Parkside Federation Academies
Year 9 Curriculum
English, Culture and Communication
The Year 9 course aims to develop and extend what students have learned in Year 7 and 8, whilst bridging the gap between the
end of Key Stage 3 and our iGCSE Language and Literature courses. Students are encouraged to experiment and innovate with
their writing, whether this is through extending their range of writing purposes or subverting typical forms and genres for effect.
There is an emphasis on securing the accuracy of students’ writing overall as well as using literacy features for effect. Within
reading, students will consider the context and purpose of texts during their analysis, for example, when reading literature such
as Shakespeare’s plays, The Pit and the Pendulum, or Jekyll and Hyde. Students will also read a classic text as a graphic novel and
complete a transition unit at the end of the year A Bit of History which links with Year 10. Year 9 students have five English
lessons per week.
Year 9 Units:
Unit 1A: War Poetry
Representations of the war are considered through the study of poetry, prose and footage from the First World War up to
modern conflicts. Students are assessed on ‘reading’ skills through a final written examination based upon one text studied.
Unit 1B: Exploring Shakespeare
Alongside the unit on ‘The Great War’, students will explore the language and stagecraft of one of Shakespeare’s plays, such as
Much Ado About Nothing or Romeo and Juliet, to build on their understanding of the Bard’s craft from Macbeth in Year 8.
Where possible, a theatre visit to see a production will take place to enhance student understanding of the conventions of
theatre.
Unit 2: The Horror Genre
Students will enjoy reading gothic narratives such as Stevenson’s Jekyll and Hyde, or Edgar Allan Poe’s The Pit and the Pendulum,
exploring the concepts of good and evil through a gruesome and disturbing narrative. As well as studying characters, themes and
style, students will consider the context of the novel as well as the writer’s own experiences and how they influenced his
approach. Students will also experiment and develop their own writing skills through constructing a fictional short story – this
could be through a twist in the narrative or through subverting a typical code or convention. Context may play a role in the
student’s choice of setting or character as a way of developing and extending their understanding of writing, genre and form.
Unit 3: Bill Bryson: travels of a writer and Three Cups of Tea
When Bill Bryson puts pen to paper, his writing is often inspired by travels at home and abroad. Using extracts from his popular
non-fiction as well as other travel writers, students will discuss what makes a text both informative and entertaining. A close
study of Bryson’s style looks at how to write for comic effect or to build humour. Students will undertake a creative written
examination, applying skills learned. To supplement this, students will enjoy reading our international novel Three Cups of Tea
by Greg Mortenson. This autobiography tells the story of how the author was moved to help build schools for girls across both
Pakistan and Afghanistan where few educational opportunities existed before. Through this they will also explore the ideas of
author reliability and purpose in writing.
Unit 4: Language Change and Classic Literature as a Graphic Novel
This unit explores how written language has changed over the centuries from Old English, through to the language of Chaucer,
Dickens and modern literature. Alongside this, students will study the classic 19 th Century novel of Jane Eyre and explore how
changing the form into a graphic novel format affects meaning. After reading, students will transform one section of the original
text into the graphic novel format and give an oral justification of the choices that they have made.
Unit 5: Spoken Language – The Apprentice
You’re fired! Students will lead an investigation into the spoken language of this popular show from the language of interviews
to verbal power struggles in the infamous boardroom. This final assessment is a timed-piece of analysis based on notes made
throughout the course. Students will also have the opportunity to demonstrate their language skills during our Great Debate,
building on their study of Great Speakers from the Year 8 course. Please note that as an international specification, Speaking and
Listening skills are still assessed for our English iGCSE in Year 11.
Unit 6: iGCSE Transition Unit – A Bit of History
All students will study a transition unit between Year 9 and Year 10 which aims to introduce students to the iGCSE English
course. A Bit of History begins to look at the knowledge, understanding and skills which students will be covering across the twoyear programme. Using the River Thames as a stimulus, students look at how the river has been represented by popular authors,
poets, artists and graphic novelists throughout history, finishing with a study of Thames 2012 by the Poet Laureate Carol Ann
Duffy. Students finish by writing their own creative piece drawing on the skills learned with an accompanying analysis.
Reading at KS3
Reading is an important part of the English curriculum and we encourage all students to be a member of the local library in
order to extend their selection. To help develop both their reading and writing skills, we recommend that all Year 9 students
read a range of fiction and non-fiction texts across the year. Our reading clubs aim to supplement and extend work in the
classroom with clubs for advanced readers, as well as our more reluctant readers. Students will be encouraged to join, or if we
feel they would benefit from extra support, they will be invited to attend. There is the opportunity to become involved in
shadowing the Carnegie award in the summer term.
Assessment
Formative assessment is continual within the faculty and includes teacher comments, as well as peer and self-assessment. Final
summative pieces for each unit are typically completed in class, with appropriate support where required. Summative feedback
provides a KS3 National Curriculum level, as well as strengths and targets for improvement for the Assessment Focuses studied.
All students track their progress in English on a ‘My Assessment Summary’ sheet and a ‘My Progress’ sheet, which are located in
the front of their book.
Every student is provided with an A4 exercise book, which they are encouraged to keep tidy and organised. Failure to meet
faculty expectations for presentation of work in books will result in a sanction. Teachers mark the books in purple pen, making
comments and targets easy to identify. Students must only write in blue or black pen. All students have a copy of the KS3 level
criteria, for both reading and writing, at the back of their exercise book for reference.
Literacy Focus
As well as developing all aspects of literacy throughout the year, each unit in English has a particular focus, such as spelling or
punctuation. Exercises and strategies for improving in this area are interwoven with the content of the course. Students will be
encouraged to self-mark against a Literacy Checklist for all extended pieces of writing.
English Skills at Key Stage 3
Key reading skills to be practised are:
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Reading strategies, including skimming, scanning, working out meaning through content;
Providing evidence for ideas, particularly in the format point, example and explanation of the effect on the reader or
the author’s intention, usually referred to as the PEE format;
Reading at speed and annotating texts for areas of interest, themes, extended metaphor, effect and author’s intention.
Key Writing skills to be practised are:
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Using and clearly marking the start of new paragraphs – by indenting – for a change of time, place, topic, person in
speech (TiPToP);
Using punctuation accurately in simple, compound (sentences joined by ‘and’, ‘but’, ‘or’) and complex (using subclauses) sentences; matching the use of sentences to media, audience, purpose and intended effect, e.g. short
sentences to create excitement and build pace, longer sentences to develop tension and add detail;
Writing within a time limit and to a word-count, to fine tune self-editing skills;
Using planning strategies, such as mind-maps, tables, checklists.
Useful Resources for Home
CGP Books – revision guides on general themes and specific texts such as Macbeth– available online and from bookstores’
education departments (http://www.cgpbooks.co.uk/index.asp).
BBC Bitesize website – materials based around skills needed for both KS3 and GCSE English Language and Literature
(http://www.bbc.co.uk/schools/gcsebitesize/).
Key Stage 3 English: a useful guide to some of the reading and writing skills taught at Key Stage 3
http://www.collinseducation.com/titles/61661/complete-key-stage-3-english-9781844192380
How to help your child in Year 9
When checking your child’s work, only point out mistakes rather than correcting them, so that she/ he has the opportunity to
think about why they are incorrect.
Encourage your child to read for pleasure. All types of books are valuable for fostering an interest in this area. Rather than
stressing fiction over non-fiction, encourage your child to read to challenge themselves. If a child likes a particular author, for
example, Anthony Horowitz or Jacqueline Wilson, help them choose similar authors or books in the same genre, as opposed to
something completely different, like the classics, which they may find daunting. Literary non-fiction, historical and biographical
works are as useful for expanding vocabulary and horizons as ‘literature’.
If your child is reluctant to read then try reading to them, or expose them to books on tape or MP3. This is particularly useful if
you can cover our set texts prior to the unit as this will build your child’s confidence when revisiting the text in class.
Remind your child that handwriting and presentation are important, so that her/ his reader, teachers, future examiners can
understand what she/ he means, but remember that typing and word-processing skills are vitally important and an area in which
many students are lacking. Touch-typing skills will benefit all students, especially those for whom handwriting is a barrier to
learning.
Stress to your child that Internet sources are not authoritative and ought always to be corroborated against other works. Show
them how to use paper and electronic dictionaries/ spellcheckers and encyclopaedia with speed and discretion. Make sure that
your child is aware of the concept of intellectual property, plagiarism and the potential consequences of passing off others’ work
as one’s own.
Help your child develop routines for work, so that homework is able to be handed in on time and receive the necessary
feedback. A homework timetable is excellent preparation for a revision schedule in the future.
Glossary of terms
Below are some useful terms that students use in KS3. To access higher levels, students need to use a range of literary terms
with confidence in their analysis and apply the skills in their writing:
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Alliteration – Words that begin with the same letter used close together. E.g. The ragged rascal ran.
Connotation – The associations that a word has. E.g. Apple has connotations of technology, health…
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Context – Something that affects the meaning outside of the text, such as its time period, or country.
Figurative/Literal – Literal means exactly what it says, whereas figurative language is exaggerated.
Foreshadowing – Where a writer hints at what is to come later on in the text.
Genre – Categories of books, such as horror, romance, or fantasy.
Half-rhyme – Words that sound similar at the end. E.g. Might, mote.
Hyperbole – Exaggeration for effect. E.g. I’ve told you a thousand times.
Imagery – Very descriptive words that build an image, or picture, in the reader’s mind.
Juxtaposition – Where two ideas are put together to show a contrast.
Metaphor – When an image is created by referring to something as something else. E.g. You’re a star.
Onomatopoeia – Words that sound like their meaning. E.g. Crash, pow, bang.
Oxymoron – Two opposites happening at the same time. E.g. It was brightly dark.
Pathetic Fallacy – When the weather reflects the feelings of the characters or speaker.
Personification – When an object is given human characteristics. E.g. The moon smiled down.
Repetition – Words or phrases that are repeated for effect.
Rhyme – Words that have the same sound at the end rhyme. E.g. Might, fight.
Rhythm – The beat of a poem.
Quotation – When you refer to the exact words, phrases or sentences from a text.
Symbolism – When an item symbolises, or represents, something else. E.g. a heart symbolises love
Simile – A simile compares something to something else using like or as. E.g. As big as a house
Tone – Tone is the emotion or feelings that a text creates.
Voice/Speaker – The person that is speaking in a text. This could be a character, or the writer.
Mathematics and Computing
Year 9 is an important period of study in Mathematics. Many topics are developed beyond basic skills as the groups
move into topics which are also on the GCSE programmes of study. At the end of this year, after their internal
assessments, decision will be made regarding tiers of entry for GCSE. Whilst not set in stone, these decision affect
which course students will follows and thus are significantly important for the faculty. Whilst groups are split, the
key topics are all covered by both groups to ensure that all students still have access to the higher tier at GCSE.
The Mathematics and Computing department’s aims and values closely echo those of the International Middle Years’
Curriculum. These aims and values are:
 To create a balanced and supportive culture in which students are confident to work collaboratively, to apply
logic and reasoning to mathematical problems and to apply methods that are efficient and reliable without
engendering a fear of failure or derision. Through this students are able to see the connections between
different areas of Mathematics and the relevance of their skills to the world and their future life.
 To make mathematics enjoyable, exciting and interesting for all students, regardless of their ability, gender
or ethnicity. To promote interest in science, engineering and other careers and to help students set high
expectations for their future achievements.
 To enable students to appreciate that mathematics is more than "sums”, so that they consider its
omnipresence and aesthetic qualities as well as raise their own expectations about their learning. Students
are encouraged to work collaboratively and to appreciate that vital learning takes place throughout the
problem solving process and not just in the solution.
 To enhance the teaching and learning of Mathematics through Media and Technology, engaging students’
understanding through moving image, animation and interactive technologies.
The Mathematics curriculum is designed to effectively prepare students for entry to the iGCSE, GCSE and IB courses
with the fundamental skills, knowledge and understanding to be successful. The Mathematics faculty uses a mixture
of teaching methods to create a varied and exciting environment for students, helping them develop their
communication and team working skills, as well as independent working skills.
Course Outline
The curriculum in Year 9 is designed to build on and develop the skills taught in years 7 and 8, as well as introducing
students to Pythagoras’ theorem, trigonometry and matrices. The course is split into 6 units, teaching one each half
term. Each unit contains a computing element (in italics).
If you would like a more detailed breakdown, please get in touch.
Unit 1:
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Unit 2:
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Unit 3:
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Unit 4:
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Unit 5:
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Unit 6:
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Sequences
Using and rearranging formulae
Number and mental methods
Index notation and standard form
Computing – understanding the workings of computer systems
Calculating volume and surface area of 3D shapes
Using and applying Pythagoras’ theorem
Linear graphs
Autograph and Geogebra – to explore linear graphs using ICT
Probability
Statistics
Inequalities
Computing assessment
Trigonometry
Applying skills to financial mathematics
Compound measures
Python – to explore compound measures further
Real life graphs
Percentages
Introduction to using Graphical Calculators
Transformations
Loci
Matrices
Geogebra – to explore transformations
Books and texts used this year
No textbook is used within the Mathematics Faculty as the basis for lessons. The majority of the resources used are
created by members of the faculty.
Grouping
At Key Stage 3 the average class size is 30. In year 9, there are 4 classes. There is a spread of ability in each class,
maintaining a mixed ability ethos. Groups are arranged to suit the needs of the students and may have a greater or
lesser ability range dependent on each year group’s situation. Changes are carried out when required to place
students in the class which will give them the best opportunity to succeed.
Assessment
Students are formally assessed regularly using written tests, homework and self-assessments. All teaching staff are
involved in setting, marking and recording information from these assessments on the department computerised
records, in books and on Edmodo. Summaries of these assessments are recorded in the front of students’ books with
detailed summaries and targets written into their books at appropriate points.
The end of year exam for Year 9 will remain as Key Stage 3 National Tests (otherwise known as SATs) despite this no
longer being a statutory requirement. Although we have assessed students throughout Key Stage 3 we believe that a
terminal examination will give us a good basis to work towards GCSE, where students are assessed in this way.
Information from this assessment is combined with our continuous assessment from the whole Key Stage to inform
us regarding the appropriate tier of entry for GCSE. As well as the mathematics exam, students will also be assessed
on the computing elements of the curriculum.
As well as these formal assessments, students receive formative feedback on homework tasks which includes a
personalised follow-on task designed to help the student work on developing a specific skill as determined by the
feedback, some practicing key skills developed in lessons and some developing problem-solving and investigative
skills.
Revision materials
In Year 9 we encourage students to take more responsibility for their exam preparation but continue to offer
support, guidance and support materials where appropriate.
Students will be entered for tests in one of four tiers: Levels 3 – 5, Levels 4 – 6, Levels 5 – 7 and Levels 6 – 8. The
tests cover topics from the whole of Key Stage 3, listed below in level order. Students should concentrate their
revision on the three levels of the tier they have been entered for, which they will be informed about in their
lessons.
Algebra
I can range of sequences. I
can continue simple
sequences.
I know what the = sign
means.
Level 3
Number and Calculations
Data Handling
I can find division facts
from known multiplication
facts.
I can add and subtract twodigit numbers mentally.
I can add and subtract
three digit numbers using
written methods.
I can multiply and divide
two digit numbers by 2, 3,
4 or 5 as well as 10 with
whole number answers
and remainders.
I can solve whole number
problems including those
involving multiplication or
I can suggest how to gather
information.
I can construct bar charts
and pictograms.
I can use Venn and Carroll
diagrams to sort and
classify of information.
I can extract and interpret
information presented in
simple tables, lists, bar
charts and pictograms.
Shape, Space and
Measures
I can classify 3-D and 2-D
shapes into tables using
their properties e.g.
symmetry.
I can recognise some nets
of familiar 3-D shapes, e.g.
cube, cuboid, triangular
prism, square-based
pyramid.
I can recognise shapes in
different orientations and
reflect shapes, presented
on a grid, in a vertical or
horizontal mirror line.
I can describe position and
movement.
Algebra
I can begin to use simple
formulae expressed in
words.
I can use and interpret
coordinates in the first
quadrant.
I can recognise patterns in
simple sequences and use
them to find missing terms.
division that may give rise
to remainders.
I can understand place
value in numbers to 1000. I
can use place value to
make approximations.
I can recognise negative
numbers in contexts such
as temperature.
I can use simple fractions
that are several parts of a
whole. I can recognise
when two simple fractions
are equivalent.
I can begin to use decimal
notation in contexts such
as money.
Level 4
Number and Calculations
Data Handling
I can use a range of mental
methods with all
operations.
I can recall multiplication
facts up to 10 × 10 and
quickly derive
corresponding division
facts.
I can use efficient written
methods of addition and
subtraction and of short
multiplication and division.
I can multiply a simple
decimal by a single digit.
I can recognise and
describe number patterns.
I can recognise and
describe number
relationships including
multiple, factor and square.
I can use place value to
multiply and divide whole
numbers by 10 or 100.
I can recognise
approximate proportions
of a whole and use simple
fractions and percentages
to describe these.
I can check the
I can collect and record
discrete data.
I can group data in equal
class intervals.
I can construct and
interpret frequency
diagrams and simple line
graphs.
I can use the mode and
range to descri.be sets of
data.
I can use a range of
measures including units of
length, capacity and mass
in a range of contexts.
I can use standard units of
time.
Shape, Space and
Measures
I can use the properties of
2-D and 3-D shapes.
I can make 3-D models by
linking given faces or edges
and draw common 2-D
shapes in different
orientations on grids.
I can reflect simple shapes
in a mirror line.
I can translate shapes
horizontally or vertically. I
can rotate a simple shape
or object about its centre
or a vertex.
I can choose and use
appropriate units and
instruments.
I can interpret, with
appropriate accuracy,
numbers on a range of
measuring instruments.
I can find perimeters of
simple shapes and find
areas by counting squares.
Number and Algebra
I can construct and use
simple formulae involving
one or two operations.
I can use and interpret
coordinates in all four
quadrants.
reasonableness of results
by looking at the context or
size of numbers.
I can order decimals to
three decimal places.
I can understand simple
ratio.
Level 5
Number and Calculations
Data Handling
I can use place value, all
four operations and
brackets to calculate
answers to problems
involving whole numbers
and decimals.
I can use a calculator
where appropriate to
calculate fractions or
percentages of amounts.
I can use a non-calculator
written method for solving
problems that involve
multiplying and dividing
any three digit number by
any two-digit number.
I can solve simple problems
involving ordering, adding
and subtracting negative
numbers in context.
I can solve simple problems
involving ratio and direct
proportion.
I can apply inverse
operations and
approximates to that check
answers to problems are of
the correct size.
I can use understanding of
place value to multiply and
divide whole numbers and
decimals by 10, 100 and
1000 and explain the
effect.
I can round decimals to the
nearest decimal place.
I can order negative
numbers in context.
I can recognise and use
I can work out probabilities
based on equally likely
outcomes and
experimental evidence
(e.g. sample space
diagrams).
I can use the probability
scale from 0 to 1.
I can understand how
different outcomes may
result from repeating an
experiment.
I can find the mean of
discrete data.
I can compare two simple
distributions, using the
range and one of mode,
median or mean.
I can interpret graphs and
diagrams, including pie
charts, and draw
conclusions.
I can create and interpret
line graphs where the
intermediate values have
meaning.
Shape, Space and
Measures
I can use a wider range of
properties of 2-D and 3-D
shapes.
I can identify all the
symmetries of 2-D shapes.
I can use language
associated with angle and
know and use the angle
sum of a triangle and that
of angles at a point.
I can measure and draw
angles to the nearest
degree, when constructing
models and drawing or
using shapes.
I can reason about position
and movement and
transform shapes.
I can read and interpret
scales on a range of
measuring instruments,
explaining what each
labelled division
represents.
I can solve problems
involving the conversion of
units and make sensible
estimates of a range of
measures in relation to
everyday situations.
I can understand and use
the formula for the area of
a rectangle and distinguish
area from perimeter.
number patterns and
relationships.
I can use equivalence
between fractions and
order fractions and
decimals. I can reduce a
fraction to its simplest
form by cancelling
common factors.
Number and Algebra
I can use systematic trial
and improvement methods
and ICT tools.
I can construct and solve
linear equations with
integer coefficients such as
3x + 8 = 23.
I can generate terms of a
sequence using term-toterm and position-to-term
definitions of the
sequence, on paper and
using ICT. I can write an
expression using the nth
term.
I can plot the graphs of
linear functions, where y is
given explicitly in terms of
x. I recognise that
equations of the form y =
mx + c correspond to
straight-line graphs.
I can solve real life
problems using graphs.
Level 6
Number and Calculations
Data Handling
I can calculate percentages
of amounts. I can find the
outcome of a given
percentage increase or
decrease.
I can divide a quantity into
two or more parts in a
given ratio. I can solve
problems involving ratio
and direct proportion.
I can use proportional
reasoning to solve a
problem, choosing the
correct numbers to take as
100%, or as a whole.
I can add and subtract
fractions by writing them
with a common
denominator.
I can calculate fractions of
quantities with fraction
answers.
I can multiply and divide an
integer by a fraction.
I can use the equivalence
of fractions, decimals and
percentages to compare
proportions.
I can write numbers using
powers.
I can draw prime factor
trees for numbers. I can
use prime factors to find
highest common factor and
lowest common multiple
(HCF and LCM).
I can use facts about
Shape, Space and
Measures
I can and identify which
I can classify quadrilaterals
graph is most useful in the by their geometric
context of the problem.
properties.
I can find and record all
I can solve geometrical
possible mutually exclusive problems using properties
outcomes for single events of angles, of parallel and
and two successive events
intersecting lines, and of
in a systematic way.
triangles and other
I can know that the sum of polygons.
probabilities of all mutually I can understand a proof
exclusive outcomes is 1 and that the sum of the angles
use this when solving
of a triangle is 180° and of
problems.
a quadrilateral is 360°.
I can communicate
I can identify alternate and
interpretations and results corresponding angles in
of a statistical survey using parallel lines.
selected tables, graphs and I can devise instructions for
diagrams in support.
a computer to generate
and transform shapes and
paths.
I can visualise and use 2-D
representations of 3-D
objects.
I can enlarge 2-D shapes,
given a centre of
enlargement and a positive
whole-number scale factor.
I can know that
translations, rotations and
reflections preserve length
and angle and map objects
onto congruent images.
I can use straight edge and
compasses to do standard
constructions
I can deduce and use
formulae for the area of a
multiples and primes to
find other facts.
Number and Algebra
triangle and parallelogram.
I can know and use the
formulae for the
circumference and area of
a circle.
I can deduce and calculate
volumes and surface areas
of cuboids.
Level 7
Number and Calculations
Data Handling
I can calculate the result of
any proportional change
using multiplicative
methods.
I can understand the
effects of multiplying and
dividing by numbers
between 0 and 1.
I can understand and use
proportionality.
I can add, subtract,
multiply and divide
fractions.
I can make and justify
estimates and
approximations of
calculations; estimate
calculations by rounding
numbers to one significant
figure and multiplying and
dividing mentally.
I can use a calculator
efficiently and
appropriately to perform
complex calculations with
numbers of any size,
knowing not to round
during intermediate steps
of a calculation.
Number and Algebra
I can suggest a problem to
explore using statistical
methods, frame questions
and raise conjectures.
I can identify possible
sources of bias and plan
how to minimise it.
I can select, construct
graphical representation to
progress an enquiry
including frequency
polygons and lines of best
fit on scatter graphs.
I can estimate the mean,
median and range of a set
of grouped data and
determine the modal class,
selecting the statistic most
appropriate to be used.
I can compare two or more
distributions and make
inferences, using the shape
of the distributions and
measures of average and
range.
I can understand relative
frequency as an estimate
of probability and use this
to compare outcomes of an
experiment.
Level 8
Number and Calculations
Data Handling
Shape, Space and
Measures
I can understand and apply
Pythagoras' theorem when
solving problems in 2-D.
I can calculate lengths,
areas and volumes in plane
shapes and right prisms.
I can enlarge 2-D shapes,
given a centre of
enlargement and a
fractional scale factor, on
paper and using ICT. I can
recognise the similarity of
the resulting shapes.
I can find the locus of a
point that moves according
to a given rule, both by
reasoning and using ICT.
I can recognise that
measurements given to the
nearest whole unit may be
inaccurate by up to one
half of the unit in either
direction.
I can understand and use
measures of speed (and
other compound measures
such as density or
pressure) to solve
problems.
I can factorise quadratic
expressions including the
difference of two squares,
e.g. x² – 9 = (x + 3) (x – 3).
I can manipulate algebraic
I can use fractions or
percentages to solve
problems involving
repeated proportional
changes or the calculation
Shape, Space and
Measures
I can understand and use
congruence and
mathematical similarity.
I can understand and use
trigonometrical
I can square a linear
expression, and expand
and simplify the product of
two linear expressions of
the form (x ± n) and
simplify the corresponding
quadratic expression.
I can use algebraic and
graphical methods to solve
simultaneous linear
equations in two variables
I can solve inequalities in
one variable and represent
the solution set on a
number line.
I can use formulae from
mathematics and other
subjects. I can substitute
numbers into expressions
and formulae. I can derive
a formula and, in simple
cases, change its subject.
I can find the next term
and nth term of quadratic
sequences and functions.
I can estimate and find the
median, quartiles and
interquartile range for
large data sets, including
using a cumulative
formulae, equations and
expressions, finding
common factors and
multiplying two linear
expressions.
I can derive and use more
complex formulae and
change the subject of a
formula.
I can substitute fractions,
decimals and negative
numbers into algebraic
formulae.
I can solve inequalities in
two variables and find the
solution set.
I can sketch, interpret and
identify graphs of linear,
quadratic, cubic and
reciprocal functions, and
graphs that model real
situations.
I can understand the effect
on a graph of addition of
(or multiplication by) a
constant.
of the original quantity
given the result of a
proportional change.
I can solve problems
involving calculating with
powers, roots and numbers
expressed in standard
form, checking for correct
order of magnitude and
using a calculator as
appropriate.
I can understand the
equivalence between
recurring decimals and
fractions.
frequency diagram and box
plots.
I can compare two or more
distributions and make
inferences, using the shape
of the distributions and
measures of average and
spread including median
and quartiles.
I can know when to add or
multiply two probabilities.
I can use tree diagrams to
calculate probabilities of
combinations of
independent events.
relationships in rightangled triangles, and use
these to solve problems,
including those involving
bearings.
I can understand the
difference between
formulae for perimeter,
area and volume in simple
contexts by considering
dimensions.
To support students at home it may be helpful to purchase a revision guide. We recommend Collins Education Key
Stage 3 Maths ISBN 978-0-00-730243-7
We also have a subscription to www.mymaths.co.uk This is a useful resource which uses interactive animations to
review the core subjects of the curriculum. Students can answer questions and receive immediate assessment of
their answer. In addition, there are curriculum linked games so students may learn through play. The site is password
protected and students will be given the school logon name and password from their teacher or copy it from the
posters displayed in the Maths area. Teachers have issued students with an individual password so that we may
track their use of the website. Home learning is set every three weeks on this website and you should ask students
to show you their progress on this over each term. This will help you to provide guidance in which topics students
should be revising to support the teacher, who will also be providing suggestions.
www.mangahigh.com provides a games based revision site designed with Marcus du Sautoy, a well-respected
Mathematician from Oxford University who you may have seen on the BBC promoting mathematics for all. To login
into this site, students should use the same login as for mymaths but put a C or P in front of their login name.
www.bbc.co.uk/bitesize offers interactive revision material for students at all levels from Year 1
through to A’Level
www.cgpbooks.co.uk offer a range of revision guides and workbooks for students working at all levels
How to help your child in Year 9
You may feel unsure about helping your child with Maths, when it may seem that we aren’t teaching Maths in the
same way that you were taught. However, the methods are the same but we teach using a child centred approach
that draws on their own understanding of Maths. We then use discussion and sharing to create a method or
methods that we can all use. This means that there may be more than one way to solve a problem. The most
important thing for us is that the children understand the methods that they are using and why they work.
Talk to them about how they work in their Maths classes. By doing this you could help them to help themselves by
encouraging them to:
 Show working out. This will give them something to look at to remind them of the methods they need.
 Check their work and make sure that their answers make sense to them. This helps them to develop their
problem solving skills and raise their confidence.
 During lessons, discuss the Maths work with others at their table. This will help to develop a positive
atmosphere in the classroom where students are happy to talk and support each other.
 Ask the teacher/ teaching assistant to go over the methods and reasons with them.
 Talk to teaching assistants in the learning centre who can also go over the methods and reasons as well.
 Go online to www.mymaths.co.uk where they will find notes and questions on all the topics we study.
To help them solve Maths problems, you could:
 Ask them to tell you about the method that they’ve used in class.
 Get them to explain why it works and what they did in class when learning about it. The detail that they will
be able to give you will help you to identify how much they did or didn’t understand.
 Discuss any methods that you know with your child, explaining why it works. If this method is different to
the one they did in class, it won’t matter as long as they understand it.
 Work through the revision materials that are available online with your child. See the section above on
revision materials for further guidance.
Glossary of terms
Maths is taught using a problem-solving approach. As part of this, we use exploration so that students discover
maths for themselves. As a result, it would be counter-productive to give definitions of all the terms that will be
covered during year 9. However, these are terms that your child should be familiar with but may not be totally sure
of their meaning.
 Congruent – identical shapes i.e. they have the same angles and side lengths
 Consecutive – Following on from e.g. 5,6,7,8 are consecutive whole numbers
 Equation – An algebra sentence that includes an = sign e.g. 4x + 3 = 2 or 4a + 5b = 6d
 Evaluate – work out an answer to a formula or algebraic expression
 Expression – the algebra bit of an equation e.g. 3x + 2
 Inverse – Opposite operation – e.g. the inverse of adding is subtracting
 Inequality – An equation that has more than one answer so uses a < or > sign instead of an = sign
 Mathematics – The study of patterns arising from structure, change or space – to be distinguished
 from Numeracy
 Operation – a process done to numbers or other mathematical objects e.g. addition, subtraction,
 etc…
 Prime – A number with exactly two factors e.g. 7 is a prime number since only 7 and 1 are factors of 7
 Probability – How likely something is to happen.
 Proportional – a relationship between variables where the ratio remains constant
 Ratio – the relationship between two values
 Similar – shapes that have the same angles but different side lengths
Science and Environmental Education
Programme of study
The students are all taught the three sciences, with approximately 20 double lessons per subject area. The subjects
will be taught in rotation, so the order of the courses will differ for each group, however all students will cover the
same material over the course of the year. The system of rotations will be advantageous to the students, as they will
receive specialist teaching in each topic.
Title of Course
Subject Area
What it covers
Enzymes and Rates
Biology and
Chemistry
What is a rate of reaction?
How can this be measured?
Factors which affect rate of reaction: surface area,
concentration, catalysts, temperature
Explaining these effects using particle theory
What are enzymes?
How do they work?
Earth and the
Universe
Physics and
Chemistry
The Big Bang and what’s in space
Parallax
The beginnings of the Earth
Evolution of the Atmosphere
Greenhouse gasses
Rocks and the rock cycle
Earthquakes and waves
The electromagnetic spectrum
Forces and Motion
Physics
Visible forces
Invisible forces
Solar system
Energetics, moles
and Bonding
Chemistry
How do we measure things in Chemistry?
Using the Periodic table
Ionic, covalent and metallic bonding
Exothermic and endothermic reactions
Cells, Organs and
Organ Systems
Biology
Digestion
Respiration
Genetics and cloning
Cell structure and specialised cells
Computing
SciTech
Principles of programming
Designing an App
Assessment
Assessment is continual within the Faculty. Students receive feedback on homework tasks and their classwork. They
are more formally assessed twice a module, with either a written test to assess their knowledge, or a graded task
that assesses their understanding and application of their knowledge.
Students will be offered the chance to buy GCSE revision guides in year 10.
The texts we us in class are:
Edexcel International GCSE/Certificate in Biology
ISBN 978-0-435966-88-1
Edexcel International GCSE/Certificate in Chemistry
ISBN 978-0-435966-89-8
Edexcel International GCSE/Certificate in Physics
ISBN 978-0-435966-90-4
Twenty First Century Science GCSE Biology Student Book
ISBN 019913832X
Twenty First Century Science GCSE Chemistry Student Book
ISBN 0199138370
Twenty First Century Science GCSE Physics Student Book
ISBN 0199138427
More general texts which can be useful, and sometimes more readable are:
Biology for You
ISBN 1408509202
Chemistry for You
ISBN 0748762345
Physics for You.
ISBN 1408509229
These can be obtained cheaply second hand if you wished to purchase them and they are available in the school
library.
Revision materials
Students can access the following websites for additional support:
Their class Edmodo group
BBC Bitesize www.bbc.co.uk/schools/ks4bitesize/
Skoool
http://e2bn.skoool.co.uk/index.aspx
How to help your child in Year 9
Encourage your child to read around the subject and to watch scientific programmes on television.
Help your child learn the spellings of key scientific terms and any definitions they are given.
Remind your child about the expectations for presentation of their work. In the front of their exercise books is a
sheet that details how we expect them to lay out their work.
Help your child develop a routine for completing homework and organising their time effectively. This is a skill that
will be beneficial as they move into year 10 and 11.
Key scientific terms
Correlation – the relationship between the dependent and independent variable.
Independent Variable – the thing that you change, eg the height you drop a ball from.
Dependent Variable – the thing that changes, e.g. time taken for the ball to drop.
Cause – an action that makes something else happen.
Planning – deciding on a strategy to test an idea.
Method – the instructions that are followed to carry out an experiment.
Predict – use your scientific knowledge to make a sensible suggestion of what the results will be.
Reliable – results are reliable when an experiment is repeated and produces similar results.
Valid – a fair test is carried out to produce valid results.
Fair Test – when only one variable is altered.
Line of best fit – the line on a graph that shows the pattern.
Evaluation – a discussion of how reliable or successful your experiment was.
Conclusion – a simple statement saying what your experiment shows.
Variable – factors that could be changed, e.g. length or weight or colour.
Accuracy - taking a measurement in as much detail as your instrument allows.
Many scientific terms have word roots that help us to understand the science behind them. The prefixes and
suffixes below can help students to understand the meanings of words and identify new words.
aer -
oxygen
allel
different
amphi- both
ante-
before
anti-
against
arthr
joint
bi (bio-, -biotic, -be) life
bi-
two
cardi
heart
chlor
green
cyt
cell
derm
skin
di-
two
dia-
across
ecto-
outside
endo- inside
gam
mating
ge
earth
graph write
gyn
female
haem blood
hydr
Iso-
the same
lign
water
wood
- lys
break down
macro- large
micro- small
myc
fungus
-oid
resembling
-ose
a carbohydrate
peri-
around
phot - light
sapr
decay
spir
breathe
stoma - mouth
sym-, syn- together with
therm heat
trans- across
troph
feeding
vas
vessel
vor
xyl
wood
zoo
animal
feeding
International Education and Communication
(French)
Module 1: Ma vie sociale d’ado
Students will learn about asking someone out and arranging a social engagement. They will learn to describe their
use of Facebook and how to meet up at a music event. They will develop their knowledge of “avoir” and “etre” and
the perfect tense.
The key learning goals for the unit are:
•
Be able to confidently arrange a meeting with someone
•
Describe a music event.
•
Describe a date
•
Talk about Facebook
Module 2: Bien dans sa peau
Students will study the topic of health. They will be able to understand and give descriptions of different parts of the
body as well as sports and plans to get fit. They will describe their own personal levels of fitness, how they eat
healthily and what they must do to remain in good shape.
The key learning goals for the unit are:
•
Learn parts of the body
•
To be able to describe different sports
•
To be able to talk about healthy eating
•
To be able to use two tenses together
Unit 3: A l’horizon
Students will study jobs, future plans and ambitions. They will describe the importance of learning languages, how
to find a part-time job and describe the experience of working. They will also use this learning to make plans for the
future in terms of employment.
The key learning goals for the unit are:
•
To know about various job opportunities for young people
•
To talk about your job
•
To be able to talk about the importance of learning languages and future plans for adulthood
Module 4: Spéciales vacances
Students will learn to talk about adventure holidays and what is important to take with you. Students will describe
holiday disasters and visiting important tourist attractions.
The key learning goals for the unit are:
•
To describe where they would like to go on holiday and why
•
To describe a special adventure holiday
•
To understand what you have to take with you on holiday
•
To describe a disastrous holiday
Unit 5: Moi dans le monde
Students will learn about personal rights and responsibilities. Students will also learn about shopping, describing
what they buy and what makes them happy. They will study human rights issues around the world.
The key learning goals for the unit are:
•
To be able to discuss what you allowed to do
•
Explain what’s important to you
•
To talk about things you buy and what makes you happy.
Books and texts used this year

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The Year 8 course is supported by the new text book Studio 3. All books have resources, assessment packs
and listening materials.
Students also have access to bilingual French-English dictionaries within lessons. Extension materials are
available for the most able linguists and differentiated tasks are available to those who need them.
Revision materials to use for the assessments and independent study
The Faculty provides students with revision materials for each assessment.
In addition to this, they may wish to use the following useful websites.



Linguascope – a site subscribed to by the Faculty offering interactive vocabulary activities. (Username and
Password provided by class teacher)
www.linguascope.com
Royal Grammar School High Wycombe – a fine range of vocabulary and grammar exercises offered by this
school on the ‘Languages Online’ section of the site.
www.rgshw.com
Word Reference – an online dictionary that should only be used to look up individual words.
www.wordreference.com
How to help your child in Year 9
•
Draw your child’s attention to the guidelines in the front of his/her exercise book and encourage him/her to
abide by its rules. These form the basis of how his/her work should be presented.
•
Help your child to revise for bi-weekly vocabulary assessments by testing him/her orally and in written form.
Look – cover – write – check is a useful technique.
•
Ask your child the oral questions that he/she is learning in class in order to improve his/her spoken French.
•
Encourage your child to be a perfectionist with regard to written French. Written accuracy is vital for higher
levels. Encourage him/her to check written work thoroughly for inaccurate spellings, accents and verb forms. Also
guide him/her to use correct models to aid accuracy.
•
Recite verb paradigms with your child to help him/her to commit conjugations to memory.
•
Stress to your child the perils of internet translators. They should be used only for looking up individual
words and never for whole sentences.
•
Help your child to revise the different tenses that he/she meets. They are vital for achieving higher grades.
Glossary of Terms

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


Accent – a symbol used to show that a letter may have a different sound – é (acute accent), è (grave accent),
ê (circumflex), ç (cedilla), ë (diaerisis)
Adjectival agreement – the adding of letters to an adjective depending on the described object’s gender and
number.
Comparative – the comparison of two things or qualities.
Conditional – to describe what could or would be the case under a certain set of circumstances, e.g. ‘Were I
rich, I would go to the Caribbean.’
Conjugation – the way in which a verb changes according to the person it describes – ‘I, you, he/she, we,
you, they’
Definite article – the three words for ‘the’ – le, la, les.
Demonstrative adjectives – the words for ‘this / these.’
Direct object pronoun – a word used to replace a direct object, e.g. ‘me, him, us, it.’
Futur proche – the future tense formed with the present tense of aller plus the infinitive.
Futur simple – the future tense.
Gender – whether a noun is masculine or feminine.

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



Imperfect – the tense used to describe a situation in the past, a habitual past activity or an activity that
lasted for a period of time in the past, e.g. ‘It was raining.’ ‘I used to play football.’ ‘I was watching television
when …’
Impersonal pronoun – the word for ‘one’, as in ‘one goes to the cinema’.
Indefinite article – the words for ‘a, an, some’ – un, une, des
Indirect object pronoun – a word used to replace an indirect object. ‘I gave the present to him – je lui ai
donné le cadeau.’
Infinitive – the part of the verb found in a dictionary which forms the root of all other conjugations – to go :
aller
Negation – how to make a sentence negative using ne … pas.
Number – whether a noun is singular or plural.
Paradigm – the six parts of a verb’s conjugation.
Passé composé – also known as ‘the perfect tense’, the tense used to describe activities in the past.
Possessive adjectives – words such as ‘my, your, his, our, their’.
Prepositions – words which describe where something is in relation to another thing – ‘to, of, with.’
Superlative – stating the highest degree of a quality, e.g. ‘the biggest, smallest, worst.’
Individuals and Societies
Subject – Geography
Development Issues (30 lessons) – Development means change and it may mean different things to different
people. Development can bring short and long term gains and losses for people and the environment. There are
ways of measuring development between countries. Globalisation can have a positive and negative impact on
countries at different levels of development. Trade can effect development of a country and Fair trade is a means of
helping a country without giving aid.
Global Perspectives (30 lessons) – Using a range of issues such as access to safe water, health and disease, students
will examine a variety of different people’s perspectives and question why these are held and what the implications
of these opinions are.
Assessment
Throughout the course of their Year 9 studies students will be assessed both through formalised examinations that
will focus on the knowledge they have gained and through coursework tasks which will be more skills based and
make take the form of an enquiry or decision based activity.
Revision Topics
Development issues – what globalisation means, what the positive and negative effects of this process are both in
MEDC’s and LEDC’s.
Global Perspectives – to be able to explain why different issues are related to and understood differently in different
countries and to recognise the issues that these different perspectives create.
How to help your child in Year 9
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Encourage your child to take an interest in Geographical issues happening in the news and to use web sites
and books to research the topics.
Check the guide sheets for the assessment tasks as these tell the student how to prepare for it,
where to find information, how to structure the task and how it will be assessed.
Read through work before it is handed in to check for spelling and punctuation.
Encourage them to use a dictionary to correct spelling mistakes.
Check the homework diary and Edmodo for Individuals and Societies homework and ensure that they
understand the task before they start.
Subject – Religious Studies
Course title(s)
Religious Questions (30 lessons) - This course takes a look at some of the issues raised by and related to religion,
such as:
What are belief and truth? How far should our actions reflect our beliefs? What are the most important values in our
lives and how important are material things? How should we think about God? Why is it sometimes difficult to
believe in God? What is philosophy of religion and what are the main philosophical questions? What happens when
we die and how should we respond to issues of suffering and death? What is forgiveness and how important is it to
forgive?
Assessment
Throughout the course of their Year 9 studies students will be assessed both through formalised examinations that
will focus on the knowledge they have gained and through coursework tasks which will be more skills based and
make take the form of an enquiry or decision based activity.
Revision Topics
During the Religious Questions course, students will be asked to write an answer to the question ‘How would
our lives be different if we desired fewer material things?’ Students will be assessed according to how well they have
discussed and argued the pros and cons of desiring fewer material things. Students will also be expected to compare
and evaluate these points of view with teachings from Buddhism on desire, impermanence and suffering.
How to help your child in Year 9
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Encourage your child to take an interest in debating and discussing social, moral and religious issues and to
reflect on different viewpoints
Encourage reading around the subjects covered in lessons by use of the school Learning Centre,
websites, newspapers
Check the guide sheets for the assessment tasks as these tell the student how to prepare for it,
where to find information, how to structure the task and how it will be assessed.
Read through work before it is handed in to check for spelling and punctuation.
Encourage them to use a dictionary to correct spelling mistakes.
Check the homework diary for Individuals and Societies homework and ensure that they understand the task
before they start.
Subject – History
Course title(s)
20th Century History / Revolutions and Social unrest (30 lessons) – this course will examine a number of the
following issues and events –
Warfare; students will compare and contrast different conflicts for example Vietnam, The Great War, World War II
and the Cold War.
Technology – the moon landing and the atomic bomb
Revolution and social unrest – using recent events in the Middle East as an example, students will examine how and
why the ‘power of the people’ is historically significant.
Assessment
Throughout the course of their Year 9 studies students will be assessed both through formalised examinations that
will focus on the knowledge they have gained and through coursework tasks which will be more skills based and
make take the form of an enquiry or decision based activity.
Revision Topics
Broadly what we will be looking for when grading assessments: For example “Was the moon landing in 1969 faked?”
Level 3 - Identify examples in basic detail e.g. listing examples of the moon landing being staged OR being genuine.
Level 4 - Identify examples in basic detail e.g. listing examples of the moon landing being staged AND being genuine,
OR Describing examples in basic detail e.g. examples of moon landing being staged OR being genuine.
Level 5 - Explaining reasons e.g. how the evidence proves the moon landing was staged, OR genuine, OR describing
examples in basic detail e.g. examples of moon landing being staged AND being genuine.
Level 6 - Explaining reasons e.g. how the evidence proves the moon landing was staged, AND genuine explaining
reasons and either summarising, OR explaining reasons for how the evidence proves the moon landing was staged,
OR genuine AND analysing relative significance e.g. At the end of your essay writing a reasoned conclusion that
summarises the main points.
Level 7: Explaining reasons, summarising and analysing relative significance e.g. a reasoned conclusion that
compares the importance of evidence for and against the genuine nature of the moon landing.
Level 7 +: Explaining reasons, summarising, analysing relative significance and setting answer into wider context e.g.
Why would America feel they were compelled to ‘land on the moon’ in 1969 even if they did not achieve it?
How to help your child in Year 9
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Encourage your child to take an interest in current affairs, what issues happening in the news e.g. ArabIsraeli conflict and to use web sites and books to research the topics.
Encourage reading around the subject with any historical time-periods that they are interested in e.g.
Horrible History books.
Check the guide sheets for the assessment tasks as these tell the student how to prepare for it,
where to find information, how to structure the task and how it will be assessed.
Read through work before it is handed in to check for spelling and punctuation.
Encourage them to use a dictionary to correct spelling mistakes.
Check the homework diary for the weekly Individuals and Societies homework and ensure that they
understand the task before they start.
Subject – Ancient History
Course title(s)
Odysseus – a sequence of activities questioning whether or not Odysseus is a hero for the modern day
Alexander the Great – an investigation into why there are so many different interpretations and portrayals of
Alexander the Great using a range of different source types.
The Ancient Greeks – an investigation of Ancient Greek culture ranging from food, drink and leisure to Gods,
Goddesses and Ancient Greek medicine.
Assessment
Throughout the course of their Year 9 studies students will be assessed both through formalised examinations that
will focus on the knowledge they have gained and through coursework tasks which will be more skills based and
make take the form of an enquiry or decision based activity.
Revision Topics
For the ‘Odyssey course’ the assessment is also an extended piece of writing: “Odysseus is not a hero for the modern
day. Discuss.” The work in class deals with the plot and the discussion of Odysseus’ character in the book. The
essay is completed both in class and during a home learning task. This is to allow students the opportunity to fully
develop their writing. The skills of analysis and their understanding of Ancient Greek Society will have developed
further by this stage in their studies.
The assessment levels will broadly follow the levels for KS3 history: For example “Odysseus is not a hero for the
modern day. Discuss.”
Level 3: A student will identify examples in basic detail e.g. listing examples of Odysseus’ character.
Level 4: A student will describe examples in detail e.g. Describing Odysseus’ actions when he faces the Sirens.
Level 5: A student will explain reasons e.g. Why did Odysseus’ actions when facing the Sirens would/ would not show
Odysseus to be a hero.
Level 6: A student will explain reasons and either summarise or analyse relative significance e.g. During the incident
on the Island of the Sun God Odysseus is more/less of a hero due to his piety. For the different points made there
should be a depth of evidence and a variety of discussion.
Level 7: A student will explain reasons, summarise and analyse relative significance e.g. a reasoned conclusion that
compares how he seems to an Ancient Greek audience and a modern audience. The point in the essay should build
in a coherent manner towards the conclusion.
Advanced students should be explaining reasons, summarising, analysing relative significance and setting answer
into wider context e.g. the attitudes of Ancient Greek Society to Heroes and how we would regard it in the modern
day.
How to help your child in Year 9
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Encourage your child to take an interest in the classical world: films, books and games are plentiful at the
moment.
Encourage reading around the subject with any historical time-periods that they are interested – Greece or
Rome fiction and non-fiction.
Check the guide sheets for the assessment tasks as these tell the student how to prepare, where to find
information, how to structure the task and how it will be assessed.
Read through work before it is handed in to check for spelling and punctuation. Encourage them to use a
dictionary to correct spelling mistakes.
Subject – Citizenship and PSHE
Course title(s)
Rights and Responsibilities - During this course students examine various aspects of their rights and responsibilities
as citizens of the UK. Starting with the Human Rights Act, we move on to cover topics such as the increasing use of
surveillance in our society, abortion and the rights of unborn children, prejudice and discrimination, the rights of
various minority groups within the UK, youth crime and the rights and responsibilities the students have as children,
both towards each other and society in general. The course also provides excellent opportunities for the
development of skills such as debating, the preparation and delivery of group presentations and acting out a youth
court drama.
Media and the law - This short course adds to work which is already done in the English and Media Faculty and is
largely based around the development if media related skills and interactive group work. Students examine a variety
of topics related to media and the law, including libel, the freedom of the press, the Paparazzi and the clever use of
language and images in news stories. The practical side of the course has students creating and filming their own T.V
advert, using digital cameras to produce a newsletter and recording their own news bulletins. Assessment takes
place within the classroom where students are given the opportunity to provide feedback on each others work and
reflect on their own production, presentation and group work skills.
Homelessness - Looking at the issue of homelessness, what causes it and how it can be avoided? What help is there
locally and nationally for Homeless people.
Sex and relationships education - The SRE course looks at Sex and Relationships in the context of a stable, long term
relationship. We look at issues surrounding peer pressure, sexuality, contraception, STIs and HIV/AIDS.
How to help your child in Year 9
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Encourage your child to take an interest in topical issues happening in the news and to use web sites and
books to research the topics.
Check the homework diary for Humanities homework and ensure that they understand the task before they
start.
Read through written homework tasks before they are handed in to check for spelling and punctuation.
Encourage them to use a dictionary to correct spelling mistakes.
Talk to your child about the issues covered in the course. Topics such as abortion and youth crime can
generate strong emotions and deeply held beliefs which it may be appropriate for you to discuss further
with your child at home.
Sport
Programme of study
In year 9 students will cover a wide range of activities within the curriculum, with sport specific activities such as
Gymnastics, Lacrosse, Rugby, Football, Netball, Basketball, Table Tennis, Cricket, Rounders and Athletics.
The year 9 curriculum has a particular focus on Leadership and Fitness, as students will progress their leadership
skills and improve their fitness through particular activities, enabling them to improve their organisational and
communication skills.
Assessment
Students will be assessed in a broad number of ways in year 9. Students will be assessed as a practical performer, a
leader, and an official. Student’s performance in practical activities, their skills as a leader and an official, their levels
of fitness and their ability to analyze performance will be assessed against National Curriculum levels.
Following the formal assessment periods, students maintain their assessment record and will record their levels,
identify the progress they have made and set next step targets for future progress. Throughout year 8 students will
build up an assessment profile, which should demonstrate strengths and areas for improvement. The overall level
for year 9 will draw upon assessments from all five units and will cover a range of assessment areas. Overall levels
will be tailored to the strengths of each student.
Equipment used this year
Students will need a full Parkside federation sports kit, which is made up of shorts/tracksuit bottoms and a royal blue
polo shirt, both with the Sport logo from SWI. Students may also purchase the school striker sweatshirt through
Sportswear International which may be used for outdoor activities.
The following items are also needed for indoor and outdoor lessons:
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Football boots/Astro Trainers (Rugby and football sessions)
Indoor trainers (non-marking, separate to school trainers)
Football socks (Navy Blue)
Gum shield (Rugby/Hockey)
Shin Pads (Rugby/Football – must be worn for competitive fixtures)
Sports Bag with a plastic bag/boot bag for muddy footwear
Under shirt or sports thermal if no sweatshirt is purchased for wet weather/winter lessons
Useful references for Sport in Year 9
Websites:
www.thefa.com - FA Football information website
www.skysports.com - News, Results and Fixtures
www.cambridgessp.com - Cambridge School Sports Partnership
www.rfu.com - Rugby information website
http://news.bbc.co.uk/sport1/hi/academy/default.stm - BBC Sports Academy
How to help your child in Year 9
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Ensure you child brings kit to all timetabled Sport lessons with the appropriate equipment for the current
sports module.
Encourage your child to take part in the many after-school activities, which include football, rugby,
badminton, basketball, cricket, dance, rounders, athletics, netball, rugby, ultimate Frisbee, fitness, softball,
golf, hockey and tennis. Most clubs are run by sports staff and/or professional coaches and incur no cost.
Attempt to contact local clubs if your child shows an interest in a specific sport. Contact school sports staff
for information on club links and initiatives.
Support your child in attending competitive fixtures between local schools, and district competitions.
Glossary of terms
Aerobic Exercise – exercise which uses oxygen to break down glycogen and fat for energy
Analysis – the results of observation and the identification of critical points
Agility – The ability to change direction at speed with control and balance
Astro-Turf – Synthetic grass all weather 3rd generation floodlit sports facility at Coleridge site. Form of realistic grass
simulator for game-play and training with football boots.
Evaluation – a measurement of the degree of success or accomplishment
Feedback (extrinsic) – information received from outside the student/performer, e.g teacher, students, and rewards
Feedback (Intrinsic) – Information generated by the student/performer in relation to performance
Flexibility – Range of movement around a joint/joints
Skill – The learned ability to bring about a predetermined result within a pressured situation with minimum time and
effort
Skort – Modern sports skirt for girls with attached internal cycling shorts to conceal underwear
Tag Rugby – Adapted non-contact rugby training game to increase speed and develop confidence for all students
Technique – being able to perform an action with skill
Video Analysis – Using professional software to break down skills and techniques to develop more complex
understanding and quality of perform
Creative and Expressive Arts
(Visual Arts)
Students in Year 9 often begin to show strong preferences for specific Creative Arts and, in addition, are actively
considering which Arts subjects they would like to specialise in at GCSE Level. In order to offer students the most
beneficial and positive experience we have introduced two points in the academic year at which students will be
able to make choices to specialise; the first of these occurs immediately prior to the end of the Autumn Term in
order that students will be able to choose two of the four creative subjects for study in the Spring Term; the second
will be immediately before the end of the Spring Term where students will be able to retain or alter the choice they
made in the Autumn. We will, of course, do our best to offer students their first choice each time though obviously
this may not always be possible.
The first units which are described under the specific subject headings will therefore be studied by the whole of Year
9, the later units only by those specialising in those subjects.
Visual Arts
Title of
course
Distorted
Heads
Subject
area
Art
Duration
(approx.)
6
Outline
This is an introduction to looking at and comparing artists’
work who have distorted the head. Students develop and
understanding of different art movements in association with
the artists we look at. They will use basic drawing techniques
using pencil and then develop their work in various media.
Students
learn about the formal elements of drawing and apply this
knowledge to produce a distorted image.
Issues
Based Art
Art
6
Drawing
exam
Art
1
Skills
Building
Art
6
Students explore art that has changed the world, and look at
art movements which have done just that. They develop an
understanding of perspective and refine their drawing and
painting skills resulting in a powerful final piece inspired by
contextual research and understanding
This is test of students drawing ability. Students are
presented with a still life group to observe, understand and
draw using the pencil skills learned in the start of each
project in Year 8.
In this module students are given a choice about which
Creative Arts subjects they wish to specialize in. In Art, they
will complete a range of detailed studies which focuses on
building their skills ready for Art at Key Stage 4. Further to
this they also develop an understanding of complex concepts
which is essential for Art at Key Stage 4.
Students are given constant verbal formative assessment throughout. Every homework is marked with a strength
and an area for improvement, so you child knows how to improve and progress up the levels. Each module includes
and element of student peer-group verbal assessment and a self evaluation at the end of each. The teacher awards a
grade for attainment at project end, which clearly explains how to work towards the next level.
Revision topics for the examinations
 How to create tone, value and texture using pencils.
 Revision materials to use for the examination
 There will be a ‘How To’ guide on the VLE for students to access.
How to help your child in Year 9
 Encourage your child to keep a sketchbook and practice regular drawing either from observation or
 imagination and take it on holiday to draw local views. Try doing pencil portraits e.g. a friend or one
 of the family.
 Buy your child art materials for birthday and Christmas presents e.g. sets of pencils, small watercolour
 sets, a set of good brushes, acrylic paints etc.
 Take your child to local art galleries. These include the Fitzwilliam Museum in Trumpington Street,
 Kettle’s Yard Gallery on Castle Hill and the CCA Gallery on Trinity Street. Entry to each of these is free
 and the Fitzwilliam has a very good café.
 To get inspiration for the Issues Based project, explore and discuss different global issues with your
 child. Try and encourage them to be aware of visual imagery around them and the message it is
 trying to give.
 Encourage your child to draw from life. Get them to practise by drawing everyday objects around the
 house; glasses, vases, flowers, cutlery etc.
Glossary of terms
The Formal Elements. These are the “building blocks” of art and include the
following:
 Line – different lines, thin lines, thick lines, outlines, straight and wavy lines.
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Shape – the outline shape of things
Tone – light and shade, pencil shading.
Texture – describing how things feel.
Pattern – repeated shapes e.g. stripes, squares, spots etc.
Composition – the way all the different parts of a picture are assembled.
Additional terms:
 Research - making an investigation using a variety of sources including the Internet
 Mixed media - use and application of a wide range of both 2D and 3D materials
 Paint – different types include watercolour, gouache, acrylic, oils
 Perspective – drawing in 3D
 Composition – Considering all the different elements to achieve an aesthetic whole
 You could help your child learn these and test them.
Creative and Expressive Arts
(Dance)
Unit 1: Physical Theatre
In this module, students will learn the key features of Physical Theatre. They will be taught a high energy and fast
paced routine inspired by DV8’s ‘Enter Achilles’. Students will use the choreographic device of ‘abstraction’ to
compose a dance phrase using a cup as a prop. Students will learn how to safely engage with contact work and use
this to enhance the complexity of their choreography.
Unit 2: Choreography from given Stimuli
Students will learn how to interpret different types of stimuli (visual and textual) and choreograph a movement
motif that will be developed using the constituent features of action, space, dynamics and relationships. Students
will learn about how to form and structure movement and will be assessed on their composition skills and effective
realisation of their stimulus. A formal written assessment will also check their knowledge of compositional devices
and demonstrate students understanding of effective choreography - including transitions, unison, canon, repetition
and formations.
Unit 3: Set Study / Contemporary Technique
(Optional Module)
Students will undertake a physically demanding module that focusses upon their technical and expressive skills as a
performer. Students will learn a solo set dance in the contemporary style (approx. one minute's duration) and will be
assessed on their physical competence, effectiveness as a performer and their knowledge of safe working practice.
Unit 4: Choreography from a Stimulus
(Optional Module)
In this module creative control is handed over to the students. They will have the opportunity to choose a stimulus,
style and accompaniment for their own piece of choreography. Students are required to research and ‘pitch’ their
ideas before undertaking a series of workshops that encourage them to make creative decisions about the actions,
dynamic, spatial and relationship content of their dance. Their final assessment will focus upon their application of
compositional skills and the effective realisation of their stimulus.
Assessment
Students are assessed at the end of each module on their performance, composition and appreciation skills. In
addition, students receive one piece of homework per module and are given an effort grade based on their research
and commitment to the topic. All practical assessments are filmed and evaluation is also an important process with
students required to reflect on their performance and set targets for improvement.
Revision topics for the practical assessments
The physical, technical and mental skills necessary for effective performance:-
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the basic principles of - posture, alignment, co-ordination, balance, strength, stamina, flexibility, mobility and
control
mental capacity - focus, concentration, confidence, determination to succeed
the body - body parts in isolation and co-ordination, successive and simultaneous movement
action - flexion, extension, rotation, locomotion, turning, gesture, elevation and stillness
dynamics - the qualities of speed, energy, continuity, contrast, development and the variation of these to
produce accent, rhythm and phrasing
space - variation in shape, size, level, direction, pathway, design and orientation in space
relationship - body part to body part, movement to movement, dancer to dancer.
The expressive skills necessary for effective performance:
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focus - the dancer’s sightline; how and where the dancer looks
projection - the clarity, energy and power of the performance
sense of style - sensitivity to the distinctive actions and qualities of the dance
musicality - timing, phrasing and sensitivity to other musical elements such as rhythm, timbre and texture
communication of choreographic intention - empathy with the mood or meaning of the dance and ability to
interpret and communicate this.
Revision materials to use for the assessments.
Video footage and musical accompaniment for each unit will be uploaded to Edmodo.
How to help your child in Year 9.
Encourage students to rehearse at home and to practise in front of an audience or a mirror to allow feedback and
refinement.
Please ensure that your child is properly equipped for their Dance lessons – full PE kit must be worn and long hair
needs to be tied back. In the case of injury or lack of kit, a letter is required from you to explain the special
circumstances.
Encourage research into different dance styles and choreographers; key topics in year 9 are Physical Theatre and
Contemporary Technique. In the ‘Choreography from a Stimulus’ module, students choose their own starting point,
this could be anything at all from an object, recent news story or a sports activity to an historical event. Encourage
students to research this carefully, perhaps watch the news or read the paper in order to broaden their
choreographic possibilities.
Glossary of terms
Abstract: choreographic dance style based on an idea developed from a stimulus.
Acceleration: increase of speed.
Accompaniment: sound heard while dance is happening.
Action: something a dancer does, e.g. travel, turn, gesture, fall.
Air pattern: shapes left in the air by a sequence of gestures.
Asymmetric: uneven or imbalanced, e.g. as regards shape, time, structure.
Balance: holding still with control and poise.
Binary form: dance or piece of music in two sections: AB.
Changing the order: altering the sequence in which actions appear in a motif.
Choreograph: to create, arrange or design dance motifs and dances.
Choreographic devices: ways motifs can be repeated, developed and varied.
Choreographic styles: ways in which a choreographed dance conveys its subject matter, e.g. narrative, abstract,
dramatic, comic, pure.
Climax: high point in a dance; it stands out clearly as a statement.
Complementary canon: dancers move one after the other, showing the same actions at different levels or in
different sizes.
Complementary unison: dancers move at the same time, showing the same shapes but at different levels or in
different directions.
Composer: person who creates music.
Continuous canon: dancers start a motif at different moments and continue until the last dancer has finished.
Contrast: demonstrate the differences between two things.
Contrasting canon: dancers move one after the other, performing different actions.
Contrasting unison: dancers move in time with each other, all doing different actions.
Control: managing the body weight smoothly, accurately and appropriately when performing an action.
Coordination: ability to perform complex actions, using the arms and legs simultaneously.
Correlation: close relationship, e.g. between music and dance.
Counterpoint: interlocking sounds between music and dance, of rhythms and themes, filling in the silent moments in
a bar of music.
Dance idea: theme, subject matter or topic of a dance.
Dance style: performance style, e.g. ballet, contemporary, jazz, folk, capoeira.
Development: changing the features of a motif, e.g. dynamics, order, space.
Direction: pathway a movement takes – forwards, backwards etc.
Disassociation: when dance and accompaniment happen at the same time but are unrelated.
Dynamics: qualities of any movement; how it is done, e.g. quickly, strongly.
Elevation: being in the air, either as a jump or a lift.
Expressive: describes movements that communicate feelings, e.g. grief, joy.
Extension: stretching, reaching out into space.
Form: structure/outline of a dance or accompaniment.
Formation: group shape made by dancers as they move in relation to each other.
General space: area in which dance activity happens.
Gesture: action in a dance space that does not take weight.
Highlight: exciting, dramatic moment in a dance.
Improvise: try out actions to see if they are appropriate for a motif in a dance.
Juxtaposition: using two dance ideas at different places in a dance, or performed by different characters or to
different musical themes.
Level: height at which an action is danced - low/deep, medium or high.
Locomotion: travelling from place to place.
Motif: short sequence of movements that makes a statement; often repeated.
Movement memory: skill of learning and being able to remember and repeat taught dances.
Movement vocabulary: range of action ideas that a dancer/choreographer uses.
Musicality: a dancer’s sensitivity to the rhythms, melodies and tempo in music.
Mutual coexistence: when dance and music exist at the same time without being dependent on each other.
Narrative: style of dance composition that tells a story.
Pathway: journey between two points, on the floor or in the air; can be linear, curved etc.
Personal space: area that the body occupies (also known as a personal balloon).
Phrase: sequence of movements.
Physical contact: leaning on, lifting, carrying or holding another dancer.
Physical setting: space where a dance is performed – the stage, site and what it contains.
Posture: way a dancer holds his/her body and limbs in a style of dance.
Project: to convey the intentions of a movement clearly and powerfully in performance.
Relationship: ways dancers face and place themselves in relation to each other.
Repetition: doing a sequence or a part again.
Retrograde: reversing a motif – performing it from the end back to the beginning.
Rework: to look at a motif or a phrase and alter or improve parts of it; choreographers rework sections of their
dance works.
Rhythm: sequence of beats, with accents, within a phrase of movements.
Solo: dance for one person.
Space: area outside the body (personal or general).
Spatial: adjective derived from ‘space’ that is used to describe levels, direction, size, shape etc.
Stimulus: starting point for a dance idea.
Structure: form a dance takes (e.g. binary, rondo, ternary).
Style: identifiable manner/feature of movement or choreography, e.g. Asian, African, ballet, jazz, modern.
Subject matter: theme of dance.
Technique: physical skill and shaping of actions in a particular style of dance.
Ternary form: dance in three parts, e.g. ABA.
Theme: subject matter or idea on which a dance is based.
Unison: moving in time with each other.
Use of contact: dancers have sight of, or are in touch with, other dancers, either visually or physically.
Variation: when a motif is changed spatially, dynamically or performed in a different order.
Warming up: process of moving aerobically, stretching, swinging and bending, to get blood flowing to muscles and
increase the heart rate.
Weight transference: moving weight from one foot to another, or to a hand etc.
Creative and Expressive Arts
(Drama)
Programme of Study
Title of course
Protest
Subject Area
Drama
Duration
7weeks
Outline
The work in this module is based on the way that
we can use Drama to explore issues of current local,
national or international concern.
Students begin by by learning the
Drama strategy of living newspapers and continue
by looking at the use of flash back and slow-motion.
They also practise the technique of breaking down
the fourth wall and direct address to the audience.
“Blood
Brothers”
Drama
6/7 weeks
Students will study the original version of this
ground breaking 1980’s play which was
eventually turned into a
West End musical. They
will look at the
background to the play
and the themes which
lie behind the story.
They will spend time
exploring the
characters and acting
out some sections of
the play.
“Shakespeare
Module”
Or
Breaking
News – a
devising
module
Drama
6/7 weeks
Students study
Shakespeare by using a
range of Drama
techniques to explore
a tragedy or comedy. They
revise techniques of
identifying key
elements of a story and,
in groups, have to
produce a version of
the play in six scenes.
They revise their use of
gingerbreading in
order to explore the
characters and learn to use diexis
to clarify complex
speeches involving
references to several characters and key scenes.
Students look closely at current affairs that are
taking place within the news.
They identify a news story that interests them and
then work in small groups devising a performance
piece.
The news story is the stimulus for their devised
drama and in order to complete this work the aim is
to include at least three Year 9 Drama Key Skills into
their final piece.
Revisited skills: Drama Machine, Direct Address,
Breaking down the fourth wall
Assessment
As in Year 7 and 8 students are assessed at the end of each module in the areas of responding,
performing and evaluating their Drama skills. The emphasis is increasingly on their ability to
perform and to portray an increasingly wide range of characters. In addition students are assessed
on their ability to select from already learned skills to most effectively present their views on a
particular subject. Students may be photographed and videoed during lessons and these records are used to
encourage self-evaluation and target setting.
Students’ homework will be set on Edmodo; this is usually research based and asks students to return the following
week prepared to tell other members of their class what they have discovered.
How to help your child in Year 9
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Encourage students to rehearse at home and to practise in front of an audience to allow feedback and
refinement.
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Please re-enforce the connections between Drama as a tool for interviewing and presentation skills. During
Year 9 all students are interviewed for their Year 10 options and all students have to present in other
subjects.
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NB The above skills are essential and support learning in other curriculum subjects.
Glossary of terms
Drama Machine – a group of students who create an object via physical theatre
Direct Address – talking to the audience
Fourth Wall – a way of working directly with and involving the audience in the action. All actions happen out
towards the audience, all reactions happen within the drama.
Angel-on- The- Shoulder – using two actors to play one character; one actor speaks the words that the character is
saying, the other speaks their thoughts out loud
Forum Theatre – any way in which the audience can influence the drama; e.g. by taking over the a character in an
improvisation or by suggesting a particular course of action
Marking the Moment – drawing the audiences’ attention to a particularly important moment, event or idea.
Monologue – a longer speech made by an actor which allows the audience to understand more about the character
Creative and Expressive Arts
(Music)
Throughout KS3 Music, students have the opportunity to explore essential music skills (such as performing, listening
and composing) through practical and theoretical application. They study music from a variety of cultural, historical
and stylistic stand points in a way that also supports students in developing essential social skills such as team
building, delegation and leadership. All learning in year 9 builds upon prior learning but also provides strong links
with GCSE Music, for those students who are thinking about it as a potential option for further study.
Do to the sharing of resources each campus studies the modules in a slightly different order as seen below. Please
note that Module 1 is compulsory and studied by all Y9 students, whilst the second two modules are optional with
only 50% of Y9 students studying them.
Module 1: Compulsory
Module 2: Optional module
Module 3: Optional module
Coleridge
African Drumming
Minimalism (and Club Dance)
Bands Project
Parkside
Minimalism (and Club Dance)
African Drumming
Bands Project
Minimalism (and Club Dance)
This module builds upon the rhythmic intensity and intricacy of the final year 8 module, STOMP. Here, students
explore the Minimalist era and the idea of extracting as much musical material as possible from a single motif / cell
when composing. Students study the works of Reich and Glass in depth and respond to a group compositional
challenge using as many Minimalist devices as possible in a creative and original way.
This module, which essentially focuses on unconventional approaches to composition and practical realisation
culminates in a public performance of student work. This unit moves nicely into a more technology based
production unit, with students adapting their knowledge of Minimalist processes and techniques to meet the Club
Dance criteria and produce their own dance tracks. This year we hope to be able to offer this unit using a suite of
new computers on each campus using ProTools software.
African Drumming
In this world music module, students learn to recreate the sounds of West Africa. Students use the voice as an
instrument but also (as the African culture states) teach authentic African Djembe drums to ‘sing’. Students develop
their drumming technique and learn to play authentic African pieces of music using an African teaching and learning
style where rhythms and techniques are modelled by the specialist teacher (master drummer) and are imitated by
the student. In keeping with tradition, rhythms are not written down but are passed on orally. In this module
students explore and develop an understanding of the role and importance of music in African culture and society.
Students learn to compose and improvise in a very ‘hands on’ way and work together in large groups to produce a
piece for public performance.
Bands Project
This final module in year 9 draws upon all skills and experiences acquired throughout KS3 Music. Here, students are
graced with a new level of independence and responsibility as they work in small groups to research, prepare,
rehearse and perform a 20 minute slot within a specially designed public Gig. Students are taught how to select a
musical repertoire for performance; how to seek suitable notation and how to read and perform the notation they
find. Students are expected to form a music band of some kind and to prepare 2-3 songs of public performance
quality. This module not only significantly develops students’ understanding of music (practically, analytically and
theoretically) but also develops their team-work, time management, organisation and communication skills. The
final assessment is carried out in the form of a concert (where possible in an outside venue); which doubles nicely as
a celebration of students’ graduation from KS3 Music.
Assessment
Students are assessed in terms of their musical achievement (output), understanding and progression at the midand end-point of each module. They are awarded a level in accordance with those outlined in the National
Curriculum, along with a target for development. It is expected that most students will reach a Level 5a by the end of
year 9 but assessment levels can vary from level 4 to 8 according to student ability and need. Levels are recorded
into student planners and Music folders at the end of each module so that students can track their progress and
achievement. Students are always consolidating knowledge and skills by building on previous learning. Students are
assessed on a variety of practical skills (including listening, composing and performing) as well as their ability to cooperate and work as a team. Students receive two home- works (maximum) per module, which consolidate and
reinforce any learning, which has taken part in lessons. These pieces of home learning will be assessed and fed back
in order to further students understanding and development. Where possible, student work is audio/video recorded
thus enabling peer and self – assessment, which in turn enables students to see their achievements and to progress
in the subject. Please note that out-of-class rehearsal is essential if bands are to be fully prepared for their public gig
at the end of Y9.
How to help your child in Year 9
Many students are learning to play an instrument outside of school and we encourage students to bring their
instruments to certain Music modules throughout KS3 in order to develop understanding in a useful and personal
way. If your child already plays an instrument, encourage them to practice and use their instrument as much as
possible.
There are many opportunities for year 8 students to receive instrumental lessons at school. Please see the school
website or contact rlewis@parksidefederation.org.uk if you require further information.
There are many extra-curricular Music clubs across the Federation and data suggests that those students who attend
Music clubs achieve higher levels throughout KS3 and 4. Please encourage your child to attend any clubs that are of
interest to him/her. African Drumming Club, STOMP Club, PFO, Junior Orchestra, Choir, Tech club, We Will Rock You
and Funk Band are all extra-curricular activities that have incredibly strong links with the year 9 course outline.
Encourage your child to listen to as much music as possible from a wide variety of genres. Many students have great
knowledge about current trends in music, but they can also draw inspiration from other genres, such as classical,
world or jazz music. Students can develop their listening skills by being exposed to music on Radio 2 or 3, or Classic
FM. You could work with your child to identify different instruments or genres of music. You can access good sources
of information about music and current events from these radio station websites.
Live music is immediate and accessible to students and is readily available – in many cases for free – in Cambridge.
Take your child to see a live performance of music, whether a formal concert, or a gig, or even standing watching
buskers in the town centre. Live music can be really inspiring for students and help to develop ideas for their own
music.
Glossary of terms
Below is essential musical vocabulary which students will be using throughout the year in each module.
Minimalism and Club Dance:
Addition – the process of building up a musical pattern note by note
Augmentation – stretching a motif (often doubling the length of each note)
Cell / Motif – a short rhythmic or melodic pattern that may change gradually over time.
Diminution – squashing a motif (often halving the length of each note)
Heterophonic – a term used to describe the texture of music – similar to that of a round.
Inversion – turning a motif upside down
Layering – the building of one sound/instrument of voice over another to develop the texture.
Metamorphosis – gradually morphing one musical idea into another
Phase Shifting – gradually moving the original motif out of synch until it falls back in time
Repetition / Looping – playing an idea over and over again
Retrograde –playing a motif backwards
Subtraction – the process of breaking down a musical pattern note by note
African Drumming:
Bass, slap and tone – the different sounds that can be created from the skin of a drum
Call and response – a form of organising rhythmic patterns in drumming ensembles
Cross –rhythms – rhythms with different time signatures played together at the same time.
Djembe, Djundjun, Agogo bell – West African drums and bells
Improvisation – Making up a rhythm or melody spontaneously
Introduction, Bridge – structural terms
Master Drummer – the leader of the drumming ensemble
Poly- rhythms – more than one rhythm played together at the same time.
Unison – together / as one
Bands Project
Balance – refers to whether or not the instruments are equally weighted in terms of volume. For example, does one
instrument overpower another?
Chord – two or more notes played simultaneously
Director – the person in charge of the rehearsal / performance
Ensemble – a group performance of music
Hook - a small riff, passage or pattern that is used frequently to ‘catch the ear of the listener’
Instrumentation – how a piece of music is arranged or orchestrated. It can also mean how the instruments are
played – e.g strings are plucked (pizzicato).
Intonation – refers to whether notes are in tune or not
Melody – the tune, often sung
Notation – a way of writing music down
Primary Chords – chords I, IV and V
Rap – loosely - talking in rhythm
Structure - the way the music is pieced together
Tab – a way of notating (writing down) music – usually specific to the guitar family.
Timing – refers to whether or not performers play in time with one another
Verse – the section of the song where the story is told
General Terms – used across the modules:
Accelerando – getting faster
Accent – placing emphasis on a note
Articulation – how a sound is begun / produced
Crescendo – getting louder
Diminuendo – getting quieter
Dynamics – how loud or quiet the music in question is
Ostinato – a repeated pattern
Pulse – the beat
Rallentando – getting slower
Tremelo – a trembling of notes on string instruments to create suspense or tension
You may find the following website useful when supporting your child with reading and interpreting musical
notation: http://www.musictheoryhelp.co.uk/guides/