In the first half term, year 9 will be exploring news stories and the art of reporting to develop their writing and oral presentation skills. After the October half term, year 9 will be reading the play ‘A Christmas Carol’ to develop their comprehension skills. There will also be a focus on spoken language in the context of role plays to support understanding of characterisation.
In Year 9, the same view to the students’ education is taken as it was in the first two years at Alfriston. The staff will differentiate the topic in line with the students’ abilities and appropriately challenge them. Although the topic may be repeated (as we understand this is necessary for the majority of our students), the students learn different aspects to progress them with the mathematical and real-life skills required for adulthood.
The Autumn term sees the Year 9 students learning about money, banking, the importance of saving money, the pros and cons of interest, alongside relevant Functional Skills topics such as coin and note recognition. Following this, there is a focus on time, timetables, digital clocks including 12/24 hour clocks and conversions with time. As with all year groups, these topics are related to the Functional Skills qualification specification with our Learning for Living ethos layered into most lessons. Online independent work continues with Mangahigh. We are lucky enough to have double lessons once a week, which gives us a great opportunity to go out in the community and put what we have learnt in the classroom, into practice.
Chemical Reactions – The aim of the first part of this theme is to develop an understanding of what is meant by the phrase chemical reaction or chemical change. Pupils will then go on to find out about the processes that are used in making many everyday materials, they will explore energy changes in chemical reactions and we will be looking at reactions between acids and alkalis.
Electricity at Work – During this theme pupils find out about static electricity, magnets and magnetic fields. They will make electromagnets and will explore the different ways in which the electromagnetic effect is used in everyday devices.
Environmental Studies incorporates work from History, Geography and practical outdoor learning. This outdoor learning provides the students with opportunities to learn and enhance their horticultural and animal care skills.
In History we will be continuing our journey exploring the theme of Human Rights by exploring how history has changed our understanding of culture and human rights. The students will look closely at organisations such as One Can and understand the link between having the right to be fed and how organisations provide support to ensure this is happening.
In Geography the students will spend this half term researching and understanding global human rights of the 21st century. How will these affect us? We will also explore activists such as Malala Yousafzai.
RELIGION AND ETHICS (R AND E)
The Religion and Ethics balanced curriculum is designed to help pupils begin to explore and engage with the six main religions from a spiritual and ethical perspective to stimulate their interest and understanding. The subject naturally is geared towards discussion, debate and a variety of opinions when exploring a range of spiritual, moral, social and cultural issues. Pupils are encouraged to appreciate and respect the British values of tolerance and freedom of speech when exploring their own beliefs and that of others.
Pupils will focus on God as the creator in different religions and the creation of the natural world. They will also be introduced to Hinduism and Hindu stories, Jewish stories. Pupils will discuss and reflect on their own views of the creation and consider the significance of Adam and Eve and how they broke the rules that God had made. Pupils will also have opportunities to explore the environment, recycling and how we treat our planet. Pupils will use key questions to help them to join in discussions and write down their ideas.
In year 9 the Autumn term our project is ‘Creative Wellbeing Art’ and teaches pupils how art can be used to help our general Wellbeing. Pupils will learn to use expressive mark making and to create artwork mindfully. They will have the opportunity to experiment and play with a range of art materials with the focus being very much about the making process rather than the outcome. We will also look at the work of a range of artists who used their art to explore different emotions and help them when they were sick.
Design Crafts is aimed at developing the design and practical skills in young Designer Makers across the student pathways. Promoting a culture of creativity that will provide opportunities for engagement in the community and encourage skills to support wellbeing and independence (appropriate to student pathways) into adult life. The projects change yearly as we take current opportunities and respond to design briefs as they occur.
The skills and knowledge developed through the KS3 Design Crafts programme feeds directly into the Social Enterprise programme in years 11, 12 and 13 where as part of the work related learning offering, students run a small crafts business that funds a range of community arts projects where students engage with and support local organisations, schools and community groups.
This term Year 9 students will be exploring the role of young designer makers to develop a marketable product, packaging and promotional materials. Students will have the opportunity to participate in a range of skills workshops, research projects and product sampling to create a refined product that reflects their set theme.
The music curriculum at Alfriston has been carefully designed to be therapeutic, and to promote confidence and a growth mindset for all our girls. We aim to be absolutely inclusive and to meet our girls whatever their level or need. Our Learning for Living skills of Engagement, Independence, Risk Taking, Resilience and Social Interaction are promoted in every lesson, and in some of our topics, Organisation will be an important focus.
We begin with more Rhythm work, concentrating on Jazz. We learn about various Jazz styles and develop listening skills, work on some far more complex rhythms, and move these from simple rhythm instruments to keyboards in order to compose jazz. This promotes listening and independent and group performance, as well as our LfL goals of full engagement, social interaction and risk taking.
We move on to more of the Alfriston Singing Course – and will learn more complex pieces of music ready for performances at Christmas. Students have more opportunities to sing solos and lead groups, sing harmony and choose music, alongside improving their own technique.
Elements of dance – This term, pupils will be focussing on the four key elements of dance, Action, Space, Dynamics and Relationships. Pupils will need to bring their PE kit to lesson as they attend lessons exploring these key words, studying and taking inspiration from professional work and choreographing their own routines.
Pupils will begin to explore the underpinning principles of Sports Leadership and Outdoor Adventurous Activities with a particular focus on activity planning, preparation delivery naturally nurturing organisation and social interaction skills. Pupils will become more confident in their ability in the water during swimming lessons and will be set challenges to overcome, whilst also working on their water fitness. A week long residential will also enable pupils to experience a range of new and challenging outdoor adventurous activities.
Lessons will be delivered on a rotation of theory, discussion/circle time, and practical activities to allow for learning and practice.
During the first term pupils will be developing their Self-awareness. This will begin by building group cohesion and establishing group rules and expectations, followed by helping the group learn about themselves and each other. This includes being able to identify what I am good at, but also what I would like to improve on. Then pupils explore emotions, thoughts and behaviours of themselves and others.
PSHE at all key stages aims to promote positive well-being and mental health enabling pupils to take responsibility for their learning and future life choices.
Pupils willhave opportunities to understand and reflect on their experiences and understand how they are developing personally, emotionally and socially, encompassing many of the spiritual, moral, social, cultural and health issues in their lives and that of others in wider society. This will enable them to be have a deeper understanding of themselves, others and the world they live in while building meaningful relationships. It will also enable pupils to develop leadership of themselves and others and develop personal and transferable skills related to the Learning for Living skills such as confidence and resilience.
There will be opportunities for pupils to find out what the school is like, how it functions as well as its rules. They will then think about friendships and relationships and begin to consider their future challenges and choices.
In Year 9 pupils will explore relationships in more depth as well as understanding our rights and responsibilities in different relationships. Students also learn the skills and strategies to maintain healthy and positive relationships.
Autumn 1: Pupils will deepen their knowledge and understanding of self- awareness and examine a variety of related topics. Pupils will identify their personal strengths and areas of development, positive friendships, people who are special, describe what it means to treat others in an unkind way, recognise changes in their body and the influence of media representations and employ strategies to cope with pressure, and be aware of how stereotyping can be harmful encouraging prejudice. Pupils will also explore diversity as part of Black History Month.
Autumn 2: Pupils will explore the various changes and challenges that young people face in the wider world as they gain independence. Through the concept of self-care, support and safety students will gain knowledge, information that will equip them for the experiences and challenges of living in a digital world to make informed decisions, learning to manage their minds, bodies, relationships, online lives and the influence of their peers and social media platforms. They will have lessons which will focus on the following: Pupils will explore the concept of: Taking care of ourselves, Keeping safe, Feeling frightened / worried, Trust, Online Safety and Public and Private.
Opportunities may arise when a community police officer visits the school to discuss how to keep and feel safe at all times and in groups pupils will consider bullying, what it is, how it can be prevented as well as coping strategies.
In Home Economics, the pupils will focus on basic cooking and food preparation skills. Pupils will learn how to work safely in the kitchen as well as developing, an understanding of what Home Economics is and learn the important hygiene and healthy eating rules. They will learn about basic nutrition and the importance of a balanced diet. Pupils will cook a wide range of dishes from a variety of simple recipes. Pupils will gain independence in the kitchen and begin to discuss the skills they are learning.
Year 9 Pupils focus on foods from ‘around the world’. They look at what people choose and combine different foods to make meals and snacks. Pupils will gain an understanding that a range of factors determine what is eaten throughout the world. Diets vary between individuals for reasons such as availability, preference, resources, time, culture and religion.
The pupils working in Forest School will be outside in the woodland area having a hands-on opportunity to learn about the natural environment through directed tasks and exploration. They will be guided to use their own initiative to solve problems and cooperate with others. The students will be given a large amount of freedom in their learning.
In Year 9 pupils will continue to work on traditional Forest School tasks in addition to working alongside the Chiltern Rangers. They will become much more familiar with the use of tools and will also begin to learn about woodland management. Team work and cooperation continues to be a key element as they design their own programmes.