Year 9 Revision ooklet Summer Assessment...
51
Name: ____________________________ Tutor: ______________ “ Knowledge through the light of faith ” Year 9 Revision Booklet Summer Assessment 2019
Transcript of Year 9 Revision ooklet Summer Assessment...
Name: ____________________________
Tutor: ______________
“Knowledge through the light of faith”
Year 9 Revision Booklet Summer Assessment 2019
2
Dear Parent/Carer & Student,
Part of school life is taking exams. Most of the students will have taken exams in year 6 and before you
know it will be sitting GCSES in year 11. This year we will administer three assessment seasons within the
school year. One at the end of the Autumn term, the end of the Spring term and the final assessment
season is towards the end of the Summer term. These assessments will be used by teachers to identify
strengths and any areas where more support may be needed.
The results of these assessments will be shared with students and parents and in a progress review report
at the end of the term. Under changes to the assessments system throughout years 7 to 10 the results of
the assessments will be given as a percentage score. Students will receive a report which details the
percentage outcome from each assessment alongside the average percentage assessment outcome for
the class. This will enable parents to assess progress alongside the standard outcome for the class to see
whether your child is progressing at the expected standard for the group following the learning
covered. Average scores for each class will depend upon the assessment given. More information will be
provided alongside the assessment outcome results later in the term.
We want students to have the opportunity to be fully prepared for their assessments and have organised
this booklet to help support revision and organisation of time. The summer assessments will begin on
Friday 14th June and finish on Thursday 27th June.
Teachers will advise students on how to use this booklet in lessons. It can also be used to help you study
at home to help remember and recall information. Please make sure that it is brought into school every
day to use in lessons as well as home.
We recognise that sometimes assessment season can cause some students to feel anxious or stressed.
If you have any concerns or worries please contact the Head of Year via the school telephone or email
below.
We want this to be a positive experience that supports and develops the skills and resilience in
preparation for future examinations.
If you need any further support, guidance or information please do not hesitate in contacting us.
Yours faithfully,
Mrs E Donohue Mrs M Kelly Head of Year 9 Headteacher Email: [email protected] Email: [email protected]
Introduction
3
Timetable 4
English 5 - 6
Maths 7 - 11
Science 12 - 15
Religious Education 16 - 17
Geography 18 - 19
History 20 - 21
French 22 - 23
Spanish 24 - 25
Drama 26
Music 27 - 28
Media 29 - 30
Computer Science 31
Business 32 - 33
Art 34
GCSE PE 35
BTEC Sport 36
D&T: Food and Nutrition 37 - 39
D&T: Resistant Materials 40 - 45
D&T: Paper & Board 46 - 50
BTEC Health & Social Care 51
Contents
4
Timetable
5
English
6
English
7
Maths
8
Maths
9
Maths
10
Maths
11
Maths
12
Science
Set
4Se
t 3
Set
2Se
t 1
Bio
logy
Pap
er
Nam
e th
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fun
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of v
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smal
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of
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me
acti
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to c
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ou
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tive
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Re
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s fo
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ar 9
Sci
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um
me
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sse
ssm
en
t –
Scie
nce
ass
ess
me
nt
1 B
iolo
gy
You
will
hav
e tw
o s
cien
ce a
sses
smen
ts th
at w
ill b
e 50
min
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s lo
ng.
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u s
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re y
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bri
ng
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sio
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on
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ar 9
Sci
en
ce S
um
me
r A
sse
ssm
en
t –
Scie
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ass
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me
nt
1 B
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gy
14
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atch
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crib
e th
e st
ruct
ure
of
an a
tom
Exp
lain
wh
y at
om
s h
ave
an o
vera
ll n
eutr
al
char
geh
ttp
s://
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ou
tub
e.co
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atch
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b1G
cPk
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escr
ibe
the
pro
cess
of i
on
ic b
on
din
gh
ttp
s://
ww
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ou
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e.co
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atch
?v=B
iq-
e9h
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Des
crib
e w
hat
hap
pen
s d
uri
ng
elec
tro
lysi
s o
f m
olt
en z
inc
chlo
rid
eh
ttp
s://
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w.y
ou
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e.co
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atch
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hTR
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in w
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allo
ys a
re h
ard
er t
han
pu
re m
etal
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atch
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em
istr
y P
ape
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dev
elo
pm
ent
of
the
per
iod
ic
tab
leh
ttp
s://
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atch
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Des
crib
e h
ow
Gro
up
1 m
etal
s re
act
wit
h
wat
erh
ttp
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e.co
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atch
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AU
wi0
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escr
ibe
ho
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o in
vest
igat
e th
e re
acti
vity
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f m
etal
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atch
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0U7
VD
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Lab
el a
n e
ner
gy p
rofi
le d
iagr
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atch
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escr
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stru
ctu
re o
f an
ato
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pla
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e an
ove
rall
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tral
ch
arge
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ch?v
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Des
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e th
e p
roce
ss o
f io
nic
bo
nd
ing
bet
wee
n M
g an
d C
lh
ttp
s://
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atch
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escr
ibe
wh
at h
app
ens
du
rin
g el
ectr
oly
sis
of
mo
lten
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bst
ance
sh
ttp
s://
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atch
?v=A
hT
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Des
crib
e w
hat
hap
pen
s d
uri
ng
elec
tro
lysi
s o
f aq
ueo
us
solu
tio
ns
htt
ps:
//w
ww
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com
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ch?v
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mkq
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in w
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pu
re m
etal
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e so
fth
ttp
s://
ww
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e.co
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atch
?v=A
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TpLP
ICd
0
Re
visi
on
to
pic
s fo
r Ye
ar 9
Sci
en
ce S
um
me
r A
sse
ssm
en
t Sc
ien
ce a
sse
ssm
en
t 2
Ch
em
istr
y
15
Science
Re
visi
on
to
pic
s fo
r Ye
ar 9
Sci
en
ce S
um
me
r A
sse
ssm
en
t -
Scie
nce
ass
ess
me
nt
2 C
he
mis
try
Iden
tify
su
bst
ance
s u
sin
g d
iagr
ams
(gas
, liq
uid
, ele
men
t, i
on
s)
Des
crib
e co
vale
nt
bo
nd
ing
Des
crib
e th
e d
evel
op
men
t o
f th
e p
erio
dic
tab
le
Exp
lain
wh
y al
loys
are
har
der
th
an p
ure
met
als
Lab
el a
n e
ner
gy p
rofi
le d
iagr
amD
escr
ibe
the
stru
ctu
re o
f an
ato
mEx
pla
in w
hy
ato
ms
hav
e an
ove
rall
neu
tral
ch
arge
Des
crib
e th
e p
roce
ss o
f io
nic
bo
nd
ing
Des
crib
e w
hat
hap
pen
s d
uri
ng
elec
tro
lysi
s o
f aq
ueo
us
solu
tio
ns
Des
crib
e w
hat
hap
pen
s d
uri
ng
elec
tro
lysi
s o
f mo
lten
zin
c ch
lori
de
16
Religious Education
17
Religious Education
18
Geography
19
Geography
20
History
21
History
22
French
23
French
24
Spanish
25
Spanish
26
Drama
27
Music
28
Music
29
Media
30
Media
31
Computer Science
32
Business
33
Business
34
Art
35
GCSE PE
Socio-cultural influences:
Factors effecting participation rates in PA:
Gender:
Pupils will need to know why this affects participation in sport.
Age:
When does participation peak and why? What are the benefits of participating during this time?
Socio-economic group:
How does this dictate your ability to take part in Physical Activity? Does this impact the type of activi-
ty you take part in? Explain.
Ethnicity:
How does this affect participation rates and the type of activity that people engage in? Is there a bar-
rier between players/coaches/managers and what is done to address this?
Disability: Physical or mental impairment that has a substantial long-term negative impact on a per-
son’s ability to carry out normal daily activities.
National governing bodies try to make sure sport is accessible to disabled people – how?
Increased media coverage of the Paralympics and other competitions has led to more recognition of
achievements and higher participation rates – can you give examples of this?
Commercialisation of Sport and PA:
Pupils need to know what this is and the impact it is making on sport globally. What are the ad-
vantages and disadvantages of this on Sport
Sporting behaviour
Gamesmanship/Sportsmanship/Deviant behaviour:
What is this and how does it affect performance and outcomes?
Be able to explain the difference between each of the different sporting behaviour types.
36
Year 9 BTEC Sport Unit 2 End of Year Test Revision
Part 1: Rules, Regulations, Roles of officials
Types of sport:- Aesthetic, team, individual, Invasion, water sports, net/wall sports
Rules and Regulations
Differences between and definitions of rules and regulations.
Examples of rules and regulations for team and individual sports (particularly netball,
football and badminton)
Consequences of rules and regulations for team and individual sports (particularly netball,
football and badminton)
Roles of officials
Names and roles of officials in team and individual sports (particularly netball, football and badminton)
Examples of officials executing their roles in team and individual sports (particularly netball,
football and badminton)
Part 2: Skills, Tactics, Techniques
Differences between and definitions of skills, tactics and techniques
Examples of skills in team and individual sports (particularly netball, football and badminton)
Techniques involved in the execution of particular skills in team and individual sports
(particularly netball, football and badminton)
Examples of tactics and their use to overcome opponents in team and individual sports (particularly
netball, football and badminton)
Part 3: Observation Evaluation
Components of fitness
The 11 components of fitness and the tests for each of them.
Whether the components are health or skill related
Definitions of isolated practice, conditioned practice and competitive situation
How these can be used to improve performance in a particular skill or technique
BTEC Sport
37
Design & Technology : Food and Nutrition
38
Design & Technology : Food and Nutrition
39
Design & Technology : Food and Nutrition
40
Design & Technology : Resistant Materials
Year
9
1.8
Me
tals
an
d 1
.10
Po
lym
ers
Re
visi
on
Gu
ide
41
Design & Technology : Resistant Materials
Pla
ne
–U
sed
to
sh
ave
wo
od
to
siz
e
Ten
on
Saw
–U
sed
to
cu
t st
raig
ht
lines
in
wo
od
. V
ice
–U
sed
to
ho
ld
mat
eria
ls w
hils
t th
ey
are
wo
rked
wit
h.
File
–U
sed
to
ab
rad
e an
d s
hap
e p
last
ic
and
met
al.
Gla
ssp
ape
r–U
sed
to
sm
oo
th w
oo
d. Ye
ar 9
1
.12
Tim
be
rs a
nd
To
ols
Re
visi
on
Gu
ide
Too
l Id
enti
fica
tio
n
42
Design & Technology : Resistant Materials
Key t
erm
s
•Paper:
thin
, fl
at m
ateri
al m
ade f
rom
na
tura
l fi
bre
s, w
eig
hin
g l
ess
than
22
0 g
sm.
•Boa
rd:
thic
k p
aper
or lay
ers
of
pap
er
mor
e
than
22
0 g
sm.
Year
9
1.9
Pa
pe
rs a
nd
Bo
ard
sR
evi
sio
n G
uid
e
43
Design & Technology : Resistant Materials
•A
pple
•A
pp
le’s
su
cces
s is
bas
ed o
n t
he
dev
elo
pm
ent
of
inn
ova
tive
so
ftw
are
and
esp
ecia
lly c
on
sum
er e
lect
ron
ics.
Th
eir
corp
ora
te
logo
is o
ne
of
the
mo
st r
eco
gniz
able
in
th
e w
orl
d. A
pp
le h
ave
dev
elo
ped
a v
arie
ty o
f in
no
vati
ve p
rod
uct
s an
d o
ver
the
year
s,
hav
e b
uilt
up
a b
ran
d,
bas
ed o
n b
oth
qu
alit
y an
d i
nn
ova
tio
n.
Man
y o
f th
eir
pro
du
cts
are
no
w r
eco
gnis
edas
ico
nic
des
ign
s,
such
as
the
iPh
on
e, i
Pod
an
d iP
ad. F
ou
nd
ed i
n 1
97
6 b
y St
eve
Job
s, S
teve
Wo
znia
k an
d R
on
ald
Way
ne,
th
e co
mp
any
dev
elo
ped
on
e o
f th
e fi
rst
per
son
al c
om
pu
ters
, th
is c
om
pan
y st
rugg
led
aga
inst
co
mp
etit
ors
, b
ut
in t
he
19
90
s’ r
esu
rged
wit
h
new
des
ign
s an
d it
s o
wn
sto
res.
Th
e b
ran
d i
s n
ow
at
the
hea
rt
of
the
con
sum
er e
lect
ron
ics
ind
ust
ry d
ue
to it
s in
no
vati
ve
des
ign
s an
d r
esea
rch
into
tec
hn
olo
gy s
uch
as
tou
ch s
cree
n.
•H
eat
herw
ick
Stu
dio
s•
The H
eath
erw
ick
Stu
dio
is
a te
am o
f 2
50
pro
ble
m s
olv
ers
ded
icat
ed t
o m
akin
g th
e p
hys
ical
wo
rld
aro
un
d u
s b
ette
r fo
r ev
eryo
ne.
Bas
ed o
ut
of
a co
mb
ined
w
ork
sho
p a
nd
des
ign
stu
dio
in C
entr
al L
on
do
n,
they
cre
ate
bu
ildin
gs,
spac
es,
ob
ject
s an
d in
fras
tru
ctu
re.
Wo
rkin
g as
pra
ctic
al i
nve
nto
rs w
ith
no
sig
nat
ure
sty
le,
the
mo
tiva
tio
n is
to
des
ign
so
ulf
ul
and
inte
rest
ing
pla
ces
wh
ich
em
bra
ce a
nd
ce
leb
rate
th
e co
mp
lexi
ties
of
the
real
wo
rld
. Th
e st
ud
io’s
fo
un
der
Th
om
as
Hea
ther
wic
kco
mes
fro
m a
bac
kgro
un
d i
mm
erse
d in
mat
eria
ls a
nd
mak
ing.
•J
oe C
asely
-Hay
ford
Jose
ph
Ep
hra
im C
ase
ly-H
ayfo
rdO
BE
(24
May
19
56
–3
Jan
uar
y 2
01
9)
was
a B
riti
sh f
ash
ion
des
ign
er.
Beg
inn
ing
in t
he
mid
-19
80
s h
e es
tab
lish
ed a
n in
tern
atio
nal
rep
uta
tio
n a
s o
ne
of
the
UK
's m
ost
re
spec
ted
an
d c
on
sist
entl
y re
leva
nt
des
ign
ers
of
men
's a
nd
w
om
ensw
ear
clo
thin
g. C
asel
y-H
ayfo
rdb
egan
pro
du
cin
g co
llect
ion
s in
19
83
, fro
m h
ere
he
grew
into
on
e o
f th
e m
ost
infl
uen
tial
men
in
fa
shio
n,
win
nin
g n
um
ero
us
awar
ds,
sel
ling
to m
any
fam
ou
s fa
shio
n
sto
res
such
as
Lib
erty
s, H
arve
y N
ich
olls
an
d B
arn
eys
NY
and
d
ress
ing
film
s, b
alle
ts a
nd
cel
ebs
His
clie
nte
le in
clu
ded
Th
e C
lash
, B
on
o f
rom
U2
, Lia
m G
alla
gher
, B
ened
ict
Cu
mb
erb
ach
. In
20
09
he
lau
nch
ed a
bra
nd
cal
led
Cas
ely-
Hay
ford
in c
olla
bo
rati
on
wit
h h
is s
on
C
har
lie.
Year 9 1.15 DesignersRevision Guide
44
Design & Technology : Resistant Materials
Year
9
1.5
Mec
han
ism
s an
d
Mo
tio
n R
evi
sio
n G
uid
e
Gear
s
A S
imple g
ear
trains
is a
when
two
spur
gear
s ar
e m
esh
ed a
nd
fix
ed
on
para
llel sh
afts
. Sim
ple
gear
tra
ins
reve
rse t
he d
rive
r ge
ars
dir
ect
ion
of t
he r
otat
ion
and t
he d
rive
n ge
ar w
ill t
urn
in
the o
ppos
ite d
irect
ion.
Com
poun
d G
ear
Tra
ins
Wit
h s
impl
e g
ear
tra
ins,
the
speed
chan
ge i
s lim
ited
to
the
num
ber
of t
eeth
on
the t
wo
gear
s. A
lar
ge c
han
ge is
impr
acti
cal b
eca
use, fo
r la
rger
speed
chan
ges
seve
ral pa
irs
of
mesh
ing
gear
s ca
n b
e c
omb
ined
. A
Com
poun
d G
ear
train h
as m
ore
than
one
gear
on
a sh
aft.
Idler
gear
A
n ‘i
dle
r’ g
ear
is a
no
ther
imp
ort
ant
gear
. In
th
e ex
amp
le b
elo
w g
ear
‘A’
turn
s in
an
an
ticl
ock
wis
e d
irec
tio
n a
nd
al
so g
ear
‘C’
turn
s in
an
an
ticl
ock
wis
e d
irec
tio
n. T
he
‘idle
r’ g
ear
is u
sed
so
th
at t
he
rota
tio
n o
f th
e tw
o im
po
rtan
t ge
ars
is t
he
sam
e.
45
Design & Technology : Resistant Materials
46
Design & Technology : Paper & Board
47
Design & Technology : Paper & Board
48
Design & Technology : Paper & Board
49
Design & Technology : Paper & Board
50
Design & Technology : Paper & Board
51
BTEC Health & Social Care
