St James School - Organiser Year 9 Knowledge Cycle One...elp communicate ideas. Demonstrate...

2020-21

Cycle OneYear 9

Knowledge Organiser

Knowledge Organiser Year 9 Autumn 2020 Cycle One |

Intro

du

ction

Don’t just copy material from the knowledge organiser into your book.This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!

TOP TIP

Why should you self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.

Research shows that students remember 50% more when they test themselves after learning something.

This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.

How should I self-quiz?There are many different ways to learn the material in your knowledge organiser. Whichever method you decide to use, your tutor will ask to see evidence of your work.

You could:

a) Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right and correct any mistakes using a different colour.

b) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.

c) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy and then repeat.

d) Make up mnemonics (e.g. BIDMAS) to help you remember key facts. Write these out from memory.

Self – Quizzing


Intro

du

ction

Subject 1 Subject 2 Subject 3

Monday Sparx Maths Sparx Maths Sparx Maths

Tuesday MFL Science* Extended Writing*

Wednesday English Science* Humanities

Thursday MFL Science* JBACC

Friday English Option A Option B

Independent Study Schedule This table shows you which knowledge organisers you should use each day for Independent Study. Remember that your workbooks will be checked each morning in tutor time. To effectively ‘self-quiz’ and therefore learn the content, you should dedicate 20 minutes to each slot on the timetable.

T

CNA

on Time

Accurate

Neat

Complete

Independent Study should be TANC.

Any work that is not TANC will be considered incomplete.

What are the Independent Study expectations?You must aim to meet the following expectations. Any adjustments to these expectations must be discussed with your Tutor :

• Check the schedule below to see which knowledge organisers you should use each day.

• Complete one full page for each subject on the schedule in your workbook every day.

• Use your knowledge organiser after you have finished to mark and correct your own work.

• Write the date and subject heading for each piece of work.

Independent Study Expectations

Option subjectsArt ComputingMusic SociologyPerforming Arts (Dance) Performing Arts (Drama)Statistics

Food Preparation and NutritionEngineering Design

Sport StudiesHealth and Social Care

iArt

* It is vital that you have opportunities to practise your extended writing. This will be completed in your English books and will be checked by your English teacher.

* Science homework expectations; for each Science slot on the timetable above, you are expected to spend at least 20 minutes on Tassomai. In addition, you may wish to use the Science Knowledge Organiser pages included in this booklet to pre-learn information, recap key concepts and revise for assessments. By continually revisiting and practicing these topics you will be in the best possible position to revise and succeed in your GCSE exams. Your Tassomai will be checked every day and if needed you will be told to attend after school catch up sessions.

In order to ensure you are fully prepared for your GCSE your teachers may recommend that you spend some additional time on their subject. This is to support you in spacing out your revision so that you are not overwhelmed when the exams start. Any additional work will be checked in lesson and not in tutor time.


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w h

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step

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reso

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rtwo

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bo

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Line, to

ne, fo

rm, c

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ttern, te

xture, sub

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om

po

sition o

f the a

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nce

starte

rs: In this p

iec

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f wo

rk I have

... I ha

ve use

d the

follo

wing

ma

teria

ls... I re

ally like

how

the…

I think the

(line w

ork, to

ne, c

olo

ur etc

) give

s the w

ork…

Thro

ugh w

orking

in this wa

y I have

lea

rned

how

to...

I like the

cha

rac

teristic

s of the

lines...

I have

found

cre

ating

this pie

ce

of w

ork a

cha

lleng

e b

ec

ause

…

Loo

king a

t the w

ork, the

artw

ork sug

ge

sts Insig

hts and

Intentio

ns ! H

avin

g re

flec

ted

on

the

exp

erim

en

tal w

ork, a

sk you

rself w

ha

t are

you

go

ing

to d

o n

ext?

! Wh

at a

spe

cts o

f you

r artw

ork h

ave

be

en

suc

ce

ssful in

exe

cu

ting

? ! Sta

te a

t lea

st fou

r asp

ec

ts of yo

ur a

rtwo

rk you

be

lieve

you

ha

ve e

xec

ute

d w

ell.

! Wh

at m

igh

t you

do

diffe

ren

tly if you

co

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? ! A

re yo

u g

oin

g to

use

diffe

ren

t ma

teria

ls or te

ch

niq

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s ha

ving

exp

erim

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rite a

bo

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mig

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rs: I like

the id

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the te

chniq

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ma

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To

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xtend

the id

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I’m g

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I wo

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refine

the w

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Form

: D

esc

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exa

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hat c

an yo

u see

in the a

rtwo

rk? W

hat’s in the

fore

gro

und o

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en?

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ainting

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size o

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st…

Proc

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scrib

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w the

artist a

chie

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the a

rt using fo

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iscuss:

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k, curve

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gg

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avy, lig

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horizo

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xpre

ssive

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lours - p

rima

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plim

enta

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atic

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solid

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rk, tone

, tint, vibra

nt Te

xture – im

pa

sto, thic

k, roug

h, soft, sm

oo

th, furry, gritty, fine

, uneve

n, bum

py, d

ry, ab

rasive

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ac

e – c

om

po

sition, p

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pe

– circ

ular, sq

uare

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ular, o

rga

nic, c

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us, and

ge

om

etric

Pa

ttern – na

tural, m

anm

ad

e, re

pe

ating

, reg

ular, irre

gula

r, rad

ial, sp

iral, rhythm

, symm

etry

C

onte

xt: W

hat d

o yo

u think you a

re trying

to c

onve

y? Wha

t do

es it m

ake

you

fee

l or re

mind

you o

f? W

hat kind

of fe

eling

s do

es it e

voke

? Im

ag

ine w

hat the

view

er m

ight se

nse fro

m se

eing

the w

ork?

Fee

ling o

r ap

pe

ara

nce

of the

art:

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ssive, a

live, lo

nely, a

tmo

sphe

ric, c

om

ple

x, de

lica

te, funny, sa

d, sho

cking

, joyo

us, be

autiful, ug

ly, stra

nge

, im

po

sing,

disturb

ing,

de

pre

ssing,

harro

wing

, e

there

al,

nosta

lgic

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pre

ssionistic

, surre

al,

fake

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istorte

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bo

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bstra

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eo

me

tric, flo

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mb

re…

I th

ink th

e a

rtwo

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pic

ts…

I rea

lly like h

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the

ma

in e

mp

ha

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…

I’m tryin

g to

dra

w th

e vie

we

r’s eye

s to…

I be

lieve

I’ve a

ch

ieve

d th

is by…

I th

ink th

e th

em

e o

r ide

a b

eh

ind

this a

rtwo

rk is…

I rea

lly like th

e p

ain

t ha

s…

I like th

e id

ea

of u

sing

this te

ch

niq

ue

an

d p

erh

ap

s co

mb

inin

g it w

ith…

I a

m g

oin

g to

atte

mp

t to u

se a

simila

r tec

hn

iqu

e to

cre

ate

a n

ew

set o

f prin

ts? Pain

ting

? etc

…

I wa

nt to

use

…

I wa

nt to

exp

erim

en

t with

... U

sing

(ink, a

crylic

, wa

terc

olo

ur, o

il, ch

arc

oa

l etc

) will g

ive a

sen

se o

f…


Co

mp

ute

r Scie

nce


En

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sign

Week 2

know your hand tools Week Use a HACK SAW or Junior HACKSAW forcutting metal (see picture below left). It has very fine ,hard teeth so it can cut through most workshopmaterials. Use the Engineers vice to clamp your workpiece and remember how you clamp your work is justas important as how you cut it.Use FILES for removing smaller amounts andpreparing surfaces. See below right for sections offiles.

Always deburr holes to remove any sharp edges after drilling on a pillar drill.

ENGINEERING D T in the metal workshop

SCREWING/using BOLTS is the clamping of twopieces of material using a threaded component(either a machine screw or a bolt/nut/washer). Theadvantage of joining like this is that it can easily bedisassembled if needed although they are often usedfor permanent fixing s as well.

know parts of a bolt

Week1

know how to mark out metalWhen you mark out material you must always leave roomfor the cut. SAWS, FILES etc are all ‘wasting’ tools so theyproduce waste when used i.e. METAL SWARF/FILINGS.We always cut on the waste side of the line. Rememberyou can always take material away but you can never putit back.

To measure and mark out accurately in the workshop youshould use a SCRIBER, an ENGINEERS TRI SQUARE and aSTEEL RULE.Drill centres should all be marked using a CENTREPUNCH and BALL PEIN HAMMER on the back of anENGINEERS VICE.

Week3

know about screws and bolts

Week 4

know permanent joints in metalWELDING is the permanent fusing of 2 materialstogether. You can use electricity as the heat source tomelt the materials as in MIG (see below right), TIG or ARCwelding. Alternatively you can use a flame created byburning gas as in Oxyacetylene welding (see belowright).

BRAZING is the permanent joining of 2 metals by meltingand flowing a filler metal into the joint, the filler metalhaving a lower melting point than the adjoining metal.The filler metal flows into the gap between close-fittingparts by capillary action.(see below right)

RIVETING is the processof joining 2 pieces ofMaterial, normally sheet or plate through forming (oftenhammering) a rivet over/through two aligned holes.(from left to right ; snaphead rivet, countersunk rivet,Pop (or blind) rivet. Rivet iscommonly thought of as asemi-permanent method of joining asthe rivet can be drilled out to release the joint.

Week 5

know how to describe material properties Tough = Withstands impact without breaking Brittle = Will easily smash or shatter under impact

(opposites)Ductile = will stretch along its length without breakingHard = withstands indentation or scratchingDurable = hard wearingCorrosion Resistance = does not degrade/corrode/rustor Insulator = blocks the flow of heat/electricity)

or Conductor? (opposites)Elastic = returns to its original length once loading

has been removedor Plastic = deforms without returning to its original shape? (opposites)Stiff = des not deflect (opposite of easily bent)Strength = Resistance to deformation or fracture in a

particular direction(tensile/compression/torsion/shear)

Malleable = deforms easily (linked to plasticity /hardness /machinability/ductility)

Machinability = cuts/machined/finished wellMagnetic = attracts or repels magneticallySustainable = can be used forever without it running outAesthetics = shape/ looks/form/colour/impression


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Week 10

know about modellingCardCard is a cheap and quick way to testideas you have drawn. Hot melt glueis a good way to attach parts togetherquickly although be careful when usingthe glue guns.

Even multi national companies like make models out of card to test ideas. In the workshop we can quickly and easily laser cut parts for modelling to check fits, dimensions, function or aesthetics.

CAD3D CAD models are also an excellent way to visualise, test and develop ideas without using up physical resources. Most of the time designers use a combination of CAD and Card to develop products and check they meet the customers needs.

know different types of drawing stylesWeek 6 - Isometric Isometric drawings, sometimes called isometric projections, are a good way of showing measurements and how components fit together. Unlike perspective drawings, they don’t get smaller as the lines go into the distance.

There are three main rules to isometric drawing:horizontal edges are drawn at 30 degreesvertical edges are drawn as vertical linesparallel edges appear as parallel lines

Week 7 -Orthographic projectionOrthographic projections are working drawings in either a first or thirdangle projection and show each side of a design without perspective, iea 2D drawing of a 3D object. They are used to show an object from everyangle to help manufacturers plan production. Starting with a front viewof a product, construction lines show where areas join and are used todraw a side and plan (birds eye) view, ensuring that the drawing isaccurate from all angles. These drawings are to scale and must showdimensions.

Week 8 - First and third angle projectionsFirst angle projections and third angle projections are the two maintypes of orthographic drawing, also referred to as ‘working drawings’.The difference between first and third angle projection is in the positionof the plan, front and side views.

In third angle, what you see from the right would be drawn on the right.In first angle, the view from the right would be projected through anddrawn on the left. The views in first angle are depicted as if you werelooking at an x-ray of the object.

ENGINEERING D T – Design Communication& Problem Solving Skills

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Week 9

know about communicating ideasWritten communication is an important part of the designers job. Making sure your ideas have been clearly described and explained is very important if a product is going to be successful. The following should be added to all sketches in your portfolio.

Rendering – shading your sketches taking into account light and shade.

Labelling – making sure each part is clearly named

Annotation - labelling with detailed descriptions to explain function and showing detail in your ideas. Sometimes this will be to show you have evaluated your work.

Dimensions - adding the measurements to you designs in mm


En

glish

Short Stories: The Classic story structure Short stories: Other models The Questions to ask when reading and planning a short story

Analytical Writing

Opening (Exposition)

The scene is set; characters come into the story.

Complication Something important happens to move the story on.

Development Another important thing happens to move the story on towards a climax.

Climax (Crisis) A final thing happens to make the story get very tense, exciting or dramatic.

Resolution Things are sorted out (happily or unhappily).

Ending (Coda)

The final sentence or two make it clear how the reader should feel about events.

The Encounter story: The protagonist is confronted by another character or situation that shakes up his or her everyday routine. The protagonist must now engage with this new situation as something important is at stake. Self/ Realisation stories: This story tends to focus on the inner drama of a character who- after being confronted with a dramatic situation- learns something new and important about self or others. The Isolated Moment This portrays a brief, intense experience where the point and power of the story lie in the depiction of the story itself and its impact on the individual at the end. An example of this might be a child seeing the ocean for the first time or a person’s first experience of love. A Parabolic story A story with deep symbolic meaning.

Remember there is

One main character One main problem One main outcome

Premise What is the central story idea? Plot How does this premise develop? People Who are the people in the story? What is their relationship and role? Place Where is this set? How does the setting reflect the story and the characters? Period When time in history is this set? How is this significant to the story?

Vocabulary to use when exploring HOW Accentuates, intensifies, enhances, heightens, creates, establishes, encapsulates, epitomises, typifies, evokes, symbolises, reinforces, characterises. Vocabulary to use when exploring WHY. Subtle, skilful, admirable, challenging, striking, satisfying, commendable, provocative, significant, pivotal, powerful, crucial.


En

glish

Language terms Structure terms Other Literary terms Grammatical Construction Word Level: Noun- the name of an object or person Verb- A word use to describe what someone is doing, or being. Adverb- A word that describes how something is being done. Adverbs can be adverbs of time, manner or place. Adjective- A word that describes a noun Imperative verbs- commanding words. Phrase level Imagery (violent, natural, animal etc)- language that is used to create a visual or vivid picture for the reader. The writer always does this for a reason. Sensory imagery (visual, aural, tactile)- employs the senses when describing. Connotations- other ideas or words a word can evoke. Semantic fields- words that are linked through a similar idea. Used throughout a piece of writing to emphasis/ convey an idea. Mood/ tone/atmosphere- the feeling created.

Juxtaposition- where two contrasting ideas are placed next to each other for specific impact. Perspective- the viewpoint from which something is written. This may change. Contrast- where you see two different ideas/ characters/ settings in the same text. Again, this is constructed for impact. Motif- the repetition of an idea or image throughout a text. Focus- the idea/ image the writer looks at. This often changes. Foreshadow- where an idea or event is hinted at throughout a text. Foreground- to make something prominent or stand out. Patterns of meaning- where there is a repetition of a word or ideas repeated throughout a text.

Protagonist- the main character of the story or novel, around which the main events unfold. Symbolism- where images or events within a text represent another idea or person. Allegorical- a story or character that represents a bigger or wider story. For example, a character might be an allegory for a certain type of person. Allusion- a reference to another story or stories. For example, there may be a biblical allusion in a poem, which means there is reference to the bible. Denouement- the end of the story, where all ideas are pulled together Characterisation- the way a character is constructed by an author. Dystopian- a story may be dystopian if it writes about a society where every aspect of the society has been corrupted. It is recognisable, but it is wrong.

Colon Used to introduce, expand or embellish a

point that has been made

Semi colon Used to join two independent clauses.

Ellipsis Three dots used to show omission from speech or a sentence

trailing to the end. Main clause A clause that can act

as a stand alone sentence.

Subordinate clause

A phrase that can not make sense on its own.

Compound sentence

A sentence made up with two main

clauses, joined with a conjunction.

Complex sentence

A sentence made up of a main clause and

at least one dependent clause.

Discourse markers

Words or phrases used to signpost a

piece of writing. They can create order,

develop an argument or show contrast.

Fragments Words or sentences punctuated as

sentences, but they are not actually main

clauses. They are used for impact.


Foo

d P

rep

aration

and

Nu

trition

Sugar is pure carbohydrate. It is referred to as providing ‘empty calories’ and it does not provide any other nutrients.Sugar is made from either sugar beet or sugar cane

The sugars we eat are in two main forms:Intrinsic sugars – are found naturally in plants we eatExtrinsic sugars are those you can see, such as sugar you put into cakes and biscuits or add to drinks.

Sugar, fat and cake methods

Single units: glucose and fructoseGlucose or dextrose is widely found in fruit & veg and used extensively in food manufacturing Fructose is typical fruit sugar found naturally in fruit. It is 1 ½ x sweeter than table sugar. Very important in the confectionery industry

Monosaccharides: Disaccharides:

These are formed from 2 monosaccharides joined together. When they join, water is released and a bond is formed. Maltose: 2 glucose units joined together. This sugar is found in Cereal crops.Lactose: 1 glucose unit + 1 galactose unit. More commonly known as milk sugar. Sucrose: 1 glucose + 1 fructose unit. More commonly known as table sugar. Used extensively in the confectionery industry (usually as invert sugar ….. More on this later)

Invert sugar is used extensively in manufactured foods because it does not crystallise out of solution. This means sweetened products can retain their smooth texture. Invert sugar is more soluble than sucrose so it is used in products to retain moisture.

Invert sugar

So why is sugar in food?a) It makes food sweetb) It provides bulk in

foods such as ice cream, cakes and biscuits

c) It provides smoothness and flavour in products such as ice cream

What are the health risks associated with eating too much sugar?- Tooth decay- Obesity (being overweight so that it affects your health) – sugar that is not ‘burnt off’ through exercise is stored as fat- Type 2 diabetes

Sugar beetBeet is a root crop.Its grown in the colder climates e.g UK.20% of worlds sugar is from beet.

Sugar caneCane is tall, bamboo like grass that can grow up to 6 metres.Grown in tropical countries e.g Brazil80% worlds sugar is from cane.Cane is cheaper than beet

Functions of sugar:Adding colour – Maillard reaction (toast goes brown)Preserving - JamsFermentation – feeds yeastRaising agent – aeration in cakesCoagulation – raises the temp of eggsFoaming – meringues

What’s the difference between fats and oilsA fat is solid at room temperature and has a high melting point. Most commonly from animals.

Oil is liquid at room temperature and has a lower melting point. Most commonly from a plant sources.

Facts on ButterMade from cream that is churned. Butter is a solid, firm fat.When warmed or heated it will soften and melt.The two main types of butter found in shops are salted and unsalted butterButter can be used in icing, sauces, cakes, biscuits and pastry Butter is high in saturated fat and provides vitamin A and D

Unsaturated Fats These fats are found in a range of foods originating from plants and oily fish. There are two types of unsaturated fats:• Monounsaturated fats- Soft at room temperature. Healthier for you and could potentially lower

blood cholesterol and reduce the risk of cancer and diabetes. Found in oily fish, nuts, avocados and oils.

• Polyunsaturated Fats – Liquid or very soft at room temperature.

Saturated Fats• Are solid at room temperature • Mainly come from animals however palm and coconut oil also contain high levels of saturated fat• Contains high levels of cholesterol• Can lead to a build up of fat in and around major organs causing heart disease, obesity and high

blood pressure.

Essential Fatty AcidsThese are vital for the health and function of the body. Omega 3 – This helps to protect the heart and is found in oily fish, seeds and green leafy vegetables.Omega 6 – Helps to lower blood cholesterol and is found in vegetables, grains, seeds and poultry.

Why do we need fat?• It provides energy• Forms an insulating layer under the skin (Keeps us warm)• Protects and surround vital organs in the body• Provides texture and flavour to foods• Is a source of fat soluble vitamins A,D, E and K


Fre

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Week 3 Week 4

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Year 9 AQA GCSE French. Cycle 1. Family and Relationships

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je fais = I do j’aime = I like je suis = I am je mange = I eat je bois = I drink

on fait = we do on aime = we like on est = we are on mange = we eat on boit = we drink

j’ai fait = I did j’ai aimé = I liked j‘ai été = I was j’ai mangé = I ate j’ai bu = I drank

on a fait = we did on a aimé = we liked on a été = we were on a mangé = we ate on a bu = we drink

je faisais = I used to do j’aimais = I used to like j‘étais = I used to be je mangeais = I used to eat je buvais = I used to drink

je vais faire = I’m going to do

je vais aimer = I’m going to like

je vais être = I am going to be

je vais manger= I am going to eat

je vais boire = I am going to drink

je ferai = I will do j’aimerai = I will like je serai = I will be je mangerai = I will eat je boirai = I will drink

je ferais = I would do j’aimerais = I would like je serais = I would be je mangerais = I would eat je boirais = I would drink

aller = to go avoir = to have se disputer = to argue s’entendre = to get on with préférer = to prefer

je vais = I go j’ai = I have je me dispute = I argue je m’entends = I get on je préfère = I prefer

on va = we go on a = we have on se dispute = we argue on s’entends = we get on on préfère = we prefer

je suis allé(e) = I went j’ai eu = I had je me suis disputé = I argued je me suis entendu = I got on j’ai préféré = I prefered

on est allé(e) = we went on a eu = we had on s’est disputés = we argued on s’est entendus = we got on on a préféré = we preferred

j’allais = I used to go j’avais = I used to have je me disputais = I used to argue je m’entendais = I used to get on je préférais = I used to prefer

je vais aller = I am going to go

je vais avoir = I am going to have

je vais me disputer = I’m going to argue

je vais m’entendre = I’m going to get on

je vais préférer = I am going to prefer

j’irai = I will go j’aurai = I will have je me disputerai = I will argue je m’entendrai = I will get on je préférerai = I will prefer

j’irais = I would go j’aurais = I would have je me disputerais = I would argue je m’entendrais = I would get on je préférerais = I would prefer

AQA GCSE French – Y9 Cycle 1 – Key Verbs

il y a = there is / there areil y avait = there was / wereil y aura = there will beil y aurait = there would be

c’est = it isc’était = it wasça sera = it will beça serait = it would be

il y a du soleil = it’s sunnyil fait beau = it’s nice weatheril fait mauvais = It’s bad weatheril pleut = it’s rainingil y a du vent = it’s windy

je crois que = I think thatj’imagine que = I imagine thatje dirais que = I would say thatil me semble que = It seems to me thatcela me rappelle de = It reminds me of


Ge

ograp

hy

Key vocabulary (WEEK 1 & 2)

Superpower A state or organisation that can extend a dominant influenceglobally (e.g. the USA)

Globalisation Organisations and ideas on a worldwide scale. The increasinglinks between countries around the world as a result of themovement of goods, services and money

Economy The wealth and resources of a country in terms of the goodsthat are produced and consumed there.

Trade The activity of buying, selling or exchanging goods and servicesbetween people, business or countries.

Regional power A state or organisation with a sphere of influence that tends tobe continental rather than global (e.g. the EU)

Hard power Power through force or coercion (e.g. military)

Soft power Power through favour or persuasion (e.g. film, food)

Blue-water navy A navy that can be deployed into open ocean i.e. with largeocean-going ships.

Transnational companies (TNCs)

A business that is found in more than one country (also knownas multinational) such as MacDonalds.

YEAR 9 CYCLE 1 GEOGRAPHY - Superpowers Knowledge Organiser

Features of a superpower (WEEK 3)

Physical size and location

Larger countries have more resources and influence. However, morebordering countries can create more tensions e.g. Russia

Economic power & influence

Top 10 largest economics earn 65% of the global GDP (wealth).Attract investments and creates global hubs e.g. London. Dollar andEuro are powerful currencies. Largest economies decide whichdeveloping countries receive aid (help).

Population Large population can create a sufficient labour force. China and Indiahave large populations for cheap labour. Can also lead to largemarkets (people to buy products)

Political Political groups such as the G7 and OECD work with others toimprove countries.

Military strength

Historical influence on determining power. China has largest militaryfollowed by USA. 37% of all military spending by USA.

Cultural influence

TNCs such as Coca-Cola, MacDonalds, Disney and Sony influencepeople’s lifestyles around the world.

Access to natural resources

Oil, gas and coal for energy and metals like iron ore for the steelindustry are essential to development. Does not guaranteedevelopment though; some countries are unable to access them.

Emerging powers – BRICS and MINT nations (WEEK 5)

Emerging power A state or organisation that is growing significantly in power andbeginning to extend a more global influence (e.g. China)

BrazilRussia

IndiaChina

South AfricaMexico

Indonesia NigeriaTurkey

WEEK 4


Ge

ograp

hy

YEAR 9 CYCLE 1 GEOGRAPHY - Superpowers Knowledge Organiser

Role of China in Africa (WEEK 8)

Colonialism The gaining of political control over a territory by another country e.g.British Empire.

Neo-colonialism The use of economic, political and cultural power to influence othercountries (e.g. China’s interest in the African continent).

Dependency The progress of a developing country is influenced by economic,cultural and political forces that are controlled by developed countries.

South China Sea (WEEK 9)

Fast fashion (WEEK 6)

India Space Race (WEEK 10)

China in Laos (WEEK 7)

Aral Sea Citarum river, Indonesia

Kazakhstan affected by cotton production – inthe 1960s, the Aral Sea covered 68000 sq km.It was one of the largest inland seas with athriving fishing and tourist industry.It has now all but gone. One of the rivers thatfed the Aral Sea – Amu Darya – was diverted tocotton-production farms, sucking the river dry.Caused seasons to change. No water to absorbheat and keep the climate mild. Summers nowas hot as 45°C!

On the banks of the Citarum Riverthere are over 400 factories.Chemical waste/toxic chemicals arebeing released into the waterways.Tests of the river water found toxiclevels of mercury, cadmium, lead andarsenic. Locals use the water forbathing and washing clothes.Lack of oxygen and high levels ofpollutants in the water has killed fish.

India criticised for spending money on a space project when nearly a quarter of itspopulation live below the poverty line. India’s space programme costs roughly $1billion a year.

Satellites improve data on monsoons rains and weather patterns, helping farmersget a better idea of when to plant crops

India is reducing poverty quickly, with 44 people lifted from poverty every minute.40% of children are malnourished and half the population have no toilets.

Chinese officials say they are playing a constructive role in helping countries in China todevelop. They do not want to be a country taking resources but to be a partner.Africa is a key target for China’s ‘belt and road initiative’ which aims to improve trade andtransportation between China and the rest of the world.China issued over $84 billion in loans to finance thousands of infrastructure projects inAfrica e.g. dams.President Xi Jinping stresses that their investment in Africa comes with no strings attached.China has built train lines across East Africa and trained troops to maintain peace in areaswhere conflict can occur.China has been criticised for their actions, with some suggesting that they are onlyinterested in accessing the natural resources that exists across the continent such ascopper, gold and oil.

China, Vietnam, the Philippines, Taiwan,Malaysia and Brunei all have competingclaims to the South China Sea.

China believes that it owns the largestportion of the territory – the sea withinthe ‘Nine-dash-line’China has been building islands withmilitary bases in the South China Sea,creating more 3,200 acres of new land.The USA, who has allies with some of thecountries above, relies on the shippingroute through the Sea for trade. The USAsent military ships and planes to monitorthe region.

Laos is a landlocked country of 6.8 million people in SE Asia.China has invested in transportation infrastructure, an economic zone, hydropowerdams, schools and military hospitals, indicating growing ties with Laos.Laos has the Mekong River running through it, making hydropower a big industryand it also has underdeveloped resources including minerals and rubber.Boosting connectivity via roadways and high-speed passenger and freight railwayswill help China to distribute its goods to Laos but also to the Andaman Sea.The China-Laos railways is an example of one of China’s Belt and Road Initiatives.


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YEAR 9 Health and Social Care Knowledge Organiser: Component 1 Human Lifespan Development Learning Aim A: Understand human growth and development across life stages and the factors that affect it

How do people grow and develop throughout their lives? How can factors such as lifestyle choices, relationships affect this? Understanding these processes is essential knowledge and understanding for health and social care practitioners.

A1 Growth and development across life stages A2 Factors affecting growth and development

TASK 1: Life stages 1. Infancy (0 – 2 years) – Dependant on

parents, rapid physical growth 2. Early childhood (3 – 8 years)- Developing

physical skills, becoming independent 3. Adolescence (9 – 18 years)- Physiological

and emotional changes, puberty 4. Early adulthood (19 – 45 years)– Reach

full physical maturity 5. Middle adulthood (46 – 65 years)– aging

process begins, menopause 6. Later adulthood (65+ years)- aging

process continues, decline in strength and memory

TASK 2: Holistic Development 1. Physical development – Physical growth

and physiological change 2. Intellectual development – Developing

thinking and language skills and common activities that promote learning and development

3. Emotional development – Developing feelings about self and others

4. Social development – Forming relationships with friends and family

TASK 3: Physical factors 1. Genetic inheritance – Hair and Eye colour 2. Diet and lifestyle choices – Drinking / smoking 3. Experience of illness and disease – cancer/ arthritis 4. Appearance Economic factors 1. Income/ wealth/ social class/ poverty 2. Material possessions – property or belongings that are tangible

TASK 4: Social, Cultural and emotional factors

1. Educational experiences, e.g. school, college, university 2. Culture, e.g. community involvement, religion,

gender 3. Influence of role models 4. Influence of social isolation 5. Personal relationship with friends and family

Learning Aim B: Investigate how individuals deal with life events

B1 Different types of life event B2 Coping with change caused by life events TASK 5: Life events Important events that happen in someone's life. 1. Expected life event - predictable life

events that the individual is sure will happen, they are planned e.g. leaving school

2. Unexpected life event – something that takes a person completely by surprise e.g. losing job

Examples of life events Physical events Accident/ injury/ Ill health

Life circumstances Moving house, school or job/ Exclusion

from education/ Redundancy/ Imprisonment/ Retirement

Relationship changes Entering a relationship/ Marriage/

Divorce/ Parenthood/ Bereavement

TASK 6: How individuals adapt to these changes using support Types of support –

1. Formal support – provided by trained professionals such as Counsellors, Doctors, trained carers

2. Informal support- provided by Family, friends partners 3. Voluntary support- Given by community groups, voluntary

and faith based organisations Sources of support- School / Doctors/ AA groups/ Counselling/ Family/ Friends/ Support groups/ Helplines/ Religious groups/ Benefits of support- Emotional support/ advice/ Practical help


Histo

ry

What do the 7 hills tell us about Ancient Rome and key impacts on Britain1

–Ke

y dat

es

753BC – Rome is founded by Romulus and Remus, according to legend. 509 BC - The last king of Rome, is run out of the city and the Republic is established44 BC – Caesar is murdered by rebelling senators. 31 BC Octavian (later Augustus), Caesar's adopted son, ends the struggle for power when he triumphs over the forces of Mark Antony and Cleopatra27 BC – Augustus becomes first Roman Empire43AD – Rome, under the leadership of Empire Claudius invades Britain successfully.

6 –

Key

date

s

1066 - William, Duke of Normandy defeats Harold Godwinson in The Battle of Hastings.1068 - King William orders the building of Rougemont (Red Mountain) Castle in Exeter following a rebellion in the city.1100 - By the end of the 11th century, it is estimated that the Normans had built close to 1000 motte-and-bailey castles in England and Wales.1215 - King John is forced to sign The Magna Carta by his barons.1348 - Roughly 40% of England’s population dies from the Black Death.

2 –

Key d

ates

2

79 AD - Mount Vesuvius erupts destroying Pompeii80 AD - The Colosseum in Rome is completed seating 50,000 spectators285 AD - Split in Roman Empire to divide it between East & West330AD - Establishment of Constantinople as capital of the Roman Empire410 AD – Tribes beginning to attack the borders of the Western Roman Empire476 The last Emperor of the West, Romulus Augustulus, abdicates (leaves his position of power) and Rome is taken over by the Goths. Western Rome collapses 7

–Ke

y da

tes 2

1381 - The Peasants’ Revolt begins in Essex over the issue of taxes.1534 – Henry VIII issues the act of Supremacy and breaks from the Catholic Church1558 - Elizabeth I becomes Queen of England1559 – Elizabeth passed her religious settlement1588 – The Spanish Armada sails for England in the hope of placing a Catholic ruler on the English throne.

3 –

Key p

eopl

e

Romulus and Remus - Mythical twin brothers who founded Rome at the base of the Palatine Hill. Julius Caesar - Military general and politician; ceased power of the Roman Republic; later assassinated by SenatorsAugustus - Great nephew, adopted son & heir of Caesar; first Emperor of the Roman Empire. Nero - Infamous Roman Emperor; executed anyone who disagreed with him (including his mother); played the fiddle whilst Rome burnedBoudicca – Queen of the Celtic tribes who fought against the Romans in BritainConstantine the Great – converted the Roman Empire to Christianity – moving away from their belief in multiple Gods 8

Key

Indi

vidu

als

1. King William I (The Conqueror): Duke of Normandy and ruler of England from 1066-1087.2. King John: Henry II’s youngest son and ruler of England from 1199-1216. The King who signed the Magna Carta3. Wat Tyler: The leader of the Peasants’ Revolt. Peasants were unhappy with the economic struggles they were facing as a result of their leaders 4. Richard II: King of England from 1377-1399. He was just 14 years old when he met Wat Tyler and the leaders of the Peasants’ Revolt.5. Elizabeth I: Youngest daughter of Henry VIII and ruler of England from 1558-1603. Attempted to unite Britain after years of religious reforms from her Father and her Sister (Mary)

4 –

Key w

ords

Latin – the language of Ancient RomeSenate – Political body of the Republic – controlled money and foreign policyRepublic – Before Rome had an emperor, it was run by elected individuals. Consul – Two highest elected officials in charge of Rome for a one year termBC – the time ‘Before Christ’AD – Anno Domini – the time after Christ was bornCenturion - An officer who commanded a group of 80-100 soldiers within a LegionLegion - Large unit of the Roman army consisting of around 5000 soldiers. 9

Key

wor

ds 1

Motte – The Mound on which early castles were builtBailey – the courtyard inside the castle walls which contained buildings crops and livestock. The Magna Carta - (The Great Charter): A list of demands by which the barons (rich landowners) tried to limit the power of the king to their own advantage.Peasant - The poorest members of medieval society. Landless farmers who worked for the lord of the manor.Revolt - To rise up and rebel against those in power.Economic – A historical factor related to money.

5 –

Key w

ords

2

Aqueduct - A structure, like a bridge, which is used to carry water.Public Bath - A building, like a Spa today, where people went to wash, exercise and meet other people. Dictator – a person who has complete power of a countryEmperor – a person who runs an empireGaul - The area where France and Holland is today. Kingdom – an area ruled by an King or QueenCelt - Group of people, mainly based in Britain, Ireland and Gaul, who were ruledby and fought against the RomansConstantinople - Capital city of the Roman Empire during its late period. Modern Istanbul. 10

Key

wor

ds 2

Protestant - Protestants: Christians who broke way from the Catholic Church, believing it to be greedy and corrupt.Catholic - The original Christians, loyal to the Pope in RomeReformation – The split in the Christian Church between Catholics and Protestants.Martin Luther - A German Monk who wrote an essay criticising the Catholic church and therefore protested against itThe Act of Supremacy – the official act signed by Henry VIII that established the Church of England, instead of England subscribing to the Catholic Church


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Theme 1- Equality

Week Definitions

1 Prejudice: Holding biased opinions about a person or group. These are often negative opinions. Discrimination: Behaviour caused by prejudice. Social Justice: The protection of everyone’s rights and op-portunities, and taking care of the least advantaged members of society.

2 Equality: The state of being equal, especially in rights and op-portunities. Sexual Stereotyping: Having a fixed general idea or image of how men and women will behave

3 Gender Identity: The gender which someone assigns to them-selves and identifies as in society. Sexual Orientation: How someone is sexually or romantical-ly attracted to other people.

Stonewall: An international organisation which works to promote the rights of LGBT people around the world.

Stephen Lawrence: A black teenager from South London who was murdered in 1993. The response to Stephen’s murder by police highlighted institutional racism in Metropolitan Police Force. Institutionally racist: When racist attitudes and beliefs are seen as normal in an organisation and affect the way it is run.

4

Black Lives Matter: An international organisation which aims to build power to bring justice, healing, and freedom to Black people across the globe.

5 Positive Action: Promoting and encouraging the rights of indi-viduals from groups who have been discriminated against pre-viously. Positive Discrimination: The policy of favouring individuals belonging to groups who have been discriminated against previ-ously, to the disadvantage of other groups.

Theme 2 – Politics and Democracy Week Definitions

1

Political spectrum – the idea that politics is on line be-tween ‘left’ and ‘right’ Political party – a group of people with a shared politi-cal interest Democracy – the political idea that society should be organised by elected officials

2

Rule of law – Agreeing to live by certain rules that so-ciety has agreed on Independence – Free from interference, particularly by the government Liberty – individual freedom

3

Left-wing – Generally focussed on workers’ rights, col-lectivism and big government Right-wing – Generally focussed on business, financial responsibility and individual freedom Free Market – A system where prices are determined by privately owned businesses

4

Protest – A demonstration expressing disapproval of something Riot – When a protest becomes violent or damages property Terrorism – unlawful use of violence, particularly aimed at civilians, for a political goal.

5

Human Rights – a right that belongs to every person Equality – the idea that every human should be treated equally and fairly Equity – the idea that some people need more help to receive equality with others.


Math

s

Foundation Formulae – each week practice and learn them


Math

s

Higher Formulae – each week practice and learn them


Mu

sicY9 Music -Autum

n

IS1IS2IS3IS4IS5IS6


Pe

rform

ing A

rts (Dan

ce)

EmphasisFacial expressionsProjectionSensitivity to other dancersMusicalityEnergyExpressionTimingPhrasingFocusCharacterisation

ThemeWordsVisualTouchAuditoryKinaestheticPropSongObject Existing workArtTactileIdeational

Spatial awarenessAccuracyCoordinationControlContractionPostureExtensionBalanceAlignmentStaminaStrengthMovement memoryFlexibilityRange of dynamics

JazzLyricalMusical TheatreBalletBreak Dance CapoeiraContemporaryHip HopRiver dance/ IrishBallroomLatinSalsaTapRock n RollAfrican Lindy Hop

Still ImagesPost-ModernRepertoireImprovisationGroupChance MethodsNon-traditional spacesTrioDuetMotifNon-LinearSoloLinearShapeSpaceTimeEnergy

StructureBinaryTernaryRondoAB/ABA/ABACADA1 A2 A3 A4 A5EpisodicTheme and variationClimaxHighlightBeg/Mid/EndFormationsNarrativeTransitions

StimuliStyle

ChoreographicTechniques

Physical Skills

Interpretive Skills

InversionCanonUnisonLead & FollowTempoMotif developmentEmbellishmentSizePathway DirectionInstrumentation RetrogradeRepetitionLevelsQuestion & answer ComplimentaryContrastAccumulationFragmentationFloor Plan

Choreographic Devices

End onProscenium ArchIn the RoundSite SpecificCurtain CallDance for CameraCentre StageWingsThrustBackstageUpstageDownstageTraverseImmersivePromenade

Stage

year 9Performing

Arts-Dance

WWrriittee oouutt eeaacchh tteerrmm..CChheecckk yyoouurr uunnddeerrssttaannddiinngg ooff iitt bbyy rreesseeaarrcchhiinngg iitt aanndd tthheenn wwrriittiinngg iitt iinn yyoouurr oowwnn wwoorrddss.. TThheerree aarree 88 sseeccttiioonnss,, ddoo 11 sseeccttiioonnppeerr wweeeekk aanndd tthheenn ggoo bbaacckk aanndd rreeppeeaatt tthhee ttrriicckkiieerr tteerrmmss..


Pe

rform

ing A

rts (Dram

a)

Lighting: Spot, wash, colour, atmosphere, blackout.

Sound: Music, sound effects, sound scape, actor/human noise, recorded, live.

Scenery: Trucks, backdrop, flats, blocks, props.

Costume: naturalistic, exaggerated, symbolic, period, blank canvas.

Era play is set inSocial contextCultural contextHistorical contextPolitical contextPlaywright backgroundDirector’s intentionsThemes Message/moral

ImprovisationHot seatingRole on the wallWriting in roleBlockingSpeed runForum theatreTech rehearsalDress rehearsalStimulus Exploration Facial expressions

Body languageEye contactGesturesPostureWalk/gait

Use of voicePitchPace PauseToneIntonationEmphasisAccentProjectionInflection

ShakespeareKonstantin StanislavskiBertolt BrechtStephen BerkhoffMark WheelerJohn GodberWilly Russell Frantic AssemblyDV8

Freeze Frame/TableauMimeSlow motionSplit scene/Cross cutThought trackingFlashbackFlash forwardMarking the momentMark the passing-of timeClimaxAnti-climax TensionMulti-role Direct addressNarrationMonologueSoliloquy Dialogue DuologueProxemics

Dramatic Context

DramaticTechniques

Rehearsal and devising

techniques

Dramatic elements NaturalisticNon-NaturalisticPhysical TheatreEpic Theatre ImmersiveMusical TheatreDidactic Verbatim Theatre in EducationAbstractKitchen sink dramaMelodramaGreek theatreCommedia de l’arteComedy

Style/Genre

End onProscenium ArchIn the RoundSite SpecificTraverseImmersivePromenade Curtain CallDrama for CameraThrustWingsBackstageCentre StageUpstageDownstageStage left/rightDownstage left/rightUpstage left/right

Staging

Year 9Performing

Arts-Drama

Write out each term and check your understanding. Write in your own words what it means and if you aren’t sure do some research.There are 8 sections, do 1 section per week and then go back and repeat the trickier areas.

Characterisation

Practitioners and Playwrights


Scie

nceGroup

1Group

2Group

3Group

4Group

5Group

6Group

7Group

0

Period1 key

relative atomic massatomic symbol

nameatomic (proton) number

1H

hydrogen1

4He

helium2

Period2

7Li

lithium3

9Be

beryllium4

11B

boron5

12C

carbon6

14N

nitrogen7

16O

oxygen8

19F

fluorine9

20Neneon10

Period3

23Na

Sodium11

24Mg

magnesium12

27Al

aluminium13

28Si

silicon14

31P

phosphorus15

32S

sulfur16

35.5Cl

chlorine17

40Arargon18

Period4

39K

potassium19

40Ca

calcium20

45Sc

scandium21

48Ti

titanium22

51V

vanadium23

52Cr

chromium24

55Mn

manganese25

56Feiron26

59Cocobalt

27

59Ni

nickel28

63.5Cu

copper29

65Znzinc30

70Ga

gallium31

73Ge

germanium32

75As

arsenic33

79Se

selenium34

80Br

bromine35

84Kr

krypton36

Period5

85Rb

rubidium37

88Sr

strontium38

89Y

yttrium39

91Zr

zirconium40

93Nb

niobium41

96Mo

molybdenum42

[98]Tc

technetium43

101Ru

ruthenium44

103Rh

rhodium45

106Pd

palladium46

108Agsilver47

112Cd

cadmium48

115In

indium49

119Sntin50

122Sb

antimony51

128Te

tellurium52

127I

iodine53

131Xexenon

54

Period6

133Cs

caesium55

137Ba

barium56

139La*

lanthanum57

178Hf

hafnium72

181Ta

tantalum73

184W

tungsten74

186Re

rhenium75

190Os

osmium76

192Ir

iridium77

195Pt

platinum78

197Augold79

201Hg

mercury80

204Tl

thallium81

207Pblead82

209Bi

bismuth83

[209]Po

polonium84

[210]At

astatine85

[222]Rnradon86

[223]Fr

francium87

[226]Ra

radium88

[227]Ac*

actinium89

[261]Rf

rutherfordium104

[262]Db

dubnium105

[266]Sg

seaborgium106

[264]Bh

bohrium107

[277]Hs

hassium108

[268]Mt

meitnerium109

[271]Ds

darmstadtium110

[272]Rg

roentgenium111

* The Lanthanides (atomic numbers 58-71) and the Actinoids (atomic numbers 90-103) have been omitted.Relative atomic masses for Cu and Cl have not been rounded to the nearest whole number.

Alkali Metals• reactive

• low melting and boiling points

• more reactive down the group

Alkali Earth Metals Transition Metals• reactive

• high melting and boiling points

• forms coloured compounds

Other Metals Halogens• reactive

• non-metals

• less reactive down the group

Noble Gases• unreactive

• full outer shell of electrons

Other non-metals

Elements with atomic numbers 112-116 have been reported but not fully authenticated


Scie

nce

GCSE Combined Sciences Physics Equations To Learn


Scie

nce


Scie

nce

Week Five Week Six


So

ciolo

gy

Week 1: Processes, Structures and Issues Social Processes: Processes in society that involve interaction between individuals, groups and social structures. Social structures: The ‘parts’ that make up society, e.g. families, education and healthcare systems. Social Issues: Issues that affect individuals, communities or societies, e.g. parenting or care of the elderly.

Week 2: Key concepts and Socialisation Culture: The whole way of life of a particular society. Values: General ideas and beliefs that people have about what is desirable and worth striving for. Norms: Accepted behaviour for specific situation, e.g. how to behave in a cinema. Socialisation: The way that we learn the culture, values and norms of the society we live in.

Week 3: Marx Means of production: Raw materials and machinery used in production. Bourgeoisie: The ruling class who owns the means of production Proletariat: The working class who own nothing and work for a wage. Capitalism: An economic system which keeps the Bourgeoisie rich.

Week 4: Durkheim Functionalism: A sociological approach which views society as a working organism and every part of society as an organ which helps it to function. Durkheim particularly studied the functions of crime, religions and education in society.

Week 5: Max Weber & Feminist Perspectives Weber argued that classes were separated by ownership of property and: Social Class: Skills and qualifications Status: How groups and professions are viewed in society. Power: How far a group can get others to behave how they want them to Feminist perspectives explore gender inequality and discrimination in societies.

Week 6: Consensus v. Conflict Consensus approaches argue that social order is maintained because people generally agree with society’s norms and values and work together to achieve them. Conflict approaches argue social order is maintained because one powerful group enforces order and keeps society running how they like, to the disadvantage of other groups.

Week 7: The Research Process, steps 1 2 & 3 Step 1: Reviewing the existing literature (previous sociological research). Step 2: Developing Research questions, aims and hypotheses. Step 3: Choosing a research method or methods which will effectively address your questions, aims or hypotheses.

Week 8: Steps 4 & 5 Step 4: Carrying out a pilot study. This is a trial run of your study which may highlight problems before you start the main study. Step 5: Selecting a sample. There are many ways select a sample and it is important that you choose the appropriate method for your research.

Week 9: Steps 7, 8 & 9 Step 7: Collecting data Step 8: Analysing data. What does the data tell you about the topic you are researching? Step 9: Evaluating the research: Recognising strengths and weaknesses of your research and how far it has addressed your questions, aims and hypotheses.

Week 10: Theoretical factors affecting choices of research methods Positivism: A ‘scientific’ approach to research which focuses on behaviour that be observed and measured. Interpretivism: An approach that aims to understand feelings and emotions and their effects on behaviour.

Week 11: Questionnaires Social surveys: A list of pre-set questions that can be given in person/by post. Closed questions: Questions with simple answers e.g. ‘yes/no’ or multiple choice. Open questions: Questions which enable respondents to give their views in more detail.

Week 12: Interviews Structured interviews: Interviews where questions are pre-set. They are basically verbal questionnaires. In depth interviews: Interviews which are less structured and allow more of a conversation. Group interviews: Structured or in-depth interviews conducted with a group of people.


Sp

anish

11FF 11GG 11HH 11II 11JJttiieennee s/he, it has eell the (m) hhaayy there is/are ppooddeerr to be able to ssee ppuueeddee one/we canssoonn they are llaa the (f) uunnaa mmeessaa a table ppuueeddoo I can vviissiittaarr to visit

uunnooss some (m) llooss the (m pl) uunnaa ssiillllaa a chair ppuueeddeess you can ccaammiinnaarr to walkuunnaass some (f) llaass the (f pl) uunnaa ppllaannttaa a plant eessttuuddiiaarr to study vveerr to see

uunn aammiiggoo a friend (m) eell ppaarrqquuee park uunnaa ccaammaa a bed eessccuucchhaarr to listen ccoommpprraarr to buyuunnaa aammiiggaa a friend (f) eell mmuusseeoo museum uunn zzaappaattoo a shoe hhaacceerr to do ccoommeerr to eat

nneeggrroo//aa black eell rreessttaauurraannttee restaurant uunnaa mmaannoo a hand jjuuggaarr to play bbeebbeerr to drinkaammaarriilllloo//aa yellow eell cciinnee cinema aazzuull blue ddeeppoorrttee sport mmoonnuummeennttooss monuments

rroojjoo//aa red llaa ttiieennddaa shop vveerrddee green mmúússiiccaa music ppeellííccuullaass moviesuunnoo one llaa eessccuueellaa school mmaarrrróónn brown vviiddeeoojjuueeggoo videogame rreeccuueerrddooss presentsddooss two ppeeqquueeññoo//aa small eennttrree between ttaammbbiiéénn also bboonniittoo//aa prettyttrreess three ggrraannddee big

ccuuaattrroo four iinntteerreessaannttee interestingcciinnccoo five ttrriissttee sad

11AA 11BB 11CC 11DD 11EE

eessttaarr To be(location/state)

eessttooyy I am (location/state)

sseerr to be (trait)

eess s/he, it is (trait)

tteenneerr to havetteennggoo I have

eessttáá s/he is, it is (location/state)

eessttááss you are (location/state)

ssooyy I am (trait) ffaammoossoo//aa famous ttiieenneess you haveeerreess You are (trait) ttaalleennttoossoo//aa talented uunn a/an (m)

eessttooyy I am (location/state)

ccoonntteennttoo//aa happy ssiimmppááttiiccoo//aa friendly iinnggllééss//aa English uunnaa a/an (f)aabbuurrrriiddoo//aa bored, boring aannttiippááttiiccoo//aa unfriendly eessppaaññooll//aa Spanish uunn hheerrmmaannoo a brother

nnoorrttee north eennffeerrmmoo//aa ill ffeeoo//aa ugly ccaannttaannttee singer uunnaa hheerrmmaannaa a sisterssuurr south ccaannssaaddoo//aa tired, tiring gguuaappoo//aa good-looking ppiinnttoorr//aa painter (m/f) uunnaa bbiicciicclleettaa a bike

cceennttrroo centre bbllaannccoo//aa pale, white aallttoo//aa tall jjuuggaaddoorr//aa player (m/f) uunn lliibbrroo a bookIInnggllaatteerrrraa England mmuuyy very bbaajjoo//aa small ffúúttbbooll football uunn tteellééffoonnoo a phone

EEssppaaññaa Spain hhooyy today yy and tteenniiss tennis uunnaa iiddeeaa an ideaAAmméérriiccaa America ¿¿ccóómmoo?? how? uunnaa pprreegguunnttaa a question¿¿ddóónnddee?? where? ¿¿qquuéé?? what?

eenn in

¡Me gusta el español porque es genial!


Sp

anish

Week 3

1

Week 4

1

Week 2

1

Year 9 AQA GCSE Spanish. Cycle 1. Family, Relationships and TechnologyWeek 1

1

Week 7

Week 8

1

Week 6

1 Week 9

Week 5

1

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Sp

anish

ser = to be ir = to go hacer = to do/make tener = to have ver = to see

soy = I am voy = I go hago = I do tengo = I have veo = I see/watch

es = he/she/it is va = he/she/it goes hace = he/she/it does tiene = he/she/it has ve = he/she/it watches

somos = we are vamos = we god hacemos = we do tenemos = we have vemos = we watch

son = they are van = they go hacen = they do tienen = they have ven = they watch

fui= I was fui = I went hice = I did tuve = I had vi = I saw / watched

fue = he/she it was fue = he/she/it went hizo = he/she/it did tuvo = he/she/it had vio = he/she/it watched

voy a ser = I’m going to be

voy a ir = I’m going to go voy a hacer = I’m going to do

voy a tener = I’m going to have

voy a ver = I am going to watch

sería = I would be iría = I would go haría = I would do tendría = I would have vería = I would watch

enviar = to send descargar = to download hablar = to speak / talk mandar = to send jugar = to play

envío = I send descargo = I download hablo = I talk mando = I send juego = I play

envía = he/she sends descarga = he/she downloads

habla = he/she/it talk manda = he/she/it sends juega = he/she/it plays

enviamos = we send descargamos = we download

hablamos = we talk mandamos = we send jugamos = we play

envían = they send descargan = they download

hablan = they talk mandan = they send juegan = they play

envié = I sent descargué = I downloaded

hablé = I talked mandé = I sent jugué = I played

envió = he/she sent descargó = he/shedownloaded

habló = he/she talked mandó = he/she sent jugó = he/she played

voy a enviar = I am going to send

voy a descargar = I am going to download

voy a hablar = I am going to talk

voy a mandar = I am going to send

voy a jugar = I am going to play

enviaría = I would send descargaría = I would download

hablaría = I would talk mandaría = I would send jugaría = I would play

Spanish Key Verbs – Cycle 1

hay= there is / there arehabía = there was / werehabré = there will behabría = there would be

es = it isfue = it wasserá = it will besería = it would be

hace sol = it’s sunnyhace calor = it’s hothace frío= It’s coldllueve = it’s rainingnieva = it’s snowinghace viento = it’s windy

creo que = I believe that thatpienso que = I think thatopino que = I think that me parece que = it seems to me thata mi modo de ver = from my point of view


Sp

ort S

tud

ies

Provide 2 examples of each type of leader

1 2 3

5

Skills of a Leader Organisation skills Able to make decision Communication skills Verbal e.g. giving instructions Non-verbal e.g. gestures,

use of whistle Good Listener

Show respect for performers

4 Behaviour management: how they

deal with behavior Able to plan and structure activities Be able to set realistic targets to work

to Be able to evaluate performance and

make decisions Ability to read the game or sporting

situation


Statistics

Statistics – Y9Describing data 2 – Week 4

Vocab Definition Example

Quantitative Numericalobservations or measurements

Height, number of pets, weight

Qualitative Non-numericalobservations

Hair colour, type of pet, make of car

Continuous Can take any value on a continuous numerical scale

Length, mass, weight, time

Discrete Can only take particular values on a continuous numericalscale

Shoe size, number of pets, amount of cars sold

Describing data 3 - Week 5


Categorical Can be sorted in non-overlapping categories

Colour : blue, red, green…Weight : 10kg<w≤20

20kg<w≤ 30

Ordinal Can be written inorder or a numerical rating scale

1st place, 2nd place, 3rd

place, Film ratings

Bivariate Involves pairs of related data

Time taken and distance of train journeys

Multivariate Involves three of more related data values

Plants: colour, leaf size, height

Describing data 1 – Week 3


Primary Data collected by, or for, the person who us going to use it.

Tallying cars in car park,measuring peers heights etc…

Secondary Data that has been collected by someone else.

Data found on websites, databases, newspapers etc…

The Statistical enquiry cycle – Week 1 & 2

When you carry out statistical investigations in the real world, the process is a cycle. The statistical enquiry cycle is divided into five stages.


Statistics

Sampling 1 – Week 6

Vocab Definition

Population The whole group you are interested in

Census A survey of a whole population

Sample Small part of a population rather than the whole population

Sampling Units People or items to be sampled

Sampling Frames List of all the sampling units

Random Sampling Every member of a population has an equal chance of being chosen

Stratified Sampling Population is divided into separate groups, called strata. Then, a probability sample (often a simple random sample ) is drawn from each group of a size that is proportional to that stratum.

Sampling 2 - Week 8

Vocab Definition

Judgement Sampling Using own judgement to select representative sample

Opportunity Sampling Using people/objects that are available at the time

Cluster Sampling Data naturally splitting into groups. Choosing a specific group e.g. geographical areas

Systematic Sampling Choosing a sample at equal intervals through a population e.g. every 5th person on a register or every 12th car that passes on a road. This is not a random method.

Quota Sampling Group the population by characteristics. Such as age/gender and interview a quota (number) from each group. E.g. 10 males over 25, 15 females aged 35-40

Collection of Data 1 – Week 7

Vocab Definition

Independent Variable(Explanatory)

The independently changing variable. Generally know as the 𝑥𝑥 value.

Dependent Variable(Response)

Variable that if affected by the change of the independent variable. Generally know as the 𝑦𝑦value.

Questionnaire A set of questions designed to obtain data

Respondent The person completing a questionnaire

Open question A question that has no suggested answers

Closed Question A question that gives answers to choose from

Average and Measures of Spread – Week 9 & 10

When comparing two sets of data, two factors should you always include:ALWAYS include an average (mean, median, mode) and a measure of spread or variation (range or IQR)

Mean Advantages - Includes every item of dataDisadvantages - Can be skewed by extreme values

Median Advantages - Not affected by extreme valuesDisadvantages - It doesn’t take into account the value of each piece of data

Mode Advantages - Is the only average that can be used for qualitative data. E.g. favourite colourDisadvantages – There can be more than one mode. It doesn’t always represent the data

StandardDeviation

Standard Deviation measures the spread of the data.It can be useful to see how ‘consistent’ your data is.It is NOT an average.Standard deviation: 𝜎𝜎 = Σ(𝑥𝑥 − 𝜇𝜇)2


Po

st 16

LLiiffee aafftteerr SStt JJaammeess:: -- WW

hhaatt qquuaalliiffiiccaattiioonn sshhoouulldd II cchhoooossee?? Since 2015, in England, young people m

ust be in some form

of ‘education or training’ until they are 18. The government decided

to do this because it is widely recognised that staying in training im

proves your career prospects. Early in Year 11, you will need

to decide what you w

ant to do after your GCSEs.

Full-Tim

e Study – an academic or vocational qualification taken at a sixth form

, college or training provider.

An Apprenticeship – working for an em

ployer while studying for a qualification as part of your training.

Traineeships – this is an option for students w

ho would like to do an apprenticeship but w

ho do not yet have the experience, skills or qualifications to do so. A traineeship can prepare you for an apprenticeship.

Part-Tim

e Study – you may w

ork or volunteer full-time if you are also studying part-tim

e for a qualification.

Maths and English resits? If you get Grade 3 (or below

) in your GCSE Maths or English, you w

ill re-sit these qualifications as part of any course you study at college or as part of an apprenticeship. If you achieve low

er than a Grade 3, you might be

offered an alternative qualification called “Functional Skills Maths and English”.

T Levels are a new technical qualification, directly related to the w

orld of work. You pick one subject, and the

course is 80% study and 20%

(or 45 days) of relevant work experience.

Like A Levels, T Levels take 2 years to complete. They are assessed by a m

ixture of exams and coursew

ork, and students w

ill be graded “Distinction”, “Merit”, “Pass” or fail. A Distinction is equivalent to three A* at A Level.

Providers: Exeter College currently offers three T Levels: Construction, Digital, and Education & Childcare. It is

important to check the course guide (available in the school library) or their w

ebsite for up to date information.

Entry Requirements: See Exeter College w

ebsite

TECHNICAL (T) LEVELS

Vocational qualifications are work-related qualifications that blend classroom

learning with practical elem

ents, often including w

ork experience. There are literally hundreds of different qualifications at different levels, ranging from

Entry Level up to Level 3 (including NVQ

s and BTECs), your options are only limited by w

hat is offered locally. It is w

orth noting that T Levels will replace som

e Level 3 qualifications.

Providers: Further Education Colleges

VOCATIO

NAL Q

UALIFICATIO

NS

The IB Diploma is an academ

ic qualification, where you study three subjects to a higher level and three at a standard level.

There are also core courses that you must study. It allow

s you greater breadth than A Levels, although the trade-off is less depth.

Providers: Exeter College, Bridgwater &

Taunton College

Entry Requirements: See w

ebsite for specifics, but at least 6 GCSEs (inc. Maths and English) at Grade 6+.

THE INTERN

ATION

AL BACCALAUREATE (IB)

A Levels are academic qualifications, w

here you study a subject in depth. Most students chose three subjects,

which are assessed by exam

s at the end of two years. There are m

any different subjects to choose from, so you

need to see what courses are offered at your chosen provider.

When choosing A Levels, think about the com

bination of subjects – do they work w

ell together? Some

University courses require specific A Levels – so do your research w

hen choosing.

Providers: 6th Form

s and Further Education Colleges

ADVANCED (A) LEVELS


Po

st 16

LLooccaall FFuurrtthheerr EEdduuccaattiioonn ((FFEE)) CCoolllleeggeess Exeter College: O

ffers a whole range of subjects (e.g., Hair and Beauty, Childcare,

Construction, Business Managem

ent, Performing Arts and Photography) at various levels

(from Entry Level to Level 5) https://exe-coll.ac.uk/ .

Bicton College: Part of the Cornwall College group, the Bicton College site focuses on land-

managem

ent type courses, including Animal Care and the M

ilitary and Protective Services. Again, it runs courses from

Entry Level through to Level 5 https://ww

w.bicton.ac.uk/ .

Exeter Maths School: A sm

all college, focusing on Maths, Physics and Com

puter Science. Linked to the University of Exeter https://w

ww

.exetermathem

aticsschool.ac.uk/ .

Some of the secondary schools in Devon have a Sixth Form

where students can stay at school and enter

year 12 and then year 13. Sixth Forms typically focus on A-Level qualifications.

AApppprreennttiicceesshhiippss

Apprenticeships combine practical training in a job w

ith studying for a related qualification. The employer

decides the qualification and chooses a training provider, which could be a local or national college or an

industry-specific training provider. Apprenticeships are governed by “Standards”. The standards set out the skills, know

ledge and behaviours that apprentices must achieve during the apprenticeship.

At Post 16, you will probably be looking at Interm

ediate Level apprenticeships.

Traineeships are for students that do not have the relevant qualifications, experience or skills to start an apprenticeship but are interested in progressing on to one in the future. They involve a program

me of up

to six months of study, including a w

ork placement, qualifications in M

aths and English and support with

finding a job or apprenticeship once the course is completed. Traineeships are unpaid.

https://ww

w.gov.uk/find-traineeship

In addition to Exeter College and Bicton College, there are local specialist training providers, who w

ork with

employers to deliver apprenticeships. If you are looking for an apprenticeship, it can help to talk to one of

these providers as well as the colleges:

PGL Training offer a wide range of courses; from

Hairdressing to Bricklaying, to W

arehousing and Business Administration. Pick up a prospectus from

the Careers Library or see w

ww

.pgltraining.com.

Many em

ployers will not use local training providers for Apprenticeships. Som

e, such as Hays Travel, have an in-house schem

e that they run themselves. O

thers, such as some accountancy firm

s, will also use

national bodies such as Kaplan.


Po

st 16

YYoouurr 11::11 aappppooiinnttmmeenntt ww

iitthh aa qquuaalliiffiieedd CCaarreeeerrss AAddvviissoorr All students w

ill receive an invitation to a 1:1 meeting w

ith our qualified Careers Advisor, M

aria. This meeting w

ill take place at the end of Year 10 or the very start of Year 11. You should com

e to this meeting prepared to talk

about your ideas, likes, dislikes. The Advisor will then be able to help you to

focus your thinking.

UUssee yyoouurr nneettww

oorrkk Your friends and fam

ily, tutors and teachers, people who know

you well: tap into

your network and ask them

questions. What route did they take? W

hat did they like / dislike? W

hat do they think you would prefer? At the end of the day, it is

your decision that you need to take, but it can be helpful to learn from other peoples’

experiences.

GGoo oonnlliinnee::

Be sure to look at the website of local colleges and

sixth forms, here you w

ill find the most up to date

selection of courses.

The Career Pilot website is so easy to use. It has

loads of useful information about all aspects of

choosing your next steps. It is worth having a look,

even if you are already certain about your choices.

Another good one is BBC Bitesize, which has useful

videos and information:

https://ww

w.bbc.co.uk/bitesize/articles/z6w

s47h

WH

ERE TO

GO

FOR

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RE H

ELP…


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St James School - Organiser Year 9 Knowledge Cycle One...elp communicate ideas. Demonstrate...

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