Welcome to Year 9
|Senior Assistant Head Teacher:||Mr D Gillivan (firstname.lastname@example.org)|
|Assistant Head Teacher||Mr D Foster (email@example.com)|
|Year 9 Curriculum Manager:||Mr J Benn (firstname.lastname@example.org)|
Mrs J Bennett (email@example.com)
Mrs P Buckley (firstname.lastname@example.org)
Form Tutors 2018-2019
9A – Miss E Collier
9B – Miss M Rodriguez
9C – Miss F Affleck
9D – Miss E Law/Mr J Alvarez-Olive
9E – Mr J Woodcock
9F – Mr R Taylor
Key Stage 3 Admin Manager
Mrs J Bennett (email@example.com) is the Admin Manager for KS3 and deals with Key Stage 3 letter reply slips and general administration.
To report absence, please ring or email Mrs K Brown
The Key Stage 3 Curriculum – Year 9
In September 2018, many of our students began three year GCSE courses. All students follow a broad and balanced curriculum following the requirements of the National Curriculum and the IB Middle Years Programme. This ensures our students preserve the widest possible range of options for the Sixth Form and beyond.
In the spring term of Year 9, students will determine their final GCSE line-up by selecting a subject from the following Option Group:
- Option Group: One subject from Computer Science, Design Technology, Physical Education, Drama, Art or Music.
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. The balanced structure of the MYP enables students to make links between their individual subjects and provides the best preparation for the Sixth Form. The Y9 Community Project is a great example of this.
As with the Diploma there are areas which draw together the programme extending the students’ experiences. These are the 6 ‘Global Contexts’ 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.
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 environment 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 their subject groups are not isolated but complement each other.
The final facet of the MYP is the ‘Community Project’ conducted in Year 9. During the project students will develop an activity that is beneficial to a community through the focus of one of the Global Contexts. The important point being that students go through the cycle - plan, research, deliver, evaluate - as they study a personal area of interest and so are better able to understand stages in the development of an idea.