Introduction - The Nottingham Emmanuel SchoolIntroduction As you will be aware, the home school agreement underpins all that we seek to achieve at Emmanuel in support for your child

Introduction

As you will be aware, the home school agreement underpins all that we seek to achieve at

Emmanuel in support for your child. Effective communication between staff and parents

enables us, together, to achieve the best possible outcomes for your son or daughter, not

only in relation to their academic achievement but also their development as a whole person

as they reach a pivotal point. In Year 9, students come to the end of their Key Stage 3

studies and make important decisions as to which subjects they will select to pursue at

GCSE and BTEC during Key Stage 4.

This information pack contains a summary of the curriculum content for each subject,

alongside further details of the homework assignments to further support each student’s

learning outside of the classroom. We hope that you will find this outline helpful as you begin

to understand the content and demands of the curriculum for Year 9; the subjects are

compiled in alphabetical order. If you would like any further clarification during the course of

the academic year, please do not hesitate to contact Mr Smith, the Vice Principal for

Teaching and Learning or, alternatively, the Director of Learning for the particular subject

area. Contact information is being published on the school website.

As parents, it is vital that you note the date of the parent consultation evening and options

evening as published in the Parent Handbook and on the school’s website. These events will

enable you to meet with all of the subject teachers, on a one to one basis, to receive

feedback on your child’s progress in relation to their targets: parents are expected to attend

every evening.

In addition to the consultation evenings, you will receive a termly report which includes:

a) The attendance and punctuality percentage to date

b) The current levels of attainment and a measure as to whether your child is on track

to meet their target

c) A grading on behaviour for learning

d) An indication of whether they are completing their homework assignments

On an annual basis, you will also receive a summary report from their form tutor which

includes:

a) An overview of academic progress across all subjects

b) A comment on their personal, social and spiritual development

c) A summary of the rewards they have achieved

d) Involvement in the programme of extra-curricular clubs and Young Leaders Programmes

We hope that you find this publication useful and we would encourage you to use the

information to support family conversations around school work, option choices and

conversations with teachers at the parent consultation evening. Inevitably, there may be

changes to this published material in line with further national curriculum guidance.

Year 9 Parent Consultation Evening:

Thursday 28 November 4.00pm – 7.00pm

Year 9 Options Evening: Tuesday 11 March 7.00pm

The Nottingham Emmanuel School

A Church of England Academy

Curriculum and Assignment

Overview for Parents

Year 9

Year 9 Curriculum

Art Business

Drama English

French Geography

History ICT

Land Based Studies Maths

Music PE

Religious Studies Science

Spanish Technology

Year 9 Assignments

Learning outside the classroom is that work undertaken out of classroom hours and is viewed

as integral to the curriculum and facilitates excellent progress and learning across all year

groups. Each department has its own policy for the setting and assessment of assignments

within an agreed school framework, and there is a wide range of activities that are published to

parents alongside our curriculum frameworks and overviews. We continue to believe that it is

important for teachers and parents to work together to ensure that any learning beyond the

classroom is effective, purposeful and a genuine learning experience. We ask parents for their

co-operation in assisting us with its implementation, to help students prepare for, consolidate

and extend their learning in all subjects.

Students make note of assignments in their student planner, which each student should carry

with them at all times. Parents are also asked to sign the Student Planner at the end of each

week. If there are any areas of concern, parents should contact the School as soon as they

arise. Form Tutors will check each student's planner on a regular basis to ensure that

assignments have been recorded and that it has been checked by parents. We encourage

parents to use the planner as a means of communication.

These assignments are diverse and may include:-

(i) encouraging students to pursue their own line of enquiry (ii) consolidating the learning that has already taken place in the classroom (iii) extending learning beyond the scope of the classroom (iv) preparing work for a forthcoming lesson (v) factual or imaginative writing (vi) reading, learning or revising (vii) fact-finding and research

Parents can support in a number of ways, some of which are outlined below:-

(i) encouraging and supporting their children by talking about the work and providing quiet study facilities.

(ii) checking presentation, handwriting and spelling. (iii) testing what has been set to be learnt. (iv) listening to them read what they have written (v) asking them to explain what they have been studying. (vi) encouraging children to find out more about the topic/subject through independent

study

The time each student should spend on assignments increases gradually from Year 7 to Year

13. As a rough guide, year 7 students can expect to spend about 50 minutes on assignments

per night.

Students who fail to attempt assignments will be expected to complete extra work either at

lunchtime or after school.

Art

In Year 9, students have developed their art learning through projects in and out of the classroom. The study of other artists, designers and crafts-people is an integral component of this course and links directly to the students’ practical work. The Autumn term hones skills of observation drawing, which is any artists bread and butter in this industry. The Spring term sees greater emphasis based on conceptual art and students encouraged to create art work that ‘reflects themselves in 2013/2014.’ Independent learning is encouraged through the media of photography in a final homework project. The Summer term will see students learning about the links between science and art; drawing inspiration from the microscopic world to produce 2D and 3D outcomes.

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

OBSERVATIONAL STUDIES Broad educational aims To allow students to reflect upon and refine their Formal Drawing observational skills in a variety of media and workshops. To learn the art of ‘seeing’. Students create a piece of artwork for the corridor gallery space. Learning Objectives All students will gain: Practise in ‘seeing’ and observing still life and applying that to 2D work. Practise in old and new 2D media. The experience of being part of an exhibition.

SELF AND IDENTITY Broad educational aims To allow students to gain an understanding of Conceptual Art and how sculpture, objects and images can be a huge vehicle in portraying meaning. Learning Objectives All students will gain: Awareness of how to represent facets of their personality through objects, creating visual metaphors. The ability to make clear connections between their intentions and outcomes either orally or in written form. Knowledge and understanding of the work of other conceptual artists: Frank Warren, Tracey Emin, Joseph Cornell. Apply conceptual meaning through photography (homework.)

UNDER THE MICROSCOPE Broad educational aims To allow pupils to explore how photography is used in different fields and how artists have responded to advances in medical technology. Explore the link between science and art using a variety of 2D techniques and 3D media. Looking at the work of Rob Kesseller, Ernst Haekel, Dale Chiully and Mark Francis. Learning Objectives All students will gain: Awareness of how science and art have collaborated on art projects in the past. An understanding of how artists draw their inspiration from a variety of sources. Creating abstract compositions and exploring colour. Creating fine art outcomes.

Assessment

Summative: 1) Homework

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

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

Additional Information:

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

Drama

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

Autumn 1 Autumn 2 Spring 1 Spring 2

Summer 1 Summer 2

Macbeth Plot (Reduced Shakespeare style) Exploring the themes. Characterisation and script extract – 3 witches Stereotypes Role-play. Talking thoughts. Debate. Polished performance Spontaneous improvisation Freeze frame.

Jo (Elective mute) Exploring teenage pressures through externalised conscience. Structuring work using flash back and soundscape as a dramatic convention. Solving the mystery through a devised piece of dramatic work. Developing key social skills through creating and rehearsing work

GCSE Taster Lessons 3 tasks during the GCSE taster session: The motivation of the character.

Stabbing at a Disco Exploring a potentially violent theme through Drama conventions.

Twisted Developing Drama skills through scripted and improvised group scenes.

Lord of the Flies Using a classic novel as a starting point to explore themes of conflict, survival, civilisation and fear. Use a variety of Drama devices to create an insight into the ideas and themes of the book.

Assessment

The Drama diary should be used to record all forms of written work, e.g. stereotypes, reflection of characters. Evaluating and assessing the skills and techniques learnt in the Macbeth topic.

Practical work – students perform each lesson, with regular feedback from the teacher and peers.

Practical work GCSE taster sheets: purpose, status and attitude of the character.

Practical work Stabbing at a Disco – newspaper article.




Set text/books: Lord of the Flies (William Golding) used as a stimulus. Macbeth used as a stimulus. Twisted by Andrew Fusek-Peters. Feedback sheets will aid evaluating and assessing the skills and techniques learnt in lessons. Written tasks will consolidate learning done within the classroom; start to develop analytical skills needed for the GCSE. Written tasks will give students an opportunity to write creatively and imaginatively, using their Drama practical work as a stimulus.

English

The Year 9 English programme of study centres on a skills based curriculum which enables our students to communicate effectively and develop a love of literature. Students study two units of work during the Autumn term: a modern drama and non-fiction persuasive writing. These units allow students to further develop their reading, writing and speaking and listening skills. Straight after Christmas, preparation commences for the Functional Skills examinations in English. These are non-fiction based reading and writing papers that are worth half a GCSE. Lessons in the run up to these tests focus on preparing students with the relevant skills needed. After these examinations, students complete their Key Stage three programme by studying a modern novel. From early June, students begin GCSE English, ending the year with a controlled assessment which will contribute towards their final GCSE grade.


Summer 1 Summer 2

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

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

Reading and Writing: Functional Skills (External English Exams) Students work towards their English Functional Skills Qualification which is made up of three components: reading, writing and speaking and listening. Students complete a range of tasks on non-fiction texts. Skills include: - Identifying purpose and audience - Retrieving information - Writing for purpose and audience - Selecting vocabulary for effect

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

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

Assessment

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

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

Students complete two mock Functional Skills exams in preparation for their actual exams in March. They also complete speaking and listening activities throughout the unit.

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

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


Functional Skills exams: March 2014

French

The Year 9 programme of study provides a varied curriculum which develops the following skills: speaking, listening, reading and writing. The curriculum builds on language studied in Years 8 and 9, and provides an engaging range of topics and project work. The key subject aims are to develop knowledge and understanding of the French language and culture, to develop effective communication skills, and to improve independent learning. Each unit is focussed around a project and aims to develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: Culture and Festivals, Media and Entertainment, Health and Healthy Living, Society and Young People and The Environment. The programme has been developed alongside the National Curriculum and elements of the course book, Expo 3, in order to prepare the students for GCSE French. The course will be assessed throughout the year in speaking, listening, reading and writing.


Summer 1 Summer 2

Culture and Festivals Students will explore Francophone festivals and culture. Students will plan their own festival in groups in preparation for assessment They will improve their speaking skills by preparing dialogues and interviews. Students will focus on: -Communicating in the target language -Developing independent learning skills -Developing key grammatical structures and vocabulary.

Media and Entertainment Students will study film, music, television and internet. Students will discuss preferences in preparation for a written assessment. Students will debate the pros and cons of social networking, and send e-mails in the target language. Students will focus on: -Giving opinions and justifications -Debating skills -Conversational Spanish

Health and Healthy Living Students will look at body and illness, and healthy living. Students will create dialogues to describe symptoms and give advice. Students will also create healthy living campaigns and discuss lifestyle choices. Students will focus on: -new grammatical structures -Giving more detailed responses -Developing spontaneous speech

Education and Work Students will study the world of work and education. They will describe their school and talk about plans for the future. They will explore the importance of languages in the world of work. Students will focus on: -extending writing with opinions and justifications -reading authentic texts and recognising new grammar and vocabulary structures Grammar focus:

Haiti Students will investigate Haiti and learn about cultural aspects of the country and about the natural disaster. Students will conduct research and prepare a presentation about Haiti using the past and present tense. Students will focus on: -becoming creative learners -to practice spontaneous speech and debating skills in the target language

Holidays In preparation for GCSE, Students will learn about a region in France. They will study conversational French for travel arrangements, hotel accommodation and will write a letter of complaint. Students will focus on: -developing independent learning and group work skills -writing extended pieces of work to include opinions and justifications Grammar focus: past,

future tense with on, more complex sentences.

Grammar focus: modal verbs, conditional tense.

present and future.

Assessment

Students will produce a spoken presentation about a festival they have designed, making comparisons to Francophone culture and festivals. Students will also complete a listening assessment of authentic conversational French.

Students will complete a reading assessment of authentic French. Students will also produce a 200-250 word essay about modern day media and entertainment.

Students create a dialogue to discuss healthy living and giving advice. Students will also complete a listening assessment of authentic conversational French.

Students will complete a reading assessment of authentic French. Students will produce a 150-200 word article about school and the world of work.

Students will complete a presentation in French about Haiti. Students will also complete a listening assessment of authentic conversational French.

Students will complete a reading assessment of authentic French. Students will also produce a 200-250 word assignment about holidays.


Weekly homework tasks and vocabulary tests will be carried out throughout the year.

Geography

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

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

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

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

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

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

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

Assessment

Assessed project and group presentations.

Assessed end of unit task.

Assessed decision making exercise.

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



Additional information:

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

History

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

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

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

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

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

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

th century –science /

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

this murder.

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

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

Assessment

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

Assessed end of unit task.

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

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

Written assessment in the format of GCSE past papers.

Written assessment in the format of GCSE past papers.

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

Core reading: Technology, War and Identities (Aaron Wilkes) Modern Minds

ICT and Computing

Throughout Year 9 students further develop their knowledge, understanding and skills in a wide range of applications based around a number of themes. Students start the year by planning, creating, testing and evaluating an interactive multimedia product. They will then move on to further their skills in spreadsheets and databases before embarking on a unit of computer programming where some students will start to learning the Visual Basic programming language. The year ends with students selecting an individual project which focuses on the use and impact of Computing and ICT on society.


Summer 1 Summer 2

Unit 9.1 ‘Interactive

Multimedia Products’ --

Systems Life Cycle Advance Presentations

Unit 9.2 ‘DJ Vibe Finances’

-- Spreadsheets in a Business Concept Excel (Advanced

Features and Macros)

Unit 9.3 ‘Business Databases’

-- Databases – Access

(Tables, Forms, Queries and Reports)

Unit 9.4 ‘Programming’

-- Visual Basic

or Advanced Logicator

Unit 9.5 ‘Computing & ICT in

Society’ --

Individual Student Projects

Assessment

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


Homework assignments are set on a half-termly basis. A useful website to help complete these homework activities is www.teach-ict.com. Visual Studio Express 2012 (used by some students in Unit 9.4) is available to download, free of charge, from http://www.microsoft.com/visualstudio/eng/downloads#d-2012-express.

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

http://www.microsoft.com/visualstudio/eng/downloads#d-2012-express

Land Based Studies

Land Based Studies is about learning practical horticultural skills. Students will learn how to prepare ground, use garden equipment and PPE and plant and nurture a range of seeds and plants within budget, In addition, students will learn horticultural businesses and employment pathways. The level 1 certificate consists of 5 units: Unit 2 – Bulb planting Unit 5 – Ground preparation Unit 27 – Establishing plants Unit 30 – Establishing seeds Unit 32 – Container planting


Summer 1 Summer 2

Unit 2 Students will be introduced to the course and the basics of plant science. Students will learn to identify and use a range of PPE and garden tools before completing their first assessment planting bulbs in the school garden. During this term students will complete a visit to a local horticultural business.

Unit 5 and 30 Students will learn to prepare ground following the winter months, ready for planting. Students will be assessed completing a range of seed planting scenarios.

Unit 27 and 32 Students will learn to maintain and establish plants they have sown during the spring months. They will learn to look for signs of disease and to treat plants enabling them to thrive. They will then investigate plant combinations in containers and complete their final assessment by planting their own container.

Assessment

The majority of the criteria will be assessed while students are working. The evidence will be collected from photographs, videos and signed statements from the observing teacher. Some tasks will require students to plan and present work they have completed in the school garden or to complete a mini assessment to prove they have met the criteria.


This course requires students to put together a portfolio of work. For each unit, an assessment sheet is issued to each student detailing the requirements to pass.

Maths

In Year 9 we start the GCSE Mathematics course using Edexcel’s linear specification which, in line with national changes, now has an increased emphasis on problem solving and functional maths. Students take a terminal paper in the June of Year 11 at either the higher or foundation level. Topics covered include: circle calculations, area and volume, percentages, sequences, solving equations, graphs, transforming shapes, co-ordinates, Pythagoras' Theorem, trial and improvement, simultaneous equations and handling data. Students will sit an internal examination in May to give a National Curriculum Level for the end of Key Stage 3.


Summer 1 Summer 2

Students will complete a variety of functional maths tasks throughout Year 9, focussing on a variety of topics. The tasks vary from set to set to reflect the different content and level of mathematics required.

Assessment

End of unit tests take place in the last week of every half term, with personalized assessment analysis given to each student.


For full details of the curriculum covered in GCSE mathematics at all levels and homework that is set please log on to… www.mymaths.co.uk : using the school login: tnes and password: triangle, followed by the personalised logins for each student. AND www.mathswatchvle.com : using the school id: nottinghamemmanuel , followed by the personalised logins for each student.

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

http://www.mathswatchvle.com/

Music

Year 9 Music consists of a variety of modular projects. All students begin the year working on a contextual studies project, investigating the link between Music and Politics. In this project, students learn about a wide variety of musical styles and look at the messages conveyed through the music. This is linked to some key historical events. Students investigate, through the medium of music, a variety of responses to the terrorist attacks on September 11th. In response to this, they write their own political songs. Students work in the Music Technology Suite, learning how to compose music as a film soundtrack. They are given clips from feature films and have to provide an original film score for the scene. Students also work on dance music, and composing their own piece. This provides all students with the best opportunity to achieve their very highest level at the end of Year 9.


Summer 1 Summer 2

Music and Politics Students will study how different types of music such as rock and hip hop have been influenced by politics. They will listen to and appraise lots of political music and try to composing their own lyrics and melody relating to a political issue that they feel strongly about.

Reggae Students will learn the origins of Reggae and how it has influenced music of today. They will learn a chord sequence, a riff and a melody that they will put together as a pair to perform the Reggae.

Dance Music Students will learn the basics of dance music from the origins in the 80s to modern day dance tracks. They will learn to perform an 80s disco piece and then a modern twist on a four to the floor beat. The students will then create their own dance track for assessment.

Minimalism Students will learn different techniques and styles that make up Minimalism from the 20th century. They will learn to use characteristics of phase shifting and looping in order to create their own piece of minimalist music.

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

School of Rock: Summer theme Students will learn to play some summer themed pieces and will have the opportunity to compose their own summer themed piece.

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

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

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

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

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

Students will have the choice of whether to have their performances or their composition marked.


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

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


Summer 1 Summer 2

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

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

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

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

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

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

will learn how to test and develop fitness levels. Throughout the HRF unit students will be taught the importance of regular exercise and learn how it benefits the different body systems, preventing ill health.

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

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






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

Religious Studies

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


Summer 1 Summer 2

Is it fair? (1) 1) Overview 2) Human

Dignity 3) Equality 4) Wealth and

Charity 5) Social

Responsibility 6) The Media

Is it Fair? (2) 7) Prejudice –

Why are people prejudiced?

8) Prejudice – What do religions teach about prejudice and discrimination?

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

10) The Holocaust

11) Nelson Mandela

12) Poverty and Mother Teresa

Looking for Meaning (1)

1) Overview 2) Reasons for

and against belief in God

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

4) How do people experience God?

5) What is God like?

6) Symbolism and God

Looking for Meaning (2)

7) How do people respond to God?

8) Belief and the afterlife

9) Christian Funerals

10) Funeral Rites : Islam and Buddhism

11) Heaven 12) Hell

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

commitments do we have to others?

4) What responsibilities do we have towards each other?

5) What is the role and purpose of sex?

6) The relevance of marriage and the family

Relationships (2) 7) Marriage in a

place of worship

8) Why do some marriages succeed and others fail?

9) Remarriage 10) Same –sex

relationships 11) Revision 12) Relationships

in the News

Assessment

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



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




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

Spanish

The Year 9 programme of study provides a varied curriculum which develops the following skills: speaking, listening, reading and writing. The curriculum builds on language studied in Year 8 and 9, and provides an engaging range of topics and project work. The key subject aims are to develop knowledge and understanding of the Spanish language and culture, to develop effective communication skills, and to improve independent learning. Each unit is focussed around a project and aims to develop independent enquiry, creative thinking, teamwork and reflective learning. The themes include: Culture and Festivals, Media and Entertainment, Health and Healthy Living, Society and Young People and The Environment. The programme has been developed alongside the National Curriculum and elements of the course book, Mira, in order to prepare the students for GCSE Spanish. The course will be assessed throughout the year in speaking, listening, reading and writing.


Summer 1 Summer 2

Culture and Festivals Students will explore Spanish and Latin American festivals and culture. Students will plan their own festival in groups in preparation for assessment They will improve their speaking skills by preparing dialogues and interviews. Students will focus on: -Communicating in the target language -Developing independent learning skills -Developing key grammatical structures and vocabulary

Media and Entertainment Students will study film, music, television and internet. Students will discuss preferences in preparation for a written assessment. Students will debate the pros and cons of social networking, and send e-mails in the target language. Students will focus on: -Giving opinions and justifications -Debating skills -Conversational Spanish

Health and Healthy Living Students will look at body and illness, and healthy living. Students will create dialogues to describe symptoms and give advice. Students will also create healthy living campaigns and discuss lifestyle choices. Students will focus on: -new grammatical structures -Giving more detailed responses -Developing spontaneous speech

Education and Work Students will study the world of work and education. They will describe their school and talk about plans for the future. They will explore the importance of languages in the world of work. Students will focus on: -extending writing with opinions and justifications -reading authentic texts and recognising new grammar and vocabulary structures.

Hispanoamerica Students will focus on comparing British and Latin American cultures and the different problems facing young people, such as child labour and civil war. Students will complete a project based on the film Voces Inocentes. Students will focus on: -becoming creative learners -to practice spontaneous speech and debating skills in the target language

Holidays In preparation for GCSE, students will begin learning about Spanish culture and tourism. They will learn conversation Spanish about booking accommodation and buying train tickets. They will prepare and extended piece of writing in preparation for the GCSE course. Students will focus on: -developing independent learning and group work skills -writing extended pieces of work to

Grammar focus: superlatives, conditional tense, near and simple future.

Grammar focus: conditional tense, deber, reflexive verbs.

include opinions and justifications Grammar focus: past, present and future tense, modal verbs.

Assessment

Students will produce a spoken presentation about a festival they have designed, making comparisons to Spanish culture and festivals. Students will also complete a listening assessment of authentic conversational Spanish.

Students will complete a reading assessment of authentic Spanish. Students will also produce a 200-250 word essay about modern day media and entertainment.

Students create a dialogue to discuss healthy living and giving advice. Students will also complete a listening assessment of authentic conversational Spanish.

Students will complete a reading assessment of authentic Spanish. Students will also produce a 200-250 word article about school and the world of work.

Students will create a presentation about Hispanoamerica Students will also complete a listening assessment of authentic conversational Spanish.

Students will complete a reading assessment of authentic Spanish. Students will also produce a 200-250 word essay about holidays.


Weekly homework tasks and vocabulary tests will be carried out throughout the year.

Science

In Year 9 students will consider how science is used within the real world, looking at groups of scientists, how they work together and how different industries use Science. This will develop students’ knowledge and skills from Years 7 and 8 and consolidate their skills in planning and evaluating investigations. The units are arranged around the following topics: Forces and Space; Health and Diet; Diseases; Chemical Reactions. The students will also undertake a unit focusing on Health and Safety in the workplace. Students develop their skills in planning investigations and consolidate their abilities in presenting and analysing results.


Summer 1 Summer 2

Forces & Mass Patterns and Reactivity

Inheritance and Health

BSC Health & Safety at Work (Level 1)

Consolidation of knowledge and Project work

Year 10 ISA skills Data handling and analysis

Assessment

Students complete two assessments during each topic. This will consist of a test-based assessment lasting approximately 45 min and a skills based assessment focussing on one or two of the Assessing Pupil Progress strands.



Students complete a focussed program of study relating to Health and Safety at work. Students will be assessed on the importance of health and safety standards in the workplace; know how hazards & risks are controlled and understand how health and safety information is communicated in a workplace. The assessment will be a 40 question online assessment in accordance with the BSC regulations.

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

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


Homework assessments are designed to improve scientific literacy, communication and data handling skills. Exploring Science 9 (ISBN: 0-582-53570-0); Smart Science (ISBN: 978-1-84276-256-1); Science Skills Builder (ISBN: 978-0-00-745725)

Technology

In Year 9 students will further develop their design and technology skills. They will also look at new technologies and modern materials and how this affects us in everyday lives. Students also start to look at past and current design movements and how this has influenced current designs. The projects taught will help the students to make a choice of subjects they want to pick at GCSE level. The projects are as follows: Graphics – Students learn Graphics skills to design and make promotional material. They also learn about branding. Resistant Materials – Students learn about different material and processes to design and make a Memphis Group inspired Clock. Food Technology - Students design and make inspirational recipes under the guise of an enterprise challenge. Textiles – Students learn about upcycling by designing and making a smart pug doll.


Summer 1 Summer 2

Graphics – Promotional material. Students design and make merchandise and work on branding researching, designing, making and evaluating skills.

Graphics – Promotional material. Students design and make merchandise and work on branding researching, designing, making and evaluating skills.

Resistant Materials – Clock Project. Students design and make a working clock using the Memphis group of designers as their theme. They work on their research, planning, design and making skills.

Resistant Materials – Clock Project. Students design and make a working clock using the Memphis group of designers as their theme. They work on their research, planning, design and making skills.

Food - Students are given an enterprise challenge to come up with original recipes to help broaden their knowledge of dishes.

Textiles –Pug Dolls. Students use modern materials to design and make SMART pug dolls.

Assessment

They are assessed against their own progress and the National Curriculum. programmes of study

They are assessed against their own progress and the National Curriculum programmes of study.

They are graded against their own progress and the National Curriculum programmes of study.

They are graded against their own progress and the National Curriculum programmes of study.

They are assessed against their own progress and the National Curriculum programmes of study.

The students will be assessed against their own progress and the National Curriculum programmes of study.


Homework assessments are designed to improve Design and Technology literacy, research and presentation skills. The homework will run alongside the scheme of work and will be given weekly. Students and parents are encouraged to use the learning platform to get all instructions and information on how to complete the work set.

Year 9 Assignments

Subject Tariff Possible formats Relevance to curriculum

Art 1 x extended project each

half term Sketchbooks This will include researching others’ work, creating Art

outcomes, analysis and evaluating to develop skills needed for the national curriculum. The tasks enable students to create more personal responses.

English 1 x 30 minute task per week*

*January – April –

Revision for Functional Skills Exam in March

2013

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

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

French 2 to 3 mini tasks per week

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

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

Geography 1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on this year’s areas of study: Hazards, Changing

The students will be developing their skills in the six key components of the KS3 curriculum and start to develop the skills necessary for GCSE exam success. Each assignment will provide students with an opportunity to

China & Redeveloping East London and GCSE Unit 1 core topics. For certain tasks students can choose who they work with and how they present their research. An assignment could be based on a local or global issue. E.g. Examine the arguments for retaining China’s one child policy. Alternatively assignments could be past examination questions in preparation for GCSE.

build on their prior learning as well as giving them the scaffolding and support to progress to GCSE.

History 1x 30 minutes per week

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

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

ICT 1x 30 minutes per week

Throughout the year assignments will be largely linked into the unit of coursework being undertaken within school.

With the course being assessed fully by coursework, the assignments set help meet the aims of the course. This is to develop students’ skills, knowledge and understanding in contexts that are directly relevant to

Students will be expected to work at home on the coursework tasks set, in line with the assignment deadlines. Sometimes this will require a certain amount of research to be undertaken at home.

employment situations, thereby enhancing their employability within the Information and Communication Technology sector.

Land Based Studies

1x 30 minutes per week

Students will be completing a range of oral, written and multi-media assignments which are centred on consolidation of the theory learnt in class. Some tasks will be focussed upon completion of coursework assignments.

Students will be developing the skills to enable them to successfully complete coursework tasks in the school garden.

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

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

Printed worksheet

Research task

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

RS 45 minutes homework per week

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

Individual research

Responses to exam questions

Opportunities for personal reflection through a range of media

A range of active and creative responses

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

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

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

Science 2 activities per unit of work (approx. 6 weeks)

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

Literacy

Preparatory research

Application and synthesis The activities will develop the research skills as well as reinforcing knowledge and understanding and extending classwork. All work will be collected by the teacher every 4 weeks. The work will consist of a project based task (3-4 weeks) and a knowledge based task.

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

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

end of the year.

Spanish 2 to 3 mini tasks per week

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

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

Technology 5 x 1 hour per 10 week rotation

Students will be completing an assignment on the 5 themes: Research, Planning, Design, Making and Evaluation. These themes will be in the form of a

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

problem solving task. E.g You are to research school uniforms in readiness for designing and making a new Emmanuel uniform. This will then lead to a project completed outside of the classroom in the Design and Technology subject of their choice.

stage.

Documents

Introduction - The Nottingham Emmanuel SchoolIntroduction As you will be aware, the home school agreement underpins all that we seek to achieve at Emmanuel in support for your child