Curriculum Information Term 3

Assessment information Term 3

Completion of a range of practical workshops.

Graded: Emerging/Developing/Mastering/

Excelling.

Continual assessment.

Specific dated assessment.

Curriculum Information Term  4

Assessment information Term 4

Completion of a range of practical workshops.

Graded: Emerging/Developing/Mastering/

Excelling.

Continual assessment.

Specific dated assessment.

Curriculum Information Term 3

Assessment information Term 3

Graphics  

I bet it would be quite a challenge for you to look around your house and find something that did not have some type of branding on it. Graphics are use almost everywhere. From packaging to signs to posters, to animations, special effects etc. Ever label on products has to be designed. You are using a keyboard, mouse and monitor, they will have graphics on there somewhere, be it a barcode, brand name CE kite mark etc. Graphics are part of everything we do and they blend in so well, we hardly realise they are there. 

In this unit you will learn the skills to create your own graphics and branding. 

Continuous assessment of progress using delivercomputing360.com. 

End of unit test. 

Curriculum Information Term  4

Assessment information Term 4

Graphics  

I bet it would be quite a challenge for you to look around your house and find something that did not have some type of branding on it. Graphics are use almost everywhere. From packaging to signs to posters, to animations, special effects etc. Ever label on products has to be designed. You are using a keyboard, mouse and monitor, they will have graphics on there somewhere, be it a barcode, brand name CE kite mark etc. Graphics are part of everything we do and they blend in so well, we hardly realise they are there. 

In this unit you will learn the skills to create your own graphics and branding. 

Continuous assessment of progress using delivercomputing360.com. 

End of unit test. 

Curriculum Information Term 3 and 4

Assessment information Term 3 and 4

  A Midsummer Night’s Dream

• Develop understanding of Shakespeare’s time and original performance conditions
• Build thorough understanding of key characters and significant moments
• Understand the ability to interpret characters in a variety of ways
• Build familiarity with Shakespeare’s language and how to use this as a foundation for improvised performance
• Continue to build a range of vocal and physical skills in order to create exciting interpretations of character

Students will be assessed in the following ways: 

• Mid unit assessment, focusing on a range of acting skills and techniques.
• End of Unit assessment – focusing on a range of skills and developing target areas from previous assessment
• Verbal teacher feedback will be provided each lesson to support and guide pupils with practical work.
• Each lesson will consist of a range of opportunities for self and peer assessment to track progress across a variety of skills

Curriculum Information Term 3

Assessment information Term 3

In Year 9  students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area and then move on. Whilst in each of the areas students will learn what a Design Brief is and how it applies in different material areas, what user needs are and how to meet them with the design of their product. They will be building on the skills from Years 7 and 8

Electronics:
Students will make a speaker that can connect to a range of different items and amplify sound. Students use advanced soldering techniques to populate PCBs (printed circuit boards). Students make a laser cut box to house the speaker circuit and customise the casing using CAD.

Food & Nutrition:
In Year 9 students will learn about the value of Food choice and how it affects our energy levels. We revisit the Eatwell Guide and students are introduced to the 8 Tips for Healthy Eating. They will consider the factors that affect the number of calories we need and which types of foods are more energy dense. They will be looking at whole foods verses processed foods and considering the affects they have on our body in the long term. We look at the nutrients that different coloured fruit and vegetables give to us and how we can get the balance right in the Food choices that we make.
In the practical Year 9 will be making Plant-based recipes
Please note that all recipes and cooking dates will be on Edulink, we have also introduced a recipe book that they will be given at the start of their rotation. Students need to bring a container with a locking lid to take their food home in.

Product Design:
Students will learn about mechanisms in year 9, learning about linkages, cranks and sliders and cam systems, understanding what they do, how they work and what they are used for. This knowledge is then built on as they design and make a mechanical toy using a cam and follower system. Students will design a themed toy and select the most appropriate cam to provide the movement. This knowledge is aimed at addressing areas of the GCSE specification in preparation for if students opt to take a design and technology subject in year 10.

Textiles:
Students will be making a small drawstring bag Day of the Dead feature decorating the surface. They will look at key symbols and motifs found within the festival, using them as inspiration to design their own unique feature using layered stitched fabrics and drawing with the sewing machine.

In each DT area students will be assessed on and receive a grade for their Design work – during the rotation and at the end as well as their Finished Practical outcome. 

Curriculum Information Term  4

Assessment information Term 4

In Year 9  students will rotate around 4 subject areas and IT during the year. Students spend approximately 7 weeks in each subject area and then move on. Whilst in each of the areas students will learn what a Design Brief is and how it applies in different material areas, what user needs are and how to meet them with the design of their product. They will be building on the skills from Years 7 and 8

Electronics:
Students will make a speaker that can connect to a range of different items and amplify sound. Students use advanced soldering techniques to populate PCBs (printed circuit boards). Students make a laser cut box to house the speaker circuit and customise the casing using CAD.

Food & Nutrition:
In Year 9 students will learn about the value of Food choice and how it affects our energy levels. We revisit the Eatwell Guide and students are introduced to the 8 Tips for Healthy Eating. They will consider the factors that affect the number of calories we need and which types of foods are more energy dense. They will be looking at whole foods verses processed foods and considering the affects they have on our body in the long term. We look at the nutrients that different coloured fruit and vegetables give to us and how we can get the balance right in the Food choices that we make.
In the practical Year 9 will be making Plant-based recipes
Please note that all recipes and cooking dates will be on Edulink, we have also introduced a recipe book that they will be given at the start of their rotation. Students need to bring a container with a locking lid to take their food home in.

Product Design:
Students will learn about mechanisms in year 9, learning about linkages, cranks and sliders and cam systems, understanding what they do, how they work and what they are used for. This knowledge is then built on as they design and make a mechanical toy using a cam and follower system. Students will design a themed toy and select the most appropriate cam to provide the movement. This knowledge is aimed at addressing areas of the GCSE specification in preparation for if students opt to take a design and technology subject in year 10.

Textiles:
Students will be making a small drawstring bag Day of the Dead feature decorating the surface. They will look at key symbols and motifs found within the festival, using them as inspiration to design their own unique feature using layered stitched fabrics and drawing with the sewing machine.

Curriculum Information Term 3

Assessment information Term 3

Poetry Structures (Sonnets): students read a range of poems from across different eras using or inspired by the sonnet form.

How does the writer use language and structure to create effects? Reading and analysis skills.

Curriculum Information Term  4

Assessment information Term 4

Poetry Structures (Sonnets): students read a range of poems from across different eras using or inspired by the sonnet form.

How does the writer use language and structure to create effects? Reading and analysis skills.

Curriculum Information Term 3

Assessment information Term 3

Gothic fiction: students are studying a range of extracts from gothic fiction and exploring the idea of genre.

How can I write an effective Gothic story? Narrative writing skills.

Curriculum Information Term  4

Assessment information Term 4

 Gothic fiction: students are studying a range of extracts from gothic fiction and exploring the idea of genre.

How can I write an effective Gothic story? Narrative writing skills.

Curriculum Information Term 3

Assessment information Term 3

Our biodiverse world

• Ecosystems/biomes
• Characteristics of food chains and webs
• Introduction to the tropical rainforest

Biome research

Postcard from a rainforest

Exam question- characteristics of the tropical rainforest.

Curriculum Information Term  4

Assessment information Term 4

Tropical Rainforests

• Deforestation
• Sustainable development
• Malaysia case study 

Human and physical impacts of deforestation.

Curriculum Information Term 3

Assessment information Term 3

 Technology

TA photocard speaking

Reading technology  PA

Curriculum Information Term  4

Assessment information Term 4

 Technology

Writing TA

Roleplay Speaking

Curriculum Information Term 3

Assessment information Term 3

Introduction to life in America in the 1920s

Why was there an economic boom in the 1920s – roaring years

Henry Ford and motor car industry

Who lost out in the 1920s

How did the Stock market work

 Why was there a Boom in the 1920s and how Henry Ford helped to this

Curriculum Information Term  4

Assessment information Term 4

Women in 1920s America

Prohibition- why it happened and why it failed

Gangsters of the 1920s

Immigration to the land of Opportunity

Start of racial tensions and KKK

 Assessment on Prohibition and gangsters

Curriculum Information Term 3

Assessment information Term 3

Higher - Solving equations recap, Angles: angle facts, angles in polygons, parallel lines, special quadrilaterals, bearing Transformations, loci and constructions: symmetry, reflections, rotations, translations, enlargements, combinations of transformations, loci, constructions,

wc 2^nd January – One hour test on all Autumn term material.

Higher – one hour assessment covering all topics from the autumn term

Foundation – one hour assessment covering all topics from the autumn term

Curriculum Information Term  4

Assessment information Term 4

Higher - Transformations, loci and constructions: symmetry, reflections, rotations, translations, enlargements, combinations of transformations, loci, constructions, Algebraic manipulation: substitution, expanding and factorising, quadratic factorisation and expansion, more than two binomials, changing the subject

Curriculum Information Term 3

Assessment information Term 3

 Folk Music and Keyboard Skills 3

Band Skills 3

Listening test

Solo Performance

Ensemble Performance Assessment

Curriculum Information Term  4

Assessment information Term 4

 Band Skills 3

 Ensemble Performance Assessment

Curriculum Information

Assessment information

Curriculum Information Term 3

Assessment information Term 3

BIOLOGY ( 3 lesson)

B2 Organisation 

• Human Digestive System 
• Enzymes 
• Food tests 
• Heart and Blood Vessels 
• Blood 

SCIENCE (5 lessons) 

C8 Chemical Analysis 

• Pure substances 
• Formulation 
• Chromatography 
• Tests for gases 

C10 Using Resources 

• Sustainable development 
• Potable water 
• Waste water 
• Life cycle assessments 
• Alternative methods of Extracting metals 
• Ways of reducing use of resources 

Assessment on B1 and P4, C9 and P2 

Extended response exam practice 

Curriculum Information Term  4

Assessment information Term 4

BIOLOGY (3 lessons)  

B2 continued 

• Coronary heart disease 
• Health issues 
• Lifestyle and non-communicable disease 
• Cancer 
• Plant organ systems 
• Transpiration 

SCIENCE (5 lessons) 

P1 ENERGY 

• Energy stores and systems 
• Changes in energy 
• Specific heat capacity 
• Power 
• Energy transfers and efficiency 
• National and Global energy resources 

Extended response exam practice














Extended response exam practice

Curriculum Information Term 3

Assessment information Term 3

Technología -

Students will focus on the use of technology in every day life, discussing the positives and negatives of social media and device use.

Studying technology gives us the chance to address cyber safety as well as other PSHE related subjects, it is a chance for students to see the application of a foregin language in use.

Assessment 1 – Short speaking task – GCSE style

Assessment 2 – End of unit assessment focussing on listening and reading skills.

Curriculum Information Term  4

Assessment information Term 4

Celebramos juntos - festivalsStudents will study a number of Hispanic festivals this term to help them build a better picture of the Hispanic world.

Studying festivals from around the world will give us a chance to compare cultures and traditions to our own.

Assessment 1 – Short writing task about festivals and celebrations. GCSE style.