Y9 Curriculum Map Overview
English Text
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
|
Things Fall Apart ( Cultural Identity) |
Little Women (Overcoming Adversity) |
Titus Andronicus (Shakespeare) |
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English skills focus
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
|
Allusions, allegory, narrative structure, character development, imagery, symbolism, sentence lengths, setting Learning quotations, structuring an analytical paragraph, embedding quotations, , verbs for analysis, writing about context |
Allusions, allegory, narrative structure, character development, imagery, symbolism, sentence lengths, setting Learning quotations, structuring an analytical paragraph, embedding quotations, , verbs for analysis, writing about context |
Dramatic irony, catharsis, soliloquy, aside, foreshadowing, tragic hero, hamartia, internal conflict, Learning quotations, structuring an analytical paragraph, embedding quotations, , verbs for analysis, writing about context | |||
Maths
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
|
Reasoning with Algebra Constructing in 2D and 3D Dimensions |
Reasoning with Number Reasoning with Geometry |
Reasoning with Proportion Representations |
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Science
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
RE
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
|
Global Community Establish how human rights have influenced Catholic teachings on the common good. |
Where is God in our Global Community Establish why evil and suffering causes people to question God |
Religious Persecution Establish a developed understanding of discrimination through religious persecution |
Judaism A clear understanding of beliefs and practices of a different faith tradition- Judaism
|
Dignity and Worth A clear understanding of what it is to be human examining ethical dilemmas in the world today |
Transformative Gospel -Be The Change To establish the soul’s journey to salvation-what happens after death? |
History
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 | ||
|
How did the Holocaust Change the lives of Minorities? |
How did the Holocaust Change the lives of Minorities? |
How did the Cold War become and international crisis? | To what extent did racial inequalities exist in the USA in the 1950s and 1960s? |
Medieval Medicine Medicine Stands still |
Renaissance Medicine | ||
Geography
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 | ||
| Is Earth running out of natural resources? | Middle East – an important World Region | Climate Change | Is the geography of Russia a curse or a benefit? | How does ice change the world? | How does ice change the world? | ||
French
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
|
Qui suis-je? Talking about family and relationships |
Qui suis-je? Using 3 tenses together |
Les Temps de loisir. Sport and media |
Les Temps de Loisir Music, TV and Reading |
Les jours de fête. Talking about daily life |
Les jours de fête. Festivals |
Spanish
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
|
Désconactate Talking about holidays |
Intereses y influencias Talking about entertainment |
Ciudades Talking about town. |
Ciudades Shopping |
De Costumbre Talking about Daily Life |
De Costumbre Talking about going out. |
PE
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
| Football, Netball, Badminton, Rugby/Tag Rugby, Trampolining, Gymnastics, Handball, Dance, Fitness, OAA and Basketball. | Athletics, Cricket, Danish Long Ball, Rounders, Softball and Volleyball | ||||
Music
| Half Term 1/2 | Half Term 2/3 | Half Term 4/5 | Half Term 5/6 |
|
Music of the Past: Medieval, Baroque, Classical Romantic, Modern Classical (Carousel 1) |
Music of Today: Popular Music & Music Extended Project (Carousel 1)
|
Music of the Past - Medieval, Baroque, Classical Romantic, Modern Classical (Carousel 2) |
Music of Today: Popular Music & Music Extended Project (Carousel 2) |
Drama
| Half Term 1/2 | Half Term 2/3 | Half Term 4/5 | Half Term 5/6 |
|
Surfers of Brazil Study of Script – “The Face” (Carousel 1)
|
Devised Work – Change (Carousel 1) |
Surfers of Brazil Study of Script – “The Face” (Carousel 2) |
Devised Work – Change (Carousel 2) |
Food Tech
| Half Term 1/2 | Half Term 2/3 | Half Term 4/5 | Half Term 5/6 |
|
Designing a food product for a specific brief. (Carousel 1) |
How ethical moral and environmental Issues affect food choice and impact on the environment. (Carousel 1) |
Designing a food product for a specific brief. (Carousel 2) |
How ethical moral and environmental Issues affect food choice and impact on the environment. (Carousel 2) |
Design Tech
| Half Term 1/2 | Half Term 2/3 | Half Term 4/5 | Half Term 5/6 |
| Use techniques and processes to demonstrate the production of a clock design with a cultural theme. |
Research the design theme of Pop Art Realise a range of ideas for a Dark Activated Light in response to the theme. |
Use techniques and processes to demonstrate the production of a clock design with a cultural theme. |
Research the design theme of Pop Art Realise a range of ideas for a Dark Activated Light in response to the theme. |
Computer Science
| Half Term 1/2 | Half Term 2/3 | Half Term 4/5 | Half Term 5/6 |
| Computer Networks, HTML CSS, Spread Sheets (Carousel 1) |
Back to the Future, Python Programming (Carousel 1) |
Computer Networks, HTML CSS, Spread Sheets (Carousel 2) |
Back to the Future, Python Programming (Carousel 2) |
Art
| Half Term 1/2 | Half Term 2/3 | Half Term 4/5 | Half Term 5/6 |
|
Conceptual Artists Research (Carousel 1) |
Conceptual Art Design Development (Carousel 1) |
Conceptual Artists Research (Carousel 2) |
Conceptual Art Design Development (Carousel 2) |
Personal Development
| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
| Careers | Relationships | Keeping Safe | British Values | Equality and diversity | Health and wellbeing |
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