Year 9 Curriculum 2014-15 - Bow School · 2014. 12. 18. · Year 9 Curriculum Overview 2014-15 English Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic / Unit Short Stories

Year 9 Curriculum 2014-15

Year 9 Curriculum Overview 2014-15

English Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Short Stories

Novel- ‘Noughts and Crosses’

War Literature

Speeches

Shakespeare- ‘Romeo & Juliet’

Writing Non- fiction – Knife Crime

Subject Content

‘Lamb to the Slaughter’ – Roald Dahl

Novel – Character Study War Poetry and propaganda

Speeches arguing for change

Study of Romeo and Juliet

Writing to Argue Researching a topic Structuring arguments

Assessment Focus

Writing

Reading AF2/3- Understand, describe, select, retrieve, deduce and infer

Writing AF1- Write Imaginative, interesting and thoughtful texts

Speaking and Listening AF1- Talking to others

Reading AF5- Explain and comment on the writer’s use of language;

Writing Write imaginative, interesting and thoughtful texts

Assessment

Using all the conventions of a short story, write your own short story.

Analysis of character

Write a letter from the trenches

Write and perform a speech, rebelling against the system at Bow School

Analysis of the fight scene- Act3, Scene 1- Who is to blame for the death of Mercutio?

Writing to argue- ‘Who is to blame for Knife Crime’?

Cross Curricular Opportunities

Drama – to enhance their understanding of the issues and events.

History – racism

Martin Luther King and

Malcolm X – the

different approaches to

civil rights. Peaceful

demonstration and the

use violence to oppose

racial discrimination.

History – WW1 Citizenship

History (Martin Luther King, Chief Joseph, Winston Churchill, The Challenger disaster; Obama Speech).

Drama – to develop their understanding of the context in which it was set. RE/Citizenship– in relation to religion /culture and relationships

Citizenship – gangs and anti-social behavior problems relating to the youth. History – how/why these problems have evolved/endured over decades

Homework Regular weekly homework set on tasks related to the units being studied. Additionally, students may be required to complete work set in class that they have not completed.

Research Project on Shakespeare’s theatre and on his background


Mathematics

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Graphs and Sequences Geometry Statistics and Probability Algebra - Equations and

Number Geometry – Angles and

area Percentages and Algebra

Subject Content

Real life graphs

Sequences and graphs

Plotting linear graphs

Gradient and y-intercept investigation

Area and Circumference of a circle

Pythagoras

Volume

Density

Comparing data

Mean from grouped data

Pie charts

Experimental probability

Listing events and outcomes

Solving linear equations

Solving simple quadratic equations

Shading regions

Rearranging formulae

Solving simultaneous equations

Angles in parallel lines

Angles in a polygon

Circle theorems

Similar shapes

Construction

Percentage of amounts

Percentage change

Compound interest and depreciation

Reverse percentages

Fractional indices

Standard form calculations

Aims/ Assessment Objectives

All aims/objectives are closely linked to the subject content.

Assessment

Half termly ‘Can Do’ Assessment.







Business studies – costs and revenues – break even graphs

Business studies/Geography – Different currencies

Science- Density – deriving units

Citizenship – using timetables

PE – different sporting models

Science- substituting work – using scientific formulas e.g. constant acceleration

Design & Technology – plans & Elevations and Isometric drawings

Science – standard form – using astronomical data

Science – different types of sorting diagrams

Business studies – compound interest and depreciation

Social, Moral, Spiritual, Cultural

There is always a focus on group work to facilitate learning in maths. Lessons are designed to give students the opportunity to express their ideas and communicate with others.

Homework Homework is set according to the ability of the class and related to the work completed in the lessons that week.


Computing Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit OCR Entry Level Computing – Trends in Computing

OCR Entry Level Computing – Programming

OCR Entry Level Computing – Programming

OCR Entry Level Computing – Hardware / Software & Logic

OCR Entry Level Computing – Hardware / Software & Logic

TBC GCSE Computing or ICT

Subject Content

This unit requires candidates to look at changes in computing technology, how it has been used and the impact it has had. They will choose and research a computing technology and then present their findings to their assessor.

This unit requires candidates to understand the basic syntax of Python.

This unit requires candidates to understand the basic syntax of Python.

This unit requires candidates to understand the basic components of computer hardware and software.

This unit requires candidates to able to convert binary numbers and state the output of logic gates.

Assessment Objectives

The pupils will have a knowledge and understanding of: a computing technology and how it has developed examples of that technology technical terms relevant to their chosen technology what is meant by ethical, social and legal considerations.

Basic syntax of Python Variables in digital systems Mathematical operators in Python Control structure – IF Statements Counter Variables (Score)

Programming + Evaluation

Hardware: Software:

Logic:

Assessment

Describe different examples of the use/application of that technology and their impact Use key technical terms when describing their development Describe examples of ethical, social and legal considerations related to their chosen development

Planning (1-10 marks) Use of Techniques (1-10 marks)

Outcome (1-10 marks) Test and Evaluate (1-10 marks)

15 minute multiple choice exam, taken at the end of each topic.

15 minute multiple choice exam, taken at the end of each topic.


English: Understanding increasingly challenging texts, writing for a wide range of purposes and audiences, speaking confidently and effectively. PSHE/ECM: The world around us

Homework


Science Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit

Electricity and magnetism Energy

Physics Motion and pressure Reteach/intervention KS4

Biology 1 KS4

Chemistry 1 KS4

Controlled assessments

Subject Content

1.1 Charging up 1.2 Circuits and current 1.3 Potential difference 1.4 Series and parallel 1.5 Resistance 1.6 Magnets and

magnetic fields 1.7 Electromagnets 2.1 Food and fuel 2.2 Energy adds up 2.3 Energy and

temperature 2.4 Energy transfer

particles 2.5 Energy transfer

radiation 2.6 Energy resources 2.7 Energy and power 2.8 Work energy and

machines

3.1 Speed 3.2 Motion graphs 3.3 Turning forces

B1.4 Interdependence and adaptation B1.5 Energy and biomass in the food chain B1.6 Waste materials from plants and animals

C1.1 Fundamental ideas in chemistry

All pupils complete 2 controlled assessments. Controlled assessments released 1 month previous. Best controlled assessment taken.

Assessment Focus

All assessment foci based upon the National Curriculum for the topics in the subject content

Assessment

Scrap heap metal challenge Practical: Design the best electromagnet Practical: What material is the best insulator/conductor?

Weight a moment P2 Motion and pressure end of chapter assessment

B1.4 B1.5 and B1.6 Progress checks in class/additional homework Test

C1.1 Progress check in class/additional homework


Maths

Homework Project : Heated houses Project : Designing a magnetic toy

Project : Barmy birdmen Progress checks AQA exam questions related to topic set weekly

Progress checks AQA exam questions related to topic set weekly


French Module 1 Module 2 Module 3 Module 4 Module 5 Module 6

Topic / Unit

Ma vie sociale d’ado

Bien dans sa peau

À l’horizon

Spécial vacances

Moi dans le monde

Subject Content

Talking about free- time activities

Talking about healthy lifestyle

Talking about future plans

Talking about holidays and travel

Talking relationships, family and friends

Assessment Focus

All French topics have a focus on Speaking, Reading and Writing, increasing vocabulary and knowledge and application of grammar each unit.

Grammar: regular –er verbs direct object pronouns adjective agreement the near future tense the perfect tense with avoir/être

Grammar: à + definite article the nous form of the present tense il faut depuis + present tense talking about the future negatives: ne … pas and ne … jamais

Grammar: Grammar: nouns for jobs modal verbs pouvoir, vouloir, devoir the imperfect tense the future tense question forms

Grammar: the pronoun y question forms the conditional reflexive verbs the perfect tense (irregular past participles & verbs taking être)

Grammar: expressions with avoir the informal imperative direct object pronouns (me, te, nous, vous) direct object pronouns (le/la/l’, les) si … sentences present, perfect, imperfect and future tenses

Assessment

Pupils’ checklist and practice test. Formal listening and speaking assessment

Pupils’ checklist and practice test. Formal reading and writing assessment

Pupils’ checklist and practice test. Formal listening and speaking, assessment

Pupils’ checklist and practice test. Formal reading and writing assessment

Pupils’ checklist and practice test. Formal listening and speaking assessment


English: Alphabet, the definite article, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT

English: Alphabet, dictionary skills, spelling, translations Maths Citizenship: culture and customs from other countries ICT




Homework Pupils write an report for a music magazine

Pupils write an essay about healthy lifestyles

Pupils prepare a presentation on education and future plans

Pupils prepare a presentation about a dream holidays

Pupils write an essay about a human rights issue


PE


Topic/ Unit (Double) Futsal (Single) Futsal

(Double) Hockey (Single) Hockey

(Double) Basketball (Single) Basketball

(Double) Fitness (Single) Fitness

(Double) Athletics (Single) Athletics

(Double) Cricket (Single) Table Tennis

Subject Content (Double) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best (Single) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games

Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best

(Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best

(Double) develop their physical ability to improve their performance in other competitive sports (Single) develop their physical ability to improve their performance in other competitive sports

(Double) develop their technique and improve their performance in other competitive sports (Single) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games

Double) use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (Single) analyse their performance compared to previous ones and demonstrate improvement to achieve their personal best

Classes will complete this cycle on a carousel


-Develop competence to excel in a broad range of physical activity -Physically active for sustained periods of time -Engage in competitive sports and activities -Lead healthy, active lives






Assessment Q & A, Formative and summative assessment Initial fitness testing

Q & A, Formative and summative assessment

Q & A, Formative and summative assessment. Comparison of fitness tests to Autumn 1

Q & A, Formative and summative assessment.

Q & A, Formative and summative assessment. Comparison of fitness tests to Spring 1

Q & A, Formative and summative assessment


Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)

Literacy (key words), Maths (scoring)



Literacy (key words), Maths (measuring distances, collating data & comparing recordings against other bests)

Literacy (key words), Maths (scoring),

Homework

All students will have the opportunity to join a range of extra-curricular BowExtra! Clubs to enable them to practice the skills they learn in lessons. In addition, students will be given the opportunity to represent the school in a range of competitive sports fixtures.


Citizenship Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit UK Politics UK Politics Global Issues Global Issues Global Economy

Specified Content

Democracy, parliament, electoral processes, work of MPs

School Council- implementing and assessing democratic principles

EU, UN, Commonwealth, trade, poverty, child labour, environmental issues, girls education, FGM

Fair Trade Campaign Globalisation

Specified Skills/ Assessment Objectives

Understanding of democracy Making comparisons Evaluating effectiveness of citizens

Select and recall relevant information Use skills of advocacy and representation Collaboration and negotiation within teams Analyse the impact and effectiveness of school council

Explore different kinds of rights and obligations and how these affect individuals and communities Investigate ways in which rights can compete and conflict and offer solutions to balance rights Select and recall relevant information Use skills of advocacy and representation Collaboration and negotiation within teams

Explore different kinds of rights and obligations and how these affect individuals and communities Investigate ways in which rights can compete and conflict and offer solutions to balance rights Select and recall relevant information

Assessment

AF: Democracy and Justice

AF: Taking Action Deliver and evaluate school council election process

AF: Balancing Rights Assessment of case study of selected content from one lesson

AF: Taking Action Research, deliver and evaluate fair trade campaign

AF: Citizenship Issues Speaking and listening Debate


History- reference to social activists and groups, use of sources Maths- basic numeracy (voting processes)

Maths- basic numeracy (voting processes)

Geography- demography and living standards of LEDCs

Geography- demography and living standards of LEDCs, trade

Homework Take-away homework menu- students must complete 2 of 10 tasks SAM Learning

Data collecting and collating (interviews, opinion polls) for assessment evidence

Research and preparation for team teach activity

Selection of active citizenship task- students must complete 2 of 5 tasks

Take-away homework menu- students must complete 2 of 10 tasks


History Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit World War Two The Impact of World War Two

The Atomic Bomb The Holocaust The Vietnam War

Subject Content

challenges for Britain, Europe and the wider world 1901 to the present day




a significant society or issue in world history and its interconnections with other world developments


understand historical concepts such as continuity and change, cause and consequence, , and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses

know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history;

Assessment

Why did the Allies Win WW2? This is an individual essay that requires revision of the term’s lessons

Was there a Blitz Spirit? Individual source enquiry using a source pack given out at the time of the assessment

Was it right to drop the A Bomb? Individual reflection essay supported by source stimuli and an essay plan

Design a Memorial to the Holocaust. This will build the research and design carried out in homework throughout the project

Create an anti-war poster or song, in any media, that reflects at least 2 arguments against the war


English-war poetry RE – Conflict Geography – Europe Science – weapon technology

English-war poetry RE – Conflict Food Tech – rationing

RE – Conflict Science – nuclear technology

Geography - migration RE – Conflict Citizenship - morality

English-war poetry RE - Conflict

Homework Create a timeline of key events of WW2, adding to it at the end of teach lesson. It can include images and words.

Produce your own 5 slide PPT on the Blitz in east London. Each slide should include an image and an explanation

Two sets of comprehension tasks evaluating the impact of Japanese expansion

Research & design a Memorial to the Holocaust to be completed as part of your own final assessment. Research can be done as a group.

Research anti-war posters and songs from the twentieth century and record ideas for your own poster/song.


Geography Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic / Unit What makes a biome? World biomes: How are they under threat?

Globalization and development

The Holocaust Cross Curricular project Rocks and Soils

China

Subject Content Locational Knowledge, Place knowledge, human and physical geography

Locational Knowledge, Place knowledge, human and physical geography


Locational Knowledge, Physical geography (rocks and soils)



Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information .

Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length

Understand the processes that give rise to key physical and human geographical features of the world Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length

Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length

Interpret a range of sources of geographical information Communicate geographical information through a variety of ways, including through maps, numerical and quantitative skills and writing at length

Assessment

Poster presentation in groups on the desert biome, research and poster completion at home and in class. Final presentations in class

‘Deforestation in the Amazon is under control’ to what extent do you agree?

‘Globalisation provides the most benefit to developing countries’ to what extent do you agree?

Design a Memorial to the Holocaust

Essay question ‘How sustainable is China’s development?’


English- Academic writing Science- processes of erosion English- extended writing

English- extended writing Citizenship- globalization and inequality

History- Holocaust RE – Conflict Citizenship - morality

Homework Students have a project consisting of weekly activities

Students create a scientific poster through the completion of weekly activities

Students complete research project on the threats to once biome

Students complete weekly tasks including researching an organisation which promotes development in LEDC countries

Research & design a Memorial to the Holocaust


Religious Education


Topic / Unit Life and death issues 1 Life and death issues 2 War and conflict

Prejudice and Discrimination

Origins and environment Religious expression

Range and content

Sanctity of life Capital punishment

Abortion Euthanasia

Peace Violence

Racism Sexism Homophobia

Creation Environment Animal rights

Religious art / music / literature / architecture

Key Concepts

Beliefs, teachings and sources Practices and ways of life Meaning, purpose and truth Values and commitments





Expressing meaning Identity, diversity and belonging

Key processes Skills (Framework Obj.or Key Processes in PoS)

Investigation Expression Application Discernment Analysis Synthesis Evaluation





Interpretation Reflection

Assessment opportunities (What and how will you assess?)

Extended writing: ‘The death penalty should be reintroduced to Britain’. How far do you agree?

Extended writing: ‘Abortion is always wrong’. How far do you agree?

Extended writing: Can religion help us to decide when it is right to fight?

Write a protest speech or letter outlining Cardinal Galen’s objections to Nazi ideology on race

Extended writing: ‘Religious people have more of a responsibility to look after the environment’ How far do you agree?

Interpret a piece of religious art / music / literature / architecture

Literacy, Numeracy and ICT Opportunities

Literacy: Paragraph work, Plan redraft and copy writing.

Literacy: Paragraph work, Plan redraft and copy writing, Formal debating


Literacy: Paragraph work, Plan redraft and copy writing, Formal debating


Literacy: Close reading for key information, Formal presentations with use of standard English

Curriculum opportunities (cross-curricular links & real experiences)

Debating

Debating

Art/Music/English: Interpreting art/music/texts


Art


Topic / Unit Force Force Portraits Portraits Critical studies

Subject Content

Developing an idea in response to a GCSE topic using a range of media and processes

Developing skills in making a response to a GCSE topic using a variety of materials

Develop technical skills in drawing and painting Looking to a variety of painters for inspiration

Develop technical skills in drawing and painting to make a final piece of work

Develop skills in critical thinking and writing


To be able to record ideas and experiment with different media in response to the theme of Force

To develop a final piece of work in response to the theme of Force

To develop skills in artist analysis- Salvador Dali Francis Bacon Develop skills in drawing from primary sources

Develop skills in mixing colour Develop skills in using acrylic paint Developing a personal style

To create a timeline of artists from different times using the work of Shara Hughes as inspiration

Assessment

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified.

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. Review of www + ebi from homework. NC Grade- assessment objectives simplified.

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. . NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. NC Grade- assessment objectives simplified.

Group and peer assessment. Self-evaluation. Class/group critiques. Use of www + ebi sheets. NC Grade- assessment objectives simplified. Analysis worksheet on artists work, comparison and opinions.


History – Surrealism – art movement founded as a reaction to WW1

English-persuasive writing

History- WW1 influences RE – Conflict

Maths- quantities, proportion

English- comparing. describing, forming opinions

Homework A range of drawing, researching and collecting activities

A range of drawing, researching and collecting activities





Design and Technology Students will complete the topics below on a carousel throughout the first five terms of the academic year.

Topic / Unit

Introduction to Food Technology

Alessi product Box Birdhouse

Subject Content Nutritional knowledge Basic food preparation skills Designing food products Evaluating personal skills

Building product design skills. Designing and making a product inspired by the design group Alessi.

Preparation for GCSE-Construction skills Making a box using a range of joints. Working with woods

Preparation for GCSE- design skills CAD skills Workshop Construction skills- using tools & machinery


Improve knowledge of food groups Build food preparation skills Introduce concept of designing/ making for others

Improve hand and CAD drawing skills. Learn from the work of others

Improve workshop tools and skills. Build knowledge of material groups

Build design skills and prepare students for design requirements of GCSE DT subjects.

Assessment

Design Make Evaluate





Science Maths Science/ Maths Science/ Maths


Social: Designing for others Spiritual/ cultural: Discussion of dietary requirements

Spiritual/ cultural: research patterns in religion/ culture

Homework Designer/ maker research sheet Designer/ maker research sheet Designer/ maker research sheet Designer/ maker research sheet


Music


Topic / Unit Musical Futures/ Intro to

studio recording Film Music

12 Bar Blues Chords & Structures

Musical Futures/More studio recording

Songwriting – recording the Y9 CD

Subject Content

Rehearsal space setup – familiarity with equipment incl. studio

Song structure, instrumentation and choice of song

Pupil led group performance projects based on pupil chosen groups and songs

Recording in the studio, listening back and evaluation, target setting

Identify genres of film from the soundtrack

Representation through instrumentation

Creating a mood

Diegetic and non-diegetic

Mickey-mousing/syncing

SMPTE timing

Chords and triads

History of the Blues

12 bar blues chord structure

Walking bass line

Improvising

Combining parts, developing dexterity between hands

Solo/duo performing

Development from autumn term work

Pupils change groups and songs

Incorporate use of skills gained since last MF unit

Record all groups performances via studio with pupil engineers

Listening back and evaluation against previous targets

Structure

Instrumentation

Riffs, hooks and licks

Writing lyrics

Making your song stand out

Putting the parts together and preparing a performance

Recording a CD of pupils’ work

Aims/Assessment Objectives

Developing confidence when performing, group performance skill (timing) and working collaboratively, working to a deadline, quality of recording, critical reflection and evaluation, target setting

Understand the contribution of music to an audio visual experience, emulating the mood of a video when composing music, combining media for coherent and seamless output

Understand history and development of blues music, learn the structure of 12 bar blues and how to play chords and a walking bass line

Developing confidence when performing, group performance and working collaboratively, working to a deadline, quality of performance, critical reflection and evaluation, target setting

Forging an expressive output for creativity (lyrical as opposed to just musical), learning to combine disciplines and fitting lyrics to music, developing performance skills

Assessment

Performance – group performance of chosen song, written evaluation and target setting

Composition – computer based solo composition to accompany a section of silent film

Performance – group performance of chosen song, written evaluation and target setting

Performance – group performance of chosen song, written evaluation and measure progress against previous targets

Composition and performance – group performance of completed composed song for evaluation


Physics – music tech language (velocity, frequency, amplitude, EQ, etc.) Business Studies – study of the music business

Art – other mixed media compositions such as art installations, exhibition themes or sculpture Citizenship/English – advertising

History and Geography – slave trade and subsequent migration and mixture of cultures to form blues music

Physics – music tech language (velocity, frequency, amplitude, EQ, etc.) Business Studies – study of the music business

Physics – music tech language (velocity, frequency, amplitude, EQ etc.) Business Studies – study of the music business

Homework

1. Practicing as a group outside lessons 2. Completing self-assessment (listen to Soundcloud at home)

1. Keywords and features of film music worksheet 2. Brainstorm ideas for silent film clip in preparation for assessment.

1. Triangular trade worksheet 2. Practice for performance assessment outside lesson time

1. Practicing as a group outside lessons 2. Completing self-assessment (listen to Soundcloud at home)

1. Lyric writing 2. Practice performances in groups outside lesson times


Drama


Topic / Unit

Play text - Teechers (comedy) Exploring horror Introduction to Artaud

Theatre Styles Performance Poetry/Street Theatre

Devising

Start of the new academic year (GCSE Drama)

Subject Content

Main outcome:

- To gain an insight into how comedic techniques are used in the play ‘Teechers’ by John Godber.

Main outcomes: outcomes:

To produce a film trailer for a theatre production on ‘Horror’.

To demonstrate an ability to work as a small ensemble.

Main outcome:

To explore three theatre practitioners, Stanislavski; Brecht and Beckett.

Main outcome: To explore lyrical performance skills readily used in performance poetry.

Main outcomes:

To use the opportunity to develop a piece of theatre based on understanding of the different styles and forms studied during the year.


Off-text performance of a scene from the play.

Group performance on the last night spent inside Darkwood Manor.

Evaluate two styles of theatre using external research material and practical class activities.

Perform a poem or a piece of street theatre to the whole class.

Perform a five minute self-devised group play.


English: understanding how to interpret the key themes in a play text.

History and English: reference to the Gothic period.

Media Studies: using multi-media to present research based on each style of theatre.

English: analysing the composition of a poem, including the physical structure and use of punctuation for maximum effect.

English: preparing and writing devised scripts. Social sciences: exploring thematic approaches to everyday topics.

.


Exploring the issue of right and wrong in relation to Mr Nixon’s teaching and learning relationship with Oggy Moxon.

Raise philosophical questions that enable the students to question the themes arising from the play.

Should theatre entertain or educate an audience? Encourage the discussion on this theatrical debate from social and cultural perspectives.

Understand the roots of performance poetry and how street theatre connects with the audience (the community around us).

Encourage students to look beyond their cultural identities, to explore a stimulus that will challenge their social norms.

Homework Conduct a piece of research on John Godber. To learn your character lines. Find an appropriate piece of costume that represents your character.

To complete the character log book on your chosen character from the movie. Write a script plan of the key moments in the play.

Research each style of theatre. Write an action plan detailing how you intend to explore one of the drama styles in your performance.

Analysing the performance techniques used by a performance poet. Writing and rehearsing a poem to perform as a piece of street theatre.

Complete a plan on the group’s ideas, coupled with research responsibilities. Rehearse for the final performance. Complete evaluation notes ready to set targets for the new academic year.

Year 9 Curriculum 2014-15 - Bow School · 2014. 12. 18. · Year 9 Curriculum Overview 2014-15 English Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic / Unit Short Stories

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