Accelerated Curriculum – Year 9

Year 9 – Skills

• Comparison
• Evaluation
• Planning
• Structuring an argument / essay
• Identify and select
• Summary
• Creativity
• Analysis
• Synthesis

Year 9 – Knowledge and Understanding

Evaluative language and approaches (specifically as required by Edexcel for GCSE)
Influence of context on Victorian literature.
Generic conventions for non-fiction.
Unseen poetry analysis and comparison.
Effective, independent note-taking and annotation.

Term 1:  Women’s Voices
Term 2:  19th century stories
Term 3: ‘Much Ado ..’ / ‘Romeo and Juliet’
Term 4: ‘A View from the Bridge’
Term 5: Time and Place poetry
Term 6: Genre writing 

Year 9 – Skills

Analyse worked examples 

Mark own work accurately 

• Know and understand formulas 
• Able to extract information from text  
• Multi step multi topic problem solving 
• Grade 4 problem solving 

Familiarised with exam vocabulary

Year 9 – Knowledge and Understanding

Calculations
Expressions
Angles and Polygons
Handling Data
Fractions, Decimals and Percentages
Formula and functions
2D shapes and transformations
Probability
– Measures, accuracy and estimations 

Year 9 – Skills

Knowledge recall: topic by topic
Application: more complex ideas
Concluding and evaluating; using scientific ideas to support conclusions
Mathematical: drawing and interpreting graphs, standard form, more complex equations.
Practical: completing required practical tasks recall of methods, applying to new situations. 

Year 9 – Knowledge and Understanding

Cells
Digestion
Animals and plants
Disease
Atmosphere
Earth’s resources
Atomic structure
Periodic Table
Bonding
Energy stores
Energy resources
Heating 
Molecules and matter

Year 9 – Skills:

• Project working
• Self evaluation to criteria
• Target setting
• Presenting
• Mini NEA (game)
• Software mastery
• Client requirements
• Abstraction
• Recall
• Evaluation
• Independence
• Making links
• Recommendation
• Justification

Year 9 – Knowledge and Understanding:

• Algorithms
• Programming
• Python programming
• Syntax
• Variables
• Debugging
• Artificial Intelligence
• Limitations of tech
• MS Office
• Use of tech in businesses
• Future tech + society and ethics
• Image manipulation
• Use of edited images in the media
• Producing a produce for a client brief
• Project management
• Information Technology

Year 9 Skills:

• Empathy
• Developing/expressing opinions
• Research
• Resilience
• Assertiveness
• Communication
• Self-care: mental health
• Literacy

Year 9 Knowledge and Understanding:

• Human rights
• Conflict
• Terrorism
• Radicalisation
• Crime & Punishment
• Relationships: law, consent, coercion, sexuality and homophobia, STIs and effective use of condoms
• Mental health: understanding /management of stress, depression, disordered eating
• Media + fake news
• Body image

Year 9 – Skills

HEALTHY LIFESTYLE BEHAVIOUR 

Matching physiological theory to practice with GCSE theory knowledge being practised through practical activities. 

Working practically towards a GCSE practical criteria in: 

Fitness
Netball
Trampolining
Gymnastics
Football
Hockey
Rounders
Athletics
Summer games
OAA 

Year 9 – Knowledge and Understanding

Theory
The skeletal system
The muscular system
Biomechanics
Types of training
Components of fitness 

Skills
Isolated skills from GCSE spec.  be aware of the basic and advanced isolated skills required for each sport.

Competitive situations
To know what makes a successful performance in terms of the GCSE grading criteria and what need to be achieved to increase grade potential.

Holistic and healthy lifestyles 
Be aware in the link between the theory of anatomy and benefits of PE and sport on healthy active lifestyles.
To experience the mental benefits of competitive sport and the stress relief associated with it. 

Skills:

• Resilience 
• Self-evaluation 
• Target setting 
• Evaluating a perspective 
• Out of the box thinking 
• Critical thinking 
• Socratic questioning 
• Avoiding ‘black and white’ thinking 
• Professional presentation of self and work 
• Abstract applications of concepts

Knowledge and Understanding:

Good and Evil
Capital Punishment
Beliefs about Deity (key focus on concepts of creation)
Religion and Psychology
Religion and Work 

Year 9 – Skills

Fieldwork enquiry skills
Application of fieldwork data to models e.g. Butler model – critiquing models
Use of quantitative and qualitative data
Interpretation, construction and analysing of maps and graphs e.g. scatter graphs, correlation etc.
Decision making skills
Summarising complex information
Use of data sets
Analysing data e.g. global tourism data
Use and construction of info-graphics
Decision making / issues analysis skills
Further development of atlas and map skills – specifically linked to the African continent
Preparing a debate
Use of weather maps and weather satellite images
Construction of annotated land form diagrams – coasts

Assessment Opportunities:

Every test will be modelled on the AQA GCSE format – i.e. short answer, multi choice, use of diagrams, extended answers and a long answer that includes multiple tasks.  Each test will be completed after each topic.

Field Work Tasks to build capacity at GCSE.  Fieldwork write up will also follow the general format, will be more detailed than Year 7 and 8.

Year 9 Knowledge and Understanding

Tourism – global tourism, impacts of tourism, management of tourism, tourism theory, ecotourism etc. The impact of coronavirus on the tourism industry, with regards to airports, airlines, travel companies and countries that rely on tourism for income (large part of their GDP)

World biomes and then focus on Tropical rainforests – distribution, characteristics, human impacts, focus on palm oil and its future. Causes of forest fires in the Amazon rainforest.

Weather and extreme weather – linking to lessons studied during home learning and using resources from the KS3 textbook

Human and physical geography of Africa and issues facing Africa. Introduce Congo Basin Rainforest to link to TRF later on in the year. Apartheid can be linked to  Black lives matter

Coastal processes/landforms

Year 9 – Skills

Build on what has been covered in Year 7  and 8 but with greater focus on writing in the style of GCSE answers.
Drawing comparisons between the Ancient and Modern world.
Independent research and presentations.
Building a sustained argument.
Effective note-taking.

Year 9 – Knowledge and Understanding

Topic 1&2 – WW2 Causes, Dunkirk, Monte Cassino
Topic 3&4 – Ancient Rome and Carthage, the Punic wars and Hannibal
Topic 5&6 – Women in Ancient and Modern 

Year 9 – Skills

At KS3, we are using the approach developed by Dr Gianfranco Conti: Extensive Processing Instruction (E.P.I). It prioritises the teaching of chunks from communicative functions over the teaching of single words and traditional grammar. This pedagogical cycle allows students to achieve fluency and spontaneity by going through the MARS EARS sequence: 

Modelling & Awareness: present the target language chunks and patterns
Receptive processing phase: comprehensible input, thorough processing and input flooding – lots of repetition.
Structured Production: intensive retrieval practice phase. Highly structured forced-controlled – output tasks which recycle chunks just seen and previous ones.
Expansion*
Autonomy*
Routinisation*
Spontaneity*

*Planned communicative tasks – less controlled
*Explicit grammar teaching

The EPI approach allows teaching to develop fluency in all 4 skills through engaging and enjoyable tasks. 

Year 9 – Knowledge and Understanding

• Where I live 
• School 
• Future studies 
• Holidays & Travel 
• Healthy living 

Year 9 – Skills

Performance: 

Physical – Alignment, Balance, Control, Coordination, Extension, Flexibility, Isolation, Mobility, Posture, Stamina and Strength.
Technical – Accuracy of action, space, dynamics and relationships, Rhythm, Sense of Style and Timing.
Expressive – Communication of intent, Facial expression, Focus, Musicality, Phrasing, Projection, Sensitivity and Spatial awareness. 

Choreography: 

Action
Space
Dynamics 
Relationships
Motif development 
Contrast
Climax
Highlight
Transitions 
Structure
Selection of aural setting
Choreographic intent 

Appreciation: 

Describe
Analyse
Interpret 
Link to choreographic intent
Evaluate  

Year 9 – Knowledge and Understanding

Physical skills 
Technical skills 
Expressive skills 
Choreography skills
Safe working practices  
Tribe Dance Company – history, dancers, stylistic features and movement vocabulary 
A Linha Curva – movement and production features
Emancipation of Expressionism – movement and production features 
Choreographic intent  

Year 9 – Skills

Line learning, Interpreting a Script, Interpreting stimuli, Terminology, Research, Social/ group work.
Performance skills/conventions, commitment, projection, clarity, intonation, emotional commitment, Sustaining role, analysis & evaluate, Negotiate and work in a team.
Think of an individual – what makes them successful?

Lord of the Flies
London Riots/ Stage Combat 
All schemes
Murder Mystery/ Lord of the Flies/ London Riots/ Physical Theatre
Practitioners 

An exceptional Year 9 student looks like:
Modulates vocal skills with some confidence and ease
Uses gestures with precision and growing confidence
Uses stage space effectively, performing more DS
Uses conventions (Freeze frame, thought, split stage, narration, mark the moment, mime, cross cutting, monologue, forum theatre)
Understanding of style/ genre
Effective use of a range of terminology
Give clear examples in both written and verbal feedback (how it can be improved/ effect on the audience)
Uses the IDEA structure 

Year 9 – Knowledge and Understanding

How to create an atmosphere
Use of terminology
Performance skills
Conventions
Practitioners – considers arts as propaganda, censorship
London Riots – considers prejudice and racism, social divide and stereotypes
Lord of the Flies – considers social divide, morality  

Year 9 – Skills

Performing

• Pitch, tuning and rhythm are accurate.  
• The Performance is expressive and stylistic.   
• There is a consistent tempo and adherence to the pulse throughout.  
• Ensemble skills are strong.  
• Gives a convincing performance.  
• Excellent breath control and posture ensures good phrasing.  
• Performs an appropriately challenging part. 
• Gives a convincing musical performance. 
• Demonstrates excellent ensemble skills. 

Composing

• The piece has a clear sense of style.  
• Shows development of ideas.  
• Meets the demands of the brief.  
• Is imaginative and creative.  
• Uses appropriate melodic, harmonic and rhythmic devices.  
• Shows clear evidence of consideration of the musical elements.  

Listening and Appraising

• The musical elements are at the core of the musical skills. Students explore these through listening and analysis of all musical styles and genre thereby developing an awareness and understanding so that they can apply them, with increasing skill across the key stages, in practice with composition and performance. 

Year 9 – Knowledge and Understanding

• Demonstrates creative responses to musical starting points.  
• Responds effectively to the music of others in an appropriate fashion.  
• Discusses and critiques the music of others eloquently.  
• Discusses and critiques own music eloquently.  
• Uses appropriate musical terminology demonstrating excellent understanding. 

Year 9 – Skills

Food, Nutrition and Health
Proteins
Carbohydrates
Knife Skills
Cooking Skills
Develop cooking skills learnt in year 7 and 8
Select recipes based on theoretical learning.
Presentation and Finishing Skills
Mini Food Preparation Tasks

Food Science
Heat Transfer
Functional and Chemical Properties of foods
Food Investigation Tasks
Skills to Analyse and Evaluate and Conclude
Sensory Analysis
Raising Agents

Food Safety
Food Safety
Storage and Buying of Food
Micro-organisms and Food Poisoning

Food Choice
Be able to cook dishes suitable for different dietary requirements.
Food Provenance
Primary and Secondary Food Processing    

Assessment Project
Be able to plan, prepare and cook dishes that would be suitable for a sporting event or a food festival.
Analyse work against a brief. 

Year 9 – Knowledge and Understanding

Safety
Food, personal and kitchen safety linking to key temperatures
Bacterial Contamination
Use of a food probe
Hazards 

Nutrition and health
Functions of proteins and carbohydrates in the diet

Food presentation and cooking 
Putting theory into practice through cooking dishes 
Develop skills to present food well
To investigate how to make a high skill pasta dish 

Food Science
Understand the different raising agents.
See how the raising agents work- cooking a Christmas chocolate log
Proteins: denaturation and coagulation
Understand Gluten in flours – mini-investigative project  

Food Provenance
To be able to identify and explain primary and secondary processing.  Milling of wheat – using this primary food product and making a secondary processed product e.g., flat breads.

Assessment Project
Understand the process of the second practical assessment at GCSE level.
Develop skills of research, presenting work and planning effectively against a brief. 

Year 9 Skills:

Term 1 & 2: Foundation course that introduces learners to the full GCSE assessment objectives

Record
Develop
Experiment/Refine
Realise.

Learning & developing skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience 

Terms 3 to 6 Exploring the theme

Year 9 Knowledge and Understanding:

Develop skills to work as an artist 

Resilience
Reflective
Independence 

Respond creatively and expressively to contextual resources 

Year 9 – Skills

Term 1 – 6: A course that introduces learners to the full GCSE assessment objectives

Record
Develop
Experiment/Refine
Realise 

A range of workshops and artists/designers are explored to give students a full range of skills and knowledge to support them through the transition to GCSE.

Learning & developing skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience.

Year 9 – Knowledge and Understanding

Develop skills to work as an artist 

Resilience
Reflective
Independence 

Respond creatively and expressively to contextual resources 

Year 9 – Skills

Term 1 & 2: Foundation course that introduces learners to the full GCSE assessment objectives

Record
Develop
Experiment/Refine
Realise. 

Learning & developing skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience 

Terms 3 to 6 Exploring the theme

Year 9 – Knowledge and Understanding

Develop skills to work as an artist 

Resilience
Reflective
Independence 

Respond creatively and expressively to contextual resources