Skip to content ↓

The Piggott School

A Church of England Academy

Year 9 Curriculum

Curriculum Content - Summer Term 2020

English

English - Year 9 - All work is issued via Show My Homework and/ or Google Classroom. 
Depending on the class they are in students will be doing either Romeo and Juliet or Short Stories. Some classes may be doing a combination of both.
Romeo and Juliet
Students will be directed to versions of the production they should watch – this will be on Digital Theatre+ or on the National Theatre sharing platform. These are platforms the school subscribes too and students have been given log in details – there is no further subscription required.
Alongside watching the play students will be given tasks asking them to explore aspects of plot as well as the presentation and development of key characters and themes.
Specific guidance will be given as to which scenes and speeches should be focused on.
Modern day translations of the play can be found here: https://www.sparknotes.com/nofear/shakespeare/romeojuliet/
Short Stories
Students have been given a book with 12 different short stories in them. They are required to read one story a week.
For each story students are given three accompanying tasks – comprehension, evaluative reflective questions and a creative writing task.

  • Week 1 – The Fun They Had, Isaac Asimov
  • Week 2 – Hearts and Hands, O. Henry
  • Week 3 – The Landlady, Roald Dahl
  • Week 4 – How to Talk to Girls at Parties, Neil Gaiman
  • Week 5 – The Pedestrian, Ray Bradbury
  • Week 6 – There Was Once, Margaret Atwood
  • Week 7 – The Eyes Have It, Philip K. Dick
  • Week 8 – The Tell Tale Heart, Edgar Allen Poe
  • Week 9 – Don’t Ask Jack, Neil Gaiman
  • Week 10 – Ha’Penny, Alan Paton
  • Week 11 – A God Vacancy, Aoife Maddock
  • Week 12 – The Spinning Contest, Anthony Horowitz

Students are expected to work through the booklet a week at a time. There is no expectation they race through it as quickly as possible.
Ongoing Tasks
Just as they would be doing were we to still be in school, students should also be reading for at least 20 minutes a day. Recommended reading lists can be found on the Piggott Sharepoint.
Audible stories have also made a number of texts free to listen to: https://stories.audible.com/start-listen 
An ‘Extension Tasks’ folder can also be found on the Piggott Sharepoint in English/ Home Learning 2019-20.
In cases where students had more than one additional teacher, some ‘non-lead’ teachers may set additional small tasks. Other ‘non-lead’ teachers may liaise directly with the lead teacher and leave the setting of work to them solely.
 

Maths 

Science

Physics

Year 9 home learning content for Physics 
The topics that are due to be taught since schools were closed until the summer as follows:

  • A revision and consolidation of the P1 energy topic (2 weeks)
  • Forces 1 (P5 in the AQA trilogy specification) (6 weeks)

The energy topic was widely completed before schools were closed. It consisted of the following basic principles:

  • Forms of energy and transfers of energy
  • Calculations involving energy transfers
  • Efficiency and power
  • Energy when heating (specific heat capacity as well as thermal energy transfer)
  • Renewable energy forms and processes

The forces topic consists of the following principles:

  • Types of forces and their effects on objects
  • Resolving forces on an object
  • Scalars and vectors
  • Centre of mass
  • Elastic and inelastic materials
  • Hooke’s law (the effect of forces on the shape of a material)

This should take us to around May half term and then we would have been preparing for end of year exams which would have been based on the topics taught since September. These topics are:

  • Waves (P6)
  • Particle model (P3)
  • Energy (P1)
  • Forces (P5 first half)

As mentioned above, these codes are referencing the specification that can be obtained from the AQA website

Combined Science

https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 

Triple Science

https://www.aqa.org.uk/subjects/science/gcse
Students can also access content using their CGP revision guides as well as BBC Bitesize which groups the content into topics and exam boards. 

 

Biology

Year 9 Biology Home Learning Summer Term 2020
Module B3 – Infection and Response


This topic will be covered using the information given on SMHW which includes useful links. Students will be set 3 lessons per fortnight in line with the 3 lessons per fortnight they would attend at school. Quizzes or exam questions are set fortnightly to help students consolidate their learning and self-assess where they at. Individual teachers may provide extra resources for their class or be in contact via email where possible. The topic ends with an end of topic assessment self-assessed by students with results submitted to teachers where possible.


Communicable Disease

  • Define the term “pathogen”
  • Explain what it means if a disease is “communicable”
  • Describe how diseases can be transmitted 
  • Discuss methods to prevent the spread of disease

Viruses

  • Explain how viruses make us ill 
  • Describe the causes, transmission, symptoms, treatment and prevention options for measles, HIV and TMS

Bacteria

  • Be able to discuss general features of bacteria 
  • Describe how bacterial disease makes us ill
  • Outline what is meant by “crown galls” in plants 
  • Describe the causes, transmission, symptoms, treatment and prevention options for Salmonella food poisoning and gonorrhoea

Fungi and Protists

  • Be able to describe the general features of fungi
  • Describe the causes, transmission, symptoms, treatment and prevention options for rose black spot fungus in plants and malaria in humans

Human Defence Responses

  • Describe how human body defence mechanisms stop the entry of pathogens
  • Describe the roles of white blood cells in the defence against disease (phagocytosis, antibody and antitoxin production)
  • Explain why you can catch certain diseases only once (in normal circumstances)

Vaccination

  • Describe why people are vaccinated
  • Explain how vaccination works
  • Explain how herd immunity reduces the spread of a pathogen

Antibiotics & Painkillers

  • Compare the use of painkillers and antibiotics to certain pathogens
  • Give examples of painkillers and antibiotics
  • Describe the problems with overuse or misuse of antibiotics

Drug Discovery

  • State which drugs originate from plants and microorganisms

Drug Development

  • Describe the main steps in the development and testing of a new drug

Consolidation of Year 9 modules – B1 (Cell Biology), B2 (Organisation) and B3 (Infection and Response)
This will be review and revision of the work covered throughout the year utilising a variety of resources via SMHW information. 
 

Chemistry

Year 9 Home Learning content for Chemistry

Topics that we will cover 
A revision of C2 Structure and Bonding

  • C9 The Earth’s Atmosphere (mislabelled C13 in the textbook)
  • C10 The Earth’s Resources (mislabelled C14 in the textbook)

C9 The Earth’s atmosphere includes:

  • History of our atmosphere
  • Our evolving atmosphere
  • Greenhouse gases
  • Global climate change
  • Atmospheric pollutants

C10 The Earth’s Resources includes:

  • Finite and renewable resources
  • Water safe to drink
  • Treating waste water
  • Extracting metals from their ore
  • Life cycle assessments
  • Reduce, reuse and recycle

There would have also been preparation for an end of year test revising all the other topics covered this year:

  • Atomic structure
  • Structure and Bonding

More detailed breakdown of work will be set every 2 weeks for pupils to complete on Show My Homework, this will usually consist of some note taking and researching and a quiz to check understanding.  We already have built in dedicated time for revision in year 11 so will have enough time to go over anything that pupils are finding tricky when we are back.
Link to the specification (AQA Combined Science)
https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 

 

Geography

 

History

Year 9 Work for the summer term
Students would have continued their GCSE course on The USA 1954-75 focusing on the two key issues related to Vietnam. They would then do the first unit on the next part of their course Early Elizabethan England. All students have access to Google Classroom where the resources for each lesson have been uploaded. These resources include a PPT of activities, student notes, practice exam questions and sample answers.  

  • Lesson 21 What were the origins of the Vietnam War?
  • Lesson 22 Why did the USA get involved in Vietnam?
  • Lesson 23 How did the conflict escalate under Johnson?
  • Lesson 24 How did the Vietcong use guerrilla tactics?
  • Lesson 25 What were the main methods used by the USA?
  • Lesson 26 What was the significance of the Tet Offensive?
  • Lesson 27 Why did Vietnamization fail?
  • Lesson 28 How did the war change under Nixon?
  • Lesson 29 Why did opposition to the Vietnam War grow?
  • Lesson 30 How did the public react to the My Lai massacre?
  • Lesson 31 Why did some people support the war?
  • Lesson 32 What were the key features of the peace negotiations?
  • Lesson 33 What was the significance of the Paris Peace Agreement?
  • Lesson 34 Why did the USA fail in Vietnam?
  • Lesson 35 How is the outcome of the Vietnam War interpreted?
  • Lessons 36-37 Practice Exam
  • Lesson 38 Review of unit

Early Elizabethan England
Overview lesson on how Elizabeth’s character and reign were shaped by events in her early life

  • Lesson 1 What was society and government like in 1558?
  • Lesson 2 What issues did Elizabeth face on becoming queen?
  • Lesson 3 What challenges did Elizabeth face in 1558-59?
  • Lesson 4 What kind of church did Elizabeth choose in 1559?
  • Lesson 5 What was the impact of Elizabeth’s religious settlement?
  • Lesson 6 What was the role of the Church of England?
  • Lesson 7 To what extent did Puritans challenge Elizabeth I?
  • Lesson 8 To what extent did the Catholic Church threaten Elizabeth I?


French

Year 9 French Outline of Work Summer Term 2020

Work will be set on each of the following themes in various forms:

GCSE Theme 1a (Self, family, friends)

  • Introduction to the photo task: document with model Q&A to work on
  • GCSE speaking question preparation for this theme

GCSE Theme 1b (Free time)

  • Revision of sports and music
  • Revision of technology, film and TV
  • Extension of sport + using ‘depuis’ with the present tense
  • Talking about life online + revision of comparatives
  • Talking about books and reading + practising the imperfect tense
  • Extension of TV + using direct object pronouns
  • Talking about the cinema + using superlatives
  • End of module testing
  • GCSE speaking question preparation for this theme
  • Writing practice

Regular vocab learning will also be set as well as Duolingo once a fortnight.
There will also be practice of verbs and tenses along the way. 
 

German

Year 9 Outline of summer term learning
Finish school topic:

  • Discussing school rules and opinions on them
  • The school system in Germany
  • Class trip – planning an exchange – using the future tense
  • Celebrating success in school – using the past tense and discussing achievements and celebrations of school events
  • ASSESSMENT

Topic 2 – Freetime:

  • Revising hobbies and time phrases; nouns and articles
  • Reading; types of material to read;  and the pros and cons of books
  • Music – types of music, musical instruments
  • Film and TV – writing a film review

 

Spanish

Year 9 Spanish Outline of Work Summer Term 2020

Work will be set on each of the following themes in various forms, but most likely a PowerPoint/Googleslide or a worksheet that will specify notes that need to be copied into exercise books and will include a variety of tasks that need to be completed and self-corrected with an answer sheet.
Regular vocab learning will also be set as well as Duolingo / Memrise once a fortnight.

Last part of Module 3 - En España

  • Revision of food from Y8
  • Ordering food from a menu in a café / restaurant

Module 4 – ¿Cómo te desplazas? – How do you get around?

  • Revise places in town and add more complex vocabulary
  • Modes of transport and give opinions / pros and cons of each
  • Recommend different modes of transport and say why
  • Ask the way
  • Understand more complex directions 
  • Understand and use command form (Usted)
  • Trainstation – Ask questions about trains (24 hour time, destinations, departures and arrivals)

Module 5 – Salud y consejo – Health and advice

  • Learn parts of body
  • Say what is hurting and how long / since when your are/ have been feeling this way
  • Use of phrases using “Tener – to have”
  • Asking and listening for advice at the doctors surgery
  • Talk about healthy lifestyle
  • What you should do to improve your health 
     

Chinese

Year 9 Chinese Outline of Work Summer Term 2020

Work will be set on each of the following themes in various forms:

GCSE Theme 1a (Self, family, friends)

  • Introduction to the photo task: document with model Q&A to work on
  • GCSE speaking question preparation for this theme

GCSE Theme 1b (Free time)

  • Revision of sports and music
  • Revision of technology, film and TV
  • Extension of sport + using adjective phrase of ‘ 跑得很快/慢’ 
  • Talking about life online + revision of comparatives
  • Talking about  things you like to do when you was young
  • Extension of TV + using direct object pronouns
  • Talking about the cinema + using superlatives
  • End of module testing
  • GCSE speaking question preparation for this theme
  • Writing practice

Regular vocab learning will also be set as well as Duolingo/ quizlet once a fortnight.
There will also be practice of verbs and tenses along the way.
 

RE

Topic 1: Theme E: Religion, Crime and Punishment

  • Lesson 1 - Introduction to Theme E
  • Lesson 2 - Lawbreakers
  • Lesson 3 - Aims of Punishment
  • Lesson 4 - Origin of evil and suffering
  • Lesson 5 - Prison, corporal punishment and community services
  • Lesson 6 - Forgiveness and prison chaplaincy
  • Lesson 7 8: Death Penalty


Topic 2: Theme D: Religion, Peace and Conflict

  • Lesson 1 - Introduction to war and peace
  • Lesson 2 - Forgiveness and Reconciliation
  • Lesson 3 - Terrorism
  • Lesson 4 - WMD’s
  • Lesson 5 - Just War Theory
  • Lesson 6 - Holy War and Jihad
  • Lesson 7 - Does religion cause war?
  • Lesson 8 - Pacifism
  • Lesson 9 - Religious responses to victims of war

Design & Technology

Due to the nature of the Design & Technology course it is, unfortunately, not possible for students to complete the same content that they would have studied in school at home. We will therefore set a number of different mini design tasks that will enable the students to develop the same creative and problem-solving skills at home. We will try and make these tasks as flexible as possible as we appreciate that students may be limited by the resources available at home.

If possible, students should submit evidence of the work that they have produced online via SMHW.

Each mini design task will focus on developing the following skills:

Key stage 3
Through a variety of creative and practical activities, pupils should be develop the knowledge, understanding and skills needed to engage in an iterative process of designing and making.
Design
Use research and exploration to identify and understand user needs.
Identify and solve their own design problems and understand how to reformulate problems given to them.
Develop and communicate design ideas using annotated sketches.
Make
Select from and use a range of materials taking into account their properties. (we understand that students will not have access to materials, but they should still consider material properties when designing)
Evaluate
Test, evaluate and refine their ideas and products.

Other Resources Available:

Pupil Portal — Albany Academy
Focus e-learning – This gives access to a number of online resources that can be accessed via a smartphone, tablet or computer. The relevant Focus e-learning link will be included on the tasks set on SMHW as this can only be accessed via the school’s licence.

SOLIDWORKS | 3D CAD Software Packages for Education

SolidWorks 3D CAD modelling – CAD modelling can help develop skills that apply to a number of different industries including product design, architecture, engineering, computer game design and animation to name just a few. If any students would like to develop their 3D modelling skills at home please email Mr Smith (smithm@piggottschool.org)  from their school email account and he will send the download instructions and licence details. Unfortunately, this is only available on PC and doesn’t work on a Mac. 

Computing

Year 9 Computer Science:
Points to note:

  • Lessons will be released to students on day of actual class, and where possible, at least 1 week to be given to submit homework.
  • Sample answers will be given out so students can self-mark work.
  • All work to be heavily supported / guided by teachers via provision of teacher led videos or associated tutorials,  specific websites for guided and relevant research
  • All lessons will be concise and appropriately short so as not to overwhelm students. 
  • Students are encouraged by their teachers to contact them in case of any issues 

SoW

  • To carry on with 2 lessons of programming topics and 2 lessons of theory as appropriate for both groups. This is the same as we do in school.
  • Programming Topics are short and quick, and too many to list here. I am happy to forward OCR specification to parents if required.
  • This term so far we have done For Loops, Datatypes and Casting, and progressing towards designing algorithms using Flowchart and writing Pseudocode using Exam Reference Language (this is a new introduction in the changed GCSE CS spec starting from this cohort)
  • In Theory topics, we are carrying on as per group schedule with one group reading about Networking and another doing Data Representation. These will change to new topics as and when they are finished.
     

Year 9 Creative iMedia:
Points to note:

  • Lessons will be released to students on day of actual class, and where possible, at least 1 week to be given to submit homework.
  • All work to be heavily supported / guided by teachers via provision of teacher led videos or associated tutorials,  specific websites for guided and relevant research
  • All lessons will be concise and appropriately short so as not to overwhelm students. 
  • Students are encouraged by their teachers to contact them in case of any issues 

SoW

  • To carry on with remaining skills delivery lessons for unit R082 (Creating digital graphics). This is a coursework unit and students had finished a few hours in school before school closed. Coursework cannot be done un-supervised hence currently suspended. But delivery of skills needed for this unit to be wrapped up.
  • Deliver new unit R081 (Pre-Production Skills). Fully teacher led unit with students to submit work per lesson as directed. 
     

Art

Year 9 Projects to be covered this term:

  • Wrapped Project – Looking at artists such as Christo, Alison Watt & Mark Salvatus

or

  • Food Project – Looking at artists such as Joel Penkman, Sarah Graham, Wayne Theibauld, Burton Morris

Students working on individually tailored projects based on one of the above themes.
 

Drama

Year 9

Practitioner Study 

Students will be studying a range of theatre practitioners in four separate studies: Konstantin Stanislav-ski, Bertolt Brecht, Antonin Artaud and Jerzy Grotowski / Peter Brook. All studies are set on Show My Homework (SMHW). Each practitioner study will be set for a two week period with a consolidation quiz at the end to test their acquired knowledge.

There are a number of tasks / activities set to help develop their knowledge per each two week study. These do not need to be submitted.

Note: At the end of the Practitioner Study (all five covered) there will be a further consolidation quiz covering all five practitioners.

Live Performance Review Practice

A key part of the GCSE exam will be to write a review on a piece of Live Theatre. Students will be set a live performance (via Digital Theatre / National Theatre Archive online) to watch and make notes on whilst viewing. They will then, using a template given, via SMHW, need to answer two given questions to practice. 

All information and guidance, with key dates, will be uploaded onto SMHW.

This will be set in the 2nd half of the Summer Term (June).


Any queries please contact Mrs Tomo tomom@piggottschool.org

 

PE

GCSE PE

Core PE

During this time it is important that students keep themselves active. In order to support students with this we will set a weekly physical challenge which will cover the different components of fitness:

  1. Strength
  2. Speed
  3. Agility
  4. Balance
  5. Cardio Vascular endurance (aerobic power)
  6. Coordination
  7. Flexibility
  8. Muscular Endurance
  9. Power (anaerobic power)
  10. Reaction time


Alongside this we will be setting quizzes which will cover the following areas:

  1. Health and Fitness
  2. The body and how it works in relation to exercise
  3. Types of exercise
  4. Effects of exercise on the body
  5. Types of training
  6. Nutrition
  7. Fitness Testing
  8. Contemporary issues in sport


Students will also find further challenges on the PE twitter page @PiggottPE
There are many workout videos available on the internet including:
Body Coach
https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
Just Dance 
https://www.youtube.com/channel/UChIjW4BWKLqpojTrS_tX0mg
Jessica Ennis 
https://www.youtube.com/channel/UC393OqpmGADkrvWBDE2-Jcg
Youth Sports Trust
https://www.youtube.com/user/YouthSportTrust/videos

 

Business

Y9 GCSE Business – Mr. Pearce

Y9 GCSE Business – Mr. Drosdzowski, Mrs Saunders & Mr. Malyon

Specification: https://www.aqa.org.uk/subjects/business/gcse/business-8132 
Textbook: https://www.amazon.co.uk/AQA-GCSE-9-1-Business-Second/dp/1471899381/ref=sr_1_2?dchild=1&keywords=aqa+gcse+business+9-1+surridge&qid=1587552846&sr=8-2 
Revision guide: https://www.amazon.co.uk/My-Revision-Notes-GCSE-Business/dp/1510423702/ref=sr_1_10?dchild=1&keywords=aqa+gcse+business+9-1+surridge&qid=1587552892&sr=8-10 
Tutor2u: https://www.tutor2u.net/business/reference?level=2998&board=2993 
Seneca: https://app.senecalearning.com/classroom/course/154d6ec0-32ac-11e8-84d9-f7b314e82c3a 

 

Media

Weeks 1 and 2 (prior to Easter)

  • Pupils given a mini-project based on the film Jaws

Week 3 (after Easter)

  • Pupils given a task to revise/learn key terms relating to magazine design

Week 4

  • Analytical task based on representations in a magazine cover

Weeks 5 and 6

  • Practical task to design a magazine, using software freely available online

Week 7 and after half-term 

  • JH to create a research task based on the James Bond franchise to introduce the first of the GCSE set texts
  • We will begin to deliver content on the James Bond texts normally covered in the final half-term of Y9

All work is set on SMHW
 

 

Food and Preparation

Home Learning for Food and Preparation Year 9 students.
Your lessons are four a fortnight so work has been set to cover several lessons- you decide when to complete the theory based task and when you can complete the practical task, I will set dates on SMHW- to help you keep on track.
Seneca tasks will also be set as this will help you with your written exam.
Have a go at the tasks- hopefully you will find them beneficial- please send photos of your practical tasks- as they are great to see! 
A plan of your home learning is as follows: 

Ensure if you can look at your emails regularly and check SMHW
Happy baking and cooking!