Year 9 Term 2

Art and Design	Each student will be shown lots of exemplars of design units from websites and the work I have on the wall in the classroom. This project will be a two term project in which the students will be involved in individual self chosen units to create and make a piece of design. The areas the students can choose from are: Fashion Design Ceramics Product Design Graphic Design Jewellery Each student will chose their area and have a client in mind to create the design for, a target market, and theme. The students will complete three stages in the Design Process to complete the unit of work: Research and investigation Development Final Solution Each stage will take the form of a piece of A2 sheet which will be assessed as a class and have lots of pupil self evaluation and peer evaluation at each stage. The students are encouraged to choose their own area of design to allow them to have a passion and interest for what they have chosen rather than be teacher led. Each student will have lots of home work and extra tasks to complete as this is a large body of work and will involve lots of research initially. Once the research stage is complete (deadline is End of Jan) then each student will move on to the development stage of unit which allows them to start experimenting with lots of materials and model make machettes in order to trial and test ideas into 3D models and solutions to the client led brief.
English	Themes	Social Justice
	Essential Questions	What is social justice? To what extent does power or the lack of power affect individuals? What is oppression and what are the root causes? How are prejudice and bias created? How do we overcome them? What are the responsibilities of the individual in regard to issues of social justice? When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this? What does power have to do with fairness and justice? Is it ever necessary to question the status quo? Does labeling and stereotyping influence how we look at and understand the world? What are the causes and consequences of prejudice and how does an individual’s response to it reveal his/her morals, ethics, and values?
	Novels	Lord of the Flies The Outsiders
	Plays	40 Short Plays
	Short Stories	To Build a Fire - Jack London William and Mary - Raoul Dahl The Secret Life of Walter Mitty
	Poetry	Various Poems
	Grammar	Nelson Thornes Framework English
French	In unit 3, students work in the context of an exchange visit to a foreign country. They learn how to greet their partner’s family, describe their journey, ask for things they need and manage at the meal table. They also learn about Strasbourg and Alsace. Whilst working in these contexts, students (a) develop and apply their understanding of the present, perfect and imperfect tenses (b) produce spoken and written accounts of past events and (c) speak in different registers. The unit also provides opportunities for students to read and listen for gist comprehension as well as for detailed information, and to make effective use of the Internet. In unit 4, students work in the context of where they live: their home, their town and their region.They learn how to describe where they live and how improvements might be made, including improvements to the environment. They also learn about the French region of Provence and Bénédicte’s reasons for learning languages, e.g. to communicate with her Tunisian boyfriend’s family.Whilst working in these contexts, students(a) develop and apply their understanding of families of words, negatives and the future using aller + infinitive (b) learn the future tense (le futur simple) (c) produce extended sentences of two or more clauses (d) express opinions and (e) make comparisons.The unit also provides opportunities for students to appreciate a poem, write creatively and explore the work of a famous artist.
Geography	Unit 19. Tourism - good or bad? (Oman): 1. What is tourism? How important is tourism as an economic activity? 2. How and why is the tourist industry changing? 3. What is the impact of the tourist industry - good or bad? Unit 20. Comparing countries: 1. Which countries are we going to compare and why? 2. Where are the countries I am going to compare? 3. What image do I have of these countries? 4. How are my countries portrayed in the media? 5. What do I need to find out about these countries? 6. How and why are these countries similar and different? 7. Are there differences within each country? 8. Are these countries changing for the same or different reasons? 9. Are these countries connected a) with each other, b) with the UK? Why? 10. What image do I have of these countries now? Unit 17. The changing economic geography of France: 1. What is France's economy like? How is it changing? Why is it changing? 2. How is economic activity in France affected by physical and human patterns and processes? 3. What is the pattern of economic activity in France? How is it changing? Why is it changing? 4. How have changes in economic activity affected different regions? 5. What are some of the issues arising from changes in economic activity? 6. How is France's economy linked to the wider world? 7. What will economic activity be like in France in the future? Unit 23. Local action, global effects: 1. What leisure activities are located on and by the river? 2. How are rivers used and misused by people? 3. What is a national park? 4. Why is Antarctica a fragile environment?
History	Unit 18. Hot war, cold war why did the major twentieth-century conflicts affect so many people? 1. What were the main features of twentieth-century warfare? 2. Do the causes of twentieth-century wars have anything in common? 3. Why did the end of the Second World War have the effect of starting another, different world conflict? 4. How did the Cold War end? 5. What do local people remember about the main conflicts? 6. Why did the major twentieth-century conflicts affect so many people?
ICT – Information and Communications Technology	This term you will be learning about databases and the management of large amounts of information. You learn about the differences between data and information. You will also learn how good DB management looks at ensuring that information has good quality that is accurate and avoids duplication. You will plan the building of a complex and user-friendly DB by designing a questionnaire. You will export data to database software to produce a report. You will also look at issues such as data protection, hacking and viruses. Advanced DB theory: data verification/validation, data redundancy and relational theory Produce a high quality report from your DB and make the DB user-friendly Understand the difference between data and information. Recognise the social implications of increased accessibility to data
Mathematics	1. Algebra a) Sequences b) Functions and graphs c) Solving equations d) Indices and graphs e) Expressions and formulae			Exploring sequences The triangular and square numbers Inverse functions Quadratic functions and curved graphs Simultaneous equations Negative and fractional indices Simplifying expressions expanding and factorising Solving linear inequalities Solving equations with brackets Algebraic fractions Using and rearranging formulae
	2. Shape, space and measure a) Geometrical reasoning and construction b) Perimeter, area and volume c) Transformations and congruence a) Applying geometrical reasoning			Angles in a polygon Pythagoras' theorem Circle properties Drawing loci Metric measures Circumference and area of a circle Arcs and sectors Line segments Congruent triangles Similar shapes Properties of angles Review of Pythagoras' theorem 2D representations of 3D shapes Surface area and volume of a prism
Music				This term, the students will be introduced to genre of music that links Music with the world of Media and Advertising, but also to a subject highly familiar to them as individuals and to way they experience music in their own lives: Film Music. There are as many types of Film Music as there are genres of music. The children will be given the opportunity to watch a range of different age-appropriate films, then they will be given the choice to choose which film to create their very own film music to. Apart from the hands-on experience of create their own score from initial inception to completion, the students will continue to develop their music theory, instrumental, vocal skills and team skills, thus developing their citizenship, communication and life skills. By the end of the term, the students will be able to: Identify the key characteristics, musical devices and instrumentation found in Film Music Learn to identify the different functions of music in movies through watching and listening to film excerpts Create their own Storyboard Collaboratively compose their own film soundtrack using a storyboard as scaffolding Identify and explore the different ‘Clichés’ inherent in Film music Recognize the C major scale, the C minor scale and the Chromatic scale through listening and play Create dramatically contrasting moods, using the notes from different scales and accompanying chords Plan and develop musical motifs to represent a particular character, scene or plot Perform and describe what a Dissonant chord Perform and describe a Consonant chord Record their musical idea’s using staff notation and/or the musical alphabet Deliver a 5 – 8 minutes presentation on two Film composers of their choice, to their peers at the end of the unit
Science	1. Living Organisms a) Variety of Life b) Bacteria and Viruses c) Fungi d) Plants e) Invertebrate Animals f) Vertebrate Animals		Identification and classification of the 5 Kingdoms and their groups and species. 3 Weeks
	2. Ecosystems a) Photosynthesis b) Food Chains and Food Webs c) Biomass d) Decay of Organic matter		Production of food by plants Consumption of food for energy and nutrition by herbivores and carnivores Role of bacteria and fungi in the food cycle 3 weeks
	3. Humans as Organisms a) Major Organs of the Body b) Digestion c) Circulation d) Respiration		Heart, Lungs, Stomach, Intestines, etc and their functions Conversion of food to sugars. Absorption of nutrients. Disposal of waste Role of the Blood Production of energy in cells. 3 Weeks
	4. Forces and pressure a) Forces and turning b) Centre of mass c) Moments d) Stretching and compressing e) Pressure f) Pressure in liquids g) Hydraulics h) Air (and gas) pressure		Equilibrium, clockwise and anti-clockwise moments Stability Calculating moments Load, extension, spring constant Calculating pressure Calculating pressure in liquids, force multipliers Pressure and volume Manometers and Barometers 3weeks Chemistry will be covered in Term 3