Year 9 Curriculum Overview Booklet 2022 2023

Year 9 Curriculum Information 2022-23
A Reference Booklet
for Parents and Carers
Contact: Mrs A Hart, Deputy Headteacher & DSL

A forward-thinking community with a tradition of excellence
Contact: Mrs Z Harris, Deputy Headteacher
Planning for the future
Dear Parents and Carers
I hope this booklet about the subjects your daughter is studying in Year 9 will be of interest to you. It contains a
lot of valuable information and provides an overview of the Year 9 curriculum.
The first few introductory pages of the booklet give an outline of the Year 9 curriculum at MGGS; what subjects
your daughter is studying, details about the National Curriculum and our own Curriculum Extra programme,
assessment and homework.
After the introduction, you will find a summary about each subject in Year 9; what work will be covered, how
your daughter will be assessed, what progress is expected, the types of homework likely to be set, useful websites
and how parents and carers can help.
It would be very helpful if you could spend some time with your daughter going through this booklet together as
it will ‘map out’ the year ahead for her. Year 9 Term 6 will be the start of your daughter’s GCSE courses for all
of the subjects she will have chosen to do. It is, therefore, a vital time, and one that ‘sets the scene’ for the years
ahead.
The Year 9 Curriculum at MGGS in a Nutshell …
There are five lessons a day, each one hour long. We operate a two week timetable (Weeks 1 and 2) and therefore the timetable for Week 1 will be
different to Week 2.
Subject Number of lessons

Lessons per fortnight
Art 2
Biology 2
Chemistry 2
Design and Technology 3
Drama 2
Enrichment 2
English 6
Geography 3
History 3
Computing 2
Mathematics 6
Modern Foreign Languages French: 4
German/Spanish: 4
Music 2
Physical Education 3
Physics 2
Religious Studies 2
Key Stage 3 and the National Curriculum (NC)

Our Year 9 students follow the programmes of study of the new National Curriculum (NC) which came into effect in schools nationally in September 2014. In
addition to the NC we have our own additional enrichment and extension programmes for all the subjects that your daughter will be studying; this programme is
called Curriculum Extra.
Central to all our lessons is a thinking based approach. We want our students to explore ’big questions and themes’; to research, discuss, analyse and reach
carefully considered opinions and views.
MGGS is MEGA
Mindset Enquiry, Extension, Enrichment

Our MGGS Mindset programme is well established across the school, promoting that students We seek to develop curious learners and promote scholarship, including activities to
need vision, significant effort, effective systems, varied practice and a good attitude in order to extend students’ understanding in all lessons. We want our students to be well rounded,
achieve their full potential. We firmly believe that these skills, traits and habits can be learned and, as a result, we have designed a diverse and comprehensive Curriculum and Sixth
and developed, and have lots of activities designed to assist with this. Form Extra programme for all Key Stages.
We look at different aspects in each Key Stage, focusing on attitude in Key Stage 3, adding In Key Stage 3, students attend timetabled Big Questions lessons, extending learning
vision and systems in Key Stage 4, before looking at the whole programme in the Sixth Form. beyond the National Curriculum and applying their skills to new contexts. In Key Stage 4,
students explore thinking and reasoning and practise being reflective learners, alongside a
Students receive explicit teaching about MGGS Mindset during special year group sessions programme of Core PE that is designed to promote lifelong fitness and activity. In the
led by senior staff. This is supported by subject specific activities, as well as mentoring, form Sixth Form, students are able to choose options to learn for leisure, as well as having the
activities and assemblies. opportunity to undertake additional qualifications, including the LIBF Personal Finance
course and the highly-regarded Extended Project Qualification.
Google Advanced Thinking

At MGGS we believe that technology should be embedded within teaching and learning MGGS has been an Advanced Thinking School since May 2015. Our students are
throughout the school and that we should use both existing and emerging technologies as a equipped with tools designed to reorganise, frame and extend their thinking, promoting
means of preparing our students for the digital age. Learning to use digital resources deeper learning.
appropriately and effectively is an essential part of education.
Students will be introduced to the Thinking Tools as part of their induction to the school
We teach, collaborate and communicate via Google throughout the school. New students and will then practise these in lessons across all subjects. Students also have an
often comment on how Google has transformed their learning. All our current Year 7s have opportunity to attend training sessions to develop their use of these invaluable tools during
their own chromebook and this is being further extended across the school. There are Google the revision season.
Classrooms and Drives for subjects, houses and many other groups, including Student Voice,
Careers and the Aspire UCAS Early Entry group. Additionally, MGGS has been selected by Advanced thinking is embedded in all we do, and there are opportunities to celebrate this
the DfE to be a Computing Hub school, one of only 30 in the country. through outreach days, competitions and the Festival of Thinking in the Autumn term.
Grading in Year 9
All students complete work covering the National Curriculum at Key Stage 3. As part of our Curriculum Extra programme students also cover work in addition to
the requirements of the National Curriculum. The National Curriculum no longer uses levels to measure students’ progress. At MGGS students work is measured
using the MGGS Attainment grade system.
MGGS Attainment Grade

Exceeding our Expectations
Meeting our Expectations
Working Below our Expectations
Work completed in lessons, core assessments and homework can be awarded MGGS Attainment Grades, including +/- scores as well. These grades will vary from
each piece of work, depending on the nature of the task and how well your daughter has completed it. Tracking reviews give a summative reflection of all the
work completed over a period of time. In tracking reviews and reports a single grade will be given, i.e. with no +/- .
What do the grades in tracking reviews and reports mean?

Our expectation is that by continuing to work steadily, most of our students should be able to achieve a current GCSE grade of 6 in each of her subjects. GCSEs
are now graded on a 9 to 1 scale. The attainment grades mean that if your daughter continues to work as she is now working then by the time she takes her GCSEs
she is likely to receive the following grades, based on her current progress:
New GCSE
9 8 7 6 5 4 3 2 1
grades
Old GCSE
A* A B C D E F G
grades
MGGS Exceeding our
Attainment Expectations Meeting our Expectations Working below our Expectations
grades
Progression
Please note that if a student’s MGGS attainment grade remains the same from one assessment to the next this does not mean that the student is not making progress
as they will have learnt new material from one assessment to the next. Only when the most recent grade is lower than the previous grade would less progress have
been made. Subject specific details of what is required to maintain good progression is given on the subject pages of this booklet.
Assessment in Year 9
At MGGS your daughter will be assessed in a variety of ways to help monitor the progress that she is making. Common to all subjects will be ‘core assessments’.
Core assessments are the same for all classes for a subject and allow departments to use standardised mark schemes. This means that the progress of all students
can be monitored fairly and consistently within each subject area. There are many types of core assessment tasks and they include topic tests, projects, written
exercises and presentations. In addition to core assessments your daughter will complete other pieces of work that will help her teachers assess how she is doing.
We are very keen for students themselves to develop a deeper understanding of how they can further improve. Therefore, with each core assessment and some
other tasks there will be opportunities for self and peer assessment. At MGGS we use the term ‘Assessment as Learning’ to describe a student’s involvement in
assessment of their own and others’ progress, in order to inform learning.
Parents and carers will receive a Tracking Reviews during the academic year along with a full School Report at the end of the year. The Tracking Reviews give a
summary picture of your daughter’s progress in each of her subjects whilst the School Report provides more detailed information. There is also a Parents’
Evening in Term 3.
Our comprehensive systems of assessment, tracking and reporting provide valuable information to determine the progress of each student and what
additional support may be needed if necessary.
Homework & Independent Learning in Year 9
Homework is set for a number of reasons. These include:
● To encourage students to develop the skills, confidence and motivation needed to study effectively on their own, leading to independent learning. This is
vital given the importance for students in the future of lifelong learning and adaptability.
● To consolidate and reinforce skills and understanding developed at school.
● To extend school learning, for example through additional reading.
● To prepare for activities and work to be undertaken in future lessons.
● To make use of resources that may not be available in the classroom.
● To sustain the involvement of parents and carers in the management of students’ learning and keeping them informed about the work students are doing.
● In future, to manage the particular demands of public examination coursework.
At MGGS a variety of homework tasks and activities is given to Year 9 students and includes:
● the completion of lesson work

● answering written questions which consolidate and/or extend classroom based work
● researching
● reading
● preparing presentations
● carrying out creative projects
● completing practical and/or investigation based work
● revising for tests and examinations
● consolidating notes from lessons.
Where at all possible homework tasks and activities are set to help in the development of a wide range of skills as well as knowledge based work per se. Skills
include being able to successfully:
● study and learn independently

● research, investigate and enquire
● critically appraise and evaluate
● plan and write essays
● use and manipulate mathematical functions
● develop creative processes such as drawing, construction and composition
● develop gross and fine physical co-ordination with regard to sports and the creative arts
● word process and/or handwrite as appropriate
● develop ICT skills for application in the modern world
● develop communication skills in presentations to others.
Homework is set regularly in each subject area and your daughter will have been given a homework timetable which tells her which homework is being
set on particular days. In some subjects such as Music, Art and Design & Technology, homework times may be amalgamated into ‘blocks of time’ so that a
larger piece of work can be completed. In such cases, students will be advised of this at the start of the block of time so that they can plan how and when they
complete the work.
It is important that your daughter writes all her homework clearly in her ‘planner’. She should show you her planners on a regular basis and ask you to sign
it. It would be very helpful if you could check that she is writing down all homework and completing it on time.
At MGGS, the amount of homework for each subject is scheduled as follows:
Year 9 Homework allocations: two week timetable cycle

Art 2 x 30 minutes
Biology 1 x 40 minutes
Chemistry 1 x 40 minutes
Design and Technology 3 x 20 minutes
Drama 2 x 30 minutes
English 2 x 60 minutes
Geography 2 x 30 minutes
History 2 x 30 minutes
Computing 2 x 30 minutes
Mathematics 2 x 60 minutes
Modern Foreign Languages French: 2 x 30 minutes
German/Spanish: 2 x 30 minutes
Music 2 x 20 minutes
Physics 1 x 40 minutes
Religious Studies 2 x 30 minutes
It can take students a while to settle down into good working patterns with their homework. There can be a danger that too much time is spent on the homework
and/or lack of organisation causes some stress in meeting deadlines. Should you have any concerns about this please contact your daughter’s form tutor in the first
instance.
Google Classrooms, Drive and Sites
All students will already have or will be given access to our Google Classrooms, Drive and Sites which form part of the school’s Google virtual learning
environment. These will contain a lot of useful information for students to use and which can be accessed online whether at school or at home.
Subject Information
In the pages that follow, information is given about each of the subjects that your daughter is studying.
Please note that the school does not take any responsibility for the content of third party websites listed in this booklet. You are advised to check any websites
that your daughter may use.
Art
Intent Implement Impact
The aim in Year 9 is for students to start making Students will develop skills in portraiture drawing At the end of year 9 students will have a deeper
their own creative decisions in order to express and then they will complete 3 projects, each based understanding of the creative process and a much
themselves visually. The theme of the year is on different artists, covering different skills in each broader range of skills across various new media.
‘personal identity’ and through further exploration in order to explore a variety of ways of expressing If they choose to pursue art at GCSE, students will
of various recording skills and exploring artists, themselves. have a strong foundation of knowledge to prepare
students will complete a series of more them for the more independent nature of Key Stage
accomplished and independently developed 4 Art, Craft and Design.
outcomes. The skills they explore in this academic
year will also underpin the GCSE course if they
choose to pursue art further.
Term 1 Term 2 Term 3
Big question How can I accurately draw How can I use proportion to How can I use paint to create an expressive figure drawing?
a human face? create an expressive human face
Skills Typography and graphic Analytical Life drawing, Analytical sketchbook pages, Painting skin tones, expressive
layout design, Tonal sketchbook carbon paper photography, Gridding/scaling up painting
drawing from observation pages printing
Knowledge Proportions of the face Work of How to capture Work of Cristina Troufa Opacity in paint, painting skin
Adebanji expression in the tones, painting expressively
Alade face
Assessment The ‘NEWSFEED’ document provides opportunities for self reflection, teacher grading, RAGging, written feedback and student responses for
‘next time’.
CORE ASSESSMENT: Graphical front CORE ASSESSMENT: Tonal portrait drawing, Cristina CORE ASSESSMENT: Exam drawing,
cover of sketchbook, Adebanji Alade Troufa analysis page Expressive painting
analysis page
Big How can I use mixed media to express who I am? How can I explore new ways of creative
question artwork?
Skills Analytical sketchbook pages, design work, Carbon paper printing, acrylic painting, Etching, Linocut, Monoprint, DSLR
typography background techniques, photo transfer photography
techniques
Knowledge Work of Sarah Beetson Composition, design process Techniques and processes
Using colour and texture to express yourself
Assessment The ‘NEWSFEED’ document provides opportunities for self reflection, teacher grading, RAGging, written feedback and student responses for
‘next time’.
CORE ASSESSMENT: Sarah Beetson analysis, CORE ASSESSMENT: Skills assessment on KS4 Newsfeed sheet
typography work Mixed media Beeston response
How parents can support: Encourage your child to use the whole of their designated homework time on making sure their work is completed to the best of
their ability. We also recommend taking your child to art exhibitions and galleries to inspire them.
Useful links https://www.studentartguide.com/

www.timeout.com/london/art/top-10-art-exhibitions-in-london
https://www.tate.org.uk/kids
MEGA
Mindset Enrichment Google Advanced Thinking

Students continue to be encouraged in their Students who enjoy art and design are All student resources, including lesson slides Persistence and Striving for Accuracy are
persistence and growth mindset, further welcome to attend the KS3 art club run by our and supporting videos are kept on the ‘Art frequently highlighted throughout the year
exploring a range of areas within art enabling amazing art prefects. In addition to this, there Students’ google drive area, alongside other and embedded into the curriculum. De
everybody a chance to succeed. They are are ‘Free Art Fridays’ for students to come resources to support independent learning. Bono’s 6 hats are used to support art analysis
encouraged to practice continuously in order and create whatever they want with the art Assignments and messages are posted and reflection. We frequently use bloom's
to further embed their knowledge and skills. department. Other opportunities, e.g. routinely on google classroom. taxonomy to frame our questions,
competitions, are also available on the ‘Art encouraging students to use higher order
Vision Extra’ Google Classroom. thinking skills.
Homework: Art
Homework is set on a regular basis with the expectation that students spend their time on each task to ensure focused and quality outcomes that build on the
knowledge and understanding developed in the classroom. Activities include: practising techniques and skills when recording from observation, research, the
generation and development of ideas and stand-alone pieces, the critical analysis of the work of others and the reflection on the student’s learning.
Computing Year 9
Intent Implementation Impact
The increasing use of technology in all aspects of The year 9 Computing journey continues to develop Students have a good understanding of
society makes confident, creative and productive students’ problem-solving and programming skills programming skills required and the foundation of
use of computing an essential skill for life. and also strengthens their understanding of online computing theory to make a decision about
Computing capability encompasses not only the safety / cyber security measures. choosing this as an option for their GCSE.
mastery of technical skills and techniques, but also
the understanding to apply these skills purposefully, Students are introduced to the syntax of HTML and
safely and responsibly in learning, everyday life CSS enabling them to design websites.
and employment.
We move on to master key concepts to be able to
design text based games.
Keeping data safe on the internet using encryption

techniques and the relevant algorithms is a
progression from online dangers learnt in Year 8.
Students also learn about the ethical and moral

issues surrounding image manipulation.
Big question How do I create dynamic content on the World What are the features of a good computer game? How are images and text represented (data
Wide Web (www)? representation contd.)?
Skills Syntax of HTML and CSS, structure a Problem solving, advanced Python programming - Numeracy skills, binary number conversion and
program, creative. data structures and random functions. calculation of file sizes.
Knowledge ➔ An introduction to HTML and basic tags ➔ This unit of work begins with a recap of ➔ This unit is a continuation of the learning on
required to construct a webpage. python programming skills. data representation - binary, hexadecimal
➔ Embedding images, videos, tables, frames ➔ The need for and how to use Random library to number system.
to construct a meaningful and catchy generate unpredictable values in a game. ➔ Understanding the components of image
homepage. ➔ Be able to store multiple values in a single representation
➔ Use CSS as a formatting tool for web page variable - array. ➔ Digital representation of text.
content. ➔ Design and produce simple ‘guessing’ games. ➔ Using Logic Gates in circuits - designing
➔ Design and implement a website in their and building circuits to simulate properties
own area of interest (music, dance, bake, of basic gates (NOT, AND and OR ).
skating, fashion, textiles etc.)
Assessment Evaluation of the individual websites and Year 9 examination. End of unit assessment on data representation.
End of unit assessment HTML and CSS syntax

and problem-solving techniques.
Big question How can I keep data safe on the internet? Can I believe every digital media? GCSE Headstart
Skills Encryption techniques, coding and ICT skills - using image manipulation software Mastering Python programming skills -
decoding messages, numerical skills, and mastering different techniques to ethically assignment, selection and iteration.
spreadsheet functions alter images. Numeracy skills
Teamwork
Knowledge ➔ Students have a recap on the dangers of ➔ Understand the ethical and moral ➔ This term we begin our journey on GCSE
transmitting data on the internet and a implications surrounding image Computer Science.
simple encryption technique to encrypt manipulation. ➔ Mastering the fundamentals of
messages - transposition cipher . ➔ Use the Serif Photoplus software to problem-solving and programming - data
➔ Understand and work with different digitally alter images for a given set of types, selection and iteration.
ciphers to encrypt and decrypt scenarios. ➔ Be able to plan and code a mini
messages programming project independently.
➔ Use further functions available in ➔ Recap on the data representation
spreadsheets such as LOOKUP. knowledge from year 8 and year 9 - Binary
and Hexadecimal number systems,
arithmetic, character and image
representation.
Assessment End of unit assessment on encryption Project presentation ➔ A summative assessment on

techniques. Fundamentals of Programming
➔ A summative assessment on Data
Representation
How parents can support: Homework is set on a weekly basis via the Google Classroom platform. Homework can often be research-related, be a
follow-on from the classwork or evaluation activity from the content of that day’s lesson. In Year 9 some of the homework
revolves around planning and / or revisiting the learning activities to enable them to develop on their metacognition skills.
Pupils are encouraged to keep up to date with technology news that can be used in class discussions and update their electronic
portfolio with opinions on current technological news as well as classwork and homework. Parents are encouraged to support
their children in these learning.
Useful links https://www.tutorialspoint.com/html/index.htm - A guide to HTML and CSS

https://www.bbc.co.uk/bitesize/subjects/zvc9q6f - KS3 Computer Science
http://www.thinkuknow.co.uk/ - Guide to internet safety
https://student.craigndave.org/gcse-aqa-8525 - Videos supporting the GCSE learning
http://www.bbc.co.uk/technology - Latest technology news
MEGA

Our curriculum is designed to support We enrich students through the curriculum by Google is a key part of our curriculum. It is Advanced thinking gives pupils the power to
student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure improve their outcomes by encouraging
learning behaviours, systems and resilience in activities in lessons. of students' learning through use of online deeper thinking. It helps to develop and
relation to their academic achievement. resources. deepen students' subject knowledge. We use
a variety of tools consistently across subjects
and within lessons to promote advanced
thinking
Homework: Computing
Homework is set on a weekly basis but does not always involve the use of a computer. Homework can often be research-related, be a follow-on from the
classwork or evaluation activity from the content of that day’s lesson. Pupils are encouraged to keep up to date with technology news so that it can be used in class
discussions and update their electronic portfolio with opinions on current technological news as well as classwork and homework.
Design and Technology
Fashion & Textiles
Students develop an even more in depth and Students work with a variety of paper patterns and Students develop a wider variety of practical skills
complex knowledge of what textiles is and how it fabrics to implement theoretical knowledge into and knowledge using the sewing machine including
can be used to design and make fashion garments practice. Students work to develop a range of pattern manipulation, adding darts, adding pleats,
linking to anthropometric data. Students work technical skills and apply these to their design fabric manipulation through origami and american
through a creative design process focussing on intentions in order to manufacture a high quality smocking. Students design and adapt patterns to
pattern and fabric manipulation and adaptations. garment reflective of the skills and techniques meet their needs taking into account anthropometric
explored. data.
Big How important are fabrics and garments? How important are fabrics and garments? How important are fabrics and garments?
question
Skills Designing - understanding contexts, users Making - practical skills and techniques. Designing - generating, developing, modelling
and purposes. Technical knowledge - making products work. and communicating ideas.
Making - practical skills and techniques. Making - practical skills and techniques.
Technical knowledge - making products Technical knowledge - making products work.
work.
Knowledge ● How to gather and use ● How to manipulate fabrics using a ● How to adapt and manipulate paper
anthropometric data. variety of pleating methods. patterns.
● How to manipulate fabrics using ● How to manipulate fabrics using ● How to use the sewing machine.
darts. American smocking. ● How to adapt the sewing machine
● How to manipulate fabrics using settings.
origami.
Assessment Technique sampling. Technique sampling. Design ideas.

Big How important are fabrics and garments? How important are fabrics and garments? Start of GCSE Course
question
Skills Making - planning, practical skills and Making - planning, practical skills and Making - planning, practical skills and
techniques. techniques. techniques.
Technical knowledge - making products Technical knowledge - making products work. Technical knowledge - making products work.
work.
Knowledge ● How to adapt and manipulate paper ● How to adapt and manipulate paper ● How to manipulate materials
patterns. patterns. ● How to create samples and swatches
● How to use the sewing machine. ● How to use the sewing machine. ● How to record work
● How to adapt the sewing machine ● How to adapt the sewing machine
settings. settings.
Assessment Technical knowledge and skills. Technical knowledge and skills. Technical knowledge and skills.
How parents can support: The department aims to help parents/carers by supplying as much as we can to allow students to make a speedy start to units of
work with appropriate high quality materials and resources specific to the topics. Most of the resources are single use, therefore
we would be appreciative of ensuring that your daughter has access to these by completing the contributions letter sent home and
returning it with payment as soon as possible. Costings are calculated to ensure that these are the absolute minimum for the
provision of the materials. On occasions your daughter may be required to provide additional decorative or specialist materials to
enhance her practical work.
Useful links ● All lessons/resources are posted onto Google Classroom

● www.technologystudent.com
MEGA

Our curriculum is designed to support We enrich students through the curriculum by Google is a key part of our curriculum. It is We promote advanced thinking through a range of
student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure activities that encourages students to critically assess the
world around them. Students are supported to develop
learning behaviours, systems and resilience in activities in lessons. of students' learning through use of online
habits of mind that promote key skills such as analys,
relation to their academic achievement. resources.
evaluation, and most importantly creativity.
Food & Nutrition

Students are required to demonstrate a working Students undertake a range of theory and practical Students build upon existing skills to become
knowledge of the spread and prevention of food tasks to link their knowledge. They explore food competent and confident with a range of food
poisoning bacteria. Students must understand a science, provenance, nutrition and choice. They preparation methods using the oven/hob. They
selection of more advanced cooking methods and work to prepare a range of recipes of increasing develop food preparation skills with increasing
different recipes from across the world. complexity from different cultures from across the accuracy. The recipes they follow require more
world. quality control checks as time goes on.
Big question Where in the world does our food come from Where in the world does our food come from Where in the world does our food come from
and what influences consumer choices? and what influences consumer choices? and what influences consumer choices?
Skills Cooking and nutrition - where food comes Cooking and nutrition - where food comes Cooking and nutrition - where food comes from.
from. from. Cooking and nutrition - food preparation,
Cooking and nutrition - food preparation, Cooking and nutrition - food preparation, cooking and nutrition.
cooking and nutrition. cooking and nutrition.
Knowledge ● Food hygiene, health and safety ● Food preparation skills. ● Food investigation - how to carry out
protocols. ● The process and science of research.
● Food preparation skills. gelatinisation. ● Food investigation - how to carry out
● Theoretical and practical ● Shaping dough. fair testing.
understanding of bread making and ● Food investigation - how to gather data
how this differs across the world. and analyse results.
Assessment Pathogenic bacteria and food spoilage report. Gelatinisation report. Food science investigation.
Big question Where in the world does our food come from Where in the world does our food come from Start of GCSE Course
and what influences consumer choices? and what influences consumer choices?
Skills Cooking and nutrition - where food comes Cooking and nutrition - where food comes Food hygiene, health and safety
from. from.
Cooking and nutrition - food preparation, Cooking and nutrition - food preparation,
cooking and nutrition. cooking and nutrition.
Knowledge ● Diets from around the world. ● Food nutrition dietary needs ● Critical temperatures
● Dishes from eastern cultures and ● How to adapt recipes according to a ● Food poisoning bacteria spread and
appropriate cooking methods. variety of dietary needs prevention
● Macronutrient and micronutrients. ● Food spoilage microorganisms and
enzymes
● Food preservation methods
Assessment Dietary needs report. Recipe adaptation. Food HHS.
How parents can support: The department aims to help parents/carers by supplying as much as we can to allow students to make a speedy start to units
of work with appropriate high quality materials and resources specific to the topics. Most of the resources are single use,
therefore we would be appreciative of ensuring that your daughter has access to these by completing the contributions letter
sent home and returning it with payment as soon as possible. Costings are calculated to ensure that these are the absolute
minimum for the provision of the materials. On occasions your daughter may be required to provide additional decorative or
specialist materials to enhance her practical work.

MEGA

Product Design

Students develop a wider variety of design A selection of modelling methods are utilised in Students are able to generate a wide array of design
communication skills including modelling for form order to explore the concept of mechanical motion solutions, taking into account both form and
and function. Students focus more closely on the in action. Students undertake a blend of theory and function as part of design solutions. Students
use of timbers and explore mechanical motion and practical tasks in order to investigate materials, manipulate materials through appropriate methods
construction methods. form and function of products. to produce a product based on one or more
mechanical motions.
Big question Can we live without Design and Can we live without Design and Technology? Can we live without Design and Technology?
Technology?
Skills Designing - understanding contexts, Designing - generating, developing, modelling Making - practical skills and techniques.
users and purposes. and communicating ideas. Technical knowledge - making products work.
Designing - generating, developing, Making - planning.
modelling and communicating ideas.
Knowledge ● How to identify target markets ● Modelling methods. ● Physical and working properties of
and carry out client profiling. ● How to generate a range of design ideas materials and mechanisms.
● Materials and their properties. suited to the needs of the identified client. ● How to shape and form materials
● Mechanisms and their functions. ● How to plan for accurate and high quality through waste, forming and addition
● Modelling methods. manufacture. processes.
Assessment Modelling form and function. Design ideas. Technical knowledge and skills.
Big question Can we live without Design and Can we live without Design and Technology? Start of GCSE Course
Technology?
Skills Making - planning, practical skills and Making - planning, practical skills and Designing and making principles - mock NEA
techniques. techniques. task
Technical knowledge - making products Technical knowledge - making products work.
work. Evaluating - own ideas and products.
Knowledge ● How to shape and form materials ● How to shape and form materials through ● The requirements of an NEA task.
through waste, forming and waste, forming and addition processes. ● How to design and make according to a
addition processes. ● Identification of what improvements need set theme/specific criteria.
making and how to implement these. ● How to design a flat pack practical
outcome.
Assessment Technical knowledge and skills. Practical outcome. Mock NEA task.
How parents can support: The department aims to help parents/carers by supplying as much as we can to allow students to make a speedy start to units of
work with appropriate high quality materials and resources specific to the topics. Most of the resources are single use, therefore
we would be appreciative of ensuring that your daughter has access to these by completing the contributions letter sent home and
returning it with payment as soon as possible. Costings are calculated to ensure that these are the absolute minimum for the
provision of the materials. On occasions your daughter may be required to provide additional decorative or specialist materials to
enhance her practical work.

MEGA

student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure activities that encourages students to critically
learning behaviours, systems and resilience in activities in lessons. of students' learning through use of online assess the world around them. Students are
relation to their academic achievement. resources. supported to develop habits of mind that promote
key skills such as analys, evaluation, and most
importantly creativity.
Homework: Design and Technology

Homework will take a variety of formats and may include, but not exclusively:
● A short research or design activity needed for the next lesson.
● A longer research activity to develop an understanding of a particular topic.
● An extended study requiring the careful management of time.
● Planning/preparation for lessons, including weighing out ingredients at home.
● Undertaking a manufacturing diary.
● Evaluations of practical outcomes.
● Watching a documentary or television programme which relates to the topic being studied.
Drama
To foster an interest in live theatre and develop All topics will stretch and challenge all learners and Students appreciate theatre as an art form in its own
young people's imaginations and creative thinking. inspire their creativity and curiosity. Students right and also understand the transferable skills
Every student will work collaboratively and receive regular teacher and peer feedback, they are developed in lessons. Students are creative,
develop confidence in performance. Students will also encouraged to reflect on their own skills by imaginative, curious, flexible thinkers, good
take risks in vocal and physical work and be able to recognising and celebrating strengths and areas for communicators, they are supportive audience
devise from a variety of stimuli, be able to analyse further development. Students are assessed termly members who are able to analyse and evaluate one
texts and stage extracts from contrasting plays. in three areas: creating, performing and responding. another's work and offer constructive feedback
They will have a good understanding of how to using subject specific terminology.
structure a piece of theatre utilising different theatre
practitioner methods. Students will have a basic
knowledge of the roles and responsibilities of
theatre makers.
Term 1 and 2 Term 3 and 4
Big Verbatim Theatre: The Paper Birds Page to Stage: Teachers and Shakers by John Godber
question How can we theatrically present real people’s views? Are the playwright's intentions important?
Skills Interviewing and selecting text, stream of consciousness in order to create text, Analysis of text and understanding of the social, cultural context. Multi-role, actor as a
physical theatre/choreographed movement sequences, exposing the method. prop, direct address, creation of comedy, ensemble work, how to use a set in a
Consideration and exploration of socio-political issues/world events through mutli-purpose way and utilise token items of costume. Analysis and evaluation of
performance. Opportunity for students to direct the Core Assessment task. performance
Analysis and evaluation of performance.
Knowledge Understanding the work of The Paper Birds theatre company and how they use The importance of the social, cultural and historical context of a text. Understanding
verbatim, movement and exposing the method in a unique way. What verbatim is, what is meant by ‘a playwright’s intentions’. Some understanding (through practical
how it can be created and collected and how it can be utilised in a piece of theatre exploration) of how the practitioners Steven Berkoff and Bertolt Brecht influenced
in order to add a sense of truth. A greater understanding of physical theatre and Godbers writing. How to use a wide range of theatrical skills in order to multi-role.
how it can add emphasis to text. Understanding of backstage roles.
Assessment document provides opportunities for students self-reflection, RAG rating, teacher feedback and target setting.
Students are assessed in three areas: creating, performing and responding
Assessment Regular self and peer assessment. Teacher formative assessment (verbal) takes Regular self and peer assessment. Teacher formative assessment (verbal) takes place
place throughout the unit in order to help students develop their performance skills. throughout. Students work in groups on a final performance piece (Core Assessment)
Whole class feedback (written) given at the end of term 1. Students work in groups using the Drama Department’s assessment criteria. In term 4 students receive individual
on Core Assessment using the Drama Department’s assessment criteria. In term 2 written feedback. Written examination.
small group written feedback is used to help students set individual targets.
Term 5 Term 6
Big Masks Introduction to GCSE

question Can masks communicate effectively with an audience? How can meaning be communicated through performance and design?
Skills Exaggerated use of physical skills, ‘golden rules’ of how to perform in a mask, Given circumstances, imagined circumstances, units and objectives applied to a scene
how to create major and minor characters, creation of an internal monologue, use from Top Girls by Caryl Churchill. Use of direct address, narration, non-linear structure,
of counter mask to show a variety of emotions.Creation of comedy. gestus, verfremdungseffekt, spass. Greater understanding of symbolism and surrealism.
Analysis and evaluation of performance Total theatre, ‘chair duets’, ‘round shift and through’ and immersive theatre techniques.
Costume design and recap of lighting and sound design.
Analysis and evaluation of performance
Knowledge Greater understanding of physical theatre. Introduction to Trestle and Vamos Understanding the requirements of the AQA GCSE Drama course. Recap stage
theatre companies and their use of full face masks. Understanding of how masks directions, staging configurations and roles and responsibilities of theatre makers for
are used in theatre around the world and other cultures/countries. The benefits for Component 1 Section A of the GCSE written paper. Good knowledge of a range of
deaf audiences i.e. universal language of movement. How masks can be used to influential theatre practitioners: Stanislavski, Brecht, Artaud, Berkoff, Frantic Assembly,
communicate character and storylines. Punchdrunk. Some of these have been touched on earlier in KS3. Recap of costume,
lighting and sound design and how they can aid the creation of
Assessment document provides opportunities for students self-reflection, RAG rating, teacher mood/atmosphere/character.
feedback and target setting. Students are assessed in three areas: creating, performing and responding
Assessment Regular self and peer assessment. Teacher formative assessment (verbal) takes No assessment
place throughout the unit in order to help students develop their performance skills.
Whole class written feedback is used to help students set individual targets.
How parents can support: Drama explores what it is to be human, in its broadest sense. Encouraging pupils to use their imaginations and to broaden their
reading habits are both useful tools for use across the curriculum. Seeing live or recorded theatre is also a way to spark a pupil's
imagination. Encourage students to get involved in the annual whole school production (performer or backstage) in order to
develop confidence and skills. As a department we also organise for visiting theatre practitioners to run workshops with our
students, taking part in these are so useful in terms of widening their experience of theatre.
Useful links BBC Bitesize Drama (AQA exam board) https://www.bbc.co.uk/bitesize/examspecs/zrnjwty
MEGA

Our curriculum is designed to support We enrich students through the curriculum by Google is a key part of our curriculum. It is In Drama students are continuously
student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure developing their Habits of Mind and rich
learning behaviours, systems and resilience in activities in lessons. There are also of students' learning through use of online questioning and retrieval practice is used to
relation to their academic achievement. extra-curricular opportunities such as the resources and students use a target setting doc help develop their knowledge and
annual school production, theatre visits and in order to help keep track of their progress. understanding.
In Drama we particularly want students to workshops led by industry professionals.
develop a curiosity for all aspects of drama
and theatre and be respectful and appreciative
audience members.
Homework: Drama
Drama homework will take various forms and including reflecting on lesson activities, drawing designs for masks or costumes, learning lines, completing research
or bringing in simple props or costume for a performance. We find that pupils who are passionate about the subject enjoy doing extra work on their diaries outside
of the classroom, creating a varied scrapbook of their experience of theatre visits or clubs and this initiative and enthusiasm is always commended.
English
- Reading for comprehension and - The KS3 course gets progressively more - At Key Stage Three, students make good
understanding challenging, as to be expected, with progress, and across the department, classes
- Close reading and analysis of language Shakespeare and heritage texts such as ‘Of achieve on average similar results. Parity is
devices Mice and Men’ and gothic literature ensured through moderation of assessments.
- Understanding of how historical and social integrated throughout the key stage to allow For those who are identified as
factors affect the production and reception for development of knowledge and underachieving, support measures are put in
of language academic enrichment. place in lessons.
- Clarity and accuracy of written
communication - We teach ‘A Midsummer Night’s Dream’ or - Students currently make steady progress
- Ability to think imaginatively and creatively ‘Much Ado’ in Year 8 and ‘Macbeth’ in throughout their study at Key Stage 3. In
- Appreciation of a broad range of literature Year 9 - texts which allow for appropriate year 7 we see mostly ME grades, with some
- Empathy and understanding of diverse challenge, pace and experience of different EEs. The average grade is still an ME in
range of cultures and experiences genres, as well as exposure to Shakespeare, year 8, with some EEs. By year 9, most
- Ability to communicate clearly and which the students will study at GCSE. By pupils start at an ME and then move to an
dynamically using spoken English the end of each year, students will have EE in both/either analytical or creative
- Skills in dramatic performance studied a range of different text types which work.
- Persistence, effort and practice through will equip them with skills needed for the
redrafting and proofreading written work GCSE Language course (the Y8 exam is
- Independent research and enquiry part of a mock GCSE Language paper).
Overall, there is a hybrid approach to
literature and language, as approved by our
examining body AQA.
Term 1: Novel Unit (Of Mice and Men) Term 2: The Gothic (English language Paper Term 3: Introduction to GCSE Poetry
1)
Big How do writers give a voice to the What are the features of the Gothic Genre? What is the canon?
question marginalised?
Skills - recreative writing - analysis - analysis
Knowledge Vocabulary/concepts: Vocabulary/concepts: Vocabulary/concepts:

- Discrimination - the Gothic - enjambment
- Hierarchy - uncanny - caesura
- Social Darwinism - motif
- Foreshadowing
Assessment - recreative writing assignment - year 9 exam (English language paper 1) - Unseen poetry analysis
Term 4: Non Fiction Texts Term 5: Shakespeare (‘Romeo and Juliet’) Term 6: GCSE Spoken Language
Big What are the features of non fiction texts? What are the features of a tragedy? What engages an audience?
question
Skills - - analysis - speaking and listening

Knowledge Vocabulary/concepts: Vocabulary/concepts: Vocabulary/concepts:
- - hamartia / fatal flaw -
- Turning point
Assessment - Non fiction writing - extract based question - GCSE Spoken Language Task
How parents can support: - read through written work

- encourage independent reading
Useful links -
MEGA

Homework: English
The school homework timetable will of course be followed, and students will find that they may be set a variety of homework tasks: research, preparation, reading
and writing. When longer pieces of work are set, students will be given one week to complete them in order to help them get used to organising their own time as
they will have to do for their controlled assessments at GCSE.
Geography
We would like students to strive to achieve the very The topics we have picked at KS3 ensure that The Geography curriculum covers a range of
best that they can and to leave MGGS as confident, we cover the national curriculum for Geography. current affairs, social and environmental issues as
resilient, inspirational and supportive young adults that The sequencing of the topics allows for basic well as giving students the opportunity to take part
are aware of different cultures, environments and to be concepts to be covered and then build upon in field trips locally and internationally. This
able to make informed decisions on sustainability. This these. We have also ensured that enriches our students' experiences of the subject and
supports students in becoming successful learners, continent/country areas are spread across the key their awareness of their place in the world. Pupil
confident and responsible citizens along with being stage with the UK and Russia being covered in Premium students also have the same access to the
independent and critical thinkers. The Geography year 7, Africa and the Middle East covered in curriculum and field trips.
curriculum will allow students to become forward year 8 and Asia being covered in year 9. This Current examination results at GCSE and A level
thinking and we will regularly adapt to change within also allows suitable comparisons between suggest that our exam board choices are appropriate
the world to ensure that students are being taught regions as well. for our learners.
about current and relevant local and global topics. At KS3 we have used the ‘progress in The range of examination questions at KS4 and 5
Geography KS3’ package that assisted with develop numeracy skills and enhances and supports
At KS3 we ensure students are taught a range of topics planning of the curriculum. It has allowed us to literacy skills especially through the longer
which include the national curriculum coverage. This use these resources as stepping stones for us to examination answers.
ensures that students develop the contextual build our lessons around and incorporate our We always have a number of students that complete
knowledge of the location of globally significant mega tools along with building suitable Geography A level and go on and study Geography
places e.g Africa, Russia, Asia and the Middle East challenge tasks for our students. Quality at a range of Universities and many of whom then
learning about the physical and human characteristics assurance of the delivery of the curriculum is go into Geography related careers.
of these locations. The curriculum also allows students carried out through learning walks, drop ins,
to develop their understanding of the interdependent observations and work scrutinies as well as
nature of the units taught. moderation of work.
Term 1 and 2 Term 3 Term 4 and 5
Big Can we ever know enough about earthquakes and What is development? How is Asia Being Transformed?
question volcanoes to live safely?
Skills ● Using world maps effectively ● Using a choropleth map ● Extend locational knowledge using maps of
● Describe patterns shown on maps ● Manipulating data Asia
● Research skills using the internet ● Describing patterns shown on maps ● Using climate data to identify patterns
● Research skills using the internet ● Understand the geographical differences of
place through physical and human geography
● Explaining patterns using population pyramids
and accurately drawing population pyramids
Knowledge ● Understand how plate tectonics cause ● Define development ● Map and describe the human and physical
earthquake and volcanoes to occur ● Understand how different development geography of Asia
● Explain continental drift indicators are used to measure development ● Describe how the lives people lead differ across
● Describe the location of earthquakes and ● Describe the differences between HIC’s, NEE’s Asia
volcanoes across the globe and LIC’s ● Describe how climate varies across Asia
● Explain what happens at constructive, ● Describe how economic activity changes over ● Explain how Monsoons occur
destructive and conservative plate boundaries time ● Flooding in Bangladesh - describe the causes
● Understand how we can measure seismic ● Understand what is meant by inequalities and explain the effects
activity using a seismometer and how the between countries but also within countries and ● Describe how vegetation and animals adapt to
magnitude of earthquakes is measured using be able to explain why this happens and live in a different biomes
the Richter scale. describe the effects of this. ● Investigate how the populations of China and
● Researching and create case studies of ● Understand the causes of poverty India have changed over time
earthquakes ● Investigate the causes of poverty in Nepal ● Understand what urbanisation is and the impacts
● Describe the characteristics of a volcano ● Understand what gender inequality is of this
● Explain the advantages and disadvantages of ● Investigate gender inequality in Bangladesh ● Explain why rural to urban migration tasks
living in a tectonically active area ● Describe the differences between Bi-lateral Aid place
● Researching and creating volcano case studies and Non-Governmental Aid ● Investigate urbanisation in Bangalore
● Understanding what causes Tsunamis and the ● Research an NGO and find out what projects ● Understand why slums occur and the effects on
effects they cause they currently run people of living in this as well as explaining
● Explain how Tsunamis can be managed ● Understand the sustainable development goals how slums can be improved
● Researching and creating Tsunami case ● Investigating China’s economic growth
studies ● Understanding what is meant by
interdependence
● Describing what the belt and road initiative is
● Explain why China developed the belt and road
● Understand the growing world importance of
Asia
Assessment End of tectonics assessment End of development assessment End of Asia Assessment
Term 6
Big question How can we ensure access to resources now and in the future?
Skills ● Use and describe choropleth maps

● Describe patterns shown on maps
● Use data to describe patters
● Research skills using the internet
Knowledge ● Understand why resources are so important

● Describe the world distribution of food, water and energy.
● Describe why we import so much food into the UK and explain the impacts of this.
● Describe how we can reduce the importing of food into the UK
● Explain how the UK’s demand for water has changed and describe how we can manage water supply and quality in the UK
● Explain how the UK’s energy mix is changing and explain the economic and environmental opportunities and challenges of energy in the UK
● To understand what food security is and explain the causes of food insecurity
● Explain the impacts of food insecurity on people and the environment
● Understand how we can increase the amount of food grown globally
● Using a case study explain large scale agriculture
● Explain how food can be produced sustainably
● Using a case study show how sustainable food production can take place
Assessment End of unit assessment
How parents can support: Geography is about the world around us – it helps explain the past, it illuminates the present and helps us plan for the future.
Listening to the news and reading broadsheet newspapers helps to provide a broad general knowledge which will stand
students in good stead (as would looking at www.bbc.co.uk).
Core assessments are critical for helping us all identify how your daughter is progressing. If your daughter misses an
assessment she may need to do this at home under controlled conditions (i.e. your supervision) – we hope you will support us
in this. Similarly it is important to ensure that if your daughter has any absence, then you encourage her to copy up any notes
or collect information about the work as soon as she returns to school. Pupils who develop good habits at Key Stage 3 turn
into far more responsible and high-achieving pupils later on.
Setting your daughter a task of finding out information about a specific country that you may be visiting on holiday or that is
currently in the news will provide a focus and also improve her geographical knowledge and her ability to ask and answer
questions – such as ‘Is the Grand Canyon Skywalk a step too far?’, ‘What advantages and disadvantages does modern
technology bring to people in developing countries?’ or ‘Why can some deserts be cold?’
Useful links www.bbc.co.uk – this always has excellent links for places in the news and there is specific KS3 information e.g.
http://www.bbc.co.uk/bitesize/ks3/geography/
www.multimap.co.uk is excellent for investigating different sorts of maps as is Google Earth and
http://mapzone.ordnancesurvey.co.uk/mapzone/ is one site we will use in class. It is full of games relating to a confident use of
maps – helpful for any budding explorer!
www.worldmapper.org is an amazing site showing how countries compare and it has a wealth of data behind it.
MEGA

Homework: Geography
Homework may be set as a variety of tasks – sometimes it will be a consolidation exercise to ensure that the work done in class is fully understood, sometimes it
will be learning for a test and sometimes a more creative piece in response to the work done in school. In addition we use homework for students to prepare
themselves for assessments which are completed in class or for students to complete the assessment at home. A range of methods are used in each topic in order to
assess the variety of skills covered in the course. The list of topic areas covered is outlined above. It would be expected that some research is done on each topic –
either through books and newspapers or via computers.
History
● To have an understanding of how Britain ● You will study the 5 topics in chronological ● Identify key historical dates and events
became the country it is today. order (other Rights and Protest which between 1900 and 2000.
● To understand Britain's changing position covers multiple historical eras). ● Describe key historical events.
within the world. ● You will focus on developing one or two ● Explain how key events changed the
● To understand Britain's relationships with particular historical skills in each topic of development of the modern world.
other civilisations. study. these include: ● Demonstrate a written understanding of
● To understand the development of some ○ Cause and Consequence each historical skill
other civilisations that impacted the ○ Change and Continuity ● Be able to describe the political, social and
development of the world in the 20th ○ Similarity and difference economic changes in Britain.
century. ○ Source Analysis
○ Significance
Big To what extent did the Russian Revolution What are the key events of WW2? Rights and Protest
question change Russia?
Skills Change and Continuity Source Analysis (all skills) Similarity and Difference
Knowledge ● What were the political ● Appeasement ● What was the main reason for some
circumstances of Russia under: ● Dunkirk women receiving the vote in 1918?
○ Tsar Nicholass II ● Blitz ● What methods were used in the
○ Vladmir Lenin ● Home Front Civil Rights Movement in the USA
○ Joseph Stalin ● Stalingrad and Britain.
● What changed and continued ● Hiroshima ● What are the similarities and
between different rulers of Russia differences between the suffrage
movement and the civil rights
movement.
Assessment CA1: Questions on CA2: To what extent 2 x COCO POP paragraphs and a judgement Year 9 Exams
Short and long term did Russia change
changes, pace of between the Tsar and
change and extent of Stalin
change
Term 4 Term 5 Term 6 (GCSE students ONLY)
Big The Holocaust The Cold War and post WW2 conflict How did democracy rise in Germany between
question 1890-1929?
Skills Significance Cause and Consequence A01: Using historical knowledge

AO2: Explanation of second order concepts
Knowledge ● To explore how the key features of the ● What were the causes and ● How was Germany founded?
holocaust (Persecution, Ghettos, consequences of: ● How in control was the Kaiser?
Transportation Death Camps) are ○ Berlin Blockade ● How did socialism and the navy laws
singificant, considering the following ○ Berlin Wall impact the Kaiser?
criteria: ○ Cuban Missile Crisis ● How did WW1 affect Germany?
○ Volumen ○ Vietnam War ● What are the strengths and weaknesses
○ Geography ○ Gulf War of the Weimar constitution?
○ Profundity ○ War in Afghanistan ● What problems did the Weimar
○ Consequence ○ 9/11 Republic face between 1919 and 1923.
○ Duration ○ Falklands War ● How far did Stresemann recover
Germany between 1924 and 1929?
● What was the culture of the Weimar
Republic like?
Assessment 2 x PEEEE paragraphs (on Rights and Protest) 4 x 4 mark questions (description)
2 x 8 mark (PEEEE paragraphs)
How parents can support: ● Discuss students homework with them (this is set once every two weeks)
● Ask them what they are learning in History
● Encourage students to read historical fiction
● Ask them to explain why an event or person is important - check if they can use key explanatory vocabulary- because,
therefore, as a result
Useful links https://www.bbc.co.uk/bitesize/subjects/zk26n39

https://senecalearning.com/en-GB/
https://www.kerboodle.com/users/login?user_return_to=%2Fapp
MEGA

Our curriculum is designed to support We enrich students through the curriculum by Google is a key part of our curriculum. It is In History we regularly use thinking maps
student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure and lenses to enable students to draw well
learning behaviours, systems and resilience in activities in lessons. of students' learning through use of online supported conclusions.
In History we use the WW2 evacuation
In History students are given time reflect and tunnels on site to enhance students In History students use google slides to
evaluate on their achievements and areas for understanding of what it would have been like organise their notes have the opportunities to
development after each assessment to be a school girl on the homefront during use digital resource to extend their knowledge
WW2 through further research
Homework: History
Students will receive homework one a week. This will be set electronically via google classroom. Some of this will be assessed by their teacher, while some will
be assessed in class. Homework tasks are designed to support and consolidate students' understanding of knowledge and key skills. Tasks will include research
projects, research sheets, spelling revisions, revision worksheets, letters/diaries.
Mathematics
Students are taught in sets in Year 9 to enable each The department uses the Elmwood Press series of In Year 9 pupils will recap harder year 8 topics if
of them to work at a suitable pace. They have six textbooks and each pupil will have access to a needed. In order to achieve an “Exceeding” at the
Mathematics lessons per fortnight. The work textbook in school. Many resources are available on end of Year 9, pupils would need to demonstrate
covered in Year 9 builds on that of Year 8 and Google Drive. The topics covered are all available most of the following skills:
covers the early stages of the GCSE course. on the Mymaths and CIMT websites.
Students will learn about Mathematics in the ● Calculate in standard form;
context of real-life issues. In lessons pupils will undertake a variety of ● Use trigonometry in a range of geometrical
activities, including: problems;
All topics are linked to “big question” themes and ● whole class discussions - which provide ● Solve quadratic equations and draw quadratic
these will help to enrich students’ experiences of opportunities for students to grow in graphs;
Mathematics. confidence and to become effective ● Find the equation of a line that passes through
participators two points on a graph;
● investigative work – students will gain ● Solve multi-step problems involving fractions,
experience of solving a range of open and decimals, percentages & ratio;
closed tasks in order to develop them as ● Use cumulative frequency to find the median &
independent learners and creative thinkers; interquartile range;
● small group work – students will have ● Use ruler & compass constructions to solve loci
opportunities to work collaboratively with problems.
other students.
Big question Which is the fastest planet? Can you make the most of it? Are you an abstract thinker?
Skills AO1 Use and apply AO1 Use and apply AO1 Use and apply
Use and interpret notation correctly Use and interpret notation correctly Use and interpret notation correctly
AO2 Reason, interpret and communicate AO2 Reason, interpret and communicate AO2 Reason, interpret and communicate
mathematically mathematically mathematically
Make deductions, inferences and draw Make deductions, inferences and draw Make deductions, inferences and draw
conclusions from mathematical information conclusions from mathematical information conclusions from mathematical information
Assess the validity of an argument and Assess the validity of an argument and Assess the validity of an argument and critically
critically evaluate a given way of presenting critically evaluate a given way of presenting evaluate a given way of presenting information
information information AO3 Solve problems within mathematics and
AO3 Solve problems within mathematics AO3 Solve problems within mathematics in other context
and in other context and in other context Interpret results in the context of the given
Interpret results in the context of the given Interpret results in the context of the given problem
problem problem
Knowledge ● Calculations with decimals & ● Recap of all shape & space topics ● Form & solve linear & quadratic
fractions ● Area & perimeter of sectors equations
● Recap of percentages ● Trigonometry ● Find the equation of a line from two
● Change the subject of a formula points
● Index laws with fractional or negative
● Solve linear simultaneous equations
indices algebraically & graphically
● Standard form calculations ● Parallel & perpendicular lines on a graph
Assessment End of term written assessment End of term written assessment End of term written assessment
Topics will also appear in subsequent Topics will also appear in subsequent Topics will also appear in subsequent
assessments assessments assessments
Big question What is the cost of living? Are you being misled? Where are you heading?
Skills AO1 Use and apply AO1 Use and apply AO1 Use and apply
Use and interpret notation correctly Use and interpret notation correctly Use and interpret notation correctly
AO2 Reason, interpret and communicate AO2 Reason, interpret and communicate AO2 Reason, interpret and communicate
mathematically mathematically mathematically
Make deductions, inferences and draw Make deductions, inferences and draw Make deductions, inferences and draw
conclusions from mathematical information conclusions from mathematical information conclusions from mathematical information
Assess the validity of an argument and Assess the validity of an argument and Assess the validity of an argument and critically
critically evaluate a given way of presenting critically evaluate a given way of presenting evaluate a given way of presenting information
information information AO3 Solve problems within mathematics and
AO3 Solve problems within mathematics AO3 Solve problems within mathematics in other context
and in other context and in other context Interpret results in the context of the given
problem
Interpret results in the context of the given Interpret results in the context of the given
problem problem
Knowledge ● Reverse percentages ● Collect & represent data ● All combinations of transformations
● Tax & bills ● Cumulative frequency diagrams ● Negative scale factor enlargements
● Exchange rates, interest & ● Median & interquartile range ● Loci & construction
depreciation ● Conditional probability using tree ● Bearings
● Speed calculations & travel costs diagrams ● Sine & cosine rule
● Best value for money ● Stratified sampling
Assessment End of term written assessment During Term 5 students will sit 2 Maths End of term written assessment or
Topics will also appear in subsequent exam papers mini-assessment
assessments Topics will also appear in subsequent Topics will also appear in subsequent
assessments assessments
How parents can support: There are various ways in which parents and carers can support pupils with their learning:
● It is vital that your daughter is confident with her ‘times tables’ so she can complete work quickly. She needs to learn
them by rote. eg once 2 is 2, two 2s are 4, so she can recall the facts quickly. eg. What two numbers multiply to make
63? Practise them as you are walking along together or driving somewhere.
● Help with learning and practising these topics will be available on the MGGS website or by using the following link:
https://www.mggs.org/admissions/information-for-new-students/maths-transition
● There are many other websites with games to make practising interesting once tables have been learnt.
● Ensure that your daughter is confident with efficient non-calculator methods of arithmetic.ie. She can add, subtract,
multiply and divide integers, fractions and decimals.
● Help to develop your daughter’s mental mathematics. When shopping, ask questions about how much change to expect.
Discuss mathematical concepts that are mentioned on television programmes (percentages, averages and statistical
charts are often discussed in news programmes).
● Take an interest in what your daughter is learning in Mathematics. Look at her exercise book and question her about
what she has learnt.
● Discuss the problem-solving challenge homework questions with her or ask her about the theme of the topics she is
currently learning.
● It is fine to help your daughter with her Mathematics homework, but try to avoid the temptation of doing the questions
for her. It is better to talk to her through similar questions.
● Encourage your daughter to look over topics covered earlier in the school year or in year 8.
● Explain the importance of mathematics to your daughter. If applicable, share with your daughter the mathematics you
use in your own job.
MEGA

culum is designed to support student’s We enrich students through the Google is a key part of our curriculum. Advanced thinking gives pupils the power to improve
hrough developing their learning curriculum by including a variety of It is used in most lessons to enhance the their outcomes by encouraging deeper thinking. It helps
rs, systems and resilience in relation to their learning styles and activities in lessons. structure of students' learning through to develop and deepen students' subject knowledge. We
achievement. use of online resources. use a variety of tools consistently across subjects and
within lessons to promote advanced thinking
Homework: Mathematics
Mathematics homework is set once a week. Students are usually given one or two nights to complete the work. Homework can take the form of:
● arithmetic tasks, to improve speed and accuracy, accompanied by a problem solving task
● exercises to reinforce work taught in KS3
● internet based homework (research or online worksheets)
● independent work to revise for a test or responding to feedback
● investigative work
● creative tasks (producing a poster or a booklet to explain a topic to someone else).
Modern Foreign Languages
French

As a result of studying a language at Key Stage 3 our students In year 9, we focus on the teaching of different tenses to Students can use the target language to express themselves
develop linguistic confidence and foster an appreciation of consolidate the students’ ability to refer to three time frames. using the present, past and future tenses as well as opinions
other cultures. They can: The grammatical content becomes more challenging as we with justifications. Students feel confident in conversing and
● understand and respond to spoken and written approach modal verbs, direct object pronouns and longer writing on the topics taught throughout the year.
language from a variety of sources, including sentences. Grammar is taught alongside topics over 5 terms
authentic material. before students start their GCSE course in term 6. Students enjoy learning about the culture of the countries
● speak with increasing confidence, fluency and where the target language is spoken.
spontaneity, finding ways of communicating what In their third year, we cover topics which further encourage
they want to say, including through discussion and the use of MEGA as they become more challenging in content Students respond well to formative assessment and seek to
asking questions. and grammar. We use the textbook Tricolore 3, which is perform well in their summative assessments. They are
● write at varying lengths, for different purposes and scaffolded well in difficulty. Teachers use a variety of familiar with FFQ and understand the terminology to make
audiences, using a variety of grammatical structures activities in all skills to cater for all learning styles and needs. further progress.
that they have learnt.
● give opinions on a range of topics and explain their Students study 5 big questions throughout the year to ensure Students feel confident in using the target language for their
ideas. breadth and depth of understanding and knowledge. Students own purposes.
● recognise and use with confidence three different are taught all 4 language skills and these appear in all lessons.
tenses to refer to the three time frames of present, Students are encouraged to focus on the speaking skill in Students are curious and seek to develop their knowledge of
past and future. lessons and homework is usually reading or listening based on the language they learn through the use of authentic material
● reflect on and identify ways in which to improve vocabulary and grammar learning as well as comprehension such as music, TV, films, cinema, literature…
their comprehension as well as the quality of their tasks. Writing tasks are completed in class, first as open book
work and the clarity with which they express their and closed books tasks. Students are keen to expand their understanding and
ideas. knowledge of the language and thus join extra-curricular clubs
● discover and develop an appreciation of a range of We use exercise books for writing work and chromebooks for and activities.
writing in the language studied, including literary listening and reading work. All slideshows and resources are
texts. shared with students via google classroom and students have Students show enjoyment in lessons and show interest beyond
● recognise and appreciate cultural differences and their own copy and therefore can work directly on the the classroom.
demonstrate a curiosity about aspects of the target documents. This allows for clarity in books and more
language culture. noticeable progress in the writing skills and students can
revisit lessons with answers on chromebooks.
Students all have a folder for reference material such as
vocabulary lists and grammar rules.
Big Comment est ma vie d’ado? Qu’est-ce que je veux faire à l’avenir? On voyage en France?
question What is my life as a teenager like? What studies and job do I want to do in the Let’s go to France?
future?
Skills - to find out about the French speaking world - to understand information about school life in - to find out about some Paris sights and
- to exchange information asking and France describe places of interest
answering questions - to describe your school day and your school - to understand tourist information
- to exchange information about family - to discuss school subjects - to talk about what you have done
- to describe friends and other people - to discuss plans for the next year - to understand information about travel
- to discuss relationships - to discuss aspects for school life - to describe a recent event
- to talk about aspects of daily life - to talk about different careers - to find out about theme parks
- to talk about leisure activities - to talk about jobs - to find out about hotel facilities and services
- to talk about when I was younger - to find out about two famous French people - to report problems in hotel
- to learn about Francophone countries in - to discuss a photo card - to discuss the weather
Africa
- to say how life has changed
- to talk about TV, cinema and books
- to learn about some French people
Knowledge - the present tense - the near future - the perfect tense
- adjectives - il faut/ il ne faut pas - the pronoun y
- reflexive verbs - negative expressions - the simple future of regular and irregular
- suffix -ment - avoir raison/ avoir tort verbs
- the imperfect tense - no article with jobs - using different tenses
- comparative and superlative adjectives - adjective endings in masculine and feminine
- the near future - time expressions
- il faut / il ne faut pas
- negative expressions
Assessment - listening and reading skills - listening and reading skills - speaking skill (Golden Questions)
- writing skill (90 words) - writing skill (90 words) - Year 9 examinations
Big Comment est le Québec? Suis-je en bonne santé? Qu'est-ce que je fais pendant mon temps
question What is Québec like? Am I in good health? libre?
Free time activities (GCSE)
Skills - to find out about Québec - to discuss healthy lifestyle and fitness - to talk about TV, music and films
- to find out about Montréal - to talk about healthy eating - to describe free time activities in the past
- to talk about my own town and region - to talk about problems - to talk about leisure activities
- ask for information at the tourists' office - to identify parts of the body and discuss - to talk about food and meals
- to recommend places to see and do problems - to talk about different cuisines and eating
- to make excuses - to ask for advice at the chemist’s out
- to say what should be done to protect the - to talk about going to the doctor’s - to discuss world food and eating habits
environment - to talk about sports
- to understand holiday information - to talk about sports I love
- to talk about holiday plans - to discuss new sports and taking risks in
sports
Knowledge - superlative adjectives - adverbs - the present tense of regular and irregular
- object pronouns - the imperative verbs
- devoir - reflexive verbs in the perfect tense - the perfect tense
- asking and answering questions - expressions with avoir - question words
- il faut/ il ne faut pas - depuis - quantities
- qui/que - translation - demonstrative pronouns
- direct and indirect object pronouns - adverbs of frequency
- time phrases
- subordinating conjunctions
- en and y
- revisit the imperfect tense
Assessment - listening and reading skills - listening and reading skills - listening and reading skills
- speaking skill (Golden Questions) - writing skill (90 words + translation) - writing skill (90 words + translation)
How parents can support: - listen to your child reading out loud in the target language
- ask your child the golden questions on a regular basis
- test vocabulary knowledge English to French and French to English
- create a playlist and listen to French music together
- watch french films with subtitles (familiar cartoons are a good start) - youtube, netflix, prime
- ask your child to teach you or a younger sibling what they have learnt
- visit France and practise real life conversations
- show an open mind to learning a language and to learning about different cultures (avoid passing on your fear of languages)
- be encouraging and supportive when it seems difficult; there will be pit moments but this is part of learning.
Useful links www.language-gym.com (the school has a subscription to this and students can access with their school login)
www.quizlet.com
https://www.bbc.co.uk/bitesize/subjects/zgdqxnb
www.kerboodle.com (tricolore 3 + AQA GCSE French 9-1)
https://www.languagesonline.org.uk/Hotpotatoes/index.html
MEGA
student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure activities that encourage students to critically assess the
German
As a result of studying a language at Key Stage 3 In year 9, we focus on the teaching of different Students can use the target language to express
our students develop linguistic confidence and tenses to consolidate the students’ ability to refer to themselves using the present, past and future tenses
foster an appreciation of other cultures. They can: three time frames. The grammatical content as well as opinions with justifications. Students feel
● understand and respond to spoken and becomes more challenging as we approach modal confident in conversing and writing on the topics
written language from a variety of sources, verbs, direct object pronouns and longer sentences. taught throughout the year.
including authentic material. Grammar is taught alongside topics over 5 terms
● speak with increasing confidence, fluency before students start their GCSE course in term 6. Students enjoy learning about the culture of the
and spontaneity, finding ways of countries where the target language is spoken.
communicating what they want to say, In their third year, we cover topics which further
including through discussion and asking encourage the use of MEGA as they become more Students respond well to formative assessment and
questions. challenging in content and grammar. We use the seek to perform well in their summative
● write at varying lengths, for different textbook Stimmt 3, which is scaffolded well in assessments. They are familiar with FFQ and
purposes and audiences, using a variety of difficulty. Teachers use a variety of activities in all understand the terminology to make further
grammatical structures that they have learnt. skills to cater for all learning styles and needs. progress.
● give opinions on a range of topics and
explain their ideas. Students study 5 big questions throughout the year Students feel confident in using the target language
● recognise and use with confidence three to ensure breadth and depth of understanding and for their own purposes.
different tenses to refer to the three time knowledge. Students are taught all 4 language skills
frames of present, past and future. and these appear in all lessons. Students are Students are curious and seek to develop their
● reflect on and identify ways in which to encouraged to focus on the speaking skill in lessons knowledge of the language they learn through the
improve their comprehension as well as the and homework is usually reading or listening based use of authentic material such as music, TV, films,
quality of their work and the clarity with on vocabulary and grammar learning as well as cinema, literature…
which they express their ideas. comprehension tasks. Writing tasks are completed
● discover and develop an appreciation of a in class, first as open book and closed books tasks. Students are keen to expand their understanding
range of writing in the language studied, and knowledge of the language and thus join
including literary texts. We use exercise books for writing work and extra-curricular clubs and activities.
● recognise and appreciate cultural differences chromebooks for listening and reading work. All
and demonstrate a curiosity about aspects of slideshows and resources are shared with students Students show enjoyment in lessons and show
the target language culture. via google classroom and students have their own interest beyond the classroom.
copy and therefore can work directly on the
documents. This allows for clarity in books and
more noticeable progress in the writing skills and
students can revisit lessons with answers on
chromebooks.
Students all have a folder for reference material
such as vocabulary lists and grammar rules.
Big question Habe ich Vorbilder? Ist Musik in meinem Leben wichtig? Was sind meine Ambitionen?
Who do I look up to and what do I aspire to be? Does music play an important part in my life? What job shall I do?
Skills - to talk about role models - to talk about types of music - to discuss ambitions
- to talk about experiences - to say which music is my favourite and why - to talk about reasons for doing jobs
- to name parts of the body and give someone - to talk about singing or playing in a band - to discuss what you would like to be or do
instructions - to discuss different types of bands - to talk about working in a ski resort
- to talk about overcoming misfortune - to describe a music festival - to understand longer texts
- to explain how a role model inspires you - to get to know a famous German band - to understand longer audio files (voice messages)
- to write with accuracy - to ask and answer questions spontaneously
- to understand a longer text - to describe a photo-card
- to write a paragraph about music tastes and bands
Knowledge - the present tense - subject and direct object pronouns - the conditional tense
- adverbs - seit - um…zu
- the perfect tense - comparisons - word order
- the imperative - the perfect tense - prepositions in and auf with the accusative and
- the definite article to say what you injured - separable verbs in the perfect tense dative cases
- the future tense with werden
- writing skill (90 words) - speaking skill (photo card) - writing skill (90 words) - YEAR 9 EXAMS

Big question Wie war meine Kindheit? Was sind meine Rechte und Pflichten? Wie sind meine Freunden und meine Familie?
What was life like when I was little? What is my role in this world? me, my family and friends (GCSE)
Skills - to talk about my childhood - to talk about age limits - to talk about myself, family and pets
- to talk about childhood activities - to discuss what is more important to us - to talk about family relationships
- to compare primary and secondary school - to compare life then and now - to talk about marriage and partnership
- to talk about Grimm’s tales - to discuss how we can make a difference - to share views on marriage
- to describe a photo-card - to describe small changes what make a difference - to talk about marriage and its alternatives
- to use a dictionary correctly - to explore records and unusual facts - to listen for clues
- to write a story in your own words (90 words) - to read and respond to authentic texts - to distinguish word types
- to explore countries in more detail - to understand questions and respond spontaneously
- to write a paragraph talking about rights and - to spot patterns
responsibilities (90 words) - to extend opinions with justifications
Knowledge - als to mean when in the past - word order with conjunctions - haben and sein
- the imperfect tense of modal verbs - understand and use past, present and future tenses - the present tense
- the superlative - um…zu - adjectives
- the imperfect tense - opinions and justifications - comparatives and superlatives
- separable verbs
- reflexive verbs
- the future tense
- speaking skill (golden questions) - writing skill (90 words) - writing skill (90 words + translation)
- test vocabulary knowledge English to German and German to English
- create a playlist and listen to German music together
- watch German films with subtitles (familiar cartoons are a good start) - youtube, netflix, prime
- visit Germany and practise real life conversations
- show an open mind to learning a language and to learning about different cultures (avoid passing on your fear of
languages)
www.quizlet.com
www.pearsonactivelearn.com (Stimmt 3)
MEGA
Spanish
As a result of studying a language at Key Stage 3 our In year 9, we focus on the teaching of different tenses to Students can use the target language to express
students develop linguistic confidence and foster an consolidate the students’ ability to refer to three time themselves using the present, past and future tenses as
appreciation of other cultures. They can: frames. The grammatical content becomes more well as opinions with justifications. Students feel
● understand and respond to spoken and written challenging as we approach modal verbs, direct object confident in conversing and writing on the topics taught
language from a variety of sources, including pronouns and longer sentences. Grammar is taught throughout the year.
authentic material. alongside topics over 5 terms before students start their
● speak with increasing confidence, fluency and GCSE course in term 6. Students enjoy learning about the culture of the
spontaneity, finding ways of communicating countries where the target language is spoken.
what they want to say, including through In their third year, we cover topics which further
discussion and asking questions. encourage the use of MEGA as they become more Students respond well to formative assessment and seek
● write at varying lengths, for different purposes challenging in content and grammar. We use the to perform well in their summative assessments. They
and audiences, using a variety of grammatical textbook Tricolore 3, which is scaffolded well in are familiar with FFQ and understand the terminology to
structures that they have learnt. difficulty. Teachers use a variety of activities in all skills make further progress.
● give opinions on a range of topics and explain to cater for all learning styles and needs.
their ideas. Students feel confident in using the target language for
● recognise and use with confidence three Students study 5 big questions throughout the year to their own purposes.
different tenses to refer to the three time frames ensure breadth and depth of understanding and
of present, past and future. knowledge. Students are taught all 4 language skills and Students are curious and seek to develop their
● reflect on and identify ways in which to improve these appear in all lessons. Students are encouraged to knowledge of the language they learn through the use of
their comprehension as well as the quality of focus on the speaking skill in lessons and homework is authentic material such as music, TV, films, cinema,
their work and the clarity with which they usually reading or listening based on vocabulary and literature…
express their ideas. grammar learning as well as comprehension tasks.
● discover and develop an appreciation of a range Writing tasks are completed in class, first as open book Students are keen to expand their understanding and
of writing in the language studied, including and closed books tasks. knowledge of the language and thus join extra-curricular
literary texts. clubs and activities.
● recognise and appreciate cultural differences We use exercise books for writing work and
and demonstrate a curiosity about aspects of the chromebooks for listening and reading work. All Students show enjoyment in lessons and show interest
target language culture. slideshows and resources are shared with students via beyond the classroom.
google classroom and students have their own copy and
therefore can work directly on the documents. This
allows for clarity in books and more noticeable progress
in the writing skills and students can revisit lessons with
answers on chromebooks.
Students all have a folder for reference material such as
vocabulary lists and grammar rules.
Big question ¿Dónde se habla español? ¿Qué me preocupa? ¿Qué era El Siglo de Oro Español?
Where is Spanish spoken? What are my concerns? What was the Golden Age of Spain?
Skills - to discover Texan culture - to learn about environmental problems and - to learn about historical events in Spain
- to compare Madrid and Barcelona solutions - to find out about key figures in Spanish history
- to discover Mexico city - to learn about global issues - to learn about the effect of the “discovery” of
- to find out about Peru - to discuss helping the environment at home America.
- to learn about life in Cuba - to describe working conditions - to learn about Spanish literary figures and Don
- to plan a trip across South America - to talk about fair trade Quijote
- to study Spanish painting of the Golden Age: Las
Meninas
Knowledge - radical changing verbs - deber - preterite tense: regular and irregular verbs
- perfect tense - impersonal verbs - imperfect tense
- irregular past participles in the perfect tense - irregular verbs in the future and conditional - using the passive voice
- recognise the imperfect tense - reflexive verbs - ser and estar
- reflexive verbs - prepositions
- comparisons
- future and conditional tenses
Assessment - listening and reading skills - listening and reading skills - speaking skill (Golden Questions)
- writing skill (90 words) - writing skill (90 words) - Year 9 examinations
Big question ¿Qué quiero hacer en el futuro? ¿Cómo puedo comunicarme durante un intercambio? ¿ Cómo son mi familia y mis amigos?
What are my future plans? How can I communicate on an exchange trip? What are my family and friends like?
GCSE course
Skills - to say how I earn and spend my money. - to find out about visiting a Spanish family. - to talk about friends
- to say what I would like to do. - to ask for permission - to describe family relationships
- to describe jobs - to buy train tickets - to talk about future plans
- to describe the advantages and disadvantages - to learn about Bilbao - to talk about relationships nowadays
of jobs - to write a letter - to adapt a model
- to use languages in jobs. - to give opinions in different ways
- to say what I will do in the future - to recognise false friends
- to describe a photo-card
- to ask and answer questions spontaneously
Knowledge - present tense irregular verbs. - modal verbs - adjective agreements and position
- masculine and feminine adjectives - usted - reflexive verbs
- near future tense - using three tenses together - ser and estar
- conditional tense: me gustaría - forming complex sentences - que to extend sentences
- simple future tense - the immediate future
- preterite tense - direct and indirect object pronouns
- using 3 tenses together - irregular adjectives
- speaking skill (Golden Questions) - writing skill (90 words + translation) - writing skill (90 words + translation)
- test vocabulary knowledge English to Spanish and Spanish to English
- create a playlist and listen to Spanish music together
- watch Spanish films with subtitles (familiar cartoons are a good start) - youtube, netflix, prime
- visit Spain or a Spanish speaking country and practise real life conversations
- show an open mind to learning a language and to learning about different cultures (avoid passing on your fear of languages)
www.quizlet.com
www.kerboodle.com (claro 2 + AQA GCSE Spanish 9-1)
MEGA

student’s mindset through developing their including a variety of learning styles and used in most lessons to enhance the structure activities that encourage students to critically assess the
Homework: Modern Foreign Languages

Students can expect to get one piece of homework per week for each language that they are studying. This may be a reading, listening or grammar exercise which
may be marked in class, a learning homework for a vocabulary test or a preparation for an oral presentation which will be assessed in class..
Music
Through the interrelated study of theory (reading At Key Stage 3 the topics have been chosen to In year 9, students will refine the skills they have
and notating music), performing (developing cover a range of styles, cultures/ traditions and developed in years 7 and 8 by demonstrating that
instrumental and vocal skills), composing (creating genres. The sequence in which they are taught, and they can perform confidently in a range of solo and
music) and listening to/appraising music from a content, is appropriate as the units are connected by ensemble contexts using their voice, playing and
variety of cultures, times and genres the curriculum progressive developments of theory knowledge, singing musically, fluently and with expression
aims to give students a greater understanding of musical structure, performing skills and composing while developing a more individual compositional
music, an opportunity to participate in with each unit successively building on these areas. style, using previous knowledge and skills to
performances in and beyond the classroom and to Lessons are taught as a mixture of related activities comment on their own music and the music of
express themselves through creating music. - listening, theory knowledge and others.
performing/composing. Self and peer assessment is
a regular feature of lessons as students reflect on
what they have achieved and how this can be
improved. There is a core assessment task at the
end of each unit which may be a performing or
composing task. Knowledge of theory and listening
skills are tested in tasks given for homework or
during lessons in each unit.All performing, theory
and composition tasks are designed to challenge the
individual student and material/responses are
differentiated but with the aim of enabling all
students to make outstanding progress, whatever
their level. Revision and returning to previous
learning and skills is also a feature of the
curriculum enabling students to embed their
knowledge and understanding of theory,
instrumental skills and musical features.
Big question What is a Musical? Music for Film. How does music create mood? Bhangra - what is musical fusion?
Skills Hamilton: Ensemble performance Composing to a brief Understanding the elements of Bhangra and its social
Listening/analysing extracts Listening/analysing extracts context.
Listening/analysing extracts
Knowledge The musical - different types and the role of songs How music can enhance the visual images and Understanding how Bhangra combines Punjabi folk
within a musical dramatic impact of film and can reflect the emotional music with modern dance Fusion.
The use of musical elements (MAD T SHIRT) and narrative messages of the drama. Understanding of the features of Bhangra.
Applying understanding of musical elements to How timing is a crucial factor in the composition and
listening tasks
performance of music for film.
Set work: Mundian to Bach Ke
● Jukebox Musical How film music can change the viewer’s interpretation
● Musical Comedy of a scene. ● Indian instrumentation
● Historical Musicals How to create an effective musical narrative for a film ● Use of ostinato,
● Ground Bass scene, using appropriate techniques to create an ● Rhythmic features such as chaal
● Hip Hop vs main stream popular musical intended effect. rhythms/triplets
● Use of repeated chords as the basis of a piece
● Leitmotif, ● Microtonal intervals in vocal parts
● Popular song form
● Soundtrack,
● Theme Song,
● Mickey-Mousing,
● Sequencing,
● Storyboard,
● Timbre/Sonority,
● Musical Clichés,
● Diegetic and Non-Diegetic Music.
Assessment Continuous verbal formative assessment. Performing Continuous verbal formative assessment. Core - Continuous verbal formative assessment..
core assessment ensemble task at the end of the unit composing to a brief (in pairs). Listening test based on set work.
(instrumental and vocal)
Big question Bhangra - what is musical fusion? continued How can you use chords to create an GCSE - Film Music.
arrangement/composition?
How can you use chords to create an
arrangement/composition?
Skills Performing and creating an arrangement of existing Performing, Composing, Listening and appraising,
songs or own composition Aural dictation of rhythm and pitch
Chords: Performing and creating an arrangement of
existing songs or own composition
Knowledge Chords: Analysis of 4-chord songs Analysis of 4-chord songs Theory, Musical terms and devices, solo and ensemble
Use of instrumentation of choice (guitars, ukulele, Use of instrumentation of choice (guitars, ukulele, performance skills.
drums, voice) drums, voice)
Assessment Continuous verbal formative assessment. Core analysis Continuous verbal formative assessment. Core Continuous verbal assessment, quizzes and tests.
for Bhangra assessment of performance or arrangement
How parents can By looking at the Music google classroom to see what work has been set and encouraging students to complete work to the best of
support: their ability. As the keyboard is the ‘instrument of choice’ it would be very useful for students to have access to a keyboard outside
of the classroom if possible. This could be a piano or electronic keyboard (however small)
Useful links
MEGA

thinking
Homework: Music
Different types of homework are set throughout the year. Students are asked to explore and research topics within each unit and produce a poster which uses their
own words and pictures to express some aspect of the unit. This research based homework is a theme which runs throughout each unit. ICT is the most common
way of researching work, but students are not expected to just print off information, but to think of how to use it to express a point of view, or to summarise their
understanding of a particular topic.
Some homework will be based on specific tasks, eg learning a rhythm or notation work, musical vocabulary or planning compositions. This type of homework
may be to develop a composition or practical work in progress, or assessed as a test in the next lesson. Students will be made aware of the nature of the homework
and when they will be tested, if applicable.
The department has created a Google Classroom site for each class. This site is used to display homework tasks, music scores, theory exercises and listening
examples. Student feedback is also given on the site as well as links to theory videos to support learning.
Physical Education
The intent of our KS3 PE curriculum is to ensure The order that we teach KS3 links to the season, The impact of the PE curriculum includes the
pupils' experience; facilities, clubs and fixtures. We also have avoided following:
- enjoyment through PE lessons, teaching all the games, and individual activities at 1) More physically confident pupils
extracurricular and other sporting the same time. The curriculum setup ensures pupils 2) More physically able pupils - performing
opportunities. complete at least one game and one individual skills, linking and applying them.
3) Increase the number of pupils who are fully
- Develop their confidence physically, activity every big term. The pupils take part in over engaged and able to compete effectively and
mentally and socially. 9 activities across KS3. confidently.
- Become more competent when performing, 4) Develop pupils who are fair and have
leading or coaching respect for each other no matter race, ability,
- Increasing their knowledge and or background.
understanding of the importance of PA, 5) Pupils have increased fitness and
their favourite activities, where they can go understanding of their health
to continue to play/do and how to analyse 6) Pupils participate in PA outside of school.
and improve performance
Term 1 Term 2
Big question Orienteering/Fitness Dance Netball Badminton Gymnastics Football

What is more important, What's more important, Why do I need to know Does an understanding of my How does Gymnastics Why do I need to know
health or fitness? accuracy or expression? the rules of netball? ability affect my impact my body? the rules of football?
performance?
Skills Pupils will be able to identify Are able to create a dance Obtain the advantage and A variety of backhand shots and Be able to perform a variety Passing and Receiving
key features on the map and sequence which incorporates control play as a defender forehand shots. of counterbalance and Dribbling and moving with
be able to explain what all elements of dance. Move the ball effectively Underarm serving and backhand counter-tension pair the ball - Using space
orienteering is. Choreograph a short dance and efficiently to the serving. balances in a controlled Outwitting Opponents
Will be able to identify the phrase for a group of dancers. circle edge Be able to use different shots to environment. Defensive Play
most effective route in order to Use Cunningham’s chance Be able to effectively outwit their opponent. Use balances to begin to Develop knowledge of
complete the orienteering dance method to create and apply some learned Correct footwork for forwarding choreograph a routine. using space and ways in
course. develop a dance phrase. concepts to a competitive movements. Consider elements of which to attack.
Pupils will be able to refine Explore a variety of stimuli to situation. The correct technique for TECCA when putting Demonstrate the ability to
and adapt skills to improve create dance movements. Be able to execute a throwing the racket. together their routine outwit an opponent
their performance. Choreograph and develop a throw-in with a range of Analyse and evaluate Teamwork
Pupils will be able to devise performance piece based on a options. performance. Use the music effectively to
their own training sessions stimulus. How to perform a aid their performance.
based on previous fitness Rehearse and perform their successful centre pass. Use the assessment criteria
knowledge. stimulus dance to an audience Be able to apply various to assess their own
tactics/concepts to a performance
game.
Knowledge Know the importance of PA - Know the importance of PA - Know the importance of Know how to perform specific Know how to perform Know how to use basic
specifically orienteering. specifically Dancel (Pupils to PA - specifically Netball skills, tactics and strategies. specific skills with principles of attack and
Know the opportunities understand the benefits of (Pupils to understand the Know the importance of PA - increasing difficulty defence to plan strategies
available to participate in Dance). benefits of Netball). specifically Badminton (Pupils to Know the importance of PA and tactics for Football.
orienteering outside of the Know the opportunities to Know the opportunities understand the benefits of - specifically gymnastics Know how to improve the
curriculum. take part in dance outside of available to play netball Badminton). (Pupils understand the quality of their skills with
Know how to analyse their the curriculum. outside of the curriculum. Know opportunities available to benefits of gymnastics). the intention of outwitting
own performance in Be able to analyse their own Be able to analyse their play Badminton outside of the Know the opportunities opposition.
performance in Dance own performance in curriculum. available to perform
orienteering (identifying both (identifying both strengths and netball (identifying both Know how to analyse their own gymnastics outside of the Know how to work as a
strengths and weaknesses) weaknesses). strengths and weaknesses) performance in badminton curriculum. team
Know the theoretical aspects Know some of the key Know some of the key (identifying both strengths and Know how to analyse their
of orienteering – linking to principles to choreographing a rules weaknesses) own performance in
fitness analysis of dance. Know how to outwit an gymnastics (identifying
opponent. both strengths and
performance etc.
weaknesses).
Assessment Teacher, peer and Teacher, peer and Teacher, peer and Teacher, peer and Teacher, peer and Teacher, peer and
self-assessment - against the self-assessment - against the self-assessment - against self-assessment - against the PE self-assessment - against the self-assessment - against the
PE departments assessment PE departments assessment the PE departments departments assessment criteria PE departments assessment PE departments assessment
criteria criteria assessment criteria criteria (linked to TECCA) criteria
Term 5&6
Big question Athletics Rounders Mixed Games

How does Athletics impact my body? Why do I need to know the rules of rounders? What's more important, in gameplay, team or
individual performance?
Skills How to perform specific skills, tactics and strategies The importance of PA - specifically Rounders (Pupils to Be able to perform specific skills, tactics and strategies.
(progressive difficulty). understand the benefits of Rounders). The importance of PA - specifically alternative games
The importance of PA - specifically athletics (Pupils to Know the opportunities available to play Rounders outside of the (Pupils to understand the benefits of alternative games).
understand the benefits of football). curriculum. Know the opportunities available to take part in the
Know the opportunities available to compete in athletics Be able to analyse their own performance in rounders activities outside of school.
outside of the curriculum. (identifying both strengths and weaknesses) Be able to analyse their own performance. (identifying
Be able to analyse their own performance in athletics both strengths and weaknesses).
(identifying both strengths and weaknesses).
Knowledge Sprint running technique (100/200/400m/relays) Fielding Know how to make correct decisions in competitive
Be able to replicate the sprinting technique, adjusting small Be able to replicate fielding skills and use them effectively in a situations
elements to improve overall performance. game situation. Know the basic rules of the game and how they help
Middle distance running – 800m Bowling development performance.
To be able to replicate and maintain an effective running Be able to replicate a legal bowling technique in a Know how to evaluate their own and others' performances
technique. controlled/competitive environment.
Jumping - triple jump Batting development
To be able to replicate the technique for an effective triple Be able to develop batting techniques showing signs of
jump. incorporating power and placement.
Throwing – shot put Fielding roles/outwit opponents
To be able to perform and accurately replicate the shuffle Discover and explore the role of a fielder in a competitive
technique for shot put. environment.
Throwing - javelin Evaluation of tactics/peer assessment
To be able to perform and accurately replicate the technique Is able to perform and replicate a combination of skills to
for javelin. implement tactics and to outwit opponents.
Relay - 4x400m Assessment
To be able to perform and replicate the correct running To demonstrate an understanding of some of the tactics and
technique for a 400m run. strategies linked to rounders.
Assessment Teacher, peer and self-assessment - against the PE departments Teacher, peer and self-assessment - against the PE department's Teacher, peer and self-assessment - against the PE
assessment criteria. assessment criteria. department's assessment criteria.
How parents can support: Encourage pupils to be active at home and to join extracurricular activities both inside and outside of school.
Give pupils the opportunity to watch sports and competitions on television and also live.
Participate in physical activity with your child.
Useful links https://kent.sportsuite.co.uk/directory
MEGA

Homework: Physical Education

Students will be expected to complete homework tasks throughout the year. These will be based on the theoretical topics in Physical Education and may include
exam style questions, levelled questions, exploration tasks and analysis of performance.
Religious Studies
At Key Stage 3 we aim to cover a breadth of topic The topics at KS3 have been chosen to fit in with By the end of KS3 students will have a good
areas, but also balance this with providing students the Kent Agreed Syllabus and provide clear links to understanding of the role of religion and philosophy
the opportunity to develop a deep understanding of the GCSE we teach. As such, it is very important in society and the lives of individuals They will
the material. By following the locally agreed that students are well-prepared for the rigours of also have a strong foundation in the key skills that
syllabus for Kent, we are ensuring the curriculum examined Religious Studies, but still get to enjoy underpin RS at GCSE and A-level as well as the
meets expected statutory guidance. The intent for and engage with the material in Years 7-9. The workplace in the wider world enabling them to
Key Stage 3 is that students understand the main delivery of the material is focussed on three main succeed in their chosen path.
religious and philosophical traditions of the United pillars: knowledge, reflection and evaluation.
Kingdom and are afforded opportunities to reflect
on issues such as poverty, happiness and life after Every lesson at KS3 provides opportunities for
death. Students will learn about the six principle these to be covered, with a clear emphasis on the
world religions whilst studying these religious and application of subject knowledge. This is then
philosophical themes and will have the depth of reinforced with regular Google quizzes focussing
knowledge required to undertake comparative on subject knowledge. This low-stakes testing helps
studies. teachers adapt their teaching to particular groups
and address areas of concern. Students are assessed
Due to limited curriculum time compared to other by at least one Core Assessment per topic and
examined subjects, students start GCSE RS study in additional assessed pieces of homework and class
term 3 of Year 9. The intent for GCSE is to provide work throughout.
students with a programme of study that allows for
scaffolding of content and skills, but also provides
opportunities for students to earn the highest
grades.
Term 1 Term 2 Term 3 Term 4
Big Does living Biblically mean obeying the whole Bible? GCSE: Which are the significant Muslim Beliefs?
question
Skills Application and evaluation Application and evaluation
Knowledge ● The structure and the authorship of the Bible ● The Six Beliefs
● The Ten Commandments ● The five roots of ‘Usul ad-Din
● Moral and spiritual teachings of Jesus ● The nature of Allah
● The authority of the Bible ● Risalah
● Catholicism and the authority of the Church ● Muslim holy books
● Situation Ethics ● Angels
● How Christianity responds to modern ethical issues ● Predestination
● Are the values of the Bible uniquely Christian? ● Justice and judgement
Assessment Online core assessment checking Written assessment checking Knowledge based Google quiz and GCSE-style written assessment
knowledge application of knowledge and GCSE style written assessment checking application of knowledge
comparative skills checking application of knowledge and comparative skills
Term 5 Term 6
Big GCSE: Which are the significant Christian beliefs?

question
Skills Application and evaluation
Knowledge ● The nature of God

● The Trinity
● The importance of Creation
● Incarnation
● Last days of Jesus
● Atonement
● Salvation
● Life after death
● The Problem of Evil
Assessment Knowledge based Google quiz and GCSE style written assessment Knowledge based Google quiz and GCSE style written assessment
checking application of knowledge checking application of knowledge
GCSE-style written assessment checking application of knowledge and GCSE-style written assessment checking application of knowledge and
comparative skills comparative skills
How parents can support: Discuss religious and ethical issues in the news
Useful links www.bbc.co.uk/religion/religions/

www.biblegateway.com
MEGA

Homework: Religious Studies

Homework tasks can be very varied. They may involve: revising in preparation for a test; reinforcing work covered in class; completing a task started in class;
carrying out project/investigation work; carrying out preparatory work for a forthcoming task or lesson-activity and conducting questionnaires/surveys.
Homework may also include revision for a core assessment.
Science
Biology
In year 9 students prepare for GCSEs by studying GCSE Biology students in year 9 receive 2 hours of By the end of the year students should be
the AQA separate science course. We intend to Biology lessons per fortnight with 3 hours in term developing a range of problem solving and practical
cover four topics during the year in Biology 6. Students will experience a mixture of practical skills; students should be able to apply their
lessons; cell structure and transport, cell division, and theory lessons including the requirement to knowledge of Biology to a range of real world
organisation and the digestive system and complete 10 required practical activities during the applications. Students should be gaining confidence
organising plants and animals . These topics are course. We follow the AQA GCSE Biology course at handling equipment and using it to produce
chosen as being core Biology topics which build on using the Oxford books as the basis for our SOW. experimental results. Students will be learning to
the content covered in year 7 and 8. analyse and evaluate data. Students will be able to
highlight how Biology is used outside the
classroom.
Skills Working Scientifically skills Working Scientifically skills Working Scientifically skills
Development of scientific thinking Development of scientific thinking Development of scientific thinking
Experimental skills and strategies Experimental skills and strategies Experimental skills and strategies
Analysis and evaluation Analysis and evaluation Analysis and evaluation
Scientific vocabulary, quantities, units, Scientific vocabulary, quantities, units, Scientific vocabulary, quantities, units,
symbols and nomenclature symbols and nomenclature symbols and nomenclature
Thinking Skills Thinking Skills Thinking Skills
Posing Questions, Thinking flexibly, Posing Questions, Thinking flexibly, Posing Questions, Thinking flexibly,
Perseverance, Visualisation, Logical thinking, Perseverance, Visualisation, Logical thinking, Perseverance, Visualisation, Logical thinking,
Clarity of expression Clarity of expression Clarity of expression
Mathematical skills Mathematical skills Mathematical skills
Arithmetic and numerical computation, Arithmetic and numerical computation, Arithmetic and numerical computation,
Handling data, Algebra, Graphs Handling data, Algebra, Graphs Handling data, Algebra, Graphs
Knowledge B1 Cell Structure and Transport - cell structure B1 Cell Structure and Transport - cell B3 Organisation and the digestive system -
and specialised cells, exchange of substances structure and specialisation, exchange of structure and function of the digestive system,
across cell membranes substances across cell membranes enzymes
B2 Cell Division - cell division, cell
differentiation, stem cells
Assessment B1 Cell Structure and transport knowledge test B2 Cell division knowledge test Year 9 examination
Required Practical 1 Microscopy B1 and B2 end of topic test Required Practical 4 Food tests
Required Practical 3 Osmosis
Scientific vocabulary, quantities, units, Scientific vocabulary, quantities, units, Scientific vocabulary, quantities, units,
symbols and nomenclature symbols and nomenclature symbols and nomenclature
Perseverance, Visualisation, Logical thinking, Perseverance, Visualisation, Logical thinking, Perseverance, Visualisation, Logical thinking,
Clarity of expression Clarity of expression Clarity of expression
Arithmetic and numerical computation, Arithmetic and numerical computation, Arithmetic and numerical computation,
Handling data, Algebra, Graphs Handling data, Algebra, Graphs Handling data, Algebra, Graphs
Knowledge B3 Organisation and the digestive system - B3 Organisation and the digestive system - B4 Organising plants and animals - structure
structure and function of the digestive system, structure and function of the digestive system, and function of the blood and heart,
enzymes enzymes respiratory system, plant structure and
B4 Organising plants and animals - structure transport
and function of the blood and heart,
respiratory system, plant structure and
transport
Assessment Required Practical 5 Enzymes B3 Organisation and the digestive system knowl B4 Organising plants and animals knowledge
test test
B3 and B4 end of topic test
How parents can support: Encourage students to: review and apply their learning after lessons; revise for tests and other assessments carefully; complete
homework tasks and meet deadlines; watch documentaries and the news to appreciate how Biology can be used and applied
outside the classroom.
Useful links Kerboodle online

Seneca learning
Educake
CGP New GCSE Biology AQA Revision Guide - Higher includes Online Edition, Videos & Quizzes
CGP 9-1 GCSE Biology AQA Revision Question Cards
Grade 9-1 GCSE Biology: AQA Workbook - Higher
AQA Biology for GCSE textbook: Third Edition - Oxford Publishing
MEGA

learning behaviours, systems and resilience in activities in lessons. of students' learning through use of online world around them. Students are supported to develop
Chemistry
In Chemistry students will examine how the Year 9 have two chemistry lessons per fortnightly By the end of Year 9, students should have the
properties of the elements are related to their cycle to begin their AQA GCSE Chemistry course, knowledge to enable them to develop curiosity
electronic structure and how this determines their this increases to 3 lessons per fortnight in term 6 of about the natural world, insight into working
position in the Periodic table. They will also year 9. We follow the Oxford AQA Chemistry scientifically, and appreciation of the relevance of
explore how industries use the Earth’s natural course, using their textbooks, experiments and science to their everyday lives. They will have
resources to manufacture useful products and resources. developed an understanding of the nature, processes
understand why in order to operate sustainably, and methods of science, through different types of
chemists seek to minimise the use of limited scientific inquiry that help them to answer scientific
resources, the use of energy, waste produced and questions about the world around them.
environmental impact.
Term 1 + 2 Term 3
Skills - Standard Form (Mathematical skill) - Recall of knowledge from group one and group seven properties from
- Practical Skills (Required Practical 6 - Completing Chromatography year 8 work.
and calculating Rf) - Observation skills - from the demonstrations (group1) and class work
- Problem solving when working out which separation technique (Group 7) completed by themselves. Observations are a key part of
should be used for different mixtures. chemistry, so it is important to practice how to accurately record
observations.
Knowledge Topic 1 Topic 2

How do different types of atoms differ from each other? Why was the Periodic Table such an important scientific discovery?
I will learn: I will learn:
That atoms are made up of different numbers of three subatomic How the periodic table was developed by the key scientists.
particles.
How electronic structure is related to the periodic table.
The History of the Development of the atom.
The properties/trends for group 1 - the alkali metals
The location, relative charge and relative mass of protons, neutrons
and electrons. The properties/trends for group 7 - the halogens.
The definitions of atoms, ions and isotopes. How to explain the trends in the periodic table for group 1 and group 7.
How and why Chemists use standard form.
What happens to atoms in a chemical reaction and how to show this

with a chemical equation.
How to separate mixtures using different separation techniques;

filtration, crystallisation, distillation, fractional distillation and paper
chromatography.
Assessment Midpoint assessed homework and an end of topic assessed past paper Year 9 Summative Exam.
questions.
Term 4 + 5 Term 6
Skills - Practical Skills (Water purification required practical) - Practical Skills (Rusting practical)
- Application of knowledge to enable problem solving.
Knowledge Topic 2 Continued Topic 14 continued

Why was the Periodic Table such an important scientific discovery? How are the Earth’s resources used to benefit man?
I will learn:
I will complete:
The properties of the transition metals and how these compare to
group 1 metals. The end of topic 14 assessment to apply what I have learnt in term 5.
Topic 14 Topic 15
How are the Earth’s resources used to benefit man? How and why do we need to limit our use of the Earth’s natural
resources, in particular for iron and steel.
I will learn:
I will learn:
The difference between finite and renewable resources.
How and why we need to protect iron from rusting.
How we make water safe to drink, both freshwater and wastewater.
Why metals are alloyed and some common examples.
How we extract metals from ores.
How to use data to evaluate the composition of and uses of alloys.
How to complete a life cycle assessment to look at the impact on the
environment of creating a product. The properties of polymers and how this can depend on their monomers.
How we can conserve Earth's resources by reducing, reusing and How glass, ceramics and composites can be used and how their
recycling. properties enable us to select the correct material for their use.
Assessment End of topic 2 assessed past paper questions, and topic 1 and 2 summa Summative assessment of topics 1, 2, 14 and 15.
assessment.
How parents can support: Encouraging students with regards to organisation skills as we start the GCSE course
Questioning - talking to their young person about the topics being learnt
General knowledge sharing particularly when relevant to a topic.
Encouraging students to revise using the past paper questions available on google classroom
Useful links Link to MGGS Science Students drive for past paper questions:
https://drive.google.com/drive/folders/1gkw3d_GZxZbI2oFqMu1UnYv15AInjmz6?usp=sharing
Links to useful videos for supporting independent learning:
https://www.freesciencelessons.co.uk/ (Free Science Lessons)
https://classroom.thenational.academy/units/atomic-structure-and-periodic-table-c831 (National Oak Academy - Atomic
Structure and the Periodic Table)
https://classroom.thenational.academy/units/using-resources-febe National Oak Academy - Using Resources)
MEGA

thinking.
Physics
Students at MGGS begin their GCSE course in year GCSE Physics students in year 9 receive 2 hours of By the end of the year students should be
9. We intend to cover four topics during the year; Physics lessons per fortnight with 3 hours in term 6. developing a range of problem solving and practical
energy transfer by heating, energy resources, wave Students will experience a mixture of practical and skills; students should be able to solve
properties and electromagnetic waves. These topics theory lessons including the requirement to straightforward numerical problems and apply their
are chosen as being core physics topics with a less complete 10 required practical activities during the knowledge of physics to a range of real world
challenging mathematical content. course. We follow the AQA GCSE Physics course applications. Students should be gaining confidence
using the Oxford books as the basis for our SOW. at handling equipment and using it to produce
experimental results. Students will be learning to
analyse and evaluate data. Students will be able to
highlight how Physics is used outside the
classroom.
Scientific vocabulary, quantities, units, Scientific vocabulary, quantities, units, symbols Scientific vocabulary, quantities, units,
symbols and nomenclature and nomenclature symbols and nomenclature
Perseverance, Logical thinking, Clarity of Perseverance, Logical thinking, Clarity of Perseverance, Logical thinking, Clarity of
expression expression expression
Arithmetic and numerical computation, Arithmetic and numerical computation, Handling Arithmetic and numerical computation,
Handling data, Algebra, Graphs data, Algebra, Graphs Handling data, Algebra, Graphs
Knowledge P2 Energy transfer by heating - conduction P2 Energy transfer by heating - conduction and P3 Energy resources - fossil fuels, renewable
and insulation, specific heat capacity, insulation, specific heat capacity, radiation energy, big energy issues
radiation P3 Energy resources - fossil fuels, renewable
energy, big energy issues
Assessment P2 mid topic test P2 end of topic test Year 9 examination
Required practical 2 insulation Required practical 10 radiation P3 end of topic test
Required practical 1 specific heat capacity
Scientific vocabulary, quantities, units, Scientific vocabulary, quantities, units, symbols Scientific vocabulary, quantities, units,
symbols and nomenclature and nomenclature symbols and nomenclature
Perseverance, Logical thinking, Clarity of Perseverance, Logical thinking, Clarity of Perseverance, Logical thinking, Clarity of
expression expression expression
Arithmetic and numerical computation, Arithmetic and numerical computation, Handling Arithmetic and numerical computation,
Handling data, Algebra, Graphs data, Algebra, Graphs Handling data, Algebra, Graphs
Knowledge P12 Wave properties - types of wave, P12 Wave properties - types of wave, wavelength P13 Electromagnetic waves - properties and
wavelength and frequency, reflection and and frequency, reflection and refraction, uses of the 7 parts of the spectrum
refraction, ultrasound, seismic waves ultrasound, seismic waves
P13 Electromagnetic waves - properties and uses
of the 7 parts of the spectrum
Assessment Required practical 9 waves P12 mid topic test P13 end of topic test
P12 end of topic test
Useful resources Kerboodle online

Seneca learning
Educake
CGP New GCSE Physics AQA Revision Guide - Higher includes Online Edition, Videos & Quizzes
CGP 9-1 GCSE Physics AQA Revision Question Cards
Grade 9-1 GCSE Physics: AQA Workbook - Higher
AQA Physics for GCSE textbook: Third Edition - Oxford Publishing
MEGA

learning behaviours, systems and resilience in activities in lessons, for example required of students' learning through use of online
relation to their academic achievement for practicals, demonstration experiments, resources for example use of google
example by setting regular homework tasks, problem solving, use of chromebooks for classroom for lesson resources and
promoting the organisation of folders using quizzes and research activities homework, google drive for slides and
chapter maps and use of regular testing to chapter maps, and google forms for mid topic
help students improve their learning assessments
behaviours.
Homework: Science
Students will be expected to do regular homework tasks, one in each of the sciences per week. These will include exam style questions, levelled questions from
their textbook, literacy activities such as writing a poem, writing up investigations, revising for tests and mid-topic assessments. The homework tasks may be
given a mark out of ten, whereas exam style questions, levelled questions and mid-topic assessments will allow students and teachers to monitor what former
National curriculum level they are working at.

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Year 9 Curriculum Information 2022-23

Contact: Mrs A Hart, Deputy Headteacher & DSL

Dear Parents and Carers

Subject Number of lessons

Key Stage 3 and the National Curriculum (NC)

Mindset Enquiry, Extension, Enrichment

Google Advanced Thinking

MGGS Attainment Grade

What do the grades in tracking reviews and reports mean?

Homework & Independent Learning in Year 9

Homework is set for a number of reasons. These include:

● the completion of lesson work

● study and learn independently

At MGGS, the amount of homework for each subject is scheduled as follows:

Year 9 Homework allocations: two week timetable cycle

Google Classrooms, Drive and Sites

Intent Implement Impact

Term 1 Term 2 Term 3

Useful links https://www.studentartguide.com/

Mindset Enrichment Google Advanced Thinking

Intent Implementation Impact

Keeping data safe on the internet using encryption

Students also learn about the ethical and moral

Term 1 Term 2 Term 3

End of unit assessment HTML and CSS syntax

Term 4 Term 5 Term 6

Assessment End of unit assessment on encryption Project presentation ➔ A summative assessment on

Useful links https://www.tutorialspoint.com/html/index.htm - A guide to HTML and CSS

Mindset Enrichment Google Advanced Thinking

Fashion & Textiles

Intent Implementation Impact

Term 1 Term 2 Term 3

Assessment Technique sampling. Technique sampling. Design ideas.

Term 4 Term 5 Term 6

Useful links ● All lessons/resources are posted onto Google Classroom

Mindset Enrichment Google Advanced Thinking

Food & Nutrition

Term 1 Term 2 Term 3

Term 4 Term 5 Term 6

Assessment Dietary needs report. Recipe adaptation. Food HHS.

Useful links ● All lessons/resources are posted onto Google Classroom

Mindset Enrichment Google Advanced Thinking

Intent Implementation Impact

Term 1 Term 2 Term 3

Term 4 Term 5 Term 6

Useful links ● All lessons/resources are posted onto Google Classroom

Mindset Enrichment Google Advanced Thinking

Homework: Design and Technology

Intent Implementation Impact

Term 1 and 2 Term 3 and 4

Big Masks Introduction to GCSE

Mindset Enrichment Google Advanced Thinking

Skills - recreative writing - analysis - analysis

Knowledge Vocabulary/concepts: Vocabulary/concepts: Vocabulary/concepts:

Skills - - analysis - speaking and listening

How parents can support: - read through written work

Mindset Enrichment Google Advanced Thinking

Intent Implementation Impact

Term 1 and 2 Term 3 Term 4 and 5

Skills ● Use and describe choropleth maps