Year 9 Curriculum Booklet

Year 9 Curriculum Overview Welcome to the curriculum engagement booklet for 2023-24. Here you will find an overview of what yourchild(ren) will be studying in all subjects this year, both in terms of national curricula and potential areas forextension. I hope you will find many stimulating ideas for things to discuss, experiments to do and furtherreading and writing at home. An important part of year 9 is exploring new areas of all subjects without the pressure of upcoming public exams and we encourage all pupils to approach their lessons and homework with an open mind and a growth mindset. It’s most important for pupils to play an active role in all their lessons, querying things they don’t understand with their teachers and taking every opportunity to discuss ideas and to look for academic challenges that require careful thought yet are within reach with the right amount of help. Below is the outline of the curriculum for this year and those that follow. The year 9 curriculum It is recommended that at least one modern language is chosen within the 5 options. The choices available are published in the Year 9 choices booklet.

English

Mathematics

Geography

History

Philosophy, Ethics & Religion

Biology

Chemistry

Physics

Option 1

Games

Option 2

Option 3

PSHE & Emotional Wellbeing

Option 4

Option 5

PE

The year 10/11 curriculum In Years 10 and 11, the humanities and the five yYar 9 options are pared down to 4 GCSE electives which combine with English, mathematics and the three sciences to define each student’s GCSE courses (though there is scope for flexibility, depending on each individual pupil’s strengths).

English Language & Literature

Option 1

Mathematics

Option 2

Option 3

Biology

Option 4

Chemistry

Physics

Games / PE

PSHE

Middle School Additional Academic Extension Options

Subsidised extra-curricular GCSEs (Y9/10/11) Y10 study choice (1 period a week)

Italian

Japanese

Mandarin

(beginners)

(beginners)

(beginners)

Y10 Higher Project Qualification

Drama RADA certificate

ICT certifications

Ancient History (Y10)

PE internal certificate

Supervised Study

Y10 Fast-track extra-curricular Music

Please speak to the department for more details

Y11 Enrichment (Friday Week A afternoons)

Many choices… ask for more details

‘The 42’ Lecture series (lunchtimes – all years)

Weekly lectures from visiting experts

3D Art (Y10)

Y9 Aristotelian Awards

If and when questions arise over the course of this year, please don’t hesitate to contact your child’s teachers for subject-specific matters. Alternatively, your child’s tutor are always ready to answer more general questions. With best wishes for a successful year of study, Tanya Khimyak

Deputy Head (Teaching and Learning)

Ancient History Introduction Throughout the year  Our Year 9 course assumes no prior knowledge and introduces students to the great civilizations of the ancient world. We look at ancient evidence, both textual (texts are always studied in translation) and archaeological and begin the process of developing the skills that ancient historians need to be able to interpret ancient sources effectively at GCSE, A-Level and beyond. Extend: Explore the Antiquities Collection of the Fitzwilliam Museum to find supporting evidence for what we study in class. Or visit the British Museum or City of London Museum to see even more ancient artifacts.

Topic 1: The world’s first civilizations Michaelmas Term  We aim to introduce students to the oldest civilizations on earth, beginning with ancient Sumer and Akkad in modern day Iraq some five thousand years ago. Students will study a variety of peoples and places from a range of different cultures, analysing ancient evidence to find out about cities and figures from the very distant past. Extend: This is a very broad first topic and will look to cover aspects of ancient history from Mesopotamia to Egypt, India and China. In covering large frames of time across such geographical distance, we are bound to take quite a broad view. Students are encouraged to delve deeper into areas of the ancient world that interest them, taking advantage of school and departmental library resources.

The legacy of the ancient world Throughout the year  Throughout the year we hope to make pupils aware of just how much of an impression the ancient world has made on the modern world – from architecture to philosophy, from drama to science, and from politics to the writing of history. All three topics examine the cultural-political legacy of the ancient world, but from slightly different angles and perspectives. Extend: Students could consider the ways in which the ancient world is similar to the modern world – and also reflect upon the ways in which it is very different! Students might look for links between their studies in Ancient History and their studies in other subjects.

Topic 2: Politics and Society in the Classical World Michaelmas/Lent Term  We move forward from the world’s earliest civilizations to study ancient history during the Classical Period of Greece and Rome, looking particularly at the birth of democracy in Athens and the Republic in Rome. Students will study how these societies struggled to deal with inequality, developing democratic forms of government, and how far these were successful. Extend: Again, this topic is designed with future GCSE study in mind. Those interested in further reading could immerse themselves in ancient society through Michael Scott’s Ancient Worlds, Robert Harris’ Cicero trilogy, or Tom Holland’s Rubicon and Persian Fire.

Take it further Throughout the year  The course content covered in Ancient History is designed to be both broad enough to spark the general interests of all pupils, and specific enough to prepare students who are looking to continue the subject at

GCSE. The teachers in the Classics Department each have their own specialisms, and pupils are encouraged to discuss their enthusiasms and future study with any of us. Extend: Produce an entry for the national Jowett-Sendelar Essay Competition, attend meetings of the Y7-9 Classics Society “Acropolis”, sign up for the Classics trip to Greece, Rome or the Bay of Naples, and attend relevant meetings of The 42.

Topic 3: Roman Britain Summer Term  In Term 3 our attention shifts firmly to local and imperial history, as we study how Britain entered the narrative of ancient history through Roman conquest and occupation. Students will examine the pros and woes of Roman rule and a series of key figures and sites along the way from Claudius and Boudicca to Hadrian’s Wall and Roman Bath. Extend: Visit Roman Colchester (Camulodunum) or Roman St Albans (Verulamium), both key local sites in Boudicca’s Rebellion: https://www.visitcolchester.com/explore/historic-colchester/roman-colchester.aspx or https://www.stalbansmuseums.org.uk/visit/verulamium-museum Or you could join Mr Ingram on next year’s Roman Road Run or perhaps travel down the local Ermine Way.

Art Year 9 art students will explore figurative art and the human form, thinking about representation and identity. Figure, Identity & Human Form Michaelmas & Lent terms (MJW/ BDK/ CKS/ LCB/ GCH)  Formal Elements: Line, Shape and Form in figurative representation.  Contextual Studies: Studies of proportion and representation from neolithic figurative cave paintings to renaissance anatomical works by Da Vinci, the work of Jean Michel Basquiat and Keith Haring from 1980’s New York, including a visit to the ‘Visions of Ancient Egypt’ exhibition at the Sainsbury’s Centre for Visual Arts in November. Students will study how artists and designers have depicted the figure and how this links to the development of expression and identity and political thinking in contemporary society. They will also examine the development of pictograms and hieroglyphics and the graphic design work of Margaret Calvert.  Materials and Processes: Exploring drawing techniques from life and the imagination using a variety of expressive and technical methods, including digital photography. These drawings will lead to the development of etched prints. Use of mixed media for collage and painting, developing three dimensional skills in ceramics and modelling. Students will explore digital collage and layering using Adobe Photoshop in the lent term  Outcome: Independently developed along the lines of a GCSE coursework project – students will choose to create either a mixed media painting, printmaking or a three-dimensional outcome. Extend: Aside from attending the curriculum trip to the Sainsbury Centre ‘Visions of Egypt’ exhibition, students could also visit the Museum of Classical Archaeology in Cambridge or the Museum of Archaeology and Anthropology on Downing Street to record the variety of figurative representations on display.

Specimen Drawing & Figurative Sculpture Lent & Summer (MJW)  Formal Elements: Line, Tone, Form, Shape & Texture  Contextual Studies: Pupil will look at Leonardo da Vinci, Michelangelo and Ernst Haeckel. Reference work on the Royal Society of Biology website and 3D ceramic artists including Marie Prett.  Materials and Processes: Explore drawing techniques through shape and grids to develop proportion and scale. Improve understanding of gradated tone to describe 3D form. Use of colour pencils.  Outcome: An A4 or A3 Specimen style drawing and folder pages exploring and practising techniques. Extend: Work may be entered for the Nancy Rothwell Specimen drawing award. (Royal Society of Biology).

Collaborative mural work Summer (BDK)  Formal Elements: Line, colour, Shape & Texture  Contextual Studies: Pupil will look in greater detail at the street art of Keith Haring, Ryan McGuiness and Deborah Roberts  Materials and Processes: Explore large scale drawing techniques using masking tape and line. They will use digital collage and photography to explore and develop their ideas.  Outcome: a collaborative large scale mural work based in the school grounds.

Extend: pupils could develop their own graphic products related to the project – posters, book covers and mural proposals. A visit to Brick Lane to examine the development of street art

Hands & Feet Summer (GCH)  Formal Elements: Line, Contour, Tone, Proportion.  Contextual Studies: A close look at the drawing by Henry Moore and how he explores hands and feet. As well as investigating the 3D work of Auguste Rodin, Shirley Faktor and Alessandro Boezio.  Materials and Processes: Pupils will explore drawing, printing in lino as well as dry point etch, and 3D sculpting methods.  Outcome: A range of drawings that lead into a 3D outcome. Extend: Pupils will be encouraged to further develop their photographic skills by capturing interesting compositions of hands and feet and visiting museums and galleries which house related artworks.

Biology UNIT 1 - KEY BIOLOGICAL CONCEPTS

UNIT 3 - GENETICS

Usual half-term: Michaelmas 1  B1a Microscopes  B1b Plant and animal cells  B1c Specialised cells  B1d Inside bacteria

Usual half-term: Lent 2  B3a Sexual and Asexual Reproduction  B3b Meiosis  B3c DNA  B3d Protein synthesis  B3e Genetic variants and phenotypes

Extend: Compare and contrast the light and electron microscopes. Research some ways in which enzymes can be used in industry.

UNIT 2 - CELLS AND CONTROL Usual half-term: Michaelmas 2  B1e Enzymes and nutrition  B1f Testing foods  B1g Enzyme action  B1h Enzyme activity  B1i Transporting substances  B2a Mitosis Extend: Look back on your baby growth charts and see what percentiles you were on! Describe one benefit and one risk of using stem cells in medicine.

UNIT 2 - CELLS AND CONTROL Usual half-term: Lent 1  B2b Growth in animals  B2c Growth in plants  B2d Stem cells  B2e The brain  B2f Brain and spinal cord problems  B2g The Nervous System  B2h The Eye  B2i Neurotransmission speeds Extend: Research the diseases Multiple Sclerosis, Alzheimer’s disease and Parkinson’s disease – what areas of the nervous system are affected?

UNIT 3 - GENETICS Usual half-term: Summer 1  B3f Mendel  B3g Alleles  B3h Inheritance  B3i Multiple and missing alleles  B3j Gene mutations  B3k Variation Extend: Research the blood clotting pathway and the genetic diseases (for example – Haemophilia) which can lead to it malfunctioning. What can go wrong during blood cell production? Pick one condition and research it.

UNIT 9 – ECOSYSTEMS & MATERIAL CYCLES (carried on in Year 10 and Year 11) Usual half-term: Summer 2 (Year 9)  B9a – Ecosystems  B9b – Energy transfer  B9c – Abiotic factors and communities Extend: Examine some different ecosystems and discuss how the various abiotic and biotic factors affect them. Which are the most biodiverse ecosystems and how can we prove this?

Chemistry Matter and particles. Elements, Compounds and Mixtures. Michaelmas 1  Particle theory  Element, compounds and mixtures  Separation techniques Extend: Find out about more complex equipment used in a scientific laboratory. Research simple phase diagrams (e.g. for water) and their meaning.

Atomic structure and the periodic table Michaelmas 1 and 2 Fundamental particles and their properties  Isotopes  Electronic structure  Development of the modern periodic table Extend: Find out why, in reality, there are 18 electrons in the third shell and not just 8.

Bonding and structure Usual half-term: Lent 1 and Lent 2  Ionic Bonding and Properties  Covalent Bonding and Properties  Allotropes of Carbon  Metals Extend: What is graphene? How is it similar/different from other carbon allotropes? What are its uses?

Formulae and equations Usual half-term: Summer 1  Valencies and crossover rule  Charges on common ions and complex ions  Writing word and symbol equations  Assigning state symbols Extend: Practice harder equations, for a range of reaction types. Practice ionic equations.

Groups of the periodic table Usual half-term: Summer  Group 1 and Group 7 elements  Transition metals  Group 0 elements Extend: What is household bleach? How is it formed?

Computer Science Representing Numbers Usual half-term: Michaelmas 1  Be able to convert positive integers between denary, binary and hexadecimal  Know some uses of hexadecimal numbers  An introduction to doubling and halving in binary  An introduction to overflow errors Extend: Read about overflow errors on BBC Bitesize and look for news stories about problems caused by them.

Algorithms Usual half-term: Michaelmas 1  Develop algorithmic thinking  Review flow-chart representations of selection  Review flow-chart representations of repetition  Understand and use basic validation in flowcharts  Be able to complete a trace table for a dry run of a flowchart Extend: Look at nested repetition to create a multiplication table

Python Block 1 Usual half-term: Michaelmas 1  Create a variable and know the rules governing variable names  Use different data types (int, float, string) for variables  Using = for assignment to give a variable a new value  Getting input from the user with input()  Use if/elif/else for selection  Use while for condition-controlled loops (repetition) Extend: Investigate dictionaries and classes in Python

Computer Hardware Usual half-term: Michaelmas 2  Know about input and output devices  Know about primary and secondary storage in computer systems  Discover what is inside a desktop computer  Be able to describe the function of a CPU

Extend: Visit the Centre for Computing History (in Cambridge) and look at how operating systems have developed since the earliest days of home computers

Python Block 2 Usual half-term: Michaelmas 2  format numbers in strings to a certain number of decimal places  Formatting of strings using .format() to print variables  Use string methods such as .upper() and .isdigit() Extend: Investigate regular expressions: definition and syntax. Can you write a small program to demonstrate a regular expression search?

Computer Networks Usual half-term: Lent 1  Explain the advantages and disadvantages of networking stand-alone computers into a local area network  Understand that there are different network topologies, including star and mesh  Understand how files are broken down into packets for transmission  Understand that packet switching means that packets may use different routes across a network.  Understand that computers on a network can be threatened by a Cyber Attack  Understand that Cyber Security protects computers on a network  Understand that it is ethically wrong to attempt to gain unauthorizes access to a computer system, which is known as hacking.  Describe the hardware needed to connect home computers into the internet Extend: Investigate real-time web monitors for internet traffic reports. Why and when can web slow-downs occur? What web traffic management techniques are used particularly by your own ISP?

Python Block 3 Usual half-term: Lent 1  Continue with the Year 9 programming Course, with a focus on lists. Extend: Find out how to use dictionaries in Python

Data Representation: Images Usual half-term: Lent 2  Understand how images can be repre-

sented using bitmaps in binary  Understand how images can be represented using vector formats  Understand how bitmap images represent colour  Understand the effect of image size and colour depth on file size and picture quality  Understand how metadata is used to store information about how the binary data in a file should be used to interpret the file correctly  Understand how to calculate the file size of a bitmap image for a given image size and number of colours  Understand how different compression strategies can be used to compress a file Extend: Investigate which image formats are available and which of them support transparency, layers and animation?

Python Block 4 Usual half-term: Lent 2  Decomposition is used to break a problem down into smaller, easier pieces  Sub-programs are how decomposition is achieved in Python, using the def keyword  A common index variable can be used to access related data in several lists  Coding can be used to express creativity Extend: Consider buying a (cheap) Arduino compatible board or a BBC Microbit for home use. Use it to program an achievable task e.g. to play a tune / light up LEDs or

drive a motor. Getting started /project books are available online.

Python Block 5 Usual half-term: Summer 1  Tables consisting of an array of records; a record is a list with data of different types.  Data can be stored in tables to be processed by programs. Understand some of the privacy concerns with the storage of personal data  Be able to write Python code to select all records in a 2D list that meet a set of criteria using a linear search.  Validation means to meet a set of rules, and can be sued to check that input data is not wrong (but cannot check that it is right)  Know that types of validation check include presence, length, range and format, and be able to wite Python code to implement these Extend: Can you find out how to write a query that accepts a parameter? For example to find all the patient records whose surname begins with the letter provided by the user.

Internet of Things Usual half-term: Summer 1  Use sensor-based hardware to send and receive data to a web service using Python Extend: Take the JavaScript programming course on www.codecademy.com or learn more about HTML tags on w3schools.com

Summer Development Usual half-term: Summer 2  A chance to try out a GCSE-level programming task with plenty of guidance and support. OR  Create a browser-based game in Python OR  Try your hand at an Informatics Olympiad problem Extend: Try a GCSE paper 2 question

Design & Technology Skills and Materials Throughout the year Building skills and understanding leading towards lighting project and GCSE theory        

Graphics – sketching skills and projection styles Card modelling Introduction to CADCAM – laser cutter and 3D printing Sustainability Hand-tools – safe use and risk assessments Machine-tools – safe use and risk assessments Using materials – plastic/woods etc Circuit construction – flowcharts and programming the Genie microcontroller system

Extend: For Genie system: research other input output transducers and how they may be interfaced with a Genie, e.g. LCD displays, keypads, accelerometers. Play with Onshape (3D CAD), and work through advanced tutorials. Develop graphics skills and style further with more complex designs and ideas.

Let there be Light Summer Term Lighting design and make project including portfolio             

Design Process Research Skills Drawing types Designing Pencil skills Modelling Skills Working with materials (woods/plastics) Circuit Board Assembly 2D and 3D CADCAM 3D printing manufacturing Laser cutter assisted manufacture ICT skills (PowerPoint) Portfolio creation to document process

Extend: Further develop understanding of the materials and how they can be used within the project – eg layering cut pieces. Create an exploded view of the design on Onshape (3D CAD).

Drama Scripted Performance

Direction

Throughout the year  Characterisation techniques  Hot seating  Pantomime and ‘Commedia dell’Arte’  The Greek Chorus tradition  Comedy, farce and satire  Bringing a text to life (from script to performance)  Script writing  Monologues and duologues

Throughout the year  Exploring rehearsal techniques  ESU 'Performing Shakespeare' competition  Working with others  Directing short scenes and plays  Teamwork and presentations  Study of direction practitioners

Extend: Read A Midsummer Night’s Dream and The Importance of Being Earnest. Write a short play inspired by one of the genres covered

Technical

Devising and Techniques Throughout the year  Drama games, team building and improvisation techniques  Audience awareness  Breathing and vocal projection  Language and dialect  Facial expression and gesture; body language  Physical theatre and non-naturalistic drama  Using dance and movement to tell stories  Mime  Tension; slow and fast motion  Emotional memories and flashback  Stand-up comedy Extend: Keep a written journal of progress. Devise a new Drama game or comedy routine. Practise mime and other techniques – leading to a short performance

Design Throughout the year  Mask work  Puppets  Stage design  Make-up for the stage Extend: Put theory into practice and produce materials from own designs: a mask / a puppet / a stage design / make-up. Design a stage setting for one of the texts being studied

Extend: Research theatrical history at the Perse School / in Cambridge / in London. Choose a short play to cast and direct with your peers.

Throughout the year  Sound and sound effects  Creating a soundtrack  Drama history and styles  Costume and make-up  Properties  Lighting and projected images/effects  Theatrical technical terms Extend: Research celebrated dramatists (eg. Shakespeare / Wilde). Join the Technical Theatre Company for a School production. Design costumes for a School production

Professional Links Throughout the year  Visit professional performances in Cambridge and/or London.  Stage combat workshop  Blood Brothers workshop  Lighting workshop  Studying publicity and promotional media Extend: Attend School theatre trips and visit other productions in Cambridge / London- where possible. Audition for opportunities via external agencies (e.g. National Youth Theatre)

English Literary Study Throughout the year ‘A shrewd and fluent independent reader; responsive to literature’ Set texts could include some of the following:  Prose – Of Mice and Men (Steinbeck) and Spies (Michael Frayn)  Poetry – poems from Duffy, Armitage, Angelou and more  Drama – the works of William Shakespeare Extension texts: Prose – The Catcher in the Rye by J D Salinger or Animal Farm by George Orwell; Drama – Face: The Play by Benjamin Zephaniah.

Writing Throughout the year ‘A confident writer’  Genres covered include: Close textual analysis; creative writing; writing in role; descriptive writing; poetry; summary and synopsis; projects; advertising; persuasive and emotive writing; creating tension; blogging; journal; objective and subjective. Extend: Enter a writing competition (internal and external – see SharePoint). Contribute to school Creative Writing Anthologies. Enter the Cambridge poetry competition

Speaking and Listening; Drama Throughout the year ‘An effective speaker and listener; a participant in dramatic activities’  Students develop: clarity and confidence to convey a point of view or information; use of talk to explore, create, question and revise ideas; the ability to work effectively with others in a range of roles; having a varied repertoire of styles.  Activities include: learning a poem by heart; debates, speeches and questioning; hot-seating; script writing and performance; soundscape; ‘making’, ‘performing’, ‘responding’ and ‘directing’; dramatic set texts are performed in class. Extend: Learn a poem for the Poetry by Heart competition; enter debating and public speaking competitions (internal and external). Audition for the Middle School Play, MS Drama Company; Perse Players production. Take part in theatre trips and Drama Field Day

Literacy Throughout the year Material is covered at:  ‘word’ (including spelling and vocabulary),  ‘sentence’ (including parts of speech and punctuation), and  ‘text’ levels to ensure that basic aspects of literacy are in place to support learning in English and across the curriculum. Extend: Join Spelling Club; enter spelling competitions (see SharePoint). Complete Literacy tasks available on SharePoint

Preparation for GCSE Throughout the year  Reading; Writing; Literary Study  Extended response; language; summary  Informative/analytical/argumentative writing  Descriptive/narrative writing  Response to a text  Literature: texts and techniques at Key Stage 4  Essay planning and writing; ‘Point, Evidence, Explain’ and other structures Extend: Read extensively from the Middle School reading list. Complete practice tasks available on SharePoint

Research and Linguistics Throughout the year ‘Familiar with basic techniques related to Media, Information and Communications and Technology, and Linguistics’     

Accent, dialect and slang Cultural, historical and literary background; literary heritage Use of the Library Using Prezi Marketing project

Extend: Attend Library author visits. Join a local Library and keep in touch with other events such as the Cambridge Literary Festival. Construct a presentation about an aspect of Linguistics

French Personal descriptions Usual half-term: Michaelmas 1 Students learn to introduce and describe themselves, their family and their friends Key grammar: Adjectival agreements, comparatives, possessive adjectives, numbers and dates, present tense (including reflexives, être and avoir), formation of questions, emphatic and direct object pronouns Extend: Research and describe a famous French person / read an extract from L’Etranger and write a character sketch

Free time Usual half-term: Michaelmas 2 Students learn to talk about sports, hobbies and shopping. They also find out about famous Francophone sportspeople and sporting events. Key grammar: Verb faire, perfect tense and perfect infinitive, use of opinion verbs + noun / infinitive, infinitives as nouns, use of depuis, prepositions à and de, y/en, formation of questions Extend: Watch a Francophone sporting event on TV / learn sport-specific vocabulary

Food Usual half-term: Lent 1 Students learn to talk about food preferences and meals and practise useful language for buying food and eating out. Key grammar: Present tense of prendre and boire, nouns (genders/plurals), articles, quantities, near future Extend: Research typical dishes in Francophone countries / try, or better still make, a French or Francophone dish

Festivals, customs and celebrations Usual half-term: Lent 2 Students learn to talk about traditions and celebrations that are important to them and how they celebrate these. They also explore Francophone traditions and customs Key grammar: Present tense of recevoir, ouvrir, offrir, nouns (genders and plurals), pour + infinitive Extend: Research a French celebration e.g. Bastille Day, Cannes film festival, Rock en Seine, Nice Carnival

School and work Usual half-term: Summer 1 and 2 Students learn to talk about school life and their plans for future study and work. Key grammar: Simple future tense, infinitive structures, feminine forms of nouns, negatives Extend: Watch a film about school in France e.g. Les choristes, Au revoir les enfants, Etre et avoir /

Geography Tectonic Hazards (Part 1)    

Structure of the Earth Plate Boundaries Where and why do volcanoes and earthquakes occur? Contemporary case studies of earthquakes and tsunamis

Extend: What will the earth look like in the future as the plates continue to shift? Use a world map to plot where the plates will be and explore what impact this might have on people and ecosystems. Watch BBC’s ‘Earth: Power of the Planet’. Research a tectonic disaster somewhere around the world; or compare the impacts and management of two disasters in countries of differing levels of development.

Tectonic Hazards (Part 2)  Managing tectonic hazards  Contemporary case studies of volcanic eruptions  Why do people live in tectonically active zones Extend: Where will the next mega Tsunami be? Find out about the potential for a deadly Tsunami – Canary Islands that could affect the UK http://www.rense.com/general56/tsu.htm create a warning poster / leaflet explaining the risks.

People of the UK       

UK trade: an overview of imports and exports Inequality and diversity in the UK Causes and consequences of development within the UK The UK’s changing population Causes and consequences of urban trends: suburbanisation, counter-urbanisation and re-urbanisation Challenges for UK cities Cambridge’s place in the UK

Extend: Visit parts of Cambridge you have not been to before. On your bike, explore some of the routes in and out of the city that you have not been. This will not only help you with your understanding of the Cambridge case study but also get you using the map skills you need for GCSE Geography.

German Introductions

School life

Usual half-term: Michaelmas 1  Introducing yourself  Numbers  Dates and birthdays  Nouns and gender  Talking about where you live  Present tense – regular verbs  The verbs ‘sein’ and ‘haben’

Usual half-term: Lent 2  Talk about subjects and uniform  Facilities  Opinions and reasons  Telling the time  Extra-curricular activities  Future plans  Modal verbs

Extend: Research genders further – are there any patterns or groups of words which take a particular gender?

Extend: Find out about the school system in Germanspeaking countries.

Personal ID and family

Usual half-term: Summer 1  Saying what you eat and drink  Talk about healthy living  Eating out  Restaurant reviews  Dative pronouns  Perfect tense (haben and sein)  Conditional

Usual half-term: Michaelmas 2  Personal ID  Family members  Describing appearance  Personality  Nominative and Accusative cases  Adjectival endings  Conjunctions: und, aber, oder, weil  Possessive adjectives  Plural nouns Extend: Research - Write a description of a famous person.

Free time Usual half-term: Lent 1  Sport  Hobbies  Music  Famous people  Life online  Weekend and holiday plans  Irregular verbs  Comparative and superlative Extend: Find out about recreational habits in Germanspeaking countries

Food and drink

Extend: Find out about typical eating habits in Germanspeaking countries.

Creative projects Usual half-term: Summer 2  German writers – German fairy-tales  Plan and act out a restaurant/café scene  Research a German-speaking city/famous person/event and present to the rest of the class  Prepare a presentation on dream house/holiday/school/town  Revision and incorporation of all key tenses and structures Extend: independent research project outside the areas mentioned above.

Gratin Introduction Throughout the year  Pupils taking the Year 9 Gratin course will study both Greek and Latin throughout the year. Pupils will use Book 1 of John Taylor’s Greek to GCSE course and Book 2 of de Romanis. The pace of study is regulated to fit with the experience and ability of the group and the individuals within it, from beginners to those who have already studied some Greek (it is expected all students will have studied Latin beforehand). All pupils will have reached the same stage by the end of the year so that they are ready to embark upon the GCSE course in both languages, in Year 10. Extend: Pupils who have studied Greek before will be offered extension work through the Athenaze text book and other resources. Attend meetings of the year 7-9 Classics Society “Acropolis”.

Language and Vocabulary Throughout the year  The primary focus of the course is the study of both ancient languages. By the end of the year pupils will have developed a good understanding of the basics of Greek grammar and syntax (which will be further developed during the Year 10 course), as well as established a greater understanding of Latin. Time is spent translating Greek and Latin stories into English as well as English sentences into Greek and Latin. Regular vocabulary learning is an essential part of study for both languages. Extend: What English words are derived from the Greek/Latin words learned during Year 9? Are there similarities between Greek/Latin words and words in other ancient or modern languages?

Culture Throughout the year  The reading passages are studied not only for their language and literary qualities, but also with a view to the cultural context of the originals. Year 9 will include a brief introduction to the poetry of Homer and the heroic age, the campaigns of Alexander, and the Athenian drama festivals where the comedies of Aristophanes were originally produced, as well as the Sophists and Socrates. From a Latin perspective, a broad history of Rome is the focus: from the Monarchy to the Republic and eventual Principate, with more indepth exploration into the Late Republic and relations between Egypt and Rome. Special focus is given to the relationships between Julius Caesar, Mark Antony and a certain Cleopatra. Extend: Read some Greek or Roman literature in translation, for example the Odyssey of Homer, Aeneid of Virgil, plays of Aristophanes (e.g. Frogs), or perhaps a bit of history from Tacitus.

Greek and Latin as spoken languages  Passages are always read aloud before they are translated to reinforce awareness that Classical Greek was a spoken language; hearing the rhythms of Greek sentences also helps to draw attention to the structures and nuances of the language. Extend: Take part in the local Classical Association Junior Reading Competition, in either Greek or Latin. Sign up for the Classics trip to either Greece or Rome.

The Classical Legacy Throughout the year  Throughout the year we hope to make pupils aware of just how much of an impression the ancient world has made on the modern world – from architecture to philosophy, and from drama to the languages themselves! Extend: Explore the local Classical possibilities in Cambridge, including the collections at the Fitzwilliam Museum and Museum of Classical Archaeology, and by looking for neo-classical architecture (e.g. Downing College).

History Conflict in the Twentieth Century – Causes of The First World War Usual half-term: Michaelmas 1 Enquiry questions: • • • •

• •

What were the causes of the First World War? Why was the war not over by Christmas 1914? Why was there a stalemate on the Western Front between 1915 and 1917? What was life really like in the trenches and what motivated the soldiers to keep fighting? Why did the Allies win in 1918? What was the impact of the Treaty of Versailles on Germany?

Extend: The History Department will run a Battlefields Tour to Belgium to visit The Ypres Salient. Books such as Richard Holmes’s ‘Tommy’, Siegfried Sassoon’s ‘Memoirs of an Infantry Soldier’ and Ernst Jünger’s ‘Storm of Steel’ both offer an appreciation of the horrors of the war, whilst Vera Brittain’s ‘Testament of Youth’ (and the film) provides some comprehension of the loss and devastation felt back in Britain. Holmes’ ‘Western Front’ series, all of which are available on Planet eStream, offer a comprehensive and accessible overview of the major events that took place in Belgium and northern France. There are numerous copies of his accompanying book available to borrow from the department library.

Extend: https://www.youtube.com/watch?v=ZxpS3xyt_f U&t=44s Daid Olusoga’s book The World’s War is an excellent read. A visit to the Science Museum is also recommended: https://www.sciencemuseum.org.uk/objects-and-stories/war-and-medicine

Conflict in the Twentieth Century – Aftermath Usual half-term: Lent 1 Enquiry questions: • • •

The tumultuous years following the end of WW1 sees upheaval and a realignment that is the subject of much historical debate.

Conflict in the Twentieth Century – The Second World War Usual half-term: Lent 2 Enquiry questions: • •

Conflict in the Twentieth Century – Course of The First World War

•

Usual half-term: Michaelmas 2 Enquiry questions:

•

• •

What impact did WW1 have on Medicine? To what extent were the Imperial troops of World War 1 a forgotten army?

How did WW1 lead to the Russian Revolution? Did WW1 have an impact on the development of China? Why was there a General Strike in 1926?

Why did the Second World War break out in 1939? When and how did the war turn against Hitler and Germany’s allies? Why were the Normandy Landings in 1944 successful? Was the use of strategic bombing during WW2 justified?

Extend: A visit to the outstanding IWM in Duxford is highly recommended. In particular, the books of the historian Antony Beevor are great reads, including his prize-winning ‘Stalingrad’ and ‘Berlin: The Downfall’.

Latin Introduction Throughout the year  During Year 9 pupils will continue their study of Latin by working through Book 2 of de Romanis. Teachers will ensure that each pupil engages with work appropriate to their prior experience of Latin so that all pupils have reached the same stage as they move into Year 10 and the formal start of the GCSE course. Some time during Year 9 will also be devoted to translating English sentences into Latin. Extend: Attend meetings of the year 7-9 Classics Society “Acropolis”.

Language and Vocabulary Throughout the year  The primary focus of the course is developing language skills and by the end of the year pupils will have encountered most of the sentence types and grammatical features that need to be known for GCSE. Regular vocabulary learning is an essential part of study, and pupils and parents may find it helpful to use the online Quizlet sets available for de Romanis: de_romanis | Quizlet Extend: What English words are derived from the Latin words learned during Year 9? Are there similarities between Latin words and words in other ancient or modern languages?

Literature Throughout the year  During the year we will see that some of the stories we read are based upon original Roman literature. We will begin to think about the range of literature once written in Latin as we encounter letters, biographies, plays and narratives. Extend: Read some Latin literature in translation. Good places to start include Virgil’s Aeneid, the letters of Pliny the Younger and the Metamorphoses of Ovid. Apply literary critical techniques to other texts you are studying, for example your reading in other languages, including English.

Civilisation Throughout the year  Although our focus during the year is on the Latin language, we will also explore several aspects of Roman civilisation. A broad history of Rome is the focus: from the Monarchy to the Republic and eventual Principate, with more in-depth exploration into the Late Republic and relations between Egypt and Rome. Special focus is given to the relationships between Julius Caesar, Mark Antony and a certain Cleopatra. Extend: Visit or investigate key Roman sites in Britain – most relevant are Bath, Hadrian’s Wall and the Museum of London. Begin exploring the importance of Egypt in Roman History, and how Cleopatra’s involvement in Roman affairs ultimately lead to the rise of the first Roman emperor: Augustus.

The Classical Legacy Throughout the year  Throughout the year we hope to make pupils aware of just how much of an impression the ancient world has made on the modern world – from architecture to philosophy, and from drama to languages themselves! Extend: Explore the local Classical possibilities in Cambridge, including the collections at the Fitzwilliam Museum and Museum of Classical Archaeology, and by looking for neo-classical architecture (e.g. Downing College).

Mandarin Introducing self and family Usual half-term: Michaelmas 1  Use basic greetings  Introduce self and family including information on birthdays and age. The following grammar will be studied:  Pronunciation of Mandarin Chinese (Understanding the romanization system of Pinyin and how to pronounce accurately)  Stroke order  Character composition  Introduction to radicals  Introduction to measure words  Question formation Extend: Begin to associate characters by radicals– Find semantic links between unseen characters and studied characters.

Introducing family continued Usual half-term: Michaelmas 2  Describe family in further detail, including nationality, appearance, personality, and pets.  Role Play: General conversation consolidation The following grammar will be studied:    

Developing understanding of question formation Developing understanding of measure words Qualifiers and quantifiers Forming comparisons

Extend: How do family values differ between China and the UK? Research China’s fomer One Child Policy – do you agree/ disagree with its principle aims?

Food and Drink Usual half-term: Lent 1  Describe food routines and mealtimes  Give opinions on different types of food and express food preferences/ dislikes  Role Play: Ordering food in a restaurant The following grammar will be studied:  Modal verbs  Introduction to Past tense  Introduction to Future tense Extend: Find out how Western eating habits have influenced Chinese culture. Explore the differences in dining etiquette between East and West/ China and the UK.

Hobbies and Free time Usual half-term: Lent 2  Describe hobbies and free time activities  Describe what you did last weekend  Describe plans for this weekend  Role Play: Inviting someone to a planned activity The following grammar will be studied:    

Modal verbs in further detail Frequency adverbs and time markers Past tense continued Future tense continued

Extend: Learn about the connect between Chinese martial art and religion. Research traditional Chinese sports and hobbies and present your findings to the class.

School Life Usual half-term: Summer 1  Tell the time  Give opinions on school subjects  Discuss and write about school timetable  Describe school uniform The following grammar will be studied:  Word order for more complex structures  This term will also focus on practice papers and students will familiarise themselves with exam criteria Extend: Have a go at some of the practice paper questions in preparation for the summer exam

School/ Project Usual half-term: Summer 2  Conclude the topic from Summer 1 the begin the project booklet:  Explore China’s Great Wall  Learn about the school system in China and the infamous Gao Kao!  Watch a film that follows a student as he takes his Gao Kao. Extend: Start to read beginner texts from the recommended websites list.

Maths GRAPHS: Straight Line Graphs Usual half-term: Michaelmas 1  Graphs of y=c, x=c, y=c  Revision of gradient  Interpretation of y=mx+c  Equation of a line given a gradient and a point or 2 points Extend: Take a look at this: http://nrich.maths.org/5610.

Graphs of Quadratic Equations Usual half-term: Summer 1  Zeros, symmetry, man/min values  Interpretation of roots Extend: If a graph has roots at (a, 0) and (b, 0), where a and b can be any numbers you choose, positive or negative, does the equation graph have to be quadratic? What if it’s not?

ALGEBRA: Solving Equations and Inequalities Usual half-term: Michaelmas 1  Construction and use of formulae  Changing the subject of a formula Extend: Find out about the Rhind Papyrus.

Simultaneous Equations Usual half-term: Michaelmas 1  Solution of two linear simultaneous equations by:  Graphical method  Elimination method Extend: Have a go at http://nrich.maths.org/5674

Algebraic Products and Factorisation Usual half-term: Michaelmas 2  Product of two brackets (𝑎 + 𝑏)2 (𝑎 − 𝑏)2  Difference of two squares  Common factors  Quadratic factorisation Extend: Give an algebraic explanation for why the method of http://www.mathcentre.ac.uk/resources/uploaded/mc-tyfactorisingquadratics-2009-1.pdf (section 5) always works.

Solving Quadratic Equations Usual half-term: Lent 2  Solution by factorisation only Extend: There are 10 girls in a mixed class. If two pupils from the class are selected at random, then the probability that both are girls is 0.15. How many boys are in the class?

Algebraic Fractions Usual half-term: Lent 2  Simplification of algebraic fractions  +,-,×,÷ algebraic fractions Extend: Algebraic fractions can be added together and subtracted easily enough, but can you reverse the process? For 8

example (x+1)(x−3) =

? x+1

+

? x−3

Quadratic Sequences Usual half-term: Summer 2  Find the nth term of a quadratic sequence Extend: Can you find the nth term of a cubic, e.g. 7, 21, 53, 109, 195?

SHAPE: Angle Properties of Circles Usual half-term: Lent 1  Arcs, sectors, segments  Angles in the same segment  Angles in a semicircle  Angle at centre of a circle  Cyclic quadrilaterals Extend: Investigate ways you could use circle theorems to evaluate the accuracy of a circle drawn by free-hand.

Trigonometry Usual half-term: Lent 1  Sine, cosine and tangent ratios  Problems to find angles and lengths (including hypotenuses)  Bearings Extend: We usually measure angles in degrees, but are there any other ways of doing so? How would trigonometry work in those measurement systems?

NUMBER: Arithmetic Usual half-term: Michaelmas 1  Fractions, decimals, indices, scientific form  Approximations: decimal places and significant figures  Range of values of a corrected number Extend: Try this set of questions: http://nrich.maths.org/7428

Percentages Usual half-term: Lent 2  % Increase and decrease  Cost price, selling price, VAT, profit  Simple and compound interest  Reverse percentages Extend: What impact has raising VAT from 17.5% to 20% had for the government? What if raising VAT has caused economic activity to decrease?

PROBABILITY: Probability Usual half-term: Lent 2  Elementary ideas on probability (equally likely outcomes)  Sample space and sample space diagram  Mutually exclusive events  Independent events  Tree diagrams Extend: Explore how probability is used in the theory related to “Schrödinger’s cat”.

Music Jig and Reel of the British Isles

Ska and Reggae

Usual half-term: Michaelmas 1  Perform a simple jig and reel  Understand primary and secondary chords  Recognise and understand compound rhythms  Recognise basic melodic structures  Compose a piece in the style of a jig

Usual half-term: Lent 2  Understand the origins of ska and reggae  Recognise the main musical features of ska and reggae  Understand the meaning of the lyrics in famous reggae songs  Sequence a reggae song

Extend: Perform the melody and accompaniment of a jig and reel. Explore the music of composers inspired by folk music.

Word-Setting Usual half-term: Michaelmas 2  Learn the basic techniques of word-setting  Set words of a seasonal text to music  Explore accompaniment styles  Learn techniques for extending compositions Extend: Add vocal harmonies to word-setting. Perform the composition.

Irregular Time Signatures Usual half-term: Michaelmas 2  Identify more unusual time signatures  Perform pieces using a 5/4 time signature Extend: Improvise melodies in 5/4. Explore the use of irregular metres in works by Stravinsky and Bartok.

Classical Minuet Usual half-term: Lent 1  Identify the main stylistic features of the Classical era  Recognise perfect and imperfect cadences  Orchestrate a simple minuet using the instruments of a Classical orchestra  Compose and orchestrate a minuet in a Classical style Extend: Analyse the harmonic structure of a Classical minuet. Perform a Classical minuet.

Extend: Compose a reggae song with extended chords, vocal harmonies and stylistic writing for the rhythm section.

Theme and Variations Usual half-term: Summer 1  Develop a melody using passing notes, auxiliary notes and harmony notes  Develop a melody by changing the rhythm, metre and tonality  Use secondary dominant progressions to reharmonise a melody Extend: Explore chord extensions to harmonise a melody in a jazz style.

Minimalism Usual half-term: Summer 2  Recognise the methods of developing an ostinato  Recognise how technology has been used in minimalist pieces  Compose a piece in a minimalist style using development techniques Extend: Explore the works of Steve Reich and Philip Glass.

Physical Education Basketball

Methods of Training

Usual half-term: Michaelmas 1  Consolidate understanding of the basic skills and techniques in basketball  Dribbling  Passing  Shooting  Develop tactical knowledge  Ball protection and triple threat  Attacking space and movement  Defensive positioning

Usual half-term: Lent 2  Know and understand the different methods of training and which sports/activities each is suitable for  Carry out training session using a method of training which will help improve performance

Extend: History of basketball, basketball club

Gymnastics Usual half-term: Michaelmas 2  Building towards vaulting  Headstands  Handstands  Cartwheels  Using the springboard  Vaulting and flight Extend: Inter class competition and links to external clubs

Badminton Usual half-term: Lent 1  Understanding of singles/doubles court  Building repertoire of shots  Backhand drive  Backhand over-head clear  Forehand drop shot  Backhand smash  Tournament style play Extend: A series of ‘did you know?’ facts, opportunity to play in a school fixture, House badminton

Extend: Fitness club, research on training methods.

Athletics Usual term: Summer  Gaining a technical understanding of a range of track and field events including:  Speed: 100m/200m  Throws: Shot Put  Jumps: Triple Jump Extend: Athletics club at lunchtimes and competing for the school as a member of the Y9 athletics team

Philosophy, Ethics & Religion What are some of the key beliefs and practices associated with Hinduism? Michaelmas Term 1  What are the key beliefs of Hinduism?  What do Hindus believe about God?  What do Hindus think about the soul and life after death?  What is the ultimate goal of Hindu life?  What principles govern Hindu life?  What should Hindus aim to do with their lives?  How do Hindu beliefs affect cultural practice? Extend: Explore attitudes to the Caste System from the Per Reseach Centre: https://www.pewresearch.org/religion/2021/06/29/attitudes-about-caste/ Find out more about Hindu deities from The British Library.

What are some of the key beliefs and practices associated with Sikhism? Michaelmas Term 2  Who was Guru Nanak?  What do Sikhs believe about 10 human gurus?  What is the Sikh Khalsa and how did it begin?  How do Khalsa Sikhs show devotion to their religion?  Why is service such an important aspect of Sikh life?  How do Sikh beliefs affect their actions in the world? Extend: Watch this video showing the story of Malik Bhago and Lalo and answer the following questions: a. In this story, the blood represents the hard labour of the people that Malik Bhago had exploited; the milk represents honesty. What alternative symbols might be used in modern society? b. How may Guru Nanak's actions have challenged people's assumptions? Do you think people make similar assumptions today? c. Guru Nanak rejected the caste system that deemed some people in society to be more important than others. Are people put into hierarchies in today's society? How could this be avoided?

How can we promote equality? Lent Term  What are protected characteristics?  How have religious figures affected racial equality?  What is the state of racism in the UK?  Should we take down states of people we don’t agree with?  What is feminism and why is it needed?  What do Christians say about gender / sex equality?  Is Christianity compatible with feminism?  What does philosophy say about feminism?  What problems might people with disabilities face?  Is disability in the body or in society?  What does Islam say about (dis)ability equality?  How can we improve equality around us?  How can we promote equality around other protected characteristics?

Extend: You will be given the opportunity to pick a protected characteristic you have not studied in class to explore further.

What can philosophy teach me about myself and the world around me? Summer Term  How do I know I am not in the Matrix?  Is there more to me than my physical self?  Do I have free will?  What can Batman teach us about philosophy?  What can The Hunger Games teach us about philosophy? Extend: Extension reading for this unit of work will be added to your OneNote.

Physics Waves, Light and Sound Usual half-term: Michaelmas 1  What are waves?  Transverse and longitudinal waves  Wave effects in optics:  Reflection, Refraction, Dispersion Extend: Rainbows: How are they formed? Gemstones: Why do diamonds show ‘fire’? Telescopes: How do different sorts of telescope work? Diffraction: how can you hear round corners but not see? Waves on strings: What is a standing wave? Tidal bore waves: how can you surf on a river? Bubbles: why are they coloured?

Waves, Light and Sound Usual half-term: Michaelmas 2  Water waves  Electromagnetic Spectrum  Sound waves Extend: How do we use the whole of the electromagnetic spectrum in astronomy? What do the different frequencies tell us? What is redshift and how does it help us measure the Age of the Universe? Noise cancelling headphones: how do these work? Tuning musical instruments: What frequency relationship defines different intervals? Why are there different tuning systems and why is each one a compromise? What are oscilloscopes and how can they be used to look at electrical signals and display waveforms?

Electricity Usual half-term: Lent 1  We focus on qualitative understanding and practical skills:  Current and potential difference  Series and parallel circuits  Definition of resistance  Characteristics of electrical components Extend: Why do we use the symbol I for current? How fast do electrons travel in a wire when there is a current? What is alternating current and why do we use it? What is resistivity and why is it a useful concept? Semiconductors: What are they and what are they used for? Which materials are semiconductors and why?

Motion and forces Usual half-term: Lent 2  Distance-time and velocity-time graphs  Definition of acceleration  Resultant force and addition of forces in 1-D  Unbalanced force causing acceleration  Freefall, air resistance and terminal velocity  Turning effect of a force  Equilibrium Extend: Do all aircraft have the same take-off speed? Why / why not? How do aeroplane wings work? A Gomboc is very special 3-D shape discovered in 2007 that can turn itself the right way up of its own accord. How? How do considerations of stability affect building design? How do fish swim?

Energy, work and power Usual half-term: Summer 1  Relationship between work and energy  Different types of energy  Energy conservation and energy transfer  Definition of power  Definition of efficiency  Energy resources  Renewable and non-renewable sources Extend: How do pendulum clocks work? Why does a ball bounce? Compare the power output of players in different sports. If no work is being done against gravity when you hold up a weight, why do you get tired? Is running on a moving treadmill physically equivalent to running in a straight line on a stationary surface? Usual half-term: Summer 1

Skills Throughout the year  Practical skills  Learning independently through research  Evaluating and referencing sources  Using experiments to test ideas  Using scientific diagrams  Analysis of experimental results  Communicating results  Using scientific terminology  Setting out calculations logically  Rearranging three variable equations  Use of SI prefixes (n, μ, m, k, M, G)  Use of standard form  Use of sin and sin-1  Use of dp (measurements) and sf (calculations)

PSHE Education Relationships Michaelmas 1  Developing safe-online skills.  Cybersafety and social media and managing the social media footprint  Online gaming and gambling – managing risk  Cybercrime awareness including the dark web and managing risk Extend: Childline has some excellent resources for young people with hints, tips, videos and suggestions to help young people stay safe online https://www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/stayingsafe-online/

Health and wellbeing Michaelmas 2  Building a healthy body image  The nature of different eating disorders and protecting against them. Extend: Visit the Dove body image website which has sections for teens and parents for more information. http://selfesteem.dove.co.uk/ The B-Eat advice service has a website for young people wanting to find out more about eating disorders http://www.b-eat.co.uk/get-help/online-community/young-people /

Healthy Relationships Lent ♦ ♦ ♦

What is consent – sexual consent and the law Understanding intimate relationships and communicating consent Consent and image sharing and the law

Extend: Blame my Brain Nicola Morgan. For more information about staying safe online pupils and parents can visit the thinkuknow website run by CEOP for videos, games and further advice. https://www.thinkuknow.co.uk/

Health and wellbeing Summer  Managing risk: alcohol  Managing risk: smoking and vaping  Managing risk personal safety and knife crime Extend: The NSPCC has some superb resources to help parents and guardians to help talk to their children about underage drinking https://www.nspcc.org.uk/keeping-children-safe/talking-drugs-alcohol/underage-drinking/

Spanish As students begin to narrow their academic focus and consider their future plans, the first half of the year 9 curriculum focuses on the final three topics of the Y7-9 programme: My future, My world and Spanish spoken here. The latter part of the year centres on extension and cultural immersion, with a practical focus on GCSE topics including gastronomy, theatre, literature, sport, art and history. This is combined with extension grammar and vocabulary to ensure all students are fully prepared to embark on the Spanish GCSE qualification and beyond.

Future plans and my world Usual half-term: Michaelmas 1  Language  Future plans and further education  Volunteering and part time jobs  Dream careers  Environmental problems  Grammar  Simple future vs immediate future  Conditional  Using a variety of tenses + intro to subjunctive  Phrases of obligation and permission  Negatives Extend: Use www.projectsabroad.co.uk to research different types of voluntary work placements in Spanish-speaking Latin America. Decide which one would interest you the most. What do you think you would learn from it, and to what extent might it benefit the local community? The Iberian lynx, the brown bear, the sturgeon and the imperial eagle are all endangered species in Spain. Find out where they live and why they are under threat. Why do you think Chile, Colombia and Mexico have such severe environmental problems? What are the consequences for the inhabitants of these countries? What could governments/the public do?

Spanish spoken here Usual half-term: Michaelmas 2  Language  Countries and festivals of Latin America  Spanish-speaking people  The importance of learning languages  Grammar  Comparatives  Adjectives  Idioms with tener  Soler  Lo and adjective Extend: Research the life and works of an internationally known author writing in Spanish, such as Carlos Ruíz Zafón, Mario Vargas Llosa or Isabel Allende.

Gastronomy and Sport Usual half-term: Lent 1 Language

 Hispanic cuisine and regional specialities: introduction to tapas and ‘el roscón de reyes’  Traditional sports: padel, pelota vasca  Literary extracts – recipes from ‘Como Agua Para Chocolate’ by Laura Esquivel Grammar    

Quantities and large numbers Imperative Comparatives/Superlatives Impersonal se

Extend: Research a traditional Hispanic sport, such as pelota vasca, bolos, lucha leonesa, charrería mexicana, and find out where and how it is played. At which sports do any two Hispanic countries particularly excel, and in which are they least successful? Why do you think this is?

Hobbies and Art Usual half-term: Lent 2  Language  Spanish traditions: from bullfighting to flamenco  Dance  Music  Contemporary Hispanic artists  Grammar  Simple and immediate future  Adjectives  Personal opinions Extend: GCSE preparation: Research the impact of illegal music downloads and consider whether singers/performers are positive role models. Research Huichol yarn art, papel picado and Day of the Dead: the significance of the skull in folk art

Literature and GCSE preparation Usual half-term: Summer 1 Language     

Analysing literature extracts Native speaker theatre production Performance review Revision and preparation for summer assessment Oral practice

Grammar  Tenses revision

Theatre and History Usual half-term: Summer 2 Language  Native speaker theatre production  Performance review  History carousel Extend: Introduction to Don Quixote, Bodas de Sangre and La Lengua de las Mariposas

Middle School Research Research, Enquiry and Scholarship at The Perse A spirit of enquiry is at the heart of a Perse education and pupils are encouraged to develop their research and investigation skills through the core curriculum and an exciting programme of research opportunities beyond the classroom. Together, these enable pupils to develop confidence in information literacy (both digital and 'traditional'), written and verbal communication skills and project management. In engaging with these opportunities pupils will see their research skills and understanding of the research process progress towards full 'university-readiness' by the end of Year 13.

In Year 12 all pupils undertake either an internal Rouse Award Research project or instead choose to complete the demanding and fulfilling EPQ (Extended Project Qualification) which is equivalent to half an A Level. Either project will assist in supporting further education course applications. In Year 10 pupils can join the HPQ (Higher Project Qualification) programme, a more formalised, externally assessed research qualification which stretches them intellectually and personally as they work towards a more developed research assignment.

In Year 9 pupils can enter the Aristotelian Award essay competition, an internally assessed 1500-word essay competition which is organised by the Research Prefects and open to internal and external students across the UK. In Year 8 pupils can work towards the Perse Project Qualification (PPQ) where they have a go at an independent research project. They will work one-to-one with a supervisor to hone their skills and ideas as they produce a 1500-word project. In Year 7 pupils have an independent study homework slot. One of the options is the PRSQ (Perse Research Skills Qualification), which is an online module course introducing and teaching key research skills as a framework to build on as they move up the school.

The Perse Research Model At The Perse students learn about the process of conducting research through The Perse Research Model (left). The Perse Research model is a 5-stage model surrounded by the continual need to reflect on the pro-cess and communicate what they have found. They learn that research is a creative but also systematic process. As students engage with the research opportunities in the school they will progress they will develop their skills at each stage in the research model. For further reading to learn about the process of research we recommend the ‘Little Quick Fix’ series on doing research, which can be found in the Rouse library.

Year 9 Perse Research essay competition In Y9 we launch The Perse Cambridge Aristotelian Award for Research, which is a research essay competition (advertised to students externally as well as internally). It is launched in the Michaelmas term where there are a range of essay titles to choose from two categories: Sciences and Arts/Humanities. Students will be expected to submit a 1500-word essay after February Half Term. Details for last year’ competition can be found here: https://www.perse.co.uk/news/2021/11/perse-launches-national-aristotelian-award-competition/ The Research Prefects shortlist the best entries, with Old Perseans deciding the winners. Up to £70 is awarded in prize money for the best entries. Details for last year’s prize winners can be found here: https://www.perse.co.uk/news/2022/04/inaugural-perse-aristotelian-award-winners-announced/

The Higher Project Qualification (HPQ) When Year 9 students select their subject options for Year 10-11, they are given the opportunity to select from a range of super-curricular extension activities, or private study. The Higher Project Qualification (HPQ), which forms one of these options, is an externally assessed research qualification completed over the duration of Year 10. The HPQ’s focus on developing and assessing the process of research as much as the final outcome means that it provides a valuable opportunity for pupils to develop higher level research and analysis skills, building on skills they will have developed in Years 7-9 through the PRSQ (Perse Research Skills Qualification), PPQ (Perse Project Qualification) and research activities undertaken within curricular lessons. In recent years, Perse pupils’ HPQs have focused on subjects as diverse as the treatment of genetic disorders, whether animals have empathy, an exploration of social media and what needs to change and the evolution of the English Language from Anglo-Saxon to Chaucer. Pupils research a subject of their choice, write-up their findings in the form of an extended essay and make a presentation to students and staff, which summarises and explains their findings.

Embedded ICT Skills Students’ digital and ICT skill development can vary depending on their own experiences and natural interest. These skills are increasingly vital however in secondary school, higher education and the workplace and we want to ensure all of our students have a solid, practical grounding. With school-issued Surface devices from Y9+, the development of students’ digital inking skills alongside their typing skills are both important.

At The Perse, Computer Science is its own subject in the main curriculum but this covers the science behind computers as opposed to the practical ICT skills. All Perse departments take responsibility for delivering ICT through their own subject-based content. Students in Years 7 and have 8 have covered previous sets of ICT skills which are available on SharePoint – Students – ICT Skills – Y7-9. ICT skills sessions will be also be completed during the year as part of formgroup tutorials for practice.

Surface and OneDrive Skills • Developing fluency with the Surface pen + keyboard • Learning to manage the Surface effectively e.g. fully turning off each night, charging & checking for windows updates • Using your school OneDrive more effectively including sharing files/folders, synching on home computers with the OneDrive app and pinning favourite folders in your OneDrive to your file open dialog in office applications.

Touch Typing  Touch typing is a very useful skill to make you more efficient in your digital work. To make progress you need to know the layout of the keyboard so that you can look at the screen.  To judge your typing speed, visit http://www.typingtest.com/ and take the 60 second test. Ultimately you should be aiming for a speed of 50+ WPM (words per minute)  To learn this essential skill, please practise using a program of your choice. We think https://www.typingclub.com does a good job. It’s free too, although a little advert heavy! Look to find some time during the Michaelmas term to assess your current level and improve it further.

OneNote • • • •

Use OneNote for full class digital workflow including digital inking and managing sections and pages Access class OneNotes from your class Teams and open them in the full application to synchronise Set images to background for annotation Annotate with typing and use ALT when dragging for precision drag/drop

Word Processing & Spreadsheets • Insert citations and generate an automatic bibliography from these • Create footnotes, endnotes and an automatic table of contents from headings • Use formulae to add additional columns to tables of data • Sorting and filtering tables • Insert & customize graphs including adding trendlines and second series of data • Copying graphs into other applications

Internet Resources Additional Year 9 skills: • Using the tools & Sora ebook store in the research area www.perse.co.uk/current/pupils/ • Finding research articles and considering reliability of web search results.

Where next? Students are also able to pursue full ICT skills certification at a time that is right for them. The Perse is a registered Certiport Centre which means that students can take Microsoft Office online certification exams on site. We recommend all students take the opportunity to complete certification in at least Word, Excel and PowerPoint during their time with us; these are free to sit as part of our annual licence program. Training can be best accessed by students enquiring at Digital Literacy Club on Thursday lunchtimes in ICT 1. The training materials can also be downloaded at home. Students choosing ICT as their Year 10 mini-elective option can also complete these during those lessons (two periods per fortnight).

Wider Reading Lists – Middle School Reading is not just a product of intellectual curiosity, but stimulates it, and all Perse pupils are encouraged to read as diverse a range of texts as possible during their time at the school. Reading can be one of life’s great pleasures, and it is important that pupils read books that they enjoy, but it is also a way of developing new interests, understandings and skills when books that may fall outside someone’s normal ‘comfort zone’ are tackled. As a general guide, pupils are encouraged to find some balance between fiction and non-fiction and to try new and different genres at some point over the course of a year. There are numerous events and activities through the school year to involve pupils in celebrating their love of reading – visiting authors, competitions and book groups to name just a few. Many of these bring together pupils from multiple year groups, but there are also many age-specific opportunities ranging from those targeted at our newest school joiners to those applying to university. All pupils are encouraged to set aside some time each week to read – even half an hour provides valuable relaxation and intellectual interest. The Rouse Library holds a wide and diverse range of books (in both traditional and now digital format) which go well beyond the subject reading lists and recommendations (although these can be a great place to start). Ms Alboni and Mrs Suman-Chauhan have a wealth of experience advising young readers and always welcome a conversation with pupils, whether seasoned library users or less confident readers. Subject teach-ers and departmental literacy coordinators can also make helpful recommendations of texts that would be at the right reading level for a particular pupil and will help them indulge their interests further. A reluctant reader is usually one who hasn’t found the right type of book yet! The following texts are a new initiative to highlight certain titles which may prove interesting or stimulating within a context of wider reading. These include a variety of types of text then including some fiction within each subject area. Whilst departments have made every effort to filter the texts listed here, please apply the usual parental judgement when selecting books for students to purchase or borrow – some books will have been included on the recommendation of others or third parties. These books can be requested at The Rouse Library. Students will also be given details on our new Sora ebook service will contain a selection of these texts to borrow that will build up over time. Dedicated e-readers (such as the Kindle) also have certain advantages over tablet/mobile reading, particularly in that that they are not typically back-lit and so are easier on the eyes. Many of the following books can also be pur-chased at reduced rates on e-book stores.

Wider Reading Lists – Middle School Ancient History, Classical Greek and Latin       

Mary Beard: Pompeii: The Life of a Roman Town Paul Cartledge: Thermopylae: the Battle that Changed the World Lindsey Davis: “Falco” series Robert Graves: I, Claudius and Claudius the God Robert Harris: Pompeii Robert Harris: Imperium, Lustrum and Dictator (“Cicero trilogy”) Valerio Massimo Manfredi: Child of a Dream, The Sands of Ammon and The Ends of the Earth (“Alexander trilogy”)  Steven Saylor: Roma and Empire  Stacy Schiff: Cleopatra: A Life  Nigel Spivey: Songs on Bronze

Art          

Wendy Beckett: The Story of Painting John Berger: Ways of Seeing Peter Dormer: The Art of the Maker E.H. Gombrich: The Story of Art Susie Hodge: 50 Art Ideas You Really Need to Know Anthony Janson: History of Art for Young People Stephen Little: Isms: Understanding Art Andy Tuohy: Great Modern Artists Phaidon: The Twentieth Century Book of Art Thames & Hudson: Van Gogh’s Letters

Biology          

Nessa Carey: The Epigenetics Revolution Kazuo Ishiguro: Never Let Me Go P.D. James: The Children of Men Nick Lane: The Vital Question David Quammen: Ebola – The Natural and Human History of a Deadly Virus Matt Ridley: Genome Alice Roberts: The Incredible Unlikeliness of Being Rebecca Skloot: The Immortal Life of Henrietta Lacks Andrew Spielman: Mosquito: A Natural History of Man’s Most Persistent and Deadly Foe Carl Zimmer: A Planet of Viruses

Chemistry  John Browne: Seven Elements that have Changed the World: Iron, Carbon, Gold, Silver, Uranium, Titanium, Silicon  Jack Challoner: The Elements  Michael Faraday: The Chemical History of a Candle  Theodore Gray: Molecules  Sam Kean: The Disappearing Spoon...and Other Extraordinary True Tales from the Periodic Table

 Mark Miodownik: Stuff Matters: The Strange Stories of the Marvellous Materials that Shape Our Man-Made World

Computer Science           

Paul Lunde: The secrets of codes Steven Levy: The Life and Times of Macintosh : the computer that changed everything Isaac Asimov: I, Robot J Clark Scott: But How Do It Know? - The Basic Principles of Computers for Everyone W Daniel Hillis: The Pattern on the Stone - The Simple Ideas That Make Computers Work Thomas Rid: Rise of The Machines Karl Beecher: Brown dogs and barbers - what's computer science all about? Sean McManus: Web Design: in easy steps Simon Singh: The code book - the science of secrecy from ancient Egypt to quantum cryptography Guy De La Bedoyere: The First Computers John MacCormick: Nine algorithms that changed the future - the ingenious ideas that drive today's computers  John Naughton: From Gutenberg to Zuckerberg - What You Really Need to Know About the Internet  Monty Karel: A gentle introduction to the art of dynamic object oriented programming in Python

Design and Technology     

Alan and Gill Bridgewater: Building Wooden Machines Mike Burrows: Bicycle Design Jack Challoner: 1001 Inventions that Changed the World Jody Duncan: The Winston Effect Rodney Peppe: Automata and Mechanical Toys

English            

J.G. Ballard: Empire of the Sun Daphne du Maurier: Rebecca Sebastian Faulks: Birdsong F. Scott Fitzgerald: The Great Gatsby Graham Greene: Brighton Rock Susan Hill: The Woman in Black Khaled Hossaini: The Kite Runner Alan Paton: Cry, the Beloved Country Meera Syal: Anita and Me Oscar Wilde: The Picture of Dorian Gray BBC - The 2023 BBC Young Writers' Award Poetry By Heart

French        

Le Blanc: Arsène Lupin Camus, L’Etranger Camus, L’Exil et le royaume Baudelaire, Le Spleen de Paris Maupassant, Contes (short stories) Exupéry: Le Petit Prince Fontaine : Selected Fables Fénéon, Nouvelles en trois lignes

 Short Stories in French Penguin Parallel Texts  Rochefort : Les petits enfants du siècle

Geography     

Joe Bennett: Where Underpants Come From Tim Butcher: Blood River Christopher Lloyd: What On Earth Happened? Mark Lynas: Six Degrees Dan Smith: The State of the World Atlas

German        

Thomas Brussig: Am kürzeren Ende der Sonnenallee Golik/Uebe: Die Abenteuer des kleinen Piraten Kästner: Emil und die Detektive Kessler: Die kleine Maus auf dem Bauerhof Langenscheidt: Anna Langenscheidt: Der Superstar Langenscheidt: Einstein und das tote Kaninchen Das große Wilhelm-Busch Album

History Reading:          

Richard J Evans: The Coming of the Third Reich J.L. Gaddis: The Cold War Robert Harris: Fatherland Frederick Kempe: Berlin 1961 Ben Macintyre: Operation Mincemeat Gary Sheffield: A Short History of the First World War Siegfried Sassoon: Memoirs of an Infantry Officer Martin Middlebrook: The First Day on the Somme Ernst Junger: Storm of Steel Michael Dobbs One minute to midnight

Other: Peter Jackson’ Film ‘They shall not grow old’ They Shall Not Grow Old - Planet eStream All things World War Two in the Podcast Home – We Have Ways of Making You Talk Podcast (wehavewayspod.com)

Mathematics         

Edwin Abbott: The Annotated Flatland : a Romance of Many Dimensions John Barrow: Mathletics – Maths in Sport Marcus Du Sautoy: The Music of the Primes Ben Goldacre: Bad Science John Haig: How to Take a Penalty: The Hidden Maths of Sport Dr Talithia Williams: Power in Numbers, The Rebel Women of Mathematics Dr Leila Schnepps: Maths on Trial Paul Hoffman: The Man Who Loved Only Numbers T.W. Korner: Calculus for the Ambitious

     

Eli Maor: 'E', The Story of a Number Katherine Johnson: Reaching for the Moon E.T. Smith: Luck: What it Means and Why it Matters Ian Stewart: Game, Set and Math : Enigmas and Conundrums Ravi Vakil: A Mathematical Mosaic Dr Vicky Neale: Closing the Gap, The Quest to Understand Prime Numbers

Music Reading ♦ ♦ ♦ ♦ ♦ ♦ ♦

Joelle Galloway: Celtic/Irish Folk Music Music-Comp: Setting Text to Music Pop Grammar: Irregular Meters and Phrases BBC: Musical Periods and Styles History.com Editors: Rastafarianism Classic FM: What are themes and variations? Megan Reich: The Story of Minimalism

Listening ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

Eileen Ivers: Crossing the Bridge Britten: 'Deo Gracias' from A Ceremony of Carols Ben Parry (arr.): Jingle Bells Mozart: 'Menuetto' from Symphony No. 40 Rachmaninov: Rhapsody on a Theme of Paganini The Police: Bring on the Night John Adams: Short Ride in a Fast Machine BBC Radio 3: Classical Mixtape

Physics          

David Bodanis: Electric Universe Melvyn Bragg: On Giants’ Shoulders Nigel Calder: Magic Universe Francis Challoner: Backroom Boys Willam Guerstelle: Adventures from the Technology Underground Paul Milo: Your Flying Car Awaits Randall Munroe: What If? Iain Murray: Bouncing Bomb Man Chad Orzel: How to Teach Quantum Physics to your Dog Russell Stannard: The Time and Space of Uncle Albert

Politics  George Orwell: 1984  George Orwell: Animal Farm  Jung Chang: Wild Swans

 Franz Kafka: The Trial  Machiavelli: The Prince  Andrew Rawnsley: The End of the Party

Philosophy, Ethics & Religion        

David Baggett: Harry Potter and Philosophy: If Aristotle Ran Hogwarts Julian Baggini: The Pig That Wants to be Eaten: And 99 other Thought Experiments Peter Cave: Do Llamas Fall in Love? 33 Perplexing Philosophy Puzzles Richard Dawkins: The God Delusion George A. Dunn and N. Michaund: The Hunger Games and Philosophy: A Critique of Pure Treason William Irwin: The Simpsons and Philosophy: The d’oh! of Homer Simpson Stephen Law: The Complete Philosophy Files: What’s it all about? Mark Rowlands: The Philosopher at the End of the Universe: Philosophy Explained Through Science Fiction Films  Jonathan Sanford: Spider-Man and Philosophy: The Web of Inquiry

Spanish       

Penguin Parallel Text: Spanish Short Stories Miguel Bunuel: Las Tres de la Madrugada Michelle Phillips: Eva y Vitoria: Las Vacaciones del Veran Ernesto Rodriguez: Un día en Madrid William Tardy: Easy Spanish Reader Lourdes Miquel: Cosas del amor Luz and Lana: Cosas que le diría a mi yo pequeno

Mandarin  John T Pasden, Jared T Turner and Shishuang Chen: The Misadventures of Zhou Haisheng (Mandarin Companion Graded Readers Breakthrough Level, Simplified Chinese Edition)  Kristine K. Kershul : Chinese in 10 minutes a day  Liu Yuehua: The painted skin ( 画皮)  Liu Yuehua: Chinese Breeze Graded Reader Series  Catcher in the Rye (麦田里的守望者) - Or books you know well translated into Mandarin such as Harry Potter (哈利·波特) are great starting points!

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