Year 9 Information Booklet 2016 - storage.googleapis.comstorage.googleapis.com/prudhoe/2014/10/Year-9-Information-Booklet-2016.pdf · Physics GCSE Paper 2: This will assess the topic

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Year 9

Information

Booklet

2016

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What to expect in Year 9?

Year 9 is an exciting time for students beginning a new school, making new friends and

looking forward to making choices about what they will study in the future. However year 9

is not without challenges and this booklet is designed to support parents/ carers and

students by providing information that will enable you to clearly understand the demands of

Year 9.

The contents of this booklet are:

An overview of how we assess students in year 9

A programme of study and assessment criteria from each subject area and the

demands of each course at the end of Year 9. Please be aware that the dates are a

guide. Depending on the needs of the teaching group the teacher may accelerate

through the programme or spend longer on topics to ensure a complete

understanding.

Key dates

Understanding new grading

If you would like any further information please contact the school.

Kind regards

DReeman J Davidson Headteacher Head of Achievement and Learning Year 9

Introduction to year 9 assessment

In this booklet you will find details of the skills and knowledge that we will be encouraging the students to develop

throughout their time in year 9. This may look quite different to what you are used to and is our response to the

removal of the system of National Curriculum levels that students were previously assessed against.

How we got to this point

In 2014-15 we undertook a project with our two main feeder middle schools to devise an assessment system which

works for the students within the Prudhoe Partnership. Across the partnership we have adopted a grading system of: (E)

– Entering; (D) – Developing; (S) – Securing; (M) – Mastering, with teachers assessing which grade the students are

achieving against a series of descriptors of skills and knowledge. The year 9 descriptors are summarised in this booklet

for you to refer to throughout the year.

The development of these descriptors began with the requirements at GCSE, from which we tracked back to the level

that we felt students would need to reach at the end of year 8 in order to be ‘high school ready’. By high school and

middle school staff working together we trialled the use of these descriptors in the summer term alongside the levels

which were reported to you by the middle schools.

At PCHS we have then developed this idea further to decide on the descriptors that students need to work on during

year 9 in order to continue to progress and these are what you will find in this booklet.

Principle of reporting

As with all assessment the assigning of a grade is a matter of professional judgement and best fit. For instance when a

student achieves a grade C at GCSE this does not mean that they can perform all grade C skills but that they have

reached a minimum standard overall. Similarly teachers will make a judgement about which grade best describes the

work produced by the student in year 9. This may mean that in MFL, for example, a student who is particularly good at

listening (S), but not as good at writing (E) could end with an overall assessment of (D). This can be discussed in more

detail with subject teachers at the year 9 parents evening later in the year.

Core Subjects

English, Mathematics and science subjects are not assessed in this way. Instead they are assessed against GCSE grades

from the beginning of year 9.

If you have any queries regarding individual subjects please contact the subject teacher.

Michael Smith

Deputy Headteacher

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Year 9 English – Programme of study

Half term Key content

1 (7 weeks) 1. Transition Project (6 weeks) - Assessment in R & W – 1st progress marker.

2. Still Image – Writing to Describe – (1 of 4 weeks) Drama will carry on Island topic with two lessons on ‘The Tempest’.

17th October data collection (CWA,PEG and ATL)

2 (7 weeks) 1. Finish Film Still work (3 weeks) - Assessment in W – 2nd W progress marker

2. Poetry (4 weeks) Make sure your selection includes at least 1 pre-1914 text. Assessment in R – 2nd R progress marker.

Drama will include work based around poems. READING FOCUS – 6-8 POEMS INCLUDING PRE-20TH C.

3 (7 weeks) 1. Pre-20th C Prose using Hop –Frog Scheme (5 Weeks) - Assessment in W – 3rd W progress marker.

READING FOCUS – pre 20th C prose 2. An introduction to Modern Drama using a play of your choice: Our Day

Out / Whose Life / DNA – At your discretion. Use this to introduce use of stage directions / set / props / lighting / dramatic characterisation. (2 of 4 weeks) S&L activities.

9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

4 (6 weeks) 1. Finish Modern Drama (2 weeks) 2. Shakespeare – ‘Hamlet’ or ‘Macbeth’ schemes. Assessment in R – 3rd R

progress marker. Drama will focus on complementary aspects of Shakespeare. (4 weeks) READING FOCUS – Research Shakespeare's life and times. 3rd April data collection (CWA, PEG and ATL)

5 (5 weeks) 1. Study of modern novel – Of Mice and Men (6 weeks). Assessment during Year 9 exam week next term which will provide final progress markers in R & W.

READING FOCUS - CONTEXTUAL RESEARCH

6 (7 weeks) 1. Prep on non-fiction texts etc relevant to new GCSE - under review. (5 weeks) Assessment in W – 3rd progress marker.

Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)

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Year 9 Mathematics – Programme of study


1 (7 weeks) Number – Integers, decimals and fractions. Standard form Shape – angles, polygons Algebra – simplify expressions, expand and factorise expressions Data – representing data 17th October data collection (CWA,PEG and ATL)

2 (7 weeks)

3 (7 weeks) Number – ratio and proportion Shape – area and circumference Algebra – sequences, equations and graphs Data – probability 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening 3rd April data collection (CWA, PEG and ATL)

4 (6 weeks)

5 (5 weeks) Number – percentages Shape – transformations Algebra – real life graphs Data – scatter graphs


6 (7 weeks)

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Year 9 Biology – Programme of study


1 (7 weeks) Cells 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Cells and transport

3 (7 weeks) Transport 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

4 (6 weeks) Mitosis and stem cells 3rd April data collection (CWA, PEG and ATL)

5 (5 weeks) Proteins and the digestive system

6 (7 weeks) Proteins Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)

Course title: GCSE SCIENCE Exam board: AQA Specification code: 8462/8464

How will students be assessed?

Students will sit six external exams (two in each science subject) at the end of Year 11. Each paper is worth 16.7% of their final GCSE grade. All exams will be 1 hour and 15 minutes in length requiring students to answer multiple choice, structured, closed short answer and open response questions. Questions will be knowledge based as well as drawing on the practical work that students have completed throughout the course.

Biology GCSE Paper 1: This will assess the topic areas of cell biology, organisation, infection and response and bioenergetics Biology GCSE Paper 2: This will assess the topic areas of homeostasis and response, inheritance, variation and evolution and ecology

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Year 9 Chemistry – Programme of study


1 (7 weeks) Safety Elements, Compounds and Mixtures 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Separation Techniques

3 (7 weeks) 9th January data collection (CWA, PEG and ATL)

Atomic Structure 9th February Parents’ Evening

4 (6 weeks) Periodic Table 3rd April data collection (CWA, PEG and ATL) 5 (5 weeks)

6 (7 weeks) Chemical Changes Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)


1 (7 weeks) 17th October data collection (CWA,PEG and ATL) Baseline assignments: General knowledge and write a letter about yourself Paragraph structure and punctuation within a paragraph Use of connectives Widening vocabulary Letter layout: Formal and informal

2 (7 weeks)

3 (7 weeks) 4 (6 weeks)

9th January data collection (CWA, PEG and ATL) Current Affairs Reading to incorporate comprehension skills Using –newspapers -reading comprehensions -a play And reading test preparation 9th February Parents’ Evening

3rd April data collection (CWA, PEG and ATL)

5 (5 weeks) 6 (7 weeks)

Reinforce reading skills by reading Robert Swindells Nightmare Stairs Include individual reading, plot and character analysis. Leading to an essay demonstrating creative writing skills.




Students will sit six external exams (two in each science subject) at the end of Year 11. Each paper is worth 16.7% of their final GCSE grade. All exams will be 1 hour and 15 minutes in length requiring students to answer multiple choice, structured, closed short answer and open response questions. Questions will be knowledge based as well as drawing on the practical work that students have completed throughout the course.

Chemistry GCSE Paper 1: This will assess the topic areas of atomic structure, the periodic table, bonding, structure, the properties of matter; quantitative chemistry, chemical changes and energy changes.

Chemistry GCSE Paper 2: This will assess the topic areas of organic chemistry, the rate and extent of chemical change, chemical analysis, chemistry of the atmosphere and how we use natural resources.

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Year 9 Physics – Programme of study


1 (7 weeks) Space physics 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) 4.1 Energy –part of new GCSE

3 (7 weeks) 9th January data collection (CWA, PEG and ATL)

4.1 Energy (cont) =Part of new GCSE 9th February Parents’ Evening

4 (6 weeks) 4.1 Energy (Cont)-Part of the new GCSE 3rd April data collection (CWA, PEG and ATL) 5 (5 weeks)

6 (7 weeks) C4.3 Particle model of matter (part of the new GCSE) Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)



In Physics the students will initially study science skills based on a space theme, before starting the GCSE course in November.

In GCSE science, students will sit six external exams (two in each science subject) at the end of Year 11. Each paper is worth 16.7% of their final GCSE grade. All exams will be 1 hour and 15 minutes in length requiring students to answer multiple choice, structured, closed short answer and open response questions. Questions will be knowledge based as well as drawing on the practical work that students have completed throughout the course.

Physics GCSE Paper 1: This will assess the topic areas of energy, electricity, the particle model of matter and atomic structure. Physics GCSE Paper 2: This will assess the topic areas of forces, waves, magnetism and electromagnetism, space physics as well as some of the work previously done on energy and electricity.

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Understanding 1 – 9 grading

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Year 9 Art – Programme of study

Students will work on a project per term. The course is structured to closely link to the assessment objectives used in Key stage 4 and Key Stage 5. Pupils will learn about form, context, content, process and mood when analysing the work of other artists, craftspeople and designers. In Year 9 Art students will be taught using the formal elements of line, shape, form, colour, texture and pattern, through experimentation. Students will learn to record their ideas and observations to help develop ideas for each project. Students will be encouraged to be creative and realise their intentions in final outcomes for each project.

Students are baseline assessed in the Autumn term through practical work in class, and again termly.

Assessment will be completed using the Art and Design Assessment Objectives throughout the Year 9 course.

Leading to: GCSE Art and Design AQA Syllabus 8201


1 TERM 1

17th October data collection (CWA,PEG and ATL) Still Life Project Students will learn about the formal elements in Art. They will produce a range of observational studies.

2 Still Life Project Pupils will be given the experience to experiment with a range of Art materials. They will learn about artists which have been inspired by the Still Life theme.

3 TERM 2

9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening Landscapes Project They will learn about artists which have been inspired by the Landscape theme. Students will learn about form, content, context, process and mood.

4 3rd April data collection (CWA, PEG and ATL) Landscapes Project Pupils will be given the experience to experiment with a range of Art materials. Pupils will learn about composition and perspective.

5 TERM 3

Portraits Project They will produce a range of observational studies. They will learn about artists which have been inspired by the Portrait theme.

6 Portraits Project Pupils will be given the experience to experiment with a range of Art materials.

Pupils will realise their ideas and produce a final outcome based on Portraits theme. Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)

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Year 9 Art – Assessment Criteria

PCHS AO1/AO2/AO3/AO4 PROGRESS – YEAR 9 2015/16

Entering

Some control and ability

Ideas and Research-Students demonstrate some ability to develop their own ideas with critical understanding of sources (artists’ work).

Experimentation-Art work shows some ability to select and experiment. Evidence of some ability to refine work.

Recording-Some ability to record ideas, observations and insights through drawing, photography and annotation.

Final Outcomes-Some ability to present a personal and meaningful response and realise intentions.

Developing

Developed and consistent ability

Ideas and Research-Students a generally consistent ability to develop their own ideas with critical understanding of sources (artists’ work).

Experimentation-Art work shows a generally consistent ability to effectively select and purposely experiment. Evidence of a generally consistent ability to thoughtfully refine work.

Recording-A generally consistent ability effectively to record ideas, observations and insights through drawing, photography and annotation.

Final Outcomes-A generally consistent ability to effectively present a personal and meaningful response and realise intentions.

Securing

Consistent and effective ability

Ideas and Research-Students demonstrate a consistent ability to develop their own ideas with critical understanding of sources (artists’ work).

Experimentation-Art work shows a consistent ability to effectively select and experiment. Evidence of a consistent ability to thoughtfully refine work.

Recording-A consistent ability to skilfully record ideas, observations and insights through drawing, photography and annotation.

Final Outcomes-A consistent ability to competently present a personal and meaningful response and realise intentions.

Mastering

Confident, highly creative ability.

Ideas and Research-Students demonstrate a highly developed ability to develop their own creative and purposeful ideas with critical understanding of sources (artists’ work).

Experimentation-Art work shows a highly developed ability to effectively select and experiment. Evidence of a highly developed ability to thoughtfully refine work.

Recording- A highly developed ability to skilfully record ideas, observations and insights through drawing, photography and annotation.

Final Outcomes- A highly developed ability to competently present a personal and meaningful response and realise intentions with confidence and conviction.

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Year 9 ICT/ Computing – Programme of study


1 (7 weeks) 17th October data collection (CWA,PEG and ATL)

E-safety

Folder structure and organisation

Transfer project

Creating business documents

2 (7 weeks) Computer hardware

Python Programming

Binary

3 (7 weeks) 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

Flash Animation

4 (6 weeks) 3rd April data collection (CWA, PEG and ATL)

Data collection & storage

5 (5 weeks) Creating websites

6 (7 weeks) Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)

Spreadsheet modelling

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Year 9 ICT/ Computing – Assessment Criteria

Topics E-safety and Business communication

Computing Multi-media Data Collection and Storage

Using Spreadsheets.

Entering

Understands how to stay safe online. Creates business communications in two different software packages.

Basic understanding of Key components that make up a computer system. Basic understanding of programming terminology.

Can use the basic features of four multimedia packages.

Design a basic survey and create a flat file database for results to be stored.

Create an appropriate spreadsheet to store information.

Developing

Understands how to stay safe online. Creates a range of business communications.

Understanding of the components that make up a computer system. Can create a basic computer system.

Can use some advanced features of four multimedia packages.

Design a survey that includes a range of question and answer types. Create a flat file database that takes into account field types and validation.

Produce a well formatted spreadsheet that uses some formulae and functions.

Securing

Understands how to stay safe online. Creates a range of business communications taking into account specified audience and purpose.

Can explain the components of a computer system. Can create a number of simple programs.

Can create a range of multimedia products taking into account specified purpose and audience.

Design a survey that includes a range of question and answer types. Create a flat file database that takes into account field types and validation. Can design and run queries.

Produce a well formatted spreadsheet that uses some formulae and functions. Can sort and filter data appropriately.

Mastering

Understands how to stay safe online. Creates a range of business communications taking into account specified audience and purpose. The communications should demonstrate consistency and the use of advanced tools.

Can explain the components of a computer system. And the properties that make up a CPU. Can create a range of simple programs independently.

Can create and combine output from a range of multimedia packages.

Design a survey that includes a range of question and answer types to a near professional standard. Create a flat file database that takes into account field types and validation. Can design and run queries. Can present data in appropriate (report) formats

Produce a well formatted spreadsheet that uses some formulae and functions. Can sort and filter data appropriately. Can use advanced spreadsheet functions such as ‘if’ statements. Can display data in graphical form and model business scenarios.

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Year 9 Drama – Programme of study

In Y9 Drama students will be active and learn together in collaborative mixed ability groups. The course develops a

range of improvisation and directing skills and students will experiment by creating Drama from all sorts of starting

points such as pictures, script extracts, poems, objects and sounds. Physical theatre, and performing with others in

groups, are important parts of the course. Drama teaches skills which are valued in many walks of life, including

presentation, teamwork, and confidence-building.

Students are baseline assessed in the Autumn term through practical work in class, and again termly. There is a written

exam in the summer term based on theory learned during the year.

Leading to: GCSE DRAMA AQA Syllabus 8261


1 (7 weeks) TERM 1

17th October data collection (CWA,PEG and ATL) Lesson 1 Induction and skills Lesson 2 The Tempest 1 Lesson 3 The Tempest 2

2 (7 weeks) Lesson 4 Moral Dilemma – Naturalistic role play Lesson 5 Conflict Lesson 6 Staging and Blocking

3 (7 weeks) TERM 2

9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening Lesson 1 Physical theatre Lesson 2 Insults – voice work and tension Lesson 3 Soundscapes – creating context and mood

4 (6 weeks) 3rd April data collection (CWA, PEG and ATL) Lesson 4 Witches 1 – Macbeth Lesson 5 Witches 2 - Macbeth

5 (5 weeks) TERM 3

Lesson 1 Stage combat Lesson 2 Stage combat Lesson 3 Melodrama 1

6 (7 weeks) Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL) Lesson 4 Melodrama 2 Lesson 5 Maskwork 1 Lesson 6 Maskwork 2

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Year 9 Drama – Assessment Criteria

PCHS DRAMA A01/AO2 PROGRESS – YEAR 2015/16

Entering

D1 Students recall, select and communicate basic understanding of plays and other types of drama.

D2 They demonstrate a basic awareness of the relationship between texts and dramatic styles , and of social context and genre.

D3 They apply basic practical skills.

D4 They perform a role at a basic level to communicate their ideas.

D5 They show a basic awareness of audience and a basic commitment to the group is evident.

Developing

D1 Students recall, select and communicate limited knowledge and limited understanding of plays and other types of drama.

D2 They demonstrate a limited awareness of the relationship between texts and dramatic styles, and of social context and genre.

D3 They apply a limited range of practical skills.

D4 They perform a simple role to communicate their ideas.

D5 They show a limited awareness of audience and provide limited support to the group.

Securing

D1 Students recall, select and communicate reasonable knowledge and reasonable understanding of plays and other types of drama.

D2 They demonstrate an awareness of the relationship between texts and dramatic styles, and of social context and genre.

D3 They apply and adapt a reasonable range of practical skills.

D4 They perform a role creatively with some originality to communicate their ideas. This is consistent in performance.

D5 They show a reasonable awareness of audience, work well in the group and respond to the leadership of others.

Mastering

D1 Students recall with some accuracy, select and communicate some clear knowledge and clear understanding of plays and other types of drama.

D2 They demonstrate a secure awareness of the relationship between texts and dramatic styles, and of social context and genre, generating, exploring and developing their ideas.

D3 They apply and adapt appropriately a good range of practical skills.

D4 They perform a role creatively with some originality to communicate their ideas. This is sustained in performance.

D5 They show a clear awareness of audience and respond positively to others in a group.

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Year 9 Design and Technology – Programme of study

The year 9 course develops a range of skills across all key areas of the DT curriculum through the study of a selection of the modules below. This will prepare the students for options in any of the current or soon to be published Design & Technology courses.

BTEC L2 Engineering

GCSE Food Preparation and Nutrition

GCSE Design & Technology with Graphic Products

GCSE Design & Technology with Resistant Material

GCSE Design & Technology with Textiles

Half term

Key content

1 17th October data collection (CWA,PEG and ATL)

2 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

3 3rd April data collection (CWA, PEG and ATL)

6 Week commencing 19th June: Year 9 exam week

26th June Data collection (CWA, PEG and ATL)

Week 1 Week 2 Week 3 Week 4 Week 5

Week 6 Week 7

Week 8 Week 9

Students have one lesson per week

Food Technology Basic Food Hygiene, Eatwell Plate and Nutrition

Demonstration of recipe 1 / Introduction to Sensory evaluation

Practical 1

Evaluation of Practical 1 / Demonstration of recipe 2

Practical 2

Evaluation of Practical 2 / Demonstration of recipe 3

Practical 3 Evaluation of Practical 3 / Demonstration of recipe 4/Self-assessment Practical 4

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

Students have one lesson per week Graphics Products – Module 1 Brief provided followed by problem analysis and mind map production Research collection and layout of images using ICT Analysis of research/ Descriptions added to images using ICT Analysis of research/ positive & negative personal opinion added to images using ICT Analysis of research/ labelling, leader lines added to images and completion of task using ICT Initial design production/ sketching techniques, layout, 3D & 2D drawing Initial design production/ colour application and annotation Design development/ appropriate final design selection & submission Self-assessment

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Textiles – Module 1 Exploring the design brief and analysing the task Creating moodboards and research in to fibres Sewing machine training Sampling sewing techniques Sampling sewing techniques Writing a specification and exploring ideas Drawing design ideas Presenting a final design Planning the make and Self-assessment

Week 1

Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

Graphics ICT – Module 1 Classroom rules explained, introduction of Serif Plus, eportfolio transferred to student workspace, brief introduced. Example website screenshot analysed Site plan explained and students create their personal site plan. Research started and an asset table produced. Research continued. Initial web page designs started Web page designs continued and development begun. Web pages completed Self-assessment completed.


Engineering – Module 1 Introducing Mechanisms – Levers, Inclined Plane and Threads Introducing Mechanisms – Gears and Pulleys Introducing Mechanisms – Analysing Products On Screen Modelling Prototyping with kits Design and Make Workshop Task Design and Make Workshop Task Design and Make Workshop Task Design and Make Workshop Task


Graphic Products – Module 2 Computer Aided Design (CAD) software use and instruction CAD- production of design/ outer shape produced CAD- production of design/ outer shape finished Making- cardboard engineering/ techniques demonstrated and model started Making- cardboard engineering/ model finished Demonstration of Computer Aided Manufacture (CAM) with DT Technician CAM model production/ sanding and painting techniques on prototype models CAM model ICT insert produced using Microsoft Publisher Self-assessment


Engineering – Module 2 Introduction to engineering and famous engineers and the engineering world Introduction to materials and proposed design brief Health and safety in the workshop, introduction to basic tools and machinery. Introduction to marking out - students transfer chosen design to material blank. Introduction to cutting tools and machinery. Students safely remove waste from chosen design. Finishing and polishing. Students complete their proposed design Students complete extension task related to surface finish using powder technology Students produce written document evaluating work completed in the workshop Self-assessment

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Graphics ICT – Module 2 Classroom rules explained, introduction of Serif Plus, eportfolio transferred to student workspace, brief introduced. Initial 1 started/ Initial design 2 & 3 completed Chosen design developed and finalised. Storyboards explained student begins work on their personal storyboard. Storyboard continued and completed.. Animation using DrawPlus explained to students who begin to create their own following their storyboard. Continuation and completion of animation. Screenshots of completed animation added to e portfolio and self-assessment completed.


Textiles – Module 2 Recapping final design. Learn pattern cutting Exploring various textile techniques Apply techniques to the product Apply techniques to the product Apply techniques to the product Begin constructing the product Finish constructing product Adding additional features and completing a flow chart of make Self-assessment

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Year 9 Design and Technology – Assessment Criteria

PCHS PROGRESS – YEAR 9 2015/16

Entering

Design

Use research and exploration, such as the study of different cultures, to identify users’ needs

Produce a specification to inform design work of functional, appealing products that respond to needs in a variety of situations

Develop a range of design ideas using annotated sketches, and detailed plans. To develop oral, & digital presentation skills.

Making

Select from and use specialist tools, techniques, processes, equipment and machinery.

Evaluation

Test and evaluate their ideas and products against a specification, taking into account the views of intended users and other interested groups

Cooking and Nutrition

Become capable in a range of cooking techniques (e.g., selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients)

Understand and apply the principles of nutrition and health to their work.

Knowledge

Understand and use materials and the performance of structural elements to achieve practical solutions

Developing

Design

Use research and exploration, such as the study of different cultures, to identify and understand user needs

Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations

Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral, & digital presentations.

Making

Select from and use specialist tools, techniques, processes, equipment and machinery precisely.

Evaluation

Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

Cooking and Nutrition

Become competent in a range of cooking techniques [e.g., selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]

Understand and apply the principles of nutrition and health.

Knowledge

Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

Securing

Design

Design Identify and solve their own design problems and understand how to reformulate problems given to them.

Use a variety of approaches [e.g., biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses.

Making

Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including CAM

Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

Evaluation

Investigate new and emerging technologies

Test, evaluate & refine ideas & products against a specification, taking into account the views of intended users & other interested groups

Food

Understand the source, seasonality & characteristics of a wide range of ingredients

Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves & others a healthy & varied diet

Knowledge

Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

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Mastering

Design

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Making

Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluation

Investigate & analyse a range of existing products

Evaluate ideas and products against their own design criteria and consider the views of others to improve their work

Understand how key events and individuals in design and technology have helped shape the world

Food

Understand and apply the principles of a healthy and varied diet

Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Knowledge

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Understand and use mechanical systems in their products [e.g. gears, pulleys, cams, levers]

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

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Year 9 Ethics – Programme of study


1 (7 weeks) Religious Philosophy

Evil and Suffering

What is god like

Life after death

What is a miracle

Did Jesus do miracles?

Assessment Buddhism

Life of the Buddha 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Buddhism

4 noble truths

Eightfold path

5 precepts

Animal rights – animals and food

Animals and work

Meditation

assessment

3 (7 weeks) 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening Ethics

morality

relationships

sex before marriage

arranged marriage

Abortion

Abortion and religious beliefs

Debate?

4 (6 weeks) 3rd April data collection (CWA, PEG and ATL) Ethics

assessment Matters of life

quality of life

fertility treatments

transfusions and transplants

designer babies

cloning

5 (5 weeks) Prejudice and Discrimination

equality

definitions

sexism

laws

6 (7 weeks) people who have fought prejudice assessment


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Year 9 Ethics – Assessment Criteria

Entering I can recognise religious materials

I can talk about some religious beliefs

I can re-tell religious stories

I can ask basic questions to help develop my understanding

I can make links to my own experiences

Developing I can talk about a range of religious beliefs

I can show understanding of some of these beliefs

I can make links to my own experiences giving examples

I can re-tell religious stories and begin to recognise the meaning of them

I can ask questions using subject specific vocabulary which develop my understanding

Securing I am able to explain the impact of religion on believers’ lives

I can express my own views on religious issues and questions

I can interpret religious beliefs

I can ask higher order questions using subject specific vocabulary which develop my understanding

I can compare and contrast religious beliefs

Mastering I can begin to critically evaluate religious questions and issues

I can sensitively evaluate other groups’ responses to religious questions and issues

I can justify and explain balanced conclusions

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Year 9 Geography – Programme of study


1 (7 weeks) Population Change

Population growth

Population structures

Population policies

Ageing populations

Migration 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Population Change

Immigration debate

Assessment

Population density

UK population density assessment Risky World

Introduction to hazards

Volcanoes

Tsunami

3 (7 weeks) 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening Risky World

Earthquake Aid

Earthquake management

Assessment Africa

Nation of contrasts

Development

Urbanisation in Africa

4 (6 weeks) 3rd April data collection (CWA, PEG and ATL) Africa

Migration and the migrants’ diary

Sudan

Assessment Fantastic Places

Introduction – wonders of the world

Skyline

Racetrack playa

5 (5 weeks) Fantastic Places

Antarctica

Stonehenge

Assessment Mapskills

Scales of map

6 (7 weeks) Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL) Mapskills

4fig Grid References

6 fig Grid References

Compass Directions

Scale and Height

25

Year 9 Geography – Assessment Criteria

PCHS KPI 1

Locational Knowledge

KPI 2

Place Knowledge

KPI 3

Human Geography

KPI 4

Physical Geography

KPI 5 Explaining

Judgements and

the relevance

SPAG

Entering

Use maps and digital

sources to locate

countries, continents

and cities. (With

support and guidance)

Name similarities

between regions with

in a country and

different countries

Identify human

processes such as

migration, or

population change.

Identify physical

processes such as

earthquakes and

erosion and their

impact on areas local

to them.

Make simple

statements.

“This is important

because..”

Accurate

SPAG

Developing

and

Use maps with

accuracy and

increasing

independence.

and

Describe similarities

and differences with n

a country e.g. Sudan

and different

countries ( compare

Sudan to South Africa)

and

Can describe the

primary impact of

human processes on a

local area, i.e. local to

a population (not our

local area).

and

Can describe the

primary and secondary

impacts of physical

processes on a local

area e.g. Nevado de

Ruiz, Colombian

volcano.

Include relevant

information (and

explain why it is

relevant).

Structure and plan

work.

Introduction and

conclusion.

Make judgements.

Accurate

SPAG with

some topic

keywords

Securing

and

Use maps and of

varying scales with

accuracy and

increasing

independence. I can

interpret physical and

human features.

and

Explain the above

using appropriate

language, suggesting

causes.

and

Can describe the scale

of impacts primary/

secondary /short/long

term. In addition, can

identify national, and

global impacts. Can

explain the

consequences.

and

Can describe the

impacts of physical

processes nationally,

internationally and on

a global scale.

and

Judgements are

sustained.

Arguments are

linked.

Mini conclusions

Accurate

SPAG with

competency

in keywords.

Mastering

and

Use maps to

understand the

similarities and

differences between

places using contours,

direction, symbols,

shading, and other

features with accuracy

and consistency.

and

Evaluate these

similarities and

difference and causes

using categories such

as economic, social,

political and

environmental.

and

Evaluate the impact of

human processes at a

variety of scales,

categorising the

impacts with accuracy

and referenced

backed up case

studies from

independent research.

and

Evaluate the impact of

physical processes at a

variety of scales,

categorising the

impacts with accuracy

and referenced backed

up case studies from

independent research.

and

Make complex,

original yet valid

evidenced

judgements and

conclusions.

and

Confident

use of

Geographical

language.

26

Year 9 History – Programme of study


1 (7 weeks) The Trenches in World War One

Introduction to source skills

Life in the Trenches

Case Study – Battle of the Somme (intro to essay skills)

Trench Diary 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Causes of World War 1

Propaganda and Enlistment – Why did men join up?

3 (7 weeks) 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

Holocaust

Hitler’s rise to power

What was life like in Nazi Germany

4 (6 weeks) 3rd April data collection (CWA, PEG and ATL)

Causes of World War 2: Treaty of Versailles, Expansion of Germany, Appeasement

Was the USA right to drop the Atom Bomb?

5 (5 weeks) Civil Rights in the USA

Slavery

The impact of the Civil War and Reconstruction

The Jim Crow Era

6 (7 weeks) Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)

Lynching and the KKK

The Civil Rights Movement

Dr Martin Luther King Jr and Malcolm X

Assessment of change and continuity in the 21st Century

Assessment

27

Year 9 History – Assessment Criteria

Section A - Using Historical Sources

Skill 1– Inference (What can be worked out/learned from a source) e.g. What can an historian learn from this source about……?

Entering I am able to copy or describe a detail from a source, but it may not be relevant to the specific question being asked.

Developing I can copy or describe a relevant detail from a picture or short written source.

Securing I can select a relevant detail from a picture or written source and explain what it suggests.

Mastering I can select a relevant detail from a picture or written source, explain what it suggests and develop it with a link to my own knowledge PIEOK

Skill 2 –Evaluation of reliability (Making a judgement about the quality of information an historian can learn from a source) e.g. How reliable is this source to an historian studying……?

Entering I can use generic statements (learned answers that apply to any source) to evaluate a source.

Developing I am able to use audience, purpose or motive to make simple statements when evaluating a source

Securing I am confident in using audience, purpose or motive to make more complex statements when evaluating a source

Mastering I am confident in linking audience, purpose and motive to make complex statements when evaluating a source

Skill 3 – Evaluation of utility (Making a judgement about the amount of information an historian can learn from a source) e.g. How useful is this source to an historian studying……?

Entering I can say what information an historian can learn from a source (simple detail)

Developing I can either make an inference about the information an historian can learn from a source (similar to skill 1) OR I can say what is missing from a source

Securing I can make an inference about the information an historian can learn from a source (similar to skill 1) AND I can say what is missing from a source

Mastering I can make an inference about the information an historian can learn from a source, using own knowledge to put the source in context (similar to skill 1) AND I can say what is missing from a source using specific, detailed own knowledge.

Section B – Own Knowledge/ Extended writing

Skill 4 – Knowledge (How well I know the detail and key vocabulary of the subject)

Entering I can demonstrate a basic knowledge of the topic i.e. identify one factor

Developing I can demonstrate basic knowledge of more than one factor OR show depth of knowledge on one factor only

Securing I can demonstrate depth of knowledge of more than one factor

Mastering I have wider knowledge of context away from the curriculum

Skill 5 – Explanation/Judgements (How well I can explain the relevance of my knowledge)

Entering I may explain why I have included a particular piece of information. e.g. This was important because……

Developing I can explain the relevance of information and make a simple judgement in my conclusion.

Securing I am able to make sustained judgements showing linking or prioritising throughout my answer (mini-conclusions)

Mastering I am able to make complex, nuanced and original, but valid, judgements throughout my answer

Skill 6 – Literacy (The importance of spelling, punctuation, grammar and key words)

Entering I am able to write with some accuracy in SPAG

Developing I am able to write with some accuracy in SPAG and I also use some key words.

Securing I am able to write with accuracy in SPAG, particularly in the use of paragraphs to organise my work and I am competent in using key words.

Mastering I am able to write with complete accuracy in SPAG, particularly in the use of paragraphs to organise my work. I also show confidence with specific language and key words throughout my answers.

28

Year 9 French – Programme of study

The Year 9 French curriculum follows on from the curriculum at Middle School and aims to develop the

linguistic skills for GCSE French. The course focuses on listening, reading, writing and speaking skills with a

cultural element through the study of a French film and other authentic French texts. The course will be

assessed by a class assessment at the end of every topic and an examination at the end of Year 9.


1 (7 weeks) All about me – introductory topic Education and future plans – based around the film ‘Le Petit Nicolas’ and including descriptions of friends, school subjects likes and dislikes and future plans including future tense 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Continuation of Education and future plans Home Town and Abroad – my house / town / region Christmas / New Year traditions

3 (7 weeks) Continuation of Home, Town and Abroad Young People in France – youth culture including music, film, bad influences 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

4 (6 weeks) Food and eating out – buying food / restaurant transactions including complaints 3rd April data collection (CWA, PEG and ATL)

5 (5 weeks) Free time – sport, preferences, based around French Open

6 (7 weeks) Holidays – different types, preferences, memories, plans Week commencing 19th June: Year 9 exam week 26th June Data collection (CWA, PEG and ATL)

29

Year 9 Spanish – Programme of study

The Year 9 Spanish curriculum follows on from the curriculum at Middle School and aims to develop the

linguistic skills for GCSE Spanish. The course focuses on listening, reading, writing and speaking skills with a

cultural element through the study of a Spanish film and other authentic Spanish texts. The course will be

assessed by a class assessment at the end of every topic and an examination at the end of Year 9.


1 (7 weeks) Introduction Free time activities – music, cinema TV, sport 17th October data collection (CWA,PEG and ATL)

2 (7 weeks) Me, my family and friends – physical and character descriptions, relationships

3 (7 weeks) Easter traditions / other festivals, description of a visit to a festival 9th January data collection (CWA, PEG and ATL) 9th February Parents’ Evening

4 (6 weeks) Home Town and Abroad – Based around ‘Voces Inocentes’ film and including a description of house and home town 3rd April data collection (CWA, PEG and ATL)

5 (5 weeks) My studies – subjects, preferences, rules and description of school

6 (7 weeks) Eating Out – food, café / restaurant transactions, complaints


30

Year 9 Modern Foreign Languages – Assessment Criteria

To enter each stage, you need to REGULARLY and CONSISTENTLY produce work of that standard.

STAGE Entering Developing Securing Mastering

SPEAKING I can take part in a simple conversation or presentation using my notes. I can use what I have learnt to adapt model sentences and I can give opinions.

I can take part in longer conversations without (many) notes. I can give reasons for opinions. I am starting to become spontaneous when talking about familiar topics.

I can talk about what I have done in the past or what I will do in the future. I can talk for quite a long time on familiar topics with fluency and spontaneity.

I can speak spontaneously and initiate conversations without (much) preparation with good pronunciation and vocabulary. I make very few mistakes and I can adapt language to produce longer and detailed responses. I can speak using at least three tenses and I can talk for quite a long time on familiar topics.

LISTENING I can understand some words and phrases spoken at normal speed. I can identify opinions in spoken language.

I can understand the main points and some details from spoken language. I am starting to use context to work out the meaning of unfamiliar vocabulary.

I can understand longer spoken texts and can write down detailed notes/answers. I can understand what people say about what happened in the past or what will happen in the future.

I can understand or make sense of authentic spoken texts. I can understand past, present and future and I am confident at working out the meaning of unfamiliar topics and vocabulary

READING I can understand the main points from texts containing familiar language.

I can understand longer texts and I am starting to use context to work out unfamiliar words. I understand opinions and reasons.

I can understand longer texts in unfamiliar topics. I can understand people’s opinions and about events in the past or in the future.

I can read and understand a whole range of long, complex and unfamiliar texts and I am generally confident at working out the meaning. I can understand information in the past, present and future tenses.

WRITING I can write short texts and adapt a model using my own words or phrases. I can express opinions with reasonably accurate spelling.

I can write longer passages on familiar topics. I can write about my opinions and give reasons and I use sentence leaders to link my sentences.

I can write a paragraph either using the past or future tenses and I can write about my opinions and feelings. I am starting to use complex reasons to justify my opinions.

I can write texts containing a variety of vocabulary, more complex language and at least 3 tenses. I have good accuracy; I can edit my work and am confident at using reference materials to redraft.

TRANSLATION I can translate familiar words or simple phrases into the target language from English or into English from the target language.

I can find the equivalent of English phrases in a new text in the target language. I can translate familiar phrases into English from the target language or from English into the target language.

I can translate detailed sentences in a familiar content from the target language into English and from English into the target language. I can translate phrases into two tenses.

I can translate detailed familiar texts from the target language into English and can translate from English into the target language with a good level of accuracy. I can translate phrases in the past, present and future tenses.

Evidence for progression between stages MUST be evident in both class work and assessments.

31

Year 9 Music – Programme of study

Course title: Y9 Music

How will students be assessed? Students will build on their previous knowledge and skills through performing, composing and listening. They will develop their vocal and/or instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They will listen with increasing discrimination and awareness to inform their practice as musicians. They will use technologies appropriately and appreciate and understand a wide range of musical contexts and styles. Pupils will be taught to:

Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions

Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices

Listen with increasing discrimination to a wide range of music from great composers and musicians

Develop a deepening understanding of the music that they perform and to which they listen, and its history.


1 (7 weeks) Keyboard Foundations

To develop performance skills using the keyboards

To be able to use staff notation to work independently on keyboard performance tasks

To understand rhythm, melody and chords and apply this to performance work.

To know how to use musical vocabulary to describe, compare and evaluate music 17th October data collection (JST)

2 (7 weeks) Instruments of the Orchestra (3 weeks)

To understand how a symphony orchestra has multiple instruments that are split into families.

To understand and observe the layout of the orchestra and the role of the conductor.

To recognise through listening instruments that play separate parts to a piece of music and identify the family that the instrument belongs to.

The Classical Style (4 weeks)

To understand the periods of music and identify features of music of the Classical period.

To learn what an Alberti Bass is on the keyboard and play it together with a melody.

To include other musical elements applicable to the Classical Style.

32

3 (7 weeks) Jazz and the Blues

To understand the history of jazz and the blues including the various sub-genres of jazz e.g. ragtime, Dixieland, swing etc.

To identify various musical elements through listening to pieces of jazz and the blues

To learn what a swing drum beat is and play this on the drums.

To learn to improvise through basic composing and have this accompanied by a walking bass effect on the keyboard.

9th January data collection (JST)

4 (6 weeks) Music and the Media

To understand the history of film music including terms such as ‘diegetic and non-diegetic’ in addition to ‘horizontal layering, adaptive music and immersion’ for video game music.

To create a storyboard with a partner that will act as the basis of a short film.

To learn various musical clichés and then adapt them to create an original film composition.

3rd April data collection (JST)

5 (5 weeks) Rap Music

To understand the term rhyming couplets and how it is used throughout pieces of Rap Music.

To understand the history and social context of how rap music came into being.

To create several verses and a chorus within a group as a basis of a rap piece.

To practise saying the lyrics to a beat and then create a chord sequence to play in the background.

6 (7 weeks) Pop Music/Special Project

To understand how pop music developed through the decades

To play pieces of pop music on the keyboard

To investigate a band or artist of their choice in order to prepare to give a presentation building upon the knowledge gained this year.


33

Year 9 Music – Assessment Criteria

PCHS YEAR 9 MUSIC – LISTENING AND APPRAISING

Entering

Find the pulse when listening.

Use correct musical language to suit the style of music they are learning about.

Recognise instrumental families.

Begin to recognise different musical styles and traditions and know their style indicators.

Identify feelings and emotions that are linked to music.

Developing

Find the pulse and identify any changes as the music progresses.

Use increasingly sophisticated musical language to suit the style of music they are learning about including Italian terms to describe dynamics and tempo.

Confidently recognise instruments and ensembles.

Confidently recognise different structures, styles, genres and traditions and begin to identify them in unfamiliar music.

Discuss confidently the feelings and emotions that are linked to music suggesting reasons why the music evokes these emotions.

Identify and use the interrelated dimensions of music expressively.

Develop a deepening understanding of the music and its history.

Securing

Find the pulse and identify any changes to it. Children should be able to identify how the pulse is grouped i.e. 2, 3, 4 beats.

Routinely use and understand a wide range of sophisticated musical vocabulary including Italian terms and symbols.

Confidently recognise instruments and ensembles and be able to justify their choice.

Confidently recognise different structures and give reasons for it.

Confidently recognise styles, genres and traditions, identifying them in unknown music and giving reasons for it.

Discuss confidently feelings and emotions that are linked to music suggesting reasons why the music evokes these emotions.

Identify and use the interrelated dimensions of music expressively and with sophistication, including use of tonalities, different type of scales and other musical devices.

Develop a deepening understanding of the music and its history and begin to understand how music of different styles, genres and traditions can influence other musics.

Mastering

Find the pulse and identify any changes to it. Children should be able to identify simple and compound times and irregular rhythmic grouping (e.g. 5/8, 7/8, 5/4).

Routinely use and understand a wide range of sophisticated musical vocabulary including Italian terms and symbols, those from other cultures and those relevant to music technology.

Confidently recognise instruments and ensembles and be able to justify their choice.

Confidently recognise different structures such as rondo form, sonata form, theme and variations and be able to clearly justify their application.

Confidently recognise styles, genres and traditions, identifying them in unfamiliar music including works of the great composers.

Explain with accuracy feelings and emotions that are linked to music and analyse why the music evokes these emotions.

Identify and use the interrelated dimensions of music expressively and with sophistication, including use of tonalities (major, minor, pentatonic, atonal), different type of scales and modes and more sophisticated musical devises and techniques including pedal point, sequences, inversions, diminutions and augmentations.

Develop a deepening understanding of the music and its history and begin to understand how music of different styles, genres and traditions can influence other musics particularly important works of great composers.

34

PCHS YEAR 9 MUSIC – PERFORMING, COMPOSING IMPROVISING

Entering

Have an understanding of working together in an ensemble; with an understanding of how the parts fit together.

Understand the importance of warming-up voices and instruments.

Sing songs and melodies musically with a round sound, clear diction and control of pitch.

Sing in two parts.

Have an understanding of melody and words and their importance.

Use instruments to improve and compose.

Sing and perform in sole and ensemble contexts with accuracy, fluency, control and expression.

Play from a form of notation.

Treat each instrument with respect and use the correct playing techniques.

Increasingly, and with more confidence, use formal notation for time signatures in 4/4 using semi-breves, minims, crotchets. Children should be able to read notes on the treble stave.

Explore and create musical sound with their voices and instruments.

Understand that improvisation is made up within boundaries.

Improvise within a group using rhythmic and melodic patterns.

Choose, combine and organise patterns and musical ideas.

Record their composition in any way appropriate.

Recognise appropriate ways of notating music.

Developing

Perform and play confidently in an ensemble; with an understanding of how the parts fit together.

Understand the importance of warming-up voices and instruments and be able to lead warm-ups in small groups.

Sing musically, fluently and with accuracy and expression.

Sing in several parts.

Use instruments to improvise and compose, building on the structures, styles, genres and tradition listened to previously.

Perform instruments in a range of solo and ensemble contexts musically, fluently and with accuracy and expression.

Play from formal notation.

Treat each instrument with respect and use the correct playing techniques.

Confidently use formal notation for time signatures in 2/4, 3/4, 4/4. 6/8 using semi-breves, minims, crotchets and quavers and the associated rests. Children should be able to read notes on the treble stave and one ledger line below.

Extend and develop ideas using instruments and voice drawing on a range of musical structure, styles, genres and traditions.

Improvise within solo and ensemble contexts with increasing confidence, using musical devices common to the style.



Notate music in the most appropriate way for the given style, genre or tradition.

Securing

Perform and play confidently in an ensemble; with an understanding of how the parts fit together, ensuring that they stay in time with other performers.

Understand the importance of warming-up voices and instruments and be able to lead warm-ups in whole class settings.

Sing musically, fluently and with accuracy and expression.


Use instruments to improvise and compose, building on the structures, styles, genres and tradition listened to previously.

Perform instruments in a range of solo and ensemble contexts musically, fluently and with accuracy and expression.

Confidently use formal notation for time signatures in 2/4, 3/4, 4/4, using semi-breves, minims, crotchets and quavers and the associated rests. Children should be able to read notes on the treble stave and two ledger lines below and above.

Extend and develop ideas using instruments and voice drawing on a range of musical structure, styles, genres and traditions.

Improvise within solo and ensemble contexts with increasing confidence, using musical devices common to the style.




35

Mastering

Perform and play confidently in a challenging ensemble situation taking a lead and directing others effectively when appropriate.

Understand the importance of warming-up voices and instruments and be able to lead warm-ups in whole class settings.

Sing musically, fluently and with accuracy and expression clearly conveying the meaning of the piece.


Use instruments to improvise and compose, incorporating structures, styles, genres and traditions previously analysed.

Perform instruments in a range of solo and ensemble contexts musically, fluently and with accuracy and expression to clearly convey the meaning of the piece.

Confidently use formal notation for time signatures in 6/8, 3/8, 5/8, 5/4 etc. using semi-breves, minims, crotchets and quavers and dotted notes and the associated rests. Children should be able to read notes confidently in both treble and bass clef and understand the use of less conventional clefs such as alto and tenor.

Extend and develop ideas using instruments and voice drawing on a range of musical structures, styles, genres and traditions.

Improvise within solo and ensemble contexts with increasing confidence and originality, using musical devices common to the style with flair.

Record their composition in any way appropriate and to a high standard


36

Year 9 Core PE – Assessment Criteria

PCHS YEAR 9 CORE PE

Entering

The student is able to demonstrate a basic level of technical accuracy, with little precision, control and fluency, when performing in isolation. They demonstrate basic skills, techniques and decision making, with little precision, control and fluency, during a conditioned/formal/competitive situation.

Developing

The student is able to demonstrate a competent level of technical accuracy, with some precision, control and fluency in isolation. They demonstrate competent level of skills, techniques and decision making, with some precision, control and fluency, during a conditioned/formal/competitive situation.

Securing

The student is able to demonstrate a good level of technical accuracy, with precision, control and fluency in isolation. They demonstrate good level of skills, techniques and decision making, with good precision, control and fluency, during a conditioned/formal/competitive situation.

Mastering

The student is able to demonstrate a very good level of technical accuracy, with accurate precision, control and fluency. They demonstrate very good level of skills, techniques and decision making, with very good precision, control and fluency, during a conditioned/formal/competitive situation.

37

Year 9 - PSHE Lessons (Fortnightly)


1 (7 weeks) Learning Apps – Resilience and Reflection – Learning Skills Audit to Tutors to

inform on Parents Information evening

Learning Apps – Interaction and Curiosity

Learning Apps – Respect

Health & Well-being – Managing Risk

2 (7 weeks) Health & Well-being (includes FGM) Health & Well-being (Caring) Careers Research – exploring careers and research plan –Feedback given and info to Tutors

3 (7 weeks) Careers Research – career stories/changing careers The Options process The World of Work Enterprise Planning

4 (6 weeks) Enterprise – Teamwork Enterprise – Self Starters/Entrepreneurs – Enterprise Project / fundraiser Living in the wider world – Religion research

5 (5 weeks) Living in the wider world – Research and referencing Living in the wider world – completion of research project - Assessed

6 (7 weeks) Evaluating Enterprise Skills Communication UK Parliament

Year 9 - PSHE (Tutorial)


1 (7 weeks) Organisation skills

Getting to know you

Morality – bullying and extremism

Health and Well-being – Diet

Health and Well-being - Exercise

2 (7 weeks) Health & well-being – stress

Health & well-being – fertility

Self sufficiency skills

Becoming independent

Jobs and Income - Income

3 (7 weeks) Jobs and income – jobs

Finance – personal finance and finance after christmas

Finance - borrowing

Finance – attitudes to money

Finance – Budgets

Finance – definitions and key terms/financial language /jargon

4 (6 weeks) Sex Education –Relationships

Sex Education – STI’s

5 (5 weeks) Sex Education – Myth Busting

Sex Education – Teenage Pregnancy

Smoking – the facts

Alcohol – the facts

6 (7 weeks) Drugs – the facts Preparation for GCSE’s

38

Year 9 Key Dates

Dates are all correct at the time of printing and are also available on the google calendar on the school website which is regularly updated.

Start of Autumn term Wednesday 7 September

Last day of half term Friday 21 October

School reopens Monday 31 October

Data sheets issued November

Tutor evening Tuesday 1 November

Carol Concert Monday 12 December

Last day of term Friday 16 December

Start of Spring term Tuesday 3 January

Data Sheets issued January

Options Evening Monday 30 January at 6.00pm

1:1 Interviews Monday 30 January – Monday 6 February

Parents Evening Thursday 9 February 4.00pm-7.00pm

Option forms to be handed in

Friday 17 February

Last day of half term Friday 17 February

School reopens Monday 27 February

Last day of term Thursday 6 April

Start of Summer term Monday 24 April

Data sheets issued April

Last day of half term Friday 26 May

School reopens Monday 5 June

Exam week Monday 19 June – Friday 23 June

Reports released W/C 17 July

End of term Friday 21 July

39

Notes

40

.

Prudhoe Community High School

Moor Road

Prudhoe

Northumberland

NE42 5LJ

Tel: 01661 832486

Fax: 01661 832859

Email: [email protected]

Web: http:www.pchs.org.uk

Documents

Year 9 Information Booklet 2016 - storage.googleapis.comstorage.googleapis.com/prudhoe/2014/10/Year-9-Information-Booklet-2016.pdf · Physics GCSE Paper 2: This will assess the topic