Year_9_Term_2_Curriculum_Website_v2

Year 9

Curriculum Overview
Term 2

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

Term 2 and 3 is focussing on Painting

Students will revisit colour theory, as done in Year 7. They will develop skills in using watercolour paint and acrylics, learning about techniques in wet
and dry blending.
They will develop confidence in using acrylic paint, building up images in layers, learning how to blend, add tone, and detail.
They will develop skills in composition by looking at other artists, Kim Blair and Van Gogh, and using photography as a tool to aid composition.

Students will be introduced to the artist Kim Blair and see how she layers colour and uses visible brush-strokes to enhance an image.
They will also look at Van Gogh ‘shoe’ painting, looking specifically at the composition and directional brush-strokes
Working in Van Gogh’s style, students will produce a large scale piece based on their own photographs of shoes.

Assessment: Painting techniques - using water colour and acrylic
response/analysis of the artist Kim Blair
Photography towards composition of the final piece
Planning work for final piece - sketching up ideas
response/analysis of the artist Van Gogh
Final piece based on the artist Van Gogh - a modern day interpretation of his ‘shoe’ painting

Stretch and Challenge: Students work independently on their artist interpretation selecting views to draw/photograph
They design their own composition and so the challenge is in what they select to paint
A wide variety of techniques and styles is looked at so students can challenge themselves

Outside of the classroom students can
Visit any of the London galleries - eg Tate Modern houses some Van Gogh
Sketch - keep a visual diary

Biology Science Website

Topics: B2 Cell division - In this chapter, students will learn about the process of cell division and after finishing the chapter should be able to describe the
three overall stages of the cell cycle. Students will develop an understanding of mitosis as a stage within the cell cycle, but do not need to know about
Knowledge: the different phases of the mitosis stage. They should be able to state the genetic material in the nucleus is doubled before the cell divides into two.
Assessment: Along with cell division, students will study cell differentiation, and students should be able to make connections between cell differentiation and the
Stretch and specialised cells and adaptations they studied in Chapter B1 Cell structure and transport. Students will also learn that stem cells are undifferentiated
Challenge: cells that have the potential to become a specialised cell within an organism. Students should be able to describe some potential uses of stem cells, as
well as the disadvantages and objections to the use of stem cells, particularly in relation to medical treatments.
B3 Organisation and the digestive system - In this chapter, students will learn about the principles of organisation. Define a tissue, an organ, and
an organ system. They will study the human digestive system as an organ system in which several organs work together to digest and absorb food,
breaking down large insoluble molecules so they can be absorbed into the bloodstream. In studying chemical digestion, students should recognise
carbohydrates, proteins, and lipids as large molecules that need to be digested, and be able to name the molecules they are broken down into. They
should be familiar with the enzymes that digest carbohydrates, proteins, and lipids, along with the sites of production of these enzymes in the digestive
system. Understand that enzymes are proteins with a specific shape including the active site. They should recall the lock and key model and be able to
define enzymes as biological catalysts that are reused after each reaction. Students will study the effect of high temperature and extremes of pH on
enzymes in changing the active site, which denatures the enzyme. They should be aware of how each part of the digestive system is adapted to
provide an optimum pH for each enzyme, including the role of bile in the small intestine.

Knowledge: Skills:
Mitosis and the cell cycle. Stem cells, their origins and uses. Ethics Required practicals: Subjective colour evaluations, measuring accurately,
associated with these. safely using glassware. Controlling variables to collect valid data,
Food testing, enzymes and digestive system structure and function. measuring the rate of reaction linked to iodine indicator results
Factors affecting the rate of enzyme controlled reactions. Maths: rates of reaction graphs

Required Practical PIN assessments - exam style questions on food tests and enzymes practicals
The end of term 2 written assessment will have a mixture of multiple choice questions and longer answer questions based on the
knowledge and skills identified above and on topics from previous terms.

Stem cell evaluation and ethical issues.
Other factors affecting rate of enzyme controlled reactions beyond the RP
(pH)

Chemistry Science Website

Topics: C14 Using the Earth’s resources - In this topic, students will learn about the difference between finite and renewable
Knowledge: resources. It is important that students understand that renewable resources are not an infinite supply, but are replaceable at
a rate similar to the rate they are used up, whereas finite resources are used up faster than they can be replenished.
Students understanding of finite and renewable resources should be applied to the need to reuse and recycle, and they
should be able to describe and evaluate ways of reducing the use of finite resources, and carry out life cycle assessments on
products. Students then looked at specific resources that we use, including water and metals (in particular copper). Students
should be able to describe the different ways that water is treated, both to create potable (drinkable) water and to remove
waste products so it is safe to release into the environment. Students will also review metal-ore extraction.

● Finite and infinite resources Skills
● Water purification and wastewater treatment Creating an Life Cycle Assessment for a product
● Life cycle assessments (LCA)
● Extracting metals from metal ores

Assessment: Required Practical PIN assessment - exam style questions on water purification
The end of term 2 written assessment will have a mixture of multiple choice questions and longer answer questions based on
the knowledge and skills identified above and on topics from previous terms.

Stretch and Challenge: ● Explain the challenges of water use in the world
today and how nations with limited water can get
more.

● Evaluate the use of LCAs

Computer Science Computer Science Website

Topics: Algorithm Design Data Representation
Knowledge:
● What is an algorithm? ● An introduction to binary
Assessment: ● Designing algorithms: flowcharts ● Conversion of numbers to and from binary
Stretch and Challenge: ● Designing algorithms: pseudocode ● Binary addition
● Planning program code ● Binary shifts
● Check digits
End of unit test ● Introduction to data representation and

character sets
● Bitmap images
● Digital sound

End of unit test

Extension Activities all on course website. Extension Activities all on course website.

Topics: Design & Technology Design & Technology Website
Knowledge:
NEA preparation - Space to Earth Challenge. This challenge explores SMART and Modern materials and ways in
which to utilise them.

Assessment: Students are given deadlines throughout their projects. Work is assessed and feedback given.
There are theory tests on Smart and modern materials
Stretch and The topic will have a final assessment. Students will be expected to present all the evidence from experiments carried out.
Challenge: They will have design sheets and a clearly explained and well presented final solution.

Students are introduced to the assessment criteria and are taught how to navigate through it to ensure they meet their desired
grade.
- Revision booklets created for trial exams
- Applying theory knowledge to coursework/practical lessons e.g. properties of materials
- Extending drawing skills - CAD drawing, isometric, exploded, orthographic
- Targeted classroom questioning

Drama

Topic: Comedy Genres

Knowledge: This unit is a very fun and active scheme of work as it allows students to explore the genre of a comedy, looking at the history and
conventions of this form.
Students will develop their sensitivity and appropriateness when responding to a given stimulus, understanding how to create
comedy. Throughout this term they will explore the use of slapstick and develop their script writing skills. In addition this unit
supports the exploration of a live theatre production, which is currently ‘One Man and Two Governors’. Within lessons students will
further develop their understanding of a farce in order to realise this style in performance, using ideas seen on stage to develop
their devised work. Alongside this students will also develop their ability to evaluate the acting watched, assessing both the vocal
and physical skills used in order to communicate meaning.

Assessment: Within this unit students are assessed on their final performance, whereby they have to develop their own piece of melodrama,
exploring how key theatrical skills will create comedy. Students will continue to develop their knowledge of how to review a live
theatre performance, extending their knowledge of key command words in order to produce a written essay.

Stretch and Students are encouraged to take on the role of a director in order to develop their leadership skills. Students are actively
Challenge: encouraged to develop their terminology by leading class discussion and starter activities.

Economics

Topics: 2.4 Price 2.2 Price Elasticity of Demand
Knowledge: 2.3 Price Elasticity of Supply

Assessment: ● Equilibrium price and quantity - What happens ● Price elasticity of demand & factors affecting
Stretch and Challenge: when supply meets demand? PED - How responsive are consumers to the
change in price? Are goods inelastic or elastic?
● Determination of price - How much are
customers willing to pay for a product? ● Calculate and interpret PED figures - Using a
simple calculation to ascertain inelastic or
● Allocation of resources elastic goods
● Market forces
● Price elasticity of supply
● Knowledge Test ● Factors affecting PES
● PIN TEST ● Calculate and interpret PES figures
● Quizlet
● Graphs to demonstrate concept ● Drawing of graphs
● Knowledge Test
● PIN test
● Peer powerpoint

● What were Adam Smith’s views on market ● Which is better for a firm (elastic or inelastic)
forces? and why?

● Show revenue on a demand and supply ● Referring to PED, assess the impact of an
diagram. increase in price for Tetley tea bags on their
revenue?

Engineering BTEC Engineering BTEC Website

Topics: Toolbox Theory
Knowledge:
Tools and Equipment and where to find them Understanding the local engineering companies and
Assessment: Health and Safety in Workshop which sector they fit into.
Stretch and Challenge: Measuring and marking steel Developing the role of the apprentice and how to train
Shearing, bending, drilling, sawing, filing, deburring up to work in an engineering company
Spot welding Introduction to Apprenticeships, Work Experience and
Job Application
Cutting and folding metal accurately
Tools and Equipment Quiz Writing a CV and letter of application
H&S Quiz

Precisely marking and cutting metal Extension tasks on notes
Folding a right angle with precision Extension homework tasks
Teaching others the processes
Extension tasks on tools and equipment Slides

Engineering GCSE Engineering GCSE Website

Project Toolbox & Scriber
Content
Knowledge and Understanding Skills
● Heat Treatment of high carbon steel ● Use of the hearth
● Surface finishing processes for steel ● Forging metal
● Design and make the toolbox handle ● Hardening & tempering steel
● Mechanical fixings (rivets and threaded ● Riveting
fasteners) ● Isometric drawing
● Use of CAD and laser cutter to make stencils

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

● Heat Treatment of HC steels & Quality of forged Scriber
● Handle design & Handle manufacture
● Quality of toolbox finish

- 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: The Writer’s Craft

Knowledge: In this unit, students explore extracts from a range of literature as they study the writer’s craft. We consider how Golding
introduces his engaging characters in ‘Lord of the Flies’ and how Dickens creates powerful, emotive imagery in ‘Great
Expectations’. Students are challenged to consider the ways in which writers create use language to create surprising or
unconventional characters and to analyse techniques such as symbolism and juxtaposition. They then use these excellent
examples as models for their own writing.

The threshold concepts for this unit are:
● The function of structure in creating meanings.
● Awareness of impact / interpretation and the ways language can affect readers.
● Revision of sentence structures and how to manipulate these for effects.
● Application of narrative structures and how they can be manipulated for symbolic effect.

Assessment: Writing: students are assessed on their own descriptive and narrative writing.

Stretch and Challenge: In lessons, students are challenged to be ambitious with their language choices and inventive in their use of structure.

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.

They should also experiment with writing for different purposes and in different forms, playing around with language choices
to explore the different effects created.

There are also some excellent lessons on this topic available on the Oak National Academy website.

Topics: Food Preparation and Nutrition

Food Preparation and Nutrition Website

Unit 2 Food Safety:
Due to the importance of food safety, hygiene and its practical application this is a topic that needs to be covered
early. This is taught through the running theme of microorganisms (yeast, mould and bacteria).

Knowledge: In this topic students will look at and learn about the following
They will develop an understanding of food poisoning and how it occurs.
Assessment: How contamination of food is firstly caused and then prevented. Bacterial, physical and chemical contamination.
Stretch and Challenge: Understanding the conditions needed for microorganisms to thrive and how to control them.
Develop an understanding of the organoleptic effects microorganisms have on a range of foods, using sensory
descriptors to record their results.
Theoretical knowledge on cheese, yoghurt and bread production/manufacture. Also variations within these areas.
Practical knowledge of bread production, the science behind it- gluten, kneading and fermentation.
Continue building skills in sauce making.

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. Constant verbal feedback during and after practical sessions.

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.

Topics: Geography
Knowledge:
Natural Hazards - Weather Hazards and climate change
Assessment:
Stretch and Challenge: In Term 2 we study weather hazards. We study how global atmospheric circulation affects our weather and the
world’s ecosystems. We then go on to look at how tropical storms are formed and how they affect many countries
around the world. We will study how weather hazards are affecting the UK and then focus on climate change and
how this is affecting our word. We will also evaluate the strategies that the world are using to combat climate
change.

The written assessment has a mixture of 2, 4 and 9 mark questions. Students are able to practice exam style
questions, in this particular assessment they will focus on describing, explaining and evaluating the causes, effects
and responses to weather hazards and climate change.

Students will be regularly challenged throughout this unit as they will have to consider the impact of different
weather hazards in rich and poor countries, as well as considering the very different challenges that different
countries faced. They will also need to understand the fundamental differences of climate change and global
warming to understand how the world can respond to climate change. Evidence-based activities, homework and
pause lessons ensure that all students are challenged and achieve excellent results.

In this topic we explore students personal responsibility to impact change in our global world in relation to climate
issues. The power is in their hand to affect change to both locally and globally.

History

Topics: American West 1835-1895
Knowledge: The Early Settlement of the West c1835 - c1862

Assessment: The American West unit looks at the changing landscape of America, and the relationship between Settlers and Plains Indians, between
1835 and 1895.

The unit this term focuses on early settlement of the West 1835-1862. Students start by looking at the Plains Indians way of life and their
beliefs, before moving on to look at American Policy towards the Plains Indians. Students then focus on migration and early settlement -
including the different reasons why it happened and the problems encountered. Finally, students begin to look at the reasons why there
was growing conflict and tension between the settlers and Plains Indians, as well as the problems of lawlessness in the early towns and
settlements.

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 two consequences of... (8 marks)
★ Question 2: Write a narrative account analysing... (8 marks)
★ Question 3: Explain the importance of X for Y (2x8 marks).
There are also regular homeworks and smaller assessments designed to test the student’s subject knowledge.

Stretch and Students are regularly challenged throughout this unit as they will have to consider the impact of different events on the Plains Indians
Challenge: way of life, as well as considering the challenges that settlers faced when they arrived on the Plains. They need to understand the
fundamental differences between the ways of life of the Plains Indians and the settlers to understand why there was so much conflict
and tension. Many of the reasons for conflict are further explored in future units so students need to begin to identify themes that shape
this course and the relationships between the two sides.

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:
‘Living in the wider world: What do I need to be aware of?’

This unit of work is Citizenship.
Students will begin the unit by exploring what ‘Crime’ the different categories of crime and the motivations for and
consequences of criminality. The unit then moves onto focus more specifically on knife crime and county lines drugs
gangs. Students learn about the far reaching consequences of knife crime of the perpetrators; the perpetrator’s family;
bystanders; the victim and victim’s family. Students are also made aware of the county lines drugs gangs. Students will
apply knowledge taught in previous years on grooming and exploitation to understand how gangs recruit young people

Students will also investigate the impact of both legal and illegal drug use and abuse. Here, students will explore the effect
legal and illegal drug has on personal health and relationships.

Assessment: 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.

Stretch and Challenge: ● 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.

Life, Religion and Ethics - Core

Topics: Science and Religion

Knowledge: ● What is Science and what is the purpose of Science?
● What is Religion and what is the purpose of Religion?
Assessment: ● Truth, proof, certainty and faith
Stretch and Challenge: ● The Universe
● Evolution and Intelligent Design
● The point of life - a variety of views

In the second instalment of ‘Life, Religion and Ethics’ in Year 9, students will investigate the relationship between
Science and Religion. Students will explore some of the big scientific and religious ideas that attempt to answer
fundamental questions about life, the Universe and everything. It is important that students are made aware that
science and religion are not necessarily always in conflict but also are made aware of the fundamental differences.
Students will use prior knowledge of the Abrahmic faiths as well as what they have learnt in science lessons.
Students will need to have an open mind and a willingness to have some of their preconceptions challenged.

Students will complete an electronic, multiple choice test in the first lesson of term. They will then complete the
same 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
Knowledge: Unit 2 - Algebra Unit 2 - Algebra

Assessment: ● Algebra: the basics ● Algebra: the basics
● Expanding and factorising single brackets ● Setting up, rearranging and solving equation
● Expressions and substitution into formulae ● Sequences

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

● Skills Check Assessment in the penultimate week of ● Skills Check Assessment in the penultimate 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 should questions from a range of topics. Students should
access Foundation or Foundation Plus questions. access Higher or Higher Plus questions.

● Use Dr Frost online to practise exam-style questions.
These slides show how students can search for
questions.

Topics: Media Studies
Knowledge:
Magazines & Black Panther
Assessment:
Stretch and Challenge: Detailed study of magazine front covers. Focus texts: GQ & Pride magazines.
This unit covers two areas of the theoretical framework of Media Studies: Media Language & Representation.
Within this unit students will explore how both gender & ethnicity are represented on contemporary magazine
covers. Students will consider the impact of these representations on the target audience of the magazines on
contemporary attitudes to gender & ethnicity in Britain.

A brief unit based on the film Black Panther will follow the magazine unit. This unit will focus on exploring the
impact & power of the representations of people & places within the film, considering why the text is important
for modern audiences. Analysis of this film will also be linked to the historical legacy of colonialism & the Black
Lives Matter movement.

Skills: analyse & compare media products, application of media theory, discursive writing to show knowledge of
media texts & issues, construct & develop a line of reasoning.

Written comparison of the representation of gender on two magazine front covers.

Look at the creation/challenge of BAME stereotypes across contemporary British magazines. Students will apply
their knowledge of magazines to analysis of unseen examples in class.

Modern Foreign Languages

Topics: French: Spanish:
Knowledge: Free-time activities and Customs and Festivals. Free-time activities and Customs and Festivals.

Students are working on tackling GCSE tasks in the Students are working on tackling GCSE tasks in the
skills of listening, speaking, reading and writing on the skills of listening, speaking, reading and writing on the
topics of Free-time activities and Customs and Festivals. topics of Free-time activities and Customs and Festivals.

Assessment: Students are being assessed on a reading and a Students are being assessed on a reading and a
Stretch and Challenge: translation assessment on this topic. Students are going translation assessment on this topic. Students are going
to answer in English but also in target language. to answer in English but also in target language.

The Speaking assessment requires the ability to The Speaking assessment requires the ability to
respond on the spot to different questions and to respond on the spot to different questions and to
answer with grammatical accuracy and good answer with grammatical accuracy and good
pronunciation to ensure that communication takes pronunciation to ensure that communication takes
place. place.
Students are learning about festivals in France and are Students are learning about festivals in Spain and are
comparing similarities and differences with the festivals comparing similarities and differences with the festivals
we have in England. we have in England.

Topics: Music BTEC
Knowledge:
The Music Industry & Sequencing

Students will continue with their sequencing projects and look at evidence gathering in particular as part of this unit.

Students will:
- Enhance their sequencing projects and learn how to evidence their work to support the BTEC criteria.
- 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.

Assessment: Assessments in Term 2 will include:
- short, low-stakes testing such as on venues, job roles and record companies.
- 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 think about how job roles relate with each other and expand their answers by giving more
explicit examples in the Music Industry. Students are expected to enhance their sequencing tracks by using mixing
techniques such as EQ, automation and FX.

Music GCSE Link to music website

Topics: Key Skills

Knowledge: This unit will further enhance students’ pre-existing knowledge of music to support them through their GCSE. This will be
Assessment: based around notation and instruments of the orchestra.

Students will:
- Develop their knowledge of basic music rhythmic and staff notation in treble and bass clef and key musical
terminology.
- Enhance their knowledge of instruments, how they are used and what they sound like.
- Compose character leitmotifs using GCSE appropriate software such as Sibelius Ultimate and Logic.

Assessments in Term 2 will include:
- short, low-stakes testing such as identifying instruments and knowledge of rhythmic and staff notation and key
musical vocabulary.
- GCSE essay-style writing based on Prokofiev’s Peter and the Wolf

Alongside a final assessment based on their character leitmotif compositions which will take into account:
- Composition: Use of melody and accompaniment styles, the elements of music and instrumental timbres to create
effective character motifs.

Stretch and Challenge: Students are expected to build on their pre-existing knowledge and will be encouraged to explore alto and tenor clefs, more
complex time signatures and be introduced to more complex music terminology. Through composition students will be
encouraged to use more complex musical features and extend their compositions through the use of structural devices as
well as create an effective accompaniment.

Physical Education GCSE

Topics: Examined Assessment Non Examined Assessment Theory through practical
Theory Practical (alternate weeks)
Knowledge: Applied Anatomy and Physiology 2 from: Physical Training
Rugby, Basketball, Football &
Assessment: Section includes Badminton
The structure and function of the
Stretch and musculoskeletal system Each sport has 5 skill areas. Types of training
Challenge: Students are assessed in these through Fitness Testing
isolated practices, conditioned
games/activities and full context (i.e. 7
v 7, 11 v 11 etc)

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

Physics Science Website

Topics: Chapter 3 - Energy Resources
Knowledge:
● Renewable Energy ● Discuss the advantages
Assessment: ● Energy Resources ● and disadvantages of
● Energy Issues Renewable Energy
Data analysis
Students will examine the different sources of energy that are used to generate electricity
or provide heating for homes. They will consider the effect of the production and use of
biofuels on the environment along with the concept of carbon-neutrality before outlining
the use of nuclear power in comparison to fossil fuels.
Student will describe and evaluate renewable resources such as wave power, wind power,
hydroelectricity and tidal technology and how these can be used to generate electricity in
specific locations. In addition, students will describe the operation of geothermal power
stations and their links to radioactive decay. The principles of solar cells and both small-
scale and large-scale solar heating systems have been outlined.
The students will compare all of the energy resources in terms of local environmental
impacts such as pollution and global environment impacts such as acid rain and
contribution to global warming. Finally, the students will describe how the different
resources could be applied in combination to meet the base load and changing energy
demands throughout a single day before finally considering the capital costs and operating
cost over the operational lifetime of the resource.

The end of term 2 written assessment will have a mixture of multiple choice questions and longer answer questions based
on the knowledge and skills identified above and on topics from previous terms.

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

Topics: Religious Studies GCSE
Knowledge:
Sikhism Beliefs
Assessment:
Stretch and Students should study the beliefs and teachings of Sikhism and their basis in Sikhism sources of wisdom and authority.
Challenge: Key Beliefs: The nature of God; The nature of human life as an opportunity to unite with God; Beliefs in karma and rebirth, and
the aim of mukti; The five stages of liberation and barriers to mukti; The importance of being gurmukh. As well as belief in the
oneness of humanity and in the equality of all, including complete equality of women with men and Sewa

Students will develop their knowledge and understanding of Sikh 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. Students 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 Sikh 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 Science Science Website

Topics: C10 Analysis Students study the earth’s atmosphere, resources and
C14 Using the Earth’s resources how to test for specific gases within the big idea of
C13 The Earth’s atmosphere particles and interdependence. They also look at how
B2 Cell division cells multiply by mitosis within the big idea of cells.

Knowledge: ● Water purification and treatment Skills:
● Life cycle assessments (LCA)
● Metal ores Creating an Life cycle assessment for a product
● History of the Earth’s atmosphere Explaining where different gases in the atmosphere came from
● Gas tests Recalling tests for hydrogen, oxygen, carbon dioxide and
● Mitosis and the cell cycle. chlorine gas
● Stem cells, their origins and uses.
● Ethics associated with these. Homework: In addition to the work on the content and skills for
this term students will also be working on the development of
Assessment: Required Practical PIN assessments - exam style questions on scientific thinking, looking at how ideas and theories change
water purification and osmosis practicals based on the latest evidence. They will review the limitations of
The end of term 2 written assessment will have a mixture of the models use to explain scientific phenomena.
multiple choice questions and longer answer questions based on
the knowledge and skills identified above and on topics from
previous terms.

Stretch and ● Explain the challenges of water use
Challenge: ● Evaluate the use of LCAs
● Evaluate our evidence for theories of the atmosphere
● Stem cell evaluation and ethical issues.

Topics: Personal Development Time
Knowledge:
Year 9 students will take part in the following activities in term 2:
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..