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Page 1: Handbook Year 9 - 2013.14

- Year 9 Handbook -



96 142 41 74


[email protected]

Page 2: Handbook Year 9 - 2013.14

- Year 9 Handbook -




Dear Parents,

We are delighted to welcome your son/daughter to Year 9.

Within this handbook I hope that you will find all the useful

information that you and your child require to enjoy a great year at

Caxton College. As well as lots of practical information concerning

the running of the school, we have also included advice and

recommendations from the Heads of Department involved in your

child’s education.

Finally, may I say that we aim to provide your child with a secure and

friendly working environment, in which the academic and social

features of learning can prosper to the full. For this reason, we need

all the support you can give us in the home and we would ask you to

contact us whenever you feel it is necessary.

Christopher Horner

Head of Year 9


Secondary Educational

System ......................... 2

IPad Project ………………………..3

Tutorials ........................ 4

Assessment & Reporting......5

Progression Policy ………………..6

Subjects ........................ 7

Complementary Activities....22

Extra-Curricular Activities..23


School material.................24


Page 3: Handbook Year 9 - 2013.14

- Year 9 Handbook -


Spanish System British System Cycle External Examinations

6º Primary Year 7 KEY


1º ESO Year 8


3º ESO Year 10 KEY STAGE 4

4º ESO Year 11 IGCSE

1º Bachillerato Year 12 SIXTH FORM

AS level/

Advanced level 2º Bachillerato Year 13


Secondary Education in Caxton

College covers 3 key stages as follows:

“Key Stage 3” (Year 7 to Year 9)

“Key Stage 4” (Year 10 & 11)

“Sixth Form” (Year 12 & 13).

This period covers the teenage years

of our students (from 11 to 18 years

old), which is why we consider this to

be the ideal time, not only to instil in

them good study habits, but also to

make them responsible for their own

actions and decisions, to show them

how to make the best use of their

leisure time and, of course, to try to

mould them into better people.

At this time, the tightly-linked

cooperation of teachers, parents

and students is essential. As a

result of this collaboration between

the school and the home, our students

obtain excellent results with which to

apply for University, while, on the

way, they grow into excellent


In Key Stage 3 (Years 7—9),

students must study all the subjects in

the British Curriculum and they must

pass them in order to progress onto

the following year.

In Year 10, students start their 4th

and final obligatory key stage, a very

important stage in their education,

lasting 2 years.

Caxton College is a recognised

examination centre for the University

of Cambridge examination board

(CIE) as well as the Edexcel London

Board. In Year 9 students sit IGCSE

ESL (English as a Second

Language), so that they can focus on

the EFL (First Language English)

exam for IGCSE throughout Years 10

and 11. In Year 11 pupils sit their

IGCSE exams (International General

Certificate of Secondary Education),

thereby enabling them to obtain the

Certificate of ESO in the Spanish

system (Certificate of Obligatory

Secondary Education).

The IGCSE exams are a very

important part of our students’

education. Access to Sixth Form

depends on their grades from Year 11.

At present, in order to gain access to

Spanish Universities, students

submit their A Level grades as well as

those obtained in 2 extra Spanish

subjects which are chosen by the

students themselves, depending on

the career they wish to follow in the


"Accept responsibil-ity for your actions, and adopt a healthy

attitude to life”

Page 4: Handbook Year 9 - 2013.14

- Year 9 Handbook -


In Caxton College our aim is to always be at the forefront

of education, and we constantly strive to offer the highest

quality teaching and learning methods.

The introduction of new technologies has had a very

positive effect on our students, allowing them to

experience interactive activities and to develop their

potential as individual learners. IPads are used as an

alternative tool for learning, with teachers carefully

choosing the most appropriate method for the topic in

question: textbooks, oral discussion in class, or the use of

kindles. In addition, iPads allow the students to learn in

any place and at any time, and thus enable them to share

their knowledge in a variety of ways and with a wide

range of people.

We have recently launched Project 1:1 iPads for students from Years 7 and 8, which means that every child

in these year groups will bring their own iPad to school. The iPads are used in all areas of the curriculum

with the aim of encouraging the students to take more responsibility for their own learning, to develop

creativity and improve teamwork.

Students from Year 9 to Year 11 regularly work on the school iPads (we have two fully-equipped trolleys for

this purpose, with 26 iPads on each), which can be used for different purposes: Students can film

performances and presentations in order to self-assess their work; make their own films (using iMovie) at

the end of a topic, use the Pages app to develop their ability to create texts, and even carry out scientific

experiments with them.

Some of the positive changes that we have identified in our students following the introduction of the use

of iPads as an education tool are as follows:

They are more committed to their own learning, more motivated and willing to work harder.

Their levels of self—confidence and attitude towards their own learning have improved.

They are able to finish a greater number of tasks and reach higher targets than those predicted.

They are responsible for their own iPads.

The iPads allow them a greater freedom of choice, and thus, a greater sense of responsibility

regarding their work.

They face up to challenges and use their own reasoning and skills to solve problems.

We are really looking forward to continuing this exciting and challenging journey on the iPad Project!


Page 5: Handbook Year 9 - 2013.14

- Year 9 Handbook -



Personal & Social Education

At school great importance is placed upon the personal

development of our pupils, as this is the basis of everything

they will do in the future.


Year 8 students attend a weekly class in Personal, Social,

Health Education. This is a time for thought and for

personal and group work, following a programme of

“Education in Values”.

Solidarity in the Classroom:

In addition, in school students take part in the Programme

“Solidarity in the Classroom” created by Fundar, the

Foundation for Solidarity and Volunteer work in the

Valencian Community.

The activities contained in the Programme are designed to

instil values such as good relations, tolerance, cultural

diversity and voluntary work with the aim of making the

whole educational community more aware of, and

committed to, these values.

1. The students have the help of a tutor throughout

Secondary school. Students meet their tutor first thing

every morning.

The tutor is responsible for monitoring individual

students and, holds one-to-one interviews with them

periodically to give them any support or advice they may


As well as the meetings with tutors held by the school,

parents can always request a personal interview to talk

about their child’s progress whenever they wish.

2. During tutorials, students learn Public Speaking skills,

give talks and hold debates.

They will also receive career guidance and learn study


3. The school web page now includes a private area for

parents, where they can send and receive emails, follow

their child’s Progress List which is updated weekly, see

term grades and receive documentation such as

handbooks, talks from the Psychologist and other items

of interest.


Page 6: Handbook Year 9 - 2013.14

- Year 9 Handbook -


<<<Examinations and Tests


In Year 9 there are three assessment periods. At the

end of each one, parents will receive a report with the

grades achieved by their child in both academic

performance and effort.

In all subjects taught in English, teachers assess using

National Curriculum criteria, as occurs in all British

centres abroad. These are then converted to a Caxton

grading scale from A to E.

There are exams at the end of every term, and final

exams in the third term in the core subjects. They

make up 40% of the final year grade in the

British subjects, and 30% of the year grade in

the Spanish subjects.

At the end of the year, all pupils who fail to achieve at

least a grade C in any subject will be required to sit an

exam in August.


Please note that the grades A—E will often feature a +

or – sign to indicate a student’s position in relation to

the actual criteria, and provides better differentiation

among the students. For example a C+ would indicate

achievement heading in the direction of improvement

towards the next grade, whereas a C- serves to

illustrate that the student is falling short of a grade.

Exams are very important in order to consoli-

date knowledge and to gain an objective picture

of a child’s progress.

They also prepare students for future external

British examinations.

Parents should bear in mind that students may

not repeat examinations except in very serious

or exceptional circumstances. We recommend

that you do not plan any family trips or other

activities which would oblige your child to miss

any school days.

If a student misses an exam or tests, they

must provide a medical certificate. If not,

they will receive a zero mark.

If a student has an unjustified absent the

day before or the day of an examination,

they will not be allowed to sit the exam,

and they will receive a zero grade.

<<<Choosing Optional Subjects

At the end of Year 9, students will be asked to

choose 3 optional subjects to study at IGCSE level.

To help them with their choice, we will hold sever-

al talks throughout the year.

Students need to be aware that their choices will

be influenced by their grades in Year 9. The fol-

lowing conditions will also apply:

In order to choose Art, Geography, History or a

foreign language, the student must have passed

the subject in June (with a minimum of a C


In order to choose Psychology, the student must

have passed Science in June.

In order to choose Business Studies, the student

must have passed Maths and English in June.

Page 7: Handbook Year 9 - 2013.14

- Year 9 Handbook -


<<<Criteria for Progression to Year 10

A pass grade at this level rep-resents grades A to C

Students will only be allowed to progress to the next

year with a maximum of one subject failed, as long as

it is not a Core subject.

There are 2 evaluation periods, June and end of Au-


Students can only re-sit exams during the August

evaluation with a maximum of 3 subjects failed.

If a student has failed more subjects, a panel of

teaching staff will decide whether the student will

have to repeat the year or not.

In some subjects, the re-sits may consist of a project

to be handed in, instead of an exam.

Special consideration will be given to foreign stu-

dents in their first year in the school as regards

Spanish and Social Sciences.

In addition:

Students must demonstrate an adequate level of

study skills, behaviour and effort for entering the

following year group.

From the first term, students will be monitored by subject teachers and the relevant Head of Department if they have been identified as failing in a subject. They will be set specific targets for improvement.

Those students who are failing in a number of subjects will also be monitored by their Head of Year.

Parents of these pupils will be contacted periodically during the term in order to give added feedback on their child’s academic development in a particular subject area.

If, during the term, a student shows measurable signs of improvement, he/she will no longer be monitored and can work independently.

<<<Monitoring of “At Risk”


Private Classes >>>

If your child has a private tutor for any subject, we

recommend that you let his/her tutor know. This helps to

build up an understanding of your child’s commitment

and approach to learning.

Page 8: Handbook Year 9 - 2013.14

- Year 9 Handbook -


From Years 7 to 9 students study

the following subjects:

English Language & Literature


A Foreign Language (French

or German)

Art, Music & ICT

British History & Geography

Religion or Ethics


Career Skills (Personal


Physical Education

PSHE (Formación Humana)

Spanish Language &


Spanish History & Geography

ENGLISH>>> Head of Department: Stephen Miller

Assessment Policy: Assessment is ongoing throughout

the year, both in class (through conversation, drama,

essays etc) and by means of homework. There will be an

end of year exam, which makes up 40% of the final grade

for the year.

Homework: Homework is given once a week and

students are expected to spend approximately 60 minutes

on it . All students are expected to read two extra books in

English per term. These may come from the library, home

or be bought (the school will recommend books). Students

will complete a book review for each book read. This

should be signed by parents.

Nº of classes per 2-week cycle: 8

External exams: At the end of Year 9, students will sit

the IGCSE examination in ‘English as a Second Language’.

This exam will take place at the end of May.

IPad Project: Ipads will be used with the aim of

improving listening comprehension, speaking fluency in

English and pronunciation. The apps that the students

will use are: Key Note, Pages, Showbie and iMovie.

Web Pages:






How to help with reading: Students should have

access to books or magazines in English and develop the


First Term Second Term Third Term

Non-fiction: “Reality” unit Novel: “The Hunger Games” IGCSE English as a Second Language preparation

Shakespeare: “Romeo and Juliet” Unit 6: Setting up a company Unit 3: Short Stories and Poems from other cultures

Magazine writing ESL Exam; Continue Unit 3

Page 9: Handbook Year 9 - 2013.14

- Year 9 Handbook -



habit of reading them. When you watch films at home, try to

watch them in English with subtitles in English, this will

improve your child’s reading ability and comprehension.

Remember that talking about reading is very important, so

discussing a book will also help to develop their reading

comprehension skills .

Keep reading time relaxed, comfortable and pleasurable; a

quiet place, with the television turned off is best.

As your child progresses, talk about authors, characters,

themes and plots or what new information has been learnt .

If your child reads silently ask him/her to re-tell the part

that has been read and encourage the 'pointing out' of

relevant sections in the text.

If your child has hobbies and interests, encourage him/her

to read about these in English.

Helping with written homework:

Always ask your child if they have checked punctuation,

grammar and spelling in his/her written homework.

Encourage your child to use a dictionary when doing

homework. This will help to check spellings and to broaden

their vocabulary.

A thesaurus can also help your child to broaden and vary

his or her vocabulary .

English books: Bookfairs are held in the school several

times a year, and there are reading books available in the

school shop and in the library.

English courses abroad: Many parents have opted to take

or send their son/daughter to England during holidays. This

has immense benefits for the development of the use and

understanding of the language in a range of contexts.

The school can advise you on the best courses for your needs,

based on the information we have on courses abroad which

we have experienced personally.

Head of Department: Kevin Worthington

First Term Second Term Third Term

Sequences & Functions Correlation, Data Comparison, Two-way Tables


Fractions, Percentage, Ratio, BODMAS, Rounding

Circles, Units,

Volume & Surface Area of Prisms Enlargement & Scales, Congruence

Linear Equations, Trial and Improve-ment

Decimals, Approximation, Use of a Calculator.

Expanding and Factorising,

Quadratic Expansion, Formulae

Angles and Polygons, Loci. Factorising, Indices, Roots Problem Solving

Homework: Homework will be set once per week and

each piece should last about 1 hour. Pupils are encouraged to

set aside some time over the weekend to go over their work

and highlight any problems.

Class Structure: For the purposes of teaching Maths, Year

9 pupils are first separated into two bands according to tutor

group; for example, tutor groups 9A&B and 9C&D. For each

band there will be 3 Maths groups, setted by ability. The

higher groups will contain the most able students while the

lower group will contain those students who continue to

experience difficulties in the subject. These groups will be

monitored and changes made as and when required

throughout the year.

Nº of classes per 2-week cycle: 8

Assessment Policy: Written exams will be set twice each

term in addition to mental tests and tests of basic arithmetic.

Assessment through homework and classwork will take place

continually throughout the year. Exams are tailored to the

level of the pupils in each group and the results of these

exams will be used to determine group placements. There

will be an end of year exam which is worth 40% of the final


Page 10: Handbook Year 9 - 2013.14

- Year 9 Handbook -


Head of Key Stage 3: Nicola Porch


Homework: Homework will be

set once a week.

Course details: By Year 9 stu-

dents will have covered almost the

entire Key stage 3 curriculum. The

Year 9 units are therefore aimed at

preparing them for Year 10 work.

Much of the content in the Year 9

topics introduces them to some key

concepts in IGCSE Science Double


Assessment Policy: There will be

one summative assessment during

each topic. These are the assess-

ments that form the term grade.

The end of year grade is an average

of the three term grades, plus the

end of year exam, which is worth

40% of the final grade.

Web Pages: We recommend vis-

iting the following site:



Nº of classes per 2-week cycle:



Pupils should not leave their re-

vision to the last minute.

It is important that the pupils use

their KS3 Revision Guides as

much as possible to support the

work they are covering in class.

It is important to use both the

textbook and their notebooks to

revise from.

Doddle Learn and Caxton Tic are

excellent resources, full of sum-

mary presentations and quizzes.

There is a “Scientific Experi-

ments” workshop available

during clubs time on Wednes-

day afternoons.

First Term Second Term Third Term

Record breakers CSI Caxton

Higher level preparation for

Biology, Chemistry and Phys-


Keeping healthy Satellites and Space

Metals New materials

Web Pages:




Recommendations: Each student will have a practice

book which should be used on a regular basis alongside the

main text to help support and reinforce their learning. This

resource is invaluable in preparing for end of unit exams.

Parents should check pupils’ work regularly, sign any

internal tests and make sure pupils have the correct

mathematical equipment.

Page 11: Handbook Year 9 - 2013.14

- Year 9 Handbook -


<<<Forming Groups in the Core British Subjects

Teaching groups in the Core Subjects:

With the aim of addressing the needs of all our students,

and maximising their academic potential, the core

British subjects English, Maths and Science are

organised in flexible class groups which do not

always correspond to their tutor groups.

The main characteristics of these groups are:

All the groups follow the same curriculum

They all sit the same exams

The teachers use different pedagogic styles.

The three subjects have different policies which are

outlined below.


In English, Years 7—9 have 2 support groups, with a

maximum number of 10 students in each, which

allows for more intensive support. The rest of the

pupils are distributed in groups of different mixed


The support groups are decided within the

department, and are based upon different criteria:

In Year 7:— the information provided by their

Year 6 teachers, including the results of KS2


In Year 8 & 9:— data from previous years,

including internal assessments, teachers’

observations and end of year exams.

In Years 10 & 11:— the results of the ESL

external exam from year 9 are taken into



In Years 7 to 9 students are taught in tutor groups.

However, in Years 10 and 11 there are two high

ability groups, where students have achieved A or

high B grades the previous year.


From the moment students start in Secondary, they

are taught in ability groups according to the

following criteria:

In Year 7: information provided by their Year 6

teachers, taking in to account work and internal

and external assessments done during the year.

In Year 8, 9, 10 & 11: internal assessment data,

teacher observations and end of year exams.

Students in all groups will all use the same


Page 12: Handbook Year 9 - 2013.14

- Year 9 Handbook -

Homework: Once a week. It is

important for the homework to be

supervised at home.

Assessment Policy: Regular tests

as well as projects throughout the

year which go to make up 75% of the

term grades. The remaining 25% is

based on essays written at home. The

final grade will be the average of the

three term grades plus the end of year

exam (30%).

Web pages:

Real Academia de la Lengua:


Instituto Cervantes:


Service to promote reading by

children and teenagers:


Caxtoncollegetic (learning


Nº of classes per 2-week cycle : 8


Consult the Caxton tic learning

platform regularly.

Encourage students to read, and to

consider it an important part of

their education.

Promote the use of public libraries,

where students will have access to a

huge variety of books and new



Head of Department: Mar González


First Term Second Term Third Term

Literary Communication.

Functions of Language.

Narrative. Time and space.


Poetry. General characteristics.


Sources and themes in

Literature. Words and noun


Narrative sub-genres in prose.

Short stories. Complements

and their classification.

Poetry. Compound verses. Free

verse. Copulative statements and

predicative statements.

Narrative. The narrator.


Narrative sub-genres in prose.

The novel.

Verb complements I.

Drama. General characteristics.

Transitive, intransitive, active &

passive statements.

Narrative. The characters.

Subjects. Impersonal


Narrative sub-genres in verse.

Verb complements II. Drama. Text and performance.

Page 13: Handbook Year 9 - 2013.14

- Year 9 Handbook -


Head of Department: Mª Carmen López


First Term Second Term Third Term

Government & economy of al


- Society & daily life;

- Cultural legacy

- Small groups of resistance

Start of the Modern Age

in Spain.

- Carlos I & Felipe II

Jaume I the Conqueror

- The parliamentary

privileges Valencia

The kingdoms of the Taifas.

- Consolidation of the

Christian kingdoms

- The political institutions

Gothic Art

Conquest and

organisation of America:

- Politics, economy and


- Renaissance Art

The Spanish monarchy

and its problems.

- Society, science and


Homework: Homework will be set

once a week.

Assessment Policy: three evaluations

plus final exam.

Within each evaluation period there

will be several tests: the average

mark, along with the grades given to

homework and/or class projects, will

add up to the final evaluation grade.

End of year grade: Will consist of

average of all three evaluation

periods plus the final exam (30% of

final grade).

Web Pages: Nowadays there are a

large quantity of web pages about

History and Geography. Below we

highlight some of them, which cover

general topics. For specific topics,

students can consult their text book,

and in every unit we refer them to

interesting and useful pages, related to

what they are studying.





Nº of classes per 2-week cycle: 3

Recommendations: In this subject

the pupil has to understand and

comprehend the subject, not just

memorize the course content. In this

way the student can establish links

between the different concepts.

Projects should be carefully prepared

during the time allocated and NOT the

day before.

Page 14: Handbook Year 9 - 2013.14

- Year 9 Handbook -

RELIGION/ETHICS>>> Students are free to choose one of these

subjects, but they will not be allowed to change once the year has started.

Head of Department: Almudena Cózar

Course Contents: This subject aims to teach the pupil the basic theoretical and practical characteristics of Christian

doctrine, and basic ideas of other religions. Students will also learn the basic Christian prayers.


Homework: to be handed in once a week, on the same day

that they have class.

Assessment Policy: This subject will be assessed depending

on a final Project to be assigned by the teacher. Furthermore,

homework, classwork (both individual and group work), and

the study of basic prayers will add to the grade. The pupil’s

participation and attitude will also add to the final grade.

It is important for students to realise that not handing in the

project means they will fail the subject.

Web pages:

www.enciclopediacatolica.com (reference page)


Nº of classes per 2-week cycle: 2

Recommendations: Students need to remember that

Religion is not just a subject but also a way of life, therefore the

pupils’ education should be shared with the families, and

reinforced through discussion of topics at home, practising

basic prayers, etc.

Note: In Years 10 & 11, Catechesis in preparation for the

Confirmation is taught outside the school timetable, after

5.00pm. In order to be allowed to attend, students should have

attended Religion classes since they started their Secondary


First Term Second Term Third Term

Human beings and religion Faith in Jesus Christ The Christian doctrine:

In our relationship with God

In public life

In the Media

The religious experience The Sacraments

The main World Religions

Head of Department: Almudena Cózar


Homework: Required once a week, which usually consists

of unfinished class work; set on the same day the class is

taught .

Assessment Policy: The evaluation consists of handing in a

project to be set by the teacher. Apart from the project, the

work during class time and homework will be evaluated.

Participation and the pupil’s effort during lessons will also add

to the final grade at the end of the term.

It is important for students to realise that not handing in the

project means they will fail the subject.

Nº of classes per 2-week cycle: 2

First Term Second Term Third Term

Right and responsibilities, justice and fairness:

Human Rights and civil liberties

Rights and the police

Laws on terrorism

Freedom of information

Religions of the world

Exploring the 5 most

important religions.

Britain and the world:

Solving global problems

The European Union

The United Nations

Conflict resolution


Page 15: Handbook Year 9 - 2013.14

- Year 9 Handbook -

PSHE>>> The main aims of the subject are: to learn about changes and

potential problems during adolescence; to learn to critically assess social habits

related to health issues; and to develop the ability to make reasoned decisions.

Head of Department: Carolina Cebrián

Career Skills>>> Head of Department: J J Wisden

Coursework: We will follow the in-house PSC exercise handbook

Homework: to be handed in when set, on the day that

they have class.

Nº of classes per 2-week cycle: 2

Assessment Policy: The work during class time and

homework will be evaluated.

It is important for students to realise that not handing in

the project means they will fail the subject.

Assessment: Students will be assessed on their ability

to engage in public speaking activities, contributions in

class and from their workbooks.

Nº of classes per 2-week cycle: 2

-Students will be encouraged to take on leadership roles

within the lessons, taking on responsibilities, motivating

others and being a positive role model within the class,

year group and the whole school.

-Students will be focusing on different issues within

society that they can debate and discuss, then form

presentations around these issues.

-To focus students on what they would like to do in the

future (Careers)

-Students will also be concentrating on effective study

skills, time management, organisation and revision


Homework: Will be set over the course of the term.

"If your actions inspire others to dream

more, learn more, do more, you are a

leader." - John Quincy Adams

First Term Second Term Third Term

Election of form representatives

Study skills: “The 7 Habits of Highly

Effective Teenagers”; focus on testing,

memory activities

Your future: What IGCSE options

should I choose?

Careers Education – research project

Project on: “Healthy eating and

Physical Exercise” - Based on the

documentary “Supersize me”

Working together – focus project on “The

Apprentice Challenge”

Options choices for Year 10


Review of the year / Revision

“What are my goals for next year?”


First Term Second Term Third Term

Adolescence Drugs Prevention: Definition and types of Drugs

Well thought-out Decisions

My identity: Who am I?

Drugs Prevention: Risks involved in using drugs

Responsible consumption

My identity: What do I value?

Influences on our decision-making process

Page 16: Handbook Year 9 - 2013.14

- Year 9 Handbook -


MODERN FOREIGN LANGUAGES>>> After making their choice at the

start of Key Stage 3, students continue to study their chosen third language in the

British curriculum: French or German.


Head of Department: Cathy Desbois

First Term Second Term Third Term






Free time/social




Special occasions

Future plans Clothes French school system

Parts of the body The past

Illnesses Regions in France

Homework: Students will be assigned homework once a week,

which will normally consist of reviewing class theory (grammar o

vocabulary) or a reading or written assignment .

Assessment Policy: Class work, consisting of the student’s written

work (Workbook) and oral participation, will be assessed during the

whole term and will account for 50% of the term grade. The other half

of the assessment will consist of a combination of writing, reading,

listening and speaking.

Web pages:


www.linguascope.com (see teacher for login code).



Nº of classes per 2-week cycle: 4

Recommendations: Students’ continuous effort will ensure progress

in this subject; thus the importance of completing homework (about

30 minutes weekly), of constantly revising and memorizing the theory

seen in class (vocabulary, spelling, grammar, etc). We would also

recommend regular reading at home.

Students can attend a French conversation club on

Wednesday afternoons if they wish.

Page 17: Handbook Year 9 - 2013.14

- Year 9 Handbook -



Head of Department: Melissa Baxter

Homework: Students get one homework task per

week, usually either a learning task (grammar or

vocabulary) or a written task.

Assessment Policy: Class work, consisting of the

student’s written work (Workbook) and oral

participation, will be assessed during the whole term

and will account for 50% of the term grade. The

other half of the assessment will consist of a

combination of writing, reading, listening and


Web pages:





www.linguascope.com (see teacher for login



Nº of classes per 2-week cycle: 4

Recommendations: Please support our teaching

staff by monitoring your child’s homework: learning

should be done frequently over the week for short

spells (5 minutes per day) with necessary attention

to spelling; also, it must be noted that a written

homework should take between 20 and 30 minutes.

Students can attend a German conversation

club on Wednesdays from 16:00 to 16:50, if

they wish.

“Die Sprache eines Volkes ist seine

Seele.” (“The language of a community

is its soul”). - Fichte.

First Term Second Term Third Term

The future School People today

Media My World, Your World

Page 18: Handbook Year 9 - 2013.14

- Year 9 Handbook -



Head of Department: Liz Edwards

Course Contents: Art and design stimulates creativity and imagination. The art and design course will encourage personal expression, sensitivity, develop observational skills and particularly provide the opportunity to experiment with a wide variety of materials, methods and techniques.

First Term Second Term Third Term

Exploring Mixed Media through Architectural


An in -depth independent investigation, into the

multiple ways that art materials can be used,

precedes responses to Valencian Architecture.

Exploring charcoal, collage, photography,

stencilling, frottage, mono-print & various other

mark-making techniques, pupils will produce

both a ´Fine Art´ and a ´Design´ outcome. The

latter will include an investigation of the power

of advertising & propaganda designs.

Flora & Fauna Repeat Print.

After studying a broad range of flora

& fauna and learning to represent

these in a wide range of different

media, pupils will create a 3 colour

repeat print using the reduction


Inspiration for the stylisation and

techniques will include Picasso,

William Morris and contemporary

wallpaper & fabric designers.


Reflecting on all that has been

learnt during KS3 pupils will select

an ´Event´ of their own choice (eg:

Fallas, The World Cup, A Wedding,

A Storm, War etc) and produce a

personal response to it, following

the Assessment Objectives which

apply to GCSE Art & Design.

Homework: Homework is set every two weeks and a

list of the required tasks should be found attached to the

inside back cover of pupil sketchbooks.

Assessment: Assessment takes the form of teacher,

peer and pupil’s self -assessment on a regular basis. This

will be verbal as well as written; “Assessment for

Learning” is an integral part of every Art lesson.

The awarding of A- D grades for attainment reflects the

extent to which pupils meet the expected British KS3

levels for their age group, with a C grade or above

indicating that they are meeting the required level.

Web Pages: For artist research:





Number of lessons per two-week cycle: 3

Recommendations: The habit of carrying a small (A5)

sketchbook around on a regular should be encouraged; it

enables pupils to respond to stimuli from real life

observation. This can include impressions of moving

objects in a matter of seconds, extended studies of

subjects in their environment (at the beach or waiting

for an appointment, for example) as well as notes made

in Art galleries, inspirational thoughts, quotations,

poetry, films, music etc.

An awareness of all the applied Art in our everyday lives

(jewellery, advertising, fashion, architecture, road-signs

etc.) should be encouraged.

Page 19: Handbook Year 9 - 2013.14

- Year 9 Handbook -

Homework: 1 per two-week cycle. Homework may be

longer, combined tasks.

Assessment Policy: There will be regular tests after each unit.

IPad Project: Students will use iPads to carry out research

on projects, and to make presentations. The apps to be used

include: Skitch, Google Earth, Popplet, iMovie and Showbie.

Web Pages:




Number of lessons per two-week cycle: 3

Recommendations: Encourage your child to use the

Internet in a constructive way, both for homework and for

keeping an eye on geographical events. See the above websites

for reference.

“Geography is a subject which holds the

key to our future” (Michael Palin: English

comedian, actor, and television presenter)


First Term Second Term Third Term

Development & water Weather and climate Paradise Lost (Tourism)

Impossible places The Global Fashion

Industry The future (2030)

Head of Department: Jeanette Nugent HISTORY>>>

Head of Department: Jo Mattingley-Nunn

Homework: Homework will be set once a week and will

normally involve 30 minutes’ work. It may involve a range of

different activities. If a student fails to produce homework

on time a note from parents must be produced stating the

reason for this. Serious problems with homework will be

referred to the Head of Department who will liaise with the

tutor and arrange for parents to be seen.

Assessment Policy: At KS3 there are a number of formal

assessments throughout and at the end of the year . These

will assess students’ knowledge to some degree but will focus

primarily on the skills that they have learnt throughout the


History is less about memorizing dates and terms and more

about using historical skills effectively. The termly formal

assessments will be supplemented with rolling class

assessment to ensure a broad and fair range of marks in line

with the English National Curriculum for History.

Web Pages:






Number of lessons per two-week cycle: 3

Recommendations: All students should be encouraged to

take an active interest in history in a number of ways. This

may include being taken to historical sites, watching

historical films and documentaries and talking to family

members about historical events and people.

In addition, the reading of newspapers is encouraged as it

helps with teaching various historical skills such as source

evaluation and interpretations.

First Term Second Term Third Term

Why did Slavery exist? Why did the First World War


What was life like in Nazi


What was Slavery like

around the world?

What impact did the First

World War have on Europe?

What impact did the Second

World War have?

How hard was it to stop


The rise of the dictators in


An introduction to the



Page 20: Handbook Year 9 - 2013.14

- Year 9 Handbook -


Homework: Pupils will receive homework occasionally,

when necessary.

Assessment Policy: There will be continual assess-

ment throughout the year. At the end of the year, the

grades will be calculated as follows: 20% of the final

grade will be for ICT theory, 20% for touch typing skills

(with an end of year typing exam) and 60% for project


IPad Project: Students will use the following apps:

Keynote, Pages and Numbers.

Web Pages:


www. teach-ict.com





Number of lessons per two-week cycle: 3


- We recommend that all Year 9 pupils have a set of

headphones ( preferably small ones which are more easi-

ly stored and carried around and not expensive ones).

- Children should be encouraged and made aware of

technology and technological advancements around

them to keep them up to date with an ever changing soci-

ety. They should be encouraged to use computers as a

means of developing and enhancing their research and

communication skills.

- Touch Typing (Keyboarding) Skills: Typing is a

great method to introduce students to computer literacy

and to improve their interaction with the computer. We

use touch typing software called “Typing Platinum”

which emphasises both accuracy and speed in typing.

There is a special emphasis on touch typing so that by the

end of Year 9 students will be familiar with the correct

body and finger posture and learn the letter positions on

the keyboard. The students should be able to type letter

sets at 18 words per minute (WPM).

Head of Department: Stephen Neville


First Term Second Term Third Term

ECDL Module 2B 3-D Modelling

Theme Park Project

Desktop Publishing Web design

Models and Modelling

Word Processing;

Touch Typing Databases Programming in Java

Students in Key Stage 3 will learn to integrate

computer applications developed on the computer

and export and edit them on iPad devices.

Page 21: Handbook Year 9 - 2013.14

- Year 9 Handbook -

Homework: Homework is given every two weeks and is

based on the topics studied in lessons at the time. Students are

given a homework sheet for the term that displays all

homework where the teacher puts the grade and effort to

enable parents to view their progress.

Revision Recommendations: Music theory and the

contents of music lessons throughout the year.

Assessment Policy: Listening and appraising, performing

and composing are assessed through class work, homework &

short written tests regularly in individual and group activities.

IPad Project: Students will use GarageBand to improve,

by means of sequences and multitracks, their ability to

compose. In addition, they will learn the techniques

necessary to create keyboard, percussion and stringed

instruments. The use of an IPad will allow students to

maximise their creative potential.

Web Pages:







Number of lessons per two-week cycle: 3

Recommendations: The music room is available at specific

lunch times to practise on the class instruments. Students are

able to join extra music clubs to help develop both

performance and group skills. The music teacher is also there

to help students with any queries or doubts they have about

the subject.

“All my concerts had no sounds in them; they were completely silent.

People had to make up their own music in their minds!”

- Yoko Ono



Head of Department: Sheryl Howells

First Term Second Term Third Term

Invasion Game 1 Invasion Game 2 InvNet Game 3

Net Game 1 Net Game 2 Striking & Fielding

Swimming Dance Athletics


Assessment Policy: At KS3 each activity is allocated

5/6lessons per unit.

The students are continually assessed during the unit with the

last lesson put aside as a formal assessment where the stu-

dents perform the key skills covered in the unit as an oppor-

tunity to improve upon the provisional grade the teacher has

allocated them before this lesson.

National Curriculum levels are given for each activity and an

average is calculated at the end of term. This grade is then

converted to a Caxton grade.

Number of lessons per two-week cycle: 6

P.E. Kit: We insist on all students wearing the Caxton P.E.

uniform of:

First Term Second Term Third Term

Film music Rock ‘n’ roll Samba

Minimalism Fanfares Popular song

Head of Department: Gerry Paci

*Order may vary within year group, depending on availability of facilities.


Page 22: Handbook Year 9 - 2013.14

- Year 9 Handbook -


Head of Department: Pilar Tortonda

Assessment Policy: Class work throughout the year

plus regular tests (2 per term).

Homework: The teacher will give homework once a

week, to be handed in the following week.

Number of lessons per two-week cycle: 8 ses-

sions per month.

Web Pages: In the page www.cult.gva.es/jqcv it is

possible to ask questions and do mock tests approved by

the JQCV (official Valencian organisation).

Recommendations: Students should be encouraged to

read in Valencian and to try to practise the language when-

ever they can outside school.


- polo shirt,

- white sports socks

- Suitable sport trainers (no Converse trainers).

It is advised that students wear an undershirt or Caxton

tracksuit top on colder days and bring a towel to shower if the

activity requires it.

If the correct kit is not available for any reason we require

a note of explanation and other appropriate sporting

clothes should be brought. This will be noted as incorrect

kit, but the student will not receive a low level until 3 in-

correct kits have been accumulated.

If a pupil is unable to take part in the lesson we require a

note. Notes should be written and signed in the student’s

diary on the day of the lesson.

If a student is unable to take part in the physical aspect of

the lesson they should still change into kit and be involved

as much as possible, taking the role of referee or leader.

This will help maintain the professional atmosphere of the

class and keep students who are unable to take part physi-

cally engaged and learning.

Recommendations: It is advised that students should take

part in regular, continuous physical activity 3 to 5 times a

week for a minimum of 20-30 minutes to maintain a healthy


“You have no control over what the oth-er guy does. You only have control

over what you do.” - A J Kitt.

First Term Second Term Third Term

-Present d’indicatiu.

-Els interrogatius.

-Perfet d’indicatiu. -Condicional.

-Participis regulars. -Díctics.

-Imperfet d’indicatiu.

-Perífrasis d’obligació.

-Adverbis de temps.

-Oracions condicionals de 1er grau. -Gerundi.

-Futur. -Present de subjuntiu.

-Estructures per a indicar preferència.

-Els pronoms l, la, ls i les.

-Com sona la e oberta. -La síl·laba.

-L’accentuació. -Els diacrítics.

-Com sona la o oberta

-L’apostrofació. -La contracció.

-La dièresi.

-Les elisions vocàliques.

-La pronúncia de la e àtona.

-La pronúncia de la o àtona.

-Salutacions i comiats. -Oficis.

-Centres de treball. -Dades personals.

-Descripció psicològica.

-Seguretat laboral. -Insults.

-Vocabulari policial.

-Parts d’una vivenda.

-Materials de construcció.

-Vocabulari dels electrodomèstics.

-Vocabulari de l’àmbit bancari.

-Vocabulari dels mobles.

Page 23: Handbook Year 9 - 2013.14

- Year 9 Handbook -

<<<Complementary Activities



Throughout the course, students will be

given the opportunity to attend a variety

of dramatic performances, some of them

given by professionals, and others by the

Drama Club which runs during Extra-

Curricular Activities.

In addition, the college puts on whole

school theatre productions for pupils at

specific points during the academic year.

Professional theatre companies are

invited into school on a regular basis. The

productions are in either English or

Spanish. The productions are a valuable

resource for a number of subjects across

the curriculum.

School Trips

The school encourages pupils to develop

their friendships and social interaction

beyond the school day. One of the most

important events in this respect is the

Year Trip. This experience enriches the

sense of companionship and promotes the

group ethos, not only amongst pupils, but

also with regard to the relationships

formed between students and teachers.


Throughout the year different campaigns

are held to promote values amongst the

students such as solidarity, respect,

tolerance towards other nationalities and

cultures and good relationships in the


Games Day, Athletics Day

& Swimming Gala

The PE department arranges 3 Inter-

House sports competitions during the

year. “Games Day” primarily consists of

team sports, such as Football and

Basketball, etc.; whilst “Athletics Day”

comprises Field and Track disciplines.

The students can also take part in a

variety of events in the Swimming Gala,

both individual and group. On all of these

days, pupils will have the chance to

demonstrate what they have learned

during PE lessons.

Special Days:

Book Day:

On International Book Day all students

and staff take part in a collective 10

minutes of silent reading of an English


Talks by Guest Speakers

At certain times in the year, guest

speakers are invited to give talks on

various topics of interest to the students.

Prize-Giving Event

In mid-June, there is a Prize-Giving

Evening for students from Years 7 &8,

where their academic achievements as

well as their efforts are celebrated. Each

subject department awards a diploma to

those students who have obtained the

highest marks in their subject, or made

the best effort this year.

Clubs Activities:

Teachers offer several Workshops so that

students can further their knowledge in

certain subjects, such as: Conversation

clubs in French and German, ICT

workshops or Scientific Experiments.

These are held during clubs time on

Wednesdays, from 3.15 to 4.50 pm.

The Choir (“Sound Lab”), meets almost

every lunchtime in the Music Room.

House System:

The House system at Caxton College is an

essential part of the school community

and provides friendly but fierce

competition for all to get involved in. All

students and teaching staff are allocated

to a House and join in with great

enthusiasm in the challenge of leading

their house to victory. More detailed

information can be found in the “Welcome

to Caxton” handbook.

Page 24: Handbook Year 9 - 2013.14

- Year 9 Handbook -




At Caxton College homework is an important and integral part of the learning

process. It:

Provides an opportunity for staff and pupils to check knowledge and under-


Consolidates learning.

Develops and makes demands upon an individual student’s self-discipline, as

well as important study and research skills.

Provides extra practice of work done in class.

Encourages family involvement in children’s learning.

Organisation at home

All pupils will be issued with a homework timetable at the beginning of the academic year. Subject teachers will set

homework according to this timetable and the agreed formula for each subject. Additionally, we recommend that

students devote at least 2 hours a week to those subjects which they feel require more attention.

Sample of Year 9 homework timetable:











Maths Science

History English

WEEK B Maths English





Social Sciences





Education is not only about the transmission of knowledge, but also about the formation of values, habits and customs.

For this reason, we offer a wide range of extracurricular activities on Wednesday afternoons, including sports, artistic

and academic activities. All students in this Key Stage should enrol in one of these activities as part of their

comprehensive education. Students who do not participate in an

extracurricular activity will have to do supervised private study,

including homework.

In May you will receive all the information you need in order to

enrol. Activities begin in September and end in June.

Those students who study Valencian Language will do this during

clubs time.

Page 25: Handbook Year 9 - 2013.14

- Year 9 Handbook -


<<<School Material

Textbooks may be purchased through the school. They

are charged separately and in some cases are used for two

academic years.

Exercise books will be available through the school since

they are personalised for our centre.

The fee for school material in Secondary is designated for

general school resources and includes the cost of labora-

tory and art resources and photocopies. It does NOT

cover the costs of individual materials.

<<<School Transport

For Secondary students to go home alone from the school bus stop, written permission is needed from their parents.

Bus changes will not be permitted since the buses are filled to capacity. However, a student will be permitted to make his or her own change from bus to car by requesting this change in Reception. This will not require parental permission.

All students will need:

Pens, pencils, eraser, sharpener, etc.

A 30 cm ruler

1 compass

1 protractor

1 scientific calculator (we recommend Casio FX-85ES or a similar model provided it has the “replay” function).

1 pen-drive of 2 Gb

Exercise books (available in the school shop)

An iPad, minimum size an iPad 2 with 16 GB memory, is recommended to take notes and use in class when the teacher allows it.

Page 26: Handbook Year 9 - 2013.14

- Year 9 Handbook -