Year 9 Handbook



Year 9 Handbook

Miss V Matthews


Mr Kevin Baker-O’Haire Assistant Principal (Key Stage 3)

Mr W Gibbins

Miss Iona Elder

Head of Year

Student Support Assistant

Mrs Jayne Bulmer Admin Support to Key Stage 3

Contact Number 01237 477611


Dear Students and Parents/Carers

Year 9 is the final year of the Key Stage 3, when students make their option choices, in preparation for their

GCSE subjects.

Although SATs exams are no longer taken nationally at the end of Key Stage 3, internal examinations and

Teacher Assessments will still take place, to ensure students are correctly grouped in Year 10.

Student performance in this year is, therefore, extremely important and I expect all students to be trying their

hardest to ensure each one of them reaches their full potential.

Mr Warrick Gibbins

Head of Year 9

Year 9 Handbook


Every student is in a mixed ability tutor group for registration purposes.

In the Key Stage 3 years, some of the teaching is conducted in these mixed ability tutor groups.

However, a number of departments choose to teach their subjects in ability groups for Year 9.

Some students who have been identified as having a particular learning need work with staff in the Learning

Support Service. This can either be in the form of in class support or through small group work or individual


Students who are identified as being particularly able or talented within a subject area will receive differentiated

work as part of the planned curriculum. A number of subject departments also provide additional tuition or

suggestions for further activities to extend students’ understanding and abilities.




• teachers will provide a rich, varied and

appropriate curriculum for all students

• teachers and support staff will challenge

unacceptable behaviour and celebrate our


• students must make the ‘right’ choice when

teachers ask you to follow an instruction


• students must stay focussed on their

learning so that they are the best that they

can be

• students must do their best in all their

learning and have a positive attitude

• students must have the right equipment

with them to be able to work effectively


• we will treat each others in the same way as

we would like to be treated

• we will use good manners and respectful

language to each other

• we will respect the individual differences of

all at Bideford College


• bullying is unacceptable

• we must always act in a safe way

• some of the College rules are there to

keep us safe, including rules on uniform


Everyone works better when the good work they do is recognised. Your child’s teachers will praise enthusiasm,

effort and achievement in a variety of ways; by speaking to the student in class, by writing comments on their

work and by giving good marks. Recognition of achievement is open to all students of all ages and all abilities:

it will reflect effort and achievement related to the students’ individual ability.

To reward good effort and achievement on a particular piece of work, or over a period of time, teachers will use

the College Award System. Recognition may also be earned for anything which is done that sets a new

standard for the student personally, or for others to follow; for example: good conduct, helpfulness, leadership

and other qualities which make a genuine contribution to College and community life.


The aim of this system is to ensure that the “average” student is recognised and rewarded for their positive

approach to both learning and behaviour.

In Years 8/9 every student will start each half-term with 20 reward points. The aim is to have at least 17/18

points by the end of each half-term to qualify for a particular event/treat.

Points are deducted for a variety of reasons (see below) and cannot be re-gained that half term. The beginning

of every half term is a fresh start for ALL students within this system.

Year 9 Handbook

Deductions are managed by each tutor. The rewards will vary every half-term and will include a film afternoon

in the theatre, reward box/shop, picnic on the beach etc

Seductions Points Code Issues

Uniform issues with a note 0 Maximum 1 week – tutors refer to HSLO

Uniform issues without a note 1/day U

Tutor needs to have signed and dated note each day otherwise point

deducted by every teacher in every lesson. Please be aware of the

student who changes/customises their uniform during the day and


No planner without a note 1/day P

Equipment (pens, pencil etc) 1/day E

Tutor needs to have signed and dated planner each day otherwise

point deducted by every teacher in every lesson.

Equipment (specialised to the subject including

textbooks, exercise books etc)

1/lesson ES Double lessons = 1

Lateness periods 1-7 inclusive 1/lesson L

Lateness with a note from a member of staff/parent 0

Homework not handed in/attempted with a note 0

Homework not handed in/attempted without a note 1 H

Failure to attend department detention 1 D

Students must know Withdrawal is automatically a Department

detention. Posters around the College stating every Department day,

time and place

Failure to attend College detention by due date with

no prior reason given

1 C

Sent to withdrawal 1 W

Vandalism 1 V

Other 1 O

Finance are informed with details to ensure the cost of repair is sent


Yellow Slips

For good standards of work or behaviour, any member of staff may complete a ‘yellow slip’ which lets the form

tutors know the positive contribution that the student has made. The Form Tutor will then be able to

communicate this to the parents/carers, either by telephone or in person during a Progress day interview.

All rewards will be recorded on the school information system and the Heads of Year may decide to use these

as tutor based inter-form competitions.

Key Stage 3 Award Presentation Evening

At the end of key Stage 3, there is an Award Presentation Evening for Year 9 students who have been

nominated for and received prizes under the following categories:

• Effort and progress in academic subjects

• Extra curricular endeavours

• Commitment to the Tutor group

• Attendance

• Citizenship

• Head of Year Award

These are cumulative awards in recognition of their efforts and commitment during Key Stage 3 (3 years).

Students and their families will be notified in writing if they are to receive an award. Students who have not

received an award are NOT eligible to attend, even as a guest.


We hope that formal discipline procedures are not required, but if the informal warnings are not acted upon,

students may be involved in more formal and recorded consequences. These are:

Being on report to Subject Teacher, Form Tutor, Year Head or Principal.

Being sent out of the lesson (withdrawal) to another classroom

Isolation which will include the student losing their time at break or lunch or after college

College detention

Principal’s detention

Fixed Period exclusion

Permanent exclusion

If it is necessary to remind students of the need for better behaviour or a better attitude to their studies, the

College has a detention policy. Detentions are held after College; either a College Detention (3.20pm to

3.50pm) or a Principal’s Detention (3.20pm to 4.20pm). Parents/carers will be informed by letter of the reason

Year 9 Handbook

and of the date of the detention at least 24 hours in advance. More serious punishments, involving temporary or

permanent exclusion will involve parents/carers and Governors.

We want to work closely with parents and carers in our efforts to improve the behaviour and attitudes of those

students who are not making best use of their time here. Everyone has the right to work: students and

teachers. Every teacher has the right to teach and every student has the right to learn.

Parents/carers are invited to contact their child’s Head of Year if they wish to discuss their child’s progress. The

Principal and members of the College Leadership Group are also available but it is usual for the first contact to

be made with the Year Head or Form Tutor.


Bideford College has a large network of computers used for the education of all. This network has recently

been upgraded and therefore contains up-to-date software.

In Key Stage 3, each student has one lesson entitlement to the system and so has access to the latest

computer technology. Other subjects also make use of the network to enhance the teaching of their courses.

Our intention is to increase the range of Information and Communication Technology provision for students and

remain at the forefront of this technology. This will give our students up to date information and practical

experience resulting in a thorough grounding in information technology.

The network obviously utilises a range of information. To ensure proper use of the system we maintain the

following rules:

• Students and parents/carers support the College in ensuring that all students act responsibly with all

computer equipment and treat it with respect. Students are expected to obey the rules in the use of

computer equipment.

• Parents’/carers permission is sought for students to access the Internet. The College will take all

reasonable precautions to ensure students cannot access inappropriate materials, but cannot be held

responsible for the nature or content of materials accessed through the Internet. The College is not liable

for any damages arising from the use of Internet facilities.

• If selected, students’ work may be published on the College Website, with parents’/carers’ permission.

• Photographs that include students may be published, with parental permission; such photographs will not

clearly identify individuals and full names will not be used.


We have an extensive library based in the Geneva building. CD-ROM facilities are available to students and we

encourage students to use the library as a resource for homework and private study, as well as reading for

pleasure. Library staff are always pleased to give all students, and their parents/carers, advice on the most

appropriate books and reference materials.

Students also have access to networked computers that they may use to assist them with their studies.



Number of periods per week

English 4

Mathematics 4

Science 4

Design and Technology 2

Art 2

Information Communication Technology 1

Languages 3

History 1

Geography 1

Humanities (History/Geography rotation) 1

Music 1

Physical Education 3

Drama 1

Personal, Social and Health Education 1

Religious Education 1

Year 9 Handbook


Homework is both important and necessary. Homework done regularly throughout secondary school can be

equivalent to an additional year of study!

The Student Planner is used to keep a check on what students have to do and by when it must be completed.

Students should talk to their teachers and arrange when the homework will be set each week. The homework

for each subject must be written in the subject space of the Student Planner.

Please note:

̌ Students should try to do homework in a quiet place where they are free from distraction.

̌ Students are likely to achieve more by working regularly for relatively short periods (say 1 hour at a time)

than in a single long session when concentration will fail.

̌ Please remember – it is not the time taken to do the homework that is important, it is the quality of the work

that is done.

̌ Above all, it is vital to plan ahead to make the best use of time and not to leave projects, coursework or

homework until the last minute.

In Year 9, students should expect to do homework for one to one and a half hours per night. The

general guidance is that each subject should set one piece of homework per week. The subjects where there

is more than one lesson a week may give a longer homework, split into two halves. History and Geography

alternate: one week, History has homework; the next week it’s Geography. Music, Drama and RE don’t set

weekly homework: they do longer projects at certain times of the year only.

Young people with learning difficulties do not always follow the official homework timetable, as a more flexible

approach may be necessary in these cases; these changes are discussed during the regular and routine

review meetings with the College SENCO.

We ask parents/carers to encourage their child to do the homework set and, as far as possible, to provide them

with suitable facilities. If your child has difficulties with homework, please let the subject teacher or form tutor


There are homework clubs and revision sessions available.

The College subscribes to SAM Learning, a top quality online learning service that can be used at home and at

College. The website address is

SAM Learning usually costs home users £49.99 per year, but students now have full use of this service totally

free of charge. It's useful for students to take a break from textbooks and try learning on the Internet instead.

Learners need three details to login:

School ID

User ID



Date of birth followed by two initials; first name then last name. Example:

010885DJ is the User ID for David Jones born 1st Aug 1985.

Initially same as User ID, you should change your password as soon as you login.

We hope you will take full advantage of this service. We wish all our students good luck with their studies. If any

student has a problem accessing this website, they should see Mrs Meaker in the Burrough building.


Year 9 Handbook


In Year 9, students follow the National Curriculum requirements for Art and Design. They build both their

practical and critical skills. Students will experience working in two and three dimensions and may work with

drawing, painting, collage, textiles, clay, papier mache etc.

Students will be issued with a sketchbook at the start of each year – should the book be lost, students would be

expected to contribute towards its’ replacement. Students are expected to bring pencils (2B), rubbers and pencil

sharpeners to lessons. Students may be asked, on occasion, to provide an old shirt or apron if their lesson will

involve clay, etc.


Homework will be set once a term and will consist of an extended sketch-book project that supports the class

work theme. The themes covered in Year 9 include Portraits, Architecture and Multicultural Art. The work will be

checked as it progresses and support will be given to improve the standard of work. On completion the project

will be given a National Curriculum level. Students will be given a list of suggested activities that they may use in

their projects, however we are keen to encourage individual responses and will accept any artwork based on the

theme that is created by the student. Students will be given a list of artists each term that will help them with

their projects and also guidance about the use of different art materials.

The best sketchbook projects each term will be awarded with a prize.

Students will be required to bring sketchbooks and a pencil to every Art lesson.


At Key Stage 3 all students follow a planned programme of careers education delivered mainly but not entirely

as part of the taught PSHE programme. The programme has been constructed in line with the National

Framework for Careers Education and Guidance.

All students have lessons during which they will build on the work done in Year 8. They will also begin to look

more closely at the world of work and the ways in which it is changing. Students will look at the skills that

promote employability and identify and use a variety of sources of careers information. They will develop and

demonstrate a knowledge and understanding of the options open to them and make realistic and informed

choices of options available Post 14. They will also take part in an industry day during which they will develop

and use team building, decision making and presentational skills. There are two progress days which enable

students to review and set goals with their form tutor.


Citizenship encourages students to play a positive part in the life of their school and community.

Citizenship is taught across the whole curriculum. It gives students the knowledge, skills and understanding to

play an effective role in society. It helps them to become informed, thoughtful and responsible citizens who are

aware of their duties and rights. Citizenship also teaches students about our economy and democratic

institutions and values; encourages respect for different national, religious and ethnic identities; and develops

students’ ability to reflect on issues, take part in discussions and considers other people’s views.


The Year 9 Drama course begins with ‘The Circle of Life’ here students explore and focus upon a real life event

and each lesson requires them to consider one significant factor in this story. We use role-play, thoughttracking,

flashback, flash forwards to help us look closely at how the event unfolded. This work naturally moves

on to the recreation of a Court of Law where all students are involved as Judges, Defence, Prosecution and



All Years 9’s will be working on ‘Grease Lightning’. They rehearse all the parts of the song using choreography.


Introducing Year 9 to a number of different scripts. As an art-form students rarely have the opportunity to

understand how a script works. Here they will look at extracts from Blood Brothers, The Dumb Waiter, The

Year 9 Handbook

Knight and the Troll, Bouncers and Shakers. Each script is very different and challenging and they will all be

rehearsed and performed.

Stage Fighting

Using carefully prepared exercises Year 9 students are shown how to create a stage-fight. With a very strong

emphasis upon safety students are show the techniques and skills required for this work. Scripts are created or

used from West Side Story to create tense moments in a scene.

In addition we look at Soap-operas, Reality chat shows and X Factor/Britain’s Got Talent formats, engaging

students in something familiar and contemporary.


Students in Key Stage 3 follow the National Curriculum for English. The curriculum is taught through objectives

identified in the National Strategy Framework for teaching English. This provides continuity between Key Stages

2 and 3, and highlights progression in Key Stage 3. Students develop their skills and abilities in reading, writing

and speaking and listening.


Students will focus on the following skills:

Research and study skills: Synthesise information from a range of sources, shaping material to meet the

reader’s needs.

Reading for meaning: Compare the presentation of ideas, values or emotions in related or contrasting texts.

Understanding the author’s craft: Analyse and discuss the use made of rhetorical devices in text.

Study of literary texts: Analyse ways in which different cultural contexts and traditions have influenced language

and style.


Students will focus on the following skills:

Plan, draft and present: Produce formal essays in Standard English within a specified time, writing fluently and

legibly and maintaining technical accuracy when writing at speed.

Imagine, explore and entertain: Explore different ways of opening, structuring and ending narratives.

Inform, explain and describe: Integrate diverse information into a coherent and comprehensive account.

Persuade, argue and advise: Make a counter argument to a view that has been expressed, addressing

weaknesses in the argument and offering alternatives.

Analyse, review and comment: Present a balanced analysis of a situation.

Speaking and Listening

Students will focus on the following skills:

Speaking: Use Standard English to explain, explore or justify an idea.

Listening: Identify the underlying themes, implications and issues raised by a talk, reading or programme.

Group discussion and interaction: Discuss and evaluate conflicting evidence to arrive at a considered viewpoint.


Each student is issued with a homework booklet that has weekly homework tasks in it.



Students in Year 9 follow the framework of the National Curriculum, which has four main strands:

1. Geographical Enquiry and Skills

2. Place

3. Pattern and Process

4. Environmental Change and Sustainable Development

Students gain knowledge and understanding through a study of several topics, which include both local and

global examples.

Term Winter Spring Summer

Topics • Natural hazards

• Human hazards – global

warming, pollution,


• Human hazards –

rubbish, crime

• Coastal landforms and


• Investigating development

• Brazil - LEDC case study

Year 9 Handbook

Students will be set homework based on the topics they are studying at that time.

These might take for the form of:

• Additional/preparatory research – if there are difficulties in performing these tasks, students can look in the

library, or come and use department resources in breaks and lunchtimes

• Consolidation tasks

• Thinking tasks – where there is little to write but a lot to think about!

• Completion of work started in class

• Reading as a preparation for the next lesson

• Literacy based work – e.g. focused on poems, leaflets, persuasive writing, diaries etc.

• What have you learnt today? Give me 5 things you have learnt

• Recording information

• Translating information from one format to another

As a department, we are keen to help ALL students reach their potential – please ask your child to ask us for

help if they are stuck or unsure!


In year 9, we continue with our over-arching themes of changing lives, power and conflict and Empire.

In Autumn term, students look at ‘Moving Stories’ which allow students to explore empathy and SEAL. We will

consider the Black Death, workhouses and the Spring term looks at conflict and co-operation, the impact of

World War One and Two and the atom bomb.

Finally in the Summer term, students consider the wider world, for example, why Genocide continues to happen

despite how informed we are about the Holocaust and as a result of the course being more political and hence,

conceptual, students are loosely set in Year 9. E/W and N band are split into 4 groups with a top, two middle

sets and a smaller literacy group. S band are split into three groups. There is no extracted support, but there is

in-class support for those with statements of SEN.

Homework is set every half term and can be found in the student planner. Assessment is based on key skillsbased

assessments and projects/presentations set over the course of the year. Students will be set targets for

these and given support and guidance. Each assessment will focus on one specific skill. These will be marked

and used to assess performance. We hope that parents/carers will support the department with this work.

Emphasis is placed on coming equipped for lessons. There is no specific equipment or resources required

although an enquiring mind and an interest in current affairs does help.

Suggested reading:

• The Horrible Histories series - Terry Deary

• Daily newspapers

• Anne Frank’s diary

• The Evacuees - Nina Bawden

Please see the History pages on the College website for useful websites.


Students continue their studies of ICT during one lesson each week. They continue to follow the scheme of

work complying with the requirements of the National Curriculum as it applies to ICT. The course is based

within the framework of the Edexcel AIDA (Award in Digital Applications). They study all main applications

program areas (Word processing, Presentations, Spreadsheets, Databases and Web design). This allows

students to compile an e-portfolio of evidence for possible submission in Year 10 during the ICT entitlement

lessons. They also develop independent working and project management skills that are applicable in a wide

range of contexts. After Easter students take the online assessment that provides their end of Key Stage level.

Students develop their own skills and understanding of ICT and its use and application in wider society.

A formal assessment of their overall ICT ability is made using a computer based SAT assessment in May.

Performance is reported in the form of a National Curriculum level as part of the national end of Key Stage



Please log onto the Bideford College website and look for useful links in the ICT department pages.

Year 9 Handbook


In Mathematics, students are set according to their ability. Key Stage 3 courses follow the guidelines laid down

by the National Strategy and work is cross-referenced to National Curriculum. Mental methods of calculation

are stressed and regular opportunities are given to students to develop different skills. Students study:

• Number

• Algebra

• Shape, Space and Measure

• Probability

• Data Handling

Throughout the year investigative and practical work is encouraged. Progress is regularly assessed and

students are aware of the National Curriculum levels at which they are working and their target level for the end

of KS3.

Students need their own equipment for accurate drawing and measuring including compasses and protractors.

A scientific calculator is also essential; these can be purchased from the cash office.


During Year 9, students continue their first foreign language either Spanish or French and will learn the

necessary structures to understand speak and write about school, hobbies and their house. Students will

continue with Voilà 2/Asì 2. These textbook is published by Nelson Thornes should you wish to purchase your

own copy. A dictionary is an essential piece of equipment for every student. Students will also receive a

homework/workbook each half-term for the unit they are covering. This booklet contains details of what they are

expected to know at the end of each unit and details of assessments as they occur.

The average level of attainment for a Year 9 student by the end of the year is Level 5.


Students perform and compose in a diverse range of musical styles. The modules chosen are from a wide

range of musical conventions and processes. Two contrasting modules are normally studied each term.

Students are encouraged to develop an awareness and recognition of musical notations and to employ these

skills where appropriate. Computerised and electronic musical equipment may be used in addition to

conventional musical instruments. Students are encouraged to employ a diverse range of technology in their



PSHE lessons in Year 9 are based on the Passport Framework. Students participate in activities, which further

help them to:

• Develop confidence and responsibility and make the most of their abilities

• Develop a healthy, safer lifestyle

• Develop good relationships and respect the differences between people

• Know and understand about becoming informing citizens.

Year 9 Students complete six units of work, which cover Health and Safety, Sex Education, Citizenship and the

Law, Drugs, Careers and Democracy in Action.

Each unit of work will be assessed separately and graded as follows:

P*: Progress Excellent

The student has displayed an excellent ability to work with others, has good communication skills, has

understood the unit of work well and contributed to discussion work. They have consistently worked to the best

of their ability.

PG: Progress Good

The student has worked well with others, communicated effectively, contributed occasionally to group

discussion and has a sound comprehension of the issues raised. The student has concentrated well on the

tasks in hand and has worked with continuous interest and enthusiasm.

PS: Progress Satisfactory

The student has worked satisfactorily with others and attempted to complete most tasks set to the best of their

ability. Not all tasks have been completed. There have been occasional contributions to discussion. The

student is not working consistently towards achieving their potential.

PU: Progress Unsatisfactory

The student has made little effort, finds concentration difficult and does not participate in class discussions. The

student has not co-operated in the lessons, and has made very little effort to improve their work.

Year 9 Handbook

Sex Education is covered in the autumn term of Year 9, building upon the knowledge they have gained in Years

7 and 8. The programme covered is called ‘A Pause’ and it was developed by the University of Exeter, Child

Health Department. Many of the lessons are led by trained nurses and trained Year 12 and 13 students,

although a PSHE teacher is present throughout. The programme of work covers:

• Relationships: tolerance, respect and mutual understanding

• Risks and myths surrounding sexual issues

• Effective contraception

• Developing skills to resist unwanted pressure

• Sexually transmitted diseases

We hope that all students will benefit from this course, and that you will have the opportunity to discuss with

your son or daughter what they are learning in College. If you have any queries about the course, please feel

free to contact Mrs Neill, Head of PSHE.


At Key Stage 3, the students will take courses in invasion games, striking/fielding games, net/wall games,

athletics, cross-country, gymnastics, dance and health related fitness. In the spring term of Year 9, students will

be offered a limited choice of activity to prepare them for the choices they will be able to make for core PE in

Key Stage 4. One of these choices is an opportunity to gain the Young Leaders Award. All students are

expected to bring full Bideford College PE kit and to take part in every lesson. Safety equipment such as gum

shields and shin pads are required for certain activities and students are expected to have them.


Religious Education aims to give students the knowledge and skills in order to respect different religious and

ethnic identities. During Year 9, students follow the Devon Agreed Syllabus which is based on the National

Framework for Religious Education. Each unit focuses on Buddhism, Judaism and Christianity. Topics covered


• Ethics and Relationships – which include

personal values, good and evil, and forgiveness

• Global Issues – which focuses on War and

Peace. This covers issues such as; Is it ever

right to fight? And the place of religion in the Iraq


• Conflict and Collaboration – which focuses on

Evil and Suffering. This cover issues such as;

• Why does religion allow suffering? How Northern

Ireland has moved from conflict to collaboration,

what is Islamphobia and what can be done about

it? And how can we prevent suffering?

Religious Education teaches students to understand and respect other religions and cultures.


The Year 9 Science course enables students to carry out investigations using the skills they have developed in

earlier years. There are further modules, four biology, four chemistry and four physics and these are followed

by assessment tasks. The students are set more finely in Year 9 and given a revision guide for help with

homework and revision. Assessment takes place throughout the year in the form of tests and tasks.

Modules taught in Year 9 are:

• Inheritance and Selection

• Fit and Healthy

• Plants and Photosynthesis

• Plants for Food

• Reactions of Metals

• Patterns of Reactivity

• Environmental Science

• Using Chemistry

• Energy and Electricity

• Gravity and Space

• Speeding Up

• Pressure and Moments


Students in Year 9 follow a course in Design and Technology, which is one of the foundation subjects of the

National Curriculum. The course builds upon skills attained in Years 7 & 8.

In Year 9 students specialise and spend more time developing their skills working on a few modules. Towards

the end of Year 8 students opted for the year 9 modules they wished to take. Students will study three different

modules between September and May.

Students had the choice to opt for modules in Graphic media, Food, Textiles, Resistant materials, Electronics.

The course allows students to develop their ability in both designing and making. Students work is assessed

regularly using the different levels and sub levels of the National Curriculum. Each student has a personal

Technology Tutor who will monitor their progress and help them to set their own targets for improvement.

Year 9 Handbook

During the year students will be choosing which Technology subject area they wish to study at GCSE level. In

June students will begin their GCSE course in the material area of their choice. This allows students to work

within the discipline they most enjoy but will also allow some students to take their exam early, at the end of

Year 10.


Students will study three modules throughout the year; the actual modules will depend on which materials they

opted for. The home works detailed will therefore be relevant to students at different points during the year.

Students should look for the module they are studying in order to determine which sets of home works relate to



• Research for moving parts of toys

• Initial idea designs for mechanical toy

• Final Designs of mechanical toy

• Oblique view of box

• Graphic disassembly drawing (exploded)

• Process sheet (A3 paper)

• Revision


• Product analysis

• Research

• Truth table

• Final drawing

• Process sheet (A3 paper)

• Revision


• Research for phones

• Sketches and ideas

• Materials

• Vacuum forming

• Packaging research

• Process sheet (A3 paper)

• Revision


Year 9 Handbook


Autumn Term 2009 Wednesday 2 September – Friday 18 December 2009

Autumn Half Term Holiday Monday 26 October – Friday 30 October 2009

Staff Training Days Tuesday 1 September 2009

Friday 27 November 2009

Spring Term 2010 Monday 4 January – Thursday 1 April 2010

Spring Half Term Holiday Monday 15 February – Friday 19 February 2010

Easter Holiday Friday 2 April – Friday 16 April 2010

Summer Term 2010 Monday 19 April – Thursday 15 July 2010

May Bank Holiday Monday 3 May 2010

Summer Half Term Holiday Monday 31 May – Friday 4 June 2010


Reports to Parents/Carers Week commencing Monday 23 November 2009

Week commencing Monday 8 February 2010

Week commencing Monday 7 June 2010

Progress Day Thursday 11 February 2010

Options Booklets issued Week commencing Monday 14 December 2010

Key Stage 4 Information Evening Tuesday 2 February 2010

Options Choices Returned Week commencing Monday 22 February 2010

SATs Reports to Parents/Carers September 2010

Newsletters are issued every half term and contain up-to-date College news.

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