The course is broken down into a number of units each term and a variety of speaking and listening, reading and writing tasks are completed and assessed.

Students will be given opportunities to develop their skills in speaking and listening through role-play and individual presentations, as well as small group and whole class discussions. They will read a wide range of literary, non-literary and media texts and will study Macbeth, play which will be examined in the SATs. A variety of written tasks will be completed which address the requirements to write in different forms and for different purposes and audiences.

In addition, students will undertake an ICT based research project linked with their study of Chaucer or a novel. While much of this year�s work will inevitably involve preparation for SATs, the impact of the National Literacy Framework will be felt. Work set will also provide the foundations for study at GCSE.

Homework will be set regularly and will be of a varied nature. It will range from individual research and private reading to the drafting and re-drafting of written pieces.

Students are placed in sets determined by their ability in Mathematics. They are closely monitored and regularly assessed and have the opportunity to move between sets during the year.

The year is characterised by students being prepared for National Curriculum testing in May. The curriculum is designed so that students have the opportunity to revise and further their understanding of important concepts and skills learnt in previous years. In particular, students will continue to have the opportunity to develop their knowledge and understanding in the key areas of:

• using and applying mathematics including the use of computers and particular software packages;
• number and algebra;
• shape and space;
• handling data including elementary probability.

Homework provides an essential means of reinforcing concepts and further understanding. It is set on a regular basis and will be varied in nature. It is particularly important in this examination year that students meet all deadlines as set.

Science is taught as an integrated course by one teacher. The science course consists of a number of topics including: the Active Body, Chemical Reactions, and Electricity and Magnetism.

During the course students will be involved in a range of activities including investigative work, problem solving, research, numerical work, ICT, written work, group and individual work. Teaching is in line with the KS3 National Strategy for science.

Homework tasks could include any of these and will be given each week. There is an investigative coursework component which will account for 25% of the course.

For those students who did not buy one in Year 7 or 8, there is available for purchase from school a Revision Guide for all KS3 work. A Work Book providing invaluable SAT examination practice is also available. During the course students will be involved in a range of activities including investigative work, problem solving, research, numerical work, ICT, written work, group and individual work. Teaching is in line with the KS3 National Strategy for science.

In Year 9, students continue to extend their range of language in their foreign languages through a range of topics, which combine both the personal and practical aspects of language appropriate to the interests of teenagers.

Students are set on the basis of their performance in foreign languages so far and work in the same set for both their foreign languages. Student progress is monitored and students may be moved between sets. (Parents are informed.)

During the Summer Term, all students are re-allocated teaching groups ready for the first stages of their work towards public examinations (GCSE) which we begin teaching in the third term of Year 9. Students are placed in the same group for both languages. These groups are identified by the overall performance of each student throughout the year. Performance in their first foreign language takes precedence, whilst progress demonstrated in their second foreign language and teacher judgements of classroom performance also form part of our considerations.

In Year 9, the four key communication skills continue to be developed in each topic, although some topics lend themselves more readily to speaking and writing work. Teaching staff will begin to highlight sub-skills: writing notes in the foreign language, or listening for specific details in longer passages. Students will be encouraged to use variety in tenses and opinions and to add colour to their language through the use of adverbs and adjectives. All students have regular access to the multi-media facilities in the Language College suite.

All students also take part in a nationally acclaimed bilingual project: the study of 20th Century history through languages provides excellent linguistic development opportunities and the opportunity for students to see how language study relates to other subject areas.

Homework is set regularly, and includes vocabulary learning, written, reading and research tasks.

Humanities subjects (Geography, History and Religious Education, taught as three separate subjects) offer students the opportunity to study all elements associated with people: the physical, natural and spiritual world, different cultures, and the discovery of how our world has come to be what it is today. Humanities encourages students to ask questions and discover more about the world around them. Students will be involved in individual and group research, role-play, problem solving, sharing opinions, fieldwork, and ICT.

Homework forms an integral part of all three courses and is set on a regular basis, generally every two weeks for each subject. It is varied in nature and designed to engage students in practising skills, extending knowledge and understanding, learning work and researching topics under investigation.

The geography course is organised in order that themes, places and skills are fully integrated. Each unit has one or two main themes and these, together with geographical concepts and skills, are revisited so that students develop over the key stage.

The course adopts an enquiry approach to developing knowledge and understanding of place, physical and human processes and patterns, and the interaction of people with their environment.

In Year 9, students continue to develop their knowledge and understanding and acquisition of skills through the study of the active earth, Japan, population matters, energy and super-dams, Brazil and industrial change.

Students acquire the knowledge, skills and understanding required to explain events from the past, and the actions and thoughts of people from past times.

• Britain 1750-circa 1900;
• The 20th century World: events, personalities and developments which have shaped the modern world;
• European Project - a comparison of life in Britain, France and Germany during World War Two. Using ICT;
• Local History Study;
• Aspects of Citizenship.

Students learn to identify causes and consequences, continuity and change, and to describe features of a historical situation. They also study Citizenship issues. Understanding will be developed through the use of a range of sources of evidence which students will learn to interpret and analyse. They will also learn to recognise different historical interpretations. By the end of the year, students will be producing extended pieces of historical writing.

Religious Education is taught in accordance with the Durham Agreed Syllabus and has at its heart two main components of study: learning about religion and learning from religion. The syllabus is designed to allow all students to progress with continuity through the year and Key Stage. The balance between the teaching of Christianity and other world faiths reflects the religious traditions of Britain and the local area.

By the end of Year 9, students should be able to make reasoned and informed judgements about religious and moral issues, with reference to the principal religions represented in Britain. It is the department's aim, throughout a student's Religious Education career at school, to foster a positive attitude towards other people, respecting their rights to hold different beliefs from their own.

During the year, students explore and reflect upon a variety of values and ethical principles, study a unit on the philosophy of religion, and take a term to study some aspects of the Christian religion as the principal faith in our society. They will visit local churches in Chester-le-Street.

Students will develop knowledge and understanding but will also be encouraged to investigate and reflect by themselves.

Design and Technology capability will be taught through Design and Make assignments closely aligned with GCSE requirements. The students will experience the subject through the following:

• Food - In this area the students will focus on a high quality end product suitable for the needs of end users. They will be required to develop systematic research skills and overcome problems encountered during the making stage.
• Product Design - Using the materials of wood, plastics and metals the students will cover two projects each working through the design process to produce a solution to a set design brief. Each project will use computer aided design techniques and one will require each student to use a computer controlled router. Work will be based upon the theme of �other cultures� allowing students to explore a range of exciting design opportunities.
• Graphics - In this area, the students will be set a design brief which requires a graphic outcome as the solution. The emphasis is placed upon research and experimentation as well as graphical techniques using Information Technology processes.
• Textiles - In textiles the students will be encouraged to develop practical skills with particular reference to the use of the computer controlled and manual sewing machines. They will design and make a variety of textile outcomes.
• Electronics - Students will use basic components and construction techniques to produce a working circuit to compliment their Graphics work.

Homework tasks will be issued for each of these modules as and when appropriate to the subject area and could involve tasks such as research, reading, worksheets or preparatory work for subsequent lessons.

Students are also reminded that they will be expected to provide the necessary materials to enable them to participate in practical activities.

Students working in practical areas will be expected to maintain the standards of behaviour and relevant Health and Safety expectations established in Year 8.

Integrated within Humanities lessons, all Year 9 students will follow a course designed to increase their computer literacy. The course will address the areas of safe working practice for both hardware and software, thus covering aspects of health and safety and disc management.

Each student will be given the opportunity to further develop skills in using generic software packages of graphics, word processing, spreadsheets, databases and desk-top publishing. The work covered in these lessons will, where possible, be in a specific curricular context so that any work covered will be taken back to the curricular area for further work, provision of evidence for assessment or portfolio purposes. This course is to enable, enhance and further develop each student's Information Technology capability.

Students will be working in three main areas Performing, Composing and Listening. They will develop skills which will enable them to fully participate in a variety of vocal and instrumental activities. They will introduced to an even wider range of instruments, including drums, drum machines, sequencing keyboards and more sophisticated music ICT. Listening skills will be developed further and greater emphasis placed on preparatory GCSE music listening skills, including discussing style and period and the range of musical techniques employed.

• Elements of Musical style - Periods of Music history;
• Introduction to Rock Instruments - playing in a band - performing for an audience;
• Compose a Rap or song;
• The Music business.

We anticipate a greater number of students practising on instruments at lunchtime and after school.

Homework will be on going practice for the end of topics. Preparation for listening and written assignments will also be expected for topic 1 and 4.

In Year 9, all classes in Physical Education are of mixed ability and some are of mixed gender, gaining access to two, one hour lessons per week. In games, all students continue with basketball and there is also an introductory course in badminton.

During the summer, students continue with cricket and athletics. Girls are introduced to the world of soccer and aerobics, whilst the boys have a half term course of volleyball and tennis.

All students continue to participate in health related fitness, dance and gymnastics, the latter being in the form of an introduction to trampolining. Your son/daughter will continue to be tested on his/her stamina level on three occasions every year and if we feel there are specific problems, we will contact you by letter outlining the situation.

Homework will not be set on any regular basis, though at present we offer a wide range of extra-curricular activities, ranging from clubs to inter-class competition and then on to higher levels of participation.

With all year groups we do try to increase their understanding of the activity, as well as their practical ability. However, an important aspect of the work is to try to raise students' self-esteem, through allowing them different ways of "succeeding". Continuous assessments are made for each area of activity with regard to the student's practical ability. The students themselves are also involved in this process through their personal Record of Achievement.

We must stress that the only way a student may miss a Physical Education lesson is with a note written in the Student Organiser explaining the reason. Without this note, your child may well be asked to take part in the lesson.

During Year 9, it is important that students gain confidence in their ability to respond to lesson topics with ideas of their own, acquiring the necessary skills in handling tools and materials as they do so.

• Observational drawing and painting;
• Imaginative composition in two-dimensional media ( paint, collage, mixed media etc);
• Design / graphics (posters, illustrations, logo design, pattern exploration, computer graphics);
• Art appreciation.

Homework tasks will be set for each module, which can involve research, gathering information/materials, reading, or preparing for subsequent lessons by carrying out design or drawing tasks. Students will be encouraged to take part in Art and Design competitions in which the department becomes involved.

The tutorial programme in Year 9 is designed to develop self-awareness, relationships with others and to explore the pressures placed on adolescents. The content includes personal relationships, drug awareness, health issues, study skills, environmental issues and preparation for the beginning of Key Stage 4 with the gradual introduction of Action Planning which provides opportunities for students to consider decision making within the context of Careers.

Also during this time students study aspects of the Citizenship Curriculum.

In addition to this, during the 15 minute morning tutorial the students are encouraged to reflect on current events or use the opportunity for wider reading. Time is also spent discussing Year Council meetings and items for agenda

The main aim of this programme is to increase the personal effectiveness of students. The programme enables students to develop a range of skills and qualities essential not only for success in school, but also for employment and adult life as citizens. Each term, one skill is introduced to students in the tutorial programme and its use developed in all subjects.

• Autumn Term: ORGANISATION (how students prepare and plan for life in a new school);
• Spring Term: WORKING WITH OTHERS (including problem solving /working together);
• Summer Term: RESEARCH (how students find information, select it and use it).

Students have responsibility for recording in their personal Organisers (in the PSP section at the back) examples of the use of these skills. Students also have responsibility for evaluating their own progress. Additionally, throughout the year, we will encourage students to develop their PRESENTATION skills (how students look, listen, speak, behave and write).

We ask parents to support us with this programme by encouraging students to use these skills, for example in being organised for school, and by encouraging students to record examples of the use of the skills in the home and the community.

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