Year 9 Curriculum Information Booklet 2017-2018

Curriculum Information Booklet 

Key Stage 3 

2017 - 2018 

Year 9

Vision and Values 

Aspirat primo fortuna labori 

Fortune smiles on our first effort 

At the heart of the school’s ethos is the ambition that every student has the 

opportunity to experience success. Whether in sport, enrichment or the curriculum, 

students will develop their self-confidence and employability through: 

a. A school community which is committed to development of staff and students by 

embracing leadership opportunities 

b. Making maximum progress as a result of consistently high standards of teaching 

and learning 

c. A curriculum which provides all students with the skills and knowledge to facilitate 

a love of lifelong learning and the motivation to realise their potential as active 

citizens in an ever changing world 

d. Facilities designed and planned to meet the needs of the school community and 

provide opportunities to enrich and enhance learning 

e. The development of an extended school, working in partnership to meet the 

needs of the wider community 

Therefore, at Stretford Grammar School we believe: 

 

 

 

 

 

 

In the pursuit of academic excellence 

In having high expectations of the progress of our students 

That we learn best in an environment where success in all its forms is 

celebrated and everyone is encouraged to take personal responsibility 

That this environment is created through clearly stated expectations of 

behaviour with emphasis on discipline and appropriate rewards 

That everyone needs to experience success in some aspect of school life to 

gain confidence and raise self esteem 

That we are all members of a learning community built on mutual respect and 

support

Calendar of Events for Year 9 

8 th November Iceland Meeting 

9 th November 7.00 pm – 9.00 pm Year 9 Information Evening 

18 th November PTA Christmas Fair 

1 st December – 2 nd December MFL Visit to Christmas Markets 

6 th December 7.00 pm Christmas Concert 

12 th December SEND Parent Forum 

16 th December – 19 th December Visit to Krakow 

22 nd December School Closes for Christmas 

8 th January School Reopens 

1 st February Intermediate Maths Challenge 

8 th February Options Evening 

9 th – 14 th February Visit to Barcelona 

12 th – 16 th February Half Term 

21 st February Parents’ Evening 

23 rd February Options Forms returned to school 

20 th March SEND Forum 

29 th March School Closes for Easter 

16 th April School Reopens 

2 nd May 7.00 pm Spring Concert 

28 th May – 1 st June Half Term 

18 th June – 22 nd June Year 9 Examination Week 

19 th June SEND Forum 

10 th July Sports Day 

12 th July Awards Evening 

Week Commencing 16 th July 

Active Learning Week – Year 9 Camp 

19 th July School Closes for the Summer

Assessment and Reporting 

The purpose of assessment is to enable an informed judgement to be made about a 

student’s knowledge, understanding, skills and attitude. During your child’s academic career 

at Stretford Grammar School assessment is a continuous process which is integral to the 

teaching and learning cycle. For every subject your child will be assessed at various points 

throughout the year and these assessments will be used to inform you about the progress 

that your child is making in that subject area. 

During each term you will receive a data capture report that contains a working at grade 

(WAG), a target to improve sentence and an attitude to learning grade. The WAG indicates 

the current level of attainment at the point in time of the report. This grade is based on the 

formative assessments that take place during the year. 

The WAG reflects the new grading system that has been introduced at GCSE. The 1-9 

grading system is used through Key Stage 3 and Key Stage 4. Each grade reflects a set of 

skills and knowledge that are specified for each subject area. Below is the expected flight 

path of academic progression that your child will be tracked against. 

Year 

Group 

Progression Flight Path 

11 

10 

9 

8 

7 

Grade 1 2 3 4 5 6 7 8 9 

Old Grade G F E D C B A A* A* + 

The Working At Grade will reflect whether a student is making progress at a level that is at 

the top of a grade skill descriptors (+), making the expected progress within the grade skill 

descriptors (=), or making progress that is at the beginning of the grade skill descriptors (- 

). 

The target to improve sentences will provide your child with specific advice on how to make 

further progress. The attitude to learning grade reflects your child’s approach to their 

studies.

Assessment should be based on clear, consistent criteria which are known and 

understood by both teachers, students and parents/carers, and are guided by 

national criteria and statutory requirements where appropriate. 

In order to achieve consistency, assessment practice should be subject to effective 

moderation and standardising procedures, including regular work scrutinies, learning 

walks and departmental Quality Assurance. 

A wide range of assessment techniques should be used in different contexts and for 

different purposes. 

Assessment should provide opportunities for effective differentiation to take place. 

Assessment should be supported by a wide range of evidence collected over a period 

of time which provides a fair and thorough representation of students' skills, 

knowledge and understanding. 

Students should be involved in the assessment process so that they are encouraged 

to take responsibility for their own learning. 

The assessment process should recognise achievement, not just attainment, and 

seek to increase students' confidence and motivation. 

Assessment should support individuals in identifying strengths and weaknesses, 

enabling future learning to be planned through targets to improve, and assisting 

them in decision-making. 

Assessment practice should be monitored regularly and systematically and 

assessment procedures modified if necessary as a result. 

The results of assessment should be systematically recorded and used to report to 

parents/carers on their children's attainment.

About Our Curriculum 

All students at Stretford Grammar School follow a broad and balanced curriculum. The 

curriculum is designed to engage and challenge all students to thrive to achieve their full 

potential, both in their studies and in developing as young people equipped to live happy 

and fulfilling lives in modern Britain and beyond. We aim to develop confident, considerate 

and successful young people, who enjoy and appreciate the value of learning and 

citizenship, ready to make a positive contribution to their local communities and to society. 

Students’ social, moral, spiritual, cultural and physical development at Stretford Grammar 

School is essential to their development as young people. All curriculum areas contribute to 

this programme, alongside specialist provision within Religious Education and through the 

Personal, Social, Health and Citizenship Education (PSHCE) programme which focusses on 

the areas of sex and relationships, careers, health, democracy, the rule of law, individual 

liberty and mutual respect and tolerance of those with different faiths and beliefs. 

All students in Years 7 to 11 follow the national curriculum which is divided into 

 

 

Core Subjects – English, Mathematics and Science 

Foundation Subjects – Art, Geography, History, Computing, Modern Foreign 

Languages (French, Spanish), Music, PE, Religious Education, Design Technology and 

PSHCE 

The majority of subjects in Year 9 are taught in mixed ability tutor groups and students are 

placed into sets for English and Mathematics.

Art 

Art is taught to all students at Stretford Grammar School at Key Stage 3, and the National 

Curriculum Programme of Study for Art & Design (2014) is used as the basis for curriculum 

planning and delivery, as this provides the most recent detailed and applicable content. 

Within each Unit, there may be anything from 2-4 individual items of homework set. On 

submission, these will be given a mark and summative/formative comments. 

Once a Unit is completed, the students are given a Self-Assessment sheet in which they 

reflect on their work, and look forward to their future development. These are then 

completed by Art staff with assessment and formative comments. 

N.B. Apart from the Entry Level Tests in Year 7, for all Units of Art work at Key Stage 3 

there may be variations in the processes and outcomes involved. The reason for this can be 

practical, such as availability of resources and materials, but is more often because the Units 

themselves have been designed to be open to individual staff and students’ interpretation 

and experimentation. This is the nature of Art. 

By Year 9, the students have reached a good or higher level of artistic ability. Therefore the 

aim for the year is to stretch the students’ skills prior to GCSE. The Units include work that 

will allow the students to develop observational work into imaginative or abstract outcomes; 

apply lettering design skills to layered printmaking; and combine colour, abstraction and 

enlarged banknote details. 

Unit 1 – Arcimboldo 

Students will study the following within this 

Unit: 

 

 

 

 

Portraits & Self-portraits 

Face Proportions 

Giuseppe Arcimboldo 

Developing Observational work 

Possible techniques include: 

 

 

 

 

Drawing & Painting 

Photoshop 

Collage 

Ceramics 

Unit 2 – Graffiti 


Unit: 

 

 

 

Lettering & Typography 

Decorative design work 

Relief Printmaking

Reduction Printing 

Use of Colour 


 

 

 

Painting & Drawing 

Felt-tips 

Polystyrene Printing 

Unit 3 – Optical Art & Banknotes 


Unit: 

 

 

 

Optical Art; Victor Vasarely, Bridget 

Riley 

Banknote Design & Features 

Lettering & Decorative Elements 


 

 

 

Collage 

Felt-Tips 


Unit 4 – Cubism 

Students will study the following: 

 

 

 

Cubism including Picasso 

Abstract Art 

Observational Drawing/Developing 

into Abstract work 

Possible Techniques include: 

 

 

 


Relief work using cardboard 

Collage 

Additional Information 

Mr. C. Lea – Curriculum Leader for Art 

art@stretfordgrammar.com

Biology 

We start the KS4 course at the start of Year 9 in order to allow students the time they will 

need to develop their understanding of the synoptic links in Biology and learn how to apply 

their knowledge and understanding in novel contexts. Students have an extensive range of 

topics to cover and will need time to develop the effective revision strategies needed to 

recall the information they will learn. 

Biology is taught to all students at Stretford Grammar School. We follow the AQA 

specification (Specification code 8461). This is a linear specification and all of the 

examinations are taken at the end of Year 11. 

Aims of the course: 

• develop scientific knowledge and conceptual understanding of biology 

• develop understanding of the nature, processes and methods of biology through different 

types of scientific enquiries that help them to answer scientific questions about the world 

around them 

• develop and learn to apply observational, practical, modelling, enquiry and problemsolving 

skills, both in the laboratory, in the field and in other learning environments 

• develop their ability to evaluate claims based on biology through critical analysis of the 

methodology, evidence and conclusions, both qualitatively and quantitatively. 

The course content covers a majority of concepts key enabling students to understand the 

living world around them. The way the biological concepts flow through the course will 

enable students to revisit and review concepts helping them to build a deeper 

understanding. Lessons require students to read, write and talk about biological concepts as 

well as representing concepts through mathematical and visual models. Homework is used 

to enable students to consolidate their knowledge and to extend their understanding. The 

quality of written communication and the analysis of information are key to success in 

biology and lesson or homework activities enable these skills to be developed. Students 

develop analytical and practical skills in addition to developing their understanding of how 

scientists work in the real world. Practical work is at the heart of biology and is used to 

support and consolidate biological concepts (knowledge and understanding). This is 

achieved by applying and developing what is known and understood of abstract ideas and 

models. Through practical work we are able to make sense of new information and 

observations, and provide insights into the development of scientific thinking. Practical work 

aims to develop investigative skills. These transferable skills include: devising and 

investigating testable questions, identifying and controlling variables, and analysing, 

interpreting and evaluating data. Students will learn how to use specialist equipment 

correctly to take measurements, handling and manipulate equipment with confidence and 

recognise hazards in order to plan how to minimise risk. By focusing on practical work,

students develop the skills of a scientist and learn to master the manipulative skills required 

for further study or jobs in STEM subjects. Questions in the written exams will draw on the 

knowledge and understanding students have gained by carrying out the practical activities; 

these questions will count for at least 15% of the overall marks for the qualification. 

As this is a linear course students will be regularly assessed on all the prior concepts they 

have covered at the end of every topic. 

Topic 1: Cell structure and transport 


 

 

 

 

 

 

 

The uses of microscopes 

REQUIRED PRACTICAL: USING A 

LIGHT MICROSCOPE 

Eukaryotic and Prokaryotic cells 

Cell specialisation 

Transport into and out of cells 

(diffusion, osmosis and active 

transport) 

REQUIRED PRACTICAL: 

INVESTIGATING OSMOSIS 

Exchange materials in plants and 

animals including anatomy and key 

concepts such as surface area to 

volume ratios 

Topic 2: Cell division 


 

 

 

 

Cell division 

Growth and differentiation 

Stem cells 

Ethical issues regarding Stem cells 

Topic 3: Organisation and the 

digestive system 


Tissues and organs 

The human digestive system 

The chemistry of food 

REQUIRED PRACTICAL: FOOD 

TESTS 

Catalysts and enzymes 

REQUIRED PRACTICAL: EFFECT OF 

pH ON AMYLASE 

Factors affecting enzyme action 

How the digestive system works 

Making digestion efficient

Topic 4 Organising animals and plants 

(part 1) 


The blood 

The blood vessels 

The heart 

Helping the heart 

Breathing and gas exchange 


Mrs. G. Sutton – Curriculum Leader for Science / Biology 

biology@stretfordgrammar.com 

Students select their GCSE options during Year 9, ready to begin these at the start of Year 

10. The Year 9 Biology course is designed to accommodate those students who decide to 

follow the combined science course (worth 2 GCSEs) or the Separate Science course (worth 

3 separate GCSEs).

Chemistry 

We start the KS4 GCSE course at the start of Year 9. Students have an extensive range of 

topics to cover over the whole GCSE course and will need time to develop the effective 

revision strategies needed to recall the information they will learn and apply it to different 

contexts in examination questions. They will also continue to develop their practical skills. 

Chemistry is taught to all students at Stretford Grammar School. We follow the AQA 

specification (Specification code 8462) and all examinations are sat at the end of Year 11. 

Topic 1: Metals 


 

 

 

 

 

Properties of metals and nonmetals. 

Reactions of metals with oxygen, 

water, acid and carbonates. 

Formulae and equations 

Reactivity Series Extraction of 

metals linked to reactivity series but 

no detail of blast furnace etc. 

Corrosion and prevention 

Topic 2: Atomic Structure 


 

 

 

 

 

Structure of atoms 

isotopes, 

calculating relative atomic mass 

ions 

History of the atom 

Topic 3: Separating Mixtures 


 

 

Filtering, evaporation, distillation, 

crystallisation, chromatography and 

calculating Rf values 

Potable water and waste water 

treatment


Miss S. Hayton – Curriculum Leader for Chemistry 

chemistry@stretfordgrammar.com 

Students select their GCSE options during Year 9, ready to begin these at the start of Year 

10. The Year 9 Chemistry course is designed to accommodate those students who decide to 

follow the combined science course (worth 2 GCSEs) or the Separate Science course (worth 

3 separate GCSEs).

Computing 

Topic 1 


 

Programming: students will create a 

specification for a simple computer 

game and write algorithms to 

implement their desired features. 

Topic 2 


 

Social effects of technology: 

students will research and 

investigate how computers and 

related technologies impact the 

world in terms of ethics, the law, 

and the environment. 

Topic 3 


 

Programming: students will 

complete an online course in 

JavaScript programming, solving 

small problems with code and 

developing their logic skills 

Topic 4 


 

Theoretical aspects of Computer 

Science: students will begin to learn 

how computer systems function, 

looking at storage and processing 

devices, networks, and software. 

Topic 5 


 

Organising data: students will 

complete a project involving 

organising and processing data to 

help run an organisation or event. 


Students have opportunities at various points throughout the year to join clubs to build 

robots, program games, and develop their logical and strategic thinking skills. 

Mr. J. Stenhouse - Curriculum Leader for Computer Science 

computing@stretfordgrammar.com

Design Technology 

Using creativity and imagination, students are encouraged to problem solve within a variety 

of contexts and practical skill based areas. They will work with different materials including 

woods, plastics and card, acquiring a broad range of subject knowledge and draw on 

disciplines such as mathematics, science, engineering, computing and art. In Year 9, and 

across KS3, students will also study Food and Nutrition, where they will be taught how to 

cook a variety of different dishes and apply the principles of nutrition and healthy eating. 

Rotation 1 – Materials and 

Make: Wood and Plastics 

Assessment Points: 

A01 – Design 

Students will practise and develop skills in CAD CAM, 

through the use of 2D design and the laser cutter, to 

design and make a mood light inspired by Biomimicry. 

They will also have the opportunity to develop a program 

for a microcontroller to incorporate a lighting sequence 

for their final outcome. Skills and learning covered in this 

unit are: 

A02 – Make 

 

 

 

 

 

 

 

Biomimicry in design 

Card Modelling 

CAD 

Use of hand tools for cutting and shaping wood 

CAM 

Adhesives and joining materials 

Programming microcontrollers 

Rotation 2 – Food 

Preparation and Nutrition: 

Experiments in nutrition 


A02 – Make 

A03 – Evaluate 

Students will begin to develop higher level skills and 

understanding in preparation for potential further study 

at GCSE. They will complete 5 practical investigations 

over the rotation looking at the function of ingredients in 

food along with links to specific dietary needs. Topics 

and skills covered are: 

 

 

 

 

 

 

 

 

 

 

Kitchen health and hygiene 

Eat well guide 

Proteins 

Chilli Con Carne practical 

Starch 

Meringue and Custard practical 

Yeast and raising agents 

Chelsea Bun practical 

Fats 

Pastry Practical – including independent planning.

Rotation 3 – Materials and 

Make: Card Engineering 


A01 – Design 

A02 – Evaluate 

Students work in small groups to engineer structures out 

of card to create a small city scape. They will use both 

traditional cutting and folding methods alongside 

computer design and manufacture to create a model 

world with moving elements. To be successful in this 

challenge students have to combine a range of different 

elements including the use of smart materials with some 

small scale electronics. Topics and skills covered are: 

 

 

 

 

 

 

 

Industrial practices 

Nets 

Card engineering 

CAD 

CAM 

Smart materials 

Electronic circuits 


There will be a small cost to some rotation areas over the year in order to support the 

department to provide practical materials for design and make based projects. Parents/ 

carers will be always be fully informed in advance and in writing by the department, and 

support is available for any students with any financial concerns. 

Mrs. H. Barry – Curriculum Leader for Design Technology 

design@stretfordgrammar.com

English 

English is taught to all students in Year 9. All classes will have a dedicated teacher. 

Students complete the same curriculum, but units 2, 3 and 4 are taught on a ‘carousel’ 

basis, so students may not be studying the same unit at the same time. Much of the work 

in Year 9 centres on the study of whole literature texts in preparation for the demands of 

GCSE English Literature; units 1 and 5 focus on English Language GCSE preparation and 

skills. 

Unit 1 – Travel Writing 

Students will read a number of extracts of 

literary non-fiction by writers such as Misha 

Glenny and Bill Bryson, in order to develop 

their non-fiction writing skills. They will 

practise, develop and revise the following 

skills: 

 

 

 

 

Conscious crafting of structure, 

content and style 

Generating plausible and 

imaginative content 

Writing about how writers use 

language and structure to create 

effects 

Adapting writing and content for 

different genres 

Assessment: Non-fiction travel writing 

Unit 2 – Animal Farm 

Students will read George Orwell’s novel, 

Animal Farm in its entirety and will 

complete full class notes about character, 

setting, context and theme. They will 

practise, develop and revise the following 

skills: 

 

 

 

 

Note-taking and annotation 

Using notes to help prepare and 

plan academic essays 

Making links to wider contextual 

knowledge from other texts and 

times 

Working in timed conditions

Assessment: Formal analytical essay of 

character and context 

Unit 3 – Heroes 

Students will read Robert Cormier’s novel, 

Heroes in its entirety and will complete full 

class notes about character, setting, 

context and theme. They will practise, 

develop and revise the following skills: 

 

 

 

 

The use of literary terminology to 

improve analytical writing 

Understanding of how authors use 

language to create ‘shades’ in 

character in particular 

Note-taking and planning skills 

Formal essay writing 

Assessment: Formal analytical essay of 

character and theme 

Unit 4 – Julius Caesar 

Students will read and watch Shakespeare’s 

Julius Caesar in its entirety and form a clear 

understanding of the plot, characters and 

context. They will practise, develop and 

revise the following skills: 

 

 

 

 

 

Understanding the structure and 

content of a Shakespearean play 

Engaging with Shakespearean 

language and being able to write 

about it analytically 

The importance of form in literary 

analysis 

Note-taking, annotation and 

planning skills 

Writing about extracts of text in 

close detail and linking to the wider 

text 

Assessment: Formal analytical essay of an 

extract

Unit 5 – Introduction to English 

Language GCSE 

Students will read a range of non-fiction 

texts from the 19 th century to the present 

day. They will practise, develop and revise 

the following skills: 

 

 

 

 

 

A consolidation of their 

understanding of writers’ techniques 

The ability to compare texts on 

similar themes and topics 

Understanding complex texts 

through careful reading, information 

retrieval and contextualisation 

Writing in timed conditions and to 

clear assessment objectives 

Writing to express a point of view 

using a range of techniques 

Assessment: There will be a Year 9 exam at 

the end of this unit, which will comprise a 

GCSE style English Language paper as well 

as a GCSE style English Literature paper, 

for which students will need to revise their 

work from Units 2, 3 and 4. 

Unit 6 – Poetry 

Students will read for the first time and 

revise / re-read a number of poems from 

the 19 th century to the present day. They 

will practise, develop and revise the 

following skills: 

 

 

 

 

Comparing poems, including 

analysis of language, structure and 

style of both ‘prepared’ and ‘unseen’ 

poems 

Applying a knowledge of context to 

a range of different poems, themes 

and ideas 

The ability to annotate, note-take 

and organise ideas 

Planning and structuring formal 

analytical essays 

Assessment: There is no formal assessment 

of this scheme, but students will prepare 

analytical and comparative pieces as part of

the scheme of work 


Students will be given a novel for private reading in the first term of Year 9. There will be 

independent homework tasks allocated on a weekly basis to monitor and assess the 

progress of this reading. 

Independent reading of fiction, non-fiction, newspapers and magazines, as well as watching 

documentaries and listening to talk radio become critical activities at this stage in a student’s 

development. As they progress towards GCSE they need to be well-informed and interested 

individuals who are conscious and aware of the wider world. 

Ms L. Yeomans – Curriculum Leader for English 

english@stretfordgrammar.com

Geography 

Geography is taught to all students at Stretford Grammar School and involves the studying 

of a range of Physical and Human Geography topics. There is a focus on specific regions 

such as the Middle East, Southern and Eastern Asia. Students will also complete a range of 

literacy and numeracy skills including extended writing and graphical techniques. Lessons 

will be a mixture of discussion, independent work, enquiry and ICT skills. 

Unit 1 - National Parks and Limestone 


 

 

 

 

 

The nature of the national parks and 

what makes them special 

rocks and soils in the Peak District 

national park 

map skills in Castleton 

fieldwork assessment: enquiry into 

tourism in Castleton village 

limestone 

Unit 2 – Earthquakes and Volcanoes 


 

 

 

 

 

 

 

the structure of the earth 

the tectonic plates and reasons for 

plate movements 

the types of plate boundary 

volcanoes 

composite and shield volcanoes 

earthquakes 

assessment: Why did so many 

people die in the Japanese tsunami? 

Unit 3 – Who wants to be a billionaire? Students will study the following: 

 

 

 

 

 

 

 

causes of inequality 

measuring inequality 

oil wealth in the Middle East 

globalisation in Asia 

the positives and negatives of 

globalisation 

measuring happiness 

hi-tech industries

Unit 4 – GCSE Unit 1: The Challenge of 

Resource Management 


 

 

 

 

 

 

 

 

why water, energy and food 

resources are so important to our 

economic well being 

organic food, agribusiness, food 

miles and the growth of nonseasonal 

products 

water supply and demand in the UK 

water transfer schemes in the UK 

pollution of water courses and 

management of this pollution 

energy in the UK – current sources 

of energy 

issues concerning energy security 

the future of energy use in the UK 

and the move to renewables 


The end of year exam will be a GCSE exam question on the Challenge of Resource 

Management, and will also involve some GCSE style questions related to fieldwork. It will be 

a mixture of multiple choice, short answer questions and extended responses. 

As part of our National parks unit, the whole year group attends a trip to Castleton to collect 

data as part of their fieldwork assessment. The trip involves data collection in the town itself 

and a trip down Treak Cliff Cavern to learn about limestone. 

Miss E. Eeles 

geography@stretfordgrammar.com

History 

The principal aim of the History and Politics Department is to encourage interest in, and 

enjoyment of, the past and to understand how it impacts on the present and the future. 

Students should be inspired and stimulated by the teaching they receive and they will be 

encouraged to widen their historical knowledge and develop skills which will serve them not 

only in History and Politics but in other subject areas. 

The Department believes that students should be encouraged to think for themselves and 

become inquisitive and critical citizens of the future. Students explore relevant questions 

which will show the importance of the past. 

The students in Year 9 also begin the GCSE course in January: Units 3 - 5. 

Unit 1: 

Commonwealth: the impact of War 

and conflict. WW1 

 

 

 

 

 

What were the causes and course of 

WW1? 

What was life like in the trenches? 

Do the benefits of war ever outweigh the 

negatives? 

Why did the anti-Immigration riots break 

out in 1919? 

What were the contributions made by 

migrants during WW1? 

Unit 2: 

Commonwealth: the impact of War 

and conflict. WW2 

 

 

 

 

 

 

The rise of extremes. 

What was life like for people living under 

Nazi Rule? 

What was life like in England during 

WW2? 

What were the contributions made by 

migrants during WW2? 

How were refugees treated during WW2? 

How and why were the Jews persecuted 

by the Nazis? 

Unit 3: 

American people and the 'Boom' 

 

 

 

The ‘Boom’: benefits, and inequalities of 

wealth; Republican government policies; 

stock market boom. 

Social and cultural developments: 

entertainment, cinema and jazz and 

flappers. 

Divided society: organised crime, 

prohibition, racial tension, immigration, 

the Ku Klux Klan; the Red Scare and the 

significance of the Sacco and Vanzetti 

case.

Unit 4: 

Bust – Americans' experiences of the 

Depression and New Deal 

 

 

 

American society during the Depression: 

unemployment; farmers; businessmen; 

Hoover’s responses and unpopularity; 

Roosevelt's election as president. 

The effectiveness of the New Deal on 

different groups in society: successes and 

opposition towards the New Deal. 

The impact of the Second World War: 

America’s economic recovery; Lend Lease; 

exports; social developments, including 

experiences of African-Americans and 

women. 

Unit 5: 

USA: Post-war America 

 

 

 

Post-war American society and economy: 

consumerism and the causes of 

prosperity; the American Dream; 

McCarthyism; popular culture, Rock and 

Roll and television. 

Racial tension and developments in the 

Civil Rights campaigns in the 1950s and 

1960s: Segregation laws; Martin Luther 

King and peaceful protests; Malcolm X and 

the Black Power Movement; Civil Rights 

Acts of 1964 and 1968. 

America and the ‘Great Society': the social 

policies of Presidents Kennedy and 

Johnson relating to poverty, education 

and health; the development and impact 

of feminist movements in the 1960s and 

early 1970s, including the fight for equal 

pay; the National Organisation for 

Women, Roe v Wade (1973), the Supreme 

Court ruling on equal rights (1972) and 

opposition to Equal Rights Amendment. 


Opportunities are available to take part in debate club on Fridays. Homework support is 

also available at lunch times and after school. An educational visit to Krakow and 

Battlefields is also planned for all students to support their field study in History. 

Mrs. H. Conlin – Curriculum Leader for History and Politics 

history@stretfordgrammar.com

Mathematics 

Maths is taught to all students at Stretford Grammar School, following the National 

Curriculum for Mathematics. Setting is reviewed at the end of Year 8 and students continue 

at one of three levels: Accelerated, Challenge (parallel sets) and Support. The main content 

of the topics covered is the same for all sets. 

Unit 1 – Algebra 


 

 

 

Further work with straight line 

graphs, including parallel and 

perpendicular lines 

Simple coordinate geometry: length 

and mid-point of a line segment 

Plot and recognise graphs of nonlinear 

functions 

Unit 2 – Number 


 

 

 

Further problems with fractions, 

ratios and percentages 

Compound percentage change 

Recurring decimals: conversion to 

an equivalent fraction 

Unit 3 – Shape 


 

 

Further combination of 

transformations 

Recognise and use similarity and 

congruence in shapes 



 

 

 

Powers and roots 

Laws of indices 

Calculations with numbers in 

standard form 



 

 

 

Further linear equations 

Solution of simultaneous equations 

using algebraic or graphical 

methods 

Solution of inequalities in one or two

variables 

Regions defined by inequalities 

Unit 6 – Data 


 

 

 

 

 

Further use of statistical diagrams 

Cumulative frequency graphs 

Quartiles and interquartile range 

Box plots 

Using diagrams, averages and 

spread to compare data distributions 



 

 

 

 

Further manipulation 

Expand and factorise quadratic 

expressions 

Solve quadratic equations 

Rearrange more complicated 

formulae 



 

 

 

Further use of Pythagoras’ theorem, 

including problems in 3D 

Trigonometry to find sides or angles 

Graphs of the Sine, Cosine and 

Tangent functions 

Unit 9 – Probability 


 

 

Further calculation of probability, 

including conditional and 

independent events 

Draw and use a tree diagram 



 

 

Solve further problems involving 

ratio and proportion 

Find and use upper and lower 

bounds for a number that has been 

approximated 



 

Further use of angle properties, 

including proof

Construction of more complicated 

loci and using them to solve 

problems 



 

 

Rules for non-linear sequences, 

including fractional and quadratic 

sequences 

Combine more complicated 

functions and find inverses 



 

Solving more demanding problems 

involving area and volume 

Unit 14 - Algebra 


 

Further work with quadratic 

functions and equations, including 

completing the square and the use 

of the quadratic formula 



 

Angle properties of circles 

Unit 16 – Set Theory 


 

 

Set notation 

Drawing and using two-way tables 

and Venn diagrams to solve logic 

problems 


Students in the Accelerated set have the opportunity to participate in the UK Intermediate 

Maths Challenge. Selection for this takes place in the Spring Term. 

Mr. C. McAvoy – Curriculum Leader for Mathematics 

maths@stretfordgrammar.com

Modern Foreign Languages – French 

French is taught to half the year group at Stretford Grammar School and in Year 9 students 

follow the scheme of work set in the Studio 2 digital resource. Year 9 is the perfect time to 

inspire language learning to build a strong springboard for their future learning of French. 

Students start their GCSE course at the beginning of Y9, with a strong focus on developing 

the four key skill areas of listening, speaking, reading and writing. 

Unit 1 –Qui suis- je? 

Students will learn how to talk about themselves in 

further detail and it will cover the following: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Family and describing people 

Revising places in town and activities 

Talking about friends and what makes a 

good friend 

Using irregular verbs in the present 

tense. 

Talking about family relationships 

Using reflexive verbs in the present 

tense 

Making arrangements to go out 

Using the near future tense 

Describing a night out with friends 

Using the perfect tense 

Talking about your life when you were 

younger 

Using the imperfect tense 

Discussing role models 

Using the present, perfect and imperfect 

tenses together. 

Unit 2 –Le temps de loisirs 

Students will learn all about their free time in more 

depth and this unit will cover: 

 

 

 

 

 

 

 

 

 

Revising sport and music 

Revising technology, films and TV 

Talking about sport 

Using depuis + the present tense 

Talking about your life online 

Using comparatives 

Talking about books and reading 

More practice of the imperfect tense 

Talking about television programmes

Using direct object pronouns 

Talking about actors and films 

Using superlatives and adjectives 

Unit 3 – Jours ordinaires, jours de fête 

Students will learn to talk about celebrations and 

festivals in French. This unit will cover: 

 

 

 

 

 

 

 

 

 

 

 

 

Talking about food and meals 

Discussing and shopping for clothes 

Describing your daily life 

Using devoir and pouvoir 

Talking about food for special occasions 

Using the pronoun en 

Using polite language 

Asking questions in the tu and vous forms 

Describing family celebrations 

Using venir de + infinitive 

Describing festivals and traditions 

Using a combination of tenses. 


Students will learn about the culture from a variety of different Francophone countries. They 

will have a strong grammatical understanding and they will always be encouraged to use 

French spontaneously in the classroom. 

There will be a number of extra- curricular trips available to the following places in 2017 – 

2018: 

1. Festive Fun in France! 

2. ¡Viva Barça! 

3. Discover more in Brittany. 

Miss C. Ashall – Curriculum Leader for Modern Foreign Languages 

mfl@stretfordgrammar.co

Modern Foreign Languages – Spanish 

Spanish is taught to half the year group at Stretford Grammar School and in Year 8 students 

follow the scheme of work set in the ¡Viva! digital resource. Year 9 is the perfect time to 

inspire language learning to build a strong springboard for their future learning of Spanish. 

Students start their GCSE course at the beginning of Y9, with a strong focus on developing 

the four key skill areas of listening, speaking, reading and writing. 

Unit 1 –¡Desconéctate! 

Students will learn how to talk about the following 

aspects of their holidays: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussing holidays and weather 

Revising the present and the preterite 

tenses 

Saying what you do in the summer 

Using the present tense 

Listening to identify the person of the 

verb 

Talking about holiday preferences 

Using verbs of opinion to refer to 

different people 

Understanding percentages 

Saying what you did on holiday 

Using the preterite tense 

Using different structures to give 

opinions 

Describing where you stayed 

Using the imperfect tense 

Working out the meaning of new words 

Booking accommodation and dealing 

with problems 

Using verbs with usted 

Using questions to form answers 

Giving an account of a holiday in the 

past 

Using three tenses together 

Identifying positive and negative 

opinions 

Unit 2 –Mi vida en el insti 

Students will learn to talk about their school lives in 

Spanish: 

 

 

Giving opinions about school subjects 

Describing school facilities

Describing school uniform and the school 

day 

Using adjectives 

Talking about subjects and teachers 

Using comparatives and superlatives 

Describing your school 

Using negatives 

Comparing now and then 

Talking about school rules and problems 

Using phrases followed by the infinitive 

Tackling harder listening exercises 

Talking about plans for a school exchange 

Using the near future tense 

Asking and answering questions 

Talking about activities and achievements 

Using object pronouns 

Saying how long you have been doing 

something 

Unit 3 – Mi gente 

Students will learn to talk about people in their 

lives: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Talking about socialising and family 

Using verbs in the present tense 

Describing people 

Using adjectival agreement 

Talking about social networks 

Using para with infinitives 

Extending responses by referring to others 

Making arrangement to go out 

Using the present continuous tense 

Improvising dialogues 

Talking about reading preferences 

Using a range of connectives 

Recognising similar ideas expressed 

differently 

Describing people 

Using ser and estar 

Talking about friends and family 

Using a range of relationship verbs 

Referring to the present and the past. 


Students will learn about the culture from a variety of different Hispanic countries. They will 

have a strong grammatical understanding and they will always be encouraged to use 

Spanish spontaneously in the classroom.

There will be a number of extra- curricular trips available to the following places in 2017 – 

2018: 

1. Festive Fun in France! 

2. ¡Viva Barça! 

3. Discover more in Brittany. 

Miss C. Ashall – Curriculum Leader for Modern Foreign Languages 

mfl@stretfordgrammar.com

Music 

Music is taught to all students at Stretford Grammar School and the aim is to ensure all 

students can read Musical notation of various forms, compose and perform in different 

styles and be able to identify key features of different Musical Genres by the end of Year 9 

in order to prepare them for KS4. Lessons are mainly practical with an opportunity to work 

alone, in pairs and in larger groups for half termly assessments. Some lessons will include 

some written, listening and brief analysis and written work. There are always a wide variety 

of extension tasks for those students who already play an instrument and read Music so 

they have the same level of challenge as someone in the class who is new to the subject. At 

the end of Year 9, 4 skills are tested – Performing, Composing, Appraising and Listening. 

Unit 1 -Reggae Music 


 

 

 

 

Baseline assessment to find out 

prior knowledge which includes 

written, listening and practical 

activities. 

Introduce Reggae Music and look at 

the origins and development from 

Blues Music. 

Build up to a progressive 

composition by writing chord 

sequences, riffs and melodies and 

eventually putting together Reggae 

songs in groups to perform. 

Assessment and evaluation of the 

work completed. 

Unit 2 – Pop Music 


 

 

 

 

 

Pop Music from the 1960s and why 

the Beatles were so famous. 

Using prior knowledge to put 

together a well-known Beatles song. 

Using a 70s Pop Song and they have 

to add in chords, accompaniments 

etc. to make it typical of the era. 

Music technology used to look at 

Dance Music and putting together 

samples and loops within a Pop 

Song structure. 

Cover versions of a Pop Song of the 

student’s choice.

Unit 3 – Film Music 


 

 

 

 

 

 

History of Film Music and how the 

role of Music has changed in films. 

Film genres and how instruments 

are used. 

Performance of film themes. 

Sound effects. 

Writing film Music and sound effects 

for a film clip and perform live for 

the class. 

Group assessments and 

performances. 

Unit 4 – Variations 


 

 

 

 

Musical structures and Variation 

form. 

Developing listening skills and the 

ability to identify changes. 

Variation techniques are studied 

before students compose Variations 

on well-known melodies. 

Performance and assessment of 

compositions. 

Unit 5 – Minimalism 


The features and techniques used in 

Minimalist Music. 

Perform unusual pieces in a 

Minimalist style. 

The techniques to create ostinato 

patterns anddevelop into a longer 

composition. 

Music is written for a purpose / 

occasion in preparation for KS4. 

Group assessments and 

performance.

Unit 6 – Exams and projects. 


 

 

 

Detailed revision of all of the main 

topics taught since Year 7. 

Exams to include – written, 

listening, composing and 

performing. 

Individual projects to include M.T, 

performance work, composition, 

planning an event etc. 


Opportunities are available to have instrument lessons for 20 minutes or more with a 

specialist instrument teacher and all students are encouraged to become involved at least 

one of the many extra-curricular clubs on offer. 

Mrs. K. Swales – Curriculum Leader for Music 

music@stretfordgrammar.com

Physical Education 

PE is an integral element of the curriculum and accessible to all students. Students 

undertake four hours of PE over the two week timetable cycle. 

Boys – Term 1 

Students will undertake the following key 

elements: 

 

 

 

 

 

Fitness 

Football 

Cross Country 

Gym 

Rugby Union 

Girls – Term 1 

Students will undertake the following key 

elements: 

 

 

 

 

Netball 

Fitness 

Cross Country 

Gym 


Students will study the following key 

elements: 

 

 

 

 

Rugby Union 

Rugby League 

Basketball 

Hockey 



elements: 

 

 

 

 

 

 

Dance 

Rugby 

Netball 

Football 

Hockey 

Basketball



elements: 

 

 

 

 

Handball 

Athletics 

Tennis 

Cricket 



elements: 

 

 

 

Athletics 

Tennis 

Rounders 


Opportunities are provided for students to undertake sports outside of the timetabled 

curriculum. 

Mr. S. Hodgson – Curriculum Leader for PE 

sport@stretfordgrammar.com

Physics 

We start the KS4 GCSE course at the start of Year 9. Students have an extensive range of 

topics to cover over the whole GCSE course and will need time to develop the effective 

revision strategies needed to recall the information they will learn. 

Physics is taught to all students at Stretford Grammar School. We follow the AQA 

specification (Specification code 8463). 

Outline of the Course 

Unit 1 – Physics Key 

Processes 

Students start the GCSE Energy topic in Year 9. Practical 

work will also be at the heart of these topics and students 

practical skills will be assessed in the examination papers 

at the end of Year 11. 

The Energy topic is separated into the following sections: 

1. Energy changes and transfers and efficiency: 

Energy stores and transfers 

Conservation energy, 

Gravitational potential energy stores 

Kinetic energy and elastic energy stores 

Energy dissipation 

Energy and efficiency 

Electrical appliances 

Energy and power 

2. Energy resources and the global supply of 

electricity: 

Energy demands 

Energy from wind and water 

Energy from the Sun and Earth 

Energy and the environment 

Energy Issues 

3. Heat energy transfer: 

Heat and temperature 

Expansion 

Conduction 

Convection 

Radiation 

Questions in the written exams will also draw on the 

knowledge and understanding students have gained by

carrying out practical activities. Many of the questions will 

also focus on investigative skills and how well students can 

apply what they know to practical situations often in novel 

contexts. 

Overall the GCSE exams in Physics allow students to 

demonstrate: 

• their knowledge and understanding of the content 

developed in one topic, including 

the associated mathematical and practical skills 

their ability to apply mathematical and practical skills to 

areas of content they are not normally 

developed in 

•their ability to draw together different areas of knowledge 

and understanding within one answer. 


Mr. S. Chillingworth – Curriculum Leader for Physics 

physics@stretfordgrammar.com

PSHCE 

PSHCE lessons in Year 9 address age appropriate issues and follow the non-statutory 

elements of the National Curriculum for PSHE, the National Curriculum for Citizenship and 

the statutory requirements for Sex and Relationships Education (SRE). There is a statutory 

right of withdrawal from the teaching of SRE which should be notified in writing to the 

Assistant Headteacher with responsibility for PSHCE. 

Unit 1 -Being Me 


 

 

 

Issues relating to questions of 

identify with specific focus on the 

challenges and opportunities 

available to young people in the UK 

and further afield 

How personal identity can cause 

conflict with others and how to 

handle this 

The link between emotional and 

physical well-being and how 

students can reject or accept the 

influences in their lives 

Unit 2 – Risk 


 

 

 

 

 

How to recognise their own qualities 

and strengths and the choices that 

these will bring 

The importance of effective 

communication in dealing with and 

mitigating risk 

The practicalities of being a parent 

and the positive and negative 

aspects of this 

The financial realities of being a 

parent 

How to handle choices relating to 

work related learning – options and 

opportunities post 14, post 16 and 

post 18 

Unit 3 – Relationships 


 

The different types of relationships 

– within families and between older

and younger, boys and girls and 

people of the same sex 

The features of a positive and stable 

relationship 

Cultural and religious differences in 

societies and the opportunities 

caused by these 

Developing self-awareness 

Unit 4 – Your Money 


 

 

 

 

The views of different careers in 

society – myth versus reality 

Accessing good quality careers 

advice – delivered with the 

Connexions Team 

Labour market intelligence in 

Manchester and beyond – today and 

into the future 

Action planning for a future career 

Unit 5 – Diversity 


 

 

 

 

The image of modern Britain and 

the value different groups bring to 

our society 

What it is to be British 

The changing face of Britain in the 

light of immigration and changing 

social norms 

The issues of prejudice and 

discrimination in our society and the 

place of respect and empathy 

Unit 6 – Health Matters and Drugs 

Education 


 

 

 

 

 

 

Body image in the media and 

unrealistic expectations 

Sexual arousal for men and women 

The appropriate forms of 

contraception 

Sexually transmitted infections and 

how to protect from these 

The impact of drugs in making 

choices 

The role of the police and 

authorities


PSHCE is an integral element of student development at Stretford Grammar School and is 

planned to support the work undertaken in form time and through the assembly 

programme. Use is also made of full days to work with specialist providers to support 

student learning. 

Mr. I. Nicholson – Assistant Headteacher 

pshce@stretfordgrammar.com

Religious Education 

RE is taught to all students at Stretford Grammar School and in Year 9 students begin the 

EDUQAS GCSE Full course as permitted by the Trafford Agreed Syllabus for RE 2016. In 

Year 9, Religious, Philosophical and Ethical Studies in the Modern World (50%) is delivered 

with a focus on the three topics explained below. The final topic on this paper (Issues of 

Human Rights) is delivered at the start of Year 10 with the remaining time focussing on the 

other 50% of the course (Christianity and Islam). All units are compulsory. 

Unit 1 – Issues of Relationships 

Students will study the following key areas 

with reference to Christianity and Islam. 

They will look at attitudes towards: 

 

 

 

 

 

 

The nature and purpose of 

relationships in the twenty first 

century: families, roles of women 

and men, marriage outside the 

religious tradition and cohabitation 

Adultery, divorce and annulment 

and separation and re-marriage 

The nature and purpose of sex and 

the use of contraception 

Thomas Aquinas’ theory of Natural 

Law 

Same-sex relationships 

The roles of women and men in 

worship and authority 

Unit 2 – Issues of Life and Death 


with reference to Christianity, Islam and 

non-religious views towards: 

 

 

 

 

 

 

 

The origins of the universe 

The relationship between religious 

and non-religious views of creation 

Dominion, stewardship, 

environmental responsibility, 

sustainability and global citizenship 

Origins and sanctity of life 

Importance of human and animal 

life 

Humanist ‘Dignity in Dying’ 

movement 

Religious beliefs about the afterlife

Religious and Humanist funerals 

Unit 3 – Issues of Good and Evil 


with reference to Christianity. They will look 

act: 

 

 

 

 

 

 

 

What makes an act ‘wrong’? 

Religious and ethical responses: 

relative and absolute morality, 

conscience, virtues, sin 

The causes of crime and the aims of 

punishment: justice, retribution, 

deterrence and reformation 

The treatment of criminals and the 

work of prison reformers and prison 

chaplains 

The Death Penalty 

Forgiveness 

Origin of evil and philosophical 

challenges 


Students will be expected to be aware of issues relating to ethics in the media and this will 

be brought out throughout the course. In this way students develop a greater 

understanding of the place of religion in the world today. 

Mrs R Lea – Curriculum Leader for Religious Education 

religion@stretfordgrammar.com

Homework Timetable 

Homework expectations over a two week timetable. Homework in Design Technology and 

Music will be set every two weeks. 

Art 

9S 

9T 

9R 

9O 40 

Biology 

9V 

9W 

9X 

9y 

9Z 

Chemistry 

9V 

9W 

9X 

9Y 

9Z 

Computing 

9S 

9T 

9R 

9O 

English 

C (CY) 

H (HW) 

N (NX) 

Q (QP) 

Y(YM) 

Geography 

9S 

9T 

9R 

9O 

1M 1T 1W 1T 1F 2M 2T 2W 2T 2F Total 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

80 

80 

80 

80 

80 

80 

80 

80 

80 

80 

40 

40 

40 

40 

80 

80 

80 

80 

80 

80 

80 

80 

80

History 

9S 

9T 

9R 

9O 

40 

40 

40 

40 

40 

40 

40 

40 

80 

80 

80 

80 

Maths 

9D (CD) 

9G (CT) 

9K (MK) 

9M (MC) 

9P (PA) 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

120 

120 

120 

120 

120 

MFL 

9S 

9T 

9R 

9O 

40 

40 

40 

40 

40 

40 

40 

40 

80 

80 

80 

80 

Physics 

9V 

9W 

9X 

9Y 

9Z 

40 

40 

40 

40 

40 

40 

40 

40 

40 

40 

80 

80 

80 

80 

80 

RE 

9S 

9T 

9R 

9O 

40 

40 

40 

40 

40 

40 

40 

40 

80 

80 

80 

80 

With minutes per homework and the relevant class or set.

Year 9 Curriculum Information Booklet 2017-2018

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