almuñécar international school year 9 · investigate the vitamin c in fruit juices (dcpip). k...

Almuñécar International School Year 9 Curriculum 2014-2015

Stage: 9 LONG TERM PLAN

Term 1 Term 2 Term 3

1A Writing – some advanced skills

04/09/14- 30/09/14

2A People and places

07/01/15- 31/01/14

3A Poetry

06/04/14- 30/04/14

1B Writing – some advanced skills

01/10/14- 31/10/14

2B Travel

02/02/14- 27/02/14

3B Argument

04/05/14- 29/05/14

1C Other opinions, other views

01/11/14- 01/12/14

2C Travel

02/03/14- 27/03/14

3C Revision Reading and Writing Skills

01/06/14- 22/06/14

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Science Year group: 9 Teacher: A. Ellis

No. of lessons per week: 4 Date: September 2014 – June 2015

Time scale (approximate) Topics Curriculum concepts/ skills and competencies

Learning styles Assessment Criteria; tests/ projects etc.

Autumn term Teaching & Learning Styles (VARK): Visual: Seeing experiment

results, models. Auditory: Listening and

discussing Read/Write: Textbook and

other written exercises. Kinaesthetic: practical

activities

September Biology Healthy bodies, diet and exercise

Evaluate information about the effect of food on health. Explain how inherited factors can also affect our health; these include metabolic rate and cholesterol levels. Evaluate information about the effect of lifestyle on development of diseases.

Measure the energy content of foods, eg pea and crouton. Evaluate effectiveness of class method and compare values with those on food packets. K Investigate the vitamin C in fruit juices (DCPIP). K

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities

September / October How our bodies defend themselves against infectious diseases Drug development use and abuse

Explain how pathogens cause disease.

Carry out and describe aseptic techniques.

Cards/cut-outs to sequence stages in drug testing and trialing and purpose of each stage. K, V, R

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities End of topic assessment

October How science works

Risk assessment, variables, research and planning an investigation

Investigation into vitamin C content of foodstuffs. K

Biology Assessment of practical skills.

November Physics Transfer of energy

Radiation, kinetic theory, conduction and convection and evaporation.

Investigation Radiation, conduction and convection K

Weekly homeworks on each topic Observation of practical skills

Contribution to class and group activities

November Energy and efficiency Insulation and specific heat capacity. Sankey diagrams Energy efficiency of electrical appliances.

Data analysis questions. R/W Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities End of term assessment

December Biology Nerves and hormones

Describe the functions of the main structures in the nervous system.

Describe the pathway of a nerve impulse in a reflex response and explain the roles of the structures involved. Hormonal control of the menstrual cycle – FSH, LH and oestrogen.

Draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in shoots and roots.

Investigate the effect of exercise on body temperature and/or sweating. K Discuss: Discuss possible causes of infertility in men and women and treatment available. A


Spring term January

Organisms in their environment Energy in biomass and cycles in nature

List factors that affect the survival of organisms in their habitat.

Give examples of resources that plants and animals compete for in a given habitat.

Describe adaptations that some organisms have to avoid being eaten. Interpret population curves Explain why energy and biomass is reduced at successive stages in a food chain.

Discuss: Brainstorm how an environment can change and how these changes could affect organisms. Discuss distribution of bird species, disappearance of bees, global warming, agricultural pollution, sulfur dioxide and oxygen levels in water. A


January How science works Repeatability and reproducibility of investigations. Analysing data

. Repeatability and reproducibility of investigations. Analysing data

Class investigation. K Results shared and compared to determine repeatability and reproducibility. Data analysed. A, R/W


February Chemistry Materials of the earth and the Periodic table

Atomic theory. Atomic structure and properties of elements, and their position in the Periodic Table.

Investigating conservation of mass in reactions. K Investigating properties of alkali metals. K


February Rocks, their uses and extraction of metals

Limestone and its uses. Ores, their uses and extraction of metals. Recycling metals.

Investigating the limestone cycle K Research into alloys and their uses. R/W


March Physics Electrical appliances

Paying for electricity. Using different devices.

Evaluating devices for different situations. R/W


March Methods of generating electricity

Comparing power stations and alternative energy sources. Electricity distribution and meeting demand.

Demonstration of transformers in electricity distribution V


April Biology Genetics and Evolution

Why organisms are different

Genes carry information about characteristics and are passed from parents to offspring in gametes.

Look at photographs of chromosomes from a male and a female V Video clips of fertilisation of an egg by a sperm and of insects pollinating flowers. V


April How science works

Data response, analysis How to use data to answer questions, draw graphs, make conclusions and suggest improvements R/W

Weekly homeworks on each topic Contribution to class and group activities

Summer term May

Chemistry Oils, earth and the atmosphere

Separating crude oil and uses of the fractions. Burning oils and pollution. Improving fuels.

Use of fractionating column to separate crude oil. K Research into biofuels. R/W


June Physics The use of waves for communication and to provide evidence that the universe is expanding.

Types of waves and their uses. The Doppler effect, red shift and the expanding universe.

Demonstration of wave behavior using slinkys and the ripple tank.V Investigating light using ray boxes and mirrors. K Investigating sound using the cathode ray oscilloscope K

Weekly homeworks on each topic Observation of practical skills Contribution to class and group activities Checkpoint examinations

Research into the big bang theory R/W

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15

Subject: Science Year group: 8 Teacher: Nick Lavin




Termly Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

September Laboratory safety rules refresher

Refresh understanding of how to behave sensibly during practical sessions. Understanding of a safe laboratory environment. Re visit signed class agreements related to safe practice.

Visual: Working from a

visual OHP Auditory: Verbal feedback

related to topic Read/Write: Produce a risk

assessment Kinaesthetic: Practice safely

in the laboratory environment.

Assessed on the science safety certificate.

Late September till December

Respiration and Circulation How mineral salts are absorbed and transported by flowering plants. Circulatory system understanding. Respiratory system Gaseous exchange develop an understanding. Awareness of the effects of smoking. How aerobic respiration provides energy.

Visual: Interactive media,

practicals Auditory: Verbal feedback

and listening to demos and media Read/Write: Produce assessed project and topic work Kinaesthetic: Practical tasks

and assessment.

Observation of written and practical tasks. Contribution to group activities. Assessment of investigative skills. End of unit test.

January Being Healthy Understand the differences between anatomy and physiology. Understand scienctific processes leading to discoveries. Exercise effects on bones, joints, lungs and circulatory system. Dietary effects. Drug effects.

Visual: Interactive media, practicals Auditory: Verbal feedback

and listening to demos and media Read/Write: Produce assessed project and topic work Kinaesthetic: Practical tasks

and assessment Fitness testing.

Observation of written and practical tasks. Contribution to group activities. Assessment of investigative skills. End of unit test.

January till June Repeat the above for the other half of year 8.

9Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15

Subject: ENGLISH IGCSE Year group: 9 Teacher: JOSEPH WILLIAMS


Time scale

(approximate)

Topics Curriculum concepts/ skills and competencies


Approx. 2 or 3 chapters per month

Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

There is no coursework for English IGCSE.

September 1A Writing – some advanced skills Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/ structures/lengths; embedded phrases and clauses; fronted phrases and clauses; variation in sentence length; complex nouns; prepositional and adverbial phrases; narrative viewpoint; visual description; speaking/listening skills premised on discussion and effective sharing of ideas.

The focus in Unit 1A is quite specific in terms of specific writing skills – those of narrative viewpoint and showing, not telling. These skills are dependent on good sentence and punctuation skills, with sentences and punctuation varied and crafted to achieve desired effects. A range of teaching and learning strategies for these skills are detailed throughout both the Stage 7 and 8 units, and should be revisited as appropriate. Unit 1A runs in tandem with Unit 1B: teachers may want to select and combine particular skills.

Visual: Reading of texts/ PowerPoint activities. Graphs. Auditory: Listening to

the reading of texts by others. Read/ Write: Exercises from Cambridge Checkpoint and stages textbooks. Kinaesthetic: Building and presenting Power Points.

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; variation in sentence length; complex nouns; prepositional and adverbial phrases; narrative viewpoint; visual description; speaking/listening skills premised on discussion and effective sharing of ideas.

October 1B Writing – some advanced skills Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/ structures/lengths;

The focus in Unit 1A is quite specific in terms of writing skills –

Visual: Reading of exemplar stories/

embedded phrases and clauses; fronted phrases and clauses; variation in sentence length; complex nouns; prepositional and adverbial phrases; variations of narrative dialogue/layout; speaking/listening skills premised on discussion and effective sharing of ideas.

those of narrative dialogue and narrative beat. These skills are dependent on good sentence and punctuation skills, where sentences are varied and crafted to achieve desired effects. Teaching and learning strategies for these are detailed throughout the Stage 7 and 8 Units, and should be revisited as appropriate. Unit 1A runs in tandem with Unit 1B: teachers may want to select and combine particular skills.

PowerPoint activities that peer assess. Pictures. Auditory: Listening to the recordings of texts from the Cambridge Texbooks for Stage 7. Read/ Write: Worksheets and self assessment target setting. Kinaesthetic: Presenting ideas in discussions, challenging others with intellectual intentions.

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/ structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; prepositional and adverbial phrases; dialogue layout and variation; speaking/ listening skills premised on discussion and effective sharing of ideas.

November IC Other opinions, other views

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/ structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; prepositional and adverbial phrases; variation of presentational/linguistic/rhetorical features of nonfiction texts according to purpose and audience; different viewpoints and registers of non-fiction texts; comparison and analysis of non-fiction texts; formal letter; review; different responses to fiction; speaking/ listening skills premised on student work on joint projects, involving planning, organisation and presentation.

Students are taken through how different readerships will impact on presentation, language and content of a non-fiction text. They are then asked to explore and investigate different reading preferences and styles. The non-fiction formats of the letter and review are covered.

Visual: Flash Cards/ quiz games- duolingo and lingua.ly. Discussions. Auditory: Listening to the questions of tasks and games online. Read/ Write: creative writing tasks. Worksheets and self assessment target setting. Kinaesthetic: Presenting ideas in discussions, challenging others with intellectual intentions.

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; prepositional and adverbial phrases; variation of presentational/linguistic/rhetorical features of non-fiction texts according to purpose and audience; different viewpoints and registers of non-fiction texts; comparison and analysis of non-fiction texts; formal letter; review; different responses to fiction; speaking/listening skills premised on student work on joint projects, involving planning, organisation and presentation .

December 2A People and places

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/ structures/lengths;

Students are asked to consider the socio-cultural context of a text and to present their findings to the rest of the class. Some analytical

Visual: Newspaper articles, physical and

Vocabulary choice; spelling strategies; punctuation range

embedded phrases and clauses; fronted phrases and clauses; summary; socio-cultural context; reading strategies; research strategies; note-taking techniques; key features of plot, character and setting; creative writing; speaking and listening – joint organisation, planning, presentation.

exercises have also been suggested. Students are also given the opportunity to creatively explore feelings that arise from living in a particular culture – particularly as a young person.

online material. Auditory: Listening to the readings of non fiction and fiction texts. Responding to set questions that aren’t written on the board or typed already for students. Read/ Write: Discursive writing. Responding to tasks of auditory setting. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

and variation; varied sentence types/ structures/lengths; embedded phrases and clauses; fronted phrases and clauses ;summary; socio cultural context; reading strategies; research strategies; note taking techniques; key features of plot, character and setting; creative writing; speaking and listening – joint organisation, planning, presentation.

January through February

2B &2C Travel

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/ structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; adverbials; prepositional phrases; organisational, linguistic, literary features of travel brochures/web sites; comparisons of leaflet/web site; issues of text, audience and purpose; speaking and listening skills involved in joint planning, discussion and collaboration.

Students will revisit and investigate the presentational, linguistic and rhetorical features of travel leaflets and web sites, making a comparison before writing their own version.

Visual: travel

brochures and websites, articles, leaflets. Auditory: Listening to

journalists. Responding to direct questioning of key journalistic features. Responding to set questions that aren’t written on the board or typed already for students. Read/ Write: Informative writing. Responding to tasks of auditory setting. Creative writing tasks. Kinaesthetic: Group work, designing class-room.

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; adverbials; prepositional phrases; organisational, linguistic, literary features of travel brochures/web sites; comparisons of leaflet/web site; issues of text, audience and purpose; speaking and listening skills involved in joint planning, discussion and collaboration.

March 3A Poetry Poetic forms and devices; reading strategies for close reading and analysis, including DARTS; research; speaking and listening skills of discussion and collaboration

Teachers may want to focus on some of the poems suggested for the Stage 8 Poetry Unit. Some more challenging poems have been suggested, and in-depth analysis of one in particular. Some poetic forms are presented. Teachers may want to extend or narrow this focus, as seems appropriate to the ability of the class.

Visual: Reading original material/ poetry/ worksheets etcetera. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Responsive writing tasks. Kinaesthetic: Group work, designing class-room.

Poetic forms and devices; reading strategies for close reading and analysis, including DARTS (see Section 3: Teaching Approaches of the Teacher Guide); research; speaking and listening skills of discussion and collaboration

April 3B Argument Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; adverbials; prepositional phrases; structural, linguistic and rhetorical features of argumentative texts; issues of text, audience and purpose; speaking and listening skills involved in joint planning, discussion and collaboration.

Students are taken through how to write an argumentative essay, step-by-step, through from the introduction, into how to develop paragraphs, and link points, to introducing counter-argument and make an effective conclusion.

Visual: Reading original material/ writing to argue/ worksheets etcetera. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Creative writing skills. Kinaesthetic: Group presentations. Role Play.

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; adverbials; prepositional phrases; structural, linguistic and rhetorical features of argumentative texts; issues of text, audience and purpose; speaking and listening skills involved in joint planning, discussion and collaboration.

May 3C Revision Reading and Writing Skills Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; adverbials; prepositional phrases; structural, linguistic and rhetorical features of fiction and non fiction texts;

Unit 3C- Revision of key reading and writing skills in preparation for the Checkpoint test. Assess students based on the results of a mock test using a past Checkpoint paper. This would enable them to ascertain what skills need to be taught to the whole class, and what individual targets need to be set

Visual: analysis of TV news. Presenting ideas. Auditory: Listening to recordings and to members of the class. Responding to direct questioning. Read/ Write: Creative writing skills- poetry

Vocabulary choice; spelling strategies; punctuation range and variation; varied sentence types/structures/lengths; embedded phrases and clauses; fronted phrases and clauses; complex nouns; adverbials; prepositional phrases; structural, linguistic and rhetorical features of fiction and non fiction texts; presentational features of non

presentational features of non fiction texts; analysis of text using detailed textual evidence; issues of text, audience and purpose; formality; character, setting, themes, viewpoint; narrative and dialogue.

and pursued.

literary techniques. Kinaesthetic: Group presentations. Role Play.

fiction texts; analysis of text using detailed textual evidence; issues of text, audience and purpose; formality; character, setting, themes, viewpoint; narrative and dialogue.

June Check point assessments June: Final GCSE Exams


Subject: Mathematics Year group:9 Teacher: Isaac Muñoz


Time scale

(approximate)

Topics Curriculum concepts/ skills and

competencies

Learning styles Assessment Criteria; tests/

projects etc.

September

Chapter 1: Algebra 1 & 2

Chapter 2: Number 1

Generate sequences and obtain general

term of sequences

Generate functions from input

Interpret graphs of functions

Visual: Sequences of

diagonals in polygons

Auditory: Examples explained

using the whiteboard

Read/Write: Exercise from

chapter 1, 2.

Kinaesthetic: Use the

calculator

Exercises in class and homework

Worksheet

Exam

Operate with fractions and percentages

Calculate compound interest

Know and use order of operations

October/

November

Chapter 5: Statistics 1

Chapter 4: Geometry and

Measures 1

Build scatter graphs and determine

correlation between variables

Build and use time series graphs and two-

way-tables

How to initiate a statistical investigations

Visual: Recognise the parts of

the circle

Auditory: Explanation of how

to use statistics data


chapter 4, 5

Kinaesthetic: Use geometrical

instrument to construct

triangles.


Worksheet

Exam

Know how to calculate the angle of all

regular polygons

Construct right-angle-triangle

Recognise the circle and its parts

Make some geometrical reasoning

November/

December

Solve equations (linear, quadratics and


Chapter 3: Algebra 3 involving fractions)

Solve problems using equations

Direct proportion in graphs

Visual: Using the graphs

Auditory: Steps to solve all

equations explained in the

whiteboard


chapter 3.

Worksheet

Exam

December

Chapter 7: Number 2

Use power of 10.

Rounding

Review multiply and divide decimals




chapter 7

Kinaesthetic: Use the

calculator


Worksheet

Final term exam (all topic met so

far)

January/

February

Chapter 8: Algebra 4


Measures

Factorise expressions

Use index notation with algebra

Calculate square and cube roots

Construct graphs involving time

Visual: Recognise the

circumference and the area

Auditory: Explanation of

algebraical operations


chapter 6, 8

Kinaesthetic: Draw circles

with compasses


Worksheet

Exam

Calculate the circumference and the area

of circle

Use metric units of area and volume

Calculate the volume and surfaces of

prisms

February/

March

Chapter 9: Statistics 2

Make probability statements

Work out probability of mutually exclusive

and exhaustive events

Make estimations of probability

Visual: Probability events

using counters of different

colours and shapes




chapter 9

Kinaesthetic: Use dices to

estimate probability


Exam

March

Enlarge figures

Visual: Enlargements of



measures 5

Identify planes of symmetry of different

figures

Use map scales

Recognise congruent triangles

shapes




chapter 10

Kinaesthetic: Using

geometrical instruments in the

enlargements

Worksheet

Final exam (Cambridge checkpoint

exam questions)

April/May

Chapter 11: Algebra 5

Chapter 12: Solving problem

and revision

Chapter 13: Revision

Expand and factorise expressions

Make quadratic expansion

Change the subject of a formulae

Draw and interpret graphs of the for

“y=ax+b”

Visual: Using graphs

Auditory: Examples of

formulae in the whiteboard


chapters 11, 12, 13

Kinaesthetic: Use calculator

and geometrical instruments


Worksheet

Exam

Solve problems of numbers (fractions,

percentages, decimals, four rules, ratio)

Solve problem of algebra (solve

equations, graphs)

Revise some statistical techniques

Start a handling data project

June

Chapter 14, 15: Revision

Geometry and measures revision

Probability revision

Visual: Recognise all the

different polygons studied.

Auditory: Explanations in the

class.


chapters 14, 15


Worksheet

End-of-year exam

Project

Yearly Scheme of work and Assessment 2014-15 YEAR 9 Opening Minds Subject: Opening Minds

Year group: 9 Teacher: M. Galiana

No. of lessons per week:

6 Date: September 2014 – June 2015

Time scale

(approximate) Topics Curriculum concepts/ skills and competencies Learning styles

Assessment Criteria; tests/ projects etc.

Teaching & Learning Styles (VARK): Visual / Auditory / Read and Write /

Kinaesthetic Student Projects

Sept 4th – Oct 10th (6 wks)

Journeys 3

Who we are? Where we are in time and place? Understanding our town Importance of tourism

The three cultures The local economy

How we move around our world? Learning skills Managing situations Managing information

Managing self - vocabulary development Relating to people How we organise ourselves

Visits in locality Meeting a cartoon artista and historian

Expressing ourselves in a variety of ways creatively Cartoon making Group activities

Pair share Planning

Group projects Armada stories

Local study Recording oral histories

Display in the town tourism office Learning diary

Oct 20th – Dec 19th (9 wks)

Fair not Fair

Economic understanding Citizenship Study of a product Marketing

Local actions Global effect Uneven development

Learning to learn Managing information

CitizenshipManaging situations Managing self - Language

Speaking and listening Relating to people How we organise ourselves

Creative campaigning Pair and share Group work IT skills blogging

Power point presentation Enquiry based learning

Explaining Illustrating information artistically

Using technology

Fair trade campaign The story of a fair trade food product Christmas fund raising and fair trade

Making traditional Christmas food

Jan 7th – Feb 13th (6 wks)

Conflict and challenges

The 1900 Conflict resolution and mediation

UNO human rights convention WW1 Enviromental geography and disasters

Citizen ship Managing situations Emotional health and well being Enviromental awareness

Sharing the planet Interdependence the human and the physical world

Relating to people Managing information

Mind mapping Emotional well being

Learning from the media Model making group work

Jigsaw approach within a group putting it all together

Explaining using models ICT simulations Mind games role plays

Tshirts 1900 UNO role play

Mediation projects WW1 project

Tv news presentation: reporting disasters

Visual learning reading pictures Organizational skills Managing self - Vocabulary development

Feb 23rd – Mar 27th (5 wks)

Living and working

Managing emotions behaviour and relationships

Language development Relating to people and understanding others

Managing information Managing own life

Change and continuity Time and place

Career planning Individual work managing time

Individual life plan Career and sector study report

May 11th – June 23rd (6

wks) Individual project

Developing skills and techniques for an individual enquiry

Review of the 5 competencies Developing planning and sustaining own piece of work

Problem solving activities Thinking hats

Mind mapping Learning to learn revision skills

Target setting and review

Individual research Project Essay

Presentation End of year test on Opening Minds

competencies

Year 9 – Long Term Plan ICT - 2014-15

Subject: ICT / Computing Year group: 9 Teacher: Matt Ives

No. of lessons per week: 1 (other sessions planned and taught by subject teachers)

Date: September 2014 – June 2015

Time scale (approximate)

Topics Using Cambridge On Track and Hodder Compute IT programmes

Curriculum concepts/ skills and competencies Learning styles Teaching & Learning Styles (VARK): Visual / Auditory / Read and Write / Kinaesthetic

Assessment Criteria; tests/ projects etc.

Sept 4th

– Oct 10

th (6 wks)

Health and Safety Online safety Digital footprint Copyright and plagarism Drawplus

Introduction to the year. Ensuring all pupils have access to school IT network and to Engage. Awareness of physical Health and Safety issues as well as awareness of digital safety in school and at home. Know about leaving a digital footprint and about copyright issues. Use internet safely to research and produce a poster related to H&S issues discussed in class.

All styles will be incorporated within each topic. This is simply a result of the characteristics of the

subject.

Creating a poster using DRAW PLUS to educate about

Physical Health and Safety issues.

Oct 20th

– Dec 19

th (9 wks)

Operating Systems (Hodder) Documents For A Purpose (Cambridge)

What is an operating system and what does it do ? Booting the computer. Managing input and output peripherals. Managing computer resources. Different types of operating systems – desktops, laptops, handheld devices and mobile phones. Comparing operating systems. Create and format text which is suitable for a particular purpose. Adjust properties to allow graphics or other objects to fit well within the document. Insert a table into a document. Use advanced formatting features like bullets or lists. Use page formatting options like page orientation and placing items in the header or footer. Adjust page formatting for a specific audience


subject.

Creating a document using

WORD to describe operating systems

and component parts of PC and their functions.

Jan 7th

– Feb 13th

(6 wks)

The Command Line (Hodder)

Manipulating files and folders. Naming and organising folders. File extensions. The command line. Scripting. Using wildcards.


subject.

At the time of writing this is not

known

Feb 23rd

– Mar 27

th (5 wks)

Binary (Hodder) Instruction set design (Hodder)

Storing data in binary strings. Counting in decimal and binary. Converting binary to decimal and vice versa. Bits, nibbles and bytes. Binary addition. Fixed length bit string. Binary overflow. Instructions and your environment. Developing a route. Programming a robot. Efficient algorithms. More instructions, more bits. The importance of a good algorithm. Choosing the best instructions. Using a graphical programming language. Controlling a robot with real-time instructions. Assessing efficiency of instructions.


subject.


known

Boolean expressions (Hodder)

Using selection to make decisions. Abstracting a problem before programming. Programming selection to make decisions. Refining code with AND and OR Boolean operators. Nesting selection statements and the NOT Boolean operator. Combining NOT with IF selection statements. Using Boolean logic. Replacing nested selection statements. Using IF ELSE statements. Using different types of loops. Developing algorithms to solve problems. Adapting algorithms using procedures.

Apr 6th

– May 8th

(5 wks)

How computers connect to the internet (Hodder) Sorted (Hodder)

Internet hardware. How digital devices connect to the internet now and in the future. Networks, wired ethernet, wireless ethernet. Internet Service Providers. Internet protocol TCP-IP. Circuit switching Vs Packet switching. IP addresses. Layering of protocols – TCP/IP layers. Data corruption. What are sorting algorithms ? Bogo Sort and Swap Sort Bubble sort. Pseudocode – writing pseudocode for bubble sort. Selection sort - writing pseudocode for selection sort. Comparing algorithms – empirically testing.


subject.


known

May 11th

– June 23

rd (6 wks)

How to make computers appear smart (Hodder)

Recursive patterns (Hodder)

Can computers think ? What is intelligence ? Predicting the future. Input, process, output. Intelligent output. Testing. Multiple responses. Developing a program. Iteration. FOR, REPEAT UNTIL, WHILE..END loops. Sub-programs. Data types. Storing multiple values. Arrays and lists of elements. Randomness – pseudo-random numbers. Can humans talk to computers ? The Turing Test. Decomposing songs to find recursive patterns. Writing recursive programs and sub-programs. Factorials. The Fibonacci Series and Golden Ratio. Outputting patterns from recursive programs.


subject.


known

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: PE Year group: 9 Teacher: Mr. Lavin


Time scale Each activity

takes approx. 3 weeks to complete (6 lessons)

Topics Curriculum concepts/ skills and competencies


September Fitness Testing/ OAA Rounders

Perform at maximum levels. Develop an understanding of different fitness concepts. How to test fitness. How to improve your different fitness types. Performing in teams, communication skills. Developing throwing and striking skills. Building on previously learned skills and technique development. Develop leadership skills and umpiring.

Visual: All PE subjects will

provide visual learners with practical demos. Auditory: Opportunities to listen to feed back Read/Write: Opportunities to provide written analysis of their own and others performances. Kinaesthetic: Performance of practicals. This breakdown of learner types applies to all activities across the year.

Endo of unit practical assessment. Peer evaluations

October/November Fitness test evaluations. Football Netball

Developing skills in understanding how to evaluate training and fitness development. Performing in team play, invasion games developing passing skills, team work, positioning, support play. Building on previously learned technique and skill development. Develop leadership skills and ability to decide or change tactics.

End of unit practical assessment. Peer evaluations

December Cross Country Performing at maximal Times recorded for set

levels. Develop an understanding of competition, pacing, running on different terrains, tactics of a race. Running for further and improving performance from year 7. Perform a distance of at least 5 kms by managing own pace over distance.

distances.

January Basketball Performing in teams, invasion games. Developing dribbling skills, different types of passing, using these skills in gameplay, positioning, rule knowledge. Building on previously learned skills. Developing understanding of formations and tactics. Understand zonal and man to man and types of pressing.

End of unit practical assessment. Peer evaluations.

February Dance/ Gymnastics Developing a performance with an understanding of rhythm and phrasing. Movements that associate to the music. Introduction to choreography. Body awareness and developing movement skills. Developing some choreography skills or planning skills. Be able to choreograph or plan sections of performance.


March Hockey

Development of hockey skills related to stick management

End of unit practical assessment. Peer

Cricket and control, dribbling and passing. Show these skills effectively in small sided gameplay. Development of strike and field skills and rule knowledge unique to cricket. Develop tactical knowledge and demonstrate in gameplay.

evaluations.

April Athletics Performing at maximal levels. Develop techniques and personal achievement in running, jumping and throwing. Be able to lead and run events as well as perform them.

Recorded timings and distances. Peer evaluations of technical performances.

May Volleyball Development of team skills required in volleyball, developing the volley and dig technique. Linking this to develop 3 touch gameplay. Develop an understanding of setting and positions. Be able to switch and rotate effectively.


June Tennis/Padel/Badminton Development of racket skills, different shot development, positioning on the court, development of rule knowledge. Singles and doubles play and tactics.

End of unit practical assessment. Peer evaluations. Ranked competition.

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: German Year group: 9 Teacher: K.Schubart




Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

September/October Echo 3: Chapter 1: Media Thinking, talking and writing about use of media and personal habits of their use; Expressing likes and dislikes concerning different music-styles; Watching a German movie and writing a basic film critic; Talking and writing about life-style in the past comparing it to the present;

Reading, listening, speaking and writing exercises in the book; Listening to different styles of music in order to express likes and dislikes; Watching a German movie in order to write a film critic;

Mini-Test; Presentations of their personal use of media; Presentations about their likes of music styles; Exercise books; Written reports and film critic; Listening, Reading, Speaking and Writing Assessment Unit1

November- January Echo 3: Chapter 2: School Talking and writing about school expressing likes and dislikes (subjects, teachers, etc.) using comparative and superlative; Research and presentation of different school systems; Making up rules for a dream school using modal verbs;

Reading, listening, speaking and writing exercises in the book; Research about different school systems on the internet in groups and preparing presentations (power point); Posters presenting their dream school with school rules (in groups);

Mini-Test; Group-presentations about different school systems; Posters with school rules; Exercise books; Listening, Reading, Speaking and Writing Assessment Unit2

February-May Echo 3: Chapter 3: The future

Thinking and writing about own future plans using the future tense; Finding out about one’s own abilities and aptitudes for certain jobs and writing a CV and application letter; Understanding details of somebody’s career in the past, present and future tenses;

Reading, listening, speaking and writing exercises in the book; Online-tests testing abilities and aptitudes for certain jobs; Producing an application folder with application letter and CV; Practising imaginary job interviews presenting themselves and their abilities;

Mini-Test; Personal Presentation Folder with results of internet research, CV and their application 3etter; Exercise books;

June Project: Thinking and imagining how the future will be- Writing project

Using different tenses to write a longer imaginary text about the future

Reading and Writing; Revisions

End of Unit 3 Assessments; Writing project


Subject: French Year group: 9 Teacher: Virginie Bernard




1 module a ½ term (6 weeks) Teaching & Learning Styles (VARK): In every lesson; Modern Foreign Languages teaching requires activities providing for these four learning styles. e.g Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercices, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessement Kinaesthetic:Acting up transitional language, miming for new words, thinking skills exercises

September My School

Catching up sessions Revision Using classroom language Understanding the French school system

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercices, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: miming for new words, touch the board game for vocabulary learning

Punctual vocabulary tests and oral recordings End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test

October Exchange information and Visual: Powerpoint Punctual vocabulary tests and

opinions about: school subjects and school timetables. issues at school such as rules, uniform Training and future plans

presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: Video on your school

oral recordings End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test

November At home

Exchange information about self, family, friends and pets: name, age & birthday, physical appearance opinions about: your and others’ character and personality; Talking about relationships Describing your friends Talking about helping at home Apply grammar Respond appropriately

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: Acting up an agony aunt programme


December/January Free time State weekend and evening activities. Exchange information about hobbies and interests, (when, where, with whom, how often) opinions and preferences. Exchange information about leisure activities including times and prices. Exchange information and preferences about events, such as theatre, film, dances

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: Making invitations


January/February Punctual vocabulary tests and

At work

Exchange information about family and friends : jobs, opinions about seeking a job and weekend jobs. Exchange information about travel to place of work. Advantages and disadvantages of different occupations: wages, working conditions, prospects; working abroad.

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: thinking skills exercise on future job

oral recordings End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test

February/March My town

Give and seek description of your/other’s town, neighbourhood and region: location, character, amenities, features of interest. Advantages and disadvantages of the local environment. Understand comparisons between the town and the country The French-speaking world Understanding information about climate, geography, industry, main towns and attractions

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: Debating, categorisation exercises


March/April At the shops Understand signs and announcements in and around shops and advertisements about shops and shopping including opening and closing times. Exchange information about particular goods, including description, price, quantity, size. Opinions about shopping

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: Act up transitional language


experiences and preferences. Make arrangements to go out, including invitation, location, time. Buy and make a complaint about unsatisfactory goods

May/June On Holidays Describe weather conditions and give simple predictions. Exchange information about a particular holiday region. Past holidays Ask for information about a region, town or area, including lists of hotels, restaurants. Reading for information about different types of holidays Understand conversations about booking hotel accommodation Make and understand complaints about inadequate accommodation, problems with accommodation.

Visual: Powerpoint presentation/flashcards for new vocabulary Auditory: Listening exercises, drilling from teacher. Read/Write: Included in textbook practice and part of MFL assessment Kinaesthetic: Charade playing and act up transitional language.

Punctual vocabulary tests and oral recordings End of year assessment End of Unit tests on the four main skills, i.e Listening, Reading, Writing and Speaking and grammar test

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Spanish as a Foreign Language-

ELE

Year group: Y9 Advanced Teacher: Rosa Martin


Time scale (approximate)

Topics Curriculum concepts/ skills and competencies Learning styles Assessment Criteria; tests/ projects etc.

Autumn term 1

Me Presento

3.De Vacaciones 1-Repaso 1: -Introducing yourself and giving family information.

1-Repaso 2: -Describing people.

1.1-Te presento a mi familia: -Marital status, children…

-Nationalities.

-Introducing people.

1.2-Mi casa: -Describing where you live.

-Describing your house/flat and its context.

1.3-El pueblo donde vivo: Describing the town/area where yur live.

1.4-Lo bueno y lo malo: -Expressing opinions about place.

-Making comparisons between places.

-Describing weather and climate.

2-En el Cole 2-Repaso 1:

Teaching & Learning

Styles (VARK):

Visual: PPP, pictures,

videos, posters and

flash cards.

Auditory: Dialogues,

interviews, songs and

descriptions.

Kinesthetic: Role-Plays

using different props.

End of the unit test: Speaking, reading,

listening, writing or

grammar.

Ongoing assessment: Teaching guide at the

end of each unit.

Classroom observations.

Homework marks.

Class work.

Spoken presentations.

Peer evaluation.

Teacher discussions.

Dispositions and

attitudes.

Projects and portfolios.

End of unit tests.

En el Cole

-Revising school subjects and timetabes.

-Expressing likes and dislikes.

2-Repaso 2: -Classroom instructions.

-Classroom vocabulary.

-School uniform and expressing opinions.

2.1-Mi colegio: -Describing school building and facilities.

-Expressing opinions about school and giving reasons.

2.2-Mi rutina diaria: -Describing daily routine.

2.3-Actividades extraescolores: -Talking about extracurricular activities.

-Describing the activities you do at school.

2.4-Planes para la vacaciones: -Talking about holidays plans.

-Describing a school of the future. Autumn term 2

De Vacaciones

3.De Vacaciones 3-Repaso: -Ordering a meal in a restaurant.

-Revising place in town.

-Revising describing the weather.

3.1-¡Infórmate!: -Asking for tourist information.

3.2-Haciendo planes: -Understanding weather forecast.

-Understanding descriptions of Spanish festivals.

3.3-En el restaurante: -Booking a table and ordering a meal.

3.4-¿Qué tal las vaciones?: -Reading about holidays.

3.5-¿Qué hiciste?: -Describing what you did on holiday.

4.En Ruta 4-Repaso: -Asking the way and giving directions in town.


videos, posters and

flash cards.



descriptions.


using different props

and running dictations.



grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

En Ruta

4.1-En camino: -Asking for and giving travel information.

4.2-En la estación: -Finding your way around a railway station.

-Buying train and underground tickets.

-Asking for information about

Spring term 1

¿Qué te ha

pasado?

En Casa Y En

El Trabajo

5.¿Qué te ha pasado? 5-Repaso: -Describing symptoms.

-Asking for advice.

5.1-Me siento mal: -Saying why you feel ill.

-Saying how you have hurt yourself.

5.2-Reservas y llegadas: -Booking hotel accommodation.

-Arriving at campsite.

5.3-En la recepción: -Checking into a hotel or campsite.

5.4-He perdido… -Describing lost property.

5.5-Quejas: -Making complains in a hotel.

6.En Casa Y En El Trabajo 6-Repaso: -Describing food, meals and mealtimes.

-Revising numbers and time.

6.1-Ayudando en casa: -Saying what household chores you do, why and how

often.

6.2-Un trabajo a tiempo parcial: -Describing part-time jobs.

-Saying how you spend your


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Spring term 2 De Compras

7.De Compras 7-Repaso:


videos, posters and


-Revising shopping for food and clothes.

7.1-En los grandes almacenes: -Shopping in a department store.

-Giving directions.

7.2-¿Qué opinas tú?: -Expressing opinions and preferences about shopping.

7.3-En el mercado: -Buying food.

7.4-¡Grandes rebajas! - Buying clothes.

-Making comparisons.

flash cards.



descriptions.





grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

Summer term 1

De Juerga

8.De Juerga 8-Repaso: -Arranging to go out.

-Enquiring about cinema programmes.

8.1-La cartelera: -Finding out what is on.

-Buying tickets.

8.2-Una cita: -Inviting somebody out.

-Taking phone messages.

-Accepting and declining invitations.

8.3-La prensa: -Reading and discussing newspapers, magazines and

comics.

-Giving information about famous people.

8.4-¿Cómo fué? - Expressing opinions about a film or event.

-Describing the plot of a soap opera.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.

Yo

9.Yo 9.1-¿Cómo eres?

-Describing personality.

9.2-Problemas: -Describing problems at home and nd at school.

-Taking phone messages.

-Accepting and declining invitations.

9.3-La dependencia: -Discussing the dangers of drugs dependences.

9.4-La calidad de vida: -Describing environmental problems and solutions.

-Saying what you do for the environment.


End of unit tests.

Summer term 2

El Futuro

10.El Futuro 10-Repaso: -Revising school subjects and jobs.

10.1-¿Seguir estudiando o no?: -Discussing the options for further study.

-Discussing school rules.

10.2-¿Qué Carrera?: -Taking about career choices.

10.3-Buscando un empleo: -Making a job application.

10.4-En el futuro… - Talking about plans for the future.

-Discussing marriage and children.


videos, posters and

flash cards.



descriptions.






grammar.


end of each unit.


Homework marks.

Class work.


Peer evaluation.


Dispositions and

attitudes.


End of unit tests.

End of the year exam.

Planning proforma –Yearly Scheme of work and Assessment (Secondary) 2014-15 Subject: Sociales Year group: 9 Teacher: M. Galiana




Aprox. 1 o 2 unidades al mes Teaching & Learning Styles (VARK): Visual: Auditory: Read/Write: Kinaesthetic:

Septiembre 1. La Edad Media El Imperio Bizantino La sociedad y cultura bizantinas El islam en la Edad Media La sociedad y cultura islámicas

Realización de mapas Visualización de un documental sobre el inicio de la Edad Media Interpretación de símbología religiosa y artística Proyecto sobre “el islam hoy”

En cada unidad se realizará una serie de ejercicios, tanto de aquellos que aparecen en el libro de texto, como de otros indicados por el profesor. A ellos se debe añadir la realización de esquemas o resolución de preguntas sobre los videos o imágenes que vayan apareciendo a lo largo de la explicación. En cada una de las unidades pueden tratarse aspectos de los temas de investigación (individuales o de grupo) que deben realizar los alumnos para el final del trimestre. Al final de cada unidad se realiza un examen escrito.

Octubre 2. El nacimiento de Los reinos germánicos Realización de mapas

Europa El imperio carolingio El feudalism Unos reyes débiles La nobleza El feudo El poder de la Iglesia Los campesinos

Visualización de fragmentos de películas “las cruzadas a través del cine” Lectura de fragmentos del libro “Las cruzadas vistas por los árabes” Role play sociedad feudal

Sistema de evaluación descrito en la unidad 1

Noviembre 3. La época del Románico 5. La época del gótico

Una cultura religiosa La arquitectura románica La escultura románica La pintura románica La arquitectura gótica La escultura gótica La pintura gótica

La vida en un monasterio Proyecto individual y en grupo con comentarios de obras de arte sobre los periodos estudiados Realización de un cuadro esquemático en un poster con las carácterísticas de ambos estilos


Noviembre-Diciembre 4. La consolidación de los reinos europeos

La prosperidad económica El renacer de las ciudades La ciudad medieval El auge de la artesanía El reforzamiento de la monarquía La crisis del siglo XIV

Realización de un póster sobre la ciudad medieval Mapas mentales sobre las condiciones económicas y sociales Documental sobre la peste negra

Sistema de evaluación descrito en la unidad 1 pero en este caso se realiza un examen final con el contenido de las unidades 1 a 4. También se presenta el trabajo de investigación individual: Castillo de San Miguel (Almuñécar)

Enero 6. Al Ándalus Historia de Al Ándalus Una economía próspera Sociedad desigual

Aplicación de los contenidos adquiridos con la participación de los alumnos

Sistema de evaluación

Mundo urbano Legado cultural Arquitectura

en el programa educativo de la Alhambra

descrito en la unidad 1. Preparación del trabajo de investigación sobre el patrimonio histórico: La Alhambra.

Febrero 7. Los reinos hispánicos cristianos

Los núcleos de resistencia Reinos y condados occidentales Núcleos pirenaicos Avance cristiano Repoblación Organización de los reinos Convivencia de las tres culturas Castilla Aragón Legado cultural

Lectura de fuentes históricas Análisis de mapas Análisis de las tres culturas Comparación de imágenes artísiticas


Marzo 8. El origen del mundo moderno

El mundo del siglo XV Causas de los descubrimientos Exploraciones portuguesas y castellanas El reparto del mundo Los cambios económicos y sociales El Estado Moderno Los Reyes Católicos

Análisis fílmico Documental mayas, incas y aztecas Productos americanos Andalucía en América Visita al Museo Memoria de Andalucía Los Reyes Católicos en Granada

Sistema de evaluación descrito en la unidad 1 pero en este caso se realiza un examen final con el contenido de las unidades 6 a 8. Presentación del trabajo de investigación en grupos en la Alhambra y Generalife.

Abril 9. Renacimiento y Reforma

Humanismo Un nuevo estilo artísitico Arquitectura Pintura

Análisis obras artísticas Role play reforma religiosa


Escultura

Mayo 10. El apogeo del imperio español

El imperio de Carlos V Felipe II Organización del imperio La conquista de América El imperio americano

Textos sobre la conquista Análisis de mapas


Junio 11. La crisis del imperio español

El final de la hegemonía europea La población Economía Sociedad Hegemonía francesa Potencias parlamentarias

Póster con los aspectos más destacados de la época

Sistema de evaluación descrito en la unidad 1 pero en este caso se realiza un examen final con el contenido de las unidades 9 a 11 junto a la realización de una prueba final con el contenido de todas las unidades. Presentación del último trabajo de investigación. Tema libre, realización individual.

Lengua y Literatura 2º ESO YEAR 9

Primer trimestre

Segundo trimestre

Tercer trimestre

La literatura y sus formas. Las lenguas y su

organización. Los sonidos K, Z, R fuerte.

Los recursos estilísticos. El texto y sus

propiedades. Los sonidos G, J, I. M ante b y

p.

Los géneros literarios. El enunciado. Las

mayúsculas.

La narrativa. Modalidad del enunciado.

Partición de palabra.

El cuento. La palabra. Clases y

constituyentes. El sonido B. La grafía b.

La leyenda. El verbo: raíz y desinencia. El

sonido B. La grafía v.

El mito. La conjugación verbal. Uso de los

tiempos verbales. La grafía h.

La fábula. El adverbio. Principios de

acentuación.

La novela. El sustantivo. El artículo. Signos

que delimitan enunciados.

La lírica. Los versos. El adjetivo

calificativo. Pausa interna: la coma.

La lírica. Principales estrofas. Los adjetivos

determinativos. Pausa interna: los dos

puntos.

El teatro. Los pronombres. Pausa interna: el

punto y coma.