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Year 9

Year 9 Preferences

The Year 9 preferences information evening will be held on Thursday 23rd January 2020 6.00-7.00pm.

The presentation to parents/carers about the Year 9 preferences and the preferences booklet will be uploaded nearer the time.

Year 9 Careers Advice & Guidance

There is useful information on the CVC Careers website, where you will find careers information. Please follow this link to the Year 10 Careers website.

Key Stage 3 curriculum can be accessed by clicking this link

The Year 9 Curriculum

Art and Design

Topic 1:  Dia de los Muertos


The customs and traditions of the ‘Dia de los Muertos’ celebrations in Mexico.

The conventions of skull proportions

The visual elements that define the celebrations

Artist/contextual sources

David Lozeau

Traditional and contemporary tattoo design


2D low relief clay skull face. The work is put in the kiln with an iron oxide glaze. Deeper low relief areas will be filled in with glass which will melt during the firing process.


Design idea


Leather hard clay

Bisque or biscuit firing




Low relief


Concept of ‘review and refine’

Topic 2: A sense of atmosphere: Winter 


Painters artistic intention

Compare and contrast the different depictions of L’homme et en Mer by Dament Breton and Van Gogh

Synthesis and application of Van Gogh paint strokes


Scrapped paint

Coffee staining paper

How to draw trees effectively

Artist/contextual sources

Vincent Van Gogh

Virgine Breton Damen



Gerhard Richter




A winter painting combining some of the techniques learnt.










Harmonious colours

Movement vs stillness





Topic 3: Natural Forms


Effective application of the pencil

Observational drawing


Pen and wash

Coloured pencil work

Acrylic painting

Artist/contextual sources

Monica Lee

Kathy Kollwitz

Franz Marc

Henry Moore


Responses to taught content: drawings of natural objects, to include tone. Pen and wash, coloured pencil work and acrylic studies relating to Natural Forms









Topic 4: Banksy


Context of Banksy, the artist, and his work

Visual elements of the work of Banksy

Cutting stencils

Safe working practice when using stencils

Visually responding to stimulus: societal facts/statistics

Artist/contextual sources


Shepherds Fairley

Oliver Jeffers

Ethiopia Famine 1984/Live Aid


A mixed media stencilled response in the style of Banksy







Image resolution




Positive space

Negative space

Visual elements








Computer Science

Computer Science at Cottenham Village College aims to de-mystify key aspects of the digital world to develop our students’ knowledge so they can grow into confident digital citizens.  It is important to us that the curriculum offers the chance for pupils to solve problems and make things for others that is fit for purposeThe curriculum map equips pupils with knowledge covering a broad range of topics including how the world is connected, developing languages, computer systems, and computational thinking. Pupils will be taught to use technology safely, respectfully and responsibly and will be given opportunities to identify a range of ways to report concerns about content.  The intention of the curriculum is to also ensure that pupils become digitally literate and are able to express themselves and develop their ideas through their computing skills at a level suitable for the future workplace and as active participants in an online world.

Students have one lesson of computing a week. Below is an overview of what pupils will learn in Year 9.


  • CVC’s Acceptable Use Policy (AUP)


  • enterprise in business
  • the role of the entrepreneur in business development
  • business plans and can persuading others to invest in a business venture (‘Dragon’s Den’ project)
  • the marketing mix – 4Ps (Place, Product, Promotion, Price)
  • pricing strategies (skimming, differential, psychological) and promotional strategies (BOGOF, loss leader, gifts/sample)
  • types of advertising campaign to professionally promote a business
  • why profit is important to most businesses (ROI)
  • importance of forecasting flows of cash to and from a business
  • calculating simple cashflow forecast and applying it to their own business project


  • building a portfolio of work which contains clear signposts of their design, development, testing, and evaluation
  • reviewing different animations (animated gifs / banners) and identifying purpose, plus good and not so good features
  • tweening and frame-by-frame animation
  • storyboarding with text, images, timing, sound
  • Following a brief, creating competent animation containing moving images, text, looping and sound
  • checking length of time, suitable frame rate, suitable message conveyed, suitable file format, looping correctly

3D Games Design

  • build a puzzle-based game using a 3D games engine
  • programming & development – executes, checks and changes programs.
  • following precise instructions,
  • predicting the behaviour of programs,
  • loops and a sequence of selection statements in programs


  • what a database is and identifying at least two ways a database is useful in the wider world.
  • how data can be structured in tables and creating a simple, flat-file database.
  • importing data into a database; using data to create an output and querying data
  • creating and modifying database tables using a range of field types
  • describing the primary key field in a database table.
  • describing ways to maintain data integrity by describing situations where data can be validated on entry

Text Programming (Python II)

  • selecting and using key programming concepts (input/output, sequencing, selection and iteration)
  • using subroutines to make programs more efficient
  • designing and building a program in Python and predicting the behaviour of the program
  • using a range of variables appropriately and efficiently
  • identifying and correcting syntax errors with the help of interpreter error messages
  • identifying and correct logic errors by analysing program code
  • explaining the difference between syntax and logical errors


Studying Dance at Cottenham in Year 9

  • gives students the opportunity to develop knowledge and skills in a practical learning environment. The main focus is on four equal areas which cover:
  • develops key skills that prove a student’s ability in Dance such as reproducing repertoire or responding to stimuli.
  • enhances processes that underpin effective ways of working in the Performing Arts, such as developing ideas, rehearsals and performance.
  • Improves attitudes that are considered most important in the Performing Arts, including personal management, organisation and communication.
  • -secures knowledge that underpins effective use of skills, processes and attitudes such as roles, responsibilities, performance disciplines and styles.

Students will participate in workshops and classes to develop their performance and interpretive skills and techniques. They will have the opportunity to work from existing repertoire, applying relevant skills and techniques to reproduce performance elements of the work. They will perform to a range of audiences during the process. Developing performance skills and techniques will enable students to consider their enjoyment of Dance, helping them to make informed decisions about what they study in the future.

Elements of Dance:

The basic (key) components of dance: body, energy, space, time (BEST). These elements can be combined and manipulated to communicate and express meaning through movement – Body, Energy, Space, Time.

Choreographic Devices

Tools of the choreographer used for the creation of dances such as abstraction, canon, motif, contrast, accumulation, repetition, reversal, retrograde, inversion, fragmentation, and embellishment.

Choreographic Intent

The purpose behind the composition or performance of movement. Students will build on and refine technical competence in their dance skills in specific dance styles. Students will be given opportunities to present dance to an audience, focusing on retention and clarity of movement, projection, focus, expression and musicality. Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups. The learning focus enables teaching the content through a student’s interest in dance. Styles that may be taught, but are not limited to, include contemporary, jazz, hip hop and street dance

Term 1

Performing different styles of dance

Safe dance practice. How a dancer will ensure their body can cope with the demands placed on it through physical exercise.

Term 2

Choreographic approaches. What devises can be used to start creating solo and group performances.

Term 3

Technical ability. Learning how to improve skills that provide a dancer with good technical ability.

Design Technology

Unit of work Y9 Architecture
Description Design and make a scale model of a new building to add to the school/community site.
Main practical outcomes A detailed set of orthographic and isometric drawings and a complete and accurate scale model of a building.
Key technical vocabulary Scale, orthographic drawing, hierarchy of needs, fittings, isometric drawing, perspective, architecture, aesthetics, landscape.


Key skills developed Model making with increasing accuracy from a wide range of materials.  Drawing to scale with increasing accuracy using drawing instruments and orthographic projection.


Further study What does an architect do?  What does an interior designer do?  What does a building technician do?  What does a town planner do? How can a living space be designed for people with mobility or sight issues?
Unit of work Y9 Design Movements
Description Design and make a light that reflects your knowledge of a design movement
Main practical outcomes A light fixture that uses appropriate materials, inspired by a design movement
Key technical vocabulary Design movement, Thermoplastic, thermosetting, engineered timbers, hardwood, softwood
Key skills developed Understanding the concept of design movements and be aware of a variety of 20th century design movements. Develop and adapt design work based on review and research. Select appropriate materials to build the light fixture.


Further study What is a geodesic dome? How does a cable stay bridge work? What is a space elevator?  What is a sky lobby?  What is a portal frame? What is a Geneva mechanism?
Unit of work Y9 Pewter
Description Design and make a pewter key fob with acrylic inclusions, using metal casting techniques.
Main practical outcomes To make and polish a pewter key fob with acrylic inclusions.
Key technical vocabulary Pewter, Mould, Chip furnace, inclusion, coping saw, scroll saw, sprue, molten,
Key skills developed Design and make a mould using MDF cutting and shaping techniques. Safely use the furnace to melt pewter and cast into a mould. Shaping and polishing metal using polishing equlipment.
Further study How are other metals such as steel, bronze and silver cast?  How are mass produced items cast on a production line?

In Food Technology, pupils will:

Learn about…

  • The four Cs of food hygiene
  • Starch sauces and gelatinisation
  • The Eatwell plate 2016
  • Choosing, storing and cooking meat
  • How to research, design, plan and evaluate dishes

Cook the following dishes…

  • Basic Ragu sauce
  • Ratatouille
  • Macaroni Cheese
  • Curry
  • Risotto
  • Stir fry
  • Own choice of ‘healthy’ meal


Overall Purpose of the SubjectSummary:

Drama is often associated with ‘play’, especially play that involves pretending to be someone else. This act of ‘play’ is an important element of children’s learning. Drama is playful in that it draws on and develops young people’s aptitude for learning about themselves and the world around them by pretending to be other people in other situations. Drama is a powerful learning tool for teaching our students about different perspectives, it shows them how to have empathy, and it helps them to learn in a creative way. Drama is associated with artistic practices and has significance in a diversity of cultural contexts. As a curriculum subject, it gives students a practical knowledge of how drama works as an art form and encourages them to recognise how drama is integral to cultures in different times and places. Drama education is particularly closely allied to other art subjects. Drama is the perfect vehicle to develop the vital skills of independence, appreciation, concentration, cooperation, confidence, creativity, commitment, communication and critical thinking. These skills aid the future platform for success in the future world.

Course Outline – Year 9

Year 9 Students work on the concept of devising through a series of lessons based on the theme of either Crime or Runaways. Key strategies are revisited and refined, adding a deeper sense of abstraction. This develops their understanding of a variety of key drama techniques in preparation for the GCSE course.

Pupils will encounter the following terminology:

  • Marking the Moment
  • Mime
  • Slow Motion
  • Cross Cutting
  • Thought-tracking
  • Monologue
  • Lighting
  • Sound
  • Music

Pupils will also study a variety of theatre practitioners through the staging of key moments of significant plays. The focus is to build a deeper knowledge of key styles through a variety of play scripts. For example, a focus on Physical Theatre is developed through the play text, Curious Incident of the Dog in the Night-time.

Pupils will encounter the following terminology:

  • Physical Theatre
  • Frantic Assembly
  • Round -by – through
  • Chair Duet
  • The Lift
  • The Jet Pack
  • Content
  • Style
  • Structure
  • Characterisation
  • Movement
  • Fluency and control
  • Vocal Dynamics
  • Conventions
  • Unison
  • Rehearse
  • Ensemble
  • Dialogue
  • Monologue
  • Pace
  • Narration
  • Stylization
  • Conscience alley

The theatre style of Epic Theatre is investigated in relation to a theme through the study Bertolt Brecht, a key practitioner.

Pupils will encounter the following terminology:

  • Breaking the fourth wall
  • Montage
  • Use of song, music and dance.
  • Narration
  • Narrator
  • Coming out of role
  • Epic Theatre
  • Alienation Theory
  • Using Placards
  • Tableaux/Freeze-Frame
  • Third Person address
  • Use of stage directions.

Blood Brothers is the set text for GCSE and year 9 will experiment with significant points, in order to build knowledge prior to GCSE.  This means that students can create performances for different audiences and purposes using various genres, styles, conventions and traditions successfully by the end of KS3.

How can you support your child?

The more performance students are introduced to, the more able they will develop their skills. Useful websites such as national theatre’s official website offer a wide range of activities and ideas to develop and perform, BBC Bitesize also includes pages on key practitioners, terms and script studies. The Cambridge Arts Theatre, The Junction, ADC and Mumford Theatre offer some excellent choices for young people today.


As part of ensuring we meet our pupils’ entitlement to know and learn about some of the best literature written, in each year of key stage three our pupils will read in full and study a 19th-century novel and a Shakespeare play. As well as this, pupils will also study two other areas over two half-terms. By the end of key stage three, pupils will have a deep knowledge and understanding of literary and linguistic terms and devices, features of key literary genres, and key contextual knowledge of the texts and writers they have studied in order to make sense of them. Across the three years, key themes will link their study of different pieces of literature and they will continue to make links between and across their three years of study. Milestone assessments are in each unit of study, but pupils are assessed regularly in other formal and informal ways throughout units. End of year exams test all areas that pupils have studied up until that point. An exam in Year 8, for example, will test knowledge and learning from Years 7 and 8. Our robust curriculum will fully prepare our pupils for the rigour and challenge of key stage four studies in English Language and English Literature.

Year 7 Year 8 Year 9
1.       The Hound of the Baskervilles (Conan Doyle)

2.       Much Ado About Nothing (Shakespeare)

3.       The Romantic poets

4.       Gothic literature

1.       A Christmas Carol (Dickens)

2.       Macbeth (Shakespeare)

3.       WW1 poetry

4.       Controversy (non-fiction)

1.       The Haunted Hotel (Collins)

2.       Henry V (Shakespeare)

3.       The Crucible (Miller)

4.       An introduction to literary theory and criticism

Year 9
Autumn term The Haunted Hotel: the first term of Year 9 will be spent studying one of Wilkie Collins’ lesser-known short stories, a combination of the gothic and crime fiction genres. Pupils will explore major characters, themes and key concepts of the novel whilst also making links back to their study of The Hound of the Baskervilles and crime fiction, A Christmas Carol, and the gothic genre. There will be two milestone assessments: a reading task which asks pupils to explore how Collins presents a character as an unsettling stranger and a writing task which challenges pupils to use features from the gothic and crime fiction genres to write the opening chapter of their own ghostly mystery.
Spring term Henry V: in this unit, pupils study a powerful history play, learning about the features of Shakespeare’s history plays and comparing this to their knowledge of the comic and tragic genres from their study in Years 7 and 8. They will ask questions about Shakespeare’s treatment of history as well as exploring the role of a monarch. The unit culminates in an essay response which asks pupils to explore why Shakespeare chose to use non-fiction events for a fictional play. The second milestone assessment task for this unit, asks pupils to write and then perform their own inspirational speech, inspired by Henry V’s famous ‘Once more unto the breach’ speech in the play.
Summer half-term 1 The Crucible: for their third unit of study in Year 9, pupils will explore the inspiration for the play: the Salem witch trials (also the setting for the play) and 1950s American politics and McCarthyism. Pupils will explore concepts surrounding mass hysteria and its power, witchcraft (making links with their study of Macbeth in Year 8) and the theme of responsibility. The milestone assessment is an extended response exploring how far one of the characters can be viewed as a tragic hero. Again, this asks pupils to use their knowledge and understanding of their study of the play as well as from their study of Macbeth where they first explored Aristotle’s features of a tragic hero which informed Shakespeare.
Summer half-term 2 An introduction to literary theory and criticism: for their final key stage three unit, pupils will be introduced to literary critical theory, exploring key theories including feminism, Marxism and psychoanalysis. They may also explore post-colonial theory and reader response theory. These are complex ideas which lay the foundation for more critical thinking at key stage four: pupils begin to explore these literary critical stances through Disney films and characters before then applying them to a range of extracts of great literature, from Jane Eyre to Oranges Are Not the Only Fruit to The Handmaid’s Tale. The milestone assessment is a discussion of one of the literary texts (pupils’ own choice) through a chosen critical lens.


The Year 9 Geography curriculum develops and uses skills and knowledge introduced in Year 7 & 8 as well as introducing students to a variety of new geographical topics, both physical and human. The curriculum is outlined below, along with suggested resources for use at home and the key terminology relating to this curriculum. During the units of study additional resources or web sites may be given to the students. In Year 9 students will have two Geography lessons per week.

Violent Earth

  • Structure of the earth
  • Plate tectonics
  • Volcanoes- structure
  • Super volcanoes
  • Earthquakes- including case study examples
  • ASSESSMENT: Violent Earth


  • What is Globalisation?
  • Structure of industry
  • The global clothing industry
  • Trade game
  • Trans National Companies
  • Accident or mass murder? Focus on clothing industry in Bangladesh
  • ASSESSMENT: Globalisation – accident or mass murder?

Geography of Crime

  • What is crime
  • Crime levels in the UK
  • Perceptions of crime
  • Crime in the local area
  • Mapping crime
  • Causes of crime
  • How can design help tackle crime
  • ASSESSMENT: Reducing crime in an inner city area


  • Introduction to ecosystems
  • Food webs and food chains
  • Human intervention in ecosystems
  • Case study of a named ecosystem
  • ASSESSMENT: on ecosystem


  • Changes in leisure patterns in UK
  • National Parks in UK
  • Country Parks
  • ASSESSMENT: Design a country park

Weather and Climate

  • Recap of weather and climate: types of rainfall, factors affecting temperature
  • Weather systems: Depressions and anticyclones
  • Weather events: Case studies of recent weather events
  • Global climates
  • ASSESSMENT: Test of key terms and processes


BBC Bitesize- KS3 Geography good online quizzes

There are often good documentaries on television which students will be alerted to as well as any geographical events which occur locally, nationally or internationally.


Topic Question Type of Thinking Content Assessment
19th Century USA For whom was the USA a ‘sweet land of liberty’? Diversity Experiences of African-Americans, Native Americans and European immigrants. Essay
The abolition of the slave trade Why have historians disagreed about the abolition of the slave trade? Interpretations The Triangle of Trade, historians who have studied the slave trade. Booklet
19th British political history How did Britain become a democracy c,1800-1918? Change The Great Reform Act, Chartism, the 1867 & 1884 Reform Acts, the formation of the Labour Party, Suffragettes, Suffragists, the 1918 Representation of the People Act. Essay
The First World War Why did the First World War break out in 1914? Causation Events of 1914, European nationalism, militarism and imperialism and the alliance system. Essay
  Was WWI the ‘Great War’ for the people of Cottenham? Significance The impact of the First World War on the local area. Short essay
Communist Russia Did Russia become a Communist paradise? Evidential enquiry The Russian Revolution, Stalin’s accession to power, life in Stalin’s Russia. Exam-style question
The Second World War What caused the Second World War? Causation The Treaty of Versailles, appeasement, Short essay
  Who won the Second World War? Causation The invasion of Poland, the Battle of Britain, Dunkirk, Pearl Harbour, Midway, Stalingrad, El Alamein, Hiroshima and Nagasaki. Cartoon
The Holocaust How should we remember the Holocaust? Interpretations Ways in which the Holocaust has been remembered. Discussion
The Cold War How scary was the Cold War? Change Events of the Cold War 1946-1991 Short-answer questions
The Arab-Israeli conflict Why is the Arab-Israeli conflict so hard to solve? Causation Birth of Israel, Palestine since the 19th century. Short essay


TERM Relevant calculations are taught continuously in appropriate places
Angles in polygons Points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries

Conventions for labelling and referring to the sides and angles of triangles

Angles at a point, angles at a point on a straight line, vertically opposite angles, alternate and corresponding angles on parallel lines, sum of angles in a triangle

Special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus, and triangles and other plane figures

Simple proofs


Standard circle theorems concerning angles, radii, tangents and chords

Algebraic shape Geometric properties of polygons to solve problems using mathematical reasoning

Translate simple situations or procedures into algebraic expressions or formulae

Sequences Sequence from term-to-term or position-to-term rule including from patterns and diagrams

Triangular, square and cube numbers and simple arithmetic progressions and Fibonacci-type sequences, quadratic sequences, and simple geometric progressions

nth term of linear sequences

Including surds
Pythagoras theorem Understand and recall Pythagoras’ theorem as a property of areas; in a right-angled triangle, the area of the square on the hypotenuse is equal to the sum of the areas of the squares on the other two sides; as a property of lengths:  a2 = b2 + c2

Appreciate that:

If a2 > b2 + c2, then A is an obtuse angle.

If a2 < b2 + c2, then A is an acute angle.

Pythagorean triples (3, 4, 5) and (5, 12,13) and multiples of Pythagorean triples produce similar triangles

Find lengths in right-angled triangles

Introduction to formal proof Show algebraic expressions are equivalent, and use algebra to support and construct arguments

Use known results to obtain simple proofs

Transformations Rotation, reflection, translation, enlargement, and associated vocabulary and symbolism

Congruent shapes can be mapped one to the other by a translation, reflection or rotation, or some combination of these transformations

Equivalent repeated transformations

Including negative scale factors and invariance
Right angled trigonometry Trig ratios (sine, cosine, tangent) to find sides and angles




Brackets, powers, roots and reciprocals

Positive integer powers, real roots (square, cube and higher), powers of  2, 3, 4, 5

Square numbers up to 15 x 15

Powers of 10

Standard form,  A x 10n, where  1≤  A ≤ 10 and n is an integer , with and without calculator

Prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation (including product of prime factors written in index form)

Estimate powers and roots of any given positive number

Fractional indices



Expressions, equations, formulae, inequalities, terms and factors, identities (including those involving surds)

·         ab in place of a × b

·         3y in place of y + y + y and 3 × y

·         in place of a × a, a³ in place of a × a × a, a²b in place of a × a × b

·          in place of a ÷ b

·         coefficients written as fractions rather than as decimals

·         brackets

·         in simplest form without explicit instructions to do so

·         collecting like terms

·         multiplying a single term over a bracket

·         taking out common factors

·         simplifying expressions involving sums, products and powers including the laws of indices

·         expanding products of two binomials

·         factorising quadratic expressions of the form  x2 + bx + c

Algebraic proof


·         expanding products of two or more binomials

·         factorising quadratic expressions of the form ax2 + bx + c

Data Details be confirmed
Functions and Graphs Straight line graphs

Parallel line graphs

Perpendicular line graphs



Linear equations

Simultaneous linear equations

Circles Centre, radius, chord, diameter, circumference, tangent, arc,

sector and segment

circumference of a circle = 2pr = pd

                                               area of a circle = pr²

arc lengths, angles and areas of sectors of circles

Fractions Decimals Percentages Rounding

Fraction, decimal and percentage calculations

Changing between fractions, decimals and percentages

Ratio and Proportion Ratio notation

Ratio in calculations, including dnesity and pressure



Perimeter Area Volume

Faces, surfaces, edges of 3D shpaes

Area of triangles, parallelograms, trapezia

Volume of cuboids and other right prisms (including cylinders)

Perimeter of circles, areas of circles and composite shapes

Surface area and volume of spheres, pyramids, cones and composite solids including frustums

plans and elevations of 3D shapes

construct and interpret plans and elevations of 3D shapes

Modern Foreign Languages


Autumn Term (September-December): Technology and teenage life

Students learn to talk and write in detail about their use of technology, relationships with family, pocket money and the pressures faced by teenagers. They develop their grammatical understanding by revising the present tense and being introduced to the imperfect tense to describe lifestyles in the past and impersonal structures (such as it is important/essential to).  They also continue to develop their ability to structure an argument for or against and give and justify opinions in more detail.

Spring Term (January-Easter): Health and lifestyle, jobs and future plans

Students learn to talk about their health, lifestyle, jobs of those around them and their plans for the future. They consolidate their understanding of different time frames and are introduced to more complex examples of object pronouns.

Summer term (Easter-July): Consolidation and preparation for GCSE courses

Time is given over to consolidation of the key grammatical elements and topic areas covered throughout KS3 as students embark on preparation for the French GCSE course.

Work throughout the year is assessed by regular homework tasks and vocabulary/grammar tests and half termly assessments covering the four skill areas (listening, speaking, reading/translation into English, writing/translation into French. The end of year exam will cover topics and grammar points from over the course of the year. Students will receive detailed marking and feedback (which they will be expected to respond to) on one homework task per half term.

All topics covered throughout the year will encourage students to continue to develop their spoken and written French by:

  • Using a range of opinions and justifying them with reasons why
  • Using intensifiers and connectives to extend sentences and add detail to their work
  • Using more than one time frame to cover events in the past, present and future
  • Using more complex structures and vocabulary to extend and develop their work
  • Using the grammar and vocabulary covered across a range of topic areas and to suit different audiences and purposes

To support their learning at home students could:

  • Consolidate material covered in class through regular revision
  • Develop their written French into longer, more detailed paragraphs
  • Re-read class notes and revise new verb forms and vocabulary carefully
  • Practise pronouncing and spelling new words
  • Learn key grammatical structures (rules and examples) off by heart
  • Begin to recognise patterns in order to develop their understanding of the new language
  • Review their class work and identify areas where they require further support
  • Review written homework to check for accuracy before handing in – username and password can be obtained from any of the Modern Languages teachers

Textbook: Allez 2 published by Oxford University Press

SPANISH (Second language group only)

Autumn Term (September-December): Clothes, shopping, holidays and free time

Students learn to talk and write in further detail about free time, including clothing, shopping and holidays. They will focus on increasing their understanding of more complex grammatical structures such as the preterite and imperfect tenses to describe the past. They will also learn some transactional language for use in practical situations (e.g. buying clothes in a shop).

Spring Term (January-Easter): Health, healthy living and future plans

Students learn to talk and write in detail about their health, healthy lifestyles and their plans and aspirations for the future. Students will continue to develop their understanding of a range of time frames and be able to communicate using different tenses. They will develop their understanding of transactional language by covering phrases needed for visits to the doctor/chemist.

Summer Term (Easter-July): environment, festivals and preparation for GCSE

Students learn to talk and write in detail about the environment and describe festivals in a range of tenses. They will also deepen their cultural understanding through texts based on festivals and events in Spain/Spanish speaking countries. In addition, students will start to prepare for the GCSE course in Spanish.

Work throughout the year is assessed by regular homework tasks, vocabulary/grammar tests and half termly assessments covering the four skill areas (listening, speaking, reading/translation into English, writing/translation into Spanish). The end of year exam will cover topics and grammar points from over the course of the year. Students will receive detailed marking and feedback (which they will be expected to respond to) on one homework task per half term.

All topics covered throughout the year will encourage students to continue to develop their spoken and written Spanish by:

  • Using a range of opinions and justifying them with reasons why
  • Using intensifiers and connectives to extend sentences and add detail to their work
  • Using more than one time frame to cover events in the past, present and future
  • Using more complex structures to develop and extend their work
  • Using the grammar and vocabulary covered across a range of topic areas and to suit different audiences and purposes

To support their learning at home students could:

  • Consolidate material covered in class through regular revision
  • Develop their written and spoken Spanish into longer, more detailed paragraphs
  • Re-read class notes and revise new verb forms and vocabulary carefully
  • Practise pronouncing and spelling new words
  • Learn key grammatical structures
  • Begin to recognise patterns in order to develop their understanding of the new language
  • Review their class work and identify areas where they require further support
  • Review written homework to check for accuracy before handing in

Links: – username and password can be obtained from any of the Modern Languages teachers

Textbook: Zoom 2 published by Oxford University Press


“Music is a moral law. It gives soul to the universe, wings to the mind, flight to the imagination, and charm and gaiety to life and to everything.” (Plato)

Music is a universal language that plays a distinct role within the performing arts and a well-rounded curriculum. Students experience music by engaging with all the senses, which can inspire a great love of music. It is a very creative subject that provides opportunities for individual expression. When performing to an audience, students develop their confidence and resilience and experience a great sense of achievement.

The aim of music at CVC is to develop an enjoyment of music making in every child by experiencing a lesson as a musician. Knowledge is therefore predominantly acquired through direct contact and active participation with music and not merely by learning about it. Musical problem solving takes place through aural perception to understand, appreciate and improve on the key skills of performing or composing process. The goal is for students to collaborate with independency and ownership of their outcomes. Through an exposure to the processes and conventions of a broad range of styles, students can truly bring their own music alive, whilst deepening their cultural and social understanding.

 Key skills that underpin the learning

Performing in time with confidence and expression.

Whilst performing on a variety of instruments, contextual learning takes place as students learn how different musicians interact, their roles, the use of different forms of notation, technology and audiences. (students learning an instrument externally are encouraged to use this skill in class, including sequencing, rap and beatbox).

Composing to generate, develop and structure ideas to captivate an audience.

Pupils will develop their ability to compose, improvise and notate music material through both live performance and music technology (Sibelius, Garageband and Pro-Logic). They will explore a variety of musical elements, devices, structures and styles.

 Listening to recognise musical features and evaluate the impact these have on the mood, purpose and style.

Students receive a baseline listening assessment at the start of year 9 which focus on recognition of tonality, metre, instruments but are structured with involve the comparison of different arrangements. The year concludes with a written exam. This exam will be based on all projects covered throughout year 9, including a set work on Brit pop. The style of questions in the exam are designed similar to that of a GCSE paper.  Aural perception is questioned at regular stages of a lesson with the acknowledgement of rudiments and specific features in music of their own and others work.

Year 9 curriculum

The curriculum is progressive requiring students to work with increasingly complex elements of music throughout KS3. The objective of Music in year 9 is to develop musicianship in further depth with a focus on styles and techniques that will equip students for music at KS4.  The 4 key areas at GCSE include western classical, music for ensembles including musicals, blues and Jazz, film music and popular music and fusion music.

In Year 9, students learn to perform convincingly within a style and deliberately explore these features within different contexts, aiming to bring individuality to their work. There is an emphasis on reading and working with notation, composition/arranging and ensemble skills whilst covering a set work in depth. As composition takes a proportionally greater amount of time at GCSE to performing, projects always start with a performing element which is recreated by students by breaking down and reforming ideas to create their own version. This involves experimenting with changing the tempo, the rhythm, possibly the key from major to minor to form a new mood or style of their choice.

Western classical ground bass v pop: Students learn that Ground Bass has spanned centuries, including the 20th century. They perform a Ground bass and notate their own melodic variations, incorporating this into a modern popular style which also requires a repeating chord and bass line.

Epic action soundtracks: Students are introduced to title music for film and explore the way in which a theme tune is heard in contrasting moods. Students learn a leitmotif theme from James Bond whilst revisiting Jazz, break this main theme called the ‘head’ down into cells, then layer and perform these to create their own collage and arrangement. Students experience more complex chords such as the extended 9th ‘spy chord, ostinato devices that are chromatic, rhythmically syncopated melodies and further features of the leitmotifs that add to the suspense, energy and contrasts of the music. Students then transform these ideas using different tempos, rhythms, accompaniments styles to transform and manipulate the music to suit a variety of scenes.

Extension: Spring half-term live recording workshop led by Cambridgeshire Music, using pro-logic.

Brit Pop: Students analyse and explore there set work by Oasis in a practical setting. They learn ways in which a song can break traditional conventions in structure, scales and the use of more complex chords. Students will create an arrangement of a chosen song making full use of the resources available, including live recording with pro-logic. This project develops beyond the classroom as part of a leadership project ‘Battle of the Bands’. Students will be invited to prepare, lead, audition and mentor younger students for our annual Battle of the Bands.

Musicals: Students will review both popular music and that from a musical and explore ways of setting and arranging music in the context of the lyrics, plot and audience. They will explore the theme of identity and struggle in a variety of musicals including Wicked, Les Miserables, Shrek and Billy Elliot before creating their own song arrangement. This song can include vocals and will involve interaction between 2 characters, creating a duet, including harmony, imitation, counter melodies.

Further progression and the wider curriculum

Students will be expected to take on more demanding, significant parts and roles within an ensemble. To progress further students are encouraged, as a homework extension, to take learning beyond the classroom to instil further confidence in developing themselves as young musicians.

Learning an instrument: Developing a skill on an instrument requires physical and mental agility with practice and rehearsal taking place at home, between class lessons. This can be aided through internet or manual based guidance, through independent tuition outside of school or with CVC’s dedicated team of instrumental specialists, within curriculum time. Please check www.chordfind showing fingers for any guitar chord and www.drummerworld showcasing masters at work. (‘Instrumental interest’ forms can be obtained from the web and sent to Miss Manser.

Theory: in addition to revision booklets shared with each student, independent study of theory via online apps or theory club might include ‘Music theory guy’ (, Teoria (tutorials and exercises for music theory and ear training). ,, exploring a wide range of instruments and styles.

Enrichment activities: The school have an Orchestra to Rock and Pop group which run after school throughout the year. Further groups such as the Jazz band, woodwind group and theory club run at specific points in the year. The school also take opportunities, when available to invite students to work alongside outside musicians and participate in half-term workshops. Students can further sharpen their musical awareness and collaborate within an increasingly mature social setting.

Events: Students are encouraged to participate in a variety of events held throughout the year. The emphasis is not on competition and individual success, but an opportunity for different ages to come together, inspire, nurture, support each other and work as a team with achievements becoming a collective responsibility. They not only give the school and students an identity but create unforgettable memories. Regular annual events include the Christmas and Summer concert in which year 9 bands are showcased. Other events include the GCSE Music Showcase, King’s College Carol Concert, Young Performer’s Recital, and a ‘Battle of the Bands’ competition led and mentored by year 9 music leaders.

Physical Education

By the end of year 9 all student should know and be able to do the following. Students will be placed into groups for the year and they will participate in a number of activities that they will have some choice in out of the following:

RUGBY Types of pass, ruck, maul, offside, numbering up, switch, punts, grubbers, drop kicks, line-out calls, penalty moves. Wingers, centres, half backs, props, second row, back row. Taking contact, ball presentation, Driving the maul. Front 5 scrum positions. Using a variety of passes to create space. Line-out catch, protect and drive. The understanding of what to do when you are a ball carrier or in a support role.

Decisions to be made when you make contact or are tackled. Positions in and around a set piece. Roles and responsibilities of positions for forwards and backs.

Safety rules, laws of the game and pitch markings. Refereeing decisions to ensure safe play.

7 v 7 through to 10 v 10 and 12 v 12.

Half backs and half forwards..

HOCKEY Push pass, dribble, hit, centre pass, sidelines, shoot, attacking, defending, midfield, reverse stick, wings, sweeper, penalty corner, long corner, hit outs. Correct grip, push pass, dribble, hit. Use of reverse stick. Set up for attacking and defending a  penalty corner. Safety rules and boundary rules.

Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding space.

Positioning of the defense, midfield and attack, using channels. Positioning for penalty corners when attacking and defending.

Even sided games up to

11 v 11 full pitch..

NETBALL Pass, receive, dodge, move, positions, offside, obstruction, contact, penalty pass, free pass, creating & holding space. Chest pass, single handed pass, bounce pass, shooting. Moving into space, creating space. Safety rules and boundary rules.

Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding and creating space. Holding space and blocking out of the circle. Set plays from the centre pass.

7 v 7 game.

Set plays for the centre pass..

HANDBALL Pass, receive, dodge, move, double dribble, fouls, free throws, penalty throw, throw ins, corners, goal throws. Passing – single handed, shooting, dribbling, moving Safety rules and boundary rules.

Understanding what skills and decisions are necessary for attacking and defending play. Including angle of support and finding and creating space. Holding space and blocking out of the circle.

2 v 2, 4 v 4 and 5 v 5
GYMNASTICS Body tension, control, sequence, strength, flexibility, movement, flight, vaulting, balance. Group balances and sequences. Technique of flight and body shape. Safety rules.

Performing larger group balances that fulfill specified criteria and problems to solve.  Using strategies to aid timing when using flight techniques to get over equipment. Executing set vaults. They need to practice and evaluate their sequence to refine and develop their performance.

Produce a large group balance.

Problem solving.

Learning set vaulting techniques over boxes and off mini trampolines.

FITNESS Strength, suppleness, speed, stamina, programme, circuit training, warm – up, cool down, target setting, distance, repetitions, sets. Use of all equipment safely, with the correct technique.

Use sets and repetitions to plan a programme. Use CV equipment to set distance/ time target

Safety rules.

To be able to move around a circuit training programme and also to follow a set programme.

To plan and develop  their own programme thinking about the areas they are weakest in i.e. stamina or strength, or using it to improve on a particular sport.

To work at maximum levels to fulfil team challenges.

Types of training; circuit, programmes, working in pairs, team challenges.
FOOTBALL Passing, dribble, hit, centre pass, sidelines, shoot, attacking, defending, midfield. Dribble, pass, shoot, control, tackle, jockeying. Goal-keeping, handling and positioning. Holding up the ball. Defensive and attacking headers. Safety rules, laws of the game and pitch markings.

Attacking and defensive formations, free kicks, corners. Outlet and containment of players. Analysing other players strengths and weaknesses in regards to passing, receiving and decision making. Formulating practice drills that develop their weaknesses.

Even sided games up to a full game.

Conditioned games to develop areas of weakness.

Rolling substitutes with coaching and refereeing responsibilities.

BADMINTON Badminton, singles, doubles, court boundaries, grip, stance, backhand, forehand, drop shot, overhead, smash,  tramlines, shuttlecock, net, racket. Service, scoring, out, service line, love, rally. Serve, rally, drop shot, overhead clear, smash.

Play a competitive game of doubles up to a set amount of points.

Understand the scoring system for doubles.

Boundary rules, what is in and out for doubles.

To be able to maintain a cooperative rally using a variety of shots. The techniques of the short and long serve, drop shot, smash and overhead clear.

Improving movement around the court.

Playing in a doubles game with an understanding of the scoring system, including the rotation of servers.

Planning, organising and running a tournament.

Singles and doubles games up to a set amount of points.

Tournament organisation and running, including officiating.

TABLE TENNIS Forehand, backhand, grip, footwork, ready position, push, block, loop, singles doubles, serve Serve forehand & backhand, push, block & loop shot, play competitive games of singles and doubles, Rules of the table, maintain a cooperative rally, play effectively in competitive games, thinking of shot selection and ball position. Understand the scoring system. Improve positioning and movement. Maintaining a cooperative rally, playing in singles and doubles games. Officiating and umpiring the games.
ATHLETICS Track events, field events, 100m, 200m 800m, 1500m, shot putt, long jump. Javelin. Pacing, technique. Relay, high jump, triple jump. Sprinting, sprint starts, dip finish. Pacing, throwing, jumping. Measuring using stopwatch and tape measure. Hand over technique. Safety rules.

To be able to coach and help each other with regards to technique.

Ability to work independently to develop and improve distance/ time.

Selecting events to specialise in and working on technique.

Individual performance with partner support and feedback.

Personal bests and  in maximal effort.

Team competitions.

CRICKET Bowling, batting, long barrier, fielding, catching, stumps, out. Offside, onside, short fielding, long fielding, close catchers. Different kinds of throw appropriate to the situation. Catch, strike. Seam and spin bowling. Batting to score and batting to defend. Tactics to contain and to attack. Safety rules and boundary rules and markings..

Attacking and defending. Decisions made as a batter and fielder. Bowling for competitive situations. Communication between batting pair. Field setting for individual players or situations.

Net practice to develop bowling technique for seam and spin and batting for attack and defence.

Even sided games.

ROUNDERS Bowling, batter, long barrier, fielding, posts, bases. ½ rounder, out. Outfield, infield. Backing up, no-ball, backwards hit. Different kinds of throw appropriate for the situation. Catch, hit, bowl. Understand what a no-ball is and what to do when a backward hit occurs. Laws of the game,  boundary rules and markings.

Improving decisions made as a batter and fielder.  Communication between fielders to help make decisions. Setting and moving the fielders when appropriate. Selecting and placing the ball in specific areas of the field when batting.

Full game with umpires who score and call no-balls.

Conditioned games where you can score more for hitting into specified areas of the field.

General Knowledge:

Major Muscles: Biceps, triceps, gastrocnemius, abdominals, quadriceps, hamstrings, trapezius, deltoids, pectorals, latissimus dorsi, gluteals. Basic antagonistic/ agonist.

Main bones for support and protection: Cranium, ribs, femur, tibia, humerus, vertebrae, sternum, pelvis, scapula. Movement and blood production.

Joints: Freely moveable or synovial. Knee and elbow. Hinge joint, ball and socket joint. Flexion, extension, rotation, abduction, adduction & circumduction.

Role of ligaments and tendons: support and prevent dislocation, attach and pull on muscles. Cartilage as a shock absorber.

Warm – up: Mobilisation, light jog and dynamic stretches, skill specific drills and mental rehearsal. Increase flexibility and adrenaline.

Cool down: Light jog, stretches and gradually decrease muscle temperature, heart rate and breathing rate. Removal of lactic acid. Blood pooling.

Short term effects of exercise: Increase heart rate, breathing rate and muscle temperature. Prevent injury. More O2 to the muscles and Co2 to the lungs, increased tidal volume.

Long term effects of exercise: Increased muscle size, increased stamina, complete everyday tasks without tiring Decreased resting heart rate and hypertrophy. Increased lung capacity, intercostal muscles and diaphragm stronger.

Religion, Philosophy and Ethics

Topic What knowledge will students gain from this topic? 
Topic 1 – Religious experience –          An understanding of what religious experience is and the different types of religious experience.

–          An understanding of what a miracle is.

–          An understanding of the different types of miracles that have been reported and recorded throughout human history.

–          An understanding of secular and religious examples of miracles.

–          An understanding of how miracles and other examples of religious experience have influenced the history and impact of major world religions.

–          An understanding of the criteria for classifying something as a miracle.

–          An understanding of the arguments for and against the existence of miracles.

Topic 2 – Medical Ethics
  • An understanding of sanctity of life and quality of life.
  • The arguments for and against abortion.
  • Religious arguments for and against abortion.
  • The arguments for and against genetic engineering.
  • Religious arguments for and against genetic engineering.
  • The arguments for and against euthanasia.
  • Religious arguments for and against euthanasia.
  • The arguments for and against fertility treatments.
  • Religious arguments for and against fertility treatments.
  • The arguments for and against human experimentation.
  • Religious arguments for and against human experimentation.
Topic 3 – History of belief part 5 – How is belief changing in the modern era?
  • An understanding of what a religion is and how the term has changed over time.
  • An understanding of the John Frum religion in the Pacific.
  • An understanding of what cults are and how they differ from religions.
  • An understanding of parody religions and how these express important ideas about people’s beliefs.
  • An understanding of humanism and how it expresses major changes in modern beliefs.
Topic 4 – Afterlife
  •  An understanding of what the term afterlife means and how different cultures and religions represent this.
  • An understanding of the Egyptian views regarding the afterlife.
  • An understanding of the Aztec views regarding the afterlife.
  • An understanding of the Abrahamic religions (Judaism, Christianity and Islam) views regarding the afterlife.
  • An understanding of the Hindu and Buddhist ideas of the afterlife.
  • An understanding of the Sikh views regarding the afterlife.
  • An understanding of dualism.
  • An understanding of the term immortality and the pros and cons of this concept.
  • An understanding of how legacy and memory could be considered examples of immortality.
  • An understanding of the scientific and technological work that is being done to try and make some form of immortality a reality in the future.
  • An understanding of the impact that social media can have on what could be considered immortality.
  • A study of near-death experiences – are these evidence of life after death?
Topic 5 – Human Rights
  • An understanding of how different religions respond to issues of prejudice and discrimination.
  • An understanding of what the terms prejudice and discrimination mean.
  • An understanding of how attitudes to prejudice and discrimination have changed over time.
  • An understanding of human rights and why they are important.
  • An exploration of the issue of modern slavery around the world and in the UK.
  • An understanding of the causes and the possible consequences of the refugee crisis.
  • A look at the work of amnesty international with regards to challenging a variety of human rights abuses around the world.
  • Malala case study – an in depth look at how Malala has and is challenging human rights abuses around the world.


Studying Science at CVC is a five-year journey that fosters a love of the subject, develops enquiry skills and gives students the opportunity to discover how fascinating the universe is. Learning is embedded through the development of knowledge and practical skills over time. The science staff are experts in their fields of biology, chemistry and physics. Students will learn the skills of scientists in an enriching, laboratory-based environment that will challenge and push students to achieve their potential, thus preparing them for a wealth of exciting and rewarding career opportunities in science and related areas. Our goal is to shape the minds of our pupils so that one day they can create life-changing applications from fundamental scientific knowledge.

Our focus in Key Stage 3 (KS3):

In KS3 pupils will focus on learning the fundamental knowledge required for Biology, Physics and Chemistry. The curriculum is designed so that students of all abilities make progress towards developing the skills required, whilst forming a solid understanding of a range of scientific concepts. In Chemistry this includes learning about elements, compounds and how to navigate the periodic table. Pupils will find out how discoveries about atomic structure led to the development of the periodic table. In Biology, pupils will learn about the structure of plant and animal cells, how cells become specialised and why cellular processes like respiration and photosynthesis are fundamental to life. In Physics, pupils will learn why forces are so important, how objects interact with each other and learn about Newton’s laws of motion. Transfer of energy involved in all interactions. Pupils will build upon their knowledge of atomic structure and discover how electrons and electricity are related; they will become confident at calculating resistance, current and voltage. Extended writing and mathematical skills within topics will allow pupils to develop their scientific vocabulary and analytical skills

KS3 Curriculum – Years 7, 8 and 9 Overview

Autumn Spring Summer
Year 7 Introduction to Science


Cells and Organisation




Human Reproduction

Separating Substances


Plant Reproduction


Waves: Light and Sound

Year 8 Waves: Light


Periodic Table


Health and Digestion

Electricity and Magnetism


Interdependence and photosynthesis

Earth and Atmosphere

Year 9 Inheritance and Evolution

Chemical Reactions

Mathematical Physics

Scientific Processes and Methods





GCSE syllabus begins

 Year 9 Science Curriculum

Inheritance and Evolution

This covers inheritance, chromosomes, DNA and genes. It includes learning about Watson, Crick, Wilkins and Franklin and their role in the development of the DNA model. Variation is taught as being continuous or discontinuous. Natural selection as well as biodiversity and extinction are also covered. The importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

Chemical Investigations

This topic will cover combustion, thermal decomposition, and oxidation and displacement reactions. The reactions of acids with metals and the chemical properties of metal and non-metal oxides with respect to acidity. Exothermic and endothermic chemical reactions (qualitative).

Mathematical Physics

This topic covers S.I units and density calculations. Atmospheric pressure, pressure in liquids, increasing with depth; upthrust effects, floating and sinking. Pressure measured by ratio of force over area – acting normal to any surface.

Scientific Processes and Methods

This topic covers the working scientifically skills to build the effective foundation for GCSE. Skills include presenting data, analysing patterns, drawing conclusions and discussing limitations. Constructing explanations, communicating ideas, critiquing claims and justifying opinions. Devising questions, testing hypotheses, planning to control variables and collecting data.

After these units, we begin the GCSE syllabus.