Year 9

GCSE Art Graphics

In Key Stage 4 students undertake work to complete GCSE Art & Design.

We have arranged the curriculum to meet with AQA subject examination criteria. Projects are planned to enable freedom of choice regarding materials and techniques and we encourage students to pursue personal interests as a source of inspiration.

Schemes of work offer a range of starting points including observation, the work of others, as well as thematically based enquiry. This combines a realistic challenge for those who are initially less able and the opportunity to excel for those who are more confident. These courses suit students who enjoy being practical and creative and expressing their own ideas and feelings. Skills developed here will be easily transferable to other media or design-related subjects.

Key Stage 4 Art Graphics is based on a series of projects with an emphasis on practical work, using a range of hand and digital processes such as drawing, painting, collage, enlarging, layering, printmaking and Computer Aided Design.

Students will be encouraged to experiment with the formal elements (pattern, colour, texture, tone, form, shape and line), along with positive and negative space, composition and balance. Project topics cover a broad range of ideas, giving students the chance to explore feelings about themselves and respond to the world around them.

The final GCSE is made up of 60% coursework portfolio and 40% externally set assignment. Each project includes a balanced combination of:

– Observation and recording of ideas on sheets and in sketchbooks.
– Experimenting with a range of materials and processes.
– A series of studies showing progression from a starting point to a personal, original and creative response.
– Exploration and understanding of the work of other artists through both second hand and first hand contact.

The exam is practical, not written, and will take place in the Spring term of Year 11 over a 2-day period. We encourage all students to aim for the highest possible grade and will support them to attain the grade they deserve.

The focus for Year 9 is to introduce all students to the demands of their GCSE course, as well as ensuring the students can competently and correctly use the equipment and materials we have in school.

We introduce looking at the work of other artists as inspiration, use observational drawing and photography as starting points and record our thoughts and ideas using words, sketches and drawing.

All students will use one theme as an initial starting point to explore using techniques including, but not limited to:

– Painting.
– Drawing.
– Photography.
– Computer Aided Design.
– Collage.
– Printmaking.

Students will explore developing and adapting their ideas to produce:

– Packaging.
– Design for advertising.
– Branding.
– Digital media.
– Site specific graphics (such as displays or murals).
– Book and magazine layouts.
– Font development.


GCSE Art Textiles

In Key Stage 4 students undertake work to complete GCSE Art & Design.

We have arranged the curriculum to meet with AQA subject examination criteria. Projects are planned to enable freedom of choice regarding materials and techniques and we encourage students to pursue personal interests as a source of inspiration.

Schemes of work offer a range of starting points including observation, the work of others, as well as thematically based enquiry. This combines a realistic challenge for those who are initially less able and the opportunity to excel for those who are more confident. These courses suit students who enjoy being practical and creative and expressing their own ideas and feelings. Skills developed here will be easily transferable to other media or design-related subjects.

Key Stage 4 Art Textiles is based on a series of projects with an emphasis on practical work, using textile processes such as applique, embroidery, print, dyeing, quilting, patchwork and felting amongst others. Students will be encouraged to experiment with a range of materials including fabric, fibre and found/unusual items in their work. Project topics cover a broad range of ideas, giving students the chance to explore feelings about themselves and respond to the world around them.

The final GCSE is made up of 60% coursework portfolio and 40% externally set assignment. Each project includes a balanced combination of:

– Observation and recording of ideas on sheets and in sketchbooks.
– Experimenting with a range of materials and textile techniques.
– A series of studies showing progression from a starting point to a personal, original and creative response.
– Exploration and understanding of the work of other artists through both second hand and first hand contact.

The exam is practical, not written, and will take place in the Spring term of Year 11 over a 2-day period. We encourage all students to aim for the highest possible grade and will support you to attain the grade you deserve.

The focus for Year 9 is to introduce all students to the demands of their GCSE course, as well as ensuring the students can identify and safely use the textile equipment we have in school.

We introduce looking at the work of other artists as inspiration, use observational drawing and photography as starting points and record our thoughts and ideas using words, sketches and sampling.

All students will use one theme as an initial starting point to explore:

– Hand embroidery.
– Machine embroidery (including CNC and free machine).
– Appliqué.
– Reverse appliqué.
– Patchwork.
– Quilting.
– Block printing.
– Mono printing.
– Batik.
– Tie-dye.
– Weaving.
– Felting (wet).
– Needle punching (dry felting).
– Fusing.
– Embellishment.
– Pleating.
– Fabric crayon.
– Transfer crayon.
– Knitting.
– Crochet.
– Macrame/knotting.

Year 9 work is usually presented in corridor displays in the summer term.


BTEC Art and Design (Level 2)

A vocationally based qualification with links to industry.

This qualification is aimed at students who are interested in entering employment in the Art and Design industry. It is a vocationally based qualification, each unit containing an aspect relating to an industrial situation.

The qualification will provide students with a grounding in the essential skills and broad fundamentals crucial to this area of study and it gives the opportunity to further these by undertaking another Level 2 qualification or to progress to a qualification at Level 3, or alternatively to enter into their first job within this sector.

Art and Design comprises a wide range of different specialities and the course is structured to allow students to develop their interests at the same time as gaining a broad foundation and being introduced to new areas.

Year 9 – Induction Year

– An introduction to the formal elements of Art and Design.
– An introduction into different pathways within Art and Design.
– An introduction into contextual references in Art and Design.
– An introduction in to vocational opportunities in Art and Design.


English

Our English curriculum in Year 9 is designed to transition students towards GCSE level study. Students will be assessed using GCSE grades and will learn the key skills needed for their GCSE exams. In Term Three, students will start to cover the content needed for their GCSE English Literature exam.

In Term One of Year 9, students will study:

– A Modern Novel. Students will study narrative and viewpoint writing. Focus areas for study will be language analysis, structure and essay writing. Alongside this, students will also develop their skills in descriptive and narrative writing.
– Shakespeare. Students will study Hamlet, Othello OR The Tempest and will focus on GCSE AO’s throughout the term. Students will be taught to respond to an extract and broaden out to the whole text. Character, theme, imagery, language and structure are all areas that will be tested on. Students must see this as a drama text.

In Term Two of Year 9, students will study:
– Modern drama. Students will focus on understanding the play as a drama text, language and structural analysis.
– Poetry analysis skills and unseen poetry.

In Term Three of Year 9, students will study:
– Poetry Anthology. Students will be taught poems from the Love and Relationships cluster. They will be taught to compare the poems within the cluster in terms of themes and ideas. They will also be taught to respond to a previously unseen poem and to compare to a secondary unseen poem in preparation for the Literature examination at the end of Year 10.


Fine Art

In Key Stage 4 and 5 we have arranged the curriculum to meet with the AQA subject examination criteria. Projects are planned to enable freedom of choice regarding materials and techniques and we encourage students to pursue personal interests as a source of inspiration.

Schemes of work offer a range of starting points including observation, the work of others and thematic enquiry. This combines a realistic challenge for those who are initially less able and the opportunity to excel for those who are more confident. These courses suit students who enjoy being practical and creative, and expressing their own ideas and feelings. Skills developed here will be easily transferable to other media or design-related subjects.

Key Stage 4 Fine Art is based on a series of projects with an emphasis on practical artwork covering processes such as painting, drawing, printing, relief, 3D, photography and digital media. Topics cover a broad range of ideas giving students the chance to explore feelings about themselves and the world around them.

The final GCSE is made up of 60% coursework and 40% controlled test. Each project includes a balanced combination of:

  • Observation and recording of ideas on sheets and in sketchbooks.
  • Experimenting with a range of materials and techniques.
  • A series of studies showing progression from a starting point to a personal, original and creative response.
  • Exploration and understanding of the work of other artists through both second hand and first hand contact.

The exam is practical, not written, and will take place in the spring term of Year 11 over a 2-day period. We encourage all students to aim for the highest possible grade and will support them to attain the grade they deserve.

Our focus for this year is for students to understand what is expected of the Fine Art GCSE.

We cover:

  • Basic skills.
  • Working with formal elements such as line work, colour, tone and shape.
  • A GCSE project ‘Detail’ which begins late in term 1 and is completed by half term 6.

Geography

Geography at Batley Girls’ High School has been designed to help students widen their understanding of both human and physical geography. Topics are designed to provide an opportunity for all students to understand more about the world and the challenges it faces.

Over the course of their learning, students will deepen their understanding of geographical processes, the impact of change and of complex people-environment interactions. They will also explore the interrelationships between places and environments at local and national scales.

Year 9 students are also given a range of opportunities to visit places of geographical interest and regularly take part in fieldwork to help develop their geographical skills.

Students at BGHS follow the WJEC Eduqas A specification and develop their skills and understanding of the subject over three years.

Themes covered in Year 9 include:
– Landscapes and Physical Processes.
– Coastal Management.
– Fieldwork Investigation.


History

Key Stage 4 History contains the following:

– One period study
– One thematic study
– One wider world depth study
– One British depth study including the historic environment.

We study a three-year GCSE with AQA which enables our students to cover the content comprehensively and to be able to use spiral learning revision techniques to ensure the best possible outcomes.

In Year 9 we have deferred the start of the GCSE course to enable our students to gain a better understanding of the skills needed to succeed but also to give them a chance to study something that is important to them. We have created a new unit which is a ‘study of significance,’ by which our students have to determine who, in their opinion, is the most significant individual in history. They must study that individual in depth, learning about:

The context – what was the world like before that individual made an impact?
The impact – what did that individual achieve and why have they been chosen?
The long term effects – how has that individual helped to shape the world that we know today?
Students will present their end of term piece with a full justification. They will also be taught to reference their work and use sources and interpretations to support their findings.

From January of Year 9, our students study two units. ‘Elizabethan England, c1568–1603’. This option allows students to study in depth, the last 35 years of Elizabeth I’s reign. During this unit we also make a site visit. The site visit changes every year and the place is determined by the exam board. We also study a thematic study entitled ‘Britain: Health and the people: c1000 to the present day’. The thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time.

We have regular formal assessments every half term in Year 9.


ICT

Students will begin a Cambridge National Certificate in Creative iMedia. The qualification encourages independence, creativity and awareness of the digital media sector, it will equip our students with a range of creative media skills and provide opportunities to develop transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively.

Year 9 students will complete the mandatory unit – R082: Creating digital graphics, this is a Centre assessed tasks.

Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for students to understand the basics of digital graphics editing for the creative and digital media sector.

They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, students will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

They will be using both Adobe Photoshop and Illustrator to complete this project.


Mathematics

The new grades for the Maths GCSE (from Summer 2017) will be numbered 1-9, where 9 is the highest. Falling below the standard required for a 1 will result in a U grade. This means there will be a total of ten possible outcomes, unlike the nine grades of A* to U.

Maths will continue to be tiered, though the split will be different. A greater proportion of students than in previous years will now be entered for Foundation, as opposed to Higher. The Foundation Tier will give access to grades 1-5, and the Higher Tier 4-9.

The specific content to be covered for both tiers is summarised in the Schemes of Work (shown in the image) with a brief summary below.

 

 

Foundation
– 50% number, ratio, proportion and rates of change
– 20% algebra
– 30% data, shape and measures

Higher
– 35% number, ratio, proportion and rates of change
– 30% algebra
– 35% data, shape and measures


MFL

The GCSE course begins in Year 10, following a transitional course in Year 9.

The aims of the course are to use the four skills of listening, speaking, reading and writing to equip pupils to cope with everyday situations in French.
As they progress through the one year course they will become increasingly proficient in their use of spoken and written language and be able to understand spoken and written French in a variety of contexts. The knowledge and application of grammar is interwoven through all tasks.

Term 1
– Compare France and Britain.
– Describe a country.
– Talk about French people.
– Talk about transport and new technology.
– Discuss Francophone cartoon characters.
– Talk about types of television programmes.
– Talk about musical genres and express detailed opinions of music.
– Talk about film genres and review a film.
– Talk about reading preferences.
-Understand and use the language of advertising.

Term 2
– Describe old and new technology.
– Talk about using technology for leisure activities.
– Identify the potential dangers of social networking sites.
– Talk about the pros and cons of new technologies.
– Talk about favourite technology and gadgets.
– Discuss relationships with parents.
– Talk about pocket money and what you do to help at home.
– Talk about the pressures faced by teenagers and understand advice.
– Discuss what life used to be like for teenagers.
– Describe the life of homeless children.

Term 3
– Talk about healthy eating.
– Discuss healthy lifestyles.
– Talk about how diet affects health.
– Talk about resolutions to be healthier.
– Talk about what life will be like in the future.
– Organise a party.
– Suggest activities and make excuses.
– Talk about a festival or special event that you’ve been to.
– Communicate with people in formal situations.
– Talk about traditions and festivals.

Language lessons require pupils to be actively involved in their learning. There are many opportunities to practise the four skills using a variety of techniques and materials, such as pair work, group work, role-play, films, songs and ICT as well as more traditional work from the textbook.
We use a range of materials. Translation skills will be a focus in writing also.

Homework
Homework is set once a week, usually a learning vocabulary homework.

There is an assessment at the end of each topic (half-termly), but there is continuous assessment taking place during lessons, especially in speaking and listening tasks.


Performing Arts and Media

At KS4 students follow the WJEC L1/2 Award in Creative and Media which is a multidiscipline course exploring a wide range of Performing Arts and Media skills. The course comprises of 3 units, 2 of which are internally assessed and an externally set and marked written paper.

Unit 3 – Stage Acting Skills Development
Students participate in a variety of workshops exploring some of the most common genres of acting such as Soap Opera (Naturalism), Pantomime (Non-Naturalism), Theatre in Education and Musical Theatre. They will compile evidence of what they have done and how they have improved their performance skills.

Unit 1 – Response to a Brief
In December, WJEC issue students with a brief for which they have to create a proposal. They need to think about their target audience, artistic intentions and professional practise. There is a preparation time of 30 hours, 20 of which are independent non taught time where students are to produce 4 sides of notes to act as an aide memoire in the written exam.

Students need to be able to perform in a group, work independently and to be creative and prepared to experiment.

Unit 2 – Performing to a Brief
In this unit, students are commissioned by the PSHCE department or a local Primary school to create a Theatre in Education performance which will be performed to a live audience of students. Students chart the development of their piece and evaluate the learning that subsequently takes place in the performance.


Physical Education

Students will spend the whole year on the Sport Education Unit of work. Sport Education allows students to participate as members of teams for longer than that of a usual physical education unit. Students take an active role in their own sport experience by serving in varied and realistic roles that they see in authentic sport settings such as captains, coaches, trainers, statisticians, and officials. Within this unit, students are also able to experience a range of alternative sports such as Ultimate Frisbee, Rock-It Ball and Handball.


Photography

In Key Stage 4 and 5 we have arranged the curriculum to meet with the AQA subject examination criteria. Projects are planned to enable freedom of choice regarding techniques and we encourage students to pursue personal interests as a source of inspiration.

Schemes of work offer a range of starting points including the work of others, and thematic enquiry. This combines a realistic challenge for those who are initially less able and the opportunity to excel for those who are more confident. These courses suit students who enjoy being practical and creative and expressing their own ideas and feelings. Skills developed here will be easily transferable to other media or design-related subjects.

Key Stage 4 Photography is based on a series of projects with an emphasis on developing technical skills with the camera and editing software. Topics cover a broad range of ideas giving students the chance to explore feelings about themselves and the world around them.

The final GCSE is made up of 60% coursework and 40% controlled test. Each project includes a balanced combination of:

– Observation and recording of ideas digitally and on sheets and in sketchbooks
– Experimenting with a range of materials and techniques
– A series of studies showing progression from a starting point to a personal, original and creative response
– Exploration and understanding of the work of other artists through both second hand and first hand contact

The exam is practical, not written and will take place in the spring term of the year 11 over a 2 day period. We encourage all students to aim for the highest possible grade and will support you to attain the grade you deserve.


PSHE

The core aims of our Personal, Social and Health Education (PSHE) programme are:

– Building resilience.
– Developing our students’ skills and awareness so that they are able to keep themselves safe.
– Knowing how to build healthy relationships.
– Promoting humanitarian and British Values.

Students continue their work on ‘My Life, My Choice’ continuing to follow the key themes:

– Careers and future planning: including careers talks and the careers convention.
– An introduction to financial management including basic budget management.
– Democracy and citizenship, including what makes a good citizen.
– Healthy mind and body – including diet, sleep and personal hygiene.
– Keeping myself safe – including in practical situations for e.g. road safety and in virtual situations for e.g. online usage and social media.

Also in Year 9, students will complete the ‘First Give’ programme where they will research and support a local charity and raise awareness of local issues.


Religious Education

Students study GCSE full course RE with AQA. This includes a detailed study of both Christian and Muslim beliefs and practises.
Students also study important philosophical and ethical topics such as marriage and medical ethics.  These are studied from both religious and non religious view points.


Science

Year 9 begins with KS4 topics, we study AQA Trilogy combined Science with most students, some students take Triple Science GCSEs (Biology, Chemistry and Physics), they study extra content in addition to the topics outlined below.

In Year 9 the students will study the following topics:

Term 1, Block 1
– Chemistry – Using Resources.
– Biology – Cell, Tissues & Organ systems.
– Physics – Particle model of matter.
– Biology – Digestion and Enzymes.
– Chemistry – Atomic Structure and the Periodic Table.
– Biology – Human Organs.

Term 2, Block 2
– Biology – Photosynthesis & Respiration.
– Chemistry – Chemistry of the Atmosphere.
– Physics – Energy.
– Chemistry – Chemical analysis.
– Physics – Forces Part A.

Term 3, Block 3
– Physics – Forces Part A.
– Biology – Microbes & Disease.
– Chemistry – Energy changes.
– 5 lessons set aside for exam revision techniques including Maths skills and required practicals focus for the end of year exam.

Post Exams – DIRT.

Further detail of the specification can be found at http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464


Sociology

In Year 9 we study the following units:

– Families and households.
– Education.

In addition to the core units, students study sociological research methods and the work of key sociological researchers. Students are also introduced to themes which are addressed in all units which collectively are known as the sociological approach.

They include the following:

– Consensus.
– Conflict.
– Nature.
– Nurture.
– Social structures.
– Theories of society.


Vocational Education – Childcare CACHE Level 1 Award

In Year 9 students complete 5 coursework units, which enables students to gain an understanding of the skills required to care for young children, from birth up to the age of 6 years. This is an induction unit that leads on to the new Cambridge Technical qualification in Year 10 and 11.


Vocational Education – Health and Social Care Cambridge Nationals Level 1 and 2

Students start off the year with an induction course to Year 10 and 11 Health and Social Care. Students cover Key Stage 4 topics and take part in the Step into the NHS Competition. Later in the year, students begin Communication coursework in preparation for Year 10.