dishes produced
through sensory testing and can suggest improvements to products and effectiveness.
How will the student be
How are teaching groups organised? Useful resources, websites and extra-curricular
assessed? The design and Technology groups are made up of opportunities to support learning
Tasks and activities are mixed tutor groups. The Technology team take pride in the quality of after
assessed using a variety of The groupings tend to stay the same for the duration of school clubs on offer. There are a wide range of clubs
techniques. Some by Key Stage 3. covering various areas under the Design and technology
observation, some by
umbrella. All students are welcome to join the fun!
judgment against given criteria
and others are key How we challenge/support your learning
Attending extracurricular clubs will improve both www.nutrition.org.uk
assessments for which we use www.digital brain.com
departmental assessment designing and making skills.
Extension tasks in lessons or different www.data.co.uk
criteria. Regular verbal www.foodafactoflife.org.uk
feedback is a feature of all resources support further development of knowledge
and understanding. www.bbc.co.uk/bitesize
lessons.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Drama
Subject Intent
We will develop the creative ability and
high levels of confidence in all students
to become artistic performers
What will the student be studying? Threshold Concepts
TC1 Collaboration & Communication
You will build your skills in responding, devising,
rehearsing, performing and evaluating. TC2 Understanding Creative Process
The topics include ‘Mugged’ and ‘Blood Brothers’. TC3 Vocal & Physical Skills
TC4 Production Elements
TC5 Understanding Meaning (Symbolism)
TC6 Interpretation of Texts
TC7 Evaluating the Work of Others
How are teaching groups
organised? TC8 Creative Intentions
How will the student be assessed?
In mixed ability arts groups. You will
have a double lesson each week, on Useful resources, websites and extra
You will be assessed practically on a rotation of Drama, Music and Art curricular opportunities to support learning
how you rehearse and perform. You across the year.
will be assessed each unit to work out Weekly Drama Club
your current level.
How we challenge/support your Whole School Production
learning
There is differentiation in all tasks set http://www.theatrelinks.com/
in the lesson.
http://theatremuseum.vam.ac.uk
You can also attend Drama Club to
push yourself further. http://www.nayt.org.uk
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)French
Subject Intent
We are committed to fostering the highest expectations in MFL and aim
for all our learners to develop appropriate, high levels of linguistic ability,
a set of transferable skills and an international growth mind set; deep,
intercultural understanding.
Threshold Concepts
What will I be studying? TC1: Knowledge about the language. Students understand key structures
Students cover such topics as: and patterns about language so that it can be manipulated.
TC2: Linguistic Competence. Students have linguistic skills that they
adapt to deepen understanding, enable them to communicate effectively, take
Life of a teenager: New technologies, going out and music
the initiative and cope with unexpected structures/unpredictable situations.
Healthy lifestyle TC3: Creativity. Students are able to adapt and reuse language in
Then and now: Childhood and future professional plans modified forms, for different purposes/contexts, to enable them to use their
Holidays imagination, express their own thoughts, ideas and feelings.
Poetry, films, books, talking about my rights and happiness TC4: Intercultural Understanding. Students extend and develop their
world knowledge so that they can make links/connections, recognise different
ways of seeing the world.
Useful resources, websites and extra
How will the student be How are teaching groups organised? curricular opportunities to support my learning:
assessed? You will have the opportunity to have a
You will be taught French in your tutor pen-pal of a similar age in a French school and the chance
You will be formally assessed once group. to take part in a Language Exchange or visit to France in
every term in at least one skill from the summer term.
listening, speaking, reading and
writing. We will also assess your A French dictionary
skills informally when you create How we challenge/support your
learning www.languagesonline.org.uk
presentations, write texts or hold
www.livinglibrary.co.uk/s_browse.asp
conversations in class. www.tout.le.monde.co.uk
More able students will have the www.french.about.com/library/begin/fun/b1-gameindex.htm
chance to put their skills to more www.linguascope.com
practical use, to study the language in www.languagesonline.org
more detail and to hold longer, more www.wordreference.com
spontaneous conversations. (online dictionary and verb conjugator)
www.duolingo.com
Allons-y! magazine (ask Mrs Payton).
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Subject Intent Threshold Concepts
Geography We aim to provide all students the
knowledge and skills to become
effective Geographers and
TC1: To look at what makes places unique and
different, but also how places share similarities.
citizens in the 21st century.
TC2: To understand natural and human patterns found
What will I be studying? Topics/Overview on Earth and to understand that these are not
Cycle 1 – Impossible challenges random.
This topic focuses on the unequal access to resources across the world. Students will investigate in
particular the challenges associated with energy and water and will study Russia as an energy super- TC3: Geographers understand processes are key to
power and the struggle with water stress on the River Nile explaining what the earth is like and why it is changing.
Cycle 2 – Emerging Economies
Students will focus on development with an in depth case study on the changing industrial structure of
TC4: To understand that there are interactions
China. Within this topic, students look at both physical and human geography including development, between different components and concepts. This
transnational corporation and aid. reinforces the idea that places are not separate but are
Cycle 3 – Glaciation interdependent with each other.
This topic investigates physical processes and how they lead to a range of landforms being created in
glaciated areas. Students will study how glaciated environments can create opportunities and TC5: To understand a range of perspectives/stakeholder
challenges for residents and tourists. views that exist on an issue to be able to find the most ap-
propriate solution.
Throughout all topics, student will learn use geographical skills such as graph production and analysis, map skills,
the completion of a DME (decision making exercise) and evaluation of geographical links
TC6: To recognise and understand that
sustainability (social, economic and environmental) is
How are teaching groups now a key strategy in a range of areas of Geography.
How will the student be
organised?
assessed? Students are grouped into mixed ability
Assessments take place at the end of classes. Useful resources, websites and extra-curricular
each module of work and informal opportunities to support my learning.
assessments are on-going, through a How we challenge/support your
learning An Atlas
range of group, paired and individual School Intranet
tasks. Individuals are identified and extension www.heinemann.co.uk
work offered within lessons, considering www.corpwatch.co.uk
Assessments include three
appropriate extra-curricular provision and www.lizardpoint.com/fun/geoquiz
examinations. The exams will include a www.unorg/pubs.hotlinkscyberschoolbus
enrichment ideas. Lead Learner positions
variety of questions ranging from www.news.bbc.co.uk
are also available. The bridging curriculum www.multimap.com
description, analysis, explanation and
has been designed to enable increased http://maps.live.com
evaluation. The exams are recorded in
depth and challenge for students directly www.cia.gov/library/publications
the year for each student.
related to our GCSE specification. www.geogense.net.com
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)German
Subject Intent
We are committed to fostering the highest expectations in MFL and aim for
all our learners to develop appropriate, high levels of linguistic ability, a set
of transferable skills and an international growth mind set; deep,
intercultural understanding.
Threshold Concepts
What will I be studying?
TC1: Knowledge about the language. Students understand
We aim to increase your comprehension skills and your confidence in using key structures and patterns about language so that it can be
German for everyday use. You will study topics in detail such as manipulated.
TC2: Linguistic Competence. Students have linguistic
Role models skills that they adapt to deepen understanding, enable them to
Music communicate effectively, take the initiative and cope with
The working world unexpected structures/unpredictable situations.
Fairy tales TC3: Creativity. Students are able to adapt and reuse
Football and film language in modified forms, for different purposes/contexts, to
Rights and responsibilities enable them to use their imagination, express their own
thoughts, ideas and feelings.
During year 9, you will gain the level of language needed to prepare you for TC4: Intercultural Understanding. Students extend and
the GCSE examinations in Year 9 as well as practise the skills of translation develop their world knowledge so that they can make links/
and longer spontaneous conversation. connections, recognise different ways of seeing the world.
How are teaching groups organised? Useful resources, websites and extra-curricular
How will the student be opportunities to support my learning
assessed? You will be taught German in your tutor We run several clubs to help extend your learning in modern
group. Languages, including clubs in German, French and Spanish
You will be formally assessed
for beginners. You will have a pen pal at our partner school in
once every half term in all four
skills: listening, speaking, How we challenge/support your Germany and you can subscribe to German magazines for
reading and writing. We will Learning young people.
also assess your skills
informally when you create More able students will have the chance A German dictionary
presentations or posters, write to learn more advanced phrases and
structures, to study the language in more www.dank.org
texts or hold conversations in www.bbc.co.uk/bitesize
class. detail, and to hold more spontaneous
www.languagesonline.org.uk
conversations. www.channel4.com/modernlangauges
www.linguascope.com
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Subject Intent
History Our mission is to create Historians who have an enquiring
mind, read critically, are able to
appreciate how history in constructed and see history as an
unfolding story which involves us all.
What will I be studying? Topics/Overview
We develop the skills that you began acquiring in Year 8. You are competent Threshold Content
at analysing historical sources and now start to look in more depth at historical
interpretations, in particular considering how they differ based on time and TC1- Understanding that history is subjective
place. TC2- Sources are pieces of evidence
Historical concepts of similarity and difference and significance will be honed TC3- Understand that history is interconnected
during Year 9 to prepare you for your GCSE studies. TC4- Appreciate the otherness of different eras in history
TC5- Appreciate the significance of a person
We will be studying: TC6- Understand factors that lead to change
Origins and causes of World War 1 and continuity
Causes and effects of World War 2 TC7- Assess the extent of similarity and difference
A Brave New World: The 20th Century
Useful resources, websites and extra curricular
opportunities to support my learning:
How will the student be How are teaching groups
assessed? organised? Leadership opportunities will be available for Year 9 students to run
events, alongside supporting Year 7 students in their history
studies. This includes leading remembrance day events,
You will be assessed in Students are taught in mixed ability groups. assemblies, Holocaust memorial week events and poppy
two ways, mainly through collections.
two Key Assessment Websites
Tasks and on going www.spartacuslearning.co.uk
teacher assessment How we challenge/support your learning
based on classwork www.activehistory.co.uk
We offer a variety of enrichment All KS3 classes have a Religious Education Google Classroom,
activities through lessons, as well as which are updated with
leadership opportunities and resources by their class teacher.
Masterclasses.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Music
Subject Intent
We believe music should encourage engagement, and creativity in all
students. It encourages and develops key skills such as leadership
and teamwork, and can help teach diversity and equality.
Threshold Concept
What will I be studying? Performing
Students will build on the skills they have developed in years 7 and 8 by
TC-P1: Understand how notation works across a number of
studying two further topics.
genres and traditions.
1. Film Music TC-P2: Be able to apply the understanding of notation score to
a number of instruments.
2. Band skills TC-P3: Understand the importance of music being performed
live.
. Composing
TC-C4: Be able to apply knowledge of musical elements when
These topics will enable students to develop their performance skills and learn creating music.
important techniques for composing music. These are all essential skills for anybody TC-C5: Understand key features used in different music, and
thinking about choosing music as one of their GCSE options. why they are used, and be able to apply these to compositions.
Listening and Appraising
How will the student be How are teaching groups organised? TC-L6: Understand the terminology associated with musical
assessed? elements and be able to apply these when describing a range of
Music is taught for 1 x 100 minute lesson per music.
At the end of each topic week. TC-L7: Be able to compare and evaluate music against certain
students will take part in a key The students are taught as mixed ability groups criteria.
assessment task (KAT). These and are seated in boy/girl pairs. They also work
tasks are designed to assess individually and in pairs.
Students rotate around the three subjects taught Useful resources, websites and extra-curricular
the knowledge and skills
students have developed within the faculty, Music Drama and Art. opportunities to support learning
throughout the topic. We offer a wide range of clubs aimed at all ability levels and for all
Students will complete a written How we challenge/support your learning musical tastes. Some clubs are aimed at our more advanced
element to their assessment musicians to provide challenge. To see the range of our activities,
(usually using ICT In lesson time, there are a range of extension please see the extra-curricular music timetables displayed around the
equipment). They will also take tasks that have been developed for our ‘talented’ Music Department.
part in a practical assessment, students.
showcasing what they have Students are encouraged to lead rehearsals or Students who receive music tuition are encouraged to use their own
learnt on an instrument during run their own music club, take part in concerts, instruments in lesson.
the topic. workshops etc. www.themusicland.co.uk
Instrumental lessons are also available on a www.musicatschool.co.uk
wide range of instruments. www.wipe.org/terminology
www.datadragon.com/education/reading
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Physical Education Subject Intent
Threshold Concept
Physical—TC1—to understand and
Develop a lifelong love of
physical activity and to enable develop Sport Specific Skills to enable
What will I be studying?
Students will participate in a range of activities, but Year 9 offers a more success in both Sport and PE lifelong participation in physical activity
courses by developing skill and
personalised pathway. They will develop skills, tactics, compositional knowledge in specific
ideas and understanding of physical activity through some of the activities.
following: Mental—TC2—the ability to develop
successful decision making and problem
Team Games: Hockey, Netball, Rounders, Rugby, Basketball, solving skills in a variety of sporting
Football, Cricket, Athletics, Badminton, Handball
Individual Activities: Badminton, Dance, Athletics, Trampolining, Scenarios
Gymnastics, Table Tennis, Fitness, Cricket.
Fitness Based Exercises: Fitness, Cricket, Basketball, Alternative
Fitness, Indoor Athletics Social—TC3—the ability to use effective
communication and teamwork skills when
working as a performer, leader and official.
How will the student be How are teaching groups organised?
assessed?
Students are taught in single gender groups, which are set by sporting
Assessment is continuous, using potential to ensure fair competitiveness in their double lesson. In their
single lesson, some students have a mixed gender lesson in
formative feedback and target preparation for possible examination PE and Sport.
setting in every unit of work.
There are summative, end of
unit assessments where How we challenge/support your learning Useful resources, websites and
students are given an extra-curricular opportunities to
attainment level for each Within lessons students can expect: support learning
Differentiation in lessons – extension tasks
activity using the GCSE
Peer coaching in lessons
criteria alongside a review of the Umpiring and officiating responsibilities in lessons www.sportengland.org.uk
progress against age www.sheu.org.uk
appropriate expectations. Further opportunities are offered through: www.uk.athletics.net
School-club links www.wsf.org.uk
Leadership academy www.bbl.org.uk
Assessment is also Extra-curricular activities www.uksports.gov.uk
supported by overall www.netball/org
performance and ability seen in www.lta.org.uk
extra-curricular clubs. www.laaf.org
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Religious Education
Subject Intent
Creating excellent philosophers and respectful
religiously literate citizens of the future.
What will I be studying? Threshold Concepts
1. To understand that religious beliefs are interpreted differently,
The Religious Education Schemes of Work are based on the Dudley
even with in the same religion or denomination.
Agreed Syllabus, which introduces the students to two attainment targets—
2. To understand that religious practices have varying levels of
to learn about religion and to learn from religion.
adoption.
Cycle 1 - Science, Religion and Ethics
3. To understand that misconceptions exist surrounding
Cycle 2 - Criminal Justice religious beliefs and practices that need addressing.
Cycle 3 - Religion, Wealth and Poverty 4. To understand that religious values can be accepted and
adopted by non-religious believers.
5 To understand the varying impact of modern, often secular
How will the student be How are teaching groups organised?
based, challenges to religious Beliefs.
assessed?
Students will be formally Students are taught in mixed ability groups. 6. To understand the influence key beliefs, teachings and
practices have on religious believers, and at times non-religious
assessed at the end of each
believers, today (individuals, society and community).
unit. Students study Religious Education once a week
7. To understand the variety of sources of authority within
during a 50 minute lesson when studying Religious religion and the different approaches to them.
The assessments are of a Education in Key Stage Three. 8. To understand the symbolisms found within religion.
formal written nature, reflecting
on both A01 (learning about
religion) and A02 skills (learning How we challenge/support your learning Useful resources, websites and extra-curricular
from religion). opportunities to support learning
Every single student will be challenged to make Websites
progress within Religious Education. BBC Bitesize KS3 Religious Studies
Reflecting on our Cloud 9
Journey in Religious RE Online
Every single lesson is planned to provide high RE Quest
Education—where we Get it, challenge for all students, to support all students to
Apply it, Refine it and Show it; make excellent progress. All KS3 classes have a Religious Education Google
after these assessments
Classroom, which are updated with
students will spend time Additionally, reflecting on our Cloud 9 Journey in resources by their class teacher.
reflecting on their progress to Religious Education, students will be frequently Books
identify how they can advance challenged to reflect on their work to improve their Please visit the school library to see our extensive range of
further. skillset. KS3 Religious Education books.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Subject Intent
Spanish We are committed to fostering the highest expectations in MFL and aim
for all our learners to develop appropriate, high levels of linguistic ability,
a set of transferable skills and an international growth mind set; deep,
intercultural understanding.
What will I be studying? Threshold Content
Students cover such topics as: TC1: Knowledge about the language. Students understand key
structures and patterns about language so that it can be manipulated.
1. Things that I love : Social Media, Music, Cinema TC2: Linguistic Competence. Students have linguistic skills that they
2. Money and careers adapt to deepen understanding, enable them to communicate effectively,
3. Healthy living take the initiative and cope with unexpected structures/unpredictable
4. Film study situations.
5. Culture, celebration and art TC3: Creativity. Students are able to adapt and reuse language in
modified forms, for different purposes/contexts, to enable them to use their
In Year 9 we will build on the skills you have already learnt. You will be imagination, express their own thoughts, ideas and feelings.
able to create longer presentations in the target language and begin to TC4: Intercultural Understanding. Students extend and develop their
hold fuller conversations with other students and your teacher. We will world knowledge so that they can make links/connections, recognise
also teach you to refer to events in the past, present and future tense to
different ways of seeing the world.
justify the opinions that you express.
How are teaching groups Useful resources, websites and extra curricular
organised? opportunities to support my learning.
How will the student be We run several clubs to help extend your learning in Modern
assessed? You will be taught Spanish in Languages, including clubs in Spanish for beginners. We can arrange
your tutor group. for you to have a pen pal at our partner school in Spain or for you to
You will be formally assessed once subscribe to Spanish magazines for young people.
every term in one or more skills: How we challenge/support
listening, speaking, reading and your learning A Spanish dictionary
writing. We will also assess your www.bbc.co.uk/bitesize
skills informally when you create More able students will have the www.channel4.com/modernlanguages
presentations or posters, write chance to put their skills to more www.linguascope.com
texts or hold conversations in practical use, to study the
class. By the end of the year, you language in more detail, and to www.wordreference.com
will have had the chance to hold longer, more spontaneous www.languagesonline.org.uk
achieve up to at least Level 6/7 of conversations. www.memrise.com
the National Curriculum. Gifted and Talented learners are www.quitzlet.com
given the opportunity to partake in www.duolingo.com
Masterclasses delivered entirely in
the target language. Magazine (ask Mrs Payton for details) Que tal?
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Learning Support
What will I be studying?
Students with Special Educational Needs generally follow the same curriculum as
other students and are fully integrated into lessons.
They are supported in their learning by high quality well differentiated teaching in What Extra Curricular opportunities are
available to extended learning?
order to meet their needs and make progress towards their targets. In some
cases additional support may be needed and this can be provided in a variety of A series of activities run throughout each week
ways including small group teaching, additional literacy or numeracy support and and these take place before and after school and
other more specific help (sometimes provided by other organisations) additionally there are also some lunchtime clubs.
depending on the nature of the student’s needs. These take place in the Learning Support base in
S23.
Students who require extra support in literacy will be selected to attend targeted
provision. This may include the spelling improvement programme Wordshark, or one
of our reading support courses such as Switch On To Reading.
Useful resources and websites to support my
learning.
www.dfes.gov.uk/sen
www.parentcentre/gov.uk
How will I be assessed? How are teaching groups organised? www.dyslexia-inst.org.uk
Students may be taught in small groups, www.dyspraxiafoundation.org.uk
Regular assessment through www.afasic.org.uk
reviews for students on the Special especially for literacy and numeracy, or
may receive additional support from a www.nas.org.uk
Educational Needs register. www.rhid.org.uk
teaching assistant.
www.scope.org.uk/earlyleavers
Some students may be provided www.nasen.org.uk
with additional support for www.parentsforinclusion.org
examinations e.g. a scribe or www.youngminds.org.uk
additional time may be given.
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Notes
Y9CurricGuide20212022(sde)(HKi)(Curriculum)(CurricGuides)Notes
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