English

In Year 9, English lessons aim to cover all aspects of the National Literacy Framework across the academic year. Within this, learners’ work continues to cover the key skills of reading, writing and speaking and listening. Learners will analyse and create both fiction and nonfiction texts. Common assessments in each skill area are completed by all learners. Theme: The theme of this term will be ‘Social Media’ looking at the effects of social media on young people.

Writing tasks:

● Persuasive speech on a social media topic ● persuasive techniques ● formal/informal register ● expressing opinions ● accuracy in spelling, punctuation and grammar

● Monologue describing feelings about social media ● appropriate register ● creative use of descriptive devices ● accuracy in spelling, punctuation and grammar

Oracy tasks:

● Individual speech on a social media topic ● persuasive devices ● appropriate register ● appropriate tone and content

● Group discussion - should we ban social media? ● collaborative working; ● effective feedback.

Reading tasks x 2

● synthesis skills ● inference and deduction ● author technique;

Some of the main Year 9 Literacy Framework Skills we will be practising are:

- to synthesise and analyse information to gain an in-depth understanding; - to use a wide range of technical terms, language and expression consistent with the subject content; - to recognise a range of options for action and reach agreement to achieve the aims of the group.

Main Assessments (Autumn term):

● Synthesis reading task ● Persuasive speech writing ● Delivering a persuasive speech ● Author’s technique reading task ● Group discussion ● Monologue writing

Website: http://www.bbc.co.uk/education/subjects/z3kw2hv

Maths

In Year 9, pupils will continue to build on the knowledge and skills developed during previous years’ learning following the learning objectives from the Year 9 Programme of Study. The first unit studied in Year 9 is number, which will focus on:

Using number facts and relationships Fractions, decimals, percentages and ratio Calculating using mental and written methods Estimating and checking

The topic for the second half term is statistics which includes: Collecting and recording and presenting data as well as interpreting results Probability

Pupils will study topics at an appropriate level of challenge for their ability and half termly assessments will allow pupils to assess their progress. All pupils have access to Mathswatch, which is a set of resources including revision videos and practice questions. A weekly homework will also be set on Mathswatch. Homeworks will be set weekly on Mathswatch. The Mathematics area on the school website provides useful revision material including past papers, worked examples and videos. The Mathematics department Twitter account @MaesMaths is also regularly updated with information.

Learners will be expected to further their classroom studies by making use of the material provided online to

facilitate independent learning, in addition to set homework tasks.

Science The focus of Science at KS3 is to enthuse pupils in scientific ideas, develop their investigative skills through open ended investigations (where possible) and introduce key Science concepts that pupils will need to learn, understand and apply throughout their entire Science learning experience. Topics Assessed in Autumn Term: Portfolio Development and Enrichment: We will be strengthening and developing the learners portfolios ready for their final KS3 level. We will be developing planning, developing and reflective skills by completing full investigations as well as stand alone work to boost the level of specific aspects of scientific skills. Learners will complete a range of full investigations each half term (theory and LNF based) to form part of the pupil files. These investigations allow pupils to demonstrate their scientific skills and are used to award end of Key Stage levels in order to assess progress made in subject knowledge, literacy and numeracy. There will be checkpoint assessments at the end of each half term based on the level of investigation work completed by the specified date. It will allow us to target specific pupils. Help for parts of the investigation work can be found at: http://www.bbc.co.uk/education/subjects/zng4d2p

http://lgfl.skoool.co.uk/keystage3.aspx?id=80

The main LNF skills being practised are: · writing a comprehensive account of a topic; · using varied and appropriate vocabulary and subject specific terms; · draw conclusions from data and recognise that some conclusions may be misleading or

uncertain; and · construct a wide range of graphs and diagrams to represent data.

I.C.T. During Year 9, we continue with practising ICT skills to include: Python Programming Pupils will learn how to code using the programming language Python. They will create a simple program to begin building up their skills to create a game. Data handling ● Create own database. ● Search and sort on more than one field to follow particular lines of enquiry. ● Draw conclusions from their enquiries. ● Use the data to mail merge. The main Y9 Literacy and Numeracy Framework (LNF) Skills we will be practising this term are: ● Use the tools and conventions of ICT to present information and data. ● Identify, measure or obtain required information. ● Draw conclusions from data and recognise that some conclusions may be misleading. ● Draw conclusions from data; ● Use number, facts and relationships; and ● Use time zones. Main assessment: ● Create a database that can be used to create a mailmerge document and undertake enquiries using the data. Wider Skills Focus: ● Literacy, Numeracy ● Peer/Self Assessment ● Computational Thinking Help may be found at: http://www.bbc.co.uk/education/subjects/z8mtsbk (BBC Bitesize)

Cymraeg In Year 9, the pupils will continue to develop the Listening and Speaking, Reading and Writing skills they developed in Year 8. They will study various topics designed to give them the range of tools needed to be successful in their study of Cymraeg and they will continue to build up their bank of vocabulary. Due to the new GCSE pupils will no longer be taught through themes but instead through skills:

● Giving an opinion ● Discussion ● Describing ● Questioning ● Persuasion

These 5 skills will give pupils the opportunity to discuss the 3 topics expected in the GCSE exam; Employment, Youth and Wales and the World. We aim to create more confident and fluent speakers and therefore strive to build a fun learning atmosphere. In the Autumn Term, the main Year 9 Literacy and Numeracy Framework skills we will be practising are :

· improve writing through independent review and redrafting; · plan appropriately to develop writing for different purposes and audiences; · use their knowledge of grammar, sentence and whole text structure, content and context, to make sense of words, sentences and whole texts; · gain a full understanding of texts using inference, deduction and analysis; · present ideas (orally) and opinions clearly and accurately using a range of techniques for impact; and · interpret graphs that describe real life situations, including those used in the media.

Pupils who have attended a Welsh Medium Primary School wherever possible are grouped together and follow the same broad themes but have extension work and tasks to refine Oracy, Reading and Writing skills with a focus on developing accuracy in grammar.

Common Assessments Oracy (Group and Individual) One Writing piece and one Reading exercise. To support revision we highly recommend pupils watch Welsh TV programmes and engage in any Welsh activities in and out of school. We also recommend the following websites: Useful websites: https://hwb.wales.gov.uk

http://www.cymraegailiaith.com/

http://www.ciwb.org

http://cymraeg.llyw.cymru/?lang=en

https://bbc.co.uk/cymrufyw

The last two websites are also very useful for adults learning Welsh. There are also many free apps available, such as Duolingo, which are an excellent way to consolidate language learning. We encourage pupils to watch a wide range of Welsh language programmes catered for their age group on S4C eg Rownd a Rownd, Dyma Fi, #Fi. See listings on http://www.s4c.cymru/

French

In Year 9, the pupils will continue to develop their Listening and Speaking, Reading and Writing skills in French. They will study various topics designed to give them the range of tools needed to be successful in their study of the French language and they will continue to build up their bank of vocabulary. The first unit will be “À la découverte de la France” (Let’s discover France) and it will give pupils the opportunity to discuss life in French towns and cities as well as in Wales and the UK. The pupils will also learn about geographical features in France and how to discuss the pros and cons of living in a specific location. In the Autumn Term, the main Year 9 Literacy and Numeracy Framework skills we will be practising are :

● improve writing through independent review and redrafting; ● use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and subject-specific

words correctly; and ● gain a full understanding of texts using inference, deduction and analysis.

Main Assessments :

● Various short spelling tests. ● End of Unit Speaking, Reading and Writing tests.

Website to aid with the course: www.languagesonline.org.uk www.duolingo.com

Geography

In Year 9, pupils study one main topic per term. The unit of study in the Autumn Term is Natural Hazards. Pupils examine the processes and patterns of earthquakes and volcanoes and compare the impacts between Low Income Countries and High Income Countries. The main assessment is designing an earthquake proof house, followed by an 8 mark GCSE style exam question. The following term we study Changing populations, giving the pupils opportunity to compare the changing global populations and provide reasons for these changes. There is a study into reasons why populations change using Jelly Babies. The main assessment is a written report showing their understanding of places, processes and change. The main Literacy Numeracy Framework skills we will practise are: - Descriptive writing - Comparative writing - Data presentation - Analysis and the use of ratios when using maps at different scales. Main Assessments:

- ‘Natural hazards vary in impacts between countries’ To what extent do you agree? - Population Jelly Baby report

Useful websites: http://www.bbc.co.uk/education/subjects/zrw76sg http://www.geogonline.org.uk/

History During this term the main areas of study will be the English Civil War and World War One, with a particular emphasis on changes in weapons and warfare across time and the impact this had on society. Pupils will learn about the causes of each war, types of weaponry and tactics as well as outcomes and consequences. They will also look at the casualties and fatalities; this will incorporate numeracy tasks whereby pupils will have the opportunity to analyse statistics and make choices about appropriate ways to display the figures. Pupils will then complete an extended writing assessment task on how and why weapons and warfare have changed from 1066 to 1918. The historical skills involved are:

· source evaluation and analysis · historical interpretations · chronology · historical knowledge and understanding · organisation and communication

Throughout, pupils will be focused on developing their literacy skills in:

· oracy: developing and presenting information and ideas · reading: locating, selecting and using information and responding to what has been read · writing: organising information and writing accurately.

There are many useful websites and programmes on BBC relating to WWI. http://spartacus-educational.com/ http://www.bbc.co.uk/education/subjects/zk26n39

Religious Education

Pupils begin the new GCSE Religious Studies syllabus, which comprises of 4 elements. The element of focus for Year 10 is:

● Islam - beliefs, teachings and practices. This involves learning about the Five Pillars of the faith during Autumn Term, and the main obligatory acts of prayer, worship and beliefs about God in the following two terms.

As well as using a range of reading strategies and showing the ability to respond to and analyse what they read, the writing focus will be:

● use summary, discussion of issues, detailed explanations as appropriate to purpose; ● give due weight to evidence from religious texts, a range of written and visual sources, explanations and logic when covering how beliefs influence moral and ethical decision making; ● choose and use whole-text structures to support meaning and communication for effect, e.g. what are the best structures to successfully describe, persuade, explain?; ● write simple, compound and complex sentences with grammatical accuracy in their writing; ● produce fluent and legible handwriting.

Oracy work will focus on paired and group discussions to ask questions about the right thing to do when confronted with personal, ethical dilemmas, and evaluating what influences personal decision making. A useful website covering many aspects of religion is: www.bbc.co.uk/religion/religions/

Pupils complete written, oral and reading assessment tasks individually and in pairs over the course of the year. Assessments are kept in individual assessment folders until the end of Key Stage 3.

Music

Pupils continue to develop their key Music skills of:

● Performing - vocal and instrumental ● Composing ● Appraising and Listening

The topic studied this unit is ‘Film Music’. Pupils will learn the purpose in Music for films and then create their own composition for a short scene. Pupils will develop listening skills through understanding and identifying genres of film through the music used, learning about film composers and applying knowledge of the elements of Music to various extracts. Pupils will build their ICT skills through using a sequencer package to record composed music onto a short film scene on the package 'Mixcraft'. Pupils will develop their performing skills on the keyboard through performing the main themes from 'Star Wars'. Literacy and Numeracy Framework. Pupils will develop oracy skills through their work on film composers and film genres, and through commenting on pupils’ performances. Pupils will build their numeracy skills by working out the mode and mean averages for the peer assessment of composition work. Assessment Pupils will be assessed on their performance skills of 'Star Wars' on the keyboard. Pupils’ appraising and listening skills will be assessed through focused listening work on film composers, elements of music and identifying genres of film through the music heard. Composition skills will be assessed on the recording of their film piece on the ICT package 'Mixcraft'.

Physical Education

At the end of Key Stage 3, pupils are assessed over all practical areas.The judgement is based on their knowledge and performance across a range of activities, taking into account different strengths and weaknesses of each pupil.

Pupils will undertake fitness testing (Bleep Test) and further assessments in:

● Hockey ● Rugby ● Gymnastics ● Swimming

The main Literacy and Numeracy Framework skills we will be practising are:

● planning, evaluating and analysing performance ● expanding vocabulary and use of keywords for each activity ● developing knowledge of elements required for each activity ● performing different roles in each activity using keywords and phrases ● working individually and in groups collaborating with others to develop and improve

performance ● demonstrating transferable mathematical skills with scoring and estimating

Further information contact: https://hwb.wales.gov.uk.resources http://www.youtube.com

Art The topic covered in Art in Year 9 is Sculpture. Pupils will be investigating the work of existing artists/sculptors, that is influenced by natural forms. Pupils will also explore the visual language, using a variety of different media to record a range of different natural objects. This will used as the basis of their own designs for a sculpture in clay or plaster, which they will develop and improve into a final statement piece. The main Yr 9 Literacy and Numeracy framework (LNF) skills we will be practising are:

· consider the relevance and significance of information and ideas presented to them; · recognise a range of options for action and reach agreement to achieve the aims of the Group; and

Main Assessments Continual assessment of individual key class based tasks which relate to the level descriptors, throughout the year.

Some great examples of artists’ work and information can be found through the following links: https://www.tate.org.uk/art/art-terms/s/sculpture https://www.tate.org.uk/art/artists/dame-barbara-hepworth-1274 https://ospreystudios.org/ https://www.artsy.net/article/artsy-editorial-the-top-10-sculptors-working-today https://www.widewalls.ch/contemporary-sculptors/richard-deacon/

Design & Technology The focus in DT KS3 is to design and make a final product from each of the focus areas which are Resistant Materials (RM), Graphics (GR) and Food and to improve on their skills in preparation for the GCSE course. Year 9 follow an ‘event's’ theme in each of the above focus areas. The title projects include :- RM/GR - Phone Charging Holder. RM/GR- Light up Sign. Food - Show stopper desserts. The main Year 9 Literacy and Numeracy Framework (LNF) Skills we will be practising are:

· use a range of technical terms, language and expression consistent with the subject content; · make imaginative choices about content and presentation of writing; · using ICT with discrimination; · explain results and procedures precisely using appropriate mathematical language; and · measure and draw angles.

Main Assessments: Food-Design and make activity theme is Show stopper desserts’. Pupils will gain an end of project level. Pupils will sit a test after the first unit on skills. Resistant Materials & Graphics -Pupils will gain a level for each part of their folder work eg - Research, Specification, Designing, Planning, Making, Evaluating. Pupils will then gain an overall level for the folio and practical task. www.technologystudent.com www.techitouk.com www.dtonline.org

Specialist Teaching Centre

We provide individualised and flexible programmes for pupils with Learning difficulties, Autism and Social,

Emotional and Communication Difficulties. Interventions in the Centre focus on improving a young person's’

literacy, numeracy, wellbeing and life skills. The Centre provides specific and tailored interventions whilst

maintaining social integration into mainstream school.

Literacy and Numeracy Interventions are individualised, specific, and arranged to meet the needs of the

pupils as outlined in the Individual Education Plan. The following are some of the interventions that can be

implemented and be effective to improve literacy and numeracy skills.

Rapid Plus & Rapid Writing - dyslexia friendly programmes designed to improve reading and writing fluency,

spelling, word knowledge and comprehension skills. www.rapid-plus.co.uk

Nessy Learning Programme - a computer based dyslexia friendly spelling programme designed to teach the

principles of phonics and spelling strategies for dyslexic pupils, and pupils with general spelling difficulties.

www.nessy.com

Toe by Toe Phonics Programme - a daily reading programme which promotes the teaching of phonics,

spelling and reading fluency. www.toe-by-toe.co.uk

Dynamo Maths Online - a dyscalculic friendly Maths programme that can be accessed in school or from home

to improve basic numeracy skills.

www.dynamomathsonline.co.uk

The Social Skills Programme is a flexible program to help young people build the social skills they need to

interact effectively with others and learn how to apply these skills to various real–life settings, situations, and

problems. The programme focuses on topics such as being a good listener, "reading" other people, accepting

rules and authority, relating to peers, and developing positive social skills. Each lesson places a specific skill

within the context of real–life situations and enables the young person to complete activities, think about,

discuss, and practice the taught social skill in and outside of the classroom. These Social Skills sessions are

not only important to promote self-care and sufficiency but also to allow young people to feel empowered,

improve socialisation, reasoning, and help develop healthy self-esteem and emotional literacy.

All individual programmes and interventions are delivered at the Centre in small groups or one to one; are specific to the needs of the pupil with the main aim of maximising their possible outcomes and future opportunities.