art - the nottingham emmanuel school · othello. social / cultural importance of the theatre -...

Art

In Year 9, students have developed their art learning through projects in and out of the classroom. The study of other artists, designers and crafts-people is an integral component of this course and links directly to the students’ practical work. The Autumn term hones skills of observation drawing, which is the foundation of Art and Design. The Spring term sees greater emphasis based on conceptual art and students encouraged to create art work that explores food as subject matter in playful ways, like Claes Oldenberg. Independent learning is encouraged through the media of photography in a final homework project. The Summer term will see students using coral reefs as inspiration to create a unique and abstract piece of artwork.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

OBSERVATIONAL STUDIES- THE EVERYDAY. Broad educational aims To allow students to reflect upon and refine their Formal Drawing observational skills in a variety of media and workshops. To learn the art of ‘seeing’. Students will explore historical and contemporary art, exploring how artists inspire and influence each other over time. Students will focus their investigations on Cubism and Pop Art. Students will be invited to select objects that represent their identity as they start to create more personal responses. Learning Objectives All students will gain: Practise in ‘seeing’ and observing still life and applying that to 2D work. Practise in old and new 2D media.

FOOD Broad educational aims To allow students to gain an understanding of Conceptual Art and how sculpture, objects and images can be a huge vehicle in portraying meaning. The subject matter students will respond to is food. Learning Objectives All students will gain: Awareness of how artists use the subject matter of food to show ideas and concepts. The ability to make clear connections between their intentions and outcomes either orally or in written form. Knowledge and understanding of the work of other conceptual artists: Claes Oldenburg, Wayne Theobald, Slinkachu Apply conceptual meaning through photography (homework.)

CORAL REEF Broad educational aims To allow pupils to respond to coral reefs as a stimulus for abstract art making. Students will look at a number of contemporary and historical artists and explore how they have responded to similar themes before creating their own mixed media abstract piece. Learning Objectives All students will gain: Knowledge of abstract art. An understanding of how artists draw their inspiration from a variety of sources including nature and the coral reef. Creating abstract compositions and exploring the full range of formal elements. Experience of creating fine art outcomes.

Assessment

Summative: 1) Homework

2 x per term 2) Sketchbook level of sustained focus work. 3) Final outcomes

Formative: In sketchbook, comments given to clear up any misunderstanding with knowledge or spelling. Peer and self-assessment. Verbal feedback. Clear levelled outcomes in every lesson.

Additional Information:

Literacy keywords Observational drawing, Formal Elements, Proportion, Line, Tone, Colour, Shape, Space, Pattern, Texture. Scale, Conceptual, meaning, artefacts, objects, metaphor, Joseph Cornell, craftsmanship, attach, construct, adhesive, sculpture, Soft slabbing, assemble, crop, zoom, scale, colour, blending, depth, texture, line, tone, shape, form, composition, sculpture, refine.

Computing

Throughout Year 9 students further develop their knowledge, understanding and skills in a wide range of applications based around a number of themes. Students start the year by planning, creating, testing and evaluating an interactive multimedia product. They will then move on to further their skills in spreadsheets and databases before embarking on a unit of computer programming where some students will cover the concepts of sequencing instructions and gain a greater knowledge of the various levels of programming. The year ends with students focussed on raising their attainment levels across the four units of work.

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Unit 9.1 ‘Interactive

Multimedia Products’ --

Systems Life Cycle Advance Presentations, Animation & Images

Unit 9.2 ‘DJ Pulse Finances’

-- Spreadsheets in a Business Concept Excel (Advanced

Features & Macros)

Unit 9.3 ‘Business Databases’

-- Databases – Access

(Tables, Forms, Queries & Reports)

Unit 9.4 ‘Programming’

-- Sequencing Instructions

Programming Languages

Raising Attainment

Assessment

Each unit is assessed upon its conclusion using the assessment levels shared with the student at the start of each unit. Assessments at Key Stage 3 are based on four key areas: Information Technology, Computer Science, Digital Literacy and the Systems Lifecycle.


Homework assignments are set with reference to Computing and ICT theory. A useful website to help complete these homework activities is www.teach-ict.com.

http://www.teach-ict.com/

Computer Science (GCSE) Year 9 Computer Science provides students with a firm grounding in the key skills required for the GCSE Computer Science course. The aim is to encourage students to be inspired, moved and challenged by following a course of study that aims to develop their understanding of current and emerging technologies, the use of algorithms in computer programs to solve problems using a number of programming languages. Throughout the course, students are encouraged to use their knowledge and understanding of computer technology to become independent and discerning users of computers, able to make informed decisions about the use and aware of the implications of different technologies. Throughout the course students cover a range of theory topics, including computer number systems, hardware and software. Students will also develop their programming skills through a variety of programming languages.


Summer 1 Summer 2

Focus 1: Programming Skills – Sequencing, Selection & Iteration using a range of programming languages such as Kodu, HTML, App Inventor,

JavaScript and Python.

Focus 2: How a Computer Works – Hardware, Software & Number Systems (Binary & Hexadecimal)

Assessment

Each unit is assessed upon its conclusion using the assessment levels shared with the student at the start of each unit.


Homework assignments are set with reference to the programming work being undertaken in lessons and in relation to Computer Science theory and the way in which technology is used within society. A useful website to help complete these homework activities is www.teach-ict.com. Further websites to support the programming element of the course will be provided through the homework activities.

http://www.teach-ict.com/

Design and Technology In Year 9, students further develop their skills within Design and Technology. Students explore the use of new technologies and modern materials and the impact this has on everyday life. Students become more independent as they work through the different material areas, and gain a deeper understanding of the design process. Students apply their learning through a range of projects and focussed tasks and will have the opportunity manufacture a range of quality products. The projects taught will give students an insight into GCSE expectations and will help them to make informed choices for their options

Rotation 1 Rotation 2 Rotation 3

Rotation 4

Graphics – Promotional material. Students will explore the impact of graphics in society and will look at how graphic design has evolved over the years. Students will explore logo design and branding and will use their learning to rebrand and redesign a logo for a TV company such a Sky or Netflix. Students will then spend a number of lessons developing their CAD skills through the use of Adobe Photoshop. Students will learn skills that are used industry and will learn how edit and manipulate existing images as well as learn how to create their own designs from scratch. Students will have the opportunity to apply their designs to a product.

Resistant Materials – I am acrylic project Students will follow the design process and explore the use of plastics to design and manufacture a decorative clock. Sources of inspiration will be taken from the design company ‘I am acrylic’ and students will learn different strategies to help them develop creative and innovative design solutions. Students will analyse existing products and will develop their understanding of plastics and metals. Students will refine and further develop practical skills by exploring how to cut and shape plastics, join different materials and how to cast metals.

Textiles – Wall hanging

Students will design and manufacture a multipurpose travel phone stand and carrying case using a modern material inspired by Lucy Sparrow. Students will then undertake a second project and will design and make a wall hanging for a hotel reception area based on the theme of ‘Cultures’. Students will further develop their applique skills through the use of reverse applique and will explore techniques such as melting plastics, bubble trapping and the use of reused materials. Students will also have an opportunity to incorporate E-Textiles into their work.

Food Technology – Cooking on a budget

Students will develop an understanding of the science behind food through the characteristics, functions and properties of ingredients. Students will understand the importance of budgeting and will learn how to use store cupboard ingredients to make nutritious family meals, which can easily be made at home. Students will develop their practical skills and will demonstrate independence as they make a variety of dishes throughout the rotation.

Assessment

Students complete at least two assessments throughout each rotation which are focussed on Designing, Making and Evaluation. These assessments are based upon the theory and practical aspects of the work completed and are set against the KS3 National Curriculum.


Homework assignments are designed to further develop student’s independence and skills in relation to Design and Technology. Students are encouraged to complete homework assignments that provide them with a sufficient level of challenge; homework embeds literacy, research and presentation skills. Students can use www.technologystudent.com and the KS3/GCSE Bitesize revision website to extend and enhance their learning within the subject.

http://www.technologystudent.com/

Drama

Students have the opportunity to study play texts and develop skills required in order to successfully convert from ‘the page to the stage’. They focus upon skills of physical theatre, dramatic conventions and characterisation skills which are all underpinned with social and communications skills.


Summer 1 Summer 2

Frantic Assembly

Introduction to Theatre Ensemble acknowledged as Practitioners. Key concepts of TRUST, Collaboration, Unison and Physical Theatre introduced. Notion of Physical Theatre as stimulus into plot, character, action development. Chair duets, lifts. Extracts from Curious Incident of the Dog in the Night Time utilised.

Stage Combat Romeo & Juliet extracts by way of introducing Spring 1 Theatre History SOW

Building on key concepts introduced with Frantic Assembly SOW A range of stage combat moves delivered in a workshop style. Paired work / small group work. Working towards a whole class performance utilising Romeo & Juliet as stimulus. Filmed.

Theatre History

Othello. Social / Cultural importance of the theatre - Elizabethan Theatre. Social, historical, cultural perceptions of race and religion. Off text exploration of themes of mixed marriage, prejudice, jealousy, tragedy and villainy. Utilisation of Frantic Assembly Style utilising their edited script version to introduce ‘Director’s Concept’. Students to rehearse extracts in Frantic Assembly style. Utilisation of Stage Combat to depict fight scenes.

Stabbing at a Disco

Exploring a potentially violent theme through explorative strategies, mediums and elements.

Twisted

Developing Drama skills through scripted and improvised group scenes.

Devising into Performance

Students explore a range of stimuli utilising a range of explorative strategies and work towards a final piece to include elements of the Year 9 course covered.

Assessment Practical work – students process of working, together with regular performances receive regular constructive evaluation & feedback from the teacher and peers. Students record progress

in workbooks.

Practical work – students process of working, together with regular performances receive regular constructive evaluation & feedback from the teacher and peers. Students record progress in workbooks




Practical work – students process of working, together with regular performances receive regular constructive evaluation & feedback from the teacher and peers. Students record progress in workbooks Performance assessed.


Set text/books: Romeo & Juliet / Othello – William Shakespeare. Twisted by Andrew Fusek-Peters. Workbooks will aid evaluating and assessing the skills and techniques learnt in lessons. Written tasks will consolidate learning done within the classroom; start to develop analytical skills needed for the GCSE. Written tasks will give students an opportunity to write creatively and imaginatively, using their Drama practical work as a stimulus.

English

The Year 9 English programme of study centres on a skills based curriculum which enables our students to communicate effectively and develop a love of literature. Students study two units of work during the Autumn term: a modern drama and non-fiction persuasive writing. These units allow students to further develop their reading, writing and speaking and listening skills. After these examinations, students complete their Key Stage three programme by studying a modern novel. From early June, students begin GCSE English, ending the year with a controlled assessment which will contribute towards their final GCSE grade.


Summer 1 Summer 2

Reading: The Tempest (by William Shakespeare) Students will study key scenes from Shakespeare’s final play and will focus on the use of language and structure in the play, as well as some of the key themes. In particular they will focus on: - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes) and the effect on a reader.

Writing: Persuasive Travel Writing (Non-fiction) Students will analyse a variety of non-fiction texts on the theme of travel to produce their own piece of informative and persuasive writing about a destination of their choice. Students will focus on the following skills: - Writing for a purpose and audience - Organising ideas effectively - Making effective word choices

Reading and Writing: Martyn Pig by Kevin Brookes The Boy in the Striped Pyjamas by John Boyne (Contemporary Novels) Students will read a novel as a class and in particular will focus on the following skills: - Explaining and commenting on the writer’s use of language (word-choice, imagery, word classes) and the effect on a reader - Analysing the viewpoint in a text and identifying the writer’s purpose - Inferring information and ideas from a text - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text

Reading: Of Mice and Men Students will study a selection of passages from Of Mice and Men by John Steinbeck before completing a controlled assessments focussing on a specific character or theme - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text - Inferring information and ideas from a text - Selecting information and ideas from a text and using evidence - Commenting on the effect of the structure of the text

Writing: Creative writing (GCSE Assessment) Students begin their Key Stage 4 work by producing a piece of creative writing for their Controlled Assessment folder. Students will focus on the following skills: - Making effective word choices - Writing in role; using imagination and detail; using the features of different types of writing - Writing accurately: using a range of punctuation and sentence structures for effect

Assessment

Students will produce a reading assessment on the central character of Prospero and his relationships with other characters in the play.

Students produce an informative and persuasive piece of writing on a holiday destination of their choice

Students will produce an essay focussing on a variety of aspects including: character, language, structure and author’s craft. Students’ work will focus closely on the use of language and the effect of characterisation on a reading.

Students will produce a controlled assessment in timed conditions for their Key Stage 4 assessment folder.

Students will produce a controlled assessment in timed conditions for their Key Stage 4 assessment folder.


French The Year 9 programme of study provides a varied curriculum which develops speaking, listening, reading and writing skills in preparation for the GCSE course. The curriculum builds on language studied in Years 7 and 8, and provides an engaging range of topics and project work. The key subject aims are to develop knowledge and understanding of the French language and culture, to develop effective communication skills, and to improve independent learning. Each unit will develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: Healthy lifestyle, Social life, Haiti, Protecting the environment, Holidays and festivals. The course will be assessed throughout the year in speaking, listening, reading and writing.


Summer 1 and 2

Bien dans sa peau Students will look at body, illness, and healthy living. Students will create dialogues to describe symptoms and give advice. Students will also create lifestyle adverts in groups and discuss lifestyle choices as well as teenage health issues. Skill and grammar focus: -Developing spontaneous speech. -Working creatively as a team to produce a lifestyle video. - Using ‘il faut’

Ma vie sociale Students will talk about Facebook and their use of social media sites. They will give their opinions of other people and arrange to go out. The will also have fun describing a first date. Skill and grammar focus: -Translation - Giving advanced opinions - Developing spontaneous speech. - Present tense verbs

Haiti Students will study the French speaking country of Haiti focussing on its geography, people and culture. They will also examine the effects of the earthquake in 2010 and resulting poverty. . Skill and grammar focus: -Completing effective research and developing presentation skills. -Debating the impact of poverty and

L’environnement Students will examine authentic spoken and written texts about environmental problems and possible solutions. They will make their own creative environmental campaign posters and videos and confidently talk about the environmental issues that are facing the world today. Skill and grammar focus: -Finding meaning in more complex spoken and written texts. -Developing language

Les vacances In preparation for GCSE, students will talk in detail about their holiday preferences, where they usually go on holiday, where they went last year and their future plans. They will also plan dream holidays and pack for different types of holiday. They will practise their listening skills through a variety of songs and video clips. Skill focus: -Effective communication using verbs in three tenses, justified opinions, time phrases, high level connectives and subordinate clauses. -Working as a team to develop authentic accent and develop confidence when communicating. Students will ensure that they have responded to all of their teacher feedback throughout the year in order to reach their aspirational target level.

- Future tense - Using three tenses together with subordinate clauses.

-Using direct object pronouns - Using three tenses confidently and accurately with extension.

offering potential solutions. - Extracting meaning from authentic spoken and written material.

of persuasion and justification. - Conditional tense as well as ‘il faut + infinitive.

Assessment

Reading and Writing

Listening and Speaking

Reading and Writing Listening and Speaking

Students will be tested in all four skill areas.


Weekly homework tasks and vocabulary tests will be carried out throughout the year. There will also be regular opportunities for students to receive and respond to feedback in order to progress in all four skill areas. The course will draw on a variety of authentic written and spoken materials alongside elements of the Studio 3 student text book (ISBN: 9780435026943)

Geography

In Year 9, Geography students start the Autumn term by completing Key Stage 3 units of work. Students study a wide range of natural hazards, focussing upon the processes which cause them and their impacts upon a diverse range of people and places. The focus then shifts to human geographical studies. Students complete a unit of work investigating the changing role of China in the world. This is followed by an investigation into the local and national impacts of the London 2012 regeneration of east London for the Olympics. In the Spring term, students begin the GCSE Geography course by studying Unit 1: Dynamic Planet, which emphasises physical geographical processes and their interaction with people and places. Our focus is on the transition to GCSE study skills by developing note-taking techniques and by encouraging critical thinking through discussion. At GCSE there is an increased emphasis on recent case studies and the practical application of acquired knowledge. This is developed through the study of the three topics: restless earth, climate and change and battle for the biosphere.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Hazards Students will be able to classify hazards and will conduct in depth investigations into a range of hydro-meteorological hazards. They will develop case studies and be able to explain a variety of processes leading to the development of hazards. Hurricanes, floods, avalanches and famine will form central in-depth studies.

Changing China Students will use China as a means to study a range of both physical and human geographical processes. These will include studying China’s growing economy, increasing global power, resource consumption, population issues and the future sustainability of the country.

Redeveloping East London The 2012 London Olympics has led to great changes in East London. Students will study the environmental, social and economic changes in this area of London. They will also explore the legacy of the games and question the benefits from the perspective of a variety of stakeholders.

Restless Earth Students investigate the processes that drive plate tectonics and gain a deeper understanding of our hazardous planet.

Climate and Change Students investigate the major changes that have occurred on the Earth due to climate change. They will investigate places which are vulnerable to future climate change.

Battle for The Biosphere Students study human use of the biosphere and investigate the degradation of biomes. A focus is placed upon tropical deforestation and the future management of biosphere.

Assessment

Assessed project and group presentations.

Assessed end of unit task.

Assessed decision making exercise.

End of unit test compromising past GCSE questions – 40 minutes.



Additional information:

Core reading: Key Interactions, Edexcel GCSE Geography Evolving Planet, Flint et al. GCSE Geography Edexcel B 2013 edition for revised specification, Digby et al.

History

The Year 9 History programme is divided into two distinctive units, including world study after 1900 whereby students develop an understanding of the key events that have taken place in the twentieth century. Topics include Peace and Conflict between 1919-1945, technological and scientific progress as well as a study of the most influential figures from this age. The overarching aim is for students to reach their own conclusions about how the 20th century should best be remembered. Is it an age of conflict, genocide or technological change? In the summer term students begin the GCSE course by beginning a developmental study on medicine through the ages. At GCSE there is an increased emphasis on developing chronological understanding, skills of critical analysis and evaluation.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Is the 20th century best described as the age of conflict Part I? Students discuss and debate the reasons why there have been so many conflicts in the past 100 years. Through a range of activities students analyse the causes of WW1, the consequences of trench warfare and consider the impact of warfare on their local community.

Is the 20th century best described as the age of warfare Part II? Students reflect on why it was so difficult to establish a lasting peace settlement and consider what really caused the outbreak of the second world war. By engaging in a range of activities students also focus on the impact that war had on the home front.

Is the 20th century best described as the age of genocide Part I? Students focus on the political, economic, social and moral consequences of genocide. They discuss and debate why the world did not learn from the Holocaust and reflect on recent genocides in Sudan, Armenia, Rwanda and Cambodia.

Is the 20th century best described as the age of technology Part II? Students investigate through music the key developments of the 20

th century –science /

technology, entertainment, sport and key individuals. They partake in a detective drama which re-enacts the murder of JFK as they try to establish who really committed the crime. They also assess the impact that the media had on the reporting of

this murder.

Medicine in the ancient world Part I Students commence the Year 10 programme of study by investigating key features of Prehistoric and Egyptian medicine. They analyse a range of evidence in order to establish key medical turning points.

Medicine in the ancient world Part II Students investigate key features of Greek and Roman medicine. They analyse a range of evidence in order to detect patterns of change and continuity between each period.

Assessment

Assessed project and group presentations on war in the local community.

Assessed end of unit task.

Student choice of format. The brief is to raise awareness of genocide.

Written assignment in the format of structured report on the murder of JFK.

Written assessment in the format of GCSE past papers.

Written assessment in the format of GCSE past papers.

Additional information: Students will be invited to attend visits to the Imperial War Museum, research key topics in their local community and use a range of multimedia technology to learn about the past.

Suggested reading: Re-discovering the Twentieth-Century World: A World Study after 1900: Students' Book Key Stage 3 History by Aaron Wilkes: Technology, War and Independence 1901-Present Day Third Edition Student Book (Ks3 History) Essential Medicine and Health Through Time: Student's Book

Maths

From 2015 GCSE Mathematics is changing and students will be taught a more demanding curriculum, with increased content and a greater emphasis on problem solving and more challenging examinations. In order for our students to meet the demands of this new course we will be starting on the GCSE curriculum from the start of Year 9, working through a 3 year course which builds to the end of Year 11 when students take a terminal paper at either the higher or foundation level. Topics covered include: algebra, circle calculations, area and volume, percentages, sequences, graphs, transforming shapes, co-ordinates, Pythagoras' theorem, trial and improvement, trigonometry and handling data.


Summer 1 Summer 2

Students will complete a variety of problem solving tasks throughout Year 9, focussing on developing understanding and group work in a variety of topics. The tasks vary from set to set to reflect the different content and level of mathematics required.

Assessment

End of unit tests take place in the last week of every half term, with personalized assessment analysis given to each student. Students will be graded in tests in line with the new GCSE 9-1 grades from a grade 9 (equivalent to the current grade of a high A*) through grade 7 (current grade A), grade 4 (current high C/ low B) to grade 1 (current grade F/G)


For full details of the curriculum covered in GCSE mathematics at all levels and homework that is set please log on to: www.mathswatchvle.com : using the centre id: nottinghamemmanuel, username: first initial, then surname (e.g. RTaylor) password: triangle. The GCSE maths course is supported by the following textbooks: Collins GCSE Maths - Edexcel GCSE Maths Foundation Student Book ISBN: 978-0-00-811382-7 Collins GCSE Maths - Edexcel GCSE Maths Higher Student ISBN: 978-0-00-811381-0

http://www.mathswatchvle.com/

Music

Year 9 Music consists of a variety of modular projects. Students continue to develop their understanding of Music through the study of genres including Jazz and have the opportunity to develop their band and instrumental skills in the Bands Project unit. Students work in the Music Technology Suite, learning how to compose music as a film soundtrack. They are given clips from feature films and have to provide an original film score for the scene. Students also work on dance music, and composing their own piece. This provides all students with the best opportunity to achieve their very highest level at the end of Year 9.


Summer 1 Summer 2

Jazz Following on from the Year 8 Blues project, students will learn to play two pieces of Jazz music. Learning about the background of Jazz and how it has influenced music today. They will perform a ‘The Entertainer’ and ‘In the Mood’.

Electronic Dance Music 3 Students continue to develop their music technology skills using Logic to create an original version of Robert Miles’ ‘Children’. They will learn to identify the different styles of electronic dance music as they create their own ‘trance’ track.

Ground Bass Students will use the knowledge from the Yr 8 Development of Music project to look in more depth at the Baroque musical feature of Ground Bass. They will perform Pachelbel’s ‘Canon’ in 4 parts and Michael Nyman’s ‘Time Lapse’.

Film Music Students will learn the characteristics of film music and in particular how to create horror music with suspense. Students will have a video track from a film and will compose their own music to go alongside the track.

Popular Music Students will have the chance to show their own style and flair for music and will follow guidelines to create a song or rap of their own. They will be either able to do this using music technology or form a group to play instruments.

Bands Project Students will learn to play a piece of Music as part of a band and will have the opportunity to perform on guitar, bass, keyboard and drums.

Assessment Students will take part in a final performance assessment. The fluency and abilities on the keyboard will be marked.

Students will produce an original track using audio and software loops.

Students will take part in a final performance assessment. The fluency and abilities on the keyboard will be marked.

Students will show their final composition to the class and the techniques they have learnt will be marked.

Students will show their final composition or performance to the class and the techniques they have learnt will be marked.

Students will take part in a final performance assessment. The fluency and abilities of performance on their chosen instrument or voice will be marked.


Learning key music terms relevant to each topic. All topics will cover Tempo, Dynamics, Structure, Pitch, Timbre and Rhythm. Students will learn to use, spell and explain these terms in the context of each topic.

Physical Education In Year 9, students continue to learn about all aspects of the National Curriculum for PE. The students will cover activities relating to all key concepts (outwitting opponents, as in games activities; accurate replication of actions, phrases and sequences, as in gymnastic activities; exploring and communicating ideas, concepts and emotions, as in dance activities; performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities; identifying and solving problems to overcome challenges of an adventurous nature, as in outdoor activities; and exercising safely and effectively to improve health and wellbeing, as in fitness and health activities.). Throughout Year 9, students will be taught the importance and significance of leading an active healthy lifestyle and the potential implications of inactivity.


Summer 1 Summer 2

Students will cover a range of key concepts including outwitting opponents (delivered through rugby, netball and badminton) and phrases and sequences delivered through gymnastics. Throughout all activities students will be taught to perform a range of skills with a greater degree of precision and control, developing on the previous academic year. As well as developing their skills, students will further develop their ability to analyse skills and techniques, officiate

Students will continue to build on the skills and concepts delivered in Autumn 1. By the completion of Autumn 2, all students will have experienced a range of outwitting opponent sports, through both invasion games and net/wall sports. All students will have also participated in a unit of gymnastics where they will develop skills and explore ideas. Throughout the gymnastic unit students will be required to work in small groups to develop routines displaying

At the end of Spring half term, all students will have undertaken the full range of invasion sports and will now understand that the fundamental principles of all invasion games (passing, movement, communication, etc.). Students will continuously analyse performance to identify areas for improvement. Students will be encouraged to consider tactics to employ, both individually and as part of a team, to

Students will continue to build on the key concepts through participation in games that require a participant to outwit their opponent (football, rugby, basketball, football, badminton). Students will continue to build competence, performance, creativity and understanding of active healthy lifestyles. Students will also complete a unit of Health Related Fitness (HRF). Students will learn that fitness is

Students will begin to undertake some of the traditional summer sports (rounder’s, athletics, cricket, tennis). Throughout these activities students will continue to demonstrate and improve team work, tactical awareness, and individual skills and techniques. Students will now be required to understand and undertake constructive evaluation practices alone, or in small groups, and use findings to develop performance and understanding.

Students will participate in activities which require them to perform to maximal levels (athletics). They will begin to develop an understanding of the components of fitness and their significance in different athletic events. Students will continue to analyse performance and coach their peers by leading parts of the lesson. In the striking and fielding activities (rounders, cricket) as well as developing skills, students will continue to work as part of a team to devise tactics and strategies to outwit their opponents.

games, and lead aspects of the lesson.

coordination, cooperation, and teamwork.

outwit opponent/s. comprised of various components. They will learn how to test and develop fitness levels. Throughout the HRF unit students will be taught the importance of regular exercise and learn how it benefits the different body systems, preventing ill health.

Assessment Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.

Students begin each unit with a course task which is structured to evaluate all of the key processes; Developing skills in physical activity; making and applying decisions; developing physical and mental capacity; evaluating and improving; making informed choices about healthy, active lifestyles. At the end of the unit students will undertake the core task again and teacher assessments will gauge progress.






The programme of sports is designed to coincide with the inter school competitions so that those who demonstrate greater competence can compete at a

higher standard.

Religious Studies

The GCSE, which is commenced in Year 9, is a rigorous course which explores four themes: Is it fair? Relationships, Looking for Meaning and Our World. Students will be expected to know and understand the religious perspectives on these themes in considerable detail. At least two religions will be studied in relation to each theme. The course involves written work, debate and group work and homework is integrated in to the course. Regular weekly assessments will be completed. The topics are relevant to students’ own spiritual journey and students are encouraged to engage with the topics on a personal, as well as academic, level.


Summer 1 Summer 2

Is it fair? (1) 1) Overview 2) Human Dignity 3) Equality 4) Wealth and

Charity –the work of Mother Teresa

5) Social Responsibility

6) The Media 7) Prejudice – Why

are people prejudiced? What do religions teach about prejudice and discrimination?

8) Injustice – What is fair? What is unfair?

9) The Holocaust 10) Nelson Mandela

Our World

1) Creation 2) Using talents 3) The place of

humankind in the world

4) The purpose of humankind in the world

5) Stewardship 6) Animal Rights 7) Caring for the

world and the environment

Looking for Meaning (1)

1) Overview 2) Reasons for and

against belief in God

3) What is the value of religion in today’s world?

4) How do people experience God?

5) What is God like?

6) Symbolism and God

Looking for Meaning (2)

7) How do people respond to God?

8) Belief and the afterlife

9) Christian Funerals

10) Funeral Rites : Islam and Buddhism

11) Heaven 12) Hell

Relationships (1) 1) Overview 2) What is love? 3) What

commitments do we have to others?

4) What responsibilities do we have towards each other?

5) What is the role and purpose of sex?

6) The relevance of marriage and the family

Relationships (2) 7) Marriage in a

place of worship 8) Why do some

marriages succeed and others fail?

9) Remarriage 10) Same –sex

relationships 11) Revision 12) Relationships in

the News

Assessment

Students will be expected to display knowledge and understanding of two religions in relation to each topic covered. Students will be able to express their own carefully considered views on the topics explored.



Students will be expected to display knowledge and understanding of at least two religions in relation to each topic covered. Students will be able to express their own carefully considered views on the topics explored.




Students will be provided with the key words and concepts at the beginning of every lesson

Spanish The Year 9 programme of study provides a varied curriculum which develops speaking, listening, reading and writing skills in preparation for the GCSE course. The curriculum builds on language studied in Years 7 and 8, and provides an engaging range of topics and project work. The key subject aims are to develop knowledge and understanding of the Spanish language and culture, to develop effective communication skills, and to improve independent learning. Each unit will develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: Healthy lifestyle, Social life, Latin America, the Environment and Holidays. The course will be assessed throughout the year in speaking, listening, reading and writing.


Summer 1 and 2

La vida sana Students will look at body and illness, and healthy living. Students will create dialogues to describe symptoms and give advice. Students will also create lifestyle adverts in groups and discuss lifestyle choices for young people. Skill and grammar focus: -Developing spontaneous speech. -Working creatively as a team to produce a lifestyle video.

Mi vida social Students will talk about Facebook and their use of social media sites. They will give their opinions of other people and arrange to go out. The will also have fun describing a first date. Skill and grammar focus: -Translation - Giving advanced opinions - Developing spontaneous speech.

Hispanoamérica Students will study Spanish speaking countries in Latin America; focussing on their geographies; cultures and famous personalities. They will also examine the impact of Fairtrade and will complete a project based on the film Voces Inocentes . Skill and grammar focus: -Completing effective research and developing presentation skills. -Debating the impact

El medio ambiente Students will examine authentic spoken and written texts about environmental problems and possible solutions. They will make their own creative environmental campaign posters and videos and confidently talk about the environmental issues that are facing the world today. Skill and grammar focus: -Finding meaning in more complex spoken and written

Holidays In preparation for GCSE, students will talk in detail about their holiday preferences, where they usually go on holiday, where they went last year and their future plans. They will also plan dream holidays and pack for different types of holiday. They will practise their listening skills through a variety of songs and video clips. Skill focus: -Effective communication using verbs in three tenses, justified opinions, time phrases and high level connectives. -Working as a team to develop authentic accent and develop confidence when communicating. Students will ensure that they have responded to all of their teacher feedback throughout the year in order to reach their

- Using ‘Hace falta’ - Future tense - Using three tenses together with subordinate clauses

- Present tense verbs -Using direct object pronouns - Using three tenses confidently and accurately with extension.

of poverty and offering potential solutions. - Extracting meaning from authentic spoken and written material.

texts. -Developing language of persuasion and justification. - Conditional tense as well as ‘hace falta’+ infinitive.

aspirational target level. .

Assessment



Students will be assessed in all four skill areas.


Weekly homework tasks and vocabulary tests will be carried out throughout the year. There will also be regular opportunities for students to receive and respond to feedback in order to progress in all four skill areas. The course will draw on a variety of authentic written and spoken materials alongside elements of the Mira 3 Rojo student text book (ISBN: 9780435391638)

Science

In Year 9 students will consider how science is used within the real world, looking at groups of scientists, how they work together and how different industries use Science. This will develop students’ knowledge and skills from Years 7 and 8 and consolidate their skills in planning and evaluating investigations. The units are arranged around the following topics: Biology – New technology (genetics & biotechnology), Key turning points (vaccines, antibiotics & Darwin), Detection (microscopy, DNA, Pathology). Chemistry - New technology (Nanoparticles, Hybrid Cars), Key turning points (Atomic Structure, Fossils), Detection (Forensics). Physics – New technology (Phones, Medicines & Sport), Key turning points (Discovering the universe, Radioactivity, Electromagnetism), Detection (Planets, Aliens, Particles). Students develop their skills in planning investigations and consolidate their abilities in presenting and analysing results.


Summer 1 Summer 2

Baseline Assessment Physics – New technology, Turning Points

Physics – Detection Biology – New technology, Turning Points

Biology – Detection Chemistry - New Technology

Chemistry – Turning Points & Detection

Consolidation of knowledge and Project work

Year 10 ISA skills Data handling and analysis

Assessment

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic.

Students complete one test based assessment per topic. Their written communication skills will be assessed fortnightly in class. Practical skills will be assessed throughout each topic. .



Students complete 2 written assessments towards the end of this term lasting approximately 60 minutes. Focusing on the key strands from Biology, Chemistry and Physics across the KS3 course including Energy and Energy transfer, Chemical

Students complete one assessment during this topic consisting of a Year 10 ISA.

reactions and biological systems


Homework assessments are designed to improve scientific literacy, communication and data handling skills. Activate 3 (ISBN: 978-0-19-839258-3); Smart Science (ISBN: 978-1-84276-256-1); Science Skills Builder (ISBN: 978-0-00-745725)

Year 9 Assignments

Subject Tariff Possible formats Relevance to curriculum

Art 1 x extended project each half term

Sketchbooks This will include researching others’ work, creating Art outcomes, analysis and evaluating to develop skills needed for the national curriculum. The tasks enable students to create more personal responses.

Design and Technology

5 x 1 hour per 10 week rotation

Students will be completing a range of on-going homework assignments which explore the 5 themes of: Research, Planning, Design, Making and Evaluation and will help to develop their subject specific skills in preparation for GCSE.

The students will be touching on all aspects of the KS3 curriculum which will help support the work done in the classroom. It can also help the students improve their classroom marks if done well. The 5 key points will also help them get used to the requirements of the next key stage.

English 6 tasks per 6 week period

Tasks are varied in terms of format and include: -creative writing (writing in role) -research project -writing for purpose and audience -analysing language in poetry, prose or drama

The assignment tasks are linked to the skills (AFs), topic (reading or writing) and texts of the current scheme of work. It will consolidate learning done within the classroom, but also provide extended opportunities to build on learning.

French 2 to 3 mini tasks per week

Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may have a choice of working individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels. In Year 9, pupils will extend their knowledge of grammar and provide a basis for examination work in the Upper School by encouraging greater independence in the production of language. Topics include: Leisure Activities, Media and Entertainment, Healthy lifestyles, Culture and Society,

and/or transactional language.

Problems facing young people, Environment.

Geography 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s areas of study: Hazards, Changing China & Redeveloping East London and GCSE Unit 1 core topics. For certain tasks students can choose who they work with and how they present their research. An assignment could be based on a local or global issue. E.g. Examine the arguments for retaining China’s one child policy. Alternatively assignments could be past examination questions in preparation for GCSE.

The students will be developing their skills in the six key components of the KS3 curriculum and start to develop the skills necessary for GCSE exam success. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress to GCSE.

History 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s area of study: The 20th century: An age of conflict? For certain tasks students can choose who they work with and how they present their research. An assignment could be based on a local history study. E.g. What does your local war memorial tell you about WW1? Alternatively, a creative task may be set, for example –create and produce your

The students will be developing their skills in the five key components of the KS3 curriculum: Chronology, Diversity, Evidence, Causation, Significance and Interpretation. Each assignment will provide students with an opportunity to build on their prior learning as well as giving them the scaffolding and support to progress to the next National Curriculum level.

own model of a trench from the first world war.

Computing 1x 30 minutes per week

Throughout the year homework assignments will be largely linked into the unit of work being undertaken within school. Students will be expected to work at home on the tasks set, in line with the assignment deadlines. Sometimes this will require a certain amount of research to be undertaken at home within the areas of Computing and ICT theory.

Homework assignments provide students with an opportunity to develop their ‘digital literacy’, the theory behind computer systems and how they are used. In doing so, the assignments aim to develop students’ skills, knowledge and understanding in contexts that are directly relevant to employment situations, thereby enhancing their employability within the Computing and ICT sector.

Computer Science (GCSE)

1x 30 minutes per week

Throughout the year homework assignments will be largely linked into the unit of work being undertaken within school. Assignment tasks will contain a mix of theoretical and practical programming activities. Sometimes a task will require a certain amount of research to be undertaken at home within the areas of Computer Systems and Programming.

Homework assignments are directly linked to the GCSE course specification and aim to consolidate learning and to encourage students to develop their working knowledge of the Computer Systems and Programming.

Maths 1 x 30 mins per week MyMaths online task (www.mymaths.co.uk)

(school login: tnes password: maths Students have their own individual logins)

Printed worksheet

Research task

Consolidation and extension of learning objectives as set out in the schemes of work.

Music 1 x project each term CD/MP3/Video

Theory sheets

Students research and select performances and compositions relevant to the areas of study to present to the class.

http://www.mymaths.co.uk/

Students revise music theory for use in practical activities in class.

RS 45 minutes homework per week

Students will be completing a range of activities which build on prior learning and prepare for future activities. These will focus on any of the following:

Individual research

Responses to exam questions

Opportunities for personal reflection through a range of media

A range of active and creative responses

Structured written tasks Students will be expected to complete a specific project at the end of each module.

These tasks develop out of the schemes of work and are designed to enhance student confidence in developing their skills and ideas. They also encourage spiritual development and empathy with a variety of religious faiths.

Science Per topic 1 x online checkpoint assessment 2 x end of Chapter questions set per week To be completed in assigned homework book (available online)

Students will be completing a range of activities based on three themes around current curriculum themes being taught.

Literacy

Preparatory research

Application and synthesis The activities will develop the research skills as well as reinforcing knowledge and understanding and extending classwork.

The literacy and application work will enable staff and students to identify misconceptions and inform future

work. The activities will allow students to develop their data handling and communication skills. The work will allow students to prepare for the move into KS4 at the

end of the year.

Spanish 2 to 3 mini tasks per week

Along with learning of vocabulary assignments, students will be completing a range of oral, listening, reading and written assignments including conducting online researches and using languages websites. For some assignments, students may have a choice of working

Students will be developing their learning in the key topics of the KS3 curriculum. Each assignment will allow students to consolidate and build on their prior learning. They will be provided the foundation to progress through the NC levels. In Year 9, pupils will extend their knowledge of grammar

individually, in pairs or in groups. Creative tasks may also be set, for example –create and produce their own plays, songs – to consolidate and demonstrate their knowledge of grammar and/or transactional language.

and provide a basis for examination work in the Upper School by encouraging greater independence in the production of language. Topics include: Leisure Activities, Media and Entertainment, Healthy lifestyles, Culture and Society, Problems facing young people, Environment.

art - the nottingham emmanuel school · othello. social / cultural importance of the theatre -...

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