Art and Design

Course Overview – Year 9 GCSE Year 9 builds on the skills, processes and techniques experienced in year 7 & 8. Students continue to

develop skills of self-reflection in order to develop and refine recording and visual literacy. Project briefs are

built around GCSE assessment objectives and high expectations ensure challenge for all.

Autumn Term Spring Term Summer Term

Formal Elements Formal elements Op Art

Project Title Formal elements – line,

tone, form, shape, colour

Texture, pattern

Composition, 2D relief, 3D

Unit 1 GCSE

Skills and

Technique

Observational drawing

Line, Tone

Texture-mark-making

Pen, pencil, fineliner, biro,

pen and ink

Photography

Collage

2D relief

Texture

Paper sculpure

Dry brush resist

photography

Photography

Colour theory

Rendering

Composition

Focus

Rule of thirds

Critical and

Cultural

references

Critical studies –

The basis of all art work is

informed by the formal

elements across all times

and cultures.

Critical studies – Teesha

Moore, Karl Blossfeldt,

OP ART

Victor Vasarely

Bridget Riley

Assessment Self, peer and teacher

assessment throughout the

project. ‘WWW’ and ‘EBI’

and challenge task 3 per

half term and summative

teacher grade at the end of

the project. Recorded in

student review booklets

Self, peer and teacher

assessment throughout the

project. ‘WWW’ and ‘EBI’

and challenge task 3 per

half term and summative

teacher grade at the end of

the project. Recorded in

student review booklets

Self, peer and teacher

assessment throughout the

project. ‘WWW’ and ‘EBI’

and challenge task 3 per

half term and summative

teacher grade at the end of

the project. Recorded in

student review booklets

Home Learning Projects

Home learning is set every week for short learning tasks and set over 4 to 6 weeks for extended learning tasks which encourage independent self-management and enquiry. Students are given a brief but are allowed to further develop that brief to ensure they have ownership of the work. Students are expected to produce a mini project with an end piece using materials, processes and techniques own their own choice. Project work will be given an end date but will be checked every 2 weeks to see how it is progressing and to receive feedback. Assessment will be in line with GCSE grade descriptors.

Useful Links and Apps

Encourage pride and creativity – practice drawing, design, photography and use of technology such as

ipads/tablets to make and edit imagery, video and animation.

Visit art galleries, sculpture parks, museums. Discuss artwork to help make opinions and to gain confidence

by building up a visual and analytical vocabulary. Encourage independent research at home.

www.leeds.gov.uk/artgallery, www.tate.org.uk, Join Pinterest.for research

Follow on Pinterest, Priesthorpe school twitter.

Business Enterprise – BTEC Tech Award Level 1/2

Course Overview – Year 9

In addition to their weekly Business Enterprise, students are encouraged to engage with news programmes

and articles, watch relevant documentaries and engage in work experience (however this is not required for

the qualification). The more students involve themselves in the practical and real world of business, the

better their understanding of the subject will be.

General points to improve Business Enterprise understanding

Encourage students to engage in meaningful work experience to better understand the purpose and

role of business. Seeing businesses first hand is invaluable to a students’ understanding.

Encourage students to spend time with family and friends discussing their job roles and the

business that they work in

Talk about news and current affairs surrounding business and the economy as a family

Encourage engagement in political ideas and how this may impact the field e.g. Brexit

Encourage researching further and deeper anything that grabs attention and interest. Where there

is a ‘don’t know’, find ways to find out more

Supporting students to learn key terms and concepts vital for the internal and external assessments.

Component One Information

In this component, students will have the opportunity to develop knowledge and understanding of the

different types of enterprise and their ownership, looking at the characteristics of small and medium

enterprises (SMEs) and entrepreneurs with reasons for levels of success. Students will learn about

customer needs, market research and how to analyse it, competitors and how to monitor success in a

business.

Useful Links

www.businessed.co.uk

www.tutor2u.net

BBC News

Through studying the units of work below, all students will develop an understanding of key concepts in Business Enterprise, and the importance to all businesses of having enterprising employees to drive organisations forward, generate ideas and help businesses grow. Students will have opportunities to demonstrate their enterprising skills as they prepare themselves to be the workforce of the future in a fast-changing world.

Autumn Term

Spring Term Summer Term

Component 1

Learning Aim A (DSD) and B

(HME)

Component 1

Learning Aim A (DSD) and B HME)

Component 1

Learning Aim C (DSD and HME)

Business Studies GCSE

Course Overview – Years 9 - 11

The course will run from the new Edexcel specification graded on the 9-1 scale.

The course is set into two clear themes, theme 1 will be taught in Year 9 and the first term of Year 10.

Theme two will be taught in the final two terms of Year 10 and the first two terms of year 11. Taught

lessons will be broken up with small project work to practice application and exam skills. The final term of

Year 11 will focus on revision of the two themes.

There will be two exams to be sat at the end of the course, both with a total marks score of 90 and a grade

weighting of 50%.

Both exams will be 1 hour 30 minutes in length, one paper will be based on theme one and the second on

theme two.

Areas studied:

How to help Encourage your child to watch the news to see examples of business studies in action, business studies is

everywhere!

Encourage work on learning the basics, remembering key terms and examples that match up is very

important.

Discuss what your child is doing in class and get them to explain topics to you.

Ensure your child is using their purple revision guide and workbook to do regular revision – the key to

success is remembering the content!

Useful Links & Apps

BBC News business - http://www.bbc.co.uk/news/business

Pearson: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html

GCSE Bitesize - http://www.bbc.co.uk/education/subjects/zpsvr82

Computer Science

Course Overview – Year 9 To be successful in GCSE Computer Science you need to have a good mix between logic and the ability to

analyse problems in order to create solutions.

The coursework element requires you to be organised and solve a real world problem with a computer

based solution. Which will require excellent time management.

Computer Science is a theoretical subject, although you will learn practical skills for programming

computers you are required to learn how computers work, why they work the way they do and how we use

computers to shape our world.

Home Learning Projects Home learning is an essential part of the course. The recommendation for time spent on home learning at GCSE is two to three hours a week. During this time students will be given past paper questions or research topics to aid them in learning key computer science concepts.

Useful Links and Apps CodeAcademy.com - Platform for learning many programming languages

Python.org – download and install Python – it’s free.

BBC Bytesize.

Autumn Term Spring Term Summer Term

Computational Thinking

Coding Number Systems

Computer Systems

The Law

Theory Problem Solving

How do you break down

problems (Decomposition).

How do we visualize

problems and solutions

(Abstraction).

More in depth look at Python.

Syntax, functions,

procedures.

Pupils will learn some of the

theory to do with computers.

How computers process

numbers.

How computer systems work.

How the law effects the

computer industry.

Project Coding in Python.

Pupils will create

programming code to solve a

simple real world problem.

Writing a program to act as a

contacts or address book.

Coding in Python.

Pupils will be given a series

of challenges allowing them

to solve different real world

problems.

They will use programming

code to solve these problems.

Home

Learning

Weekly or fortnightly as per the requirements of the theory or project. Home learning is used to

help the pupils prepare for the examinations at the end of year 11 – Computer Science is a

100% examined course.

Assess-

ment

Self, peer and teacher assessment throughout the project with a final summative teacher grade

at the end of the project

GCSE grades from 1 to 9

BTEC Level 1/Level 2 Technical Award in Performing Arts (Dance)

Course Overview – Year 9 With the new BTEC Tech Award in Performing Arts (Dance) students are given the chance to perform, and develop valuable skills in different dance disciplines and techniques. Students also explore the potential careers in the industry.

The qualification is made up of 3 components, 2 that are internally assessed and 1 externally assessed by Edexcel. The components we complete are shown below:

Component 1 (Exploring the Performing Arts)

Aim: get a taste of what it’s like to be a professional dancer across different styles. Assessment: internally assessed assignments. During Component 1, students will observe and reproduce existing repertoire, as well as explore Performance styles, creative intentions and purpose. Throughout the unit students will take on performance roles and responsibilities which will allow them to fully develop their Performance techniques, approaches and processes to a deeper level. Component 2 (Developing skills and techniques) Aim: develop skills and techniques in the chosen disciplines of dance. Assessment: internally assessed assignments. During Component 2, students will gain physical, interpretative, and rehearsal skills during workshops and classes. Students will then apply their technical, stylistic and interpretative skills within a final group performance in a chosen dance genre. Component 3 (Performing to a brief) Aim: consider how practitioners adapt their skills for different contexts, and put this into practice in a performance. Assessment: externally assessed task. In this component students will use the externally set brief to come up with ideas for a group performance piece lasting 10-15 minutes. This unit is a culmination of the student’s skills learnt throughout the course, and allows students to perform, review, and reflect on their devised dance production in an industry specific way.

-Participation in extra-curricular dance options will allow students the opportunity to enhance their choreographic

and performance skills.

- Taking an active interest in dance within the media; reading on-line articles and blogs will help develop a rounded

understanding of the wider context of dance and performance.

- On-going completion of coursework elements and attendance to lessons will ensure that students are fully

prepared for the internal and external assessments. These assessments will be ongoing throughout KS4.

- Use the websites outlined below to help with coursework and practical tasks. (additional ones will be given).

GCSE Bitesize - www.bbc.co.uk/schools/gcsebitesize (select PE and then Dance)

Northern Ballet - www.northernballet.com

Research Skills -- https://www.bbc.co.uk/education/topics/z46pyrd/resources/1 BTEC - https://qualifications.pearson.com/en/qualifications/btec-tech-awards.html

How to help

Useful Links and Apps

Drama

Course Overview – Year 9

This is a foundation year for a Level 2 drama course where, through studying the units of work below, all students will develop the interrelated skills of creating, performing and evaluating drama, which will prepare them for successful assessment and accreditation in Years 10 and 11.

Autumn Term Spring Term Summer Term

Drama for Investigators and Explorers

Exploring Drama Tool Kit (3)

Working to a Performance Brief: Considering intentions and audience

Exploring Drama Tool Kit (4)

From Drama to Theatre: Styles and Forms

From Page to Stage: Working with text

In addition to their five fortnightly drama lesson, students are encouraged to participate in any extra-curricular

opportunities offered by the drama department. More information about any of these activities are available

from your child’s drama teacher. From September 2018, Drama Club, for all years, will take place each Thursday,

from 2.30 until 3.30 p.m.

How to help

There are a number of ways you can support and develop the drama learning that takes place in school:

Take your child to see live theatre, professional or amateur.

Encourage your child to watch relevant and appropriate clips or performances on Youtube.

Talk about the drama you watch on television and in films.

Encourage your child to take an interest in current affairs and general knowledge.

Encourage your child to hold conversations with you and others.

Encourage your child to consider situations and issues from different points of view.

Discuss with your child what he/she is doing in class and ask him/her to explain it to you.

Help your child to build up a drama vocabulary.

Know the meaning and spelling of the following key terms and use them to talk about drama.

Genre = the category of drama into which a play or performance might fall, e.g. comedy; tragedy; psycho-drama;

musical; theatre-in-education.

Style = the way a piece is performed, e.g. naturalistic – where the performance is true to real life; non-

naturalistic – where things happen in the performance which could not happen in real life; abstract – where

actors are objects or concepts rather than people.

Stage types = proscenium; end-on; thrust; amphitheatre; in traverse; in the round; promenade.

Monologue = extended speech for one character.

Duologue = extended speech for two characters.

Dialogue = extended speech for three or more characters.

Narration = the story is told, or linked, or commented on, by an objective participant, who is not directly

involved in the action.

Semiotics = the use of props, costume, sound, lighting, music, etc. to give added layers of symbolic meaning to a

piece of drama.

Blocking = the organisation at the start of a piece of drama, during which decisions are made about where

characters stand on stage during a performance, how, where, when and why they move.

Useful Links & Apps

What’s on – Bradford Theatres http://www.bradford-theatres.co.uk/whats-on

What's On - West Yorkshire Playhouse https://www.wyp.org.uk/about/whats-on/

What's On - Leeds Grand Theatre https://www.leedsgrandtheatre.com/Online/whatson

CarriageWorks Theatre - Leeds City Council www.leeds.gov.uk/carriageworks

Manchester Theatres www.manchestertheatres.com/

If you find any apps/websites that you think can enhance your child’s learning in drama. Please let me know via your child, so

that we can include them in this page.

Drama

Course Overview – Year 9 L2 Drama option

This is a foundation year for a Level 2 drama course where, through studying the units of work below, all students will develop the interrelated skills of creating, performing and evaluating drama, which will prepare them for successful assessment and accreditation in Years 10 and 11.

Autumn Term Spring Term Summer Term

Drama for Investigators and Explorers

Exploring Drama Tool Kit (3)

Working to a Performance Brief: Considering intentions and audience

Exploring Drama Tool Kit (4)

From Drama to Theatre: Styles and Forms

From Page to Stage: Working with text

In addition to their five fortnightly drama lesson, students are encouraged to participate in any extra-curricular

opportunities offered by the drama department. More information about any of these activities are available

from your child’s drama teacher. From September 2018, Drama Club, for all years, will take place each Thursday,

from 2.30 until 3.30 p.m.

How to help

There are a number of ways you can support and develop the drama learning that takes place in school:

Take your child to see live theatre, professional or amateur.

Encourage your child to watch relevant and appropriate clips or performances on Youtube.

Talk about the drama you watch on television and in films.

Encourage your child to take an interest in current affairs and general knowledge.

Encourage your child to hold conversations with you and others.

Encourage your child to consider situations and issues from different points of view.

Discuss with your child what he/she is doing in class and ask him/her to explain it to you.

Help your child to build up a drama vocabulary.

Know the meaning and spelling of the following key terms and use them to talk about drama.

Genre = the category of drama into which a play or performance might fall, e.g. comedy; tragedy; psycho-drama;

musical; theatre-in-education.

Style = the way a piece is performed, e.g. naturalistic – where the performance is true to real life; non-

naturalistic – where things happen in the performance which could not happen in real life; abstract – where

actors are objects or concepts rather than people.

Stage types = proscenium; end-on; thrust; amphitheatre; in traverse; in the round; promenade.

Monologue = extended speech for one character.

Duologue = extended speech for two characters.

Dialogue = extended speech for three or more characters.

Narration = the story is told, or linked, or commented on, by an objective participant, who is not directly

involved in the action.

Semiotics = the use of props, costume, sound, lighting, music, etc. to give added layers of symbolic meaning to a

piece of drama.

Blocking = the organisation at the start of a piece of drama, during which decisions are made about where

characters stand on stage during a performance, how, where, when and why they move.

Useful Links & Apps

What’s on – Bradford Theatres http://www.bradford-theatres.co.uk/whats-on

What's On - West Yorkshire Playhouse https://www.wyp.org.uk/about/whats-on/

What's On - Leeds Grand Theatre https://www.leedsgrandtheatre.com/Online/whatson

CarriageWorks Theatre - Leeds City Council www.leeds.gov.uk/carriageworks

Manchester Theatres www.manchestertheatres.com/

If you find any apps/websites that you think can enhance your child’s learning in drama. Please let me know via your child, so

that we can include them in this page.

English

Course Overview – Year 9 By Year Nine, our students are ready to explore a range of exciting and challenging texts. Our curriculum

during this important year is carefully planned to ensure a smooth transition from Key Stage Three, towards

the key skills needed at GCSE, while still fostering a love of reading. Students will explore new themes and

text types, including war poetry, modern classic literature, Shakespearean Tragedy, Gothic literature, film

adaptations and non-fiction texts. We believe that success in English is underpinned by a love of reading;

we will strive throughout students’ time with us to share with them our love of reading and to nurture and

develop their own.

How to help

1. Equipment: Ensure your child starts every day with a well-stocked pencil case containing at least a pen, pencil, ruler and rubber. 2. Encourage your child to read: It is very important to read often, either fiction or non-fiction. We recommend at least 20 minutes per night. Newspapers, poetry, short stories and a wide range of reading materials are all fine. Seeing you read (especially the dads for reluctant boys) is very powerful. 3. Redrafting and editing: In school, your child will be encouraged to take pride in their work and check every piece carefully. Please support this message by helping them to ensure every piece completed at home is one to be proud of. 4. Watch, read or listen to the news together: A solid understanding of the world enriches any piece of literature. 5. Make sure your child uses feedback to improve: Do they know how to make their next piece of work better than the last? 6. Watch TV series together and discuss characters, themes, language etc: Yes, watching box sets can be learning too! 7. Give books as presents. 8. Ask them about their reading. 9. Encourage diary/short story/poetry/blog writing. Read what they write if they want you to. 10. Ensure that reading continues during school holidays. Pack books in the suitcase if you’re

going away.

Useful Links

Some texts we might read in Year 9

War poetry. From the Charge of the Light Brigade, through World War One, to the modern day

John Boyne: the Boy in the Striped Pyjamas

John Steinbeck: Of Mice and Men

Harper Lee: To kill a Mockingbird

William Shakespeare: Macbeth, Richard III

Michelle Magorian: Goodnight Mr Tom

Arthur Conan Doyle: Sherlock Holmes stories

Suggested further reading for Year 9

Michael Morpurgo: War Horse, Private Peaceful

Sebastian Faulks: Birdsong

Mark Twain: Huckleberry Finn

Pat Barker: Regeneration trilogy

Bill Bryson: Shakespeare: The World as a stage

http://www.sparknotes.com (for summaries and analysis of literature texts)

http://nfs.sparknotes.com (for help understanding Shakespearean language)

www.globe-theatre.org.uk/glob-theatre-shakespeare

www.bbc.co.uk/schools/ks3bitesize/english

www.shakespeare4kidz.com

http://www.warpoetry.co.uk

French

Course Overview – Year 9

French

Theme 1 Sept-Dec Back to basics

Theme 2 – Jan - Mar Qui suis-je? Who am I?

Theme 3 Apr - May Jours ordinaires, jours de fête Celebrations

Theme 4 Jun – Jul De la ville à la campagne Town & country

Content: Family Free-time activities Food and Drink Clothes Town Holidays School Future plans Environment

Content Revising family and describing people Talking about what makes a good friend Discussing family relationships Making arrangements to go out Describing a day out with friends Discussing role models Challenge Talking about life when you were younger

Content Describing your daily life Shopping for clothes Describing festivals and traditions Talking about shopping for a special meal Describing family celebrations Challenge Talking about food for special occasions Describing festivals and traditions.

Content Talking about where you live and what you can do there Describing a region Finding out tourist information Discussing plans and the weather Talking about your town, village or neighbourhood Challenge Describing community projects

Grammar: Adjectives Comparatives and superlatives Nouns Present tense verbs – regular and irregular Past tense Imperfect tense Near future tense

Grammar Regular verbs in the present tense Reflexive verbs in the present tense Using the near future The perfect tense Using 2 tenses together Challenge Using the imperfect tense

Grammar Using devoir and pouvoir Using quantities Using the present and the near future Using 3 tenses together Challenge Using the pronoun en Using venir de + infinitive

Grammar Using the superlative Asking questions Using si clauses The near future tense Using negatives Challenge Using present, prefect and future tenses Using the simple future Using the pronoun Using the pronoun y

Language Skills: Reacting to a photo Giving extended opinions with reasons Asking and answering questions Checking for accuracy Developing writing skills Challenge Using a range of question methods

Language skills Listening to identify the person of the verb Using different structures to give opinions Working out the meaning of new words Challenge Reading and listening to identify tenses

Language skills Asking questions Extending responses by referring to others Improvising dialogues Recognising similar ideas expressed differently Using a range of connectives Challenge Using polite language

Language skills Looking at context to identify missing words Listening for different tenses Listening for clues Agreeing and disagreeing Translating a text into English Challenge Adapting a model dialogue

Home Learning Projects

Home- Learning menus are given at the beginning of each theme with 6 HL tasks for pupils to complete throughout the theme. Pupils must attempt a minimum of two ‘red hot’ home-learning tasks for each menu. In addition to the tasks on the Home-Learning menu pupils are also assigned a vocabulary learning course on Memrise.com which must be completed before the assessment. Pupils can log on to memrise

throughout the theme and complete little and often as well as reviews of the vocabulary that they have already learned.

Useful Links and Apps

www.memrise.com – pupils must use either the website or the app to complete the vocabulary course

throughout each theme. Pupils can also sign up to other course and/or other languages to widen their

language learning.

language-gym.com – interactive vocabulary and grammar booster. Pupils can use the language gym to

practise weak areas of grammar such as tenses for example or build their topic-related vocabulary. Pupils

should spend about 10-15 minutes a week practising key grammar.

Duolingo – language learning app. An interactive app which will support pupils learning of the language.

COMING SOON!!! – Active Learn Student. An active learning platform which links to the Studio and Viva

textbooks and the Schemes of Learning. Update to follow during the next half term.

Geography

Course Overview – Year 9

In addition to their weekly geography lesson, students will have opportunities throughout Key Stage 4 to

participate in field trips, which are an essential part of the geography curriculum. These will be held in

Years 10 & 11.

How to help

Ensure your child is fully equipped for all geography lessons with a pen, pencil, ruler and rubber.

You can also support your child to progress in geography by:

Watching the news together and discussing current events, considering both sides of stories.

Discuss what different people’s opinions might be and any misconceptions that people have.

Encourage your child to carry out their own research about topics covered in class as well as

stories on the news to allow them to form their own, well informed opinion.

Help them to come up with questions about what they are learning and encourage them to

independently find out the answer.

When they have a presentation or research homework check that they have used good sources

of information and have not copied and pasted text from the internet.

Visit places which will give your child the opportunity to explore the natural world and use map

skills e.g. the National Trust

Useful Links and Apps

BBC Bitesize http://www.bbc.co.uk/education/subjects/zrw76sg

CBBC Newsround http://www.bbc.co.uk/newsround

SIM Sweatshop http://www.simsweatshop.com/

Live hazard map http://earthalerts.manyjourneys.com/web/

Royal Geographical Society http://www.rgs.org/NR/exeres/08AE5CEC-16CE-479C-8268-580A4EC1030A.htm

CIA https://www.cia.gov/kids-page

Autumn Term Spring Term Summer Term

Physical landscapes of the UK

During this unit students will

discover the physical processes which happen on and around the coastal zone and in different river systems. They will also discover the need to manage these areas to reduce the effects of flooding.

Resource management

The main focus of this unit will be on the importance of water – how it is used, and how we can make sure that there is a sustainable supply for future generations.

There will also be opportunities to see the importance of food and

energy use across different parts of the world.

Changing economic world

Students will study the potential of

India as a Newly Emerging Economy (NEE) as well as

changes in the UK economy.

Health and Social Care L2 Tech Award

Course Overview – Year 9

Through studying the units of work below, all students will develop the interrelated skills of analysis, evaluation and application of key concepts to contemporary society

Autumn Term

Spring Term Summer Term

Component 1 Component 1 Component 3

In addition to their weekly curriculum health and social care lessons, students are encouraged to

engage with news programmes and articles, watch relevant documentaries and engage in work

experience (however this is not required for the qualification)

How to help

General points to improve health and social care understanding

Encourage students to engage in meaningful work experience to better understand the development of young and elderly, and the roles and responsibilities which are undertaken by professionals. Seeing first hand health and social care is invaluable to a students’ understanding.

Encourage students to spend time with family and friends discussing their development and the impact health and/or social care has had on their lives

Talk about news and current affairs surrounding health and social care as a family Encourage engagement in political ideas and how this may impact the field Encourage researching further and deeper anything that grabs attention and interest. Where there

is a ‘don’t know’ find ways to find out more Supporting students to learn key terms and command words

Know the meaning of the following key terms and apply them to external and internal assessments.

This is vital to the course as internal assessments as awarded marks based on a students’ ability to

apply their knowledge.

Human growth and development – physical, intellectual, emotional and social

Life stages

Factors affecting growth and development e.g. Physical, social, cultural, economic

Life events e.g. marriage, divorce, parenthood, illness, redundancy, retirement

Health care services

Social care services

Barriers to accessing services

Care values – empowerment, respect, maintaining confidentiality, preserving dignity, effective

communication, safeguarding, promoting anti-discriminatory practice

Factors affecting health and well-being

Measuring health – physiological indicators e.g. blood pressure and lifestyle indicators e.g.

smoking, alcohol consumption

Health and well-being improvement plans

Useful Links & Apps

BTEC Tech Award in Health and Social Care Student Book

BBC News on topics surrounding health, children, disabilities, lifestyle

If you find any apps/websites that you think can enhance your child’s learning. Please let me know via your

child, so that we can include them in this page.

History

Course Overview – Year 9

Through studying the units of work below, all students will develop the interrelated skills of performing, composing and appraising through a range of activities.

Autumn Winter Summer

Medicine Through Time – from the Middle Ages to the Modern era.

Medicine, surgery and conditions on the Western Front during WW1.

The American West – The westward expansion and early conflict with natives.

In addition to their weekly curriculum History lessons, students are encouraged to engage with their studies

outside of school by reading historical fiction and non-fiction, asking questions about the past, conducting

their own research and watching documentaries.

Expectations of good historians at GCSE

Work hard and do your best in all of your class work and home learning

Be prepared for each lesson by making sure you have the right books and equipment and all your home learning is up to date

Ask questions all the time, be critical. Always check when you are unsure

Participate – join in, take charge, listen, question, argue, find solutions, care! Present your ideas clearly whether written or spoken

Edexcel Assessment Objectives

Assessment objective

Description % Weighting in GCSE

AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied.

35

AO2 Explain and analyse historical events and periods studied using second order historical concepts

35

AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied.

15

AO4 Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.

15

Useful Links and Apps

www.bbc.co.uk/history

www.historylearningsite.co.uk

www.historyonthenet.com

www.nationalarchives.gov.uk

www.schoolhistory.co.uk

www.spartacus.schoolnet.co.uk

Maths

Course Overview – Year 9

During Year 9 pupils will begin to study topics from the new GCSE programme of study.

Pupils will study, to differing degrees:

Number, algebra, shape and measures, ratio and proportion, probability and statistics.

Problem solving will feature strongly in lessons.

Assessment consists of regular small topic tests, together with 3 formal assessment points. We will

use these to track progress and identify gaps.

Pupils will be set 1 mixed homework per week.

How to help

Ensure that your child has a scientific calculator which is brought to every mathematics lesson. We

recommend Casio Fx-83GT plus. A maths set containing compass and protractor is also useful. Both can

be bought from the maths dept.

Encourage your child to practise Key skills and multiplication tables i.e. mental addition, subtraction,

multiplication and division. Encourage your child to use JustMaths to complete homework and revise topics.

Look for opportunities to discuss with your child how to use Maths in everyday life. The new GCSE contains

many problem solving questions which link maths to the real world. Questions cover booking holidays, bus

and train timetables, converting currency, decorating rooms and comparing costs of goods.

Always be positive about maths.

Useful Links and Apps

My Maths – www.mymaths.co.ukProvides activities and resources for all maths topics for Ks3. Each pupil has a login. Pupils should see their maths teacher.

Multiplication practise – www.ttrockstars.co.uk Can be used at home to help improve speed of recall. Each pupil has their own login. Pupils should see their teacher for this.

General revision – www.corbettmaths.co.uk. A free website that contains all topics needed at KS3 and more.

General revision on key topics www.justmaths.co.uk Username PriestStudent password Priest.

Exam paper revision www.onmaths.co.uk Online revision papers to use that are self marked.

Media Studies

Course Overview – Year 9

To be successful in GCSE Media Studies you need to have a good mix between creativity and the ability

to analyse and write essays.

The coursework element requires you to be organised and complete creative tasks such as photoshoots

outside of lesson. All of which requires good time management.

Media Studies is quite an independent subject and therefore you must be able to express your own

opinions and back them up with evidence.

Home Learning Projects Home learning is an essential part of the course. The recommendation for time spent on home learning at GCSE is two to three hours a week. During this time students may be asked to watch TV, a Film or adverts,

Autumn Term Spring Term Summer Term

Media Terminology

Component 1 Section A:

Media Language &

Representation

Section B: Exploring

Industries & Audiences

Theory Looking at:

Genre

Narrative

Representation

Audience

Mis-en-scene

How the media

communicates with its

audience and how certain

groups of people are

portrayed

How & why a particular

product appeals to its

audience.

Project Multi-Media & Radio Plays

Looking at “The War of the

Worlds” and the many media

forms it has appeared in, from

Book, Film, Radio Play and

Musical.

How are audio broadcasts

made, Foley sound and

making a radio play

Discussing how the media

present gender, race and

celebrity.

Using Magazines (Pride and

GQ) Film Posters (The man

with the Golden Gun and

Spectre) Newspapers (The

Guardian and The Sun) and

Print Advertisements (Quality

street (1956) and “This Girl

Can” Campaign (2015)).

Discussing the impact of

media on audiences.

Using Newspapers (The Sun)

Film Industry (Spectre from

007.com) Radio (The

Archers) and Video Games

(Pokemon Go).

Home

Learning

Weekly or fortnightly as per the requirements of the theory or project. Home learning is used to

help the pupils gain the independent learning skills needed to express their opinions on media

products.

Assess-

ment

Self, peer and teacher assessment throughout the project with a final summative teacher grade

at the end of the project

GCSE grades from 1 to 9

they will be watching these to enable us to better discuss them in class time. They will also produce detailed analysis of various media products.

Useful Links and Apps YouTube – Pupils will be encouraged to watch videos from YouTube to gain understanding of the types of

video media available.

Empire Online / Empire Magazine / Empire Podcast – Pupils should be looking into the movie industry,

what’s happening.

Cinema, TV, Radio, Magazines and Newspapers – Pupils need to watch, listen and read as much media as

they can.

Music

Course Overview – Year 9 Through studying the units of work below, all students will develop the interrelated skills of performing, composing and appraising through a range of activities these all link to the BTEC Music Course.

Autumn Term Spring Term

Summer Term

Grime

Theory

Music from the 60’s-00’s

Film Music

World Music

Jazz and Blues

In addition to their 5 fortnightly music lessons, students are encouraged to participate in the wide range of extra-curricular opportunities on offer in the Music Department. If opting for music your child will receive instrumental tuition on an instrument of their choice. More information about any of these activities are available from your child’s Music Teacher.

How to help

General points to improve musical awareness

Talk about the music you hear on the radio or television, in shops or supermarkets, played by buskers. Encourage your child to sing or to play a musical instrument. Encourage your child to listen to a variety of different styles and backgrounds. Encourage your child to compose his/her own music. Encourage your child to take part in a musical group or activity with others.

Discuss with your child what he/she is doing in class and ask him/her to explain it to you. Help your child to build up a musical vocabulary.

Know the meaning of the following words and use them to talk about any musical sounds which you hear.

Dynamics = how loud of soft a sound is forte/piano Rhythm = the duration of notes combined within a pulse. Semibreve/Minim/Crotchet/Quaver/Semi-quaver Syncopation = Off-beat rhythm Chords/Triads = Group of three notes played at the same time Pitch = how high or low a sound is. Sound/Silence/Structure = what material is the instrument/no sound/how is the piece put together Call & Response = Question & Answer Melody/ Motif = the tune/Melodic idea Leitmotif = Character theme Riff/Ostinato = Repeated melody or rhythm Instruments = Woodwind/brass/percussion/string families and the instruments that belong to each family Tempo/Texture = the speed of the music/whether a lot of (thick) or a few (thin) instruments are playing a piece of music. Layering/Canon = How music is arranged in layers or as a round. Phase shifting/Phasing = Moving in and out of time (phase) Chromaticism = Using all the notes (black and white) in order

Harmony = how sounds are combined Major/Minor

Useful Links & Apps

https://www.theguardian.com/music/2012/dec/06/a-history-of-grime History of Grime Music

http://www.bbc.co.uk/schools/gcsebitesize/music/Samba Music & Minimalism

https://lso.co.uk/orchestra/history/lso-and-film-music.html A history of Film scores from the London Symphony

GarageBand –Music sequencing software available on IOS, create your own pieces and ‘jam’ with others

http://blog.landr.com/10-free-online-music-tools-will-kickstart-creativity/ Some tools to help you compose at home

http://blog.dozmia.com/songwriting-apps/ A list of apps to help with songwriting

If you find any apps/websites that you think can enhance your child’s learning in music. Please let us know via your child, so that we can include them in this page.

PE

Course Overview – Year 9 In Year 9 students will be increasingly challenged with transferring skills into competitive situations. They

will be required to plan and evaluate more independently and think more in depth regarding strategies and

tactics.

Aims:

• Be physically active and challenged in lessons

• Develop skills, techniques and strategies in a range of topics

• Understand the importance of been physically active and the related health benefits

• Select and use skills, tactics and compositional ideas effectively

• Develop their physical strength, stamina, speed and flexibility

• Develop their resilience and mental determination to succeed

• Understand what needs to be achieved, critically evaluate and finding ways to improve.

Unit Boys Girls

1 Hockey Netball

2 Rugby Rhythmic Gym

3 Health related fitness Health related fitness

4 Football Hockey

5 Basketball Dance

6 Athletics & Striking / fielding Athletics & Striking / fielding

Theoretical concepts – In Year 9 we will consolidate understanding of muscles and muscle actions and

link to the skeletal system. We will also develop an understanding of the cardiovascular and respiratory

systems and how these respond and adapt to exercise.

How to help

In Year 9, core PE lessons will continue to be an important and therefore compulsory part of the curriculum.

Regular physical activity has a significant impact on physical, mental and social wellbeing. Support your

child in having the correct PE kit for every lesson. If there are occasions it is necessary for your child to be

excused please ensure they still bring PE kit as they will be encouraged to engage in another capacity such

as official.

Many students will also be thinking about / already started additional accreditation courses in Physical

Education such as; GCSE, OCR Cambridge National – Sport Science. Making clear links between these

courses and core PE will help embed key concepts. Students should be encouraged to complete some

extended work in the theoretical concepts outlined. The ‘useful links’ below will be a good starting point for

such work and PE staff will issue home learning / research tasks to supplement this.

Encourage your child to become involved in extra-curricular activities and competition. The PE department

offers a wide range of activities that students can access on a competitive or more recreational basis. Year

7 extra-curricular activities would include;

• Football • Rugby • Netball

• Dance • Athletics • Fitness

• Cricket • Rounders • Trampolining

At Priesthorpe students will also be encouraged to take part in ‘House Sports’ throughout the year as well a

whole school ‘Sports Day’ in the summer term.

Useful Links and Apps

Sport England – www.sportengland.org

Teach PE – www.teachpe.com (PE and sports coaching, anatomy, physiology, sports psychology, soccer

drills and more)

GCSE Bitesize - www.bbc.co.uk/schools/gcsebitesize (select PE)

My PE exam - www.mypeexam.org (Resources for a range of PE theory topics)

OCR Physical Education - www.ocr.org.uk/qualifications/gcse-physical-education

Edexcel Physical Education - http://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-

education

Youth sports trust - www.youthsporttrust.org

Religious Studies

Course Overview – Year 9

In addition to their weekly curriculum RS lessons, students are encouraged to engage with news

programmes and articles, watch relevant documentaries and apply a critical eye to everyday life.

Know the meaning of the following words and use them to talk about issues and current affairs.

How to help

Useful Links and Apps

Through studying the units of work below, all students will develop the interrelated skills of analysis,

evaluation and application of key concepts to contemporary society.

Autumn Term Spring Term Summer Term

Christian Beliefs Christian/ Muslim Beliefs Muslim Beliefs

Incarnation Tawhid

Trinity Risalah

Atonement Malaikah

Creation Holy Books

Resurrection Akirah

Salvation Day of Judgement

General points to improve understanding of issues in Religious Studies

Talk about news and current affairs as a family. Encourage engagement in political debate. Speak to people of different beliefs and ideas in the local community. Share experiences of family life, education, childhood and upbringing, life in different times and

places, Visit other places and talk to people from different communities and cultures. Talk about change over time in society. Be opinionated but open minded, be fearless in discussing difficult ethical issues. Encourage researching further and deeper anything that grabs attention and interest. Where there is

a ‘don’t know’ find ways to find out more. Develop understanding that the media offers only versions of truth and everything is open to

scrutiny.y Develop understanding that different faiths will offer different version of the truth. Discuss ultimate and philosophical questions e.g. Does God exist? Is there life after death?

Exploring what different sources of wisdom and authority might mean.

BBC Religion and Ethics - http://www.bbc.co.uk/religion

British Humanist Association - https://humanism.org.uk/

Muslim Council of Britain - http://www.mcb.org.uk/

Memrise – Religious Studies Keyword revision : Teacher will give a link when relevant

Christianity Information - http://www.bbc.co.uk/schools/religion/christianity/

Science

Course Overview – Year 9

During Year 9 pupils will begin to study topics from the new GCSE programme of study.

Pupils will follow the AQA GCSE Combined Science: Trilogy with an opportunity to follow AQA GCSE

Biology, Chemistry, and Physics in Year 11.

All pupils will undertake 3 units from each subject area where practical and investigative skills are

integrated into each unit.

The year is split into the following topic areas.

Work will be formatively assessed through required practical work as well as 3 formal assessment points

one of which is the end of year exam. In both cases feedback is provided to allow pupils to improve. We will

use these to track progress and identify gaps. Time is also given for revision, catch up and reflection. Pupils

will be given verbal feedback during lessons and use of live marking to allow instant feedback and progress

to take place. Pupils will be set 1 home learning per week per science subject.

How to help

Encourage an interest in science matters via books (other than text books), newspaper articles and

TV programmes (eg Plant earth, wildlife on one, www.bbc.co.uk/science etc).

Encourage your child to use explanations that involve real science.

Ask questions about the world around us eg why are leaves green? What is the ozone layer? And

encourage your child to search for some kind of answer

Try and get your child to make detailed and accurate observations of events around them.

Encourage the use of evidence not just opinion eg global warming is occurring as data shows global

temperatures have risen by 10C since 1950.

Encourage your child to think of science experiments as an opportunity to think in terms of careful

exploration so they enjoy practical work but also learn something.

Useful Links and Apps

Technology

Course Overview – Year 9 Baseline Testing. At the start of the year, students will undertake a series of ‘Design and Make’

challenges, both as individuals and within groups. They will be challenged to design and construct solutions

to a set problem, within strict timeframes and then test their products to the limit. They will be assessed on

design work, communication, team work, manufacturing ability and also in written assessments.

Main Project 1 – Graphic and Digital Design. Students will develop traditional drawing skills alongside

computer aided design, to create a range of promotional materials. They will learn how materials can be

combined and best used according to their working properties and will study and explore the use of smart

and modern materials.

Main Project 2 – Engineering and Product Design. Students will plan, design and prototype a working

music amplifier. They will develop their 2 and 3 dimensional engineering drawing techniques to firstly plan

and model how the electrical components will be held. They will use industry standard CADCAM packages

to model this idea before producing the prototype product using CNC machining. They will then learn how

electrical circuits and PCB’s are used within product design and what must be considered for housing these

components.

Main Project 3 – Resistant Materials and Construction. Students will develop their accuracy with hand

and machine tools further by designing, building and constructing a cabinet bespoke to the needs of a

client. Students will be required to investigate appropriate materials for construction and be able to select

these based on their working properties. They will develop their knowledge of joints and joining methods,

before moving on to painting and decorating. This unit of work is designed to reflect the skills and practices

required of those students who chose to study Construction at Key Stage 4.

Main Project 4 – Food and Nutrition. Pupils will extend their knowledge and understanding of food, diet

and health, further developing their practical skills in food preparation and different cooking techniques

enabling them to make informed decisions about their own diet and food choices. Students should already

have a range of different practical skills to make a repertoire of predominantly savoury products which meet

the current guidelines for healthy eating. They will learn to apply the principles of nutrition and health to

cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a

healthy and varied diet. They will investigate a range of cooking techniques, utensils and electrical

equipment whilst focusing on how heat is applied in different ways to produce different outcomes. The unit

of work is designed to set students up with the pre-cursor knowledge and skills to study Food and Cookery

at Key Stage 4.

Option Project. During the last half term of the year, students will gain the opportunity to undertake a

taster unit of work that would be delivered at Key Stage 4. They will choose their subject to mirror their

choices at Key Stage 4 and get to experience what everyday lessons are like within this subject area.

Home Learning Projects

Home learning is set in project format within Design Technology. Students are set projects to complete whereby they must manage their own time and resources to ensure the project is completed by the deadline set. These projects are designed to stretch and challenge students into looking at how Design and Technology influences our everyday world.

Health and Safety/Equipment

Students are expected to adhere to strict Health and Safety guidelines at all times. Should students not follow these guidelines, they will be unable to participate in any of the practical elements of the subject.

Extra-Curricular Opportunities

Rotary Technology Tournament – Annual event. Students selected from those who show effort above and

beyond that which is expected.Lunch Time Food Club and Food Club after school on Mondays Green Power 24 Challenge after school on Thursdays.

Sociology

Course Overview – Year 9

Through studying the units of work below, all students will develop the interrelated skills of analysis, evaluation and application of key concepts to contemporary society

Autumn Term

Spring Term Summer Term

Sociological approaches and methods of research

The family / Education The Family / Education

In addition to their weekly curriculum sociology lessons, students are encouraged to engage with news

programmes and articles, watch relevant documentaries and apply a critical eye to everyday life

How to help

General points to improve sociological understanding

Talk about news and current affairs as a family Encourage engagement in political debate People watch in public spaces Share experiences of family life, education, childhood and upbringing, life in different times and

places, Visit other places and talk to people from different communities and cultures Talk about change over time in society and find out about family trees Be opinionated but open minded, be fearless in discussing difficult social issues Encourage researching further and deeper anything that grabs attention and interest. Where there

is a ‘don’t know’ find ways to find out more Develop understanding that the media offers only versions of truth and everything is open to

scrutiny

Know the meaning of the following words and use them to talk about issues and current affairs.

Socialisation – the way we have learnt the right and wrong ways to behave

Norm – actions that are socially acceptable

Value – ideas and beliefs about what is important

Status – a position given to you at birth or earned e,g man/woman or doctor/teacher

Role – a collection of norms based on your status i.e how should a man behave, or how should a

teacher behave

Social control – how norms and values are enforced in society

Sanctions – rewards and punishments that control behaviour

Social institutions – Family, media, education, work, religion, police and criminal justice system. How do

they contribute to socialisation and social control

Inequality – the way in which different people get treated differently based upon their status

Nature vs Nurture debate – are we a product of our biology or of the society we live in

Identity – How we see ourselves and how the world sees us

Social class – what does it mean to be working class, middle class, upper class, underclass etc

Useful Links & Apps

https://www.memrise.com/course/1371178/ocr-gcse-sociology-key-words/ - Great key word activity

https://quizlet.com/subject/sociology/ - More reinforcement tasks for key words and concepts

http://www.ocr.org.uk/i-want-to/download-past-papers/ - all previous past papers from the exam board

https://www.britsoc.co.uk/what-is-sociology/ - British sociological association

http://www.bbc.co.uk/education/subjects/zbbw2hv - BBC bitesize

http://www.gojimo.com/gcse-sociology-revision/ - revision App

If you find any apps/websites that you think can enhance your child’s learning. Please let me know via your child, so

that we can include them in this page.

OCR National – Sports science

Course Overview – Year 9

Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment.

Elite sport has embraced sport science disciplines wholeheartedly in the past few decades, moving from a

perspective, which assumed the primacy of natural talent in producing outstanding performance, to one

which considers every minute detail of an athlete’s training programme, rest time, environment and

psychology in the pursuit of excellence. The Cambridge Nationals in Sport Science offer students the

opportunity to study key areas of sport science including anatomy and physiology linked to fitness, health,

injury and performance; the science of training and application of training principles, and psychology in

sport and sports performance

The units that we complete are:

RO41 – Reducing the risk of sports injuries (EXAM)

RO42 – Applying principles of training (COURSEWORK)

RO44 – Sport Psychology (COURSEWORK)

RO45 – Sports nutrition (COURSEWORK)

How to help

- Core PE lessons will continue to be an important and therefore compulsory part of the curriculum. Regular

physical activity has a significant impact on physical, mental and social wellbeing.

- Taking an active interest in sport within the media; reading on-line articles and newspapers will help

develop a rounded understanding of the wider context of sport and performance.

- On-going revision and testing in preparation for the external exam, this will take place at the end of year 9

- Use the websites outlined below to help with revision and to access past papers.

- Encourage your child to become involved in extra-curricular activities and competition

Useful Links and Apps

Sport England – www.sportengland.org

Teach PE – www.teachpe.com (PE and sports coaching, anatomy, physiology, sports psychology, soccer

drills and more)

GCSE Bitesize - www.bbc.co.uk/schools/gcsebitesize (select PE)

My PE exam - www.mypeexam.org (Resources for a range of PE theory topics)

OCR Physical Education - www.ocr.org.uk/qualifications/gcse-physical-education

OCR Cambridge National – Level 1-2 Sports science -

Edexcel Physical Education - http://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-

education

Youth sports trust - www.youthsporttrust.org