Welcome to Year 9
Year 9 Staff
Deputy Head: Dr M Kingham (firstname.lastname@example.org)
Assistant Headteacher: Mr D Gillivan (email@example.com)
Year 9 Curriculum Manager: Mr J Looney (firstname.lastname@example.org)
Year 9 Support Assistants: Mrs P Buckley (email@example.com)
and Mrs S Andrew (firstname.lastname@example.org)
Form Tutors: 2016-2017
9A – Mrs J Johnson
9B – Miss A Meason
9C – Mrs Z Knight
9D – Mr C Grazebrook
9E – Mr C Byrne/ Mr M Welby
9F – Mrs E Cato-Sergeant
Key Stage 3 Admin Manager: Mrs P Buckley (email@example.com)
and Mrs S Andrew (firstname.lastname@example.org).
To report absence, please ring or email Mrs K Brown
The Key Stage 3 Curriculum – Year 9
In Year 9, all students follow a broad and balanced curriculum following the requirements of the National Curriculum and the I.B. Middle Years Programme. This preserves the widest range of options possible for the Sixth Form and beyond.
In the spring term of Year 9, students begin to specialise by choosing their options, selecting subjects from the following Option Groups:
• Option Group 1: Two Humanities subjects (from Geography, History and Religious Studies).
• Option Group 2: One subject from Computing, Design Technology, Physical Education, Drama, Art or Music.
Students study two Humanities subjects to GCSE, ensuring that they qualify for the English Baccalaureate at the end of Year 11 and providing them with several humanities options for the International Baccalaureate Diploma in the Sixth Form. Students who do not select Religious Studies as one of their Humanities choices will sit their short-course examinations in the summer of Year 9.
In Option Group 2, students may choose to continue to study their Creative Arts option (Art, Drama or Music) chosen at the end of Year 8 or they may opt for Computer Science, Design Technology or Physical Education. It is not possible, at this stage, to change to another Creative Arts subject.
The curriculum is wide-ranging, challenging and exciting. Students will have the opportunity to discuss GCSE options, not only with subject teachers but also their form tutor. They are able to choose the best range of options suitable for them, all offered within the balanced structure of the MYP, which enables students to make links between their individual subjects and which provides the best preparation for the Sixth Form.
The MYP offers a curriculum which includes the 8 subject groups shown in the diagram below. As with the Diploma there are areas which draw together the programme extending the students’ experiences. These are the 6 ‘Global Contexts’ which occupy the centre of the diagram and which further build upon learning experienced during Years 7 and 8.
The key points of each Global Context are as follows:
Identities and Relationships – students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.
Orientation in space and time – students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.
Personal and cultural expression – students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Scientific and technical innovation – Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.
Globalization and sustainability – students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.
Fairness and development – students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.
Through the contexts provided by the Global Contexts, students will become more aware of the relevance of their learning to real-world issues, and shall come to see knowledge, concepts, skills and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other.
‘Creativity Weeks’ in October and June allow students to learn in different ways and locations.
Students will also reflect on their learning formally throughout each term and record this and their targets in the relevant sections of their KS4 MYP Reflective Journal and Personal Planner.