Curriculum overview for year 9
Students in year 9 will begin to apply their inverse operation skills to solve linear equations and inequalities, these skills will become increasingly important through the rest of their time studying Maths to a higher level. They will also apply their algebraic skills to find terms in a sequence and identify the nth term. Students will be taking a jump from angles in basic 2D shapes to angles in all polygons and parallel lines and they will also look at calculating the surface area and volume of more complex 3D shapes. In addition they will also learn how to unpick data and draw conclusions using averages and skills to analyse data.
Literature through a critical lens
BIOLOGY: Cells and organisation will walk you through calculating magnification and comparing prokaryotic and eukaryotic cells. We will help you to understand processes such as osmosis, cell division, gas exchange and transpiration. Enzyme function in digestion will also be explored.
CHEMISTRY: Atomic structure will delve into sub atomic particles, bonds and formulas of elements and compounds. We will also explain patterns of reactivity using the periodic table. Organic chemistry investigates the properties and formulas of hydrocarbons and chemical analysis will allow you to identify unknown substances. Lastly we will look at how the Earth’s Atmosphere has changed over time due to the impact of human activity.
PHYSICS: We will revisit energy stores including energy calculations and also investigate energy transfers and compare renewable and non-renewable energy resources. In particles at work you will gain greater understanding of different kinds of circuits and how they can be useful. Density will also be explored.
A deeper understanding of Converting Number Bases and how to convert between binary, decimal and hexadecimal are covered in year 9. Units of Information and how to convert between unit sizes e.g. GB to TB link to the number bases. Representing characters, images and sound links to binary conversions. Key algorithms are taught for searching, sorting and compressing data. The advantages and disadvantages of these are studied.
Present, Past, Future and Conditional Tenses continue to be developed (e.g. ‘je vais’, ‘je suis allé(e)’, ‘je vaisA faire’, ‘je voudrais faire…’). Complex structured sentences are encouraged, utilising pre-learned high frequency words, connectives, intensifiers, negation, opinions and reasons. Synonyms are encouraged to provide students with a bank of vocabulary words to assist them in varying their language skills, whether written or spoken. Translating skills utilise comparatives and superlatives, all whilst using topic related vocabulary.
In the autumn term students will begin a study of Post War Britain to establish the events that helped to develop our modern Britain. This is followed by a depth study of the Vietnam war and the American involvement.
In Year 9 students go deeper in their knowledge of the 2 main religions of the UK and the world: Christianity and Islam. The Theological Lens is used to explore core Christian and Muslim beliefs i.e. Why is the day Jesus died called 'Good' Friday? Once students have a more solid understanding they are better equipped for debates. Students use the Philosophical Lens to understand the complexities of ethical issues e.g. abortion and capital punishment. In the final term students look at religion through a Sociological Lens: How is shapes human behaviour and society. We then finish with exploring how religion has changed religious people’s lives over the 21st Century, with the rise of social media.
In Year 9 PE, students continue to enhance their skills and knowledge across a broad range of sports. Students learn how to demonstrate more advanced skills and techniques and gain knowledge of tactics to allow them to perform successfully in conditioned situations. Students will learn the main rules and regulations in a range of sports. This will allow them to perform in competitive situations with confidence. Finally, students will continue to develop their evaluation and leadership skills, helping them to work with others in different situations.
The start of the year we hook students in with the most prestigious play of Blood Brothers by Willy Russell. Students will explore extracts and learn how to devise scenes in a naturalistic and non naturalistic way. As the curriculum moves on we explore true stories and discuss our rights within the law. This leads to a momentous devised piece that explores different viewpoints. In year 9 we teach students the roles of the performing arts industry. Such as; lighting, set and costume design, marketing and publicity as well as the role of stage manager and director. This is all preparation for GCSE drama or GCSE performing arts. Students then become confident in exploring the roles and work in small groups to devise their own performances as a production team.
In Year 9, students will develop their understanding of the Performing Arts (Dance) by examining two professional works and the process used to create a performance piece. With this, students will develop their analytical, performance and choreographic skills within two dance style techniques. Students will develop their performing arts skills and techniques through the reproduction of professional dance repertoire and will get an opportunity to work within groups to create their own work in response to a brief. All students will get the experience of taking part in at least two performances throughout the year, one of which will be in front of a large audience.
Building skills for food science and commodities . Experimenting with ingredients and properties. Enzyme discolouration, Gelatinisation in sauces, dextrinization. Building on cookery skills from year 8. Knife skills – Bread making skills - presentation skills. Complex cuts to enhance presentation, Weighing and measuring ingredients
Creation of own dishes – Marriage of ingredients . Modifying recipes to meet customer needs. Building a port folio of evidence
Students study two projects in year 9. In Pop Art they develop knowledge of the Art movement, create a large Lichtenstein inspired artwork, refine painting skills and experiment with digital art inspired by Warhol. Masterworks; a more independent project where pupils extend their investigative art skills and learn how to develop and refine a personal idea inspired by a chosen classic artwork.
Design and Technology & Graphics
Knowledge and Understanding: Designing in 3D, a variety of wood joints, learning about a variety of materials including plastics and sustainability, CAD and presentation skills.
We begin Year 9 by developing our keyboard skills and learning famous repertoire; ‘Chopsticks’ and ‘Für Elise’. We then explore more modern world music fusions including Bhangra and Samba, involving whole class percussion ensemble and cultural exploration. We then move on to a term-long project involving the development of knowledge in harmony and tonality, alongside new chords on the guitar and introduction of the drum kit. This culminates in a band work topic where students play a song as a band at the end of term. We then understand some of the musical developments in the Romantic Period, and students then choose one of the piano pieces they have learnt in KS3 to sequence and remix using Garageband in our ‘Pop Thief!’ topic. We finish our KS3 journey with students exploring careers in the music industry and choosing their own path of musical activities to develop in the final half term.
Assessment plan for year 9
This is the assessment plan for all subjects in year 9. Students will be notified by their teacher in advance of any assessment. Assessment grades will be used to inform school reports. The curriculum overview for the year can be found below.