Year 9 Curriculum
Guide, 2016-17
1
Year 9 Curriculum Guide, 2016-17
Art
Biology
Autumn Term
Year 9 art essentially
follows the format of
the GCSE syllabus
and begins with an
introduction to the
course, criteria and
expectations. There is
an intense
photography and
Photoshop course
prior to the
introduction of first
coursework project.
The whole year group
goes on a trip for
gathering source
material. Completion
of components one
(observation and
recording) and two
(critical studies)
within the personal
sketchbook is
expected by the end
of this term.
In year 9 we start the
GCSE course in
biology. We cover
plant, animal and
prokaryotic cells,
microscopy, cell
division, cell
differentiation and
stem cells. We then
move on to the
transport of materials
into and out of cells
including diffusion,
osmosis and active
transport.
Spring Term
During this term girls
continue their
coursework piece with
an emphasis on
experimentation and
development.
Summer Term
This is a very intense
and short term.
Students are required
to have handed in
their completed
coursework piece in
readiness for
assessment by the
beginning of June.
In the spring term we
study tissues, organs,
and organ systems
including the
digestive system in
detail. We also cover
enzymes in detail
including a range of
practicals involving
the rates of enzyme
controlled reactions.
In the summer term
we review lung
structure and then
move on to study the
circulatory system
which includes blood,
blood vessels and the
heart. We study
aspects of heart
disease and
treatments of
circulatory system
disease.
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The year starts with
an appreciation of the
Periodic Table, simple
atomic structure and
the development of
ideas of the structure
of the atom. Group 1
and 7 are studied in
detail, involving
practicals and
equation writing and
the girls are able to
explain patterns in
their reactivity. The
extraction of metals
from the Earth’s crust
is covered, again
involving practical
work but this topic
also extends to
covering newer and
alternative extraction
methods.
The topic of crude oil
and its chemistry is
taught this term
starting with the
fractional distillation
of this crude fuel.
Combustion of fuels
is studied and the
pollution problems
which follow and how
these are reduced.
The formation of
alkenes from cracking
moves the topic into
polymerisation and
the issues with plastics
and their disposal.
Simple gas tests are
covered which require
the girls to prepare
samples of gases, test
their properties and
identify them from
chemical tests. The
term also covers issues
to do with potable
water and the range of
composite materials
such as glass and
carbon fibres and how
their properties match
their uses.
Computing During the autumn
term the pupils will
investigate the
hardware that make
up computer systems.
They will have an
introduction to the
binary number system
and the importance of
this in relation to
computer science.
During the spring
term pupils will learn
how to use problem solving techniques
and algorithms to
create more complex
modular programs
using text based
programming
languages. Pupils will
start to consider how
different types of data
is represented in
computer systems.
During the summer
term pupils will
investigate different
encryption methods
and the importance of
encryption in modern
communication.
Pupils will also be
introduced to
computer networking
and will consider the
hardware required to
set up different
networks.
Chemistry
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Dance
In the Autumn Term,
we begin exploring
the GCSE course. We
will focus on building
physical and
expressive skills
through technique
lessons during the
first half term. The
class will explore
professional works
from the GCSE
Dance Anthology. We
will then use these to
create a performance
piece in duo/trios.
There will be the
opportunity to see a
live performance of a
professional dance
work.
In the second term we
will focus on
choreography and
performance in
depth.
We will look at the
skills of selecting and
exploring dance
stimuli as a class
before students select
their own stimulus to
create a solo from.
We will also continue
to explore works from
the GCSE Dance
Anthology through a
series of practical
workshops as well as a
few theory lessons
where we will analyse
the works in more
depth.
In the summer term
we will prepare a
performance piece for
the Summer Dance
Show. Students will
also prepare a solo
performance based on
one of the
professional works.
We will continue to
explore the GCSE
Dance Anthology.
The end of year exam
will consist of a paper
that asks for a
reflection on their
own dance skills and
experience, as well as
analysis and
appreciation of the
works studied from
the anthology.
Drama
Girls will be exploring
a Shakespeare text
through a series of
different practical
workshops. We will
then study the play
‘The Woman In Black’.
Girls will be assessed
on both their
practical and written
work in preparation
for the GCSE course.
During the spring
term, girls will be
contemporary plays.
We explore themes
and issues within a
range of different
texts from National
Connections. We will
also look at how to
create drama from
different stimuli in
preparation for the
devising unit.
Girls will be creating a
piece of devised
theatre for
performance to
younger year groups.
They will be given a
range of different
stimulus to develop
their ideas and keep a
drama log book of the
rehearsal process.
Assessment will be
through their
practical work and
written reflections of
the process and
performance.
Girls will also write a
theatre review.
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English
We begin year 9
English by studying
one of the following
novels and its themes
and socio-historic
context:
Siberia
Stone Cold
The Foreshadowing
Hunger Games
Animal Farm
Following our novel
study, we will move
on to a modern
drama unit based on
the play,
Kindertransport and
explore issues for
children facing
persecution in the
run-up to WW2 as
well as the role the
local area played in
helping the rescue
mission.
Food
Studies
In this first term the
girls will study meal
planning throughout
the day. They will
consider the
nutritional
requirements of a
variety of groups
according to age,
gender and individual
need. The girls will
concentrate on
cooking breakfast and
lunch time dishes this
term and develop
their skills further
This term sees us
building upon our
knowledge of
Shakespeare from
previous years and
examining the themes
surrounding Romeo
and Juliet or Hamlet.
After the Easter
holidays we move on
to 19th century
detective fiction –
both reading and
writing short stories
of this genre.
This term the girls
will focus on packed
meals and afternoon
tea. They will tackle
some basic
preservation methods
and develop their
pastry skills.
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In the first half-term
we will be exploring
poetic movements,
from Romanticism as
a reaction to the
Industrial Revolution
to Realism and
Modernism. This will
allow us to explore a
wide range of
different poems and
poets and discover the
links between social
history and literary
development.
The second half-term
will involve a
collaborative projectbased learning activity
–‘Planning an Event’
and will see girls use
their reading and
writing skills for a
variety of different
purposes and
audiences.
In this final term each
girl will design
suitable three course
menus and carry out
practical tasks which
incorporate starters,
mains and desserts.
They will also have
the opportunity to
improve their
presentation skills.
French
We will study the
topic of family, jobs
and for how long
people have done
something.
We will be working
on weather using
different connectives
and revising the
present tense (of all 3
groups).
We will be talking
about last weekend,
introducing the
perfect tense (with
avoir & être)
We will learn about
media (TV, films) and
give opinions.
We will study modal
verbs in the context of
inviting/ making
excuses.
We will talk about
clothes, shops and
shopping and review
adjective agreement.
We will introduce the
future tense
discussing
food/drink.
Geography
The year begins with
the topic
‘Development’, and
by introducing the
concept of more and
less developed
countries. Students
then explore maps of
the world including
the Brandt line map
which shows a
historical conception
of developed and
developing countries.
They move on to
study a range of issues
including aid, fair
trade and
transnational
corporations. Finally,
the topic concludes by
exploring the
Millenium
Development Goals
and how these have
changed since the year
2000.
During the spring
term we investigate
‘Global Climate’. This
begins by exploring
the factors that affect
climate, e.g. latitude
and altitude. The
topic also examines
the contentious issue
of global warming,
investigating its
causes, impacts and
the responses to it.
Finally, the students
lead a global climate
debate representing
different countries
around the world and
their interests. In the
second half of the
term Year 9 begin to
investigate coasts; this
includes a day visit to
Southwold and
Dunwich collecting
data on coastal
erosion and
management.
The summer term
sees the completion of
the local coastal
investigation and the
presentation and
analysis of the data
collected on the trip.
Finally, students
investigate the
geography of conflict,
exploring examples of
recent migration
movements and the
struggles that
displaced persons face
following events such
as natural disasters.
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German
History
In the first half of the
term will describe
holiday activities
using the present
tense to say what we
normally do.
We will then learn
the past tense to be
able to describe our
last holidays, and
finally, we will learn
how to talk about
future holiday plans.
In the second half of
the term we will learn
how to go shopping
and how to order
food in a restaurant.
We will also talk
about pocket money.
We will start the term
by talking about TV
programmes and what
we do after school.
We will then describe
recent school visits
reinforcing the past
tense and we will
concentrate on
understanding more
extended texts. We
will continue by
learning about health
and lifestyles. At the
end of the term will
be able to describe
body parts as well as
illnesses and we will
be able to talk about
healthy and unhealthy
eating habits.
In Year 9 we focus on Our study of the 20th
issues relating to
Century continues
th
equality in the 20
with an overview of
century. We study
the Second World
topics in a similar way War, identifying key
to GCSE by focusing turning points. We
on the same
explore Britain’s
assessment objectives. experience by firstly
The term begins with assessing why
Russia and the Soviet interpretations of
Union 1914-17,
Dunkirk have
focusing on how
changed over time.
Russia’s experiences
Other topics include
in the First World
the Battle of Britain
War led to the
and evacuation. We
February and October will investigate how
Revolutions in 1917. and why the Nazis
‘The Roaring 20s’
organised the mass
follows with an
murder of millions of
investigation of
Jews and assess the
different American
impact of the nuclear
experiences of 1917attack on Japan in
29.
1945.
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In the beginning of
the final term we will
learn how to accept
and decline
invitations and we
will learn how to
describe what we wear
in more detail. We
will also talk about
our daily routine
using separable and
reflexive verbs.
Finally, we will
reinforce the future
tense by talking about
summer plans to visit
Germany.
This term we look at
the achievements of
the Civil Rights
Movement in the
after the Second
World War, focusing
on key events and
importance of Brown
v Topeka (1954),
Montgomery Bus
Boycott (1955) and
Little Rock (1957) in
ending segregation
and discrimination.
We will assess the
impact of Martin
Luther King and
Black Power.
Latin
We continue to
expand the theme of
the Greek colonies in
South Italy and Sicily,
focusing on the main
port of the Roman
Republic - the city of
Puteoli. The concepts
of hospitium and xenia
are explored, as well
as traditional Roman
institutions, such as
cena and recitatio.
In terms of grammar,
we turn to a more
formalised approach
by introducing
grammatical
terminology to do
with inflection of
verbs, nouns and
adjectives. The third
group of nouns and
adjectives is our focus.
Mandarin
We will revisit three
topics - ‘my life’,
’school’ and ‘leisure’
together with
intensifiers and
connectives to add
complexity and allow
us to compose longer
texts. At this stage,
we will encourage
students to memorise
Chinese characters by
heart as it is essential
to be able to read
Chines.
Shopping Roman
style (including the
forum and macellum),
books and book
production, as well as
sea travel are the
cultural foil of our
studies. The seven
Wonders of the
Ancient World are
delved into, with a
focus on the Pharos
of Alexandria and the
Colossus of Rhodes
(including reading
adapted original
sources). We also sail
to Velia and get
introduced to
contemporary (1st c.
BC) Greek
philosophical
thought.
In terms of grammar,
we focus on
participles (especially
the present) and
introduce the
pluperfect tense.
A new topic ‘Where I
Live’ will be
introduced. It
involves describing
people’s homes,
asking for directions
and making
comparisons. It will
be challenging to
learn to read and
write more Chinese
characters.
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From Velia we travel
to Paestum to visit the
magnificent temples
and get acquainted
with rose perfume
production, then on
to Pompeii and its
magnificent villas,
theatre and
amphitheatre, the
house of Alexander
being the highlight.
Links to Alexandria
and its library are
made and the mystery
of Alexander’s tomb
is the end-of-year
treat.
In terms of grammar,
pronouns are our
focus (especially the
relative), the future
tense being touched
upon.
A topic of ‘Holidays’
will be learnt during
summer term. We will
need to learn past
tense and future tense
to be able to talk
about a past holiday
and make a holiday
plan. We will
continue to develop
reading and writing
skill as Chinese
characters require a
great deal of
memorisation
Mathematics This term, we study
algebra, polygon
angle facts,
probability tree
diagrams, power laws,
standard form, lower
and upper bounds
and changing the
subject of a formula.
We study volumes of
prisms, solving
inequalities, the four
rules of fractions and
compound measures.
After revising for the
summer
examinations, we
then study circle
theorems.
Music
Students perform a
‘mini musical’ of
their own creation.
This involves writing
a libretto and
performing five
songs. Minimalist
compositions are
developed further
and solo
performances are
recorded as
preparation for
GCSE music course
work.
During games lessons
you will follow a half
term course in tennis
and rounders. All
pupils will follow a
comprehensive
athletics course in
their PE lessons,
developing and
refining skills and
techniques, building
on their knowledge
and performance in
Year 7 and 8.
Physical
Education
We study
trigonometry,
including bearings,
angles of elevation
and depression. We
also study straight
line graphs, % change
solving simultaneous
and calculating the
mean of a frequency
distribution.
Year 9 Music begins
The composition in
laying a firm
this term is based on
foundation for the
a piece of minimalist
GCSE syllabus. Girls music. Performance
begin a long- term
this term is group
composition project
work and follows the
based on a club dance Musical Futures
piece. Analysis skills
syllabus, beginning
are developed and
with a performance of
girls build a musical
Word Up and then
vocabulary necessary Hallelujah. Analytical
for comparing two
studies continue in
pieces of music.
more depth by
looking at a piece of
fusion.
During games lessons In games lessons you
you will study either
follow a course in
hockey or netball,
hockey or netball,
depending on your
depending on your
grouping. In the
grouping. In PE you
weekly PE lesson you complete another half
will complete a
term of swimming,
swimming module
focusing on water
(half- termly) focusing polo and
on refining stroke
choreographing a
techniques, turns and synchronised
dives. You will also
swimming routine to
follow a half a term’s music. You will also
course in badminton. follow a course in
trampolining, health related fitness in the
fitness suite or
orienteering.
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Physics
Religious
Studies
Spanish
Year 9 pupils study
the concept of energy
in physics - this will
form a foundation for
the rest of their
GCSE physics. Once
completed, pupils
study how we
generate electricity in
the UK, and how
electricity is used in
the home.
In the first term we
study an ethics -based
unit on prejudice and
discrimination which
involves a case study
on apartheid in
South Africa and
learning about key
figures in the fight for
civil rights. We also
consider the key
question ‘is the use of
violence ever
justified?’
We will talk about
ourselves and our
friends using present
and future tenses.
We will also study a
unit on TV, cinema
and making
arrangements to go
out.
We will look at
Picasso’s Guernica
and create our own
symbolic picture of
Spain.
During the spring
term, pupils continue
the energy topic by
studying heat and
temperature. Once
completed, they study
the behaviour of light
and sound waves.
During the summer
term, girls' study of
waves continues to
include the
electromagnetic
spectrum. The term
concludes with study
into the Big Bang and
the origins of the
universe.
We begin the spring
term with an
independent research
project on a moral
issue, girls may
choose from an
approved list of
topics. The latter part
of the term is spent
considering whether
religion is a force for
good or evil in
society.
In the summer term
we study a philosophy
unit about the origins
of the world and
humanity, looking at
both religious and
scientific accounts
and the complexities
of the relationship
between the two.
We will talk about
holidays & introduce
the preterite tense.
We will prepare an
oral presentation
about holidays. We
look at the topic food
with meal times,
shopping and eating
in a restaurant using
a variety of tenses and
time expressions. We
carry out a project
based on comparing
Spanish and English
food, mealtimes and
recipes to present to
the rest of the class.
We will look at the
topic of fashion,
talking about clothes,
school uniform and
shopping. We will
then learn about
health issues,
describing healthy
living and parts of the
body. Finally, we will
take part in a cultural
topic based on
researching a region
of Spain and
presenting it to the
rest of the group.
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The main aim for the
Three
Dimensional start of year 9 is to get
the pupils inspired
Design
about design and
what the subject has
to offer so we start
the year with a trip to
the Design Museum
where they start a
national competition
called Design
Ventura. This is a
team project where
they are asked to take
on different roles and
as a group design a
product for the
design museum shop
on a theme which
changes annually.
The girls are then
introduced to the
GCSE Three
Dimensional Design
course. They spend
the next two terms
working on a project
to design a stand for a
room in the home.
This project allows
the girls to explore
structure and
strength in the 3D
forms that they
create. The girls work
independently
drawing on their
previous experience
of computer and
making skills and also
their experience of
design development.
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