Art Modules of Study Autumn Surrealism  Studying the work of the Surrealist artists  Painting techniques  Final piece based on independent ideas Spring Pop Art  Learning about the emergence of popular culture  Analysing artists’ work  Final piece based on independent ideas Summer Printmaking  Learning how printmaking became a vehicle for expression  Analysing artists’ work  Printmaking techniques  Final piece based on independent ideas

Assessment/Exam End of term tests on each project as well as an end of year test which covers the units they have been taught. Surrealism; Surrealism history, narratives and keywords. Pop Art; Pop art history, painting techniques and keywords. Printmaking; Keywords and narratives.

Key Texts “How to Draw Anything” by Mark Linley (copy in the school Library)

Key Websites www.artcyclopedia.com www.artchive.com Individual artist websites and Google images

Computing Modules of Study Autumn Introduction to HTML The main purpose of this unit is to understand that the WWW is a huge collection of websites all over the world. Student will learn what HTML is and what it is used for. Students are given the opportunities to program to learn how to use CSS to set the styles in web pages and build well formatted websites. The key evidence for assessment is a major assessment within which pupils plan and create a fully functioning website using the HTML and CSS techniques. The website will be presented to the class and the portfolio including Analysis, Design, Implementation and Evaluation of the website project will assessed by the teacher. Spring Further Computer Programming (Python) In this unit, students will gain opportunity to analyse problems in computational terms and experience of writing a computer program in order to solve a problem. The key outcomes are to solve computational problems; create programs using a text language; use programming constructs: variables, arrays and functions; debugging computer programs; explaining decisions in program design and validating input data. The key evidence for assessment is a major project within which pupils will need to create a fully functioning Python program based on computational problem. Also, programming tasks done during lesson time will be marked as a minor project. Summer Introduction to Databases This unit will expose students to the concept of databases. They will learn the various reasons why databases are used, the basic database structures, and various techniques to manipulate a database. This unit is a transition unit to KS4 where students will be designing database systems in their programming project. The following contents will be covered: 1. 2. 3. 4. 5. 6. 7.

What is a database? Data Types and Primary Keys Foreign Keys and Relationships Forms (with mid-assessment) Validation and Verification Queries Reports

8. Basic SQL

Assessment/Exam Autumn ● ●

Minor: paper based assessment (Understanding HTML syntax, design features ) Major: website project and presentation.

Spring ● ●

Minor: mini programming tasks (variables, programming controls: decision and loops, list, dictionary and user-defined functions) Major: final programming assessment

Summer ● ●

Minor: paper based assessment to test students with the key concepts of databases such as validation, query, search, records and fields. Major: students will build a basic and interactive database system with GUI using forms, reports

Key Resources

Autumn  Notepad, Internet  http://www.w3schools.com/ Spring  Python, www.pythonschools.net Summer  Access , www.teach-ict.com

Key Websites  

www.teach-ict.com ; http://www.ndhs-sites.org.uk/communicty/ ; http://www.bbc.co.uk/schools/gcsebitesize/ict/measurecontrol

Drama Modules of Study Autumn  Creating Non-Naturalistic Theatre Students will use war poetry as a dramatic stimulus, experimenting with metaphorical movement, recitation and improvisation. Musical Theatre Students will study the genre of musical theatre and understand how music combines with dance and drama to create performance. Spring  Play Text Students will study a contemporary and thought-provoking text and reflect on the themes and issues.  Brecht Students study the German drama practitioner Bertolt Brecht and use his Epic Theatre methods to devise their own political presentation based on an issue of their choice. 

Summer  Shakespeare – Romeo and Juliet Students will use their understanding of the play to create their own devised piece using extracts from the script and their own original work. They will also perform extracts from the text.

Assessment

Students are continually assessed by their teacher and peers on their ability to create, perform and respond to drama. Each scheme of work concludes with a formally assessed performance and a written self-assessment. Assessment Title Creating Non-Naturalistic Theatre Musical Theatre Scripted performance Brecht

Assessment Focus  Using non-naturalistic techniques in      

performance

Creating atmosphere and emotion Using music and song in performance Creating characters and narrative Analysing and understanding text Learning lines and creating a character Creating political theatre

Romeo and Juliet performance

Key Texts Selection of war poetry Research on Bertolt Brecht Current affairs newspapers Romeo and Juliet by William Shakespeare

  

Using brechtian techniques Working in a theatre company Adapting and transposing Shakespeare

Design & Technology Modules of Study 8 week carousel: Students will study each area for a total of 10 weeks. Food Preparation and Nutrition: Cooking, investigating and planning  Students will embark on the more advanced skills of sauce, bread and pastry making.  Technical language of cooking and begin to cement their understanding of the properties of ingredients through scientific testing and experimentation.  There will be a more detailed look into the nutritional properties and working characteristics of ingredients and how to create balanced meals with individual modifications. There will be more emphasis on experimenting during the practical lessons in which students are required to bring their own ingredients to develop their own ideas based on basic recipes with raw ingredients.  Food provenance: Students will look at the environmental impact and sustainability of food.  Investigation task where students will work in groups to choose a project, write a hypothesis and decide on tests to carry out and experiment with. Students are expected to record their results and make developments.  Students will demonstrate knowledge and understanding of writing a time plan for cooking 2 – 3 dishes. Graphic Product: Designing and making a magazine cover  Students will develop their understanding of the design process and the role of the designer through the creation of their own magazine.  Students will build on their skills in Photoshop and Illustrator to design their magazine.  They will learn to analyse current products and understand the importance of designing for a target market.  They will gain knowledge of the methods of production and how this will affect their design.  Drawing skills: drawing layout plans, one point perspective, isometric drawing Resistant Materials: Designing and making a product  Students will cement their knowledge further of RM through designing of a product based on an influential movement.  Developing independent working skills  Safety in the workshop  Understanding a Design brief  Understanding a target market  Developing further skills in Product Analysis

     

Developing original ideas; Google sketch up; Illustrations; 2D design Making a finger joint: Framing and gluing; 2D Design; Scales of production; laser cutter Key Designers Environmental issues Combining materials Finishes: Sanding, painting, waxing and varnishes

Textiles Technology: Designing and making a rucksack  Understanding the role of a designer through the designing and making of a bag.  Design Process  Developing independent skills: Primary research; Target audience  Environmental considerations: Sustainability; Industrial practice  Modelling: Using blocks  Selecting appropriate materials  Developing more complex features: 3D pockets  Production planning: Manufacturing Specification; Construction techniques  Quality control: Quality assurance; Risk assessment  Manufactured components: Bag fastenings: Zips; Labelling; logos

Assessment/Exam

Students will be assessed through their allocated pathway focusing on: Written and drawing tasks (Project based) Final practical outcome

Key Texts Internal worksheets produced. Design and Technology: Textiles technology KS3, Julie Boyd, Geraldine George, Paul Anderson and Debbie Eason. The textbooks will be used as a resource by the teacher and could be purchased to support students at home.

Key Websites

http://www.technologystudent.com

English Modules of Study 1. Of Mice and Men. This unit develops students’ skills in understanding and analysing structure in extended texts and is a bridge into the skills required for English Literature GCSE. It is assessed through an analytical essay exploring how the structure of the novel supports the themes presented. 2. Introduction to the sonnet. In this unit, students will explore the elements of the sonnet and chart the evolution of this poetic form. In addition to developing analytical skills, students will have the opportunity to evidence the understanding of the sonnet through composition. 3. Much Ado About Nothing. This unit builds on the Shakespeare texts previously studied at KS3. Students develop an appreciation of characterisation, language and structure. Students’ work on Much Ado About Nothing is assessed in their End of Key Stage 3 assessment. This is then used to help establish pathways at GCSE. There is also a descriptive writing element to both this module of study and the End of Key Stage exam. 4. Great Expectations and the 19th Century novel. In this unit, students will read their 19th Century novel GCSE examination text and develop their understanding of plot, theme, characterisation, structure and language. Some students will study A Christmas Carol as an alternative to this extended text.

Assessment/Exam Extended Reading and Writing assessments take place at the end of each unit (half termly), speaking and listening assessments throughout the year during discussions and presentations. The End of Key Stage 3 exam takes place in February of Year 9. The English KS4 GCSE course begins after this assessment.

Key Websites www.bbcbitesize.com. *The English Department aim to encourage the use of the Library and/or public libraries for research rather than over-reliance on websites.*

French Modules of Study Autumn Going out  Past tense with ‘avoir’  Past tense with ‘être’  Describing a day out Food  Talking about food and French meals  Preparing for a party (using ‘il faut + the infinitive’)  Shopping for food (using ‘de’ with quantities)  Eating at a restaurant Spring Holidays  Talking about countries and languages (using the prepositions ‘à’ and ‘en’)    

Questions and answers about holidays Describing a holiday centre (giving opinions) Talking about a past holiday Finding information about a holiday destination

Summer Friends Talking about your friends (using ‘notre’ and ‘nos’) Talking about pocket money (using ‘avoir besoin de ….’) Talking about gadgets ( comparatives and superlatives)  Using a range of tenses

Assessment/Exam Regular End of Unit tests Year 9 exam

Key Texts French dictionary Workbooks for homework and consolidation. These contain word lists

Key Websites www.linguascope.com

Geography Modules of Study Autumn  Restless Planet

Tectonic activity; processes and patterns; Causes of earthquakes, volcanoes and tsunami.; the effects of tectonic hazards using specific examples and case studies.



Population/Russia

To know the population features of the Earth and be able to describe populations and how they change over time using line graphs; describing and explaining the global distribution of population; understanding population trends in richer and poorer countries and being able to suggest future trends and their impacts in specific countries and at different stages in the Demographic Transition Model; To recognise the relationship between populations and resources. The geography of Russia including its key physical characteristics, population, population distribution, settlements and transport links.

Spring  Urbanisation

Industrial Revolution and its effects on population and urbanisation in the UK and other countries. Global patterns of urbanisation; advantages and disadvantages of living in urban areas; slum development, causes and quality of life.



International Development

Characteristics of poorly developed countries; development indicators; global patterns of development; contrasting places (Malawi and Singapore); the role of trade and industrialisation in development.

Summer  Physical Landscapes

Minerals and rocks, formation of different rock types; rock cycle and links with plates/plate tectonics; why does the UK have rocks that were formed in different parts of the world and mountainous regions?; What is the patter of bedrock throughout the UK and how does this influence landscapes?; Understanding soil, humus, topsoil, nutrient and fertilizer and why these are important to humans.

 GSCE Rivers and their Valleys How rivers and their valleys change downstream; how rivers erode, transport and deposit material; distinctive landforms of river systems; how physical and human

factors increase the risk of flooding; costs and benefits of hard and soft engineering approaches to manage rivers.

Assessment/Examination

Assessment will take place in lessons and at the end of units of study and will include on-line tests, examination style questions, reports and extended tasks for investigation. Summer examination will select from all elements of Y8 course

Suggested Texts Geog 1, 2, 3 series (OUP) Kerboodle Online resources

Key Websites https://www.kerboodle.com/users/login

German Modules of Study

Autumn Echo Express 2 Unit 3: After School  Types of TV programmes and opinions  After school activities and revision of time, introduction of analogue time Extended reading tasks - interview with a Skateboarder Thinking skills—Alibi Echo Express 2 Unit 4: Body and Health Naming parts of the body, using possessive adjectives Health, saying what is the matter with you, using “wenn” clauses

Spring  Scenarios at the doctor’s surgery Healthy eating, giving advice about what is healthy and unhealthy Extended reading and writing tasks - roleplays at the doctor’s Echo Express 2 Unit 5: Going out Going out - invitations, giving reasons using “weil” What to wear, consolidation of adjective endings and clothes At the party— present tense, past tense and future tense daily routine, using separable verbs Summer Echo Express 2 Unit 6: A Visit to a German-speaking country  Saying what you will do on a visit abroad use “ich werde” + infinitive  Writing in the past tense about a shopping trip to a new city  Research about German cities and sightseeing  Extended writing in 3 tenses Preparation for GCSE courses Reviewing key tenses and grammar points through a range of topic areas

Assessment/Exam

Regular End of Unit tests at End of Unit, including translation tasks Word lists to revise for these tests available in Workbooks (see below)

Key Texts

Echo Express 2 Workbooks issued in Year 8 and continued with throughout Y9 Used for homework and consolidation work Vocabulary lists for each End of Unit test in Workbooks

Key Websites

www.linguascope.com / Languagesonline.org.uk / www.memrise.com / duolingo.com

History Modules of Study Autumn History: Black Peoples of America How was the USA created? How did the USA get from slavery to equality? Why did America have a Civil War? What role did Black Americans play in the Civil War? To what extent was emancipation successful? How did people achieve their Civil Rights? Assessment: who was the most significant civil rights leader and why? Spring and Summer History: The Twentieth Century What are the most significant events of the C20th? Was Europe poised for War pre1914? Why do historians disagree so much about the causes of World War One? Was a soldier’s experience on the Western Front one of “unbroken horror”? How does Peter Weir get us on the side of the Australians? Why do historians argue whether the Treaty of Versailles was fair? Why was communism feared in the early C20th? Was the rise of the Dictators the key reason why World War Two occurred? What were the most important turning points of WW2? Was it necessary to drop the atomic bombs? How and why should we remember the Holocaust? Why did civilians live in fear after Hiroshima? When did life improve for ordinary people? How do we tell the story of migration to Britain?

Assessment/Exam History: Using the sources and their own knowledge, students assess how far a historical view that MX was significant in the Civil Rights Movement. Why did the Second World War occur? Was it necessary to drop the A Bomb? Holocaust memorial booklet: How and why should we remember the Holocaust? Annual Examination

Key Texts SHP History Year 9 by Iain Dawson (Hodder Education) The Black Peoples of American by Douglas R. Featon (Hodder Education) The Twentieth Century World: A Word Study after 1900 by Colin Shephard and Keith Shephard.

Key Websites

http://www.schoolhistory.co.uk/, http://www.spartacus.schoolnet.co.uk

Mathematics Modules of Study

Higher  Ordering Integers, decimals, negatives  Rounding to decimal places and significant figures  Estimation by rounding to 1sf  Adding, subtracting and multiplying Decimals  Adding, Subtracting, multiplying and dividing Negative Numbers  Order of Operations (BIDMAS)  Writing formulae from sentences  Substitution (positive and negative numbers)  Changing the Subject of Formulae  Mapping diagrams and composite functions  Distinguishing between expressions, equations, inequalities, formulae and identities  Expanding and factorising quadratics  Difference of two squares  Simplifying algebraic fractions involving quadratics  Angles around a point, on a straight line and v. opposite angles  Angles in triangles, quadrilaterals and parallel lines  Bearings  Similarity and use scale factors  To recognize and use congruence (SSS, SAS, ASA, RHS)  To find and use the scale factors for area and volume from the linear scale factor  Finding interior angles in polygons (using angles on a straight line)  Deduce the sum of interior angles of any polygon and use (n-2)*180  Finding the mean, mode, median and range from frequency table  To identify outliers and explain their effect on averages/ranges  Construct and Interpret Histograms w/unequal and unequal class widths  Equivalent and simplifying fractions  Fractions and percentages of an amount  Adding, subtracting, multiplying and dividing fractions and mixed numbers  Converting between fractions, decimals and percentages  Scale drawings - finding distances on a map/ in real life  Area of compound 2D shapes  Transformations  Probability Experiments and Relative Frequency  Theoretical Probability  Mutually Exclusive Events  Sample Space Diagrams  Conversions in metric units  Compound measures (SDT, DMV)  Upper and Lower Bounds  Solving Equations with the unknown on both sides  Solving harder equations involving fractions  Simultaneous Equations  Solving Equations using Trial and Improvement  Using iteration formulae to find a solution to a given number of decimal places Foundation  Ordering Integers, Decimals, Negatives  Rounding to decimal places and significant figures

                               

Adding, subtracting and multiplying decimals Adding, Subtracting multiplying and dividing Negative Numbers Order of Operations (BIDMAS) Form simple expressions from a sentence; understand the meaning of expression, equation and formula Substitution Index laws (addition, subtraction, multiplication) Factorizing single and two brackets Angle Facts Identify Special quadrilaterals and use their angle properties Understanding similarity and use scale factors and prove congruence (SSS, SAS, ASA, RHS) Collecting data and using two-way tables Drawing and interpreting bar charts pictograms and pie chars Finding the mean, mode and median Comparing distributions using averages and range Equivalent fractions Converting between improper fractions and mixed numbers Fractions and percentages of amounts Adding subtracting, multiplying and dividing fractions and mixed fractions Converting between fractions and percentages Distinguishing between expressions, equations, inequalities, formulae and identities Difference of two squares Scale drawings - finding distances on a map/ in real life Bearings on a map Area of 2D shapes Transformations Probability Experiments and Relative Frequency Expected frequency Theoretical Probability Compare experimental to theoretical probability Mutually Exclusive Events Sample Space Diagrams Conversions in metric units Compound measures (SDT, DMV)

Assessment/Exam

Exam Board – Edexcel (TBC) To be sat in Year 11 – Mathematics (9-1) 1MA1

There are three papers to be sat in Year 11. One non-calculator and the rest Calculator For past paper questions see website http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html There is no Controlled Assessment for Maths Students complete end of chapter assessments, Termly summative topic tests and a mock GCSE examination at the end of Year 9, 10 and then in December of Year 11.

Key Texts

Foundation - GCSE Maths, 2 tier - Edexcel GCSE, Foundation Maths, Oxford Higher - GCSE Maths, 2 tier – Edexcel GCSE Higher Maths, Oxford

Key Websites

www.mymaths.co.uk, www.mathswatch.co.uk Students will have their own login details.

Music Modules of Study Autumn Musicianship Stomp Club Dance Spring Music for Film Summer Music Exam Rap & Hip Hop

Assessment/Exam Assessment Title Musicianship Assessment Stomp Club Dance Film Music Year 9 Music Exam Hip hop & Rap

Assessment Skills Listening & Appraising/Theory & Knowledge Performance & Composition Performance Composition Listening & Appraising/Theory & Knowledge Performance & Composition

Key resources Keyboard/Piano/Guitar Glockenspiel/Voice Garageband software

Key Websites www.bbc.co.uk/radio/

www.musictheory.net http://www.bbc.co.uk/education

Assessment Type Written Test Group Performance Solo Performance Solo Performance Written Test Group Performance

Physical Education Modules of Study Autumn  Football - Develop and incorporate the skills of passing using a lift pass, controlling, volleying, heading (diving and defensive), Shooting, Goalkeeping, Crossing, Set pieces and free kicks. Respond to changing situations in defensive & offensive play. Rugby - Develop a range of skills and techniques fluently and accurately; selecting and applying specific techniques consistently with reasonable speed and precision; put into operation what they know about the principles of attack and defence.  Hockey - perform the fundamental skill used within a full sided game. The pupils should be able to develop knowledge & understanding of the positions in hockey, and the roles and responsibilities of these positions.  Health Related Fitness - Students should know the 4 ‘S’ factors. Students should know how fitness can be tested. Understand the energy values of food & short-term and long-term effects of exercise on the body.  Cross Country - build endurance, pacing and running style/technique. Spring  Netball - develop skills of passing, footwork, pivoting, shooting, rebounding, Dodging, defensive & attacking skills.  Gymnastics - perform advanced dive rolling, rolling into pike, straddle, hand/head stand, vaulting and incorporate into basic sequence.  Badminton - develop back/forehand serves, overhead/underhand clear, drop shot, Smash, defensive/attacking shots, basic back hand stroke & Rules/boundaries.  Volleyball - develop more advanced on/off hand spike, single/multiple blocking, Techniques, formation play.  Rugby- perform, develop and incorporate the fundamental skills of Rugby  Basketball, develop dribbling and passing techniques Summer  Athletics - Demonstrate more advanced drive phase 100/200m, pacing, change over 4x100 relay, long/high jump, discus, javelin, shot. Students use video analysis.  Cricket - Develop throwing, catching, spin bowling, backward/lofted drive, and Wicket keeping and tactical/positional play.  Striking and Fielding - Develop more advanced batting, receiving, throwing, catching with/without glove, running between base, boundaries/ foul territory.

Assessment/Exam Students are assessed throughout the year based on their of skills, knowledge and understanding of the activities, including tactics, and their ability to analyse and comment on performances. Knowledge of exercise and health, and the benefits of regular exercise is also accessed.

Key Texts

Autumn ‘Basketball’ Steps to Success, Human Kinetics Spring ‘Volleyball’ Steps to Success, Human Kinetics

PSHCE Modules of Study Autumn, Spring and Summer 2016-2017         

Learning strategies and study skills Employability skills GCSE options and career pathways UK labour market Sustainability Democracy and parliament Substance abuse SRE Human rights

Assessment/Exam

There is no formal assessment for PSHCE. However students’ progress is assessed continuously over the course of the year through their classwork and homework.

Key Texts N/A

Key Websites http://www.bbc.co.uk/schools/pshe_and_citizenship/

Religious Studies Modules of Study Religions studied through themes Christianity and Islam.

Autumn Christian Beliefs  The Trinity  Creation  Incarnation  Last days of Jesus’ life  Salvation

 

Eschatology The problem of evil and suffering and Christian responses

  

Malaikah – angels Al-Qadr – predestination Akhirah – life after death



Christian teachings on divorce Equality of men and women Different Christian teachings about gender prejudice and discrimination

Spring Muslim Beliefs  The six beliefs of Islam  The nature of Allah  Risalah - prophets  Holy books

Summer Christianity, Marriage and Family Life

   

Christian attitudes towards marriage Family life, and parish support Christian attitudes towards sexual relationships Christian attitudes to contraception

Assessment/Exam

End of Term Unit Tests (Autumn, Spring) End of Year assessment (Summer) Key Texts GCSE Religion and Ethics Christianity, GCSE Religion Peace and Conflict Islam (Oxford University Press)

 

Key Websites http://www.humanism.org.uk/home http://www.bbc.co.uk/religion/religions/ http://www.edexcel.com/Pages.Home.aspx

Science Modules of Study Autumn Term  Introductory topic This short topic introduces students to the hazards in the laboratory, and how to plan investigations, draw and interpret graphs, and analyse data. Teachers will assess students’ progress throughout each lesson.  Muscles and Bones This topic uses a ‘fitness’ theme to cover three important organ systems: the gas exchange system, the circulatory system and the locomotor system. The various effects of drugs on these systems are also considered, together with their effects on the nervous system. It is assessed through an end of topic test.  Energy This topic uses a theme park to introduce the idea that stores of energy are needed to make most things happen. It looks at food, energy stores and transfers, and energy resources in terms of nonrenewable fuels and renewable resources. It is assessed through the task Where does electricity come from?  Cells, tissues, organs and systems This topic reviews the basic features of all organisms, and then looks at organs, tissues and cells. These ideas are then built back up in order to look at organs once again, in the context of organ systems. Throughout the topic, students are encouraged to compare what we know about what organisms are made of today compared to what people believed in the past. It is assessed through the task Making a 

model cell.

Mixtures and Separation This topic revises and builds on prior learning to investigate mixtures, solutions and separation techniques using the context of providing clean drinking water. Students will be introduced to the methods of working in a laboratory, which will differ from the science learning experience that most students will have had previously. It is assessed through an end of topic test.

Spring Term  Sexual reproduction in animals This topic explores sexual reproduction in animals, with a central focus on the human reproductive system, and sexual reproduction in humans. Students will also investigate the efforts being made by zoos to prevent endangered species becoming extinct. It is assessed through an end of topic test.  Current electricity





This topic looks at the measurement of current and how it behaves in series and parallel circuits, and at voltage and resistance. Various models for thinking about what is happening in circuits are explored. Students will also learn about electrical safety. It is assessed through the task How does a torch work? Acids and Alkalis This topic looks at acids and alkalis and how they are described using a pH number. It looks at neutralisation reactions and some of their uses, and also introduces standard hazard symbols. It is assessed through the task How do antacid tablets work? Forces This topic revises the concepts of forces and their effects and extends students' knowledge of friction, gravity and springs. These ideas are presented using a theme of outdoor sports, such as climbing and mountain biking, to link to ideas about forces, friction and pressure. It is assessed through an end of topic test.

Summer Term  Atoms, elements and molecules This topic uses the context of resources from the Earth and atmosphere to introduce ideas about the structure of matter. It expands on particle theory and explains the differences between atoms, and molecules, elements and compounds. It looks at the symbols and formulae for elements and compounds. The involvement of chemical reactions in the formation and decomposition of compounds is also covered. It links these with the more abstract ideas of particle models, naming compounds and word equations. It is assessed through the task The iron and sulphur reaction.  Sound This topic looks at how sounds are made, transmitted and detected, some uses of sound and compares sound waves with waves on the surface of water. It is assessed through an end of topic test.  Ecosystems This topic looks at ecosystems and the factors that affect them. This includes the impact of human activity and the importance of biodiversity. It is assessed through the task The Rock pool food web.  The Particle model This topic develops an understanding of the different properties of solids, liquids and gases within the context of waste management and disposal. Scientific method and ideas on experiments, observation, hypotheses and theories are discussed, leading to an understanding of the particle theory of matter. Further applications of the particle theory are investigated using the context of waste and waste disposal. It is assessed through an end of topic test.

Assessment/Exam

Topics will be assessed individually throughout the year, with one topic each half term being assessed via an examination, and the other topic assessed using an assessed task that may take the form of a presentation, poster or written article. All topics will be assessed with an End of Year exam in the Summer term.

Key Texts

Exploring Science Year 7, 8 & 9, Activate Biology, Chemistry & Physics books, Lonsdale revision guides

Key Websites

www.pearsonactivelearn.com www.samlearning.co.uk www.bbc.co.uk/schools/gcsebitesize/

Science Modules of Study Autumn Term  Genetics and evolution This topic considers how plants and animals are adapted to their habitats, and the genetic basis for this. It introduces the concepts of DNA, genes and chromosomes, and provides students with the opportunity to consider different ideas about evolution, and natural selection. It is assessed through an end of topic test.  Forces and motion In this topic, students will use formulae and graphical techniques to investigate the relationship between speed, distance and time. Turning forces and Newton’s Laws will also be introduced in this topic. It is assessed through the task Explain the flight of an aeroplane.  Making materials This topic introduces students to both modern and traditional materials, such as polymers, vulcanised rubber, composite materials, ceramics and glass, discussing their properties and structure. Some of the chemical reactions and processes needed to produce these materials are explored, including decomposition reactions and polymer crosslinking. It is assessed through an end of topic test.  Plant growth This topic investigates the adaptations of plant parts, and uses the context of increasing crop yields to investigate the effects of selective breeding, fertilisers and pesticides. The ethics of using land to grow biofuels are also discussed. It is assessed through the task What

makes your garden grow?

Spring term 1  Reactivity This topic uses the theme of extracting metals from their ores to introduce displacement reactions and oxidation and reduction reactions. Students will build upon prior learning about the reactivity series to discuss various methods of extracting metals and their relative merits. It is assessed through the task Displacement Disco.  Force fields and electromagnets This topic builds upon prior learning to introduce the formula relating Voltage, Current and Resistance, how Current flows in Series and Parallel circuits. Students will also look at electromagnets and their uses in relays and simple motors. It is assessed through an end of topic test.

Spring term 2  Biology GCSE transition topic  Chemistry GCSE transition topic Summer term  During the Summer term students will begin the first modules of the GCSE curriculum, starting with the following topics: - CB1 – Key Biological concepts - CB2 – Cells and Control - CC1/2 – States of Matter & Methods of separating and purifying substances - CC3/4 – Atomic structure & The Periodic Table - CC5/6 – Ionic and Covalent bonding

Assessment/Exams

In the Autumn term and first half of the Spring term, students will be study Key Stage 3 topics, and be assessed accordingly. Topics will be assessed individually, with one topic each half term being assessed via an examination, and the other topic assessed using an assessed task that may take the form of a presentation, poster or written article. During February, students will sit and End of Key Stage examination, which will assess learning from all topics covered in Years 7, 8 and 9.

Key Texts

Pearson Exploring Science 7, 8, and 9, Activate Biology, Chemistry and Physics books, Lonsdale revision guides, Edexcel Combined Science texts.

Key Websites

www.pearsonactivelearn.com www.samlearning.co.uk www.bbc.co.uk/schools/gcsebitesize/

Spanish Modules of Study Autumn

¡Mira! 2 – Unit 5 La ropa (Clothing):  describing clothing (using adjectives in different forms: masculine, feminine, singular, and plural)  describing school uniform  comparing different items of clothing  using superlative sentences

¡Mira! 3 – Unit 1 Los medios de comunicación (Modes of communication):   

describing what you use computers for describing television programmes and films, and giving opinions describing different types of music

¡Mira! 3 – Unit 2 El instituto (School):   

describing your school, subjects, and option choices describing your teachers describing the school rules and the clubs that there are at school

Spring ¡Mira! 3 – Unit 3 La salud:  

describing body parts, illnesses, symptom, and cures describing healthy living

¡Mira! 3 – Unit 4 Ganarse la vida (Earning a living):   

describing how you earn and spend money describing different professions describing future plans

Summer ¡Mira! 3 – Unit 5 Hispanoamérica (Spanish America):  

learning more about Spanish-speaking countries describing environmental problems

HOMEWORK PROJECT: A SPANISH SPEAKING COUNTRY

¡Mira! 3 – Unit 6 Mi casa es tu casa (My home is your home):   

presenting yourself to someone new asking permission to do things going out and about in a new town or city

Assessment/Exam Regular End-of-Unit tests, assessing the four skills: listening, reading, speaking and writing

Key Texts ¡Mira! 3 Workbooks (containing word lists) for homework and consolidation

Key Websites www.linguascope.com (login and password to be provided by teachers) http://oye.languageskills.co.uk