Gumley House Convent School FCJ
Year 9 Curriculum Booklet
2016-2017
Page | 1
General Curriculum Information for Key Stage 3
The curriculum in Year 9 is organised and taught in the following way:
CONTENTS
GENERAL CURRICULUM INFORMATION
PAGE
Art and Design:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups.
Group size approximately 25 students per group.
Design &
Technology/ICT:
Taught in two bands, X (Houses CFJ) and Y (Houses MRT). Each band
consists of five groups and students follow a carousel programme of
Food Technology, Textiles, Resistant Materials, Graphics and ICT
Drama:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups. Group size approximately 25
students per group
English:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Setted in four groups per half year according to ability.
Movement between sets is possible.
Geography:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups. Group size approximately 25.
History:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band consists of four groups. Group size approximately 25.
ICT:
Taught in two bands x (CFJ) and Y (MRT). Each band consists of four
groups. Group size approximately 25 students per group
Maths:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Setted in four groups per half year according to ability.
Movement between sets is possible.
MFL:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT)
Each band is made up of four groups.
In the x band the groups are organised in the following way:
Mandarin Set 1 – have 1 lesson of Mandarin and 2 lessons of spanish
Mandarin Set 2 – have 3 lessons of Mandarin
French Set 1 – have 1 lesson of French and 2 lessons of Italian.
French Set 2 – have 3 lessons of French.
2
ART & DESIGN
3
COMPUTING
4
DESIGN & TECHNOLOGY/ICT
5
DRAMA
6
ENGLISH
7
GEOGRAPHY
8
HISTORY
9
MATHEMATICS
10
In the y band the groups are organised in the following way:
French Set 1 – have 1 lesson of French and 2 lessons of Italian
French Set 2 – have 3 lessons of French.
Spanish Set 1 – have 1 lesson of Spanish and 2 lesson of French.
Spanish Set 2 – have 3 lessons of Spanish.
MODERN FOREIGN LANGUAGES
FRENCH (Language 1 – Set 1)
11
FRENCH (Language 1 – Set 2)
12
FRENCH (Language 2 - Set 1)
13
ITALIAN (Language 2 – Set 1)
14
SPANISH (Language 1 – Set 1)
15
SPANISH (Language 1 – Set 2)
16
SPANISH (Language 2 – Set 1)
17
MANDARIN (Sets 1 & 2)
18
MUSIC
19
PHYSICAL EDUCATION (PE)
20
RELIGIOUS EDUCATION (RE)
21
RE & CITIZENSHIP
22
SCIENCE
23
Music:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Each band consists of four groups.
Group size approximately 25 students per group.
PE:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Each band consists of four bands
Group size approximately 24 students
RE
Taught in two bands: X (Houses CFJ) and Y (Houses MRT). Each band
consists of four groups. Group size approximately 25.
RE & Citizenship:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT). Each band
consists of four groups. Group size approximately 25.
Science:
Taught in two bands: X (Houses CFJ) and Y (Houses MRT).
Setted in four groups per half year according to ability.
Movement between sets is possible.
Page | 2
Art & Design
Assessment
Homework minimum 2 hours per
fortnight.
STUDY TOPICS COVERED
Terms 1 & 2 – Surrealism and Landscape
Homework is regularly marked, in line
with the whole school marking criteria
(assessment for learning). Finished
classwork pieces are graded. Comments
are given on how Students can improve
their work. End of KS3 level is awarded
based on accumulated grades throughout
the year, and ‘final outcome’ levels.
Types of Homework
Drawing, painting, ICT design-based
homework.
Research/presentation on
artists/projects.
Students are encouraged to take pride in
their sketchbooks and are given
guidelines/advice on presentation
techniques and key words.
Painting
Perspective
Colour Theory
Surrealist Concepts: Hybrid forms, manipulation of scale, distortion, unusual
choice of texture, decontextualization
Key artists: Salvador Dali, Rene Magritte & Max Ernst



Terms 2 & 3 – The Human Condition (Conflict)
Painting /Mixed Media

The Holocaust

Bullying /Racism

Contemporary Issues
Key artists: Kathe Kolwitz, Anselm Kiefer, Connor Harrington and David Olere.
SKILLS





Appropriate colour theory and application to conflict, complementary and
tertiary colour.
Drawing, painting , clay and ‘mixed media’ experimental work, digital
imaging/photography – 2D and 3D work
Direct observational skills are important, whilst students are encouraged to
present work appropriately, reflecting the theme or topic.
Research/collecting relevant information for project work.
Art as a vehicle for intellectual and emotional enrichment: Learning for Life.
Book/Resources/Website References:

Access allowed to departmental art books

Students are encouraged to visit new exhibitions at London galleries/search
websites

Individual contemporary artists/sculptures/reference books (school library has a
good selection)

www.artcyclopedia.com
www.iwm.org.uk (Imperial War Museum)

www.british-museum.ac.uk
www.nationalgallery.org.uk

www.mom.org. (Modern Art) www.newbritishartists.co.uk

www.tate.org.uk
Activities/Visits
Large scale project eg. Mural/sculpture/diptych/triptych. Opportunities for extra
curricular projects within the Gifted and Talented programme. Students are encouraged
to visit London based galleries particularly if they are considering GCSE Art.
Page | 3
STUDY TOPICS COVERED
Computing
In Year 9 students become increasingly independent users of ICT tools and information
sources and are provided with opportunities to independently apply their ICT capability
and apply the fundamental principles of Computer Science. Through open-ended projects
they design information systems, use programming languages, and understand the
hardware and software components that make up a computer network.
Analyse and develop solutions
Assessment



Project work is assessed during the year
against the Computing Programme of study
for KS3.
Types of Homework
Teachers will not expect students to have a
computer at home, homework tasks can be
handwritten or presented using a computer.

Programming and Modelling


Planning and drafting a solution
that will be used in the next lesson
eg. Designing the layout of a mobile
phone app, web page or story
board an animation to be produced
on the computer in the next lesson.

Annotating or describing work
produced in the lesson to describe
its features or how it was produced.

Learning key words from the lesson
or topic for a test next lesson.

Evaluating a project or task they
have worked on, describing what
they learnt, found interesting or
found most difficult.
We encourage students to use a computer if
appropriate for homework tasks by
attending the ICT club held after school.
Teachers will use Fronter to put lesson
resources and make homework available
when students log into
www.Fronter.com/hounslow. Students can
also upload work from home into the handin folders set up b their teacher.
Plan, write and test programs in a text-based language
Create a simple model for a complex problem
Communicating and systems




Examples of homework set are:

Understanding computational problems
Taking a problem and dividing it into all its sub-problems, show this as a
diagram.
Write sequences of instructions and data in a way that a computer will
understand.
Develop solutions for problems that are described to you by someone else.
Find useful information from a search, deciding if it is useful and/or reliable
Understand how data, such as numbers, sound and images are physically stored
on a computer system.
Design and implement integrated ICT based systems for others to use
Show how elements of real life can be represented in programs and the
difficulties that sometimes exist when doing this.
Other topics taught are:

Standard ways of working ie Copyright and confidentiality, keeping information
secure from viruses, health and safety guidance when using computers.
SKILLS




To handle information efficiently, students will develop both technical skills in
using ICT, such as how to use a particular software package to reorganise
information for a new purpose, and information skills such as being able to skim
and sift through information.
Students will also develop interpersonal skills, for example, co-operating with
others on an ICT based task.
ICT skills are developed in the following application software: web authoring,
spreadsheets, database and in programming.
Students will also learn to understand key concepts related to the nature of
information and technology.
Book/Resources/Website References:



Key stage 3 National Strategy for Computing
Video tutorials for developing practical skills eg. www.teach-ict.com
Network shared drive where lesson resources are stored for students to access
in school.
Activities/Visits
Computing clubs, e.g. Radio broadcasting, Animation, Enterprise Activity Days

ICT clubs eg. Radio broadcasting, Animation, Enterprise Activity Days.
Page | 4
Design &
Technology/ICT
Assessment
Assessment is ongoing.
Self assessment and discussion with
leader is used at the end of a module
when the teacher gives written
comments and National Curriculum
levels.
SUBJECT TOPICS COVERED
●
●
●
●
Food – Foreign feasts
Textiles – Fashion Design – make a garment.
Computing – Designing and making a computer system to solve a computational
problem.
Resistant Materials – Designing and making a novelty clock using a specified
combination of resistant materials
SKILLS

Building upon skills learnt in Year 7 and Year 8 but now with a greater degree of
choice and ‘ownership’ of the set project. The teacher is playing more a role of
Types of Homework
technical advisor than leader.
Various: research, extension tasks,
decision making, writing up notes and
evaluations.
Book/Resources/Website References:

Text books but mainly departmental publications
Activities/Visits:

These are integral to the curriculum studied.
Page | 5
Drama
Assessment
Practical and written assessments which
are marked according to school policy
and Drama department Levels.
Types of Homework
Research topics, costume sourcing, prop
making, line learning, designing for
performance including costume, makeup, sound, lighting, written evaluations,
independent rehearsals, keeping detailed
drama diary of working process.
SUBJECT TOPICS COVERED
●
Interpretation of texts
●
Improvisation
●
Physical Theatre
●
Theatre design
●
Shakespeare
●
Documentary drama
●
Introduction to Stanislavski and Naturalism
SKILLS
Further and deeper development of skills such as adapting language to an audience, cooperation, listening, concentration, control, performance skills, design skills,
characterisation, voice and movement skills, ICT skills
Book/Resources/Website References:

Various texts and scripts including The Water Goblin, fairy tales, Hard to Swallow,
Shakespeare plays

www.nationaltheatre.org.uk

Various DVD resources

www.rsc.org.uk (Royal Shakespeare Company)

www.shakespearesglobe.com

http://www.bbc.co.uk/schools/teachers/offbyheart

http://www.vam.ac.uk/page/t/theatre-and-performance/

http://www.digitaltheatreplus.com/ see below for login details
User name/email:[email protected] Password: studentaccess
Extra-Curricular Activities/Visits:

Drama Club

Drama Festivals

Theatre Trips

Annual Whole School Productions.

Shakespeare Schools Festival

Black History Celebration
Page | 6
English
Assessment
Major assessments are given at the end
of each course of study either in oral or
written form or both. These will assess
the students’ understanding and analysis
of the topic studied. All written work is
assessed for accuracy and students are
encouraged to proof read all their work
before handing it in.
Assessment is on speaking, listening,
reading, writing and effort using the
whole school marking policy. Students
are given a detailed description of each
of these levels.
At the end of the year, students’ reading
and writing skills will be assessed by an
end-of-year examination.
Types of Homework
Reading: Students will be asked to read in
preparation for their study of the poetry
of World War 1 and a novel.
Writing: Tasks will include analytical
writing using a variety of texts including
Shakespeare plays, poetry, a pre-19th
century novel, newspaper articles and
other non-fiction texts.
STUDY TOPICS COVERED
●
●
●
●
●
Exploration of narrative form through study of a pre-19th century novel.
Study of World War I poetry
Study of writing for different purposes & audiences.
Study of a Shakespeare play.
Revision of grammatical rules.
SKILLS







Vocabulary development – accuracy in punctuation, spelling.
Development of sentence structures – use of connectives, use of rhetorical
devices in speech.
Analysis of pre 20th Century language, and dramatic techniques such as dramatic
irony. Analysis of narrative devices, structure, imagery. characterisation and
plot.
Writing for different purposes and audiences and in different forms.
Use of Standard English.
Understanding of the changes in language use over time.
Analysis of Media texts and presentational devices.
Book/Resources/Website References:

www.englishresources.org

www.bbc.co.uk/education/ks3bitesize

York notes on novels and Shakespeare play.
Activities/Visits:
Visits to the theatre are arranged when an appropriate production is available.
Research: Tasks will involve research
using the Internet, books and
newspapers.
7
Page | 7
Geography
Assessment
Homework is set weekly and marked
using the school marking policy.
At the end of each topic pupils will
complete an assessment which is marked
using National Curriculum Levels, for
example, research project, leaflet, oral
presentation, group assessment, test.
Types of Homework
Answering questions / completing tasks
on a worksheet, map work.
Independent research,
investigations.
carrying
out
Looking at different peoples’ opinions,
preparing a debate.
An extended piece of writing to show
understanding of the topic.
STUDY TOPICS COVERED
Geography at Key Stage 3 is studied through the theme of ‘Places’. In Year 9 topics will
include:
● Dangerous Places – Coastal Management
● Threatened Places – Antarctica
● Changing Places – Population and migration
● Linked Places – Global fashion & Globalisation
● Famous Places – The world in the news
SKILLS
Students will be able to:

Use atlases, globes, maps at a range of scales, photographs, satellite images and
other geographical data including GIS.

Identify bias, opinion and abuse of evidence in sources when investigating
issues.

Independent research, comprehension, analysis

Plan geographical enquiries, suggesting appropriate sequences of investigation.

Select and use fieldwork tools appropriately, safely and efficiently.

Construct maps and plans and use graphical skills.

Communication of knowledge and understanding using geographical vocabulary

Use ICT to search, edit information, draw graphs from Excel.

Solve problems and make decisions to develop analytical skills and creative
thinking about geographical issues.
Collecting information on current issues.
Book/Resources/Website References:
Working on an assessment.
SAM Learning online task









Students use a variety of text books in class
Atlases are used regularly
A wide variety of worksheets designed specifically by members of the
Department to support programmes of study.
ICT rooms/wireless laptops are used regularly
Students are expected to provide their own pens, pencils, eraser, sharpener,
and coloured pencils (felt tips should not be used).
An atlas for use at home would also be of considerable benefit to students.
Useful websites: www.geographyinthenews.rgs.org
SAM Learning
www.georesources.co.uk
Activities/Visits:

Coastal Fieldwork to Selsey, East Sussex
Page | 8
History
Assessment
Over the course of the year, students will be
set a number of National Curriculum
assignments; some to be completed in test
conditions, some to be completed in lessons
and at home. These assignments will be
awarded National Curriculum Levels between
3 and 8, with a positive comment and a
suggestion on how to improve the next piece
of work. Levels achieved on these
assignments will contribute to the levels
reported home in the course of the year. An
assessment record sheet in students’ books
will help them record their progress in these
key pieces of work.
Class work and homework will be marked in
accordance to the school’s marking policy.
Students will have their target level for the
end of Key Stage Three in the front of their
exercise books and teachers will encourage
students to meet and, where possible,
surpass that target.
STUDY TOPICS COVERED
Conflict and co-operation: The Twentieth Century.
Students will be looking at the conflicts and co-operation in the twentieth century and
how the world changed in this period. Pupils will study:




By looking at several key events, students will be able to explore how the world has
changed, in the twentieth century.
SKILLS

Students are taught to self mark and peer
mark throughout the year to help them
develop as independent, confident and skilful
learners.
Types of Homework



We aim to set a wide range of homework.
Which is project based. During a typical term,
students may be asked to complete
homework such as producing a piece of
extended writing or research for projects.
They may also be asked to complete learning
for a national Curriculum assignment or
further reading.
World War One – Soldiers Experiences in the trenches – why did they keep
fighting?
World War Two and The Holocaust
Winston Churchill
Terrorism in the Modern World


We aim to improve the historical skills of students, which they have been
developing since Year 8.
Students will analyse sources and evaluate sources and interpretations to find
out about events and people. They will further examine sources skills,
inference, utility, interpretation, reliability. They will also extend sources work
by linking sources to knowledge.
By the end of the year, they will be able to handle a wide range of source
material confidently and some will be able to evaluate and justifying conclusions.
Students will improve their literacy by analysing longer pieces of text and writing
their own structured and complex explanations.
Independent research and conducting historical enquiries, looking at significance
and linking factors.
Students will build on their knowledge and understanding of Britain gained in
Years 7 and 8 by studying world history in the Twentieth Century.
Book/Resources/Website References:








www.schoolshistory.co.uk
www.activehistory.co.uk
www.bbchistory.co.uk
www.history.org.uk
www.spartacus.schoolnet.co.uk
www.nationalarchives.gov.uk/education
Modern Minds textbooks.
A variety of text and educational videos and books are used.
A wide variety of worksheets designed specifically by members of the
Department to support the work done in class.
ICT rooms/wireless laptops
Students are expected to provide their own pens, pencils, eraser, sharpener, and
coloured pencils (felt tips should not be used).
Activities/Visits

Incorporated within the Programme of Study, including a Holocaust survivor talk
Page | 9
Mathematics
What are the aims of the course?
 To continue to develop your
mathematical skills across the
strands of Number, Algebra, Ratio,
Proportion, Rates of Change,
Statistics & Probability.

To learn how to apply maths in
solving real-life problems
(Functional skills)
What will I learn on this course?
The GCSE course is a natural development of
the topics you have studied in Year 7 & 8 You
will cover the topic areas above in more
depth and you will develop skills in 3
Mathematics Attainment Targets:Use and apply standard techniques (A01),
Reason, interpret and communicate (A02),
and Solve problems within mathematics and
other contexts (A03)
What further study options are
available?
The maths department run a drop-in maths
club after school which is open to all year
groups (currently this runs on Monday and
Thursdays). You are very welcome to come
along with any specific questions you have
or you might decide to do your maths
homework there with a teacher on hand to
help if you get stuck.
Why study GCSE Maths starting in Year 9?
The NEW GCSE course contains approximately 35% more content. Furthermore,
with the removal of formal KS3 SATs exams at the end of Year 9, it is sensible to
deliver the GCSE Mathematics course over 3 academic years. This gives extra
time for content delivery and more in-depth consolidation of work.
Not only does maths underlie every process and pattern that occurs in the world
around us, but having a good understanding of it will help you enormously in
everyday life. Being quick at mental arithmetic will save you money in the
supermarket and knowledge of statistics will help you see through television
adverts or newspaper articles, and to understand the torrent of information you
hear about the world around you.
The most fundamental skill that mathematics will equip you with is to be able to
learn: to be able to build up an understanding from basic principles (for
example, starting from shapes, triangles and angles), to build upon existing
knowledge to develop general concepts (Pythagoras' theorem, trigonometry),
and then to apply this general concept to specific examples (solving specific
geometric problems using the techniques of trigonometry). You will learn to
think logically, to ask questions, and to do thorough and rigorous investigations
to answer them.
What resources are available to use?
The GCSE maths rooms on Fronter contain a wealth of resources including online
text books, past papers and solutions, revision topic lists and lots of other useful
resources. You also have access to mymaths.co.uk and are encouraged to use
www.mathswatchvle.com (a free App is available) and other maths sites for
guidance.
[Please note the new grading system to replace the old GCSE grades using the
following approximate tariff]
9 = A* +
5 = B-
8 = A*-
4=C
7=A
3=D
6 = B+
2=E
1 = F/G
How will I eventually be assessed on the course?
There is no coursework. Assessment is by examination only at the end of Year
11. There are 2 tiers of entry:
(Higher) Possible grades 9 – 4 and (Foundation*) Possible grades 5 – 1
*This reformed Foundation course contains some former Higher Tier (Grade B)
topics such as Trigonometry, Simultaneous & Quadratic Equations, Vectors etc.
Decision about final Tier entries will not be made until Year 11!
What extracurricular activities will be available?
Top set students are entered for the UK intermediate Maths Challenge and have
the opportunity to receive a certificate or even enter the next round if they do
well.
Page | 10
Modern Foreign Languages
FRENCH
Language 1 (Set 1)
STUDY TOPICS COVERED
Assessment
National Curriculum Levels 5-8
End of unit tests in all four skills.
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
Asset Preliminary exams
Types of Homework
Reading comprehension.
Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches, gap-fill
exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to French,
picture to French
Display or poster work by hand or on
computer
Understanding the Media: giving personal opinions about music, cinema, books,
magazines, celebrities and the internet. Watching French films with subtitles and working
on French cinema.
Welcome to Paris: Places in a town or city, understanding tourist information, saying
what the weather was like, understanding how to travel by metro, describing a recent
visit, giving opinions.
Healthy Living: talking about illnesses, reporting problems at the hospital, buying medicine
at the chemist, talking about healthy eating.
Holidays from Hell: talking about holiday activities, reporting a holiday that went wrong.
Making reservations and bookings, writing a letter of complaint..
La Francophonie: understanding regions of France and comparing them, understanding
French speaking countries, where they are and their history.
Making future plans, using the conditional.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:

Expo 3 Rouge

Reading: A La Carte

Worksheets produced by staff

www.quia.com

www.linguascope.com

www.languagesonline.org.uk

ICT: Cut, Paste and Surf

www.zut.org.uk
Activities/Visits:

French Exchange

Weekly Language Club

Go-global Business and Enterprise Languages day

Languages and ICT trip to the National Gallery

11
Page | 11
Modern Foreign Languages
FRENCH
Language 1 (Set 2)
Assessment
National Curriculum Levels 4-6
End of Unit tests in all four skills.
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
STUDY TOPICS COVERED
1. Hobbies: Talking about what you watch on TV. Talking about going to the cinema,
describing yourself and others. Talking about what you like to read. Talking about what
you did last weekend.
2. Future Plans: Planning what you are going to do. Talking about future – careers, Why
languages are important. Using more connectives.
3. Health: Talking about illness/saying what is wrong. Healthy living/understanding and
giving advice. Keep fit activities.
Types of Homework
Reading comprehension.
Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches, gap-fill
exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to French,
picture to French
Display or poster work by hand or on
computer
4. People like us: French speaking sports people. Describing other people and
understanding information about them. A whodunit (A crime in a castle)
5. Let’s go there: Learning about a region in France. Travel arrangements. Arranging hotel
accommodation. A visit to an attraction/to a motor race.
6. Young people’s rights: Schools in different countries. Young people and work. Tackling
hunger in the world. Learning about religion in France. Human rights activist.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:

Expo 3 vert workbook (incl. CDs and worksheets)

DVD’s

Reading: A La Carte

Worksheets produced by staff

www.quia.com

www.linguascope.com

www.languagesonline.org.uk
 CD Rom: Cut, paste and Surf
 www.zut.org.uk

Activities/Visits



French Exchange
Go-global Business and Enterprise Languages day
Languages and ICT trip to the National Gallery
12
Page | 12
Modern Foreign Languages
FRENCH
Language 2 (Set 1)
Assessment
National Curriculum Levels 4-7
End of unit tests in all four skills
Continuous informal assessment during
oral work.
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
Peer assessment of Listening tests
Types of Homework
Reading comprehension.
Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches, gap-fill
exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to French,
picture to French
Display or poster work by hand or on
computer
STUDY TOPICS COVERED
In the town: shops and goods, food shopping, costs, numbers, money, prices.
Holiday Plans: countries, transport, future activities, future time markers, description of
town or region, what you can/can’t do there, ask permission to do something, read and
write postcards.
The Family: introductions, staying with a French family, what you have done recently,
presents and souvenirs, say goodbye and thank you.
Food: buy drinks and snacks in a café, choose ice creams, discuss what you like to eat and
drink, order a meal in a restaurant, and describe a meal.
Travel: Travel plans, signs in a station, buy a train ticket, say what must or should not be
done, understand travel information, travel by air, coach and boat, describe a recent day
out.
Well being: clothes, appearance, body, saying where it hurts.
Outings: deciding what’s on and where to go, accepting and refusing invitations, arranging
a meeting, leisure activities past and present.
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:

Encore Tricolore 2 (inc CD’s and worksheets)

DVD’s

Worksheets produced by staff
 CD Rom: Cut, paste and Surf

www.quia.com
 www.linguascope.com

www.languagesonline.org.uk

www.zut.org.uk
Activities/Visits


French exchange
Go-global Business and Enterprise Languages day
Page | 13
STUDY TOPICS COVERED

Modern Foreign Languages
ITALIAN
(Second Language)
Assessment
National Curriculum Levels 4-7
End of unit tests in all four skills
Continuous informal assessment during
oral work.
members.

The Past Tense (being able to say when and where people were born).

Town and Country: regions and capitals of Italy, talking about your region; the
towns and the countryside, asking and telling how far one place is from another,
asking and giving the population of a place.

Comparatives, superlatives, imperatives.

Nationalities and languages in Europe

Booking train tickets.

Around town: where you’ve been, what you’ve seen, what you’ve done.

Asking and telling where people come from.

Making arrangements to meet, arranging how to get there and back.

Shopping: telling someone to try something on, asking someone’s opinion,
saying that something fits/suits, saying that something is too big, small, tight
Vocabulary, verb and listening tests
Adapting given stimulus to produce own
piece of writing.
etc.., describe what someone is wearing, say what you bought, stating
preferences.

Daily routine: waking up, getting dressed etc (reflexive verbs)

Summer holiday activities: saying what sorts of things you like to do, suggesting
Types of Homework
Reading comprehension.
Letter writing.
Learning vocabulary, verbs, structures
Graded worksheets.
Crosswords, word searches, gap-fill
exercises.
Use of ICT to produce picture stimulus for
new vocabulary and display work.
Matching exercises – English to Italian,
picture to Italian.
Short reading passage to extract
information or true/false exercise.
Display or poster work by hand or on
computer.
Talking about your extended family (family tree), possessives with family
different activities.

Perfect Tense of reflexive verbs
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Tutti Insieme 2 (including CD’s)
Worksheets produced by staff
Italian readers/DVD’s
www.linguascope.com
www.quia.com
www.languagesonline.org.uk
ACTIVITIES/VISITS

Italian Trip (Biannual)

Go-global Business and Enterprise Languages day

Languages and ICT trip to the National Gallery

Weekly Languages club
Page | 14
Modern Foreign Languages
SPANISH
Language 1 (Set 1)
Assessment
National Curriculum Levels 5-7
End of Unit tests in all four skills
Asset Preliminary exams
Types of Homework
Vocabulary and structure learning.
Gap fill.
Matching exercises – English to Spanish,
picture to Spanish.
Display and poster work by hand or on
computer.
Short reading passages to extract
information or true / false exercise.
Short essay writing
Grammar exercises
Worksheets
STUDY TOPICS COVERED
●
●
●
●
●
●
Media: ICT, TV, Films, Music.
School: Describing school, what you will study next year, school rules and routines.
Health: Parts of the body, illnesses, healthy food and healthy lifestyles, New Year’s
resolutions.
Making a Living: How you earn and spend money, jobs you would like to do, using
languages at work, talking about jobs you have done.
Hispanic Studies: Learning more about Spanish speaking countries, daily routine,
environmental problems, famous people.
Exchange Trips: Writing a letter to introduce yourself, meeting and greeting
people, buying train tickets, learning about Bilbao
SKILLS

Listening Speaking Reading Writing
Book/Resources/Website References:
Mira 3 rojo textbook and CD’s
This text book covers the same topics as that used in Set 2. However, girls in Set 1 will
use a wider range of vocabulary, and more emphasis will be placed on grammatical
accuracy.
Reading: Vamos a Leer
ICT Cut, Paste and Surf.
www.linguascope.com
www.quia.com
www.studyspanish.com
www.espanol-extra.co.uk
www.zut.org.uk
www.languagesonline.org.uk
ACTIVITIES/VISITS

Spanish exchange to Badajoz.


Weekly Language Club.

Languages and ICT trip to the National Gallery
Go-global Business and Enterprise Languages day
Page | 15
Modern Foreign Languages
SPANISH
Language 1 (Set 2)
Language 1 (Set 2)
STUDY TOPICS COVERED
●
●
Assessment
National Curriculum Levels 4 – 6.
●
●
●
End of Unit tests in all four skills
Asset Preliminary exams
●
Media: ICT, TV, Films, Music
School: Describing school, what you will study next year, school rules and
routines,
Health: Parts of the body, illnesses, healthy food and healthy lifestyles, New
Year’s resolutions.
Making a Living: how you earn and spend money, jobs you would like to do,
using languages at work, talking about jobs you have done.
Hispanic Studies: Learning more about Spanish speaking countries, daily
routine, environmental problems, famous people.
Exchange Trips: Writing a letter to introduce yourself, meeting and greeting
people, buying train tickets, learning about Bilbao
SKILLS
Types of Homework

Listening

Speaking
Vocabulary and structure learning.
Gap fill.
Matching exercises – English to Spanish,
picture to Spanish.
Display and poster work by hand or on
computer.
Short reading passages to extract
information or true / false exercise.
Short essay writing
Grammar exercises
Worksheets

Reading

Writing
Book/Resources/Website References:
Mira 3 Verde textbook and CD’s
This text book covers the same topics as that used for Set 1. Girls in Set 2 will study
the topics in less detail, and emphasis will be placed more on communication than on
grammatical accuracy.
Reading: Vamos a Leer

www.linguascope.com

www.quia.com

www.espanol-extra.co.uk

www.studyspanish.com

www.zut.org.uk

ICT Cut, Paste and Surf
ACTIVITIES/VISITS

Spanish exchange to Badajoz.



Weekly Language Club.
Go-global Business and Enterprise Languages day
Languages and ICT trip to the National Gallery
Page | 16
Modern Foreign
Languages
SPANISH
Language 2 (Set 1)
STUDY TOPICS COVERED
●
●
Assessment
●
National Curriculum Levels 4 – 6.
●
End of Unit tests in all four skills
Asset Preliminary exams
●
Types of Homework
Vocabulary and structure learning.
Gap fill.
Matching exercises – English to Spanish,
picture to Spanish.
Display and poster work by hand or on
computer.
Short reading passages to extract
information or true / false exercise.
Short essay writing
Grammar exercises
Worksheets
●
Media: ICT, TV, Films, Music
School: Describing school, what you will study next year, school rules and
routines,
Health: Parts of the body, illnesses, healthy food and healthy lifestyles, New
Year’s resolutions.
Making a Living: how you earn and spend money, jobs you would like to do,
using languages at work, talking about jobs you have done.
Hispanic Studies: Learning more about Spanish speaking countries, daily
routine, environmental problems, famous people.
Exchange Trips: Writing a letter to introduce yourself, meeting and greeting
people, buying train tickets, learning about Bilbao
SKILLS

Listening

Speaking

Reading

Writing
Book/Resources/Website References:
Mira 3 Verde textbook and CD’s
This text book covers the same topics as that used for Set 1. Girls in Set 2 will study
the topics in less detail, and emphasis will be placed more on communication than on
grammatical accuracy.
Reading: Vamos a Leer

www.linguascope.com

www.quia.com

www.espanol-extra.co.uk

www.studyspanish.com

www.zut.org.uk

ICT Cut, Paste and Surf
ACTIVITIES/VISITS

Spanish exchange to Badajoz.



Weekly Language Club.
Go-global Business and Enterprise Languages day
Languages and ICT trip to the National Gallery
17
Page | 17
Modern Foreign Languages
MANDARIN
Sets 1 and 2
Assessment
National Curriculum Levels 1 - 6
End of unit tests in all four skills
Continuous informal assessment during
oral work
Vocabulary, verb and listening tests.
Adapting given stimulus to produce own
piece of writing
Types of Homework
SUBJECT TOPICS COVERED
Self and Family – daily routine, qualities and relationships with friends, favourite places in
town
Celebrations – Chinese festivals including new year
Shopping –supermarket, department store, clothes shopping, on-line shopping, shopping
in China.
Travel in China – seasons, directions, sightseeing in Chinese cities, tourist information,
souvenirs, holiday plans and experiences.
Grammar – present, past and future tenses, opinions, connectives, measure words,
possessive pronouns, adverbs, connectives, complex sentence structures.
SKILLS

Reading comprehension
Letter writing
Learning vocabulary, verbs, structures
Graded worksheets
Crosswords, word searches,
gap-fill exercises
Use of ICT to produce picture stimulus for
new vocabulary and display work
Matching exercises – English to Mandarin,
picture to Mandarin
Display or poster work by hand or on
computer
Listening Speaking Reading Writing
Book/Resources/Website References:

Textbook TBC

PowerPoint’s Video/Internet

Worksheets produced by teacher

www.education.vic.gov.au/languagesonline/

Specific character internet sites
Activities/Visits:

Visit to China

Go-Global Business and Enterprise Languages day

Languages and ICT trip to the National Gallery

Weekly Languages club
Page | 18
Music
Assessment
Individual, small group and whole class
performance – recording and informal
assessment.
A range of listening and discriminating
tasks relating to topics – formal
assessment.
Composition work relating to topics
covered which are assessed using
departmental criteria and the whole school
policy on marking and assessment.
SUBJECT TOPICS COVERED
●
●
●
●
●
SKILLS

Developing a sense of pulse and rhythmic awareness.

Building vocal confidence.

Creating and developing musical ideas through composition and
Types of Homework
Revision of musical vocabulary for tests.
Practise for performances.
Answering questions based on listening
work completed in class.
Evaluations of performance.
Theme and Variation
Club Dance
Pop Song Performance
Pop song Writing
African Drumming
improvisation.

Using traditional and non-traditional notation to read and write music.

Developing keyboard skills.

Communicating ideas and opinions using musical vocabulary.

ICT – to create, manipulate and refine sounds.
Book/Resources/Website References:

Curriculum material compiled by department.

Pupils’ own CD’s

MP3 recordings

Music Matters – Marian Metcalf and Chris Hiscock.

Departmental Vocal and Instrumental Arrangements.

Video clips from YouTube and other online resources

DVD and CD resources appropriate to topics.
Activities/visits:

Performing in Christmas, Spring and Summer Concerts.

Opportunities to perform in Assemblies and other School Events

Individual and group performing in annual Music Festival and bi-annual Musical
Production.
Page | 19
P.E.
Assessment
Students will be assessed through:

Practical performance.

Knowledge and understanding of
rules/tactics.

Ability to plan sequences.

Ability to evaluate own and
others performance.

Homework activities
SUBJECT TOPICS COVERED
●
●
●
SKILLS
Students will:

Study why it is essential to be fit and healthy

Practise and perform more complex skills associated with each activity.

Be able to plan and apply tactics and adapt them accordingly to changing
situations in game play.
Types of Homework
Students plan, perform and evaluate
their own personal fitness diary. Students
are encouraged to practise practical
activities at home/leisure time.
Students study the following physical activities:
Autumn/Spring terms – Gymnastics/Sports Acro, Fitness, Badminton,
Trampolining, Football and hockey. They may also get to try
lacrosse/korfball or ultimate Frisbee at some stage.
Summer term – Rounder and Basketball.

Be able to work effectively with others to plan sequences/compositions.

Be able to critically evaluate her own/others performance.

Begin to take on a variety of roles eg. Captain, umpire, coach
Book/Resources/Website References:

www.bbc.co.uk/bitesize

www.healthyideas.com

www.physicaleducation.co.uk

Governing bodies websites

Equipment – Indoor activities – Black shorts, white T-shirts.

Outdoor activities –Black shorts, T-shirt, trainers.

Optional – Black tracksuit bottoms, Yellow sweatshirts, dance shoes.
Activities/Visits
All students are encouraged to participate in extra curricular activities. Students have
opportunities to represent Gumley at school/ borough/county level. Some students will
be given the opportunity to be involved in the London Youth Games for their borough.
Page | 20
R.E.
Assessment
Students to monitor their own
performance in relation to their Key
Stage Target Level recorded at the front
of their exercise book.
Teachers to mark at least 2 pieces of
work every half term in detail with
comments and traffic lights to indicate
achievement.
Every half term a formal assessment is
given. Students to know the success
criteria in advance. This should assess a
range of skills in RE and may be in the
form of a test, a group or individual
presentation, a project or a piece of
extended writing.
Formal assessment used to inform setting
of future target levels.
Types of Homework



Tasks which include presentation
of knowledge, explanation and
evaluation.
Designing leaflets to present
topics to their age group
Research of topics eg. World
religions.
STUDY TOPICS COVERED
Term One:
Students are encouraged to think creatively about the story of a young girl called Salvi,
whose life embodies the meaning of creation, sin and salvation, Incarnation, Trinity and
Church. They will study in some depth these central Christian beliefs and see them
embodied in world events and in their own lives.
Term Two:
We think in depth about our own lives in relationship with others. In this context of God’s
unlimited love for us we reflect on our body image/self-image, our sexuality and
relationships. We consider the importance of commitment in sexual relationships. Issues
such as contraception, abortion and homosexuality are introduced and the Roman
Catholic views are explained.
Term Three:
In this term we study 4 major religions accessing media coverage, student research and
independent learning in order to encourage understanding and tolerance.
SKILLS

Discussion and evaluation skills

Empathy and role play

Critical thinking and analysis

Research

Knowledge and understanding of beliefs and values which are different from
one’s own.

Application of Christian beliefs to daily life.

Use of ICT, team work, communication and problem solving
Book/Resources/Website References:






Individual booklets for Term One
‘What difference does religion make’ C Wright
‘Introducing Moral Issues’ J Jenkins
‘Some Hard Questions’ C Wright
Own Good News Bible
Set of books on World Religions
Activities/Visits

School based retreat in Spring term.

Meditation and prayer in Bethany.

Trip to a place of worship
Page | 21
R.E &
Citizenship
Students will realise these aims by studying the
following topics throughout Year 9:
Personal wellbeing
The study of personal wellbeing includes:





the knowledge and skills needed for setting
realistic targets and personal goals
facts and laws about drug, alcohol and tobacco
use and misuse, and the personal and social
consequences of misuse for themselves and
others
how a balanced diet and making choices for being
healthy contribute to personal wellbeing, and the
importance of balance between work, leisure and
exercise
ways of recognising and reducing risk, minimising
harm and getting help in emergency and risky
situations
different types of relationships, including those
within families and between older and young
people, boys and girls, and people of the same
sex, including civil partnerships
Economic wellbeing
The study of economic wellbeing includes:





different types of work, including employment,
self-employment and voluntary work
work roles and identities
the range of opportunities in learning and work
and changing patterns of employment (local,
national, European and global)
the personal review and planning process
skills and qualities in relation to employers’ needs
The broad aims of the RE & Citizenship Course are to achieve the
following in Year 9:
Personal wellbeing, economic wellbeing, citizenship education and awareness and a
deeper understanding of the links between their faith/spiritual development and
everyday living as young citizens of the 21st century.
The Key Topics they cover are:





Responsibilities as global citizens
Health education including education about drug use and abuse
Crime and the law
Careers Education/Option choice
Self Esteem
The specific course content for students in Year 9 includes:
In the autumn term, Year 9 undertake the Youth and Philanthropy Initiative. YPI is an
international programme designed to support young people in developing both
community awareness and important employability skills. Students are taught about
philanthropy and charity through a hands-on experience of giving that highlights the
positive impact they can have on the community.
They work in teams to research the needs of our local community and identify a local
charity they believe is best placed to make a positive change. They then learn how to
analyse the charity’s management, budget, strategy, staffing arrangements and
programmes. Possibly the most important aspect of YPI is the site visit students are
asked to make to their chosen charity. By visiting a charity students develop a real
understanding of some of the challenges facing the community and will, we hope, be
inspired to work to change society for the better.
Following skills training in advocacy and public speaking, students use their research to
make presentations on the reasons their chosen charity is most deserving of support.
The team judged to have made the most compelling presentation will be granted £3,000
to award to their charity.
During this process, pupils develop skills in presentation, research, analysis and
communication which are all essential in both employment and further education.
Citizenship
The study of citizenship includes:





political, legal and human rights, and
responsibilities of citizens
the roles of the law and the justice system and
how they relate to young people
the role of the media in informing and influencing
public opinion
actions that individuals, groups and organisations
can take to influence decisions affecting
communities and the environment
the needs of the local community and how these
are met through public services and the voluntary
sector
Page | 22
Science
STUDY TOPICS COVERED
Assessment
Activities are designed so students can
assess their own understanding and see
for themselves how they can improve
and enhance their learning. In addition,
teachers mark work at regular intervals
and tests are taken at the end of each
topic.
Terms 1 and 2
The course is in the form of modules that complete the KS3 programme.
Biology: Inheritance and Selection; Plants and photosynthesis; Fit and health; Plants for
food
Chemistry: patterns of reactivity; reactions of metals and metal compounds;
environmental chemistry, using chemistry
Physics: Speeding up, pressure and moments, gravity and space; energy and electricity.
Term 3
Investigations are marked according to
National Curriculum guidelines to
monitor and report on progress.
Start of GCSE course
AQA Science
Students will study unit B1 Biology and start work on unit C1
Chemistry in preparation for their Y10 studies
SKILLS
Types of Homework
Activity sheets that build on the work
done in class; research of topic of next
lesson; posters for class displays; creative
writing; preparing brief talks for role
plays/debates.

The final KS3 assessment level is based on end of topic and an exam taken in
May.
Book/Resources/Website References:

Students have access to Exploring Science 9.

Students have access to past SATs papers for practice.

Students are given three exercise books. Students must check which one is
needed for the appropriate lesson.

Students must bring a calculator to science lessons

www. Doodlelearn.co.uk will provide revision resources and online assessments.
Page | 23