^{Autumn Term}

^{Spring Term}

^{Summer Term}

English

^{Spy File}

^{Call of the Wild}

^Macbeth

^{To explore fictional and non- fictional ideas about spy characters and stories.}

^{Create a fictitious spy identity for themselves, creating a map, list of necessary equipment and completing six written missions.} 

^{To explore the narrative of ‘Call of the Wild’ focusing on identifying key characters in the story, key moments in the story and simple narrative structure.}

^{Students have the opportunity to work with some non-fiction texts completing a short research project on dogs emphasising the different breeds of dog, working, wild and tame.} 

^{The aim of this unit is for allstudents to have the opportunity to explore the
theme of actions and consequences and independent decision-making through study of the play ‘Macbeth’.  This
module will allow students to explore their role as well as relate the experience of characters to situations in their own lives. Additionally, students will have the opportunity to gain knowledge of modern theatres and contrast them with
theatres and theatre practises 400 years ago as well as begin to explore notions related to how ‘actors’ tell a story to an ‘audience’.}

ENG P2 KS3
Yr 9 SoW FCS
SpyFile

ENG P2+ KS3
Yr 9 SoW FCS
SpyFile

ENG P3 KS3
Yr 9 SoW FCS
SpyFile

^{ENG P2 KS3
Yr 9 SoW FCS
Call of the Wild}

^{ENG P2+ KS3
Yr 9 SoW FCS
Call of the Wild}

^{ENG P3 KS3
Yr 9 SoW FCS
Call of the Wild}

^{ENG P2 KS3
Yr 9 SoW FCS
Macbeth}

^{ENG P2+ KS3
Yr 9 SoW FCS
Macbeth}

^{ENG P3 KS3
Yr 9 SoW FCS
Macbeth}

Reading Intervention

^{Reading Intervention occurs each morning and entails a combination of group, pair and individual reading as well as focusing on writing, communication and comprehension. Pupils learn in different ways and this is reflected in how we offer Reading Intervention.  We run class based phonics programs and reading schemes (Rapid Readers). Please contact the pupils form tutor for more personalised information.}

Signing and Communication

^{Revise Core Skills}

^{Autumn/ Winter}

^{Weather and Clothes}

^Transport

^Outside

^{My Local Area}

^Outside

^{At the Park}

^{Summer
Holidays}

^{Signing & Communication lessons aim to enhance students' communication skills, broaden their vocabulary as well as build and embed their ability to use language in a socially meaningful way. The 'Communication' element focuses on individual PLIM targets: 'Signing' refers to Signalong, the modern language we study, which supports students to have the skills to communicate effectively with others both in school and the wider community.  All students work to gain accreditation for these skills in Key Stage 4, taking this learning journey further in Key Stage 5 as one of the options offered.}

^{To support students to develop their Speaking, Listening and Social Communication skills through a variety of tasks and activities designed to enhance their communication skills, broaden their vocabulary, build and embed the student’s ability to use language in a socially meaningful way. The key aim is to support students to gain confidence, relevant skills and a desire to communicate with others and provide language for life and learning.  [Linked to individual student PLIMs targets.]  To support Year 9 students to consolidate and build core Signalong skills in preparation for starting Signalong formal accreditation of their skills in Key Stage 4. [Pre-Entry, Entry Level 1 and Entry Level 2.]}

KS3 Year 9 PoS + SoW.docx

Maths

^Number

^Measure

^Number

^Geometry

^Number

^{Statistics/ Measure}

^{Place Value and Fractions}

^{Money and Time}

^{Addition and Subtraction}

^{Shape, Position and Direction}

^{Multiplication and Division} 

^{Data and Information}

^{Length, Height, Weight, Capacity and Temperature}

Maths
Curriculum Cover Sheets

Maths Curriculum Matrix

Maths KS3 PoS SOW Cover Page

Religious Education

^Islam

^{Christianity : The New Testament}

^Sikhism

Religious Education Curriculum Cover Sheets

RE SOWCS
Year 9
Autumn
Islam

RE SOWCS
Year 9
Summer
Sikhism 

History

^{Black People of America}

^{World War 1}

^{World War 2 & Hitler}

History Curriculum Cover Pages

History SOWCS
Year 9
Autumn 1 and 2
Black Peoples of America

History SOWCS
Year 9
Spring 1 and 2
World War 1

History SOWCS
Year 9
Summer 1 & 2
World War 2

Geography

^Rocks

^{Plate Tectonics (WJEC)}

^{Africa and Asia}

^{aka: Deserts and Rainforest (WJEC)}

^{Environmental Awareness}

Geography SOWCS Year 9 Autumn 1 Rocks

Geography
SOWCS
Year 9
Spring 1 & 2
Asia and Africa

Geography
SOWCS
Year 9
Summer 1 & 2
Environmental Awareness

PSHE

Learning Intention:
Roles and Responsibilities: Characteristics of me.

^{What our characteristics are and what good/ bad characteristics are}

Learning Intention: 
Active Citizen:
Make your views known


^{Being able to share their views on a variety of topics.}

Learning Intention: 
Active Citizen:
Caring for the environment.

^{How to care for the environment and what are the benefits of recycling and what can we recycle.} 

Learning Intention: 
Health and lifestyle:
Take your medicine

^{What medication is and some of the uses and the dangers of medication if not used correctly. To ensure pupils are kept safe and use medications appropriately.}

Learning Intention: 
Health and lifestyle: Designing an energy bar.

^{How to keep a healthy lifestyle and what a healthy diet is.}

Learning Intention: 
Health and Lifestyle:
Agony Aunts

What makes you feel happy or sad and understanding our emotions. 

Learning Intention:
Wider Community: Other people’s places

^{Where different locations are around the World and where people live.  To support pupils to understand that we live in a diverse multicultural society and people can move around the world}

Learning Intention: 
Roles and Responsibilities: Local jobs and houses

^{What local jobs are in the area and how to find out about these using the local newspaper / Internet}

Learning Intention: 
Roles and Responsibilities:
Job Search.

The types of jobs to do in the future and facts about different jobs. 

Y9 Autumn 1

Y9 Autumn 2

Y9 Autumn 3

Y9 Spring 1

Y9 Spring 2

Y9 Spring 3

Y9 Summer 1

Y9 Summer 2

Y9 Summer 3

Science

^Chemistry

^{Properties and Changes of Materials}

^{Periodic Table and Chemical Reactions}

^Chemistry

^{The Earth and Rocks}

^Biology

^{Living Things and Their Habitats}

^{Life Processes}

^Biology

^{Control Systems}

^{(Begin OCR accreditation)}

^Physics

^Sounds

^{Forces and Magnets}

^Physics

^{‘CSI Plus’: Evidence left at a crime}

^{(Continuing OCR accreditation)}

^{To recap safety in the Science Lab,describe the particle arrangement of solids, liquids and gases; to have an understanding of the Kinetic Theory. To gain a deeper understanding of the properties of the elements in the periodic elements including the ‘transition elements’. They will explore the factors that affect rates of a reaction and identify elements by using flame tests.}

^{To gain an understanding of the Earth’s Tectonic Plates.To recall the names of types of rock; To learn about  the rock cycle and the different types of rocks in more detail and how they are formed.To extend their learning about the Earth’s resources and why we should  recycle the Earth’s natural resources. To grasp the concept of gravitational force; To calculate weight if the mass and gravitational force is given.To recap the planets and explore space exploration.}

^{To recall the characteristics of living things, to prepare and look at slides of cells and become competent in using the microscope.: To recall the Skeletal and Muscular Systems,Nutrition, Digestion and Excretion.To gain a better understanding of  the importance of a good diet,respiration and to investigate the effects of exercise.To understand photosynthesis including the word equation for photosynthesis.}

^{This topic  introduces students to the concept of balancing the body’s internal environment, in the contexts of body temperature, water level, and blood glucose level.}

^{This is to help them understand that changes in our surroundings can affect our body’s internal environment.That the body’s internal environment can change and that the body tries to control this change, using temperature regulation as an example.}

^{This topic introduces students to the concept of sound and the way sound is made through vibrations travelling as wavelengths. Pitch and volume is also explored as well how sound vibrations travel into the human ear.}

^{The topic looks at different types of forces and their movements e.g push/pull/twist/bend.  Gravity and friction is studied and drawn as arrows on diagrams. Balanced/ unbalanced forces in diagrams are also looked at e.g floating and sinking..}

 ^{Students look at how magnets create a push or pull force through their opposite poles by attracting and repelling. Magnetic fields and their strengths are observed. Students test different materials for magnetism.}

^{Know that anyone present at a crime scene will leave some evidence behind.Understand why crime scene investigators wear special clothing to avoid leaving evidence at a crime scene.Know how fingerprints can be removed from a surface.Know that blood contains red blood cells, white blood cells, platelets and plasma.Recall that the main blood groups are A, B, AB and O and know how chromatography can be used to separate colours in ink.}

Science
Curriculum Cover Pages

Computing

^{Online Safety / Social Networking}

^{Cyberbullying}

^Grooming

^{Movie Maker Project}

^{Faking It / Design} 

^{Faking It}

^{Design a CD Cover}

^{E Waste / ICT and Society} 

^{Recycling and Infographic}

^{The main aim of this unit is to expose students to E-Safety to protect them in their use of electronic technology. In practice, E-Safety is as much about behaviour as it is electronic security.} 

^{Students will work through the unit completing focused activities in groups and independently to: familiarise themselves with being exposed to illegal, inappropriate or harmful material, and online interaction with other users.}

^{With the continuing growth and use of the Internet, social networking sites and texting as a means of communication, it is essential that students are aware of potential risks to their safety and well being and of the steps that they can follow to reduce these risks.}

^{Students will work through the unit completing focused activities in groups and independently to: familiarise themselves with being exposed to illegal, inappropriate or harmful material, and online interaction with other users.}

^{During this unit, students are introduced to a range of ways to use creative software effectively. Students will consider different techniques for customising and improving images.  They will use graphics editing software to learn some of the more commonly used techniques in order to ‘improve’ the appearance various images. Use creative solutions to design their own album cover. Be exposed to Electronic waste, which is becoming a world-wide problem as many gadgets, computers and mobile phones are discarded simply because they are not the latest model.}   

^{It is important that students have an awareness of ICT and technology in the real world. This project provides students with the opportunity to find out about such issues. They undertake their own research and then have to determine which of the information they find is relevant and accurate.} 

Resistant Materials

^{6 weeks taught on alternative carousel with} 

^{Food Technology}

^{Design, Make and Evaluate
Desk Tidy}

^{Make a vacuum form shell ,battery powered car.}

^{To Design and make a moving toy using cams and linkages.}

^{This project is about manufactured wood boards  . Students will learn the difference between the different manufactured boards and their characteristics. Students will learn about MDF, and  plywood , and how to join it. They will also learn how to put a draw in one point perspective  . The project is a desk tidy.}

^{This Unit will re-introduce students to  electronic components and build on yr 7 in the way they can be used to form a circuit and the development of soldering skills and design.}

^{This unit will extend the students knowledge on mechanisms by using cams and linkages to design and make a moving toy. By investigating mechanisms and making a focused practical task of a cam and linkage toy.}

Food Technology

^{6 weeks taught on alternative carousels with Resistant Materials}

^{Food Group - Cereals}

^{Food Groups - Meat and Dairy}

^{Design and Make a Family Meal}

^{Students will be focusing on different parts of food groups over the years in 7,8 and 9. This term they will be focusing on cereals and grains. They will be learning about what these foods are and the importance they have on our diet. They will be learning about where these foods come from and the cycle of harvesting.  Students will also explore these foods by making a variety of dishes. They will have the opportunity to keep extending their culinary skills in their practical lessons.}

^{Students will be focusing on different parts of food groups over the years in 7,8 and 9. This term they will be focusing on meat and dairy foods. They will be learning about what these foods are and the importance they have on our diet. They will be learning about where these foods come from and the different types of diets people may have - Vegetarians, Vegan - and what are the alternatives.  Students will also explore these foods by making a variety of dishes. They will have the opportunity to keep extending their culinary skills in their practical lessons while using these foods in this food group.}

^{Students will have the opportunity to learn and extend their understanding of the different food groups and their importance in our diets. They will be doing this by focusing on the EatWell Plate. They will be looking at all the different food groups, the portion sizes and what makes up a well balanced meal. Students will have the opportunity to look at recipes that they would enjoy with their families with the focus of making it healthy. They will then design and make their meals and then evaluate to finish off the project.}

Physical Education 

^Basketball

^{Tag Rugby}

^{Trampolining - TBC}

^Gymnastics

^{Ball Skills}

^Football

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^{Indoor Athletics}

^{Team Games: Winning & Losing}

^{Tag Rugby}

^Gymnastics

^{Ball Skills}

^Fitness

^Panathlon

^{Outdoor Walking}

^{Cross Country}

^{Balance & Co-ordination}

^Rounders

^Tennis

^Athletics

^Cricket

^{The activities suggested vary in difficulty and teachers will select the appropriate ones for their group and differentiate accordingly. Learning within PE utilises spiral learning, so key concepts and skills are retaught each time to counter regression and then to increase difficulty.}

PE - Basketball 7-14 Autumn

PE - Football 7-11 Autumn

PE - Indoor Athletics - Autumn

PE - Team Games - Winning & Losing - Autumn

PE - Balance & Co-Ordination - Spring

PE - Ball Skills 7-14 Autumn_ Spring 

PE - Panathlon Sports 7-14 Autumn_ Spring

PE - Gymnastics 7-11 Autumn_ Spring

PE - Handball 7 - 11 Spring

PE - Fitness 7-14 Spring 

PE - Uni-Hoc 7 -11

PE - Cross Country 7-13 Autumn_ Summer

PE - Athletics 7-11

PE - Cricket 7-11 Summer

PE - Rounders 7-11 Summer

PE - Tag-Rugby 9-11 Autumn_ Spring 

PE - Trampolining 9-11 Autumn

Arts Carousel Key Stage 3:

Year 9

Art & Design

Learning Intention:  Graffiti Art

The Purpose of this Project is to develop pupil’s understanding that Art and Design has different audiences and can be perceived in different ways.  Art is not only found in galleries or in the Art room but in a range of locations in the community and wider world. This SoW is aimed at developing pupil’s ability to form more informed judgments and opinions on artwork by a range of Graffiti Artists including Keith Haring and Banksy. They  develop simple-line,  bold colours, observation, design and spray painting skills based on the Graffiti Art style. Pupils also begin to explore: Anti-discrimination statements, political messages and how Public Art can be both legal and illegal. They evaluate health and safety implications in using materials. They also gain opportunities to make links to their immediate environment and future workplace. Pupils are encouraged to question the status quo,  rationalise and debate their opinions, both political and artistic, to develop a wider world perspective. 

Art & Drama

^{Art & Design, Art and Drama and Dance are Taught on a termly rotating carousel -please speak to your child’s Form Tutor or contact the Arts Faculty Leader for further information}

Learning Intention ’Exploring roles: Victims, Villains & Heroes!’

The purpose of this Scheme of work is to broaden pupils' understanding of character roles in Comics, Literature and Film. To develop their ability to identify meaningful qualities in others. Pupils learn to research Victims, Villains and Heroes and describe the Costumes accessories/gadgets, characters and their qualities. They are taught to explore empathy for how characters, both real and fantasy can be misunderstood e.g. Frankenstein's ‘Beast’. They improve communication, social interaction and decision making skills through Group and Teamwork. Pupils use computing/ICT and reading skills  to research and learn about Chadwick Boseman (the first Black Superhero/Lead Protagonist in a Hollywood Movie) and learn printmaking processes, then work together to create group designs i.e. posters or decorations for an event. This scheme of work provides opportunities to present and debate arguments from a range of social and moral issues including racial equality, awareness of stereotyping, and issues that affect the Film and Design industries. 

Art & Drama 
Curriculum
Cover Sheet

Year 9 Art & Drama Cover Sheet

Dance

^{Art & Design, Art and Drama and Dance are Taught on a termly rotating carousel -please speak to your child’s Form Tutor or contact the Arts Faculty Leader for further information}

Learning Intention: Contemporary Dance

In this unit pupils learn to develop and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group. This project focuses on the different ways to communicate through movement and expressing emotions. Students are encouraged to create dance routines using different emotions and to perform them using choreographic devices.

Dance Curriculum
Cover Sheets

Year 9 Dance Curriculum Cover Sheet

Music

Year 9

Learning Intention:  ‘Music from different Cultures’

This unit explores music from around the world in more detail. The purpose of this Scheme of work is to provide Students with the opportunity to build on the knowledge they  learnt about ‘Music and Songs‘ from Different Countries in year 8 by developing their ability to play music using a range of appropriate instruments including Djembe drums and Keyboard. Pupils learn about West African Drumming from the Malian Empire, Chinese music and Indian Raga music.

Learning Intention:  ‘Pop Music’

The purpose of this unit is for pupils to explore the world of Pop music and their passion for music in greater depth to help develop their ability to play instruments. Students will look at mainstream ‘Pop’ artists from today and explore some of their own music interests. In this unit, students will build on their previous learnt keyboard skills and knowledge. They will  also explore a new instrument; the Ukulele; an instrument that is synonymous with Hawaii. Pupils will have the opportunity to develop their fine motor skills by learning how  to play different chords on the ukulele.

Enrichment

^{Enrichment runs Friday lesson 5 and 6 . During this time it allows students the opportunity to experience activities that are not usually available to them. It allows them to develop their own interests and hobbies that they can continue to access at home, in the community or as they move on to other settings. Our students will be mixing with peers outside of their tutor class and year groups so that they can make new friends and mix with a variety of students and different staff which will promote social skills, communication skills and coping with change.} 

^{Most importantly, we are offering students a safe and secure environment to take on new opportunities with supportive staff relationships, so that they have the confidence to attempt new things.}