Melbourn Village College
Year Nine
Curriculum Information 2019-2020
Welcome from
Mr Simon Holmes, Principal
Thank you for reading this handbook. We are strongly committed to working in meaningful and positive partnership with parents, to support the best possible education for all young people in our care.
A handbook is written for each year group and is one of the ways in which we can give you Information about what your child is studying at school. We would be pleased to receive any feedback about the handbooks, both in terms of how they are useful, and how you feel that they might be improved.
If you would like further information on your child’s curriculum, please do not hesitate to contact the College.
Message from
Mr Stephen Reynolds, Head of Year 9
As Head of Year 9 it is my role to guide, support and manage your child’s journey through to the end of Year 9. I will monitor and encourage good behaviour and academic progress through all their classes.
During Year 9 students will be aiming to build on their subject knowledge and the skills gained from Years 7 & 8, in order to work towards making important ‘option’ decisions for Key Stage 4.
If you have any queries about progress, pastoral issues or behaviour, please contact either your child's tutor or myself. We have an excellent team of tutors to support your child's education. Their details are on the final page of this handbook.
Calendar
AUTUMN TERM 2019 Term Begins Wednesday 4th September Half Term Monday 21st October – Friday 25th October End of Term Friday 20th December
SPRING TERM 2020 Term Begins Tuesday 7th January Half Term Monday 17th February – Friday 21st February End of Term Friday 3rd April
SUMMER TERM 2020 Term Begins Tuesday 21st April May Day Friday 8th May Half Term Monday 25th May – Friday 29th May End of Term Tuesday 21st July
5 Staff Training Days Tuesday 3rd September 2019 Friday 27th September 2019 Monday 6th January 2020 Monday 20th April 2020 Friday 26th June 2020
General Information Attendance: Please help us to maximise your child’s progress at school by ensuring that he or she attends punctually for every possible session. We understand that pupils will sometimes be unable to attend due to illness; in this case, please notify us by 8.45am on each morning of the absence, by phone 01763 223400 or by email [email protected] Please avoid making routine appointments in school time whenever possible. When notified that a pupil is absent through illness or other unavoidable circumstances, the school will mark the absence as au- thorised on the pupil’s records. In line with Government guidelines, the College is not able to authorise absence for family holidays except under exceptional circumstances. For further information on this and other attendance issues, please see the College website, www.melbournvc.org Communication: The College always welcomes contact with parents and wants to ensure that you always have an appropriate and helpful response to your communications. Since staff may be teaching up to 80% of the school week, it can be difficult to contact them directly during the school day, and personal appointments must always be pre-arranged due to teaching and other commitments. Our Receptionists will attempt to connect your telephone calls for you, and will pass a message to the relevant staff member if he or she is not immediately available. The staff member will try to respond as soon as possible. Urgent calls will be transferred to the most appropriate member of senior staff if the teacher asked for is not available. In emergencies, the Receptionist will pass on messages to pupils. The school will always try to acknowledge letters and -e mails received from parents within two working days. The school email is: [email protected] Year 8 team contact information can be found on the back page of this document. The Pupil Planner can be used to correspond with teachers about homework, and to communicate routine information to tutors. Parents are asked to sign the Pupil Planner each week. The school has adopted the SchoolPost system to send all standard forms of communication home via email. Please ensure that any response forms required are filled out by the deadline stated. For any more information please contact Reception. The school now seeks to put as much up-to-date information as possible on its website. Most general information that parents would seek can be readily found at www.melbournvc.org Homework: As parent or carer, you will help to make homework as effective as possible, if you can:
• Provide a peaceful and suitable place in which pupils can do their work.
• Establish a routine for when homework is done.
• Make it clear to your children that you value homework and believe it can help them to make good progress.
• Encourage your children in their homework tasks.
• Expect deadlines to be met and check that they are.
• Check regularly (at least weekly) and sign the pupil homework diary.
The school expects IT to play an ever-greater role in homework and our Showmyhomework system contains a great deal of material to support homework tasks. Most pupils have access at home to appropriate IT for use in homework. For those not in this position, pupils can access IT resources on the school site at various times outside lessons, in IT rooms, and in the Library. Please contact your child’s tutor in the first instance, if any aspect of completing homework is causing problems for your child. Homework Club operates every afternoon after school , where sup- port is always on hand to help students to complete homework. Should a student arrive at a lesson without homework and without a compelling reason such as illness, confirmed in the homework diary, he or she will receive a sanction This applies even if the homework has been done, but left at home. Full details can be read in our Homework Policy on the website. Supporting your child: Special Educational Needs and Disability.
Melbourn Village College will support all pupils with Special Educational Needs and Disability in a fully inclusive environment. Our Special Educational Needs Co-ordinator (SENCo), Mrs Anna Ghale, has responsibility for coordinating SEND provision across the school and for managing the SEND Department, known as ‘The Stu- dent Support Centre’. Members of staff include teachers and teaching assistants (TA’s). We work very closely with outside agencies where appropriate. Identification of Special Educational Needs and Disability We work with our partner primary schools to gather information about pupils. At the start of the school year this information is shared with the staff who work with the pupils. We encourage parents to discuss concerns and insights about their chil- dren with the school, so that information about a pupil can be shared and ideas exchanged. We encourage pupils to request support if they feel that they are not making adequate and appropriate progress. We employ a variety of assessment methods to establish the nature and scope of SEND, and work with teachers to carefully monitor individual progress. Most pupils needs can be met within the mainstream class- room, however a few students will be identified as having SEN (SEND Code of Practice 2014), and may receive a department or Student Sup- port Intervention. This is in-keeping with the graduated approach of for SEND, and we will follow Assess, Plan, Do, Review cycles and meet with parents regularly to assess progress. The SEND Department is able to carry out assessments and submit re- quests for specialist support from the Local Authority or for access ar- rangements for examinations. For further information please see our SEN Policy which can be found in the SEND section of our website. MVC Library
The Library is open from 8am to 4:30pm Monday to Thursday and from 8am to 4pm on Friday. It provides access to books in physical, electronic and audio format, to support pupils’ school work as well as their pleasure reading. We will also have an assortment of magazines, newspapers, graphic novels and manga. Borrowing is free, and we don’t fine for late books, although we do ask for a contribution to re- place books which have been lost. The Library encourages pupils to find books that they like, and runs regular competitions which will add another dimension to their subject work and to inspire pupils to be creative. Visits by professionals within the book industry such as au- thors, illustrators and storytellers help the children engage with differ- ent aspects of books and reading.
There is a homework club in IT2 after school, which helps pupils to complete work. Year 9s should be aiming to become confident in the following areas by the end of the year:
• Revise own question so it is manageable
• Refine question to guide search for different information
• Use different sources of information
• Recognise own perspective and influences
• Draw conclusions from explicit and implied information
• Create products for authentic reasons Our library is often used within our lessons for students to undertake private reading and paired reading for Year 10s and Year 7s. We also plan to include it as part of our enrichment programme, with a pilot short story reading project in conjunction with a member of the local community, Hugh Pollock.
English
“The worst enemy to creativity is self-doubt.” (Sylvia Plath.)
At Melbourn Village College, our English team is committed to inspiring young minds by encouraging students to be imaginative and creative. We urge students to experiment with their writing; we reassure students not to be afraid of making mistakes, but to have the determination, perseverance and true grit to succeed in a broad subject that undoubtedly opens many new doors and exciting opportunities for the future. Our students develop self-expression and fluency in their writing; self-confidence in presenting their ideas; and the capability to use language to communicate effectively to present themselves to their best advantage.
We have an excellent range of modules that underpin all of our values stated above. They enable students to engage with the many different spheres of learning English. Students study a Shakespeare play every year; read and interpret a range of modern novels; explore the world of poetry; and learn many genres of writing, using language in different forms for a range of audiences.
As part of our enriched curriculum, we also offer opportunities for students to get involved in a range of events throughout the year, which help to extend, embed and strengthen the skills developed during their lessons.
Please see the next page for the Year 9 Curriculum Plan. Year 9 English Curriculum Plan
Unit of work Date Skills taught Assessment
Reading – Sep- Students will develop their Students will be given a 21st century ‘Macbeth’ by tember skills of identifying explicit fiction source and they will answer a William Shake- - Octo- and implicit meanings from range of exam questions. speare. ber texts; analysing a writer’s use of language, structure and form; and how to give personal responses to texts through the skill of evaluation.
Writing Octo- Students will learn how to Students will be asked to write an ber - write for the purpose of article with the purpose to argue their Decem- arguing and explaining in the points of view. ber form of a letter and article. Literature – January Students will study a range of Students will be given two war poems War poetry - Feb- war poems and develop their and asked to write a comparison essay ruary skills of identifying a poet’s in response to an exam question. meaning, message, purpose; use of language, structure and form; and identifying similarities and differences between poems.
Reading March - Students will develop their Students will be given a 20th and 19th April skills at analysing a writer’s century non-fiction source and will use of language, structure and answer a range of questions. form, as well as building on comparison skills. Literature – ‘An May - Students will develop their Students will be given a GCSE Eng- Inspector Calls’ by June skills of understanding and in- lish Literature exam question, which J. B. Priestley. terpreting meaning(s); identify- they will respond to in the form of an ing and analysing features of analytical essay. language, structure and form; and looking at how context contributes to understanding of a text. Writing – narrative/ June - Students will develop their Students will be given a GCSE descriptive July skills of writing the openings/ English Language exam question, endings of narratives and which will ask them to produce either writing to describe. a piece of narrative or descriptive writing. Speaking & June- Students will learn how to use Students will be asked to give an Listening July techniques required to produce individual presentation with the pur- and present a successful argu- pose to argue. ment. Mathematics
In Maths, the curriculum is broken into three termly modules; each module contains number, algebra, data and geometry topics. Towards the end of each term, pupils can demonstrate their mastery of the topics they have been learning by sitting a pro- gress test. Throughout the year, pupils will continue to develop their problem- solving skills as well as their ability to reason and communicate mathematically.
Section Course Content: Knowledge and Skills Assessment : Key pieces and
1 Number: Working with decimals, negative numbers, indices, standard form and prime factors. End of topic homework. Algebra: Expressions and manipulating algebra including substituting into Progress test done in early Decem- expressions; expanding brackets; working with indices and at the higher ber. end, starting to look at quadratic equations.
Data Handling: Representing data using a variety of graphs suitable to the level of the students – two way tables, pie charts, scatter graphs or stem and leaf diagrams leading into bar charts.
Geometry: Using angle facts and Pythagoras’ theorem to solve problems. Standard constructions and loci. Introduction to trigonometry for some.
2 Number: Learning to use a calculator well, thinking about accuracy and estimation and how to use a calculator to solve multi-step problems. Un- End of topic homework. derstanding measures and some compound measures such as speed, den- sity and pressure. Practice of multiplication and division methods without Progress test done in late March. a calculator.
Algebra: Forming and solving equations and inequalities. Data Handling: Analysing data , presented in a variety of ways, using aver- ages and range.
Geometry: Perimeter and area of 2D shapes, including circles and sectors. Volume and surface area of 3D solids, including prisms, pyramids, cones
3 Number: Calculations with fractions, decimals and percentages. Percent- age amounts, increase and decrease including compound percentages. End of topic homework. Solving problems involving ratio, direct and indirect proportion. Progress test is done in late June. Algebra: Different groups will look at different difficulties of sequences from linear and geometric to basic quadratic. Using graphs to investigate straight lines and tangents to curves.
Data Handling: Experimental and theoretical probability. Looking at com- pound events and how to display information , including use of sample space diagrams, Venn diagrams, and probability trees.
Geometry: A range of different topics depending on the level of the pu- pils including understanding similarity and congruency, carrying out trans- formations of shapes and investigating scale drawings. Some groups will also be introduced to vectors. Science
In Year 9, pupils will develop their knowledge and understanding of a range of science topics throughout the year. We aim to foster an enjoyment of the subject and develop a range of skills through engaging practical work. Assessment is via formative tasks, skills assessment and end of term tests. Skills are assessed through six ’Thinking Scientifically’ strands: planning, data handling, graphs, conclusions, evaluations and communicating scientifically. The teaching groups are reviewed regularly and pupils moved as appropriate.
The Year 9 material is mainly based on revision and application of topics previously covered in Years 7 & 8. This allows students to continually revisit and extend their existing knowledge.
Topics include:
Variation— Why are we all different?
Extremes—Skeletal and muscular system, respiratory system and homeostasis
Interdependence—Species and extinction.
The Carbon Cycle—diamonds, carbon in plants, carbon dioxide
Transport of the Future—cleaner cars, materials in transport, the reactivity series
The Cost of your Drink—materials for cans, sugar content in drinks, mineral and tap water, dis- solving, alcohol
The Earth and Space—How far can we go, gravity, life in space, Moonbase 2020, Mars
Energy—energy sources, making electricity, calculating energy, changing lifestyles
Sport—fast and slow, formula 1, record times, forces, jumping up and down
End of KS3 Exams End of KS3 exams will be held in March. The material tested will be everything they have stud- ied since the start of the their KS3 studies in year 7. Students will be given time and resources in lessons to aid them in their revision, but we do expect students spedn time revising and con- solidating their learning at home.
GCSE Studies Students start their GCSE studies directly after the Easter break, in April. All students will study science at GCSE, however two different routes are available. Students will either study Combined Science (2 GCSE’s) or Triple Science (3 GCSE’s). More guidance will be given to students in preparation for their options in February. Computing
Throughout Key Stage 3 students learn the fundamental concepts of modern computing and problem solving skills. Every year students complete a number of different modules which cover the national curriculum for computing including:
Algorithms Data Representation Hardware Programming Networking Software
Students are assessed in two ways; at the end of each substantial unit they will complete an assessment which will be marked and once a term they will complete a levelled assessment the mark of which will be uploaded to Go4Schools.
Home Study
There are multiple opportunities for home study in Computing including several free websites that students can complete independently from school. These include https://codecombat.com and https://codeacademy.com. Additionally many programs we use at school are either free or free to licence to students on request.
All students also receive a free copy of Microsoft Office upon joining the school to help them complete work at home.
Extra-curricular Activities
Cyber Centurion Challenge; organised by the US Airforce, the challenge aims to encourage students to take a career in network security and penetration testing. The challenge involves securing a number of different com- puter systems across a number of rounds.
Minecraft Club; students explore virtual space and make sculptures each week in an attempt to win the title of “Builder of the Week”. Previously the students had created a scaled virtual copy of the school in Minecraft.
Programming with Robots; this club explores using robots to program simple algorithms and complete fairly complex tasks using affordable robots which the students constructed themselves.
Design Technology
Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Projects this year will include and cover the follow- ing.
Design:- i) Students will use research and exploration. ii) Student will identify and solve their own design problems. iii) Students will develop specifications to enable the design of innovative, functional, appealing products. iv) Students will use a variety of approaches to generate creative ideas. v) Students will develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathemati- cal modelling.
Make:- i) Students will select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture. ii) Students will select from and use a wider, more complex range of materials and components, taking into account their properties.
Evaluate:- i) Students will analyse the work of past and present professionals and others to develop and broaden their understanding. ii) Students will investigate new and emerging technologies. iii) Students will test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups. iv) Students will understand developments in design and technology, its impact on individuals, society and the envi- ronment.
Knowledge:- i) Students will understand and use the properties of materials and the performance of structural elements to achieve functioning solutions. ii) Students will understand how more advanced mechanical systems used in their products enable changes in movement and force. iii) Students will understand how more advanced electrical and electronic systems can be powered and used in their products. iv) Students will apply computing and use electronics to embed intelligence in products that respond to inputs, and control outputs, using programmable components.
Year 9 Projects:- Buggy Project Steady Hand Game Polymorph CAD Drawing
Modern Foreign Languages
Mandarin
Students in Year 9 who take Mandarin will follow ‘Jing bu 2’ course.
Topics are as follows: • Colours • Clothes • Daily routine • My town • Directions • House • Jobs • Shopping • Travel plans
While developing students’ communicative competence, the grammar knowledge necessary to achieve highly is integrated into these topic areas.
Vocabulary and Grammar Booklet Each student will have Vocabulary and Grammar Booklet which covers all of the vocabulary and grammar points in all topics. Students can make good use of it for revision as well as the learning support in lessons.
Homework and self-earning resources Each week student will be given homework which includes one page Chinese character practice sheet and one page of translation/reading and vocabulary practice. At this stage, students are highly encouraged to do the extension ques- tions
In order to encourage students’ independent learning, each student is entitled to have free access to ‘Go Chinese’ website which contains abundant self-learning resources to consolidate four skills in Mandarin, especially the GCSE related practices as the preparation for the next year.
Assessment Each term students have assessments in all four skills over the course, for which they are expected to recycle the old languages they learned with the new ones.
Modern Foreign Languages
Spanish
All students in Year 9 take Spanish as their joint first modern foreign language, alongside Mandarin. They follow the Viva 1 course. Topics covered are as follows:
Module 1 – cinema, birthdays and going out Module 2– your future career and life Module 3– daily routine, keeping fit and healthy living Module 4– world issues—young people’s rights, looking after the environ- ment, fair trade Module 5– exploring Spanish speaking cultures
The grammar knowledge necessary to achieve highly is integrated into these topic areas.
Homework and extra learning We subscribe to www.pearsonactivelearn.com and students may use this site at any time to practise their language. We also use the site for independent homework tasks, as the exercises are a mix of listening, reading, writing and vocabulary learning.
Vocabulary Learning The learning of vocabulary is vital to effective language learning and we al- ways look for new ways to motivate students to do this, as it must be done! Each class has a group on Quizlet—www.quizlet.com. This is an excellent site for learning vocabulary through different games and activities. Students may use it for homework tasks, to widen their vocabulary through independent learning at home or via competitions in class.
Assessment Students have assessments in all four skills over the course of each term, for which they are expected to spend an extended period of time revising.
Further points As the study of a language is more than just the language itself, we would en- courage students to read widely in the target language, as well as aim to watch movies, so as to enrich their understanding and appreciation of Spanish cul- ture. We strongly advise that students purchase a Spanish-English dictionary and recommend the Collins ‘Easy Learning Dictionary Plus Grammar' or equivalent Oxford dictionary. Drama
All Key Stage 3 (KS3) students have one hour of drama per week.
For year 8 students further develop their knowledge of practitioners and styles; and apply the different techniques their knowledge to range of different texts. This continues in Year 9 as students deepen their exploration and understanding, a closer study takes place, specifically focusing on certain practitioners and their techniques. All Key stage 3 students study both devising theatre and both pre 20th century, and a post 20th century play script per academic year.
Alongside dramatic theory students will also focus on the development of characterisation, empathy and portrayal. Students will be taught how to appreciate live theatrical performance and evaluation.
Students work in mixed groups in order to develop positive working relationships with others in the class, creating and encour- aging confidence and respect.
Through these studies students gain a practical understanding of different types of people and different situations in which they live. This widens their appreciation for others and enables them to create considered and thoughtful theatre.
KS3 Assessment Drama is assessed using a level system. The levels range from 1-10, and are separated into the following 5 strands: Practical performance, Creative Process, Evaluation, Leadership and teamwork and Participation and Attitude. Throughout the year stu- dents are assessed within the 5 strands.
Students can be assessed both within curriculum time, and within enrichment as appropriate within tasks set.
Unit 1 Unit 2 Unit 3 Unit 4 Sept- January - Easter – May May - Summer Christmas Easter
7 History of Thea- The Tempest by Political Theatre The Terrible fate of Humpty tre William Shake- Dumpty - Nelsons Drama scripts speare
Assess- Participation and Practical Perfor- Creative Process Practical performance ment attitude mance Evaluation Strand Evaluation
8 Practitioners Scary Play by Ju- Devising – Joe Comedy dith Johnson
Assess- Creative Process Practical Perfor- Creative Process Practical Performance ment mance Evaluation Strand Evaluation
9 Stanislavski- Sparkle Shark Devising from a Stimu- Macbeth by William Shakespeare Techniques By Phil Ridley lus
Assessment Creative Pro- Practical Perfor- Creative Process Practical Performance Stand cess mance Evaluation Evaluation Music
In Year 9, students’ learning and assessment is centred around the three core areas of British National Curriculum Music. These are Performing, Composing and Understanding.
The topics/ Units of Work covered in Year 9 are:
Film Music
World Music
History of Pop Music
Pop Music Band Project (Part 2)
MVCi offers one-to-one music tuition in the following disciplines:
Violin Flute Clarinet Saxophone Voice Piano Guitar Drums
Please collect a brochure from reception or see Mr Thomson for more details.
Cocurricular Music
MVC Choir – Mondays 15.00 – 16.00 MVC Show Band – Tuesdays 15.00 – 16.00 MVC Jazz Band – Wednesdays 15.00 – 16.00 MVC Music Theory Club – Thursdays 15.00 – 16.00 For any other information about music provisions at Melbourn Village College, please email:
Dance
Students at Melbourn participate in one hour of dance per week during KS3. Our pupils are lucky enough to have a purpose built dance studio, complete with an LED lighting system, surround speakers, mirrors and a sprung floor.
Throughout Year 9, students are slowly introduced to more GCSE specific pieces of work and cho- reographic techniques, including motif and development. Students learn how to use a stimulus to base their movement around, and what the different types of stimuli are. Some key skills developed during dance include creativity, problem solving, confidence and team- work. Students work in mixed groups throughout KS3, learning to work with other people and how to use the strengths of themselves and others in their performances. Students develop valu- able skills that will help to improve their learning and confidence throughout other subjects.
Assessment Dance is assessed every half term and works on levels 1-10. Despite the heavy nature of group work, students are individually assessed in following 5 strands: Practical Performance, Creative Process, Evaluation, Leadership and Teamwork and Participation and Attitude. The use of IT is regularly used to help students self-assess, understanding their strengths and how to improve their weaknesses.
Physical Education
The PE department promotes excellence and participation as its two main foci. This is developed within the core PE lessons for all students, as well as in extra-curricular clubs and competition beyond the school day. Staff are committed to helping students to over- come challenges and reach high standards while enjoying themselves at all times.
A typical PE student will complete the following activities across the year:
Netball Rugby Gymnastics Swimming Hockey Rounders Athletics Badminton
The students will focus on developing their skills, techniques, knowledge and under- standing of the game as well as being coaches and officiators. They will be encouraged to consider GCSE PE and develop their strongest sports in preparation for this. They will also learn important life skills in communication, teamwork, resilience and integrity and many more.
Year 9 also offers the opportunity for pupils to take in the sport education programme and apply to become sports leaders. Assessment within Physical Education focuses on 6 strands;
• Practical Performance, • Knowledge & Understanding, • Coaching, • Leadership & Teamwork, • Participation & Attitude, Fit 4 Life.
There is also a wide range of sporting enrichment activities on offer and the opportunity to participate in school teams and fixtures against other schools in the local South Cambridgeshire district. Art & Design
Themed Projects Year 9 All year 9 Projects are designed to test the students’ embedded learning of core art skills in art and design in prepara- tion for GCSE. The projects cover art from another culture, realism in art, and the art of popular culture, all linked to influential artist’s ideas and work.
Day of the Dead Skull Term 1
Day of the Dead Art Project – looking at the art of the Mexican Day of the Dead and links between observational drawings. Students will look at the observational drawing of skulls by Leonardo De Vinci and then take their own drawings of skulls into interlocking day of the dead patterns and motifs. Cross-curriculum links with Geog/RE investi- gating another country/culture.
Eyes Term 2
Eye Project – looking at how to depict the human and animal eye. This project is aimed at refining a broad range of art and mixed media skills and reinforcing core skills. Students will looks at how a variety of artists have depicted the eye.
Term 3
Pop Art – Students will work directly from observation of Coke cans and bottles linking their work to work of Andy Warhol and others.
Homework Art homework in Year 9 will be set as activities that are linked to Termly classwork projects. The aim of the homework is to enable pupils to develop independent research and analytical skills. It will also allow them time to practice art techniques outside the classroom. Homework can be found on ShowMyHomework. No homework will be set during the period of pottery lessons. Year 9 homework is one six-week project per term. Equipment
It would be an advantage for pupils to have a range of drawing pencils including softer 4B pencils, a glue stick and a small set of colouring pencils. An apron will also be useful during messier lessons! Pupils will need to purchase 1 A4 sketchbooks at the start of the course at a cost of £2.00 each. History
Course Content In Key Stage Three students study a variety of topics that take them on a journey from 6th January 1066 when Harold is crowned King of England until 6th August 1945 when the first atomic bomb is dropped on the Japa- nese city of Hiroshima. History is studied chronologically in order of date, students use a variety of skills to understand the past and engage with the subject.
Year 9 – Calm before the Storm (includes The British Empire and Votes for Women) The First World War The Inter War World Hitler’s Germany The Second World War The Holocaust
Aims: Students use their knowledge of previous eras to tackle some of the most challenging topics including detailed social and military history throughout the twentieth century. Content: The course begins at the start of the twentieth century at a time when most men and all women had no voting rights. We examine the extent, impact and legacy of the British Empire and then the ‘votes for women' campaign is examined in some detail. What follows is a study of the caus- es of the First World War, the Battle of the Somme and the other thea- tres of European war, the rise of Japan, Appeasement, the Second World War, and a study of the Holocaust. Homework: This is usually set every third week as part of a rotation with Geography and RE, this will be a mixture of written work, research and creative pro- jects. Assessment: A number of assessments will be undertaken in Year 9 including an exam on the First World War and its causes, as well an assessment on Nazi Germany and other topics. Additional Information: • Students will mainly be using two core texts this year: ‘Think History 3, Modern Times 1750 - 1990' by Caroline Beechever published by Heine- mann, and ‘Discovering the Past Year 9, Peace and War', by Colin Shep- herd published by John Murray. Pens, pencils and a ruler are essential equipment. Geography Below is a guide to show work that will be carried out in the time allocated in Year 9. Geography that consolidates work carried out in year 8 will be carried out alongside new areas of the curriculum. Resources through the text book series ‘Key Geography’ or with the resources produced are assessed at the end of each block of work on the local area.
Unit to take between 6-8 lessons • Map work including local and world. How to use a map/atlas (3 lessons max) • Use Geographical Information Systems (GIS) to view, analyse and interpret places and data Assessment test.
Unit to take between 6-8 lessons • Geological timescales and plate tectonics • Earthquakes and volcanoes including Tsunamis. Use the 2004 Tsunami p24, 360 Geog. Show Tsunami you tube clip. Explain how it is formed. Link in aid (short medium long term) Describe how an earthquake can also cause so much destruc- tion on land when buildings collapse. You can link Kobe into this. Look at the economic/social/environmental impact. • Use Japan as an area for above. • Design a volcano and make it explode. • Assessment task. Japan test. • Global warming. This can link in with timescales. Antarctic and rainforests can be used with this. Look at the destruction of the Brazilian rainforest and then complete a poster saying why the Antarctic is so fragile • Change in climate from the Ice Age to the present. Assessment task. Antarctica
Unit to take between 10-12 lessons • Extended piece of work on China and India. Use BBC clip ‘race to the top of the world.’ • Before this look at the UK and the development over time. Look at Primary/secondary/tertiary/quaternary. Have a good understanding of quality of life and standard of living. What are the top 10 best and worst places to live in the UK and the world? Go through the change of development in the UK over the past 200 years. • Look closely at population and urbanization/international development/economic activity/use of natural resources. Link in industrialisation in the 1750 onwards. Explain why cities became brown field sites. Use the docklands as an example of this. This can be written up after visiting the Dockland region. Pollution caused by development or indeed decline in development.
Unit to take between 6-8 lessons • Identify differences between MEDCs and LEDCs • What are the development indicators • What are development indicators • Know the term informal sector • Discuss the possible positive and negative impacts of Globalisation and multinational companies in LEDCs • Understand the term ‘Globalisation’ • Know why it is occurring • Why do MNCs use the Fair trade brand? • Develop understanding of world trade • Know the groups involved in the production of chocolate • Understand that the different groups receive different amounts of profit Know and understand the term fair trade
FIELDWORK Trip to Docklands to look at urbanisation and development. Religious Education
Religious Education is an exciting subject in which Melbourn Village College students get to investigate and to explore some of the deepest questions ever asked! What is truth? Who am I? Does God exist? These are questions that frequently appear in RPE lessons and students will have the opportunity to explore them from a range of perspectives. In RE, there are different ’branches of knowledge’ which students will explore:
• Basis (explored using concepts such as ‘truth’, ‘tradition’ and ‘interpretation’)
• Morality (explored using ethical concepts and their origins in religion and atheism)
• Action (explored using concepts such as ‘culture’, ‘worldview’ and ‘symbolism’)
• Reflection (explored through different sets of relationships, such as relating to ‘Self’, ‘Others, ‘God’ and ‘Environment’) Students will be given a clear guidance of how to progress within each ‘branch of knowledge’ and will be assessed accord- ingly. In RE, we tend to explore all of the topics covered in a variety of ways, so the content given below is for the purposes of guid- ance only. Whist all students will cover the same topics, different investigative methods and approaches are used in lessons.
Topic Course Content Assessment Introduction to Philosophy Students will complete a series of 3 ques- tions from the 9 presented based on the 1 The aim behind this unit is to discuss and analyse/evaluate the work that has been covered. different ‘big questions’ that have been asked by philosophers over the centuries. Using extracts from ‘Toy Story 3’ as a se- quence of allegories, areas such as life after death, influences and their long term interrelation and impact, free will and purpose are investigated, as well as applied to their own lives.
Is this world all there is? Students will complete an extended piece Continuing with the study of philosophy, students investigate of writing responding to the question 2 the perceived ‘battle’ between science and religion. During this, ‘Science is always right in all things’, aim- their understanding of the nature of the arguments, reality and ing to analyse and evaluate their answer the various scientific principles and religious beliefs are investi- from the viewpoint of both science and gated. religion.
Exploring Reality Students are to complete an exploration This unit continues to build upon the study of what is meant by and evaluation of ‘Plato’s Cave’, exploring 3 ‘truth’ and ‘reality’ as touched upon in the previous unit. Stu- the concept of forms and the transcendent dents will explore the concept of controlling reality and how nature of truth. these ideas stem from Plato and other Greek philosophers.
To what extent do humans bring suffering to the world? Students will research a series of memorials Suffering happens in the world in many different forms, and such as Yad Vashem that have been con- 4 people are likely to respond to its affects in different ways. Stu- structed, investigating what their remit is, as dents will be building upon their understanding of the Holo- well as how effective they feel they are in caust (Sho’ah) and exploring the motivations as well as re- achieving their aims. Students will then de- sponses of different groups of people. sign their own memorial to commemorate those who have died.
Homework is set approximately once every three weeks. This work can take a variety of forms from additional research tasks such as interviewing a family member or a friend about an issue, to planning and creating presentations to deliver in class. The aim behind the homework is to support or enhance the work that is undertaken in class.
The Year Nine Team:
Head of Year: Mr S Reynolds [email protected]
Form tutor for Darwin: Mr A Benson (Maths) [email protected]
Form tutor for Franklin: Mr J Holder (Maths) [email protected]
Form tutor for Hawking: tbc
Form tutor for Lewis: Mr S Callow (Science) [email protected]
Form tutor for Newton: Mr T Fung (Computing) [email protected]
Main school phone number: 01763 223400