Subject: English Language

Course Description:

Students will understand how both papers are structured and explore both pre and post-19th century literary texts. Focus will be on the students’ interpretations, the original intentions of the writers, and the variety of perspectives which may affect the way a text is interpreted. Students will also produce their own narrative or description through analysing different stimulus and identifying how to produce an effective structure.

Course Content: Autumn 1: Gothic Literature Autumn 2: Travel Writing Spring 1: Introduction to GAP Spring 2: Paper 2 – Walk and Talk Summer 1: Speaking and Listening Debate Summer 2: Year 10 Transition GCSE Unit

Course Assessment: Autumn1: Mock questions 1, 2 and 3 of Paper 1 using an extract on Gothic Literature – Frankenstein by Mary Shelley. Autumn 2: Mock questions 4 and 5 of Paper 1 using a stimulus from GCSE AQA website and a comparison how each writer presents their experiences. Spring 1: Mock question 5 - ‘Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.’ Write an article for a broadsheet newspaper in which you explain your point of view on this statement. Spring 2: Pupils will attempt all of Paper 2 – Non-Fiction. Summer 1: Pupils will be given a specific topic to debate and present their argument in groups to the rest of the class. Summer 2: Mock Paper 1 and 2 – all questions will be attempted.

Enrichment Opportunities: Potential theatre or cinema visits; potential guest speakers; potential poetic performances.

British Values/SMSC: Exploration of respectful relationships; developing understanding and acceptance of other people’s opinions, ideas and beliefs.

Useful Websites: http://www.bbc.co.uk/education/subjects/zr9d7ty https://www.gcsepod.com/ https://www.youtube.com/watch?v=Ch-XgnluOf4 https://www.youtube.com/watch?v=wJf5MGLEoiQ

Subject: English Literature

Course Description:

Students will study, a pre-19th century novel set in Victorian England, a cluster of conflict poetry and a Shakespeare play focusing on thematic, semantic and structural choices made by the writers. Students will study a range of contexts and explore how these both support the prior intention and affect the response of the readers.

Course Content: Autumn 1: Introduction to Victorian

Literature

Autumn 2: ‘The Strange Case of Dr Jekyll and

Mr Hyde’ by Robert Louis Stevenson (Paper

1; Section B)

Spring 1: Introduction to ‘Power and Conflict’

poetry cluster (Paper 2; Section B)

Spring 2: Unseen Poetry – Fantasy Theme

(Paper 2; Section C)

Summer 1: Contemporary Play (Blood

Brothers)

Summer 2: ‘Macbeth’ by William

Shakespeare (Paper 1; Section A)

Course Assessment: Autumn1: How is the theme of guilt shown in the extract and throughout the text? Autumn 2: Starting with the extract (from Chapter 3) how does Stevenson present Jekyll as a reputable man? You should consider: · How Jekyll is presented as a reputable man in this chapter · How Jekyll is presented as a reputable man in the novel as a whole. Spring 1: Compare essay from the poetry cluster – pupils select two poems of their choice to analyse. Spring 2: How is the theme of fantasy been presented effectively in the poem? Summer 1: How is class presented in the extract from ‘Blood Brothers’ and throughout the play? Summer 2: Analysis of Macbeth’s character in Act 1 and throughout the play.

British Values/SMSC: Exploration of respectful relationships; developing understanding and acceptance of other people’s opinions, ideas and beliefs.

Useful Websites: http://nfs.sparknotes.com/macbeth/ http://www.bbc.co.uk/education/subjects/zckw2hv https://www.gcsepod.com/ https://www.youtube.com/watch?v=mpMdy9YGdZc https://www.cgpbooks.co.uk/pageFlip_ACHR43 https://www.shmoop.com/victorian-literature/

Enrichment Opportunities: Potential theatre or cinema visits; potential guest speakers; potential poetic performances.

Subject: Mathematics

Course Description: Students in Year 9 will begin a three year GCSE course based on the new 9-1 Edexcel specification. There are three ability pathways which are designed to support and challenge every student and help them to achieve their potential. Topics are split into chapters where students learn how to apply their newly acquired skills to real life situations and exam questions. This year there is particular attention to having fluency, reasoning and problem solving skills within areas of Mathematics better preparing our pupils for their exam and everyday life. These chapters of work will be tested and reviewed regularly; allowing support and other interventions to be identified earlier.

Course Content: Over the course of the year, students will study

four key areas and build upon the previous

knowledge gained in Year 7 and 8.

These are some of the topics covered during

Year 9:

Number: Adding, subtracting, multiplying and

dividing decimals, fractions, decimals and

percentages, using a calculator.

Geometry and Measures: Area and volume,

angle facts, angles in polygons,

transformations.

Algebra: Basic algebra, indices, substitution,

solving equations, expanding and factorising.

Statistics: Sampling, averages, frequency tables,

bar charts, pie charts, two way tables, scatter

graphs, probability.

Course Assessment: Students will complete formal assessments at the end of every half term based on the learning of that particular half term. Students’ sets are not fixed and these are reviewed regularly throughout the year based on these assessment outcomes. Towards the end of the academic year, students will complete an End of Year Exam assessing all of their learning from the year. Class teachers will informally assess students through class work and homework. At the start of each chapter, prior knowledge which is required will be tested and any gaps or misconceptions will be addressed. The purpose of this is to accelerate new learning within the chapter. Informal end of chapter tests will also take place within lessons at the end of chapters to allow the class teacher to monitor progress and react to any issues immediately.

Enrichment Opportunities: A homework drop in session is available. Teachers are available to help guide students with their homework or if they would like any extra understanding of class work at any point. We also have ‘Nerd Club’ available on a Thursday after school with board games available for students to play.

British Values/SMSC: The Mathematics department strive to encourage group work regularly within lessons. The purpose of this is to help our students’ become independent learners. Reasoning and problem solving skills are developed and we encourage students to fully support the learning of their peers as well as being constructively critical where appropriate.

Useful Websites: www.mymaths.co.uk Login: willenhall Password: champion. Students will be given personalised logins and passwords from their class teacher to allow them to complete any homework set.

Subject: Science

Course Description: In Year 9, students begin the GCSE Science course. This offers students a broad, coherent course of study in Physics, Chemistry and Biology that adds to their knowledge and understanding of the living, material and physical worlds. In addition, students will have the chance to participate in practical experiments which will reinforce their learning and interest in Science.

Course Content: The three core Sciences of Biology, Chemistry and Physics are taught using AQA Science Trilogy. Science coursework (or ISAs as they were known) have ceased and have been replaced by a ‘working scientifically’ strand that runs throughout the course. Working scientifically is the sum of all the activities that scientists do and is designed to get students investigating, observing, experimenting or testing out ideas and thinking about them. Students will have to complete a series of required practical’s during the three year course. All students will be taught the combined part of the course by a subject specialist. Students will be selected for the three separate sciences by the department during Year 10. This decision will be made on progress since the start of Year 9 and attitude to learning.

Course Assessment: Students will be assessed on their skills and knowledge retention. This will be a cumulative test with 1:2 old to new content. Students will peer assess knowledge tests and unit tests to prepare them for the end of term exam

Enrichment Opportunities: The Zoolab. A field trip to complete Ecology work.

British Values/SMSC: Self-Help, Self-Responsibility and Democracy.

Solidarity & Social Responsibility.

Openness & Honesty.

Equality & Equity.

Caring for Others and Self Responsibility

Useful Websites: http://www.bbc.co.uk/education/subjects/zrkw2hv http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/ http://www.my-gcsescience.com/ http://www.docbrown.info/page20/AQAscience2S.htm

Subject: ICT

Course Description: The Year 9 Computing scheme of work is modern, challenging and takes into account recent developments and current affairs in the subject. It also provides a firm foundation for further study at GCSE and beyond in Computing and digital literacy, allowing pupils to develop an understanding in the design and implementation of computer systems, and understanding the principles underlying these designs.

Course Content: Pupils will study a number of distinct modules covering a variety of topics which will develop their technical understanding of Computing. A wide-ranging programme of study is covered, which further develops skills learned throughout Year 7 and 8, as well as introducing a range of new ones. Students will develop knowledge and understanding of Website development, Graphics, Virtual reality, Animation and the fundamentals of Computing as well as enhancing existing knowledge of Office applications. The curriculum is continually evolving as new technologies become available. Throughout Key Stage 3, students will develop practical Computing skills as well as team-work, communication, problem-solving, presentation skills and the ability to reflect on and evaluate their own work and that of others.

Course Assessment: As well as pupils being assessed during lessons through question and answering, class discussion and group work, half termly rigorous formal assessments will provide learners with detailed feedback, essential so that they are aware of exactly what is required to improved desires outcomes. Pupils are assessed in line with the new GCSE 1-9 grades in preparation of further study at Key Stage 4.

Enrichment Opportunities: The department run regular clubs, where pupils can make use of the Computing facilities to extend their learning. This is a valuable opportunity for pupils to be provided with further one to one support in addition to their timetabled lessons.

The curriculum contributes to pupil development through preparing for the challenge of living and learning in a technologically enriched, increasingly interconnected world. Increasing awareness of the moral dilemmas created by technological advances and establishing boundaries in society by considering what is acceptable in the 21st century digital world.

Useful Websites: www.bbc.co.uk/education/subjects/zvc9q6f www.bbc.co.uk/education/subjects/z8mtsbk www.codeacademy.com www.code.org www.reviseict.co.uk/ks3

Subject: Religious Studies Course Description:

Students will explore the beliefs of different religions regarding life after death comparing and evaluating them and reaching a judgement on which belief is the most valid. Students will be able to examine different beliefs about Good and Evil evaluating them and reach a judgement on which belief is the most valid and why and state what they believe causes evil and who is ultimately responsible. Students will examine different mysteries and be able to judge, based on evidence if they do or do not believe in them and why.

Course Content: Autumn Term - Life after Death Students will examine different beliefs about life after death including NDE, reincarnation, funerals and Heaven and Hell. Spring Term - Good and Evil Students will examine different beliefs about the Devil and types of evil and different views on evil and if evil is God’s fault. Summer Term - Mysteries Students will study miracles, vampires, witches and the Illuminati evaluating the religious and non-religious explanations for these mysteries.

Course Assessment: Pupils will be assessed throughout the year in a variety of ways including: questioning, class discussions, group work, and individual focused activities. Pupils will be assessed each half term to demonstrate their knowledge and understanding of Religious Studies. This assessment will be delivered in a variety of formats enabling pupils to strive to achieve their best.

Enrichment Opportunities: Students will be encouraged to link their learning to how they treat each other within the Academy environment. Students will be given chances to meet with external visitors who will share their religious beliefs.

British Values/SMSC: The importance of freedom of speech and freedom of expression and examining how on occasion these two concepts can clash. Individual responsibility and actually who is responsible. Exploring identity and acceptance and the fact that we live in a multi-cultural and a multi-faith society and link this in to the concept of democracy.

Useful Websites: BBC Bitesize

Subject: Dance Course Description:

Pupils completing dance will build on all foundation skills ready if they choose to complete a BTEC Performing Arts Tech Award at Year 10. Pupils will have the opportunity to explore all units so that they are fully aware of the course specification and the skills needed for assessment and explore dance practically.

Course Content: Working as a performer requires the application of skills, techniques and practices that enable students to produce and interpret performance work. Students will communicate intentions to an audience through the discipline of dance, take part in workshops in class where they will develop technical, practical and interpretative skills through both the rehearsal and performance process. Students will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce the work.

Course Assessment: The course includes three units which two are assessed internally through practical exploration, performance and written assignments or presentations. The final unit is externally examined through performance and the inclusion of a log book. Students in Year 9 will get the opportunity to explore these different assessments in ‘mock’ form.

Enrichment Opportunities: Extra-Curricular: Senior dance company. Performance opportunities: Dance showcase, festivals at other schools, school musical. London Theatre Trip.

British Values/SMSC: Pupils learn about dance around the world and industry. They will express different topics and issues through dance whilst building the ability to work with a variety of people and give constructive feedback showing empathy for others. They will approach difficult topics with sensitivity and understand the meaning of perseverance and grit.

Useful Websites: www.youtube.com http://marthagraham.org http://www.mercecunningham.org

Subject: Drama Course Description: In Drama, students will develop the skills needed for them to study Drama at Key Stage 4 and focus on the themes and issues in texts and devised work. There will be a focus on studying different aspects of performance to ready students for performance work at GCSE level. Our Year 9 course is used to prepare potential pupils for a GCSE course in Drama so all aspects of the course will be explored throughout the year.

Course Content: Pupils will participate in a range of activities that explore the 3 components of GCSE Drama: Component 1 Devising: Pupils will understand and develop skills needed to devise a piece of drama. Pupils will work collaboratively with others to explore a range of stimuli from different contexts in order to create an original performance piece. Component 2 Performance from text: Pupils will develop knowledge, understanding and skills in exploring and performing from performance texts. Pupils will interpret a variety of texts and rehearse and refine different extracts, leading to final class performances. They will develop a wide range of acting within workshops to develop their acting ability. Component 3 Theatre Makers in Practice: Pupils will develop a knowledge of key texts and will explore practically with these key texts to understand how they might be interpreted and

realised from ‘page to stage’. The exploration will give students an insight into how texts may be brought to life for an audience and the creative roles within this process.

Course Assessment: Pupils will be assessed based upon GCSE criteria so that they are aware of current descriptors for each component. Assessments will be completed in the form of, group workshop exploration, performances and reflective/evaluative tasks. All assessments will be based upon the skills needed for the three components of devising, performance from text and theatre makers in practice.

Enrichment Opportunities: Extra-Curricular drama group. Opportunities for theatre trips. Performance Opportunities – School Musical.

British Values/SMSC: Pupils develop transferable skills such as negotiation, resilience, team work, cooperation, self-confidence and public speaking. They will explore texts that help broaden their understanding of different social, cultural, moral and historical contexts and situations. Pupils are able to reject and select ideas taking into consideration and respect for others whilst tackling difficult topics and understand how to develop these with sensitively.

Useful Websites: www.youtube.com GCSE bitesize

Subject: PE

Course Description: The aim of Physical Education in Key Stage 3 is to develop practical performance, leadership skills and analytical skills in a range of physical activities. We aim to allow students to be physical active for sustained periods of time, engage in a number of competitive sports and activities to support in a healthy, active lifestyle. They should aim to develop their confidence and self-esteem to continue an interest in sporting activities in different roles out of school and in future life.

Course Content: Students will participate in a number of physical activities to develop their practical performance, leadership skills and analytical skills. Students will be involved in: • Developing technique and improve their performance. • Developing a range of tactics and strategies to overcome a range of sporting/competitive situations. • Analysing their performances and comparing to previous ones.

Course Assessment: Students will be assessed half termly on their ability in their practical performance, analytical skills and/or leadership skills.

Most practical assessments will be based from “core tasks”.

Examples of core tasks: • Beat the clock, Help yourself (swimming.) •3 touch, Wide attack, Game plan

(team/invasion physical activities). • Pairs play (strike and fielding). • Developing athletics.

Enrichment Opportunities: Encourage attending extra-curricular clubs. Possible trips to St. George’s Park, Wimbledon, local football matches, tours and the Snow Dome.

British Values/SMSC: Adhering to fair play and the rules. Coaching and leading during lessons. Developing values through the nature of the sport.

Useful Websites: Sporting Governing Bodies (e.g. www.the fa.com) YouTube /BBC Sport to watch video of sporting performance

Subject: Music Course Description: In Year 9, students will further develop the three core musical skills required to continue on to GCSE music; performance, listening and analysis, and composition. They explore more complex musical analysis, focusing on a range of popular music styles, in order to further develop their notation and aural skills. Students will have increased performance opportunities in lessons, focusing on small group work and solos. Incorporated into their performance and listening lessons, students will use composition as an aid to developing their analysis skills and creativity. Throughout each lesson, students will not only develop their core musicianship skills but also transferable skills including teamwork, co-operation, organisation, creativity and confidence.

Course Content:

Students will learn about the conventions of a wide range of genres through rehearsal, performance and listening activities on music through the decades. Through participating in the unit ‘Jammin’, students to develop their performance skills in a variety of styles of popular music, focusing particularly on develop students’ teamwork and organisation through the development of an ensemble performance of their choice. The ‘Listen up’ topic will enable to students to develop their knowledge of keywords and features of music across the decades. This topic will be based on the GCSE criteria in preparation for continuing onto GCSE music. Furthermore, students’ ability to evaluate music will be developed, with a focus on the evolution of music technology across the decades and the effect this has on the style of music.

Course Assessment: Students will be assessed using GCSE criteria on Performance, Listening, and on their ability to describe Music using the correct musical terminology. Performance: They will be assessed on their fluency, technical control, ensemble skills and expression when performing within an ensemble on an instrument of their choice. Literacy: They will be assessed on their ability to describe music using the correct musical language. Listening: They will be assessed through a GCSE style listening exam.

Enrichment Opportunities: Free peripatetic lessons in a range of instruments. A weekly vocal group working towards performing at Walsall’s regional event the ‘Big Sing’. Weekly Orchestra rehearsals will provide instrumental students with the opportunity to perform with a regional school’s orchestra event called the ‘Big Orchestra’. Also a variety of musical trips will be offered giving students the chance to experience a diverse range of musical styles.

British Values/SMSC: Students will work together to develop their team work and co-operation skills, with a focus on developing students’ creativity and resilience. Students will learn the art of constructive criticism in self and peer evaluation activities and will develop their confidence through in lesson performance opportunities. Students will develop their knowledge of the historical and cultural significance of a variety of musical genres and styles.

Useful Websites: https://twitter.com/garagebandios https://www.youtube.com http://www.bbc.co.uk/education/subjects/zpf3cdm, https://www.youtube.com http://www.learnatune.co.uk/music-theorygames,http://www.musictheory.net/.

Subject: Creative Learning Course Description:

Students will have the opportunity to study various projects throughout the year which encompass Design and Technology and Art skills. Students will be able to experiment with various materials including paper and board, timbers and plastics, fabrics and polymers and food.

Course Content: Students will do several projects throughout the year including:

Textiles: Fabric graffiti project learning

how to add surface decoration to fabrics

and how to manufacture a working bag

product.

Food around the world: students will

have the opportunity to cook various

dishes from different countries

culminating in a meal of their choice.

Resistant Materials project: wooden

serving tray. Students will learn how to

use workshop hand tools and create a

comb joint to create a serving tray

Art- Dudley Zoo project: Students will

have the opportunity to work with a

variety of mixed media based on wildlife.

Course Assessment: Students will receive feedback every six lessons. The seventh lesson will be an opportunity to improve or stretch themselves to a higher grade. All work is marked based on faculty success criteria which directly relates to the GCSE mark schemes. Textiles Graffiti Project: Assessment 1- Design proposals. Assessment 2- Final bag product. Food Around the World: Practical work assessed weekly. Final dish.

Enrichment Opportunities: Sewing Bee club. Students are welcome to attend sessions on Fridays.

British Values/SMSC: Sustainability of materials.

Understanding of why it is important to recycle.

Social and moral issues of Art and Design.

Fairtrade.

Useful Websites: bbcbitesize.co.uk Technologystudent.com Pinterest.co.uk Youtube (how to videos)

Subject: French Course Description:

In Year 9, students’ knowledge from Years 7 and 8 in KS3 is developed further. Students improve their linguistic skills in listening, reading, speaking and writing, with more complex and sophisticated language to deal with. Students are taught using skills which employers look for such as organisation, presenting and researching.

Course Content: There are various current interest topics; work, transport, travel, culture, sports, arts, media, social issues, education, environment, current affairs, technology. The topics are examined, discussed, debated, presented and written about. New course books use a variety of exercises to stimulate active use of the language in an interesting way. Autumn Term Adventure holidays (tenses) Spring Term 1 My Social Life Spring Term 2 Healthy Living Summer Term1 My life in the future Summer Term 2 My World

Course Assessment: Course Assessment: Autumn Term 1

Writing: Short task

Listening

Autumn Term 2 (WAG1)

Writing: Translations

Reading

Spring Term 1

Writing: Short sentences

Speaking - role play and postcard

Spring Term 2 (WAG2)

Writing: Structured questioning

Listening

Summer Term 1

Speaking - general conversation

Reading

Summer Term 2 (WAG3)

Full mock examination

Enrichment Opportunities: French Film club.

British Values/SMSC: The world we live in means we consume services and products from all over the world – France being one of them. Students will develop an appreciation for the role French has in British culture.

Useful Websites: www.linguascope.com

Subject: History

Course Description: In Year 9 students will be studying the European Dictators Holocaust, America in the Twentieth Century and the Cold War.

Course Content: Term 1 - Nazism and the Holocaust Students need to compare the lives of different racial and social groups in Nazi Germany. Students need evaluate the causes and consequences of the Holocaust and discuss how anti-Semitism has changed over time. Term 2 - America Students will discuss both the positives negatives and opinions of the time. They will be able to question several conspiracy theories and reach a conclusion based on the available evidence and evaluate why there is more than one interpretation of the event. Term 3 - Cold War The students will use evidence and allocate blame concerning who should be held responsible and if it could be avoided, especially looking at how the allies went from friends to enemies. Students need to reach a supported conclusion on the winners and losers in these crises, whilst understanding difficult concepts such as if the populations involved in these conflicts supported the war and concepts such as the domino theory and the zero sum game.

Course Assessment: Pupils will be assessed throughout the year in a variety of ways including: questioning, class discussions, group work, and individual focused activities. They will be assessed each half term in an end of term unit examination demonstrating their knowledge and understanding.

Enrichment Opportunities Trips to the Holocaust Museum, National Arboretum and the Imperial War Museum.

British Values/SMSC: Morally: Pupils are given the opportunity to examine whether some decisions made in the past were morally right or wrong. Empathy: Students should be able to describe how they are feeling if they were put into that position themselves.

Useful Websites: www.historyonline.co.uk www.bbc.co.uk/schools/history

Subject: Geography

Course Description:

The key aims of the course are to; actively engage pupils in the process of geography to develop as effective and independent learners, develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world, develop their responsibilities as global citizens, develop and apply their learning to the real world through fieldwork and other out of classroom learning activities and use geographical skills, appropriate technologies, enquiry and analysis.

Course Content: Autumn Term 1: Natural hazards/Weather Hazards Autumn Term 2: Weather hazards / Geographical Enquiry Spring Term 1: Living world Spring Term 2: Physical Landscapes / Geographical Enquiry Summer Term 1: UK Physical Landscapes / Geographical Enquiry / Coastal Landscapes Summer Term 2: River Landscapes / Field Work / Geographical Enquiry

Course Assessment: Pupils will be assessed throughout the year in a variety of ways including; questioning, class discussions, group work, peer and self-assessment, and individual focused activities. Pupils will be assessed each half term via a module test to demonstrate their knowledge and understanding of Geographical topics. Other assessments will be delivered in a variety of formats to enable pupils to strive to achieve their best.

Enrichment Opportunities:

Geography Club: This is a weekly club which makes use of role-plays, computer research, map reading and model building activities to help extend and stretch our students’ understanding of some core geographical concepts.

British Values/SMSC:

A culture of mutual respect is created in all classrooms where students’ voices are all heard and valued. Controversial views are challenged by all involved in class debate. This includes tolerating those of different faiths and beliefs, especially when studying different countries traditions and cultures and views around migration.

Useful Websites:

AQA Geography www.bbc.co.uk/bitesize Geo Resources - www.georesources.co.uk National Geographical - www.nationalgeographic.com Cool Geography - www.coolgeography.co.uk