Key Stage 3

Year 7 – The first half term of students’ secondary art education will focus on developing a secure skills base on the formal elements (Line, Shape, Form, Tone, Colour). Students will complete a baseline project to enable teachers to identify students’ prior knowledge and understanding of the visual arts. Students experiences of Art and Design at KS2 are inconsistent, this project provides students with the fundamental skills required to successfully access the subject at KS3. The fine drawing skills that students hone during the basic skills project are put to good use in all projects studied throughout KS3. 

When students have developed understanding on the fundamentals, we move on to cultural exploration of the Mexican festival known as Día de Muertos, or Day of the Dead. Within this project, pupils will build upon their drawing skills, utilising their understanding of colour theory as well as the opportunity to create three dimensional outcomes. This project provides students with the opportunity to explore cultural traditions that influence art. Throughout the project we introduce students to the works of Kandinsky, Thaneeya McCardle, Grayson Perry and Picasso to develop critical and contextual understanding of historical and contemporary artists.  As students’ progress through Year 7, they move on to study organic forms. They will develop their 2D skills through painting and drawing, as well as building upon their knowledge of photography. Throughout this project, we introduce students to the works of a range of artists including Helen

Wells, Karl Blossfeldt, Georgia O’Keefe, Paul Cezanne, as well as critical studies, shaping them into reflective and creative practitioners. 

Throughout each project students will develop their visual and written language, they will be introduced to a wide range of tier 2 and 3 vocabulary and key threshold questions to develop their literacy, technical and critical writing skills. 

Year 8 – The first half term of year 8 students re-visit and retrieve knowledge gained from year 7 basic skills project. The learning tasks are designed to build on the formal element skills taught in year 7 with greater breadth and depth. This project enables teachers to assess progress made in year 7 and identifies any learning misconceptions.  

The first project is a thematic study of “Portraiture,” which focuses on and retrieves knowledge in photography, drawing, painting, and mixed media. Students will learn the fundamentals of how to draw a portrait accurately, including the creation of detailed facial features and the mathematical proportions of the face. Students will explore their creativity through the theme of ‘identity’. Students will further develop both their artistic and practical skills learnt in previous projects and will have the opportunity to work with wide range of media, employing an increasingly broad range of techniques with confidence. Practical investigations and structured research will inspire students as they work towards designing and realising a digital and painted outcome. 

In the next project students embark upon a thematic study entitled “Birds and Insects.” Students develop creativity with colour and fine line work, as well as a range of less conventional drawing practices and print making techniques to develop their technical expertise. Students consolidate the skills learnt throughout the project through the creation of a textile based mixed media outcome inspired by Sue Brown. Students are encouraged to edit, refine, and reflect upon research undertaken into the work of other contemporary artists such as Millie Marotta, Christopher Marley, Jennifer Agnus, Lucy Arnold. 

Year 9 – The first half term of year 9 students re-visit and retrieve knowledge gained from year 7 and 8 basic skills projects. The learning tasks are designed to build on the formal element skills taught in year 8 with greater breadth and depth. This project enables teachers to assess progress made in year 8 and identifies any learning misconceptions. 

Students’ third year of secondary visual arts education begins with a thematic study entitled “Architecture.” They will explore a range of different architecture from around the world, considering the different influences that sit behind the buildings that have been created across the ages. They will develop skills in all aspects of perspective drawing and technical photography such as composition, viewpoint, rule of thirds and aperture. They also further develop painting and mixed media skills through the completion of a final outcome inspired by Ian Murphy. Throughout the project they will study the work of historical and contemporary artists and architects such as Gaudi, Lucy Jones, Rob Wilson, Zara Hadid.  

The next project has another thematic focus, this time entitled “Cultures.” Building on their Día de Muertos work in year 7, students are encouraged to research and subsequently emulate the style favoured by a particular culture (Aboriginal, African, Indian, Aztec). Alongside their now embedded 2D practical skills, students will employ the art form of textiles, which allows further stretch and breadth to their creative endeavours. They will continue to use a variety of materials and techniques to inspire both 2D and 3D outcomes, and are becoming increasingly competent, self-critical artists. 

This year will see an increased emphasis on the role of the artist within society, and students will be encouraged to express their views on the works of a range of influential artists such as; Lucian Freud, Julian Opie, Leonardo Da Vinci, Jose Romussi, Brno Del Zou, Alana Dee Haynes. 

Students will continue to develop their visual and written language and will be introduced to a wider range of tier 2 and 3 vocabulary and key threshold questions to develop their literacy, technical and critical writing skills. 

The projects are designed to prepare students for KS4 and beyond should they wish to study the visual arts further. They provide a broad and thorough understanding of the subject and develop competency in a range of mediums and disciplines. 

Year 7

In Year 7 students begin to investigate the world around them by studying a variety of Human and Physical Geography topics. The first unit students study is Geographical Skills, which introduces them to maps on a variety of scales, including OS maps. Students develop an understanding of how to read and utilise maps effectively. This unit is revisited throughout the curriculum, in order to embed skills and deepen understanding. Students then study a unit linked to World Development. This core content creates a foundation for many other units in Geography. The unit exposes students to development indicator data in order for them to identify global inequalities. The unit also considers how these inequalities could be reduced. Students will then study a Rivers unit, which provides students with core content relating to physical landscapes and the processes linked to the creation of landforms. In addition, students will consider how human activity influences coastal processes and how coastal processes influence humans, in different areas of development. Students will develop an understanding about The Economy, on a global scale, in order to understand the transition of countries through stages of development. Lastly, students will engage in Fieldwork studies, in order to understand the importance of collecting and analysing geographical data, in order to reach conclusions which are linked to geographical theory.

• Welcome to Geography (physical, human and environmental geography)
•  Maps – UK, Europe, Continents and Oceans
•  Geographical skills – compass points, grid references, scale, height and relief, longitude and latitude.
• The UK – physical and human geography of the UK
• Employment
• World population
• Weather and climate change
• Sustainability fieldwork

Year 8

Year 8 Geography builds directly on the core content exposed to students in Year 7. The first unit is Coasts, which has direct links to Rivers. Students develop their understanding of physical processes further through the application of this knowledge to a different context. Students also learn how coastal management is used to defend the human environment. Students further develop links to World Development through their understanding of Population and Migration. In our globalised world, this is becoming more important. Students also reflect on different population structures and how this impacts countries at different stages of development. In order to understand how the human and physical environments interact in a more hazardous way, students will explore the unit of

Tectonics. This includes the study of earthquakes and volcanoes. Students begin to understand the factors affecting the impacts of natural hazards and how humans work to mitigate against these risks. Students then explore two of the most significant Biomes on the planet- Hot Deserts and Tropical Rainforests. Students embed further their skills from Year 7. Lastly, students will engage in Fieldwork studies, in order to understand the importance of collecting and analysing geographical data, in order to reach conclusions which are linked to geographical theory. This builds on the work from Year 7.

• Tectonics – earthquakes, tsunamis and volcanoes
• Weather hazards and climate change
• The development gap
• Development in Africa
• Urbanisation
• Urbanisation case study – London
•  Rivers
• Coasts
•  Plastic pollution fieldwork

Year 9

By Year 9, students have a strong knowledge of core content and skills. Throughout Year 9, students learn to develop their geographical thinking to more advanced level. Students begin Year 9 studying Climate Change – one the most well-known issues facing humanity today. Students gain an understanding of the evidence, causes (natural and human) and management of climate change, whist debating the key issues. Students then study Life in an Emerging Economy and Issues of Urbanisation. These units focus on issues that arise in urban areas with LICs, NEEs and HICs, as a result of population changes. These units also refer to the economy and the links to development (linking to Year 7 and 8 content). Students then consider the issue of providing resources to a growing population, with a focus on Energy. Lastly, students will engage in Fieldwork studies, in order to understand the importance of collecting and analysing geographical data, in order to reach conclusions which are linked to geographical theory. This builds on the work from Year 7 and Year 8.

• Ecosystems
• Nigeria vs Japan
•  Earthquake case studies (comparison between high and low income countries)
• Weather hazard case studies (comparison between high and low income countries)
• Globalisation and world relationships
• Tourism
•  Coasts
• Climate change
•  Australia
•  Fieldwork skills and design

At KS3 the study of RE provokes challenging questions about the meaning and purpose of life, beliefs about God, rights and wrongs and what it means to be human. Students will learn about and from religions in the local, national and global contexts in order to explore and discover different answers to these questions.

Our students study a variety of religious and worldwide views so they can describe, explain and analyse beliefs and practices.

Year 7

• What does it mean to be a person of faith?
• · What does it eman to be Jewish?
• · What do Jews believe about God?
• · What does it an to be a Christian?
• · What do Christians believe about God?
• · How do Christians express their beliefs?
• · Why is Jesus important to the Christian faith?
• · What are the Ten Commandments and why are they important to Christians?

Spring Term

• · What does it mean to be a Muslim?
• · What doe Muslims believe about God?
• · How do Muslims express thei beliefs about God?
• · What doe Muslims believe about Muhammad? Pbuh
• · What does it mean to be a Hindu?
• · What are the key beliefs of Hinduism?
• · What do Hindu’s believe about God?

Summer Term

• · What does it mean to be a Sikh?
• · What do Sikhs believe about God?
• · How do Sikhs express their beliefs about God?
• · What is the Langar?
• · What does it mean to be a Buddhist?
• · What are they key beliefs of Buddhism?
• · How do Buddhists express their beliefs?

Year 8

Autumn Term

• How does the media portray Isalm?
• · What is the meaning of the term Islam
• · What is the Quran?
• · What does it mean to be Muslim in Britian today?
• · How is Islam portrayed in the media?
• · Why do people link the religion of Islam with terrorism? What does Islam teach about violence?

Is it fair? (Spring Term)

• · How do we assess someones worth?
• · How should we treat people , how did Jesus treat people?
• · Was Jesus a rebel? Was he right to eat with sinners?
• · Jesus and the Samaritan woman.
• · How might Jesus’ behaviour affect the actions of Christians today?
• · Do Christians have a responsibility to ensure everyone is valued?
• · Do we need to be radical to bring about fairness for all?
• · Can one person change the way people treat others?

Summer Term

• Is death the end?
• · Is death the end?
• · What do Christians believe about life after death?
• · What do Muslims believe about life after death?
• · What do Jews believe about life after death?
• · What do Hindu’s believe about death and rebirth?
• · Does everyone believe in life after death? What do Humanists believe?

Year 9

• What is the impact of difference and diversity within faith communities.
• · What is Buddhism and what are they key beliefs? (Recap)

· How diverse is the Buddhist religion?

• · What are the four noble truths and the noble eightfold path?
• · What impact does diversity have on the religion of Buddhism?
• · How does Buddhism influence modern society today?
• · How has Buddhism become so diverse?
• · Is Buddhism a religion of peace?

How can religion play a part in reducing racism?

• · What can be done to reduce the harmful impact of racism today?
• · What is the story of the two statues in Bristol?
• · How and why did Martin Luther King stand up against racism?
• · How and why does Stormzy stand up against racism?
• · Who is Malcolm X?
• · Who is Hany El Banna, how did he stand up against racism and why?

Should we commemorate the Holocaust?

• · Who are the Jews and what are their key beliefs? (Recap)
• · What was it like to be Jewish before the war?
• · What was the Holocaust?
• · Why is Kristallnacht important?
• · After the Holocaust what did liberation look like?
• How do we and should we commemorate the Holocaust?

Our aim is to provide a curriculum that enables all students, whatever their starting point, to successfully navigate the world around them by being strong communicators: readers, writers, orators and thinkers. The function of English Literature and Language is to provide students with powerful knowledge, that can often be hidden from view or distorted in the mainstream, and to give them a sound skills base with which to express themselves.

Year 7:

Victorian Education:

Text- Extracts from: Oliver Twist, A Christmas Carol, Jane Eyre, Great Expectations, non-fiction texts on Education
Poem- William Blake London

Big ideas- Poor Law, class system, exploitation, the effects of poverty- unsafe working environment, disease, education

Knowledge- What life was like in Victorian England, What were the differences between the rich and poor, key information about Charles Dickens, what schools were like in Victorian England

Skills- Reading comprehension, identifying social, cultural, and historical detail in a text, writing to describe, comparison of 19^th Century and modern text, writing to show not tell.

Myths and Legends

Text- Extracts from: Mythos, Tales of the Greek Heroes, 
Poem- Selection from The World’s Wife

Big ideas- The effects of greed, fatal flaw, strength VS weakness, Omens, Seven Deadly Sins, Power, corruption, moral message,

Knowledge- Oral and literary traditions of the ancient Greeks concerning their gods and heroes and the nature and history of the cosmos. The creation of the gods and the world, the struggle among the gods for supremacy, the love affairs and quarrels of the gods, the effects of their adventures and powers on the mortal world, including their link with natural phenomena such as thunderstorms or the seasons.

Skills- Reading comprehension, selecting and analysing textual evidence, identifying poetic voice, evaluating writer’s message, making links between texts, applying keys concepts to the text

Shakespeare:

Text- The Tempest

Big ideas- Supernatural, leadership, power, role of women, patriarchy, colonialism, marriage, stagecraft.

Knowledge- Shakespeare’s times and theatre, stagecraft, colonialism, Jacobean beliefs of Supernatural,

Skills- locating and retrieving text, identifying key themes, recalling details of character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Mad Science:

Text- Extracts from: Frankenstein, Jekyll and Hyde, Edward Scissorhands,
Poem- Robot Boy

Big ideas-Man VS God, science, technological revolution, ethics, fallibility, ambition, immortality, power,

Knowledge- Christian beliefs about creation, Great Chain of Being, how technology is evolving, how morality can influence technological advances, ideas driving the romantic era of literature, who the key literary writers were, what their influence was on English Literature.

Skills- reading comprehension, selecting and analysing textual evidence, showing an understanding of key concepts, establishing viewpoint on key concepts, building an argument based on evidence from a text, writing to describe

Poetry from other Cultures:

Text- An anthology containing: Blessing, Half Caste, Daffodils, Checking Out Me History, Ozymandias (Horace Smith), ‘An die Soldaten des Grossen Krieges (To the Soldiers of the Great War),

Big ideas- conflict, nature, identify, discrimination, inner conflict, memories, race, traditional values,

Knowledge- Colonialism, slavery, immigration, the causes of World War I, who the great war poets were and their influence on English Literature.

Skills- Identifying poetic voice, analysing various structures of a poem, comparing contrasting ideas in poetry, applying social, cultural and historical knowledge to a text, exploring impact of language with a focus on imagery.

Year 8

War:

Text- Extracts and articles: Dexter trailer, V for Vendetta, Jack the Ripper, Non-fiction case studies on Derek Bentley and Ruth Ellis, Lord of the Flies, William Golding Essay on Nature VS Nurture, Oliver Twist, Charles Dickens’ essay on Victorian Prisons, Diary of Anne Frank,
Poem- Education for Leisure, Hitcher

Big ideas- Morality, punishment, savagery, religion, nature vs nurture

Essential Knowledge- What impact did the Gunpowder Plot have on James I’s reign? Freud’s theory of personality. What are society’s expectations and moral values around murder? How has crime and punishment changed since Victorian times? What are the three different elements of rhetoric and how are they used? See key vocabulary list for essential vocabulary list.

Skills- Reading comprehension, locating and retrieving, exploring specific quotations, identifying viewpoint, analysing poetry, writing to inform, writing to persuade,

Crime and Morality:

Text- Extracts from: War Horse, Anne Frank’s Diary,

Poems- Charge of the Light Brigade

Big ideas-Patriotism, fear, religion, morality, genocide, prejudice, racial antisemitism

Knowledge-Causes and effects of WWI and WWII, conscription, effects of propaganda, effects of The Holocaust (genocide)

Skills- Reading comprehension, locating and retrieving, identifying ideas of patriotism and propaganda, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing poetry, writing to persuade with an introduction to rhetoric/ propaganda techniques

Dystopia and Abuse of Power:

Text- Animal Farm

Big ideas- Communism, control, technology, survival, loss of innocence, loss of individualism, totalitarianism, anarchy, boundaries, respect, law, morality, fear, gothic troupes, pathetic fallacy.

Knowledge-Cause and effect of the Russian Revolution 1917, how literature presents ideas of dystopia, how propaganda can be used to influence,

Skills- Reading comprehension, locating and retrieving, identifying persuasive devices, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing poetry, continuing to explore rhetoric.

Shakespeare

Text- Romeo and Juliet

Big ideas- Stagecraft, tragedy and tragic hero, hamartia, Elizabethan context, love and conflict, nobility, marriage, patriarchy, role of women, religion, power

Knowledge- Shakespeare’s times and theatre, stagecraft, Courtly Love, Elizabethan beliefs of fate, new key vocabulary.
Skills- Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Year 9

Gothic:

Text- Extracts from: Dracula, Wuthering Heights, Northanger Abbey, A Christmas Carol, Woman in Black, Jane Eyre, Tell Tale Heart, The Raven, Great Expectations
Poem- Havisham

Big ideas- power, nature, religion, gothic troupes

Knowledge- What gothic conventions are, the impact the industrial revolution had on Britain, What life was like in Victorian England, the differences between rural and urban settings when influencing literature, gender roles.
Skills- Identifying gothic tropes, analysing language- in particular pathetic fallacy, depiction of female and male archetypes, identifying poetic voice, writing a narrative,

Power:

Text- Extracts from: The Great Gatsby, Macbeth, The Scarlett Letter, Newspaper article on The Brighton Bombing,

Big ideas- gender expectations, role of women, patriarchy, subversion, religion, conflict, power, control, fear.

Knowledge-What life was like in 1920’s America, what was the Wall Street Crash, 1930’s Great depression, Suffragettes- cause and effect, who the IRA are, role of women and how this has evolved through history, what the puritan movement was

Skills- Reading comprehension, locating and retrieving, identifying language devices, zooming in and exploring the impact of specific language choices, identifying viewpoint, analysing non-fiction text.

Shakespeare themes:

Text- Extracts from: The Tempest, Hamlet, King Lear, Macbeth

Big ideas- Elizabethan and Jacobean context, royal lineage, leadership, treason, regicide, Supernatural, superstition, role of women

Knowledge-Elizabethan England- key concerns regarding Elizabeth being a strong leader, role of women- femininity, marriage, motherhood, Jacobean England- United Kingdom, witchcraft, Catholicism. 

Skills- Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding the impact of character development, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

Macbeth:

Text- Macbeth

Big Ideas-Leadership, supernatural, gender roles, regicide, treason, Divine Right of Kings, natural order, masculinity, power, loyalty, nature, medieval conventions

Knowledge-Jacobean England and the influence James I had over beliefs (witchcraft), stereotypical gender roles (masculinity), Scottish Tanistry, views on women and the influence Elizabeth I had on this,

Skills- Understanding the conventions of a play, locating and retrieving text, identifying key themes, understanding character and plot, analysing impact of language, analysing relevance of structural choices, applying social, cultural and historical knowledge.

By the end of Year 9, learners will be able to address the following thematic questions in an educated matter which we believe will serve as a foundation becoming informed, active citizens. In each enquiry, learners will need to utilise the skills of a historian to evaluate evidence and to interrogate interpretations. They will build up their knowledge towards each one through focused enquiries in every year they are at South Shore Academy:

1)How has political power developed in Britain since 1066?

• What was the political legacy of the Norman Conquest? (Year 7)
• What was the impact of Henry VII’s win at Bosworth? (Year 7)
• Did Elizabeth I Succeed in a man’s world? (Year 8)
• How revolutionary was the Industrial Revolution? (Year 8)
• How and why did women gain the right to vote? (Year 9)

2) How have oppressed groups gained their rights?

• How have indigenous population been affected by discrimination? (Year 7)
• What is the link between Slavery and Racism? (Year 8)
• What has been the catalyst for changing attitudes towards LGBTQ+ peoples? (Year 9)

3) What unites and divides peoples?

• What was the importance of the Reformation? (Year 7)
• How have ideologies changed our world? (Year 8)
• How was the Kingdom United? (Year 8)
• Which ideology dominated the Spanish Civil War? (Year 9)

4) How connected is our world’s history?

• How has migration shaped the British Isles? (Year 7)
• How important was Europe in World History (Year 8)
• What was the cost of the British Empire? (Year 9)

5) How has society developed since antiquity?

• How has Ancient Rome influenced modern society? (Year 7)
• How measly was the Middle Ages? (Year 7)
• What does the treatment of “witches” tell us about attitudes in Early Modern Britain? (Year 8)
• What impact did WWI have on the British People? (Year 9)
• How did Blackpool become the nation’s pleasure beach? (Year 9)

6) What has been the impact of discrimination in society?

• What is the link between slavery and racism? (Year 8)
• Why and how did the Holocaust happen? (Year 9)

YEAR 7

• Welcome to Science  
• Particle model  
• Introduction to cells  
• Introduction to forces – speed and gravity  
• Separating mixtures  
• Movement  
• The Universe  
• Human reproduction  
• Science week – rotation each year we look at science careers in these areas, Biology – Hospital, Physics – Space station, Chemistry – Plastics. 
• Energy – power and transfer 
• Reactions – acids and alkalis, metals and non-metals  
• Sound  
• Ecosystems – interdependence and plant reproduction  

YEAR 8

• Light  
• Earth structure 
• Variation  
• Electricity  
• Elements and the periodic table  
• Breathing  
• Contact forces 
• Digestion and diet 
• Climate and Earth  
• Science week – rotation each year we look at science careers in these areas, Biology – Hospital, Physics – Space station, Chemistry – Plastics. 
• Energy – work and heating  
• Introduction in respiration and photosynthesis  
• Electromagnet 
• Pressure  
• Types of reactions  

YEAR 9:

• Evolution  
• Wave effects and properties  
• Chemical energy  
• Inheritance  
• Planning an investigation  
• Conservation and dissipation of energy  
• Energy transfer of heating  
• Energy resources 
• Science week – rotation each year we look at science careers in these areas, Biology – Hospital, Physics – Space station, Chemistry – Plastics. 
• Development of the atom 
• Separating techniques 
• The periodic table  
• Cell structure  
• Cell specialisation  
• Cell transport  

As a knowledge-focused curriculum we believe that knowledge underpins and enables the application of skills. We provide a curriculum model which is both broad and ambitious. Learning opportunities arise every lesson and we use this to inform precision planning and improve student knowledge, performance, and resilience. As a department we define the powerful knowledge our students need and help them to use, apply, and retrieve this knowledge to be used now or in the world of work and further education. We teach students skills that will positively impact on their future. We aim to deliver teaching and learning opportunities that inspire all students to succeed in Sport and performance. The skills taught in physical education improve students’ performance, sharpen their

knowledge of strategy and tactics, and help them to transfer knowledge from one context to another, including sport, recreational, and outdoor activities. Cooperation and collaboration with others, as part of a team, understanding fairness, resilience and equity of play are life-long values we embed. Students will also strive to achieve their personal best in fitness activities.

Pupils will build on and apply the fundamental skills developed at KS2, and these will be further developed into sport specific practices.

· Pupils will develop skills, knowledge and performance techniques across a range of sports and outdoor activities.

· Pupils will develop tactical and regulation principles, applying these in competitive situations.

· Pupils will improve their health and fitness, recognising the role of physical activity contributing to their physical, social and mental wellbeing.

· Pupils will develop into team players who cooperate and demonstrate respect for their fellow team player, opposition and officials.

· Pupils will develop leadership skills; learning the roles and qualities of an effective leader.

The four pillars of learning: Motor Competence, rules, strategies and tactics, healthy participation are taught throughout Key Stage 3 across different sporting activities. Our pedagogy is underpinned by:

· Clear modelling of specific skills/concepts and high-quality teacher instruction.

· Using errors as a learning opportunity and building resilience.

· The importance of students’ regular opportunities to improve their work.

· Students to understand what they are doing well and how they need to improve.

· A range of strategies to deepen knowledge so that it is committed to the long-term memory.

Year 7	Term 1-2	Team Sports – Basketball, Netball, Football,   Individual Sports – Trampolining, badminton, Table Tennis   Fitness and Dance
	Term 2-3	Striking and Fielding – Rounders and Cricket  Athletics  Fitness and Dance
Year 8	Term 1-2	Team Sports – Basketball, Netball, Football,   Individual Sports – Trampolining, badminton, Table Tennis   Fitness and Dance
	Term 2-3	Striking and Fielding – Rounders and Cricket  Athletics  Fitness and Dance
Year 9	Term 1-2	Team Sports – Basketball, Netball, Football,   Individual Sports – Trampolining, badminton, Table Tennis   Fitness and OAA
	Term 2-3	Striking and Fielding – Rounders and Cricket  Athletics  Fitness and OAA