Year_9_Term_1_Curriculum_Website_v2

Year 9

Curriculum Overview
Term 1

Dear Parents and Carers,

In the following booklet, you will find an overview of what your child is studying this term in College.
We’ve included key details on what they will be learning, how they will be assessed and what they might do in lessons, or outside the
classroom, to further develop their understanding. The aim for this is to make it easier for you to work with the College to support your
child in their learning.

Our overall aim for our curriculum is for it to be ambitious and knowledge-rich for all of our students and for them to become
Uckfield ACEs by the end of their journey with us:

A. Academic Achievers:
● Critical, creative, hard thinkers and learners
● Confident and knowledgeable speakers with large vocabularies (over 50,000 words) by the time they leave year 11

C. Citizens of our world with good Character :
● Social activists: engaged, responsible, knowledgeable, tolerant, outward-looking
● Ready, willing and able to make a wholly positive contribution to improving society

E. Enterprising and confident:
● Personally developed and personally knowledgeable - physically, mentally, socially and emotionally
● Able to think for themselves, be innovative, aspirational and to use their knowledge confidently

They learn this important knowledge through their subject lessons, deep learning days, assemblies, time with their form mentor, the
homework curriculum and through extra-curricular activities.

Art and Design

Topics: Year 9 is a SKILLS based course. Aimed at raising confidence and introducing students to new ways of
Knowledge: working
Assessment:
Term 1 is focussing on Drawing

Working from direct observation of natural forms, students will exploring many ways of drawing
using a wide range of different techniques & materials - this will incorporate pencil and pen work, alongside string, collage, and lino printing, exploring
how LINE can vary with the different tools you use.

Students will then research the artist Ian Murphy - see how he uses sketchbooks.
Students will discover ‘perspective’ and will use photography and drawing ‘en plein air’ to gather information to work from
Working in Ian Murphy techniques, students will produce a large scale piece based on their own images of buildings

Drawing techniques - using different materials
Photography and drawings from observation of buildings
Planning work for final piece
Final piece based on the artist Ian Murphy

Stretch and Challenge: Students work independently on their artist research and selecting views to draw
A wide variety of techniques and styles is looked at so students can challenge themselves

Outside of the classroom students can
Follow Ian Murphy on Instagram and track his travels around the world seeing how his sketchbooks develop. They can sketch where they live
Find out about the artist Stephen Wiltshire who draws entire cities from memory

Biology Science Website

Topics: B1 - Cell structure and transport including RP1 & RP3 Osmosis- In this chapter, students will learn about microscopy and
cells, and will be able to explain how the development of microscopy techniques has enabled scientists to investigate the
Knowledge: subcellular structures. Students will be able to differentiate between animal and plant cells, eukaryotic and prokaryotic cells,
Assessment: and identify adaptations of specialised animal and plant cells. They will also be able to use the formula for magnification.
Stretch and Students will also learn about the transport of material into and out of cells by diffusion, osmosis, and active transport. When
Challenge: studying the processes for transferring material, students will also be able to explain how adaptations of exchange surfaces
and link these to the processes of material transport.

Knowledge: Skills:
Structure and function of cell contents. Using a microscope. Transport Setting up and using microscopes, making slide of onion cells
within and between cells. Magnification equation use. Working out total magnification
Required Practical - Microscopy for practical work. Converting numbers and using standard
Required Practical - Osmosis form

Required Practical PIN assessments - exam style questions on osmosis
and microscopy
The end of term 1 written assessment will have a mixture of short and
longer exam style questions based on the knowledge and skills
identified above.

Higher complexity equation use (rearranging). Osmosis evaluation and
conclusions using concentration as variable.

Chemistry Science Website

Topics: C1 Atomic Structure - In this topics, students will develop their understanding of atoms as fundamental chemical building
blocks. Students will also develop their understanding of the differences between compounds and mixtures, and how mixtures
can be separated using techniques such as filtration, crystallisation, distillation, and chromatography. Finally, students will
learn about the development of the atomic model, providing ample opportunity to foster their Working scientifically skills –
specifically around the development and use of models within science. Students will be able to describe the evidence that lead
to each new stage in the development of the atomic model. Studying the development of the atomic model will lead into the
model currently accepted for GCSE, and students will be able to use this to write and draw electronic structures up to element
20.

Knowledge: ● Pure and impure substances ● Recalling methods for filtration, distillation, fractional
● Separation techniques distillation and chromatography
● History of the atom
● Number of subatomic particles in different elements ● Calculating the number of subatomic particles
● Chromatography required practical ● Interpreting chromatograms and calculating Rf

values

Assessment: ● Required Practical PIN assessment - exam style
Stretch and Challenge: questions on chromatography

● The end of term 1 written assessment will have a
mixture of short and longer exam style questions
based on the knowledge and skills identified above.

● Evaluating the strengths of different models of atoms
through time

● Explaining the limitations of models
● The applications of chromatography

Computer Science Computer Science Website

Topics: Computer Hardware Python Programming

Knowledge: ● What makes a computer ● Outputs, Inputs and Variables
Assessment: ● The CPU ● Data types and Math
● Factors affecting the speed of the CPU ● Selection (if and elif)
● RAM and ROM ● Validation and Error Handling
● Virtual memory ● Lists
● Embedded systems
● Storage / magnetic Storage Programming Challenges throughout the unit
● Optical / flash Storage Online programming activities
● The application of storage End of unit test
● The calculation of storage requirements

End of unit test

Stretch and Challenge: Extension Activities all on course website. Programming tasks are open ended for students to
work at their own pace.
Extension Activities all on course website.

Topics: Dance
Knowledge:
Component 1: Performance
Assessment: Component 2: Professional Work - A Linha Curva (ALC)

Stretch and Challenge: Component 1: Students will develop their appreciation for the set work ALC through their practical experience of the
choreographic process seen within ALC. Students will create a large group performance which reflects the intention,
mood and meaning of the set work. Students will apply their understanding of the choreographic process to develop
their own solos in relation to the stimulus and intention of ALC.

Component 2: Students will use accurate terminology to explore the production elements of ALC through critical
analysis of the work. Students will develop their understanding of short and long answers in relation to the set work.

Dance assessments are based on the three strands of Performance, Choreography and Appreciation:
- Performance: Extended performance in a large group which embodies the physical, technical and expressive
demands of the dance style/intention
- Choreography: Demonstration of movement bank in relation to choreographic process reflective of approach
taken by professional choreographer Itzik Galili
- Appreciation: Structured written responses in relation to how production features support audiences cultural
appreciation of the work

Students are encouraged to develop their physical skills through additional fast paced movement challenges. Students
are also encouraged to attend UC Dance Company to broaden their technical ability and challenge their choreography
experiences. Higher order questioning and leadership opportunities are provided to stretch and challenge students.

Topics: Design & Technology
Knowledge:
Design & Technology Website

NEA preparation - Phone stand - a project to explore the properties of polymers.

Students are introduced to the exam specification and the materials that have to be covered throughout the course. This initial
problem is to look at phone stands and design a system that can be made using CADCAM with minimum waste. Students explore
materials and their properties and this unit of work focuses on thermoforming and thermosetting polymers.
Whilst designing and making, students cover many of the core designing and making principles. They explore user needs and from that
write a brief and specification. They are encouraged to use the iterative design process, meaning that they will go backwards and
forwards with designs, modelling, developing, improving until they have a final workable solution.
The expectation is that they produce a high quality working solution that can be tested and evaluated.

Assessment: Students are given deadlines throughout this project. Work is assessed and feedback given both verbal and written.
There are theory tests on the properties of polymers and manufacturing processes linked to polymers.
Stretch and This topic will have a final assessment, which will include a final portfolio of work and and finished practical outcome. They are
Challenge: assessed on the quality of their communication skills - written work, drawings and accuracy of practical skills.
They will be set Hegarty maths assignment to support the maths element of this specification.

Students are introduced to the assessment criteria and are taught how to navigate through it to ensure they meet their desired grade.
- Extending drawing skills - CAD drawing, isometric, exploded, orthographic
- Application of CADCAM in industry
- Exploration into material properties and development of modern and new materials.

Drama

Topic: Scriptworks.

Knowledge: This unit allows student to explore the difference between naturalistic and non-naturalistic drama, exploring the two genres in
performance and the contrast each style brings.

Students will:
- Develop their theatrical vocabulary when referring to these 2 styles.
- Develop their evaluation skills by reflecting upon the strengths and limitations of each styles.
- Watch professional and student performances in order to embed their knowledge of these key terms.
- Develop their ability to collaborate with others in order to develop a unique performance.
- Begin to understand the need to develop a statement of dramatic intent in order to ensure their interpretation and concept
is clear to the audience.

Assessment: Within this unit students are assessed on their final performance of ‘The Exam’; choosing whether to perform this extract using
naturalistic or non-naturalistic techniques. Students will be assessed on their contribution and how successfully their explored their
chosen style. Throughout students will also be assessed on their writing, as they will be asked to reflect upon the success of their
performance, exploring the command words of: Describe, Analyse and Evaluate in order to comprehensively structure their ideas.

Stretch and Students are encouraged to explore more abstract idea within the lessons, developing their knowledge of both the style and form
Challenge: of drama. Students are also actively encouraged to develop their leadership skills by taking on the role of a director, ensuring they
are able to express and communicate their ideas effectively. Students are also encouraged to watch live theatre performances in
order to utilise ideas seen and apply these within performance.

Economics

Topics: 1.1 The Economic Problem 2.1 Role of Markets
Knowledge: 1.2 The Factors of Production 2.2 Demand
2.3 Supply
Assessment:
Economics is about choices not money, how to allocate scarce Drawing demand & supply curves requires you to be
Stretch and resources efficiently and effectively. able to demonstrate whether there is a shift or a
Challenge: movement. You must be able to ascertain the impact a
● Opportunity Cost & Trade Off - Considered the impact powerful marketing campaign by your competitors will
of selecting a mars bar over a snickers, what happens have on the demand for your sales, will it decrease or
to the choice you did not select? increase?

● Specialisation & Division of Labour - Specialising in an ● Past Paper exam questions
manufacturing tables for the past 20 years, considered ● Showing the difference between Movement
the benefit to an organisation of this?
Along the Demand Curve and a Shift of the
● Knowledge tests Demand Curve
● PIN Assessments
● Examining the local Wealden Economy
● Exemplifying Primary Secondary & Tertiary Markets

● Can use official data to explain the local economy ● Can draw different shaped curves to represent
● Can use Opportunity Cost to explain life's decisions different of elasticities of demand

● Can draw different shaped curves to represent
different of elasticities of supply

Engineering BTEC
BTEC Engineering Website

Topics: Toolbox; students will measure, mark, shear, fold, saw, file, weld, Theory; students will learn what Engineering is and
paint and rivet their own sheet steel toolbox. They will use this how it is split into categories. Pupils will look at job
toolbox to store their tools throughout Year 10 and 11. roles within Engineering companies - we will go out
and visit three local small Engineering businesses to
see this in the real world.

Knowledge: Engineer’s Drawings; students will learn to accurately measure Engineering Sectors; understand how engineers
and mark out correct Engineer’s drawings, set out to international work within specialist fields or sectors and how
standards. Orthographic Drawings; learning how to make 2D these are categorised. Engineering Functions;
drawings line up and show different views of objects. Isometric understand that engineering companies work on
Drawings; learning to produce 3D drawings using isometric paper different areas of the design process. Metals /
underlays. Cardboard Modelling; practising measuring and Polymers Classification;
marking out material before cutting accurately - students will make a
model toolbox, helping them to understand the processes and
assembly before committing to steel

Assessment: Quality of drawings; ensuring international standards are adhered End of unit quiz; to check understanding of the
to. Accuracy of marking and cutting out skills; checking that above
pupil’s quality control is honest and thorough. Quality of
cardboard toolbox; to assess pupil’s understanding

Stretch and Orthographic drawings to ISO standards Extension tasks on notes
Challenge: Correct technique with Isometric drawings Extension homework tasks
Opportunities to teach others in the class

Engineering GCSE
GCSE Engineering Website

Project Orthographic drawing and Toolbox After gaining a They will use this toolbox to store their tools throughout Year 10
Content solid understanding of orthographic drawing, students will and 11.
measure, mark, shear, fold, saw, file, weld, paint and rivet
Assessment: their own toolbox.

Stretch and Knowledge and Understanding Skills Marking & measuring accurately
Challenge: ● Interpreting technical drawing to enable students ● Cutting drilling and forming sheet metal
to use supplied engineering drawings ● Use of mechanical fixings.
● Ferrous metals (properties, forms, availability, ● CAD modeling
cost, & processing) ●
● Quality control methods,
● Follow/write a production plan.
● Thermal Joining processes

Chromebooks
Students will use sketchbooks for notes and diagrams.
Work will be presented digitally via classroom
Assessments

● Orthographic drawing
● Measuring marking out
● Ferrous metals

- Applying theory knowledge to coursework/practical lessons e.g. properties of materials
- Extending drawing skills - CAD drawing, orthographic
- Targeted classroom questioning

English Link to English Website

Topics: Of Mice and Men

Knowledge: Through the study of John Steinbeck’s powerful story ‘Of Mice and Men’, students explore the themes of loneliness,
friendship, dreams and prejudice. They will meet complex characters who remind us of the need for compassion and
empathy, particularly during times of hardship.

The threshold concepts for this unit are:
● How storytelling can be used to give insight into other cultures and experiences.
● The function of language in creating meanings; how elements in a text can represent an argument /view and function
symbolically
● The function of structure in creating meanings.
● Awareness of impact / interpretation and the ways language can affect readers.

Assessment: Reading: students are assessed on their ability to read and respond to texts. They will complete an analytical response to the
text, demonstrating understanding of the writer’s craft and impact on readers.

Stretch and Challenge: Students are challenged to think hard about the relationship between texts and the contexts in which they are written and
received. They are also encouraged to develop and justify their own opinions of the text and write in an evaluative way about
characters, themes and the writer’s craft.

Outside of lessons, students are encouraged to read a range of classic literature including: Grapes of Wrath, Animal Farm,
1984, Frankenstein, The Great Gatsby, Great Expectations and Brave New World.

Students could also complete the Seneca course on Of Mice and Men.

Topics: Food Preparation & Nutrition
Knowledge: Food Preparation & Nutrition website

Assessment: Unit 1 Food Presentation:
Stretch and Food presentation and knife skills are all part of achieving higher end grades within this subject. What better way to start the
Challenge: course than on the right foot and aiming high. It will also take the students outside of their culinary comfort zones and show them
they can achieve.
They are learning through the practical application of skills and also recapping hygiene and safety previously taught at KS3.

Students are taught knife skills to aid preparation of vegetables.
Salsa- de-skinning tomatoes and repeating knife skills (small dice (Brunoise) and also fine chopping of herbs)
Sushi- introducing international cuisine and culture.
Chocolate tempering, sugar spinning- both looking at the chemical processed behind the foods.
Fruit coulis- introducing blended sauces.
Teacake challenge.
Fruit garnishes.
Savoury garnishes.
Accurate weighing and measuring,
Food hygiene and safety- looking specifically at cross contamination and its prevention.

Students are assessed on their practical skills and how they present their dishes.
There are homework tasks that are PIN assessed.
Theory topic tests through out with a final test assessment at the end of the unit.
Practical PIN.

Assessment criteria is shared with the students. Students are able to use the assessment criteria to ensure they are meeting higher
levels.
Students are encouraged to aim for the high skill level practicals. They will research more complicated recipes and practice them
and how to present them. The higher end are expected to “master” these skills.

Topics: Geography
Knowledge:
Natural Hazards - Tectonics
Assessment:
Stretch and Challenge: We begin by studying natural hazards. Initially we investigate the structure of our earth and the different
processes that cause the earth to look the way it does and we study the features that are formed from this
movement. We focus on earthquakes as a tectonic hazards, their impacts and responses. This knowledge is
furthered by investigating two contrasting case studies, one in an Low Income Country and another in a High
Income Country.

The written assessment has a mixture of 2, 4 and 6 mark questions. Students are able to practice exam style
questions, in this particular assessment they will focus on describing and explaining the effects and responses to
tectonic hazards, with the use of one of their examples.

Students will be regularly challenged throughout this unit as they will have to consider the impact of different
earthquakes in rich and poor countries, as well as considering the very different challenges that these two
contrasting countries faced. They will also need to understand the fundamental differences between these two
counties to understand why there was so much damage in the poorer country compared to the rich country.
Evidence-based activities, homework and pause lessons ensure that all students are challenged and achieve
excellent results.
This topic links with the changing economic world topic the students will study later on in the GCSE as it looks at
the effects of tectonic hazards on the development gap. When looking at the responses their responsibility is
highlighted through the teaching of aid after natural hazards.

History

Topics: Medicine c1250 - Present Day - Medicine in the Middle Medicine c1250 - Present Day - Medicine in the
Knowledge: Ages Renaissance

Assessment: The Medicine course begins with a study of the medieval period. In the Renaissance period, students study the progress of
Stretch and Students focus on how the ideas of Hippocrates and Galen are still medicine by looking at the introduction of the printing press and
Challenge: relied upon throughout the Middle Ages and the Renaissance the increased sharing of ideas through institutions like the Royal
along with the significant influence from the church. Towards the society. Students study how scientific knowledge is improved
end of this period students study a case study on the Black Death through the work of Vesalius & Harvey. Comparisons are made
to see what people in the Middle Ages believed caused it, and between this period and the medieval period, to show areas of
how they tried to prevent and cure it. continuity and change.

Students evaluate areas of change and continuity through the A case study of the Great Plague also allows students to see how
study of different factors such as religion, scientific knowledge, approaches to medicine had (or had not) made progress, by
individuals, social attitudes and government intervention. comparing it to the approach to the Black Death, 300 years
earlier.

Throughout this unit, students will have the chance to practice the skills needed to complete the three question styles on the Medicine

Paper:
★ Question 1: Explain one way in which X was similar/different to Y (4 marks)
★ Question 2: Explain why... (12 marks)
★ Question 3: “...” How far do you agree? Explain your answer (16 +4 SPAG marks).

There are also regular homework and smaller assessments designed to test the student’s subject knowledge.

Students are able to work on developing their skills and explanations, as well as being challenged to think hard by considering the
significance of different factors that lead to progress or a lack of progress in medicine across these two time periods. They are also
challenged to consider the criteria we can use to judge the significance of a person or event.

Topics: IT

Exploring User Interface Design Principles and Project Planning Techniques

Knowledge: Investigate user interface design for individuals and organisations
Assessment: Use project planning techniques to plan and design a user interface
Develop and review a user interface.

PIN Tasks and Homework throughout the Unit
End of unit assignment - students will spend the last 12 lessons of the term working on a project similar to the BTEC
assignment. In this unit they will need to design, create and test a user interface for the school.

Stretch and Challenge: Free choice of system to create user interface - some more advanced than others.
Use of “Know it all ninja” website to stretch students understanding of key concepts.

Topics: Life Learning
Knowledge:
Social Justice
Assessment:
Stretch and Challenge: This unit allows students to explore the ways in which people might be marginalised and discriminated against in
the UK. Students are encouraged to reflect upon what society should do and what they as individuals could do to
stop this and why it is important to do so.
Students explore: racism; gender inequality; disability inequality; discrimination on the basis of sexuality and
ageism.

Students are assessed through formative assessment quizzes.
Students are also assessed through understanding of key terms and oracy skills against the oracy framework
when speaking about key issues.

● Students are given opportunities in each lesson to answer questions at an increasingly more challenging
level

● Targeted questioning
● Stretch Learning Intention on the first slide of each lesson
● Aim Higher tasks during the lesson

Outside of lesson, students are encouraged to engage with a broad range of media content in order to identify and
evaluate examples related to their lesson content.
Students must understand that the aim of Life Learning is to help prepare them to navigate the challenges they
will face outside the classroom.

Topics: Life, Religion and Ethics - Core
Knowledge:
Religion, Spirituality and Ethics

● Religion in the 21st Century
● What is Spirituality?
● Ways of expressing spirituality
● Spirituality and the mind
● What is meant by Euthanasia
● Euthanasia and the law
● Religious responses to euthanasia

In the first installment of ‘Life, Religion and Ethics’ in Year 9, students will investigate the relationship between
Religion, Spirituality and an ethical dilemma in the form of the euthanasia debate. Students will need to have an open
mind and a willingness to have some of their preconceptions challenged.

Assessment: Students will complete an electronic, multiple choice test in the first lesson of term. They will then complete the same
Stretch and Challenge: test in the final lesson of term. The higher score in the second test will give the students and the school an accurate
marker of their learning progress.

Many of the ideas students will encounter in this course are ideas that have challenged humans since we first became
conscious. The ideas themselves stretch and challenge our students. Also, there will always be a ‘Stretch and
Challenge’ learning intention on the first lesson slide; teachers will ask targeted questions based on prior learning
attainment; the lessons also incorporate higher learning skills, like ‘synthesis’, via tasks such as writing a Haiku about
the content of that lesson.

Maths

Topics: Foundation Higher
Unit 1 - Number Unit 1 - Number

Knowledge: ● Integers and place value ● Calculations, checking and rounding
● Decimals ● Indices, roots, reciprocals and hierarchy of operations
● Indices, powers and roots ● Factors, multiples, primes
● Factors, multiples and primes ● Standard form and surds

Students will also complete a Weekly Skills Check Students will also complete a Weekly Skills Check designed to
designed to consolidate essential Maths skills consolidate essential Maths skills

Assessment: ● Skills Check Assessment in the penultimate ● Skills Check Assessment in the penultimate week of
week of term term

● Unit Assessment in the last week of term ● Unit Assessment in the last week of term

Stretch and Challenge: ● Use Corbett Maths 5-a-day to work through 5 ● Use Corbett Maths 5-a-day to work through 5
questions from a range of topics. Students questions from a range of topics. Students should
should access Foundation or Foundation Plus access Higher or Higher Plus questions.
questions.
● Use Dr Frost online to practise exam-style questions.
These slides show how students can search for
questions.

Topics: Media Studies

Introduction to Media Studies - an introduction to the four main concepts in Media Studies

Knowledge: Introduction to the theoretical framework: media language, representation, industry & audience.
Skills: analyse & compare media products, application of media theory, discursive writing to show knowledge of
Assessment: media texts & issues, pre-production skills, filming & editing skills, web design.
Stretch and Challenge:
In this unit students will study a range of media texts in brief as they are introduced to the four key concepts
at the heart of the Media curriculum. The texts chosen for the unit will reflect recent developments and trends
in the media, to ensure the content is relevant & engaging for year nine students.

Written analysis on representation of teenagers in a film trailer. Practical analysis: short film & home page for
a music artist. End of unit test.

Challenge tasks that extend thinking & learning opportunities linked to recent media texts. Use of Final Cut
software to edit. Development of practical tasks. Students will focus on writing detailed analytical points and
using media vocabulary accurately.

Modern Foreign Languages

Topics: French: Spanish:
Knowledge: Family and friends and New Technology. Family and friends and New Technology.
Assessment:
Students are working on tackling GCSE tasks in the skills Students are working on tackling GCSE tasks in the skills
of listening, speaking, reading and writing on the topics of listening, speaking, reading and writing on the topics
of family and friends and New technology. of family and friends and New technology.

Students are being assessed on a writing and translation Students are being assessed on a writing and translation
assessment. Students are going to describe a assessment. Students are going to describe a photo-card
photo-card in the target language, write a 90 words task in the target language, write a 90 words task using three
using three different tenses and opinions and translate different tenses and opinions and translate sentences
sentences from English into the target language. from English into the target language.

Stretch and Challenge: Students are going to tackle more complex vocabulary Students are going to tackle more complex vocabulary
and grammatical structures and would need to be able and grammatical structures and would need to be able to
to use them in their writing tasks in order to achieve the use them in their writing tasks in order to achieve the
highest grade. highest grade.

Topics: Music BTEC
Knowledge:
The Music Industry & Sequencing
Assessment:
Term 1 will introduce students to BTEC music through the study of the Music Industry in the UK and globally and introduce
them to Music Sequencing, a vital part of music creation.

Students will:
- Explore a variety of job roles and venues found within the music industry and discover professional attributes
amongst other considerations such as health and safety.
- Create a Sequenced performance to a brief using a variety of digital input methods including step input, real time
input, MIDI and live recording on Logic Pro X software.

Assessments in Term 1 will include:
- short, low-stakes testing such as on venues, job roles and recording studios.
- Exam-style questions based on the music industry.
- Case Studies on specific elements of the music industry including venues, recording studios and publishing houses.

Alongside an assessment based on their Sequencing Project which will take into account :
- How well their piece meets the specific brief
- How well students have used digital input methods in the creation of their projects.

Stretch and Challenge: Students are encouraged to use more complex input methods more frequently and explore sampling as well as effects
within Logic Pro X. Students are expected to dive deeper into their case studies for assessment.

Music GCSE Link to music Website

Topics: Fusions
Knowledge:
This unit will introduce students to GCSE music through arrangement, performance and listening tasks connected to
Fusions - one of four GCSE areas of study.

Students will:
- Explore a variety of styles of music from around the world through listening and appraising activities.
- Arrange a Fusion version of an existing piece of music by combining it with at least one other style of music, in
small groups.
- Perform their arrangement as an ensemble, taking instrumental technique and ensemble balance into account.

Assessment: Assessments in Term 1 will include:
Stretch and Challenge: - short, low-stakes testing such as styles of music from around the world and particular musical features associated
with them.

Alongside a final assessment based on their Fusion arrangements which will take into account :
- Composition/Arrangement: How well have musical features from the different styles been combined in this one
piece?
- Performance: Have you performed with technical accuracy, fluency and balance as part of your ensemble? Is your
part sufficiently challenging for your instrumental skill level?

Students are encouraged to add more than one additional style to their fusion arrangements, make use of more complex
features such as polyrhythms, hemiola and heterophonic textures and take a leading role within their small group.

Physical Education GCSE

Topics: Examined Assessment - Theory Non Examined Assessment Practical Theory through practical
Knowledge: Health, Fitness & Wellbeing 2 from: (alternate weeks)
Netball, Hockey, Rugby & Basketball Physical Training
Assessment:
Section includes Each sport has 5 skill areas. Warm ups & Cool Downs
Stretch and Physical, emotional and social health, Students are assessed in these through
Challenge: fitness and wellbeing isolated practices, conditioned
The consequences of a sedentary games/activities and full context (i.e. 7 v
lifestyle 7, 11 v 11 etc)
Energy use, diet, nutrition and
hydration

Students complete an end of topic Students will be awarded a band/level NA
assessment which is broken up into within which they are currently working
multiple choice questions, label at.
diagrams, complete the gaps and short
answer questions

Tasks within lessons are differentiated Students are encouraged to attend extra Students may take on a leadership role
to scaffold tasks at a level to stretch curricular clubs either in school or out of within this lesson
students school to enhance their skill level.

Physics Science Website

Topics: Chapter 1 - Conservation and Dissipation of Energy ● Understanding and recall of
Energy equations
Knowledge: ● Energy stores and Transfers
● Efficiency and Power of appliances ● Using and rearranging
Equations
Students will continue to develop their understanding of energy and energy transfer
begun in Key Stage 3. This includes development of an energy stores model and the
processes, such as forces and electrical currents, through which energy can be
transferred.
Students will learn how to measure the work done by a force acting over a distance
and how this concept can be used to analyse energy changes in gravitational stores,
through lifting and falling, and elastic potential stores during stretching using the
relevant mathematical relationships. The conservation of energy through changes in
the gravitational, kinetic, and elastic stores will also be discussed.
They will consider the dissipation of energy during transfers such as those caused by
friction or electrical heating, leading to the idea of efficiency during different energy
changes and its calculation. The concept of efficiency will then be applied to the
selection of electrical devices.
Finally, the students will learn about the rate of energy transfer in different systems
through the through the concept of power and how this power rating can be used to
determine total energy change over time.

Assessment: ● The end of term 1 written assessment will have a mixture of short and longer
exam style questions based on the knowledge and skills identified above.

Stretch and Challenge: ● Calculation sheets shared on classroom
● Higher order questions explored in class

Topics: Religious Studies GCSE
Knowledge:
Christian Beliefs
Assessment:
Stretch and Students should study the beliefs and teachings of Christianity and their basis in Christian sources of wisdom and authority.
Challenge: Key Beliefs: The nature of God; Different Christian beliefs about the afterlife and their importance, including: resurrection
and life after death; judgement, heaven and hell.
Beliefs and teachings about the incarnation and Jesus as the Son of God; the crucifixion, resurrection and ascension; sin,
including original sin; the means of salvation, including law, grace and Spirit; the role of Christ in salvation including the idea
of atonement.
Students will develop their knowledge and understanding of Christian beliefs, teachings and sources of wisdom and
authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.
Student will develop their ability to construct well-argued, well-informed, balanced and structured written arguments,
demonstrating their depth and breadth of understanding of the subject

AO1: Demonstrate knowledge and understanding of Christian beliefs// AO2: Analyse and evaluate aspects of religion and
belief, including their significance and influence.
Students will be developing skills to be able to answer the 5 different exam questions styles and will have frequent quizzing
and formative assessments to check understanding of content and develop exam technique.

Students will develop their theological skills in understanding symbolism; developing interpretation of biblical text and being
introduced to GCSE exam questions

Trilogy Combined Science Science Website

Topics: B1 - Cell structure and transport Students study the fundamental concepts of
C1 Atomic Structure Biology (cells) and Chemistry (the structure of
atoms) within the big ideas of cells and particles

Knowledge: Knowledge: Skills:
● Structure and function of cell contents. Setting up and using microscopes, making slide of onion
● Transport within and between cells. cells
● Required Practical - Microscopy Magnification equation use.
● Required Practical - Osmosis Working out total magnification for practical work.
● Pure and impure substances Converting numbers and using standard form.
● Separation techniques Recalling methods for filtration, distillation, fractional
● Structure of atoms distillation and chromatography
● History of models of the atom Calculating the number of subatomic particles
● Number of subatomic particles in different elements Interpreting chromatograms and calculating Rf values
● Chromatography required practical

Assessment: ● Required Practical PIN assessments - exam style Homework: In addition to the work on the content and
questions on chromatography and microscopy skills for this term students will also be working on the
importance of understanding and using the correct
● The end of term 1 written assessment will have a science vocabulary, units and notations.
mixture of short and longer exam style questions
based on the knowledge and skills identified above.

Stretch and Challenge: Higher complexity equation use (rearranging). Osmosis evaluation and conclusions using concentration as variable.
Evaluating different models of atoms through time
Explaining the limitations of models
The applications of chromatography

Topics: Personal Development Time
Knowledge:
Year 9 students will take part in the following activities in Term 1:
Stretch and ● Reading.
Challenge: ● Votes for Schools.
● MyACE & Mentoring
● Assemblies.

● Reading - As a mentor group, they will read through a selected novel together to help increase students’ passion for
reading and vocabulary. Do ask them what book they have chosen!

● Votes for Schools - In order to develop students’ oracy and citizenship skills we use this nationwide programme
where students discuss current national and global issues and then vote at the end. These votes are then collected
around the country and mentor groups can see how their mentor group, year group and school compare with other
young people’s views across the UK.

● MyACE & Mentoring - Students carry our reflection activities to set meaningful targets based around the Uckfield
ACEs. They they add these to their MyACE webpage. During this mentors meet with groups of students to discuss their
progress and development.

● Assemblies - Students have an assembly from SLT every week which is based on key wider learning themes built
around the Uckfield Qualities. Directors of Year also deliver an assembly every fortnight discussing key year group
information and also developing the Uckfield Qualities.

● There is an extensive Student Leadership programme available which students can apply to. This will lead to them
being either a Form Representative, a member of the College Council or a Prefect.

- Form Representatives: Meet with their Director of Year every month to lead deliver charity based projects.
- College Council: Meet with the Council every week to discuss whole College issues.
- Prefects: Meet with Sixth Form leads in specific committees to lead and deliver projects..