Year 9 ENGLISH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

The Novel

• ‘Of Mice and Men’

• To develop an

understanding of the

novel’s cultural context

• To examine the writer’s

motivation for writing the

novel.

• Delve deeper into

characterization and how

are key characters

presented in the novel –

analysing using PEZAL

• Writing empathetically in

the voice of George

• Key focus – tension ow

is created through the

writer’s craft

• Golden Harkness –

practicing excellent

discussion using focused

questions

• Examining themes of

power, prejudice and

violence in the text

• What does the

symbolism of Candy’s

dog and ‘The Dream’

mean?

Narrative Writing

• To develop an understanding

of the key features of the

short story form

• To understand how a

distinctive narrative voice is

created.

• To understand how short

stories can be structured,

considering text cohesion.

• To develop an understanding

of the different techniques

writers, use to build tension

at whole text and sentence

level.

• To understand and use the

new Year 9 assessment

criteria.

• To develop a piece of writing,

using peer feedback and

assessment criteria.

• To develop personal writing

for assessment.

Speech Writing – ‘Taking a

Stand’

• To understand the key

features of an effective

persuasive speech

through examining

examples.

• To choose a topic and

develop an idea,

researching ideas from

different sources

• To plan and draft a

persuasive speech,

focusing on effective

openings and strong

endings.

• To develop an

understanding of the way

that writers achieve

textual cohesion, including

whole-text and interparagraph cohesion.

• To give a speech in front

of a group of peers,

focusing on effective use

of voice in performance

• To provide and receive

effective peer feedback

The Play text – ‘An Inspector Calls’

• To develop an understanding of the

social and cultural context of the play

both at the time it was written and the

time it was set.

• To consider the impact of stage

directions – both implicit and explicit

• Consider how principled character are

by examining characterization

• What do we think of Priestley’s social

message? Why did he write the play?

How do people express their opinions

today?

• write a formal report on Social and

Cultural Edwardian England.

• Consider who the inspector is – write

persuasively to justify their choices

• Examine how Priestley creates

tension in his play text.

• Consider how mood and atmosphere

is created in the play.

• Consider responsibility – who,

ultimately is to blame for the death of

Eva Smith?

Be able to use and recognize stage

directions for impact

Poetry and Non Fiction

• Texts about War: To

understand how an

understanding of

context can shape a

text and the reader’s

response

• When technique and

context collide: To

understand how

context and technique

can shape meaning

and the reader’s

response.

• Texts about gender: To

understand and

appreciate how texts

create representations

of gender.

• Reading Assessment:

To write critically texts,

writing analytically.

• Writing Assessment: To

understand the key

features of and write a

magazine article.

Year 9 ENGLISH

Skills

(What will

students be able

to do?)

• Understand and

aprpreciate the novel’s

context

• Analyse the

characterisation of key

characters in the novel

through examining the

writer’s craft

• Comment on the

creation of tension in the

text

• Plan, facilitate and take

part in a structured

discussion.

• Analyse the presentation

of a theme in the text

• Write empathically in the

voice of a particular

character

• Create a distinctive narrative

voice

• Understand and employ a

set structure when writing a

short story

• Recognise and be able to

use a variety of techniques

to create tension in their

writing

Be able to recognize and use

features of an effective speech

Research a topic and plan, draft

and perfect a strong persuasive

speech, using a variety of

persuasive writing features.

Work on their presentation and

performance of the speech for

optimal delivery

• Be able to use and recognize stage

directions for impact

• Discuss and analyse themes of

prejudice and social class

• Securely understand the cultural

context of the play in order to unlock

further layers of meaning

• Identify techniques that establish and

create tension in the writing

• Justify themselves succinctly and with

strong evidence as to who they

believe the inspector is.

• Analyse how mood and atmosphere

is created in a text

• Will understand how

an understanding of

context can shape a

text and the reader’s

response

• Will be able to

understand how

context and technique

can shape meaning

and the reader’s

response

• Will be able to

understand and

appreciate how texts

create representations

of gender.

Assessment

(How will students

show their

learning?)

Writing – empathy writing

(coursework)

Reading – analysis of a

character or extract (controlled

assessment)

Writing (drafted) story that ends

with the line, ‘The lights went

out’. Students should use a variety

of techniques to build tension.

Writing: Students will plan, peer

review, draft and polish a short

story about a character who is

delivering a package

Writing A persuasive speech

Speaking and Listening: A 3 – 4

minutes speech where you

“Take A Stand”

Reading – analysis of a character or theme

(controlled assessment)

Writing – empathy writing (coursework)

Assessment Week

Reading: Students may

choose two texts (either the

ones in their entirety or the

extracts) to analyse.

Writing: A magazine article

where the writer must take a

stand on an issue of

importance and interest to

the reader.

Year 9 MATHEMATICS – Fast Track

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge and

Skills/ Units of

Work

(What will students

know, and what will

they be able to

demonstrate)

Number:

Working with Fractions

Order of operations

Solving arithmetic questions involving

decimal places and significant figures

Algebra:

Simplifying expressions

Solving linear equations

Graphs:

Plotting a straight line graph

Calculating the gradient of a graph

Shape and Space:

Identifying 2D shape facts and specifics

Create constructions using compasses

and straight edges.

Identifying similarity of shapes

Number:

Performing straight line conversions

Calculating percentages

Manipulating numbers in standard form

Algebra:

Simplifying algebraic expressions

Solving equations with roots and powers

Solving simultaneous equations graphically

Sketching straight line graphs

Shape and Space:

Identifying missing angles using circle

Theorems

Using Pythagoras’ Theorem

Performing transformations of shapes including

reflections, rotations, enlargements, and

combined transformations.

Data Handling:

Producing set notation and venn diagrams

Presenting data

Investigation techniques

Averages for discrete data.

Number:

Calculating prime factors of compound

numbers.

Calculating HCF and LCM of integers.

Algebra:

Factorising

Solving equations with fractions

Solving simultaneous equations

algebraically

Shape and Space:

Solving questions using trigonometry

(Sin, Cos, Tan)

Measurement:

Drawing and performing calculations

involving distance time graphs and

speed time graphs

Number:

Calculating compound percentages and

inverse percentages

Algebra:

Using formulae

Changing the subject

Using advanced formulae

Graphs:

Plotting quadratic graphs

Finding quadratic roots from graphs.

Shape and Space:

Solving worded trigonometry questions

Calculating inverse trigonometric functions.

Data Handling:

Calculating expected outcomes of single

events using probability through theoretical

or experimental probability

Number:

Performing calculations using varying

degrees of accuracy according to decimal

places and significant figures.

Calculating the upper and lower bounds

using varying degrees of accuracy

Algebra:

Solving quadratic equations by factorising

and completing the square.

Solving quadratic inequalities.

Data Handling:

Interpreting measures of dispersion

Creating cumulative frequency tables and

calculating medians and inter-quartile

ranges accordingly.

Graphs:

Representing inequalities graphically

Using negative reciprocals to identify and

calculate perpendicular lines.

Calculating mid-points.

Assessment

(How will students

show their learning?)

Baseline: 1 Full IGCSE paper

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned topics.

Questions will range in difficulty, be taken

from past paper IGCSE papers and be

between 1-3 marks per question.

• Mark /60

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned topics.

Questions will range in difficulty, be taken from

past paper IGCSE papers and be between 1-3

marks per question.

• Mark /60

End of term test to cover all taught content

throughout the term

• Mark /60

Objective progress: 1 Full IGCSE

paper

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned

topics. Questions will range in difficulty,

be taken from past paper IGCSE

papers and be between 1-3 marks per

question.

• Mark /60

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned topics.

Questions will range in difficulty, be taken

from past paper IGCSE papers and be

between 1-3 marks per question.

• Mark /60

End of term test to cover all taught

content throughout the term

• Mark /60

Objective progress: 1 Full IGCSE paper

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned topics.

Questions will range in difficulty, be taken

from past paper IGCSE papers and be

between 1-3 marks per question.

• Mark /60

End of term test to cover all taught

content throughout the term

• Mark /60

Year 9 MATHEMATICS

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge and

Skills/ Units of

Work

(What will students

know, and what

will they be able to

demonstrate)

Number:

Working with Fractions

Order of operations

Solving arithmetic questions involving

decimal places and significant figures

Algebra:

Simplifying expressions

Solving linear equations

Plotting a straight line graph

Number:

Calculating the gradient of a graph

Performing straight line conversions

Calculating percentages

Manipulating numbers in standard form

Shape and Space:

Identifying 2D shape facts and specifics

Create constructions using compasses

and straight edges.

Identifying similarity of shapes

Data Handling:

Producing set notation and venn

diagrams

Completing a Project about Golden Ratio

Number:

Perform calculations including

positive integer indices

Manipulating and solving

inequalities

Algebra:

Simplifying algebraic expressions

Solving equations with roots and

powers

Solving simultaneous equations

Sketching straight line graphs

Shape and Space:

Identifying missing angles using

circle Theorems

Data Handling:

Presenting data

Investigation techniques

Averages for discrete data.

Data Project of application

Number:

Calculating prime factors of

compound numbers.

Calculating HCF and LCM of

integers.

Algebra:

Factorising

Solving equations with fractions

Solving simultaneous equations

Measurement:

Drawing and performing calculations

involving distance time graphs and

speed time graphs

Shape and Space:

Solving questions using trigonometry

(Sin, Cos, Tan)

Assessment

(How will students

show their

learning?)

Baseline: 1 Full IGCSE paper

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned

topics. Questions will range in

difficulty, be taken from past paper

IGCSE papers and be between 1-3

marks per question.

• Mark /60

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned topics.

Questions will range in difficulty, be taken

from past paper IGCSE papers and be

between 1-3 marks per question.

• Mark /60

End of term test to cover all taught content

throughout the term

• Mark /60

Objective progress: 1 Full IGCSE

paper

Formative: Retrieval practice

quizzes throughout.

Summative: According all learned

topics. Questions will range in

difficulty, be taken from past paper

IGCSE papers and be between 1-3

marks per question.

• Mark /60

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned

topics. Questions will range in difficulty,

be taken from past paper IGCSE papers

and be between 1-3 marks per

question.

• Mark /60

End of term test to cover all taught

content throughout the term

• Mark /60

Objective progress: 1 Full IGCSE

paper

Formative: Retrieval practice quizzes

throughout.

Summative: According all learned

topics. Questions will range in

difficulty, be taken from past paper

IGCSE papers and be between 1-3

marks per question.

• Mark /60

End of term test to cover all taught

content throughout the term

• Mark /60

Year 9 SCIENCE

Term 1 Term 2 Term 3

Week 1-6 – (B1 a-c) (C1a-b) Week 7-16 - (B2a-c) (C1a-b)(P1ac)(P2a-b)

Week 1-5- (B2a-c) (C1c,df-h)

(P2a-b)

Week 6-11 – (B2d) (P5a,b,d) Week 1-11 (C2f-h)

Knowledge/ Units

of Work

(What will students

know?)

Biology

• Study of the 4 eukaryotic

kingdoms and their key

features (animals, plants,

fungi, protoctist)

• Study of prokaryotes and

wider classification.

Chemistry

• Describe the states of matter

and interconventions

• Describe solubility and

investigate the solubility of

compounds

• What are elements,

Compounds and mixtures?

Physics

• what are scalars and

vectors?

• Plot and describe distance

time graphs and velocity time

graphs

• Calculate speed

• Calculate acceleration

• Use the relationship between

force, mass and acceleration

Biology

• Structure of animal and plant

cells.

• Structure and function of

specialized cells.

• Understand levels of

organization in biology

including cells, tissues, and

organs.

Chemistry

• Describe different separation

techniques including

chromatography, filtration,

crystalisation, distillation and

fractional distillation

Physics

• Use the relationship between

weight mass and gravity

• What factors affect a vehicles

stopping distance

• What type of forces are

there?

• What is hookes law?

• What is electricity

• Calculating electrical power

• Calculating current

Biology

• Structure and function of

biological molecules (2c)

• Review B1a-c from term

1 week 1-6

Chemistry

• What is the structure of

an atom?

• What are isotopes?

• Describe the structure of

the periodic table

• Describe how electrons

are configured

Physics

• What is the difference

between AC and DC?

• Calculating potential

difference and resistance

• Calculating current and

voltage in series and

parallel circuits

Biology

• What are the three main

ways in which molecules

move in biological

systems and how they

work (diffusion, osmosis

and active transport)?

(2d)

Chemistry

• Explain and draw

covalent bonding

• Explain and draw ionic

bonding

• Deduce the ionic

formulae

• Review C1a-b from term

1 week 1-6

Physics

• What are the different

types of resistor?

• Revise P2a-b

• Review P1a-c from term

1 week 1-6

• What are waves?

• What are the properties of

waves?

Biology

• What are ecosystems

• What is biodiversity?

• How do we investigate

biodiversity?

• Analyse food chains and food

webs

Chemistry

• What are the trends in groups

of the periodic table

• What are the properties and

structure of giant and simple

covalent substances

• Write word equations and

balanced symbol equations

• How to calculate the relative

formula mass

Physics

• Calculate wave speed and

frequency using equations.

• Describe the EM spectrum

and its properties

• What are the uses and

dangers of EM radiation

Year 9 SCIENCE

Skills

(What will

students be able

to do?)

Development of the following skills

• Carry out Practical

investigations

• Complete

experiments safely and

fairly

• Using complex scientific

equipment and making

accurate measurements

• Develop models to

conceptualise key ideas

• Develop their capacity to

explain…

• Collect and use data to draw

reliable conclusions

• To use formulas to evaluate

a variety of variables

Maths skills 2B,F,I /4B,C,D,E,F

Development of the following skills

• Carry out Practical

investigations

• Complete experiments safely

and fairly

• Using complex scientific

equipment and making

accurate measurements

• Develop models to

conceptualise key ideas

• Develop their capacity to

explain…

• Collect and use data to draw

reliable conclusions

• To use formulas to evaluate a

variety of variables

• Exam technique

Maths skills 1A,B,C,D/ 2A,B,C,E,H/

5C

Development of the following

skills

• Carry out Practical

investigations

• Complete

experiments safely and

fairly

• Using complex scientific

equipment and making

accurate measurements

• Develop models to

conceptualise key ideas

• Develop their capacity to

explain…

• Collect and use data to

draw reliable conclusions

• To use formulas to

evaluate a variety of

variables

Maths skills 1A,B,C,D/

2A,B,C,E,H/3B

Development of the following

skills

• Carry out Practical

investigations

• Complete

experiments safely and

fairly

• Using complex scientific

equipment and making

accurate measurements

• Develop models to

conceptualise key ideas

• Develop their capacity to

explain…

• Collect and use data to

draw reliable conclusions

• To use formulas to

evaluate a variety of

variables

• Exam technique

Maths skills 1A,B,C,D/

2A,B,C,E,H/3B

Development of the following skills

• Carry out Practical

investigations

• Complete experiments safely

and fairly

• Using complex scientific

equipment and making

accurate measurements

• Develop models to

conceptualise key ideas

• Develop their capacity to

explain…

• Collect and use data to draw

reliable conclusions

• To use formulas to evaluate a

variety of variables

• Exam technique

Maths skills 3A, B,C, D/ 4B,C,D,E,F

Assessment

(How will students

show their

learning?)

Summative Biology Mini test/

Chemistry Mini test/ Physics Mini

test

Formative

Knowledge recall

testing throughout the term.

Summative B1a-c Test/C1a-b

Test/P1 a-c test

Formative

Knowledge recall testing throughout

the term/

Summative Mini test C1c,df-h/

Mini test P2a-b

Formative

Knowledge recall

testing throughout the term/

Retrieval recap testing and

reflection B1a-c

Summative B2d Test/ P2a-b

test

Formative

Knowledge recall

testing throughout the term/

Retrieval recap test and

reflection on P1a-c and C1a-b

Summative End of year Biology,

Chemistry and Physics Mock/

C1c,df-h Test

Formative

Knowledge recall testing throughout

the term/ Retrieval recap test and

reflection on 2a-c/C2a-e

Year 9 HISTORY

Term 1 Term 2 Term 3

Week 1-16 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

•The causes of World War I and World War 2

•The causes of WWI. The causes and effects of

militarism, alliances, imperialism and nationalism.

•Propaganda and censorship in WWI.

•Germany loses the war and the Treaty of Versailles.

•Post war Germany. The Wall Street Crash and the Great

Depression.

•Hitler and the rise of the Nazi Party.

•Dealing with Hitler. The Sudetenland. Anschluss.

Appeasement

•The Holocaust

•Antisemitism in Europe and Germany.

•Kristallnacht to Wansee.

•How the Holocaust was organised.

•Holocaust responsibility

•Resistance to the Holocaust

•Liberation of concentration camps

•Case study: Anne Frank

•Nuremburg Trials

•The Cold War

•Communism V Capitalism

•The development of the Atomic Bomb

•The decline of the wartime relationship.

•The Berlin Wall

•Case studies: the USSR, Mao’s China, North Korea,

Vietnam, Cambodia, Cuba.

•The Role of Pop Culture in the Cold War

•Détente.

•Fall of the Berlin Wall

•End of the Cold War

Skills

(What will

students be able

to do?)

•Describe and explain events chronologically.

•Be able to identify change and continuity.

•Identifying and explaining cause and effect.

•Demonstrate historical knowledge and

understanding of power, authority,

government; beliefs, attitudes

and religion.

•Develop questions to frame an historical enquiry.

•Develop interpretations about the past.

•Use judgement to select effective arguments.

•Communicate judgement persuasively.

•Evaluate historical interpretations

•Describe and explain events chronologically.

•Be able to identify change and continuity.

•Identifying and explaining cause and effect.

•Demonstrate historical knowledge and

understanding of power, authority,

government; ideology, beliefs, attitudes

and religion.

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice quizzes throughout.

Summative: GCSE style examination question, source

analysis.

•Source analysis

•Source interpretation

Formative: Retrieval practice quizzes throughout.

Summative: GCSE style examination question, source

analysis.

•Source analysis

•Source interpretation

Formative: Retrieval practice quizzes throughout.

Summative: Student debate. Who was responsible for the

Cold War?

•Historical Interpretation

Year 9 GEOGRAPHY

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

1. Our restless planet

• To know the different layers of the

earth's crust.

• To know the different plates

around the world

• To be able to name the different

plates around the world.

• To be able to describe and explain

constructive, destructive, transform

and conservative plate

boundaries.

• To be able to explain how

earthquakes happen.

• To suggest ways to reduce the

impact of earthquakes in cities.

• To be able to label different layers

of a volcano.

• To be able to identify different

types of volcanoes.

2. Earth's resources

• Students to be able to locate

where key natural resources are

being produced globally.

• Students are to appreciate that

water is a key resource and to

know where it is located

globally.

• Students will understand where

and how crude oil is produced.

• To know about the different

sources of renewable energy.

• To appreciate that there are

different species living on our

planet.

• Do you understand how the

recycling system works.

3. From rock to soil

• To understand that there are

diverse types of rock.

• To know about the several

types of weathering.

• To be able to explain the

rock cycle.

• To be able to explain how

different rocky landscapes

have been formed.

• To appreciate that soil

comes from weathering.

• To understand how

desertification is caused if

soil has not been looked

after.

4. International Development

• To be able to explain what

development means

geographically.

• To be able to read different

indicators of development.

• To have a case study of a lowincome country Malawi.

• To have a case study about a

high-income country, Singapore

• To be able to appreciate a gap

between highly developed

countries and low developed

countries.

• To offer solutions to developing

countries to escape poverty.

5. The Middle East

• To be able to describe where

the Middle East is.

• To research into a country in

the Middle East as a project.

Skills

(What will students

be able to do?)

• Photo interpretation, map skills,

use of different graphs,

interpretation of data

• Map skills, choropleth maps,

population distribution maps,

use of data to construct graphs.

• Classification, observation,

geological time, critical

thinking, map reading

- global awareness, empathy, critical

thinking, problem solving, geopolitical

understanding

• Research skills, Internet skills,

data processing.

Assessment

(How will students

show their

learning?)

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: our restless planet

checkpoint test

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: Earth’s resources end of

unit test

Formative: assessment for

learning, lollipop sticks,

Summative: End of unit

checkpoint test

Formative: assessment for learning,

lollipop sticks,

Summative: End of unit checkpoint

test

Formative: Retrieval practice quizzes

throughout and various worksheets.

Summative: African country project

Year 9 COMPUTER SCIENCE

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

MULTIPLE

NUMBER REPRESENTATION

& GCSE

ALGORITHMS

ARITHMETIC LOGIC UNIT

COMPONENTS

& ADVANCED

WEB DEV (JS, CSS)

VECTORS & RASTER COMPRESSION

& ADVANCED DATA

ENCODING

PRE-GCSE PROGRAMMING

& intro to

DATABASES

ONLINE CRYPTO SECURITY &

WORD PROCESSING

for a purpose

Knowledge

(What will students

know?)

- adv non-denary num systems

inc 2 digit hex

- creating graphs from mazes,

Dijkstra, furoshiki

- adv logic circuit design inc

multilayer designs

- A comprehensive look at logic

gates and Boolean algebra

- Intro to run length, quadtree and FFT

methods of image compression

- Adjusting image properties in image

applications to change file size

- Loops, Selection and Interaction in

modern computer languages inc ruby

- Fundamentals of MS Access inc data

types, queries and forms

- Introduction to cryptography

- Basics of RSA, DH and EC encryption

methods

- Use of Super and Sub to write equations

and formulae

Skills

(What will students be

able to do?)

- Explain base 2, 16, 8

- Explain some methods for

converting between different

bases

- Explain Grey code, BCD, bitshifting, & uses

- explain fixed point binary

- Add & Subtraction inc overflow

& underflow

- Draw & explain the 6 logic

gates in a circuit

- Explain how logic gates can

be used to model an

embedded system

- Find efficiency and

redundancy in logic systems

- Convert Boolean using de

morgan

- Create vector graphics using paths

and resizing

- Explain when lossy compression

might be acceptable and why

- Explain how compressed images can

be lossy or lossless

- Explain the difference between

cropping and compressing

- Apply skills in string manipulation,

inequalities, Boolean

- write a quiz program (with levels and resits)

- code in Python & Ruby (recognize VB /

BBC Basic)

- write simple queries

- Create a design for a record using

appropriate data types

- Follow RSA formulae to arrive at a shared

key

- Explain what level of TCP/IP online

security takes place

- Understand the role of Hash algorithms in

security protocols (BSG coin)

- Explain why quantum computing poses a

threat to current online security protocols

Assessment

(How will students

show their learning?)

Formative: Cisco Binary, Flippy,

2048, wotthehex

Summative: Math Aids

Summative: BSG Num Sys Test

mark /30

Summative: Pupil compendium

Formative: Logic puzzles,

logic.ly,

Physics circuit boards

Formative: Logic Lab website

Summative: BSG LOGIC Test

mark /30

Formative: Create basic shapes using

Turtle,

Formative: Create a range of image file

types

Summative: BSG IMGS Test

Summative: Student Web Page

submission

Formative: IDLE, Mu, JSBEEB,

python.microbit.org/v/3

Summative: Effective use of Web IDE eg

replit

Summative: Use of local install IDE such

as RT Russell’s IDE

Summative: BSG PROG Test

Formative: Group work presentation, 6x6

summary, w3schools.com/cybersecurity/

quizlet.com/155047924/

Summative: Create own security

Multichoice,

Summative: BSG NETSEC Test mark /30

Year 9 ART

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

Introduction to designer—Tinker

Hatfield

• Learn about Tinker Hatfield – life

and work.

• Recap of how to make a fact file

about an artist.

• Difference between fine art and

design.

• How to draw trainers like Tinker

Hatfield.

• Design a trainer from scratch

using what they have learnt from

a designer.

Painting and drawing

• Recap of pencil sketch

techniques.

• How to draw still life.

Principles of design

• 7 principles of design.

• Where do designers get their

ideas and inspiration?

• Introduction to Shoemaking

Objective: Understand the

basics of shoemaking and

create a paper model.

• Exploring Shoe Components

- Upper Making:

• Learn about shoe upper

design and construction.

• Pattern Cutting Basics

• Understand sole patterns

and their significance.

Surface design

• Recap of colour theory and

colour mixing skills

• Problems in painting and how to

improve.

• Start designing surfaces for their

own trainers based on precious

research and study

• Get inspired through artists

study – POP art/Cubism/Graffiti

• Finalize their design

• Painting Techniques -

Customizing parts Objective:

Learn painting techniques for

customizing shoe uppers.

Creating your own trainer

• How to apply a design to the

trainers and make

adjustments.

• Techniques needed for

painting on the trainers using

acrylic paint.

• Enhance shoe design with

embellishments and

hardware.

Skills

(What will students

be able to do?)

• How to make a fact file about an

artist.

• Know the difference between fine

art and design.

• Sketch trainers in the style of a

trainer designer.

• Practice painting to get

themselves ready for painting

their trainers later.

• Practice drawing to improve

their drawing skills.

• How to draw still life

• Know the principles of

design

• Get inspired by different

types of art/artists.

• Apply principles of design to

their own design.

• How to improve their design.

• Apply a design to the trainers,

make adjustments and solve

problems.

• How to paint on trainers using

acrylic paint.

• Finishing work routines.

Assessment

(How will students

show their

learning?)

Formative: Formative: Teacher

feedback, self and peer assessment.

(Www and EBI)What went well and

Even better If...

Summative: Trainer Sketch.

Formative: Formative: Teacher

feedback, self and peer

assessment. (Class developed peer

assessment rubrics)

Summative: Drawing test.

Formative: Formative: Teacher

feedback, self and peer

assessment. (Class developed

peer assessment rubrics)

Summative: Principles of design

test.

Formative: Formative: Teacher

feedback, self and peer assessment.

(Class-developed peer assessment

rubrics)

Summative: Own Design

Formative: Formative: Teacher

feedback, self and peer

assessment. (Class developed

peer assessment rubrics)

Summative: Completed Trainers.

Year 9 DRAMA (Creation and Performance)

Term 1 Term 2 Term 3

Weeks 1-6 Weeks 7-16 Weeks 1-11 Weeks 1-9 Weeks 10,11

Knowledge/ Units

of Work

- What is performance?

Juilliard Learner

objectives

- How do we rehearse?

- How do we reflect?

Physical Connection/

embodiment.

Devised Project

- Introduction to Devising (select

stimulus)

- Contextual Research

- Storyboarding

- Script Development.

- Rehearsal/ Performance

- Reflection and Evaluation

Contemporary & Classical

Monologues

- Selection of monologues

- Text analysis

- Objectives/super

objectives

- Rehearsal

- Performance

- Reflection

Scene Study

- Discuss scene context, characters.

- Research into play

- New scene every 3 weeks

Perform scene of choice.

EOY

Review

Mad libs

Improvisation games.

Skills

(What will students

be able to do?)

Understand rehearsal

structure and etiquette

Develop physical- connection

Evaluate performance

Create a performance in a collaborative

environment based on stimulus.

Perform a monologue from

memory with strong

understanding of character

and context, using vocal,

physical and facial

expression

Explain the objectives of a scene,

understanding the wants and needs of

each character.

Read aloud with full vocal expression.

Access and develop characters with

limited information from a script.

Improvise in low

stakes environment

Actively listen and

impulsively respond to

others

Assessment

(How will students

show their learning?)

Formative:

- Class discussion

Summative:

Reflection.

Formative:

Poem brainstorm,

Summative:

Group Performance

Process Journal

Formative:

20 Questions.

Interview

Summative:

Contemporary Mono

Classical Mono

Reflection

Formative:

Summative:

Group performance.

Reflection

Formative:

Summative:

Competition

EOY Reflection

Year 9 MUSIC

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-11 Week 1-11

Knowledge/ Units of

Work

(What will students

know?)

• Hip Hop and Rap

• Understand how hip hop started, who was

involved and some of the vocal techniques

used

• use of slang words in rap music, why slang is

used in rap music

• How rhythm and pulse function and are explored

in Hip Hop am Rap.

• How to write a rap using rhyme endings.

• Using metaphors and similes when writing a rap

• How free style is used in rap as an improvised

art form.

• Identify and discuss the use of basslines and

• How to structure a rap using ternary form ABA.

• ABRSM Theory Grade 4

10. New Directions

• Understand changes in twentieth century music

and how composers ‘broke away’ from lateRomantic ideals.

• Understand that twentieth century music consisted

of many different types, styles, movements and

genres.

• Understand and demonstrate how minimalist

composers develop pieces from small starting

points.

• Know and demonstrate the compositional and

serialist techniques used by expressionist

composers.

• Manipulate motifs, cells and note/tone rows using

a variety of musical development techniques.

• ABRSM Theory Grade 4

11. Music Production

• The role of technology in documenting

performance and developing musical

styles.

• The signal path of a digital audio

workstation.

• How to use basic functions of garage

band.

• Understand polar patterns of different

microphones.

• How EDM Music is constructed using

music technology

• The function and name of key

equipment in the recording studio.

• ABRSM Theory Grade 4

12. Is Jazz Baroque in Disguise

• Who the composers of the Baroque era were, why they are important and just

how their music connects to that of Jazz in the 20th and 21st Centuries.

• Explore different dances and orchestral, vocal and band works with the aim of

dissecting them to understand what glues them together.

• Draws links and findings to bebop, fusion and lo-fi Jazz genres.

• Be able to define and identify a baroque concerto.

• How harmony is a structural element for Baroque and Jazz Music

• How Baroque compositional techniques inspire new works.

• Role of variation and repetition in promoting new forms of interpretation.

• How improvisation be approached as a form of creativity and interpretation.

• Explore the meaning of Contrafacts.

• Comparing the works of Bach and Chic Corea

• ABRSM Theory Grade 4

Skills

(What will students be

able to do?)

• performing part of a rap as a class

• Able to write rhyme endings in a rap.

• Perform raps with an understanding of doubling

rhythm.

• Be able to rap free style over a beat.

• Understand pulse while performing a rap.

• Identify the main musical characteristics of rap

music

• Compose loops and beats within the rap style.

• Be able to write chord progressions and

basslines in the rap style.

• Identify how minimalist (and expressionist) music

of the twentieth century differs from the lateRomantic style.

• Be able to name some minimalist (and

expressionist) composers and famous piece.

• Understand and demonstrate how minimalist

motifs/cells can be developed using basic

techniques.

• Perform more advanced rhythmic and melodic

minimalist motifs as part of an ensemble adapting

and refining them to show understanding of

minimalist compositional and performance

techniques.

• Use musical features such as extreme dynamics

and pitch range in the style of minimalist (and

expressionist) composers when performing.

• MIDI processors

• Edit MIDI

• Record software instruments using

Garageband.

• Create samples using GB plugins.

• Use automation (volume, panning) to

enhance a composition.

• Use plugins to create beats parts.

• Record audio tracks

• Edit audio

• Mix techniques.

• Mic placements

• Learn how to compose music which

uses technology as a fundamental tool

e.g. electronic dance music).

• Map the building blocks that connect Jazz to Baroque through Listening

strategically.

• Use IDEA (identify, describe, explain and analyze) to analyze music .

• Be able to discuss critically analyze music for the use of repetitive chord

progressions.

• Improvise over a ground bass

• Perform Blues for Alice in small groups.

• See, think, wonder – The Art of the Fugue.

• As a class, perform the piece Spain by Chic Corea.

• Rearrange the Afro-Cuban piece Cha Cha Cha to incorporate Vivaldi elements

• Create a modal cannon.

Assessment

(How will students

show their learning?)

Formative: Peer Assessment, Reflection, Quiz, Theory,

listening,

Summative: Hip Hop Composition

Formative: Peer Assessment, Reflection, Quiz, Theory,

listening,

Summative: Minimalist Composition

Formative: Peer Assessment, Reflection, Quiz,

Theory, listening,

Summative:

Formative: Peer Assessment, Reflection, Quiz, Theory, listening,

Summative: Jazz Contrafact Arrangement

Year 9 PE

Term 1 Term 2 Term 3

Week 1-8

Swimming

Week 9-14

Gymnastics

Week 15-23

Athletics

Week 24-29

Fitness

Week 30-37

Net/ Wall Games

Knowledge/

Units of Work

(What will

students

know?)

• Straddle entry, treading water

and swim stamina.

• Tread water development and

surface diving.

• Swim with clothes and remove.

• Swim stamina and surface dive

with clothes.

• IGCSE assessment criteria

practice.

• Assessment lesson.

• Recap of individual and

partner balances.

• Development of group

balances.

• Introduction to vaulting.

• Vaulting using apparatus.

• Vaulting into a handspring.

• Assessment lesson.

• Sprinting events

• Middle distance running and pacing

techniques.

• Shot Putt

• Discus

• Javelin

• Long Jump

• Triple Jump

• High Jump

• Relay events and baton change

overs.

• Baseline testing and planning of

PEP.

• Training session with cool down

element.

• Complete training with reference to

FITT.

• Training session with reference to

HR and Training Zones.

• Training session with recovery HR

focus.

• Review lesson of PEP.

• Positioning and movement in forehand shots.

• Disguising the overhead clear.

• Smash and development to jump smash shot.

• Disguising net and drop shots.

• Doubles and singles match tactics.

• Assessment and match play.

Skills

(What will

students be

able to do?)

• In this unit, pupils will gain the

opportunity to develop lifesaving

skills.

• Pupils will gain an appreciation

for first aid and emergency life

support, land and water-based

skills.

• Pupils will focus on performing a

range of personal water-based

rescue skills with efficiency and

accuracy.

• In this unit pupils will

demonstrate skills and

abilities individually and in

combination.

• Pupils will incorporate

control, precision and

aesthetics into sequences

showing creativity.

• Student will evaluate and

assess movements to

improve sequences.

• In this unit, pupils will further

enhance replication and

performance across all disciplines.

• Pupils to gain a more detailed

understanding of fitness and its

effect on performance.

• Pupils will focus on planning,

preparing for and competing in a

range of athletic competitions.

• Pupils will perform core skills and

record personal/collective bests.

• Pupil will develop knowledge of the

immediate effects of exercise and

physically exert themselves

throughout.

• In this unit pupils will learn and

accurately replicate specific

techniques for a variety of fitnessbased activities. They will carry out

investigations into the bodies’

ability to exercise and the

reasoning behind such principles.

• Pupils will gain an understanding of

organising and planning a personal

exercise plan, the process of

testing and re-testing, selecting

appropriate training methods, whilst

applying the principles of training.

• Development of individual and team skills in

structured plays to enable candidates to perform in

the context of the GCSE assessment.

• Pupils will focus on developing advanced skills and

apply them in game situations in order to outwit

opponents.

• To aim to improve technique or/and develop new

techniques, dependent on individual ability.

Effective and correct scoring as well as tactical

knowledge will be developed.

• Pupils should be provided the opportunity to be

assessed in an official or coaching capacity

Year 9 PE

Assessment

(How will

students

show their

learning?)

Formative:

• Feedback proficiency of

entries and treading water

with / without clothing.

• Discussion regarding

effectiveness of swim

stamina.

Summative:

• Successful lifesaving

rescues in accordance with

IGCSE assessment.

Teacher Observation:

• Demonstration of correct

technique when performing a

series of entries, dives, and

rescues.

Formative

• Teacher feedback ability to

perform balances, vaulting

and handspring correctly.

• Peer assessment and

student coaching

opportunities within pairs /

groups.

Summative

• Grading of routine and

sequences devised in both

individual and partner /

group tasks.

Teacher Observation

• Ability to link different skills

together to form a short

routine effectively.

Formative

• Feedback on enhanced

replication of skills used for

running throwing and

jumping.

• Thorough understanding of

the effects of physical

exercise and fitness has on

the body.

Summative

• Developing personal bests

and setting new targets in

events.

Teacher observation

• Correct and successful

technical model replicated

when performing track & field

events.

Formative

• Feedback on technique, execution

relating to the specific tests being

performed.

• Be able to analyze the body’s ability

to exercise in a variety of methods.

• Self-assessment opportunities of

performance during and after tests

conducted.

Summative

• Test scores against national

averages for a range of fitness

tests.

Teacher Observation

• Display of effort within a variety of

tests.

• Knowledge and understanding of

fitness tests performed.

Formative

• Feedback on technical execution of shot and

movement and positioning around the court in

open and closed scenarios.

• Effectiveness of shot disguise and

implementation of basic tactics.

Summative

• Ability to outwit opponents in a competitive

game situation.

• Success and outcome during match play.

Teacher Observation

• Correct technical model replicated for a variety

of shots.

• Display knowledge and understanding of

scoring and rules of both singles / double

match play.

Week 1-8

Football

Week 9-14

Touch Rugby

Week 15-23

Volleyball

Week 24-29

Basketball

Week 30-37

Striking & Fielding

Knowledge/

Units of Work

(What will

students

know?)

• Maintaining possession through

passing, control and turning.

• Heading and creating space.

• Shooting focus.

• Attacking to beat an opponent.

• Defensive tactics, formations, and

tactical application.

• Set pieces – attacking and

defending.

• Spin and pop pass development.

• Using passing to outwit an

opponent.

• Defending and touch rules.

• Attacking to outwit an opponent.

• Tactical application within a game.

• Touch tournament and match play

assessment.

• Combining dig and set shots.

• Overarm serve.

• Spiking and blocking shots.

• Linking movements, shots and tactical play.

• Tactical development and application.

• Application within a match play and game

scenario.

• Attacking to outwit an opponent.

• Development of lay up shot.

• Defensive formations – zone / man-to-man.

• Strategies for attack – weave, motion plays.

• Tactical development and application.

• Application of skills within match play.

• Fielding skills and tactical recap.

• Shot / hitting technique and variations.

• Bowling / pitching – adding spin and changing

pace.

• Game based application – scoring focus.

• Game based tactical application – fielding

focus.

• Assessment in match play and game based

scenarios.

Skills

(What will

students be

able to do?)

• In this unit pupils will focus on

implementing and refining core skills

as a team and as individuals to

outwit opponents.

• Teams will be expected to plan

strategies and implement them in

competitive games. Pupils will be

given the opportunity to officiate and

coach small groups and understand

the importance of teamwork.

• Pupils will focus on developing,

implementing and refining team and

individual game plans to outwit

opponents.

• Teams will be expected to plan

strategies and implement them in

different situations. In invasion

games the main intention is to

invade your opponents’ territory and

to outwit them so that you can score

goals or points.

• In this unit pupils will focus on developing,

implementing and refining team game plans

to outwit opponents.

• Teams will be expected to use core skills

and implement them in different competitive

situations.

• Pupils will be expected to understand the

games rules, accurately score/officiate and

physically exert themselves throughout.

• In this unit pupils will focus on developing,

implementing and refining team and individual

game plans to outwit opponents.

• Teams will be expected to use core skills and

implement them in different competitive

situations.

• Pupils will be expected to understand basic

games rules, play a number of roles and

physically exert themselves throughout.

• In this unit pupils will demonstrate consistency,

timing and fluency in the execution of core

skills for batting/hitting, bowling/pitching and

fielding.

• Pupils will work on improving the skill of

outwitting opponents as a batter and

bowler/pitcher. Development of decisionmaking skills will be encouraged through game

play.

• Pupil should independently be able to score

and officiate games.

Assessment

(How will

students show

their

learning?)

Formative

• Feedback of technical skills and

implementation of strategies to

maintain possession.

• Technique critique of attacking /

defending competency.

Summative

• Performance and application within

game scenarios and match play.

Teacher Observation

• Application of skills within match

play scenarios.

• Displayed understanding of

positional awareness and tactics

when attacking and defending.

Formative

• Feedback of technical efficiency with

regards to passing and receiving.

• Student analysis of tactical

implementation in games.

Summative

• Performance and outcome of skills

and tactics within match play.

Teacher Observation

• Application and effectiveness of

skills and tactics in match scenarios.

• Knowledge of adapting to opposition

tactics during a match.

Formative

• Feedback on performing and linking shots

selection and serving with the correct

technique.

• Use knowledge to implement shots to outwit

opponents.

• Analysis of in game tactics to outwit

opponents.

Summative

• Success of application within a game

scenario.

Teacher Observation

• Ability to correctly apply a variety of shots

and serves using the correct technique to

bring about the desire result.

• Effectively using different shots to outwit

opponents.

• Knowledge and understanding of adapting to

opposition tactics in games.

Formative

• Feedback relating to effectiveness of using skills

to outwit opponents in isolation and in games.

• Analysis of offensive vs defensive strategies

including switching from zonal to man to man.

• Technical guidance and feedback on attacking

plays.

Summative

• Performance and application of skills within

game-based scenarios.

Teacher Observation

• Ability to outwit opponents by selective the

correct strategy.

• Effectiveness of applying skills to achieve a

successful outcome.

• Knowledge of tactics and when to apply within a

match.

Formative

• Feedback on variations of pitching / bowling to

outwit opponents.

• Analysis of fielding and batting adaptations to

falsify opposition.

Summative

• Performance to bring about a successful

outcome and adapt accordingly within match

play.

Teacher Observation

• Technical observation of correct glove usage

to effectively receive.

• Displayed competency of pitching / bowling

technique to outwit opponents.

• Clear understanding of rules within match

play.

• Tactical batting to adapt to opposing fielding

positions.

Year 9 PE

Year 9 MFL (Modern Foreign Language) - FRENCH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. Free time

• Television

• Films

• Music & routine

1. Free time

• Reading

• Describing what

you saw/read

2. The future

• What you will do tomorrow

• Predictions

• Future career

• Why learn languages

• Language case study

3. Health

• Illness

• Describing injuries

• Healthy living

• Giving advice

• Understanding a complex

text

4. Once upon a time…

• When I was young

• Sports

• A crime

• Who did it?

• Sportspeople profiles

Skills

(What will

students be able

to do?)

• Direct object pronouns

• Present tense review

• Perfect reflexive verbs

• Near future

tense review

• Using different

tenses togetherpast, present &

future.

• Simple future tense with on

• Simple future tense

• Quand with simple future

tense

• Connectives with complex

sentences.

• More connectives

• avoir & être expressions More

perfect tense

• Using negatives

• Imperatives

• Emphatic pronouns Moi, toi,

lui/elle, nous, vous, eux/elles

• Imperfect tense with je

• What you used to do

• Narrating using the imperfect tense.

• Qui and que

• Using different tense together

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Reading and writing assessment

in class.

Formative: Retrieval

practice quizzes

throughout.

Summative:

Regular “language

chunks” tests.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks” tests.

Individual speaking assessment

conducted in classtime.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks” tests.

Listening assessment in class.

Formative: Retrieval practice quizzes

throughout.

Summative:

End of Year assessment in class.

Year 9 MFL (Modern Foreign Language) - SPANISH

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1. Means of communication

• What you can do on a

computer

• Television

• Films

• Music

• Cinema

2. School

• Describing your school

• School subjects

• Teachers

• School rules

• After school clubs

3. Health

• Saying what hurts

• Describing symptoms

3. Health

• Healthy diet

• Healthy living

• Lifestyle changes

4.. The world of work

• How you earn and spend money

• What you would like to do in the future

• Jobs

• Languages in the workspace

• Winning the lottery.

Skills

(What will

students be able

to do?)

• Present tense review

• Opinions using adjectives

• Near future tense

• Suelo + infinitive

• Using different tenses

together

• Question and answers

• Future tense

• Superlatives

• Modal verbs

• Using different tense together

• Using Me duele/n

• Using tener and estar

• Pronunciation

• Direct object

pronouns

• Complex

sentences

• Using different tense

together

• Using present tense verbs in the 3rd

person.

• Me gustaria + infinitive.

• Masculine/feminine jobs

• Using different tense together

• Future tense.

Assessment

(How will

students show

their learning?)

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests.

Reading and writing assessment

in class.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks” tests.

Formative: Retrieval practice

quizzes throughout.

Summative:

Regular “language chunks”

tests. Individual speaking

assessment conducted in

classtime.

Formative: Retrieval

practice quizzes

throughout.

Summative:

Regular “language chunks”

tests.

Listening assessment in

class.

Formative: Retrieval practice quizzes

throughout.

Summative:

End of Year assessment in class.

Year 9 CAL (Chinese as an Additional Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of Work

(What will

students know?)

1&2 Nationalities, countries and languages; learning

Chinese

• Review learnt vocabulary about nationalities,

countries, languages, and learning Chinese

• Understand the meaning of the new vocabulary

about the topics

• Read the vocabulary accurately

• Write the targeted words with correct strokes

orders

• Write the targeted vocabulary from memory

• Understand and use of the grammar: express

past experience; Comparisons; 把 structure;

complement of quantity

• Understand the relavant Chinese culture and

society

3&4 Schools; school facilities

• Review learnt vocabulary about

schools and school facilities

• Understand the meaning of the new

vocabulary about schools and school

facilities

• Read the vocabulary accurately

• Write the targeted words with correct

strokes orders

• Write the targeted vocabulary from

memory

• Understand and use of the grammar:

一…就…；为…提供；

Subject+time+place+verb+object;因为

…所以…; …以后；一点儿都不

• Understand the relavant Chinese

culture and society

5&6.Subjects, school events; Stationery

• Review learnt vocabulary about

subjects, school events and stationery

• Understand the meaning of the new

vocabulary about subjects, school

events and stationery

• Read the vocabulary accurately

• Write the targeted words with correct

strokes orders

• Write the targeted vocabulary from

memory

• Understand and use of the grammar:

除此以外；use将in future tense; A or

B question, 是…的; use 比如 to give

examples

• Understand the relavant Chinese

culture and society

7&8. Occupations; Ideal jobs and universities

• Review learnt vocabulary about occupations,

ideal jobs and universities

• Understand the meaning of the new

vocabulary about occupations, ideal jobs

and universities

• Read the vocabulary accurately

• Write the targeted words with correct strokes

orders

• Write the targeted vocabulary from memory

• Understand and use of the grammar: verb

phrases serves as the subject; 除了…以外,

还;…之一；use 打算in future tense; 对…来

说；受…影响; 就是…

• Understand the relavant Chinese culture and

society

9&10. Summer work; communication and

technology

• Review learnt vocabulary about

summer work, communication, and

technology

• Understand the meaning of the new

vocabulary about the topics

• Read the vocabulary accurately

• Write the targeted words with correct

strokes orders

• Write the targeted vocabulary from

memory

• Understand and use of the grammar:

从来没…；attribute; 说实话; action is

in progress; action will happen; action

has completed; （快）要/就要…了

• Understand the relavant Chinese

culture and society

Skills

(What will

students be able

to do?)

• Listen to texts/dialogues with length about

nationalities, countries, languages, and learning

Chinese and find out gist and details

• Read texts/dialogues with length about

nationalities, countries, languages and learning

Chinese, and extract information with accuracy

• Talk about people’s nationalities, countries,

languages, and experience of learning Chinese

with required l information and a range of

structures and connective words

• Fill in a form about nationalities and languages

• Write essays with length about experience of

learning Chinese following given tasks, including

giving opinions, explanations and using

connective words

• Listen to texts/dialogues with length

about schools and school facilities and

find out gist and details

• Read texts/dialogues with length about

schools and school facilities and

extract information with accuracy

• Introduce schools and school facilities

in oral with required information and a

range of structures and connective

words

• Write essays with length about schools

and school facilities following given

tasks, including giving opinions,

explanations and using connective

words

• Listen to texts/dialogues with length

about subjects, school events and

stationery and find out gist and details

• Read texts/dialogues with length about

subjects, school events and stationery

and extract information with accuracy

• Talk about subjects, school events and

stationery with required levels of

detailed information and a range of

structures and connective words

• Write essays with length about

subjects, school events and stationery

following given tasks, including

expressing opinions and explanations,

and using connective words

• Listen to texts/dialogues with length about

occupations, ideal jobs and universities and

find out gist and details

• Read texts/dialogues with length about

occupations, ideal jobs and universities and

extract information with accuracy

• Talk about ideal jobs and universities with

required levels of detailed information and a

range of structures and connective words

• Write essays with length about ideal jobs

and universities following given tasks,

including expressing opinions and

explanations, and using connective words

• Listen to texts/dialogues with length

about summer work, communication,

and technology and find out gist and

details

• Read texts/dialogues with length about

summer work, communication, and

technology and extract information with

accuracy

• Answer questions about summer work,

communication, and technology in oral

with required levels of detailed

information

• Write essays with length about

summer work, communication, and

technology following given tasks,

including expressing opinions and

explanations, and using connective

words

Assessment

(How will students

show their

learning?)

• Regular dictations

• Listening exerice

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exerice

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Quizzes

• Regular dictations

• Listening exerice

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exerice

• Role play/oral presentation

• Worksheets

• Essay writing practice

• Module test

• Regular dictations

• Listening exerice

• Role play/oral presentation

• Worksheets

• Essay writing practice

• End of year assessment

Year 9 CFL1 (Chinese as a First Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/

Units of

Work

(What will

students

know?)

第一单元：取消中学会考、上寄宿学校、

穿校服的好处

• 能读写关于“学校”的新词语

• 积累短语和句式，能用句式结构造

句

• 能准确、流利地朗读课文，理解内

容大意

• 掌握议论文、非正式电邮、书信的

写作格式

第一单元&第二单元：青少年的不

良习惯、去乡村做义工、中学生谈

恋爱

• 能读写关于“青少年习惯”的

新词语

• 积累短语和句式，能用句式

结构造句

• 能准确、流利地朗读课文，

理解内容大意

• 掌握博客、通知、采访稿的

写作格式

第三单元：《功夫熊猫》观后感、

封锁社交网、电子书包

• 能读写关于“社交网络”和

“电子学习”的新词语

• 积累短语和句式，能用句

式结构造句

• 能准确、流利地朗读课文，

理解内容大意

• 掌握观后感、广告、演讲

稿的写作格式

第四单元：城市与郊区、难忘

的旅行、低碳生活

• 能读写关于“城市与郊区”、

“旅行”、“低碳生活”的新

词语

• 积累短语和句式，能用句

式结构造句

• 能准确、流利地朗读课文，

理解内容大意

• 掌握日记、记叙文写作格

式

第五单元：春节与圣诞节、中餐的餐桌

礼仪、饮食全球化

• 能读写关于“春节和圣诞节”、“餐

桌礼仪”、“全球饮食文化”的新词

语

• 积累短语和句式，能用句式结构

造句

• 能准确、流利地朗读课文，理解

内容大意

• 掌握报刊文章写作格式

Skills

(What will

students be

able to do?)

• 能听懂关于学校生活的短文和对话，

能捕捉话语中的主要信息

• 能运用所学的词汇和句子，谈论学

校生活

• 读懂关于中学会考、寄宿学校的短

文，捕捉和选择相关信息

• 能用正确的格式写简单的议论文、

非正式电邮、书信

• 能听懂关于青少年习惯的短

文和对话，能捕捉话语中的

主要信息

• 能运用所学的词汇和句子，

谈论家庭教育方式

• 读懂关于青少年不良习惯、

中学生谈恋爱的短文，体会

作者的观点和态度

• 能用正确的格式写简单的博

客、通知、采访稿

• 能听懂关于网络游戏和平

板电脑的短文和对话，能

捕捉话语中的主要信息

• 能就如何在学习上运用资

讯科技的问题进行讨论、

表达自己的观点

• 读懂关于社交网络和电子

书包的短文，体会作者的

观点

• 能运用正确的格式写观后

感、广告、演讲稿

• 能听懂介绍中国城市和低

碳生活的短文，能捕捉话

语中的主要信息

• 能谈论家附近的公共设施、

乡村、城市生活和有关旅

游的话题

• 读懂分析城市和郊区居住

环境的文章没理解文章的

观点和信息

• 能运用正确的格式写观日

记和记叙文

• 能听懂关于中国餐桌礼仪的录音，

能捕捉话语中的主要信息

• 能运用所学的词汇和句子，分享

对餐具和文化的观点

• 读懂关于“春节和圣诞节”、“餐桌

礼仪”、“全球饮食文化”的短文，

捕捉和选择相关信息

• 能用正确的格式写报刊文章

Assessment

(How will

students show

their

learning?)

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 阶段测试

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 阶段测试

• 每周听写

• QUIZLET练习与测试

• 课堂练习

• 写作练习

• 年末考试

Year 9 CFL2 (Chinese as a First Language)

Term 1 Term 2 Term 3

Week 1-6 Week 7-16 Week 1-5 Week 6-11 Week 1-11

Knowledge/ Units

of Work

(What will students

know?)

单元1 小说单元

中国古典文学名著是中国文学史

上闪烁着灿烂光辉的经典性作品，

具有很高的艺术价值。中国现代

小说也是文学瑰宝。让我们一起

走进跌宕起伏的故事，品味古典

醇香，打造书香人生。

-《范进中举》

-《孔乙己》

-《当老实人遇到世态炎凉》

-成语接龙第一章

单元2 散文

散文是一种自由的文学形式，它不受限于任何形式，

没有固定的韵律和节奏。散文能够清晰地表达文字

之美，它具有逻辑性，语言简练，思路清晰，富有

感染力，让读者可以更加深入地理解作者的内心世

界。

-蚂蚁

-斑羚飞渡

-幽径悲剧

单元3 古文

-马说

-黔之驴

-桃花源记

-成语接龙第2章

单元4 议论文

本单元都是议论性文章，通过本

单元的学习，学生能充分体会议

论文观点明确、论据充分、语言

精炼、论证合理、有严密的逻辑

性等特点。

-”话要有趣“

-“君子之交淡如水“

-“善借者赢天下“

-“成语接龙第3章“

单元5 诗歌单元

诗歌，是一种抒情言志的文学体裁。通

过学习本单元的诗歌，学生能体会诗歌

高度凝练的语言，生动形象地表达作者

丰富的情感的特点。

-渔家傲.秋思

-如梦令

-使至塞上

-现代三行诗

单元6 外国文学 年终考试

-外国文学译作也是文学宝库里的重要

一员。通过本单元的学习，学生能体

会中外语言习惯的差异，加深对外国

文学的理解。

-变色龙

-我的叔叔于勒

-期末考试复习

-年终考试

Skills

(What will students

be able to do?)

-掌握小说的几要素

-理解通过语言、动作、外貌等描

写方法刻画人物的性格

-理解、运用夸张、对比的手法进

行讽刺

-理解文中生僻词语的意思

-体会人物的性格特点

-理解层层烘托的写作手法

-体会散文形散而神不散。

-学习散文细腻的语言描写方法。

-理解并运用寓情于景的写作手法。

-理解叙事散文的语言艺术。

-熟练掌握要求会写会读的词汇。

-正确读写成语第二章的词语

- 体会精练生动的语言，积累文言词语。

-正确朗读古文，节奏合理，语句流利，音韵铿

锵。

-能综合运用多种论证方法

举例论证

比喻论证

对比论证

道理论证

-体会文章严密的逻辑。

-理解议论文精炼的语言。

-反复朗读，积累经典语句和格

言。

-正确读写重点词语。

-正确理解并正确读写成语第3章

的词语。

-

-能正确理解词牌名

-能正确朗读、背诵、默写诗歌。

-理解并体会作者生平以及诗歌创作与作

者生平的联系。

-能理解解诗歌的思想内容及主旨。

-能理解并赏析诗歌情景交融的抒情手

法。

-学习诗歌内容，理解诗句内涵，体悟意

境与情感，并学习引用典故的表现手法，

有感情有意境地描述画面并阐述清楚作

者的感情。

-通过朗读感受诗词的音韵美。

-能自己选定主旨，写三行现代短诗。

-正确读写重点难点词汇。

-正确理解难点语句。

-体会文章构思巧妙，情节曲折的特

点。

-理解并学习运用多种描写方法并用以

突出人物鲜明的性格的写作手法。

-学习并尝试运用文章所运用的对比、

夸张手法

-

Assessment

(How will students

show their

learning?)

-每周听写

-课堂练习

-阅读理解作业

-文段赏析

-Quizlet词汇练习与测试

-写作、小练笔

-阶段测试

-每周听写

-课堂练习

-阅读理解作业

-文段赏析

-Quizlet词汇练习与测试

-小练笔

-阶段测试

-每周听写

-课堂练习

-阅读理解作业

-文段赏析

-Quizlet词汇练习与测试

-写作

-小练笔

-每周听写

-课堂练习

-阅读理解作业

-文段赏析

-Quizlet词汇练习与测试

-写作、小练笔

-阶段测试

-每周听写

-课堂练习

-阅读理解作业

-文段赏析

-Quizlet词汇练习与测试

-小练笔

-年终考试

Year 9 EAL (English as an Additional Language)

Term 1 Term 2

Week 1-6 (Unit 1- Animals) Week 7-16 (Unit 2- The environment) Week 1-5 (Unit 3- Transport) Week 6-11 (Unit 4- Customs and Traditions)

Knowledge/ Units

of Work

(What will

students know?)

Listening 1

A debate about using

animals for work

Listening 2

A presentation about the

human threats to polar bears

Speaking

Creating a talk for a specific

audience

Organizing information for

a presentation

Writing

Comparing and contrasting facts

Listening 1

A lecture about

hydroponic agriculture

Listening 2

A debate about nuclear

Power

Speaking

Making

counter-arguments

Writing

Analyzing cause and effect

Listening 1

A radio programme about

the fear of flying

Listening 2

A presentation about

cycling to work

Speaking

Evaluating problems

Proposing solutions

Writing

Evaluating solutions to a problem

Listening 1

A podcast about changing

customs in the modern world

Listening 2

A discussion about giftgiving

Customs

Speaking

Creating a convincing

argument

Writing

Responding to an author’s ideas

Skills

(What will

students be able

to do?)

Key listening skills

Taking notes

Listening for contrasting ideas

Listening for signposting language

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Listening for opinions

Listening for text organization

Listening for detail

Synthesizing

Pronunciation for listening

Intonation of lists

Speaking skills

Using signposting language

Introducing examples

Expressing general beliefs

Writing skills

Writing topic sentences

Key listening skills

Listening for explanations

Listening for counter-arguments

Additional skills

Understanding key vocabulary

Predicting content using visuals

Listening for main ideas

Summarizing

Listening for text organization

Taking notes on main ideas

Listening for detail

Synthesizing

Pronunciation for listening

Connected speech: linking sounds

Speaking skills

Linking ideas with transition words and phrases

Talking about advantages and disadvantages

Giving counter-arguments

Writing skills

Understanding paragraph unity

Writing supporting sentences and details

Giving examples

Key listening skills

Listening for rhetorical questions

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Taking notes on detail

Listening for detail

Listening for text organization

Synthesizing

Pronunciation for listening

Word stress

Speaking skills

Giving recommendations

Expanding on an idea

Writing skills

Writing a concluding sentence

Key listening skills

Identifying cause and effect

Listening for opinion

Additional skills

Understanding key vocabulary

Using your knowledge

Listening for main ideas

Taking notes on detail

SynthesizingUsing prior

Pronunciation for listening

Connected speech: /t/ and /d/ at the

end of words

Speaking skills

Being polite in a discussion

Using adverbs for emphasis

Phrases with that

Writing skills

Writing a summary and a personal response

Assessment

(How will

students show

their learning?)

Speaking: Give a two-minute presentation about

the human threats to an endangered species.

Writing: Complete a comparison-and-contrast

essay.

Speaking: Take part in a debate about allowing a new wind farm

near your town.

Writing: Complete a cause-and-effect essay.

Speaking: Give a presentation on a transport problem and

suggest solutions to solve the problem.

Writing: Complete a problem–solution essay.

Speaking: Take part in a discussion about whether special

occasions have become too commercial.

Writing: Write a summary paragraph and a response

paragraph.