Year Nine

Business Studies

We are thrilled to share with you some of the topics covered in our recent newsletter.

Students were introduced to market segmentation and target markets are essential concepts that serve as the foundation for positioning products and services effectively. By understanding the unique needs and preferences of different customer groups, we can tailor our offerings to better meet their expectations and ultimately drive success in the market.

Financial responsibility is another key theme we discussed, highlighting the importance of managing money wisely and making informed financial decisions. Teaching our children the value of saving, budgeting, and investing early on can help set them up for a secure financial future.

Finally, we explored the connection between money and goals, encouraging our students to dream big and set achievable financial objectives. By establishing clear goals and creating a plan to reach them, our children can develop the skills and mindset needed to navigate their financial journey successfully.

We hope you find these topics valuable and look forward to sharing more insights with you at the end of the year.

Science

Year 9's having continued to learn about Light and sound. They have been able to determine the difference between a sound wave and a light wave. 

They have been able to label the diagram of the ear and this week the year 9's were able to label the diagram of the eye and follow it up by completing an eye dissection. Students were able to remove the lens and have a look through it. They removed the Vitreous Humour, the jelly like substance that helps to keep the shape of the eye and identify the location of the blind spot. 

The Year 9 Aces students have prepared for their exhibition on light and sound. They were had to find ways to demonstrate what they had learnt rather than using their laptops. This made for a more authentic learning experience as they had to do "old fashioned" research and artist skills to present their work.

English

In Year 9 English this fortnight, students have been engaging with an inquiry-based unit on demagoguery, critically examining the ways  leaders throughout history have used language to wield power and influence audiences. The unit has encouraged students to delve into the specific techniques that define a demagogue, with the ultimate goal of enabling them to both identify and resist such persuasive tactics.

For their final product, students were tasked with raising awareness about these techniques through a project tailored to their strengths and interests. Some students opted to produce an awareness campaign video, while others chose to create mock social media posts or compose analytical essays. Each format allows them to demonstrate their understanding of demagoguery in unique and meaningful ways.

This unit has been particularly rich in opportunities for student agency and creative expression. Students have been encouraged to draw on their prior knowledge in fresh, innovative ways, taking risks to communicate complex ideas. By working across various media and formats, they are not only applying their critical thinking skills but also honing their ability to communicate purposefully to diverse audiences.

In the coming weeks, students will present their projects to their peers, sparking discussions on how to recognise and counteract manipulative language in real-world contexts. We look forward to celebrating their insights and the impressive work they’ve put into this challenging, thought-provoking unit!

Drama

This term, our Year 9 Drama students have embarked on a journey into the captivating world of Shakespeare, using Romeo and Juliet as a foundation for exploring and mastering essential performance skills. The students have been hard at work developing their abilities in voice projection, articulation, body movement, and emotional expression to prepare for performing scenes from this timeless play.

In addition to practical skill-building, the class has been analysing Romeo and Juliet to deepen their understanding of Shakespeare’s language and themes. By breaking down key scenes, students have explored the complex emotions of the characters and the societal influences of the Elizabethan era. They have engaged in thoughtful discussions about how the themes of love, conflict, and fate are still relevant today.

The combination of skill development and text analysis has provided students with a comprehensive approach to drama, enriching their understanding of Shakespeare's work and refining their abilities as performers. We are incredibly proud of their dedication and enthusiasm as they tackle this challenging yet rewarding material.

Maths

The year is passing so quickly, and the students are growing so fast.  In this fast pace of life students have completed many strands in maths. The most recent content students studied is data representation and interpretation. They have reinforced their prior knowledge of primary and secondary data collection sources. To extend their knowledge further, students were given different sets of data and asked to complete stem and leaf plots, histograms and box and whisker plots. They then described the distribution of data using terminology like, skewed and symmetrical.

Further, with these graphs, students had to read and interpret the data and make predictions about what the graph was displaying. Students were also introduced to the summary statistics and the measures of centre spread. They then studied the best measure to describe the data and looked at how outliers affected the centre spread.

In the box and whisker plot, students learned about quartiles and was able to identify the different quartiles, the box and the whiskers.

The Aces class attempted an independent data investigation. They designed a survey, collected data using both digital and physical methods, drew frequency tables and created graphs to display their findings. Students then presented their findings to the class on a PowerPoint and made predictions, generalisations and recommendations about their findings. They took their investigation further and compared their results to a secondary source. In their reflection, students identified the challenges they faced and solutions they employed to manage these challenges. 

This unit of work was both stimulating and interesting for students.

Food Technology

I'm excited to share the culinary journey our Year Nine Food Technology students have been on this term. It's been an exhilarating exploration of flavours from around the world, coupled with engaging hands-on cooking projects.

First off, our students dived into the world of international cuisines for their assessment task. Using the Design Process and responding to a Design Brief they've been busy researching dishes from around the globe and coming up with their own recipes to cook. From spicy Indian curries to comforting Italian pasta, they've been discovering what makes each cuisine unique.

But it's not all been about studying.  We've had some fun in the kitchen too.  We took a trip to Asia by cooking up some delicious Singapore Noodles. The kitchen was alive with sizzling pans and tantalising aromas!

This week we explored Italian Cuisine by cooking up a delicious and nutritious Risotto. 

Now, our students are gearing up for the grand finale: cooking their chosen international dishes for their assessment task. I can't wait to see what they come up with. It's been a joy to see their passion for cooking grow throughout the term and I'm confident they'll impress us all with their culinary creations.

Visual Art

This fortnight in Year 9 Visual Art, students have been immersed in the meticulous world of photorealism and hyperrealism as they work to build their artist portfolios. Each student selected an artist known for their expertise in one of these highly detailed styles, embarking on an in-depth study of the artist's life, techniques, and the themes that inspire their work. Through this research, students gain insight into the dedication and precision required to create such strikingly realistic artworks, inspiring them as they prepare to create their own photorealistic pieces.

The portfolio project has been an opportunity for students to compile and present key information about their chosen artist, exploring everything from artistic process to the finer details of photorealism techniques. Alongside this, they have been learning and practicing a range of skills to help them develop a similar level of technical detail in their own work.

Looking ahead, students will enter the next phase of this project, selecting a photograph inspired by the subject matter of their chosen artist. This photograph will serve as the foundation for their own final photorealistic artwork, culminating in a piece that reflects both their artist’s influence and their unique creative voice. We’re excited to see the results of their hard work and dedication as they bring their vision to life later this term!