Year 9 Term 3
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Art and Design |
Artworks in Context- creation of art for Hotel Interiors (live project-mixed media) Chair Design Printmaking Unit Still Life Graphic Design /Poster/ Cd / Book Cover Design History of Art / periods, movements and styles Ceramics |
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English |
Themes |
Social Justice |
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Essential Questions |
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Novels |
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Plays |
40 Short Plays |
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Short Stories |
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Poetry |
Various Poems |
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Grammar |
Nelson Thornes Framework English |
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French |
In unit 5 students work in the context of school: their opinions, their preferences, how things were compared with how they are now. They also learn about the ski resort of Chamonix in the French Alps. Whilst working in these contexts, students (a) develop and apply their understanding of different verb tenses (b) produce extended sentences justifying their opinions (c) use modal verbs il faut/il ne faut pas/on doit/on ne doit pas + infinitive (d) make effective use of grammar reference materials and (e) use their grammatical knowledge to help them understand the meanings of words and sentences. The unit also provides opportunities for students to improve their note-taking skills when listening, find out about the role of religion in French schools, and compare aspects of French and English pronunciation (e.g. intonation, stressed syllables). In unit 6 students work in the context of celebrations and festivals. They also learn about the region of Guadeloupe. Whilst working in these contexts, students (a) extend their use of connectives and different tenses and (b) use their grammatical knowledge to help them understand the meanings of words and sentences. Students also receive guidance on how to prepare and give an oral presentation, and are encouraged to consider effective study skills and different ways of learning. The unit also provides opportunities for students to see the difference between the way colloquial French is written and how it sounds. |
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Geography |
Unit 22. Mining on the internet: 1. What do we already know about coal mining in England? 2. How have the changes in mining affected a locality? 3. Can we compare our experience with that of others? 4. How can we investigate this further? 5. What is this area like, and how does it compare with our own area? 6. How is their experience similar to our own? 7. How is it different? 8. What do I think about this? Unit 18. The global fashion industry: 1. What is meant by the global fashion industry? 2. How does the fashion industry connect people around the globe? 3. How does world trade work? How does this affect the countries involved? How have trade patterns changed? 4. What do we mean by 'globalisation'? 5. How does globalisation affect the fashion industry? 6. How does globalisation affect people at a local level? What happens if the chain is broken? 7. Who are the winners and losers in the globalisation process? Is this fair? 8. What might the future be like? Unit 24. Passport to the world: 1. How can we find out about places? - Secret city 2. How can we find out about places? - Places linked to events 3. How can we find out about places? - The world in my life 4. How can we find out about places? - Ten-fact quiz 5. How can we find out about places? - Sphere of influence 6. How can we find out about places? - Using newspapers 7. How can we find out about places? - What's in an ad? 8. How can we find out about places? - The geography of the arts 9. How can we find out about places? - What's in the news? 10. How can we find out about places? - Holiday choices 11. How can we find out about places? - World disasters |
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History |
Unit 20. Twentieth-century medicine how has it changed the lives of people? 1. Better health - longer life: why? 2. Free at the point of delivery? 3. Is there a down-side to modern surgery and medicine? 4. Health for all? Unit 21. From Aristotle to the atom scientific discoveries that changed the world? 1. Where is the world? 2. The scientific revolution: what is a revolution? 3. Charles Darwin: are people just another species? 4. Miasma or germs: how is disease spread? 5. Splitting the atom: for good or ill? 6. Which discoveries changed the world the most? Unit 22: The role of the individual for good or ill? 1. Why are certain people 'famous'? 2. Who is the person? 3. What motivated the individual? 4. What was the impact of the individual's life at the time? 5. How has the individual's impact been portrayed through time? 6. Was the individual's impact for good or ill? |
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ICT – Information and Communications Technology |
Y9 Web page design and e-portfolios
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Mathematics |
1. Algebra a) Indices and graphs b) Expressions and formulae
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Negative and fractional indices Simplifying expressions expanding and factorising Expanding double brackets Gradients of parallel and perpendicular lines Further curved graphs Solving linear inequalities Graphical inequalities Solving equations with brackets Algebraic fractions Using and rearranging formulae |
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2. Data Handling a. Handling Data b. Probability |
The handling data cycle Calculating statistics Representing data Comparing distributions Interpretation of data misleading statistics Probability and expected frequency probability and independent events Experimental probability Relative frequency and experiments Gathering data Representing and analysing data The shape of distribution Statistical reports Probability Ideas Sampling with and without replacement More than 2 events Estimating probability |
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3. Shape and Space a. Perimeter, area and volume b. Transformations and congruence c. Applying geometrical reasoning |
Metric measures Circumference and area of a circle Arcs and sectors Compound measures Prisms Transformations review Enlargements review Congruent triangles Similar shapes Enlargement and similarity Properties of angles 2D representations of 3D shapes Using trigonometry Surface area and volume of a prism |
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4. Trigonometry a. Pythagoras’s theorem |
Pythagorean triples Solving problems with trigonometry Bearings and trigonometry Angles of elevation and depression Triangles in a circle Graph of y=sine x |
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Music |
Hooks and Riffs Skills Ability to recognise and understand how composers use repeated melodic and rhythmic devices called riffs, hooks and grounds, explore riffs, hooks and grounds through performing and composing, structure in popular music, chorus, verse, hook, groove form Materials Various |
Dance (Exploring dance conventions) Skills Dance style of other cultures, ability to recognize, perform and create African dance music, use of mnemonics, developing rhythmic skills and ability to play as part of a drumming ensemble, ostinati, strong and weak beats Materials Goto dance excerpts and music |
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6 Weeks |
5 Weeks |
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Science |
1. States of matter a) Particles, Solids , Liquids and Gases b) Mixtures, Solutions and Solvents c) Pure and impure substances d) Separation methods |
Particle arrangement and behaviour Dissolving and Evaporating Separation methods – filtering, distillation, chromatography, crystallization, centrifuges 3 Weeks |
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2. The Atom a) Elements and Compounds b) Atomic Structure c) Isotopes d) Electron Arrangements |
Introduction to the periodic table, chemical symbols Protons, neutrons, electrons The nucleus, atomic number, radioactivity Orbits/Shells. 3 Weeks |
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3. Combining Atoms a) Compound formation b) Ionic Bonding c) Covalent Bonding d) Molecules e) Giant Structures f) Metals |
Filling electron shells Gaining, losing and sharing electrons. Combining non-metals Lattice structures Structure and properties of metals 3 Weeks |
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4. Periodic Table a) Group1 Elements b) Group 7 Elements c) Group 0 Elements d) Transition Metals |
Electron arrangement, reactivity and physical properties of key groups in the periodic table 3Weeks |
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