Year 9 Curriculum Maps 2020-2021
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Year 9 Curriculum Maps 2020-2021 What is a Curriculum Map? A Curriculum Map is an A4 document for each of your subjects that tells you the knowledge, skills and understanding you will be learning over the year. It is provided to help you track what you are learning and when. They will be stuck into your exercise books and available on the school website. What are Unit Sheets? The Curriculum Map is broken down into separate Unit Sheets. These provide more detailed knowledge, skills and vocabulary for each subject. They will be stuck in your books throughout the year as you address new units of work. Why are Curriculum Maps and Unit Sheets important? Over your 5 years at secondary school, you need to memorise more information than ever before. Everything you learn from years 7-11 helps to build your knowledge and skill set to prepare you for your future learning and GCSE exams. The Curriculum Maps and Unit Sheets help you to identify the most important knowledge and skills you need to commit to your long-term memory and to learn over the years. How should you use your Curriculum Maps and Unit Sheets? Firstly, you should read them to get an overview of what you are learning. Then you could revise key information, skills and vocabulary. One of the best methods is to self-test e.g. you could look, cover, write and check. At the end of a unit you could RAG (red, amber, green) your learning to identify what you know well and discover any gaps in your knowledge that you need to revise. If you are absent, they can be helpful to catch up with and reinforce missed work. In lessons, your teachers will guide you as to how they can be used further. What is the ‘how can I revise’ section? In this section, each subject has provided you with further support and techniques on how to revise including websites and useful links. You can work on these independently and develop your revision strategies. What are ‘super-curricular’ activities? Super-curricular activities are suggested for each unit of work and these are designed for you to be scholarly and challenge yourself further. By completing super-curricular activities, you will deepen and broaden your knowledge in your subjects beyond the classroom. Be a scholar and use your Curriculum Map
Ringwood School Student Scholar
Award
A student scholar has:
An academic curiosity to find out more and to want to make themselves an expert in their
subject, beyond what is studied in the classroom
A willingness to question or to challenge themselves to create greater knowledge
An interest in participating in discussion, to push their understanding forward
An interest in what is not yet known to them and an open mind
An ability to pursue new understanding, by having a pro-active approach to the subject, in
looking ahead and anticipating new ideas
A habit of reviewing and reflecting on what they have learned
A desire to synthesise ideas, fitting them into a wider schema and comparing them to other
thing they know
A desire to widen their vocabulary, so that they can use ‘the language of the subject’
A desire to be able to evaluate different sources, to distinguish what is valid
A pride in the work they complete
An interesting to doing the ‘super-curricular’ activities in the year 7 and year 8 Curriculum
Maps
Year 9 Curriculum map - How I can be a scholar in…ART?
Skills, Knowledge and Understanding of the creative process: Throughout Year 7 you will learn about the VISUAL ELEMENTS and CREATIVE LANGUAGE vital to
the subject. Any artist must demonstrate their skill and understanding in these to produce effective artwork. You will analyse the work of major artists
throughout your studies.
Half Term 1: Half Term 2: Half Term 3: Half Term 4: Half Term 5: Half Term 6:
Recording observations Experimenting with Developing ideas Experimenting with Developing Personal Developing Personal
Structure materials Structure materials Responses Responses
Structure Structure Structure House Art Competition
Key skills: Key skills: Key Skills: Key Skills: Key skills: Key Skills:
• Exploring line and • Observational Drawing • Mind mapping ideas • Colour mixing and Extending and refining Development of own ideas
mark making using • Using Mark making to • What makes good colour theory skills: for final outcomes
different art materials. create tone compositions • Colour mixing and paint • Knowledge of key
• What makes a good • Creating tone with • Experimenting with application artists who use
tonal drawing different art materials materials, processes • Printmaking techniques colour in specific
• How tone creates e.g charcoal, pencil, and techniques • Knowledge of key ways
depth in a drawing collaged paper, ink • Analysing relevant artists who use • Producing larger
• Analysing relevant artists processes and scale work.
artists techniques that relate • Refinement of skills
Outcomes: Outcomes: to ideas.
Learning exercises in Outcomes: Development of ideas for Outcomes:
Outcomes: Outcomes:
sketch books Series of images that final resolutions Final pieces
Observational structure Development of A painting, drawing, print or
explore a range of drawing Written analysis of art and
based drawings sketchbook pages and 3D outcome developed of a
materials. 3D outcomes in artists who relate to the collection of still life objects
the style of an Artist. theme Structure mounted sheets.
How artists have used of your choice
Observational drawings
colour in their work
Written analysis of art and
artists Assessment objective links: Assessment objective
Assessment objective links: Assessment objective links: links: AO1, AO2, AO3,
AO2, AO3 Assessment objective links: AO1, AO2, AO3 AO1, AO2, AO3 Assessment objective links:
AO4
AO2, AO3 AO4
Super Curricular:
Draw! – You must practice your skill if you want to improve. Keep a sketch book and make careful observational (drawing from real life) drawings. Time them - 2 min, 5 min, 10
min sketch. Train your eyes to draw what you see, not what you think is there. Apply your knowledge of the Visual Elements.
Visit Art Galleries – Southampton, Oxford, Tate Modern, National Gallery. This will extend your contextual understanding (knowledge of art and artists)
Visit Art websites – www.tate.org, www.nationalgallery.org, www.ashmoleon.org, www.southamptoncityartgallery.com,
How can I revise in this subject?
Get in the habit of taking your sketchbook home to review and refine your work. Do further research on the suggested artists online. Study tutorial videos on You Tube that link
to the Visual Elements.
BBC Bitesize – This has interesting tips and tasks to improve your knowledge and skills.
Year 9 Curriculum Map - How can I be a scholar in Drama?
Teechers by John Theatre Theatre in Devising Part 1 Script Writing Physical Theatre Trestle Mask
Godber Design Education Skills Building and Devising Part
2
Read and To study extracts To understand the To experiment with To identify and To consider the To consolidate
interpret the play of a play to objective of a variety of stimuli analyse the use of physical learning about the
script Teechers understand Theatre in in order to create conventions of theatre in mask rules
by Godber. aspects of a Education. theatre. Drama scripts. response to a To use a character
Understand the character. To understand To interpret the To understand the stimulus. mask effectively
conventions of To understand set, how to effectively stimuli and justify importance of To interpret to communicate a
costume, lighting your ideas explicit and implicit
the play such as structure a piece various stimuli scene
and sound To use stage directions.
mutli-roleing and of TIE to make an and create original To effectively use
terminology. improvisation skills To create a script
physical comedy. Create a costume audience think. to develop work. using appropriate theatre from it. space, body
Rehearse design for your To experiment To use appropriate scriptwriting To consider design language,
effectively in chosen character. with multiple techniques to conventions. aspects when convincing
groups. Explore Create a set techniques and to structure work for devising. characterisation.
design ideas for design for your evaluate their performance. To develop
the extract. chosen setting. effect on the To write scripts character using
Evaluate work in Consider how audience. using appropriate practitioners'
progress in order lighting can be To create issue- conventions. techniques.
to develop their used to create based Drama on a To self-evaluate
piece. atmosphere. topical issue. work in progress
To develop an and respond to
Perform a
understanding of feedback.
section of script
how sound might
having rehearsed
be used effectively
and learnt lines. in plays.
Evaluate final
performance.
Super Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
Curricular: Look online at Reading articles Research the Read plays such as Research To research
Research John set/costume or research story of Icarus Chicken or Hard to potential music Trestle Theatre
Godber and his design images and Daedalus and Swallow by Mark and costume. Company
about the topics
plays. and galleries associated music Wheeller. Look at statistics Trestle Masks
covered. Use and Vamos
The John Godber from stage trustworthy and art. Stone Cold by about the issues
Theatre Company
Company shows. Research Watch Forest Robert Swindells. explored to
websites and Vamos Theatre
set/costume on Forge Youth National Theatre enhance your
papers such as Company
Pinterest. Theatre Connections work.
First News and
Watch videos productions if selection
from designers any of the available.
at the National broadsheets
Theatre. such as The
National Theatre Times, The
Designers Guardian, I, The
Watch a version Daily Telegraph
on The Lion or BBC News.
Witch and the
Wardrobe. The
Lion, Witch and
the Wardrobe
BBC version
There are
various clips
from the most
recent film on
Youtube as well.
Read the original
novel
Read a version of
the play
How can I revise for assessments?
Rehearsals outside of lessons will help you feel assured in practical assessments.
When learning lines you can practise with a friend or relative. You could record yourself on a phone and listen to your lines. You can
then record your cues and speak your lines in the gaps. You can look, cover, recite and check.
ALWAYS TAKE A PICTURE ON YOUR PHONE OF YOUR SCRIPT JUST IN CASE.
Make flash cards and/or mind maps of the techniques and definitions and test yourself at intervals.
Year 9 Curriculum Map - How can I be a scholar in English?
Skills and Knowledge
Topic 1: Dystopian Fiction Topic 2: ‘Animal Farm’ Topic 3: ‘The Crucible’ Topic 4: ‘Macbeth’ Topic 5: Disturbed Voices Poetry
• What is a ‘dystopia’ and • What is an allegory? How is • How is ‘The Crucible’ This is your exam topic. • What is meant by the ‘voice’ of
‘utopia’? What ‘Animal Farm’ allegorical? allegorical? • What are the conventions of a a poem? Is it always the poet?
characterises them? • How does the novella link to • Can I comment on the Shakespearean tragedy? Can I • What is ‘LISA’?
• What are the conventions the 1917 Russian Revolution playwright’s use of stage define terms linked to tragedy such • Can I apply historical context to
of dystopian fiction? and events that followed? directions as a way of as hamartia and tragic hero? enhance my understanding of a
• What makes a dystopian • Which historical figures do exploring the text? • Can I comment on the form of a play poem and to help provide
setting? Can I create my the characters of Napoleon, • Can I comment on how the (e.g. analysis of stage directions, alternative interpretations?
own? Old Major and Snowball language of religion is used dramatic irony, exits and exeunt)? • What is meant by structure?
• How can I write an represent? How? in the play? • Who are Macbeth and Lady Can I meaningfully commenting
effective and engaging • What is anthropomorphism? • Who is John Proctor and Macbeth? How does Shakespeare on a poet’s structural choices?
opening hook? • Can I explain terms such as: how can he be seen to be a use them to explore notions of • If a poem is written in free
• What is a flashback? What democracy, dictatorship, conflicted man? power and corruption? verse or as a dramatic
rd
does 3 person narration propaganda, communism • Can I define tyranny and find • Can I link the play to its Jacobean monologue, what does this
look like? Can I use them and socialism? examples of it in the play? context – e.g. gender roles, duty to mean?
both to effectively • What might Orwell’s • What is McCarthyism and its the monarch, the Great Chain of • How do I write an essay in
structure my writing? intentions be writing this relevance to the play and Being, the supernatural, King James’ which I connect and compare
novella? playwright? views on witchcraft)? two poems?
Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular:
• Read a dystopian • Write your own story using • Research the events of • For a challenge, read some of • Visit www.poetryfoundation
novel (e.g. ‘The anthropomorphism. Can you Salem, Massachusetts 1692 the articles about the play on .org/collections and have a read
Giver’ by Lowry, satirise modern events or • Google: ‘SparkNotes The the British Library website of a selection of poems. Find a
or ‘Unwind’ by society through your Crucible’ and expand your (Google: British Library poem that strikes
Shusterman). writing? Submit to your knowledge by exploring the Macbeth). a chord with you
• Visit the British teacher. different sections and • YouTube ‘Macbeth Mr Bruff’ and (check out the
Library website • YouTube ‘Animal Farm Mr videos. Read sections on key watch some of the analysis videos; protest poetry
and read articles Bruff’ and watch some of quotations, main ideas and try and apply your new knowledge section!).
about dystopian the analysis videos; try and characters. Make detailed from these to assessments and in • Try and learn one of our poems,
literature to deepen your use your new knowledge in mind-maps of notes. class. or a poem from the above site,
knowledge. class and assessments. • Read another play by Arthur • Watch an adaptation of the play and off by heart.
• Continue the dystopian • Read another Orwell novel, Miller – ask your teacher for consider how it is similar or different • Make flashcards of poetic
story you write in class. e.g. the dystopian ‘1984’. a recommendation. to Shakespeare’s play. techniques (try Quizlet).
Writing Challenges are completed once a fortnight by every Key Stage 3 student to practise extended writing and master writing for different forms.
How can I revise in this subject? Extend yourself with your HL! Use the
• www.sparknotes.com – useful for texts such as ‘Animal Farm’ and ‘Macbeth’ (includes summary videos). online etymology dictionary to research
• SPaG Exercises – Google ‘Bristol Grammar exercises’ and click on the first link for lots of self-tests. the origin of words: www.etymonline.com
Year 9 Curriculum Map - How can I be a scholar in Ethics & Philosophy?
Skills, Knowledge and Understanding
Autumn term - War Spring Term - Justice Summer Term – The existence of God
Key Terms – see Glossary Key Terms – see Glossary Key Terms – see Glossary
• What is war? • Consequences, duty, responsibility • Christian understanding of God
• Consequences of war • Laws and rules • Christian beliefs and views on God as good
• Holy war • Causes of crime • God and human suffering
• Just war • Aims of punishment • The Design argument
• Pacifism • Capital punishment • The First Cause argument
• Islamic attitudes to war • Punishment and forgiveness • The Moral Argument
• Terrorism • The Prodigal Son • God revealed through inspirational people
• Radicalisation • Job • Religious Experiences
Super Curricular: Super Curricular: Super Curricular:
Watch the life of Anne Frank, Boy in the Striped Watch a police documentary not a fictional drama. Complete personal research on the Design argument
Pyjamas or The Book Thief. Traffic Cops or Police Interceptors‐ Channel 5. (Teleological), First Cause argument (Cosmological),
Read the diary of Anne Frank. Use the information to understand the procedures, Anthropic Principle and the Moral Argument through
These will deepen your understanding of the fear language and how the justice system works. Watch ‘Life wider reading. Present findings as series of mind maps.
the Jews were living in. on Death Row’ a series of documentaries by Trevor Read the story of Jackie Pullinger and create a fact file
McDonald. Review – was it what you were expecting it on her, making links to her Christian faith and ‘talking in
to be like? tongues’.
Skills to develop in Ethics and Philosophy Revising in Ethics and Philosophy
Show a knowledge and understanding of beliefs, teachings and practices studied. Use Quizlet to revise key words and definitions (see link on topic glossaries).
Selects sources to support ideas (recall of prior learning – super curricular). Make cue cards using your topic glossaries: see Leither Learning System on YouTube.
Demonstrate knowledge from different philosophical and ethical argument See: Year 9: revising for the Ethics and Philosophy exam sheet on Learning Zone.
related to area of study. Reflect and act upon feedback given.
Analyse, evaluate and discuss issues raised around the area of study. Use super curricula ideas above to support and develop your learning.
Reflection upon different beliefs, teachings and practices.
Use key words effectively both in your written and spoken work (refer to Assessment in Ethics and Philosophy?
individual glossaries).
Structured written work, which demonstrates SPaG and the use of connectives to
link up ideas. In this subject, you will have 6 formal assessments, two on War, two on Justice and one
Write in PEAL paragraphs (Point Evidence Analyse Link). on Good and Evil. Near the end of the academic year you will have a year 9 exam
Follow school presentation policy. covering all topics studied.
Response to feedback given. You will be assessed on the recall and use of key words and their definitions, the skill of
Note taking, Literacy, Organisation writing PEAL paragraphs and SPaG.Year 9 Curriculum Map - How can I be a scholar in Food and Nutrition Pathway?
Skills Knowledge and Understanding
Skills and Presentation of food Nutrition and Health Raising Agents Functions of Eggs
To be able to recognise high, medium and low level To be able to understand the function of the 5 To be able to understand the different raising agents To be able to understand the many uses and functions of
practical skills: main nutrients in the body and how they can be and what dishes they are used in: eggs in cooking.
sourced:
Students will be given information about different Students to build upon their knowledge of the Students will carry out a series of mini experiments to Students will learn the main functions of eggs in cooking.
skills and shown many of them through teacher nutrients learnt in Year 7 and 8. aid in their understanding of the different raising They will do this through some experimentation and
demonstration and videos. Students should be able to identify the 5 main agents: information gathering.
They will then demonstrate a range of these skills nutrients needed for a balanced diet and be able Chemical, Biological, Mechanical and Natural e.g. Students will be tested on their knowledge of the
to show understanding. to explain why we need them in the diet. ‘steam’. functions of eggs through quizzes.
Students will discuss the UK government
Their knowledge of practical skills will then guidelines of healthy eating and what initiatives
hopefully be applied to all practicals in future are used to help educate the public, and try to Students will answer a range of questions based on real To be able to demonstrate their understanding of eggs
modules. prevent diet related illness. life scenarios to help understanding. through practical skills:
Use all pieces of equipment with knowledge and Be able to explain functions of nutrients with Students will have the opportunity to make a range of
confidence.
accuracy. Be able to give examples of food sources. To be able to demonstrate understanding of raising practicals to reflect their knowledge:
Demonstrate a good / high level of independence. agents through practical skills: Glazing and binding – sausage rolls
Clear application of different skills. To be able to produce a balanced meal based on Students will make a range of sweet dishes using Coagulation – Quiche
Have a clear understanding of skill levels. the UK government Eatwell Guide: different raising agents. Aeration – Swiss roll
Students will be given a design brief based on the They will make: Meringues, Finnish loaves and cakes. Demonstrate a good / high level of independence.
Eatwell Guide and should be able to plan and
To be able to present food to restaurant standard: make a single portion dish that will include all 5 Demonstrate a good / high level of independence. Clear application of different skills
Students will be shown different types of cuts to food groups. Clear application of different skills. High quality presentation taking aesthetics into
ensure fruits and vegetables are cut skilfully as well Students should be prepared to design multiple High quality presentation taking aesthetics into consideration.
as well presented. suitable dishes before selecting their chosen dish consideration.
and be able to justify their choice using sound
Students will be shown how to present food to nutritional knowledge.
restaurant standard and then demonstrate this
with a main meal and dessert. To develop design ideas in response to a brief.
Demonstrate a good / high level of independence Produce design ideas to a high standard.
Clear application of different skills To be able to understand the Eatwell guide and
put it into practice.
High quality presentation taking aesthetics into
consideration.
Super Curricular Super Curricular Super Curricular Super Curricular
To practice recipes before lessons and modify to • Make a collection of magazine or Quick and easy soda bread: Wheat is grown across the Food hygiene and literacy: Research food hygiene. Using
demonstrate creativity newspaper adverts (or food UK, Europe and the rest of the world, but some the Food hygiene cards, research each image and find
To practice using electrical equipment at home to labels/packaging) that promote nutrition. climates are particularly ideal for growing soft wheat out two relevant food hygiene facts which relate to each
demonstrate higher level skills. You must then annotate the examples to varieties. Soft wheat flours have a low gluten content image. You might have to consider carefully why some of
To learn food related terminology, suggested list explain who the products are aimed at and are perfect for making biscuits, pancakes, sauces the pictures have been given.
provided from Food & Nutrition teachers and what the benefits are to their health. and some breads. Soda bread is a quick and easy recipe
To be able to suggest possible improvements to • Science and literacy: The science of starches. that uses plain flour (made from soft wheat) and
adapt the recipes for future reference Starches are used in cooking to thicken and bicarbonate of soda, rather than yeast. Watch Mrs M’s
set dishes. Complete the worksheet to cheese and onion soda bread demonstration and make
demonstrate and apply your food science your own soda bread
knowledge. Use the fact sheet to help you https://www.youtube.com/watch?v=AKIMuxl7BEc
with the information you will need.
Skills Knowledge and Understanding
Recipe Development Food Choice and Provenance Multicultural Foods
To be able to prepare, cook and present food safely and hygienically in To be able to discuss different factors that affect food choice: To be able to recognise ingredients from different countries around the
practical sessions; world:
Prepare and cook dishes considering personal hygiene and work area Students will take part in a class discussion about factors they think
Weigh and measure both wet and dry ingredients independently affect their choice. They will then build upon their current knowledge Students to study the cuisine from the 7 main continents.
Follow a step by step recipe or to adapt a recipe/use one of their own*1 Students to create their own presentation based on their findings andYear 9 Curriculum Map - How can I be a scholar in Food and Nutrition Pathway?
Use a paring knife safely using the bridge and claw hold with precision with a range of examples. show their understanding.
and accuracy
Prepare fruit and vegetables for cooking – using the different cutting To be able to understand where our food comes from: To be able to research and make a range of multicultural meals.
techniques Students to study how food is grown, caught and reared. To demonstrate high level practical skills.
Use all parts of the cooker – hob, grill and main oven Students to study how food is transported in terms of air miles and Demonstrate a good / high level of independence
sustainability and the importance of seasonality. Clear application of different skills.
Select and use equipment safely, including electrical equipment for
High quality presentation taking aesthetics into consideration.
higher level skills*2
Extension work:
Use different cooking methods – dry, wet and combination
To be able to carry out planning, testing and evaluating food products; Food and farming and literacy: Below are a range of links to videos for
Carry out Sensory testing of their final products using sensory word you to watch about where food comes from to build up your knowledge,
descriptors let us know how you do!
Evaluate their work using key terminology and offering peer feedback.
Budding broccoli – video, questions and answers
*1 – swap ingredients when needed based on availability, seasonality, Earthy potatoes – video, questions and answers
dietary or budget requirements. Burly beef – video, questions and answers
*2 – to be able to use an electric whisk and stick blender safely and Magnificent milk – video, questions and answers
independently. Tasty tomatoes – video, questions and answers
To make links with Science knowledge and help understand how to carry
out an investigation – try one of your own e.g. why is fat in pastry?
What happens if you change the type of fat?
Super Curricular Super Curricular Super Curricular
• Around your kitchen: Have a look in your kitchen and find six • Food and literacy: Make a list of ten different places where you Food and geography: Look in your kitchen cupboards. List the
different pieces of equipment that can be used to either prepare could buy food (e.g. supermarket, local market, takeaway, farm ingredients that could be used to add flavour to food, such as herbs,
or cook food with. (Here's some images, just in case!) Suggest a shop). List the types of food you can buy at each place, noting two spices, stock cubes, mustard or tomato purée. Choose one and research
food or dish that could be made using each piece of advantages and two disadvantages of buying food from each one. where it is grown and how it is made or produced. Name as many recipes
equipment. Why not find a recipe and make one of the dishes you • Complete a meal plan for a vegetarian. You should demonstrate as you can where it could be used.
suggested, if you have ingredients available? your knowledge and understanding of protein complementation
• Waste not want not! The What’s Cookin’? A Teen Age Cookery and the importance/functions of protein To practice dishes from other countries, please refer to the school you
Book, first published in 1948 lists a number of ‘cooking rules’ to • Find here Links to lots of videos of where food comes from – from tube channel where Mrs Mitchell demonstrates a range of different meals
make food go further, get better results and prevent food farm to fork, this will build up your background knowledge and that you can cook along with. This will improve your skill levels as well as
waste. Click here to find out some of these ‘do’s’ and ‘don’ts’. provide real life examples. https://www.foodafactoflife.org.uk/7- your time management meaning you can make more difficult things.
Write a list of at least five ‘do’s’ and ‘don’ts’ for cooking 11-years/where-food-comes-from/videos/#WFCF Some of these links can also be found in the school learning zone under
today. What would be your most important ‘cooking rule’? Year 9 and Super Curriculum.
If there are any issues accessing the links in this document, all URLS to the links used are available on the school learning zone in the Year 9 Food and Nutrition section clearly labelled Super Curriculum and then URL links.
How can I revise in this subject? Each module will have a small low stakes assessment to check knowledge and understanding of each topic. These usually include a practical assessment and a theory piece of work. All written assessments will be
based on previous learning so students will have the chance to reflect on their prior learning and knowledge in order to make good progress. The assessments will be recorded onto the front of your Food and Nutrition Flightpath loose leaf folder to
aid your tracking of successes and areas for improvement.
During the course of the year, you will have two tests. These will include questions that relate to the projects you have been working on, home learning exercises, together with information given to you on A4 revision sheets. These revision sheets
include key knowledge and understanding from the 7 areas you cover throughout the year as well as recap from Years 7 and 8.
To revise for this, you should refer back to your home learning, the additional information sheets and then practice and develop your revision techniques to learn and recall as much of the content as you can. Additional guidance and support will
always be readily available from your teacher.Year 9 Curriculum Map - How can I be a scholar in French?
I will be able to…
Term 1: Term 2: Term 3: Term 4: Term 5: Term 6:
Content: Content: Content: Content Content: *GCSE takers
1. To say how you used 1. To discuss relationships 1. To talk about healthy 1. To talk about organising a 1. to talk about jobs
new technology during with parents (how you living (food you eat, drink party (where, when, who is (qualities needed for Revision of all tenses
lockdown get on or don’t get on what it is good for) inviting and what you will certain jobs) Preparation for GCSE study
2. To describe old and and why) 2. To discuss healthy eat and drink) 2. to talk about ideal jobs Film study: He loves me he
new technology 2. Study of the film ‘les lifestyles (how often you 2. To suggest activities you can and use different tenses loves me not
3. To say how you use Choristes’ – focus on eat, drink or practise a do in your free time and together
new technology during characters relationships physical activity) come up with excuses 3. to talk about your *GCSE droppers
your free time 3. To review a film 3. To talk about how diet 3. To talk about a festival or ambitions for the future
4. To say how long you 4. To talk about the affects health (what is social event you have been 4. to talk about part-time Raise cultural awareness
spend on new tech pressures at school you good or bad for health) to jobs Other languages customs and
5. To identify the face and give advice 4. To talk about resolutions festivals - bon voyage – -
potential dangers of 5. to say how your life has to be healthier (what you Grammar culture and language tasters
social network sites changed compared to will do and when) 1. Use masculine and in German, Turkish and Greek
6. To say whether you are when you were younger Grammar feminine forms of jobs
for or against new 6. To say how much pocket 1. the near future, je vais 2. Revise the imperfect Experience of foreign films
technology money you get organiser une fête (I am tense (quand j’étais and music
Grammar: 7. what you have to do at Grammar going to organise a party) petit, when I was
1. Adjectives agreement home to help 1. Use of impersonal 2. Modal verb ‘pouvoir’ little) and the
and position Grammar structures il faut + followed by the infinitive, on conditional
2. Prepositions with verbs 1. Reflexive pronouns (me, infinitive (one must) pourrait aller au ciné (we (j’aimerais, I would
je passe du temps à, te, se) 2. The pronoun en, j’en could go to the cinema) like)
j’ai arrêté de 2. Imperfect tense mange 5 par jour (I eat 5 3. Modal verb ‘devoir’ followed 3. Using si clauses with
3. Frequency words par 3. Perfect tense and of them per day) by the infinitive, the imperfect and
jour (per day) imperfect tense j’ai vu, 3. Perfect tense with 5. Combining perfect and conditional (si j’étais
4. Impersonal structures il c’était (I saw, it was) ‘avoir’, j’ai mangé, j’ai bu imperfect tenses, je suis allé riche, if I were rich)
est essentiel de, il est 4. Irregular verb ‘reçevoir’ (I ate, I drank) au concert et c’était 4. use quand with
important de 5. Conditional tense, je 4. Expressions of quantity incroyable (I went to the different tenses
il faut/il ne faut pas voudrais (I would like) trop de, assez de (too concert and it was (quand j’avais 11 ans,
5. Structuring arguments 6. Modal verbs followed by much of, enough of) incredible) when I was 11 or
pour commencer, an infinitive (pouvoir, Simple future tense (I will...) quand j’aurai 11 ans,
d’abord etc vouloir, devoir) when I am 11)
7. Use the tu form of the
imperative
Super Curricular: Super curricular Super curricular Super curricular Super curricular Super curricular
Watch this song on youtube: Watch some episodes of ‘Extra’ a mangerbouger.fr – read some Go on this supermarket website and do listen to le travail c’est la santé by Excellent grammar practice
Stromae - Carmen (and explore French series– like Friends. Search articles about recommendations some online shopping for your party! Henri Salvador website:
more of his music) ‘extra French episode 1’ on for healthy living and try cooking a https://www.e- languagesonline.org.uk
recipe from the website leclerc.com/catalogue/produits
youtube
How can I revise in this subject?
1. Use www.memrise.com to learn course vocabulary (all students will be allocated a group and should have their username and password written in diary)
2. Google or search on Youtube any of the terms mentioned under grammar to find out more information – we recommend you visit this website https://agreenmouse.com/french-for-children/Year 9 Curriculum Map - How can I be a scholar in Geography?
Skills and Knowledge
1: Climate and Biomes 2: Resources 3: Climate Hazards 4: Our Unequal World 5: Issue Evaluation 6: Microclimate Enquiry
Knowledge: Knowledge: Knowledge: Knowledge: Knowledge: Knowledge:
Factors affecting climate. Global use of resources (food, How do we classify hazards? What do we mean by ‘the economy’? Where is TRF located? How Geographers undertake an
What are ecosystems and water, energy) How and where do tornadoes How and why has the UK economy What is the climate like in a TRF? enquiry
biomes. Areas of water use and scarcity form? changed? What are TRF like? Processes and concepts:
The tropical rainforest Water – needs and wants What are the impacts and What is a post-industrial economy? What are the reasons TRF is being Skills:
characteristics. How can water cause conflict? responses to tornadoes? What is the global shift in destroyed? Enquiry skills including– aim,
Using tropical rainforests (Israel) How is the enhanced greenhouse manufacturing? What economic benefits does TRF method, data collection, display,
Consequences of rainforest Impact of using plastic water effect causing climate change? How do we measure development? bring? analysis, conclusion, evaluation.
destruction bottles – land and sea What are the global and local Challenging stereotypes What is Peru like? GIS skills
Processes and concepts: How can we respond to reduce impacts of global climate change? What is the physical and human How is Peru using TRF to benefit
Nutrient and energy cycling waste? What are the responses to global geography of Africa? people?
Skills: Processes and concepts: climate change? How has Nigeria changed? How has the Interoceanic Highway
Constructing and reading climate Resource use, ocean currents, Processes and concepts: Is Africa a role model for the future in helped development in South America?
graphs damage caused by plastic, how Formation of tornados terms of energy Processes and concepts
waste is managed, allocation of The interaction of tornados and and the environment? Location of TRF biome
resources people Processes and concepts: Exploitation of the TRF
Skills: Enhanced greenhouse effect Economic development Skills
Mapping, graph of resource Skills: Economic structures Completing and interpreting a climate
consumption, writing to persuade Classification, choropleth mapping, Skills: graph
analysis of graphs relating to Drawing and Calculating mean, median, mode
climate change and satellite image interpreting scattergraphs, using Interpreting data
analysis statistics, choropleth maps, photo Describing maps
analysis. Decision making
Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
Read the Jungle Book by Rudyard Watch war on plastic – BBC i- Read Greta’s Story. What Super Curricular: Watch the entire episode of Ross Kemp; Investigate different methods
Kipling. How do you think player, how can you reduce your difference can one teenage make? Watching ‘Africa’ with Investigating Deforestation of the of displaying data. Can you use
humans have changed the plastic use? Watch The day after tomorrow. Do Ade Adepitan. BBCi-player Amazon methods used in other curriculum
rainforest since this was you think this film is realistic? Download ‘Human Check outdoor furniture at home is areas, eg Science, Maths?
written? Encourage reduction of single use Look in your local area. When do Development’ (United Nations made from sustainable rainforest wood Plan your own investigation to
Watch Planet Earth II – Jungles. plastic in your household. the flowers and plants start to grow Development Report) – information sources record the variations in
Visit the Eden project or The again? Is this getting earlier? What on population statistics. Create an info-graphic for Peru temperature around your outside
Living Rainforest near Newbury. Investigate the changing political evidence do you have? Watch Stacey Dooley documentaries space at home. What factors could
Sketch a plant or animal you see boundaries in the Middle East. relating to lifestyles in different influence temperature?
and annotate it to show how it is countries. What problems might you have in
adapted to its environment. Do your bit – take part in the Find out what the term ‘Northern undertaking your investigation?
Ringwood litter pick. Powerhouse’ means and why this is
relevant to this topic.
How can I revise for assessments?
• For key terms and definitions, make a set of heads and tails cards and practice alone. You could also get others to test you.
• For revising processes: there are often several different types of processes e.g. for erosion. Draw annotated diagrams on revision card for each type process.
• For revising case studies: draw a mind-map to include all the different aspects and categories involved in your case study.
• For revising an issue-based topic: use a table to capture argument for and against the issue.Year 9 Curriculum Map - How can I be a scholar in History?
Skills and Knowledge
How do events in the 20 and 21st century affect the world we live in today?
th
Half-term 1: Half-term 2: Half-term 3: Half-term 4: Half-term 5: Half-term 6:
What was the impact of How do events in the USA What were the main causes What was the Holocaust and How far were the bombing of How did people campaign
the Peace Treaties at the in the 1920s and 1930s of WW2? why it is so important we Hiroshima, the establishment for equal rights and how far
end of WW1? affect the rest of the world? Skills: evaluating a historical remember it? of the NHS and the 9/11 has equality been
Skills: explanation (using Skills: constructing an interpretation. Skills: explanation. attacks turning points in achieved?
the PEE structure) argument with a judgement. Knowledge: Knowledge: History? Skills: constructing an
Knowledge: Knowledge: • Germany’s • Stages of the Skills: constructing an argument? Evaluating
• The condition of • What was life like rearmament. Holocaust – argument with a judgement historical interpretations.
Europe at end of during the Boom in • Anschluss discrimination, Knowledge: Knowledge:
WW1. the 1920s? • Munich Agreement separation, • Causes, events and • Jim Crow Laws
• The aims of the • What was life like • Appeasement extermination. consequences of the • Little Rock High
Big Three at the for women and • Invasion of Poland. • Resistance to the dropping of the atomic School
Peace Conference immigrants? Holocaust. bomb. • Montgomery Bus
• Terms of the • How did • Could the allies have • Reasons for Boycott
Treaty of prohibition done more to stop establishment of NHS • 1964 civil rights act.
Versailles. increase crime? the Holocaust? and impact of our
• German reactions • Life in the Great lives.
to the Peace Depression. • Events of 9/11 and
Treaty • The impact of the impact on our lives.
• Were the treaties depression on the
fair? rest of the world.
Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
Visit the imperial war Read or watch The Great Visit the imperial war Read the boy in the stripped Search for news articles on Use BBC Bitesize to
museum and create a fact Gatsby. museum and create a fact pyjamas. the 9/11 attacks. research the civil rights
file about the causes of Watch an episode of file about the causes of Watch or read the Book Thief. Research the 70th movement.
WW2. horrible histories and WW2. anniversary of the NHS.
Visit BBC Bitesize website factcheck it for accuracy. Visit BBC Bitesize website
and create a revision mind
Use BBC Bitesize to
and create a revision mind
map on the treaties. map on the causes of WW2.
investigate the dropping of
the atomic bombs.
How can I revise for assessments?
Reread or research any of the topics / themes each for half-term. Create mind-maps using the key questions on this sheet. Make cue cards about the key events. Create a timeline of topics
learnt. Play bingo using key words.Year 9 Curriculum map - How I can be a scholar in ITaCS?
Skills, Knowledge and Understanding
Term 1 & 2 Key Questions Term 3 & 4: Key Questions Term 5 & 6: Key Questions
Topics 1. Can you identify the main types Topics 1. Do you understand the Topics 1. Can you touch type
Animation of animation? Creating Images difference between a Work Skills efficiently?
2. Can you define stop frame (Illustrator) vector and Raster Project using - 2. How should a standard
animation and give examples of image? business letter be laid out?
real-life uses? 2. Do you know how to
Transferable IT Skills Including appropriate
3. Do you know how to present a present your work for a Or Programming salutations and language.
Key concepts & Skills storyboard of your planned Key concepts & Skills target audience? Key concepts & Skills 3. What software would you use
animation for a target audience? 3. Do you know how image for creating a scalable image –
Development of Develop skills to create Recapping and refining
4. Can you collect all required editing software is used such as a logo?
animation skills vector images basic IT skills that will be
assets before starting a project? in businesses? 4. Which software would your
Planning an animation Create products to utilised moving into GCSE
5. Can you create a stop frame 4. Can you independently use to create: automated
using storyboarding to meet project brief. studies and/or work place
animation that follows your design and create a calculated modelling sheets or
get across a concept for a Considering target environment.
storyboarded plan? vector image for a given financial records and
specific audience. audience in the
6. Can you take peer feedback as scenario ensuring the promotional materials?
Asset development/ development of assets. Development of
well as carry out self-assessment 5. Are you aware of basic health
collection Develop understanding target audience is understanding of
and make improvement/ and safety in the
Creating animation for a and skill base in a considered? programming constructs
adjustments to your project to workplace/the use of IT
purpose/to a brief software which is 5. Taking into and Python programming
ensure it meets the client brief equipment?
Reviewing work through transferable across the consideration success skills- in preparation for
fully? ----------
self, peer and audience Adobe suite and an criteria can you self GCSE Computer Science to
7. Have you developed additional 1. Can you use Python
feedback to assess understanding of other. assess as well as gather include but not exclusive
skills above and beyond the programming to print text to
success. Use given software to peer feedback to enable to those identified in the
basic expectation of the task. the screen?
Use appropriate software professionally present you to make keywords below.
8. Is your finished product of near 2. Do you understand the
to professionally present your findings. improvements to your
professional quality? purpose of iteration and
your findings. Data representation image. Resilience
selection and use them in
Resilience. Resilience. 6. Are you able to Perseverance.
your code?
Perseverance. Perseverance. effectively evaluate your 3. Can you use pre-existing
finished immge. Python modules such as
time?
Super Curricular: Key Words Super Curricular: Key Words Key Words
Choose an iDEA badge you Choose an iDEA badge you Super Curricular:
would like to add to your Hyperlink would like to add to your Vector Choose an iDEA badge you IT Skills Programming
collection. Kiosk mode collection. Pixel would like to add to your Word Processing Algorithm
Develop your own stop Image Try out Adobe Spark (free Copyright collection. Spreadsheets Decomposition
motion animations using Unambiguous online Adobe software) Scalable Promotion Selection
Consistent Layout Pixelated Desktop Iteration
phone/tablet on a topic of and have a go at creating Extend your Python
Image manipulation Resolution publishing Sequence
your choice. Think about a range of different programming skills by using
Import Quality Variable
what assets you use to good documents. www.101computing.net Social Media
Layer Layering Programming
effect. Maybe even try another Merchandise
Filter File Size Debugging
Watch Wallace & Gromit or programming language. Touch Typing
other similar stop motion Export SVG Syntax Error
Business Logic error
films for inspiration. stationary Data typeHow can I revise in this subject? Practice the skills you have learnt and develop them further independently. Knowledge Organisers provided by your class teacher Quizlet or paper based flash cards- Create flash cards with key words and definitions/images on the back – practice them until you know them all. Mind maps of information you have learnt – build in key terminology and images to help you remember facts and information Revision Clocks made of the content you have studied Use BBC Bitesize KS3 Computing pages to review what you have learnt Use Teach ICT website quizzes
Year 9 Curriculum Map - How I can be a scholar in Mathematics?
Skills Knowledge and Understanding
Autumn Half Term 1: Autumn Half Term 2: Spring Half Term 1: Spring Half Term 2: Summer Half Term 1: Summer Half Term 2:
Percentages & Fractions Number Skills Solving Equations Transformations and Scale Factors Probability and Venn Diagrams Inequalities and Equations
Add, subtract, multiply and divide Multiplying and dividing including Solve equations including ones that Use and describe, using correct Describe and calculate probability of Understand the inequality symbols
fractions with decimals and in a context might involve a bracket and where mathematical terminology, the four outcomes of single events Represent an inequality on a
Mixed numbers Use negative numbers in a wide the answer could be positive, basic transformations; reflection, progressing to multiple events. number line
Equivalent fractions, decimals and range of contexts negative or a fraction rotation, translations and Calculations with probabilities and Solve linear inequalities
percentages Using rounding across a range of Solve equations with the unknown enlargement. the use of tree diagrams and Venn Draw and interpret graphs of linear
Percentages of amounts topics and realising that it can affect on both sides Use scale factors to work with diagrams. inequalities to identify regions.
Percentage increase and decrease the allocation of the last mark of a Solve simultaneous equations similar shapes, i.e. linear, area and Extend to set notation and Rearrange equations involving one,
Compound interest difficult question. Form and solve an equation volume scale factor conditional probability. two and multiple steps.
Reverse percentages Being able to write upper and lower Area, Volume & Circles Apply and recognise combinations Averages and Sampling Methods Compound Measures
Formulae & Sequences bounds as error intervals. Finding area and perimeter of basic of two or more transformations. Calculate basic averages from lists Make calculations of speed, density
Substitute values into expressions, Expanding & Factorising and compound shapes in 2D such as Representing Data and frequency tables. and pressure.
including with positive and negative Simplifying algebraic expressions rectangles, triangles, Able to draw bar charts, pictograms, Make calculated estimates of Understand and use the graphs of
integers including forming expressions in a parallelograms, trapezium, kite pie charts and stem and leaf averages from large data sets. these measures.
Continue a sequence of numbers of range of contexts Investigating surface area and diagrams Compare two data sets using Use and convert units for
patterns Expand and simplify brackets volume of 3D shapes. Draw and use wo way tables averages and measures of spread. calculation.
Find the nth term of a linear or Factorise an expression, including Know and use the definitions of Draw and interpret scatter graphs Understand bias in sampling Graphs of Functions
quadratic sequence up to a quadratic expression circles and their properties and find including correlation, interpolation methods. Use substitution to calculate
Start looking at iteration Ratio & Proportion the area and circumference from a line of best fit. Pythagoras and Trigonometry coordinates and plot graphs of
Angles & Shape Properties Simplify a ratio Convert between units of area and Extending to data analysis using Understand and use Pythagoras’ quadratic, cubic and reciprocal
Construct and measure angles Share in a given ratio volume cumulative frequency graphs and theorem when finding missing side functions.
Use angle properties to find missing Calculating and comparing best Coordinates & Graphs box plots. lengths of right-angled triangles. Recognise graphs of equations.
angles on a line, around a point, in a value, including the unitary method. Use a conversion graph HCF/LCM, Indices, Standard Form Develop an understanding of the Sketch graphs using key values.
triangle and in parallel lines Understand direct and inverse Understand the properties of Revisit factors, multiples and primes trigonometric ratios sin, cos & tan. Factorise expressions to find roots
Find angles in polygons proportion including in an algebraic straight line graphs as well as powers and roots with Use trig ratios to find missing of equations.
Form and solve equations involving and graphical sense Plot straight line graphs and without a calculator. lengths and missing angles. Sketch trigonometric functions.
shapes by using their properties Extend to plotting different types of Extend understanding of indices and Solve geometric problems involving
Congruency graphs including quadratic, cubic then apply in the context of Pythagoras’ theorem and trig.
Plans and elevations and reciprocals standard form. Extend to trig graphs and exact
values.
Super Curricular Super Curricular: Super Curricular: Super Curricular: Super Curricular: Super Curricular:
PLUS Magazine The CHRISTMAS LECTURES are The NRICH website publishes Puzzles! Research famous mathematicians The Royal Institution (who puts on
https://plus.maths.org/content/ engaging and mind-expanding thousands of free resources https://mathschallenge.net/proble and their work in maths, for the Christmas lectures) also produce
Lively, accessible and in-depth television programmes for all ages designed to challenge, inspire and ms/pdfs/mathschallenge_1_star.pdf example: educational resources for science
articles and podcasts explore all but particularly children and young engage ages 3 to 19. NRICH If you’re into puzzles and want to • Isaac Newton – links to all sorts and maths. Here’s a link to an
aspects of maths, ranging from what adults. Watch previous year’s resources focus on problem-solving stretch your thinking, visit this of subjects! interesting investigation on magic
string theory predicts about hidden lectures via the Royal Institution’s and take a low-threshold high- website. • Fermat’s Last Theorem – linked squares:
dimensions to mathematics in website. Check out 2006! ceiling approach, building students' Ringwood school enters the to Pythagoras’ theorem https://www.rigb.org/education/ma
medicine. Meanwhile news items https://www.rigb.org/christmas- confidence, mathematical National Maths Challenge each year • Carl Gauss – Number theory sterclasses/masterclass-
uncover the hidden maths behind lectures/watch/2006/the-num8er- reasoning, thinking skills and ability and this website provides good • John Von Neumann – Set resources/off-the-shelf-
media headlines and report news my5teries to take the initiative. practice material. theory, game theory… resources/ots-masterclass-magic-
from the world of research. https://nrich.maths.org • Benoit Mandelbrot - fractals squares
How to revise Mathematics
• Use your skills book to learn key mathematical facts and formulae
• Revisit past home learning sheets and repeat the questions, particularly those you found more challenging
• Practice as much as possible; visit these websites to find additional resources:www.corbettmaths.com, www.khanacademy.org, www.nrich.maths.org, BBC Bitesize Key Stage 3 Maths
• Watch maths videos to support your understanding of a topic: www.youtube.com/hegartymaths, www.youtube.com/mrpauffleyYear 9 Curriculum Map - How can I be a scholar in MUSIC/MUSIC TECHNOLOGY – The Music Pathway?
Skills and Knowledge
Blues Film and TV Music Music for Special Creating a Remix Audio Recording Pop Music
Occasions
You will learn: You will learn: You will learn: You will learn: You will learn: You will learn:
• chords – triads and 7ths • How music is used in • How to analyse music • How to use Cubase to • To use a range of • How pop music
• about the standard film, TV and adverts to used for special manipulate sounds and microphones to record developed from blues
pattern of the 12 bar create or affect mood occasions including loops audio, then process, and jazz music
blues • How composers use remembrance, royal • To use technology to manipulate and create a • To describe pop music
• about layers and motifs, leitmotifs, events, and Christmas remix a piece of music piece using these recordings you hear, and
instruments in blues diegetic and non- • To compose some music into your own style • To use Groove Agent to understand a range of
music diegetic music in films for a special occasion, • Features of different turn your recorded audio styles
• to improvise using the and TV building on composition musical genres in order into samples which you • To perform some pop
blues scale • To compose some film, skills from Year 7 and 8 to create a remix in your could play on a keyboard songs as an ensemble
• to create your own TV and advert music in a chosen style • To write your own pop
blues backing, which variety of styles, both to • Add FX to your work to song
you will improvise over action on screen and to enhance your piece
set a scene/tell a story
Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular: Super-Curricular:
Try to experience some live Watch films you enjoy and Listen to music you hear at Join Music Tech club to Join Music Tech club to explore Listen to music in a range of
music, or watch videos of listen carefully to the music. events or special occasions. explore and experience and experience music styles from a wide period of
live performances on Learn to play some film Consider the instruments music technology, using technology, using your own time. Describe the music
YouTube. Listen and themes on your and styles you hear – why your own ideas. ideas. you hear using the elements
describe the layers you hear instrument/keyboard app. do you think they are Install the free version of Explore the resource videos on of music.
Research some famous Try to compose your own appropriate? Cubase onto your home the Learning Zone to further Watch recordings of live
blues musicians, and film music to a scene which computer to allow you to your understanding of Musical performances on YouTube,
present your findings in a you have written. explore and investigate Technology e.g. from Glastonbury. Even
creative way. Watch some film music Music Technology at home. better, try to go to a live
composition and analysis music gig! Write about your
videos on YouTube experience.
How can I revise in this subject?
You have a log on to ‘Focus on Sound’, which will remain the same as in Year 7 and 8. This resource has hours of information, lessons, tests and listening on a variety of topics. It covers
information for key stage 3, GCSE and A level for both Music and Music Technology. It is a fantastic resource. You will be directed to relevant sections during Year 9, but feel free to explore
and deepen your musical understanding by yourself.
http://www.sfskids.org/classic/templates/home.asp?pageid=1 has lessons on the elements of music and lots of information on the instruments of the orchestra
Use the free version of Cubase if you are able to install it at home, or spend time in the department becoming familiar and confident with the new software you learn during Year 9.You can also read
