Knowledge Organiser

Year 9

Term 1

Name

Tutor Group

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Knowledge Organiser

This knowledge organiser booklet contains the knowledge organisers you need for all your subjects for this term. Please make sure you bring it to school with you every day. You will use it in class and much of your homework well be set on it. In lessons you will be asked to learn a small amount of the knowledge organiser – you will do this by self-quizzing. The next lesson your starter will be linked to what you have learnt.

How to self-quiz In a lesson you will be told which bit of the knowledge organiser you will learn.

When you do your independent study:- 1. Write the date in your independent study book and underline. 2. Write the name of the subject that you are learning and underline. 3. Look at the section you have been asked to learn for a few minutes. Maybe read it out loud. 4. Close the knowledge organiser so that you cannot see the page. 5. Write down as much as you can remember in black pen. 6. Look back at the knowledge organiser. 7. Check what you wrote and write in the things you forgot or correct the bits you got wrong in a red pen.

You might want to do this line by line or in bigger chunks but this cycle of Read Close Write Check has been found to be the best way to help you learn all the facts and concepts that you need to know.

Each night you will work on all the subjects from that day. This should take about 10 minutes per subject. It should fill at least one page in your independent study book with no gaps.

Your tutor will check your homework in the morning so make sure your exercise book is in your bag with your knowledge organiser and your pencil case. Contents

Subject Page

Mathematics 1

English 4

Science 5

Geography 13

History 15

Spanish 16

Art 18

Ceramics 21

Dance 23

Ethics 26

Music 28

PE 30

Sports Leaders 41 Year 9 mathematics KC: Apply the four operations (+ - x ÷) any numbers (positive, negative, decimals) and ensure the correct order of operations is used (BIDMAS) 1. Addition To find the total, or sum, of two or more 3 + 2 + 7 = 12 numbers. ‘add’, ‘plus’, ‘sum’

Column Method: Make sure you line up the numbers correctly.

2. Subtraction To find the difference between two numbers. 10 − 3 = 7 To find out how many are left when some are taken away.

‘minus’, ‘take away’, ‘subtract’

3. Can be thought of as repeated addition. 3 × 6 = 6 + 6 + 6 = 18 Multiplication ‘multiply’, ‘times’, ‘product’ Column Method Example You should have a method for multiplying larger numbers together such as: Grid Method Column Method

4. Division Splitting into equal parts or groups. 20 ÷ 4 = 5 The process of calculating the number of 20 = 5 times one number is contained within another 4 one. ‘divide’, ‘share’ Short Division Example

Make sure you have a method to divide bigger numbers such as short division (bus stop).

5. Multiplying Multiply each number by a power of ten until Decimals it is an integer. Multiply the numbers together. Then divide by answer by the total power of ten.

6. Dividing by a Write the question as a fraction, multiply decimal numerator and denominator by the same power or 10 until they are integers. Then divide the two numbers.

7. BIDMAS An acronym for the order you should do 6 + 3 × 5 = 21, 푛표푡 45 calculations in. BIDMAS stands for ‘Brackets, Indices, Division, 52 = 25, where the 2 is the Multiplication, Addition and Subtraction’. index/power.

Indices are also known as ‘powers’ or ‘orders’. 12 ÷ 4 ÷ 2 = 1.5, 푛표푡 6 1 Year 9 mathematics KC: Solve problems involving multiples, factors, prime numbers and calculate with roots and indices (Including surds for Higher tier students)

To make a number simpler but keep its 74 rounded to the nearest ten is 70, value close to what it was. because 74 is closer to 70 than 80.

1. Rounding If the digit to the right of the rounding digit is 152,879 rounded to the nearest less than 5, round down. thousand is 153,000. If the digit to the right of the rounding digit is 5 or more, round up. The position of a digit to the right of a In the number 0.372, the 7 is in the decimal point. second decimal place. 2. Decimal Place Careful with money - don’t write £27.4, 0.372 rounded to two decimal places is instead write £27.40 0.37, because the 2 tells us to round down. The significant figures of a number are the In the number 0.00821, the first digits which carry meaning (ie. are significant figure is the 8. significant) to the size of the number. In the number 2.740, the 0 is not a The first significant figure of a number significant figure. cannot be zero. 3. Significant 0.00821 rounded to 2 significant figures is Figure In a number with a decimal, trailing zeros 0.0082. are not significant. 19357 rounded to 3 significant figures is 19400. We need to include the two zeros at the end to keep the digits in the same place value columns. A range of values that a number could 0.6 has been rounded to 1 decimal have taken before being rounded or place. truncated. The error interval is: An error interval is written using inequalities, 4. Error Interval with a lower bound and an upper bound. 0.55 ≤ 푥 < 0.65

Note that the lower bound inequality can The lower bound is 0.55 be ‘equal to’, but the upper bound cannot The upper bound is 0.65 be ‘equal to’. The result of multiplying a number by an The first five multiples of 7 are: 5. Multiple integer. The times tables of a number. 7, 14, 21, 28, 35 A number that divides exactly into another The factors of 18 are: number without a remainder. 1, 2, 3, 6, 9, 18

6. Factor It is useful to write factors in pairs The factor pairs of 18 are: 1, 18 2, 9 3, 6 The smallest number that is in the times The LCM of 3, 4 and 5 is 60 because it is 7. Lowest tables of each of the numbers given. the smallest number in the 3, 4 and 5 Common times tables. Multiple (LCM) 8. Highest The biggest number that divides exactly The HCF of 6 and 9 is 3 because it is the Common into two or more numbers. biggest number that divides into 6 and 9 Factor (HCF) exactly.

2 Year 9 mathematics KC: Solve problems involving multiples, factors, prime numbers and calculate with roots and indices (Including surds for Higher tier students)

9. Prime A number with exactly two factors. The first ten prime numbers are: Number A number that can only be divided 2, 3, 5, 7, 11, 13, 17, 19, 23, 29 by itself and one.

The number 1 is not prime, as it only has one factor, not two. 10. Prime A factor which is a prime number. The prime factors of 18 are: Factor 2, 3 11. Product Finding out which prime numbers of Prime multiply together to make the original Factors number.

Use a prime factor tree.

Also known as ‘prime factorisation’. 풑 4 1 12. Rational A number of the form , where 풑 and , 6, − , 25 are examples of Numbers 풒 9 3 풒 are integers and 풒 ≠ ퟎ. rational numbers.

A number that cannot be written in 휋, 2 are examples of an irrational this form is called an ‘irrational’ numbers. number 13. Surd The irrational number that is a root of 2 is a surd because it is a root a positive integer, whose value which cannot be determined cannot be determined exactly. exactly.

Surds have infinite non-recurring 2 = 1.41421356 … which never decimals. repeats.

14. Rules of 풂풃 = 풂 × 풃 48 = 16 × 3 = 4 3 Surds 풂 풂 = 25 25 5 풃 풃 = = 36 36 6 풂 풄 ± 풃 풄 = 풂 ± 풃 풄 2 5 + 7 5 = 9 5 풂 × 풂 = 풂 7 × 7 = 7 15. The process of rewriting a fraction so 3 3 × 2 6 Rationalise a that the denominator contains only = = 2 2 × 2 2 Denominator rational numbers.

6 6 3 − 7 = 3 + 7 3 + 7 3 − 7 18 − 6 7 18 − 6 7 = = = 9 − 3 7 9 − 7 2

3 Year 9 - Autumn 1 - BISP KC2 to comment on the key themes KC1 to explain the effectiveness of the opening. THEMES The Boy in the Striped Pyjamas takes place in Nazi Germany, when nine year- old Bruno's father is given a Childlike innocence/ignorance position of power at Auschwitz, and the family moves from Berlin to a house outside of the camp. The Friendship camp is visible from the family's house, and Bruno spends time walking along its fence. Bruno struggles to adjust Human nature and really know what is going on at the camp. He encounters a boy wearing striped pyjamas and a golden armband on the other side of a fence, who he Fear becomes friends with. Bruno’s family hosts a dinner for Adolf Hitler and his companion Eva. Bruno’s imprisoned friend Shmuel asks for Bruno’s help in finding his father. Bruno disguises himself as one of the prisoners and enters the camp

KC3 to confidently use WETRATS to analyse WETRATS

The author has shown that Bruno is rude. “That’s not as good as Germany, is it?”. Clearly, the use of a rhetorical question suggests that Bruno believes that he is right and does not really expect Shmuel to respond. Bruno has his opinion and does not consider alternative views. This makes Bruno sound rude because he feels superior to Shmuel. This implies that Shmuel is feeling discriminated against. Furthermore, “Not as” shows us that Bruno is comparing his country to Shmuel’s. In doing so, he is making a judgement. The reader may feel that Bruno is somewhat ignorant; however, they may feel that Bruno is a child who is still innocent of the harsher realities. This also links to the theme of ignorance and demonstrates that at this point Bruno is not aware of the true nature of the Nazi regime. The author’s intention could have been to highlight the ignorance and innocence of a child contrasting with the cruelty of human nature.

4 KC1 to explain the effectiveness of the opening. KC2 to comment on the key themes Year9

PLOT THEMES AND CONTEXT Steinbeck encourages us to empathise with the plight of migrant 1 We meet George and Lennie in an idyllic, workers during the Great Depression.

natural setting. They discuss their dream of - freedom & self-sufficiency. The American Dream is shown to be impossible: reality defeats idealism. Term 1 2 They arrive at the ranch and the The novella explores the human need for companionship and the claustrophobic bunkhouse, where we are tragedy of loneliness. introduced to Candy, the boss, Curley, Curley’s Wife, Slim and Carlson. Steinbeck reveals the predatory nature of mankind: the powerless are targeted by the powerful. 3 Candy’s dog is shot by Carlson. Candy is able to finance the dream. Curley attacks

Steinbeck explores the tension between the inevitability of fate and – Lennie. the fragility of human dreams. 4 Set in Crooks’ ramshackle shed. Lennie and Mice Of Men and Curley’s Wife pay Crooks a visit. Steinbeck explores the tension between the inevitability of fate and the fragility of human dreams. 5 In the barn. Curley’s Wife is killed by Lennie and Lennie escapes. The novella is an indictment of the way society treats the dispossessed. 6 Back ‘down by the river’. George shoots Lennie. The dream is dead. KC3 to confidently use WETRATS to analyse

The writer combines nouns and verbs to present Lennie, “Lennie dabbled his big paw in the water’ Clearly, the lexical choice of the verb ‘dabbled’ suggests that Lennie is behaving in a child like way. He is moving his fingers in the water in a gentle way and that he is not being too serious. The phoneme of the ‘b’ also creates a gentle sound. However, this is contrasted with the noun ‘paw’. This lexical choice implies thatLennie is animalistic and could behave in a rough manner without thinking about the consequences. The reader will feel concerned about violent events that may occur. It also links to the theme of how even Lennie, who is strong, is also powerless when it comes to how society treats him. The author’s intention could have been to ensure that the readers empathise with his situation. This is structured by having this quote at the beginning of the novella which begins to build and reinforce a sense of anxiety and is later revealed to be an example of foreshadowing.

5 GCSE Biology KO B1.1: Cell Structure and Transport Orders of magnitude – to help calculations KC: To be able to describe the similarities and differences between Unit Prefix Size in metres Standard Form prokaryotic and eukaryotic cells and then carry out calculations 26 involving magnification. . Centimetre 0.01m 10-2m Microscopes (cm) 27 Millimetre • Light microscopes magnify up to about X2000, and 0.001m 10-3m have a resolving power of about 200nm (mm) • Electron microscopes magnify up to about 28 10-6m X2000,000 and have a resolving power of around Micrometre 0.000001m 0.2nm (μm) 29 How to calculate magnification: 10-9m Nanometre 0.000000001m (nm) Animal Cells Plant Cells

Specialised Cell How structure relates to function Acrosome contains enzyme to break into egg; tail to swim; Sperm cell many mitochondria to provide energy to swim. Nerve cell Long to transmit electrical impulses over a distance. Contain protein fibres that can contract when energy is Muscle cell available, making the cells shorter. Long extension to increase surface area for water and Root hair cell mineral uptake; thin cell wall. Waterproofed cell wall; cells are hollow to allow water to Xylem cell move through. Animal and plant cells are eukaryotic – the genetic Some cells have lots of mitochondria for active transport; material is enclosed in a nucleus Phloem cell some cells have very little cytoplasm for sugars to move through easily. Nerve cell Bacteria are an example Root hair cell of prokaryotic cells, their DNA comes in the form of a loop and no nucleus

Sperm cell 6 GCSE Biology KO B1.2: Cell Structure and Transport Cell Definition Structure KC: To be able to explain the ways in which materials are Uses exchanged across membranes. Spreading out of the particles Oxygen and carbon dioxide in gas (gas/ solution) resulting in a net Diffusion exchange (leaves and alveoli). Diffusion movement from an area of Urea from cells into the blood plasma To increase rate of diffusion: higher concentration to an area for excretion in the kidney. of lower concentration. • Increase temperature

• Increase surface area The diffusion of water from a dilute solution to a • Increase concentration gradient Movement of water into and out of Osmosis concentrated solution through • Shorten distance cells. a partially permeable Large organisms have a small surface area:volume so require membrane. Absorption of mineral ions (low specialised exchange surfaces with large surface area so The movement of substances concentration) from soil into plant diffusion is fast enough. from a more dilute solution to a roots. Osmosis Active more concentrated solution Absorption of sugar molecules from Transport (against a concentration Isotonic means the amount of dissolved solutes is the same on lower concentrations in the gut into gradient). Requires energy from the outside of the cell as the inside, so there is no difference in the blood which has a higher sugar respiration. concentration of water. concentration. Hypotonic means there are more solutes inside the cell than Active Transport outside, therefore inside the cell has a lower concentration of This is the opposite of diffusion. water. Hypertonic means there are more solutes on the outside of Substances move from an area of low concentration to high concentration, the cell than on the inside. So there is a lower concentration against the concentration gradient. of water on the outside of the cell. It requires ATP (energy) – this means it need mitochondria. • Turgid – When a cell fills with water (plant cell wall protects The ATP is used to change the shapeHigh of Concentration protein channels in the cell cell from bursting) membrane. High • Flaccid – When a cell loses water Concentration

The solution is isotonic Low where the line crosses the Concentration x-axis i.e. 0.3 mol/dm3.

Potato gains mass in a hypotonic solution but loses mass in a hypertonic solution. 7 KCs: To be able to explain the importance of the cell cycle and how differentiation varies in animals and plants.

KS4 Biology KO: BT 2 Cell Division Key Points Key Words Definitions Unicellular organisms’ bodies are simply one cell. All bacteria and Unicellular Describes organisms formed of only one cell: like all other prokaryotic organisms are unicellular. Multicellular organisms are prokaryotic organisms made of many cells and are much more complex. In multicellular organisms, cells differentiate to become specialised cells, carrying out Multicellular Describes organisms made of many cells. specific roles in the organism.

Differentiation The process of becoming a specialised cell. Specialised The levels of organisation in multicellular organisms form a hierarchy. cells are the result of differentiation of stem cells. Hierarchies get simpler as you go down; or more complex as you go up because the upper things are made up of the things below them. Stem cells Cells that are undifferentiated. Stem cells are capable of forming many more cells of the same type (by cell Stem cells division), and forming certain types of specialised cell by We all start life as a mass of unspecialised cells, called stem cells – this cell division. is what an embryo is. Stem cells can divide to make new cells and can Embryo A very young multicellular organism, formed by differentiate to become specialised cells. fertilisation. Embryos are made of stem cells. In an young embryo, all the cells are stem cells, so they can be taken, Cell cycle The series of stages during which cells divide to make cloned and used to produce any human cells by differentiation. new cells. In the cell cycle, the DNA is replicated (copied exactly) and the cell splits by mitosis into two cells with In adults, there are not many stem cells left – most have differentiated. one set of DNA each. But there are some, for repair and replacement of specialised cells. For instance, there are stem cells in the bone marrow. These can be Mitosis The specific part of the cell cycle where the cell divides collected, cloned and made to differentiate into any type of blood to make two new cells, which are identical. cell. Using stem cells in this way is an active area of medical research, Chromosome A structure containing one molecule of DNA. One to treat conditions like diabetes and paralysis. chromosome contains many genes. In body cells, chromosomes are found in pairs (since you inherit one copy of each chromosome from your mother and one copy from your father). The cell cycle – diagram bottom left

Cells divide to make new cells, for growth and repair, in the cell cycle. It isn’t as simple as the cell splitting in two: it must prepare before doing that. 1. The cell grows larger and makes more sub-cellular structures, such as ribosomes and

Two identical mitochondria. (It makes enough for two cells!) cells 2. The genetic material (DNA) is doubled by making an exact replica of the chromosomes. So, there are two copies of every chromosome at this point (labelled S on the cell cycle diagram). 3. Tiny fibres in the cell pull the copies of each chromosome to opposite ends of the cell, breaking the replica chromosomes apart. This means the nucleus can divide into two, each with the full set of chromosomes. 4. The cytoplasm and cell membranes divide to form two genetically identical cells.

8 KS4 AQA Trilogy C1 – The Structure of the Atom: KC - To know the structure of the atom and how the sub atomic particles are arranged Filtration Key words Atom- The smallest part of an element Element - Made up of one type of atom S only Compound – Contains one or more type of e atom, chemically bonded together p Mixture – two or more elements or Electron configurations a compounds not chemically combined together Oxygen 2, 6 r Sodium 2,8,1 a t

i Crystallisation o Element Compound Mixture n

t e c

h Distillation n The History of the atom i q u Chromatography e s

9 Electrolysis of Brine KS4 AQA Trilogy C6, Electrolysis; KC - To be able to identify reduction Electrolysis of Brine Chemistry Knowledge Organiser Which elements form at which electrode depends on the reactivity of the and oxidation reactions in term of electron transfer Which elements form at which electrode depends on the C6 - Electrolysis elements involved. reactivity of the elements involved. For example, the electrolysis of brine, is the electrolysis of a solution of sodiumFor example, chloride, however the electrolysis there are also of H+ brine, and OH -isI ions the form electrolysis the water of a Extracting Aluminium whichsolution is used of as the solvent. This means there is more than one possible ion Aluminium oxide is dissolved in molten cryolite . thatsodium can go tochloride, each electrode. however there are also H+ and OH- I ions Cryolite reduces the melting point of aluminium oxide meaning the · Positiveform the ions: water sodium which(Na+) and ishydrogen(H used as the+) solvent. This means process requires less energy. there is more than one- possible ion- that can go to each Aluminium ions (Al+) are attracted to the negative · Negative ions: chlorine (Cl ) and hydroxide(OH ) electrode. Aluminium atoms are formed at the negative Whenelectrode. there is a mixture of ions, the products formed depend on the electrode (gain 1 electron) reactivityPositive of ions:the elements sodiuminvolved. (Na+) and hydrogen(H+) Oxide ions are attracted to the positive electrode HydrogenNegative is less ions: reactive chlorine than sodium, (Cl-) soand hydrogen hydroxide(OH gas (H2) is produced-) at Oxygen is formed at the positive electrode (each ion loses 2 electrons) theWhen negative thereelectrode. is a mixture of ions, the products formed Oxygen reacts with carbon to make carbon dioxide. This electrode Chlorinedepend gas (Cl on2) isthe produced reactivity at the positiveof the electrode.elements involved. needs to be replaced constantly. SodiumHydrogen hydroxide is less is produced reactive from than the ions sodium, that remain so hydrogen in solution. gas At the negative electrode: (H2) is produced at the negative electrode. Al3+ + 3e- —> Al Chlorine gas (Cl2) is produced at the positive electrode. Sodium hydroxide is produced from the ions that remain in solution. At the positive electrode 2O2- —> O2 +4e-

Overall equation 2Al2O3 4Al+O2 Key Terms Definitions Ionic equations Half equations can be combined to form an ionic equation, which Electrolysis The breaking down of a substance using electricity shows the overall reaction. For example in the electrolysis of copper chloride the two half equations are: Electrolyte The solution which is being broken down during electrolysis At the negative electrode (cathode): Oxidation The loss of electrons Cu2+ + 2 e- —> Cu At the positive electrode (anode): - - 2Cl —> Cl2 + 2 e Reduction The gain of electrons Combing these 2 equations gives us: Anode The positive electrode 2+ - - - Cu + 2 e + 2Cl —> Cu +Cl2 + 2 e The electrons either side of the equation cancel out, meaning the final ionic equation is: Cathode The negative electrode 2+ - Cu + 2Cl —> Cu +Cl2 In an ionic equation it is important to check both the atoms and the Half Equation An equation that shows the reaction at each charges balance 10 electrode Key points to learn Key points to learn Key Stage 4 Chemical energy Equal to the energy transferred. Trilogy P1 Conservation and 1. Energy Kinetic energy When a force moves an object. stores 9. Work dissipation of energy [J] Gravitational potential energy done Work done = Force x distance Knowledge Organiser [J] W = F x s moved Elastic potential energy [J] [N] [m] Key Competency 2. Chemical Transferred during chemical reactions eg fuels, foods, or in Show energy transfers eg for a energy 10. Energy To be able to work out the energy batteries torch lamp: [J] flow diagram stored in a moving object or in an Chemical  Light + Heat All moving objects have it. object when it is lifted or stretched 3. Kinetic Energy cannot be created or and can calculate the efficiency k.e = 0.5 x mass x (speed)2 energy 11.Conservation destroyed. of a machine 2 [J] Ek = ½ x m x v of energy It can only be transferred usefully, [J] [kg] [m/s] stored or dissipated. Key Practicals Stored in an object lifted up. 12. Dissipated Wasted energy, usually spread 4 energy [J] to the surroundings as heat. None for this module Gravitational g.p.e = mass x g x height potential E = m x g x h The extension of a spring is energy [J] p Maths skills [J] [kg] [N/kg] [m] proportional to the force on it. 13. Hooke’s You should be able to recall, use and rearrange Energy stored in a springy object Law and k, The gradient all the equations on this page except number 5. 5. of this graph 2 the spring g is Earth’s acceleration due to gravity. It has a Elastic e.p.e = 0.5 x spring x (extension) is known as constant constant 2 potential k, the spring constant value of approximately 9.8m/s energy Ee = ½ x k x e2 constant. You need to remember the units for each [J] [J] [N/m] quantity. They are in [ ] next to equations. Proportion of input energy Heating (thermal energy always You should be ableMaths to calculateskills the gradient of a transferred to useful energy. 100% 6. Energy flows from hot to cold objects) Force – extension graph. can be 14. Efficiency means no wasted energy. transferred An electrical current flowing Efficiency = 푢푠푒푓푢푙 푒푛푒푟푔푦 Worked example by… 푡표푡푎푙 푖푛푝푢푡 푒푛푒푟푔푦 What is the kinetic energy of a 800kg car A force moving an object moving at 15m/s? 7. Useful Energy transferred to the place 15. Power Energy [J] transferred in 1 second. K.E = 0.5 x mass x (speed)2 [W] energy [J] and in the form we need it. Power [W] = Energy [J]  time [s] K.E = 0.5 x 800 x 152 8. Wasted Not useful. Eventually transferred 16. Wasted = 0.5 x 800 x 225 = 90 000J Total power in – useful power out energy [J] to surroundings power [W]

11 Key points to learn Key points to learn Key Stage 4 Substance that we burn to 7. Take apart and make safe P3: Energy Resources 1.Fuel release heat energy Decommission at the end of its life Stores chemical energy Kinetic energy of the Knowledge Organiser air/water turns turbines Coal, oil and gas 8. Wind Key Competency and wave Unreliable as both need wind Remains of ancient organisms. power 2. Fossil Millions of years to form. Renewable To be able to describe different fuels Are non-renewable Use heat energy from deep renewable and non-renewable underground instead of fuel energy resources and evaluate their Release carbon dioxide when burnt 9. Geothermal impact on the environment. power 3. Non- Are used quicker than they Not available everywhere renewable are made. So will run out. Renewable Key Practicals Made quicker than they are Water stored high up in dams None for this module used. Will not run out then released to spin a turbine 10. Additional 4.Renewable These energy sources are renewable: Very quick start-up time • Biofuel Hydroelectric fuels • Wind and Wave and Tidal Can destroy habitats for animals • Geothermal power • Hydroelectric and Renewable Tidal • Solar Use light or heat energy from the Sun Fuel made from living organisms 11. Solar Unreliable as needs sun eg vegetable oil, ethanol, wood power Are considered carbon-neutral Renewable because CO2 released is To make electricity, we usually spin a turbine which balanced by amount taken in by Energy stored in nucleus as we then attach to a generator. Making that turbine photosynthesis nuclear energy. Uranium or spin, is usually achieved by burning fuels to boil 5. Biofuel Plutonium. water, then shooting the steam at the turbine. We Reliable – can even be used can replace the fuels with a nuclear reactor fossil fuel power stations Heat release in reactor core Reduces land available for High energy yield food growth 12. Nuclear fuel Very slow start-up time as Renewable potentially dangerous Releases carbon dioxide which Fuel and waste is radioactive 6. Burning contributes to the greenhouse Very expensive to set up fuels 12 effect and global warming. and decommission Year 9 Geography – Life in the Cold. An ecosystem is a natural environment and includes the flora (plants) and fauna (animals) that live and interact The distribution of global ecosystems within that environment. Flora, fauna and bacteria are the The map shows the distribution of the global ecosystems or biomes. biotic or living components of the ecosystem.

Characteristics of biomes • Tundra - found near the north and south poles. Very few plants and animals can survive here. • Taiga (coniferous forest) - found in Scandinavia, Russia and Canada. Evergreen trees thrive in this cool, temperate climate. • Temperate deciduous forest - found across Europe and in the USA. These trees lose their leaves every year and thrive in mild and wet conditions known as a temperate maritime climate. • Temperate grassland - found in Hungary, South Africa, Argentina and the USA. Consists of grass and trees that thrive in a temperate continental climate of moderate rainfall and mild conditions. • Chaparral or evergreen hardwood (Mediterranean) - found around the Mediterranean Sea, around Perth and Melbourne in Australia, and California in the USA. • Desert - found near the Tropics of Cancer and Capricorn. Conditions here are very hot and dry. Plants and animals are specially adapted to survive in the harsh conditions. • Tropical rainforest - found near the Equator. The climate is hot and humid and many different species can be found here. • Savanna grassland - found mainly in central Africa, southern India, northern Australia and central South KC – Explain the most significant reasons America. Long grasses and a few scattered trees are for the location, size and development of found in these hot and dry conditions. the distribution of cold environments around the globe. Ecosystems change gradually between the Equator and the poles.

Cold environments (both polar and tundra) are found in high latitude areas and mountainous regions of the world. They have an extreme climate and unique characteristics such as the soil type and the plants and animals found there. The biodiversity in cold environments is relatively low because very few species survive there. 13 Year 9 Geography – Life in the Cold. Characteristics of the tundra include: Development opportunities Managing the risks facing cold environments

Climate - cold, windy and little rainfall. Cold environments provide several Cold environments provide one of the last Snow covers the ground for much of development opportunities that can wilderness areas on Earth and have fragile the year. Average temperature in the generate income, allowing the economy to ecosystems. Economic development puts these Arctic tundra is between -12°C and - grow. These development opportunities ecosystems at serious risk of damage and therefore 6°C. The summer season lasts for 50-60 include: these areas need to be protected. Striking a days each year during which there is Mineral extraction - reserves of gold, silver, balance between economic developments and permanent daylight. iron ore and copper can all be found in cold protecting cold environments can be achieved Permafrost - this is the layer of frozen environments. These minerals are extremely through careful management. soil under the Earth's surface. The valuable and countries are increasingly Technology used to access minerals and fossil fuels frozen ground may extend as deep as tempted to mine from underneath the should be managed carefully to avoid the 450 m. In the highest latitudes the tundra. Russia has already started exploiting destruction of wilderness areas. Sustainable ground remains frozen all year round. minerals from beneath the tundra. development which involves the use of appropriate In the most southern parts of the Arctic, Energy - fossil fuels such as gas and oil are technology for the environment could provide a the surface layer of the permafrost abundant in cold environments. The US solution. melts in the summer. government are extracting oil from the Governments play a key role in ensuring that Soil - this is high in organic material Alaskan oilfields near Prudhoe Bay. This has technology is used responsibly in cold environments. because it is too cold for dead caused concerns as heat from the terminal They have the power to create laws which state how organisms to decompose. buildings, workers' houses and transporting cold environments can and should be used. These Plants - trees do not grow in the tundra. warm oil through the 800 km pipeline has led laws can be supported by different countries When the snow melts, small plants to the permafrost melting. through the use of international agreements. flower. In mountainous areas, cushion Fishing - the coastal waters of cold International agreements allow standards to be set plants grow between the rocks. environments have good fish stocks. These to ensure that economic development does not Animals - arctic foxes, polar bears, waters are increasingly attractive for happen at the expense of the environment. For grey wolves, caribou, snow geese and commercial fishing due to an increasing example the Antarctica Treaty is supported and musk-oxen are found here. In global population to feed and reducing fish recognised by 53 countries (2016). mountainous areas, goats, sheep and stocks in other parts of the world. Conservation groups can put pressure on marmots can be found. When the Tourism - cold environments such as governments not to exploit the resources found in surface layer of the permafrost melts in Antarctica have seen a huge increase in the cold environments. Many conservation groups the summer, shallow lakes and bogs number of tourists. Over 36,000 tourists visited believe that cold environments should be protected appear which attract insects, birds and Antarctica in 2014 to observe its wildlife and from any human activity so that they can remain in other wildlife. experience its beautiful wilderness. a pristine condition. This management strategy does not allow for any economic development.

KC – Examine the social/ economic/ environmental impacts of human use and management in Cold Climates. 14 Operation Dynamo aka the Dunkirk evacuation took place on Year 9: Turning Points of WW2 26th July to 4th May 1949 and was considered a miracle. Reports KCQ- to analyse historical sources to form supported focused on how the British people worked together to save the inferences Expeditionary Force from the terrible Nazi soldiers and glossed over the fact that Britain and France had been defeated in KCQ- To evaluate and form a supported judgement Europe following the Nazi Blitzkrieg through France and Belgium. “Dunkirk has been a miracle of deliverance achieved by valour…” Key word Definition Winston Churchill- 1940

WW2 1939-1945 The Enigma machine Evacuation To save/ protect soldiers or children by was used by the Nazis to moving them to safety send coded messages to their submarines Soviet Union Russia/ USSR invaded by the Nazis in 1941 which enabled them to target and sink supply Enigma Code writing machine developed by the ships and military vessels D-day aka Operation Overlord took place in June 1944. machine Nazis to send secret messages in the Atlantic thus 156,000 US, British and Canadian troops along with disrupting imports and forces from France and other countries landed in Winston Prime Minister of Great Britain during WW2 isolating Britain from the Normandy to take back control of Nazi occupied Churchill USA. It was broken Europe. Along with the actual invasion the allies undertook a huge campaign of deception and Luftwaffe German Air Force initially by the Poles and a team was established convinced many the invasion would happen further th RAF Royal Air Force- British in England to decipher north and on a different day. On 4 June 1944, 5000 and send coordinates ships left Britain heading for Normandy and 11,000 Blitzkrieg Lightening War of the submarines to aircraft were poised to provide air support. By August the allies had liberated Paris. The invasion prevented the Leningrad Russian city attacked by the Nazis ships enabling them to avoid areas where they Nazis from sending troops from France to defend the were patrolling. Eastern Front against the Russian thus allowing them to Pearl US naval base on the island of Hawaii begin their invasion of Germany. Harbour Turning Point An event which changes something- significant Dunkirk French coastal town where the BEF and French army was evacuated from in 1939 D-Day The start of the allied invasion of Nazi occupied France Hiroshima Japanese cities which were obliterated by and nuclear bombs, ended the war in the Nagasaki Pacific

15 9/AUT1 Spanish KO – Países y Agua Preguntas Questions ¿Qué colores tiene la What colour is the flag? Talking about flags Idiomas Languages banderas? La bandera se Español (Castellano) Spanish ¿En que continente está? Which continent is it in? ¿Cuándo se adoptó adoptó en……../ esta bandera? Fue adoptada Lenguas Cooficiales de España* ¿Con que países limita? Which countries does it border? en… catalán* Catalan ¿Cuántas habitants How many inhabitants are ¿De qué color es la ‘Y’ La Y es de euskera* Basque en esta bandera? color……… hay/tiene? there/ does it have? gallego* Galician ¿Cuántos colores hay Hay….colores en ¿Cuál es la capital? What is the capital? en total? total. valenciano Valencian ¿Que idiomas hablan? Which languages do they ¿Qué otros colores Hay…….. aymara Aymara (Andes) speak? hay en la bandera? árabe Arabic ¿Cuál es la expectativa What is the life expectancy ¿Qué representa la ‘Y’ La Y de vida para los for men/ for women? en esta bandera? representa…… inglés English hombres/ para las mujeres? ¿Qué representan Tantos colores en quechua Quechua (Incas) tantos colores en la la bandera ¿Cómo se llama la What is the currency of this bandera? representan……… moneda de este país? country? ¿Qué simboliza el El diseño Palabras de Question Words diseño? simboliza… preguntas

¿En qué consiste la Consiste en … ¿Qué? What? bandera? ¿En qué? In what? ‘Describing flags blanco/a/os/as Talking about countries ¿Con qué? With what? Hay gris/es la bandera flag una estrella / unas estrellas ¿Cuál? Which? Ther un sol / unos soles violeta el continente continent e is un escudo / unos escudos de color rosa ¿Cómo? How? (shield) la expectativa de vida life expectancy verde/s ¿Por qué? Why? un cuadrado / unos marrón/es la moneda currency cuadrados Tien ¿Cuánto(s)? How much/many? un triángulo/ unos triángulos naranja la población population e un rectángulo/ unos rojo/a/os/as ¿Dóndé? Where? It el idioma language rectángulos azul/es has Conjunciones Connectives amarillo/a/os/as el país country negro/a/os/as el habitante inhabitant y/ pero/ también and/ but/ also KC1 (SPEAKING): TBAT answer key question words, use directional language and colours. 16 ¿Cómo podemos How can we La escasez de agua Water shortage El ciclo del The Water reducir nuestro reduce our agua Cycle consumo de consumption of El agua era, es y sera siempre esencial Water always was, is and will be agua? water? para los seres humanos. essential for human beings. cae it falls ¡No laves el coche Hoy en día el agua es un recurso escaso Nowadays water is a scarce calienta it warms up Don’t wash the todas las en el mundo. resource in the world. car each week! contribuye it contributes semanas! Actualmente, por ejemplo, uno de cada At the moment, for example, 1/5 empieza it starts Don’t throw cinco habitantes de América Latina no inhabitants of Latin America do not ¡No eches pilas al batteries into tiene acceso al agua potable. have access to drinking water. forma it forms río, recíclalas! the river – Las causas son: The causes are: sube it rises recycle them! el crecimiento de la población population growth vuelve it returns Don’t let the ¡No dejes correr el water run whilst la contaminación con pesticidas contamination from pesticides se agota it gets used agua cuando te brushing your up limpias los dientes! el uso de grandes cantidades de agua en use of large volumes of water in teeth! la agricultura intensiva intensive farming se it condenses ¡No uses la Don’t use the el deshielo de los glaciares melting glaciers condensa manguera para hose to wash se lavar el coche, un the car, a la falta de saneamiento lack of sanitation/sewerage system it is found balde de agua es bucket of water encuentra la evaporación (el calentamiento global) evaporation (global warming suficiente! is enough! se enfría it gets cold ¡No descongeles En 2025 la demanda de agua va a superar In 2025 demand for water will Don’t defrost se evapora it evaporates los alimentos en un 56 % al suministro. exceed supply by 56%. food beneath a debajo del chorro ¿Para qué sirve el What do we use stream of water! Consejos Advice de agua! agua? water for? ¡No te bañes, Don’t have a It is limpiar to clean Es dúchate! bath, shower! possibl posible… limpiarse los to brush one’s e… Don’t‘ use the ¡No uses el servicio dientes teeth toilet as a Es como basurero! beber to drink It is rubbish dump! indispens vital… ¡No dejes la llave Don’t leave the lavar la ropa to wash clothes able abierta cuando tap on whilst lavar los platos to clea the dishes Es It is lavas los platos a washing up by importan import mano! hand! usar el servicio use the toilet te ant… ¡No dejes abierto Don’t leave the lavarse to wash oneself el grifo cuando te tap on whilst Es It is enjabonas las washing your bañarse to have a bath consejab advisa manos! hands! ducharse to have a shower le ble KC2 (LISTENING): TBAT understand instructions and reflexive verbs. 17 Long Blended sky Dry on brushstroke wet s Watercolour clouds sky

Stippled grass Stippled leaves

Layering and a variety of Dry colours are brushing Fine essential! acrylic brushstrokes watercolour

18 Celebration of Life Stippling Tradition M D M

E I U SugarSkulls X A E I C R T A Gradient D N E O S D L A Ink

Y O Tonalstudies S O Decoration

F Pattern T

H Accuracy E Heavycontrast

D E A Mexican Festival st D Year 9: Recording Observation October 31 to November 2nd

19 C N O M P O H S I I POTENTIALS LIMITATIONS G T

H I DESIGN STANDARDS O L A

SKELETON Y COLLAGE

E MEDIA

- R

S MIXED Year 9: Demonstrate Skill in Exploring & Applying Materials

20 CERAMICS: KC: Know the Health and Safety aspects associated with Clay Work Year 9

KEY WORDS

CLAY DUST SILICA CLAY TOOLS CLAY TRAP FIRING PROCESSES KILN SAFE PRACTICE

Health and safety is paramount when working with Clay When clearing-up after working with Clay, we should wash because the Silica in Clay is harmful when inhaled as dust. hands and equipment in the sink fitted with a Clay Trap It is essential that Safe Practice is adhered to at all times. only. Over time, Clay will block pipework in other sinks. We Clay should not be dropped onto the floor, and Clay Tools should wipe tables with damp cloths (twice) to ensure that and Boards should be wiped clean with damp cloths to dust is kept to a minimum. Equipment should be cleaned ensure that dust is kept to a minimum. and handled with care too.

21 CERAMICS: KC: Know how to roll and cut Clay Slabs Year 9

KEY WORDS

CLAY DUST SILICA CLAY TOOLS SLABBING ROLLING PROCESSES BATONS SAFE PRACTICE

1- Start with a lump of Clay; flatten it out a little using your 5- Cut your Clay Slab to the size and shape desired using a hands. 2- Use a rolling-pin and be sure to roll in different Pottery Knife of Clay Tool. 6- Slabs can be wrapped around directions. 3- Keep moving the Slab so that it doesn’t stick objects to create different Forms; they can also be part- to your Clay Board. 4- You can use wooden batons on either dried using a Hair-Dryer before joining together. 7- Slabs side of your Clay Slab to ensure that it is an even thickness. can be joined together by Scoring and Slipping the edges.

22 KC Choreograph to a specific style/genre – 1920’s KC Choreograph to a specific style/genre – Disco Styles of Dance Year 9 Term 1

Charleston Characterized by outward heel flicks Twist combined with up and down movement A dance that was inspired by rock and roll music, achieved by bending and straightening a dance done by swivelling the hips, became a 1900’s - Ballroom the knees. Arms swing forwards and worldwide dance craze in the early 1960s. 1920’s – Charleston backwards. Know as flappers as they flapped their arms and walked liked birds 1940’s – Lindy Hop 1950’s – Rock ‘n’ Roll 1960’s – Twist 1970’s – Disco Lindy Hop 1990’s - Street The dance considered to be the father of all swing dances. It is Disco known for its athletic style and often Was a dance and music style that began in contains aerial jumps, twists, and underground New York City clubs in 1970 but flips. Ballroom became a mainstream international craze nearly a The waltz is one of the smoothest decade later. Many dance historians credit its jump of ballroom dances. It is a Rock n Roll in popularity to the 1977 movie Saturday Night progressive dance marked by Type of popular dance music originating in the 1950s, Fever. Moves – disco point, funky chicken, the long, flowing movements, characterized by a heavy beat and simple melodies. bump, the bus stop, the sprinkler, the lawnmover continuous turns, and rise and Rock and roll was an amalgam of black rhythm and fall. blues and white country music, usually based around The quickstep is a quick version a twelve-bar structure and an instrumentation of (naturally) of the foxtrot. It is a guitar, double bass, and drums. Lifts, turns, hand jive. ballroom dance composed of extremely quick stepping, Street dance syncopated feet rhythms, and A style of dancing to hip-hop and other runs. The quickstep is exciting to popular music originating among amateur watch but among the most dancers in cities. Break dancing, locking difficult of all the ballroom and popping, tutting, krumping, waacking dances to master. 23 Dance Knowledge Organiser—Choreography

Motif Year 9 Term 1 A motif is a short phrase of Relates to Development movement that relates to Stimulus the stimulus Why is it important that chorography uses motif development? Because it adds interest and variety to Relationships There are 4 ways to develop a motif— a dance, gives structure and it Add—one move is added communicates a theme A Stimulus is a theme of Retrograde—repeat the motif backwards the dance Fragmentation—jumble the motif up Repetition—repeat the motif

5 Basic There are 5 basic actions— Actions Use of What do you need to Jump – pushing oneself off a surface Turn – circular motion Space Choreograph Travel – movement across a surface an Excellent Dance? Stillness – the absence of movement Gesture – a movement to express an idea or meaning

Group sizes— Solo—1 person Space— Duo—2 people Levels— Low, Medium, High KC Understand the use of choreographic devices KC Using choreographic devices—basic actions and develop a motif Trio—3 people Personal—your space Group—more than 3 General—everyone's space people Dynamics — Pathways— shape you make as you travel Canon + Change of Unison—everyone performs the Unison same movement all at the same Dynamic Directions—Forward, Backwards, Sideways, time Diagonally Canon—perform the same Speed - Fast or Slow move but perform one after the Size of movement—Big or Small 24 other like a Mexican wave Dance Knowledge Organiser—Warm ups Year 9 Term 1 KC Understand why we warm up? Why do we warm up? To prepare the body to participate in physical activity so we don’t pull a muscle To get mentally prepared and think about our dance moves

What's included in a warm up? Pulse raiser—raising pulse, temperature and breathing Stretching—muscles—hold for 10 seconds Mobility exercises—joints Hamstring Gastrocnemius Stretch Stretch Biceps Quad Stretch Stretch

25 KC –Evaluate why the Holy Land is important for all three Abrahamic religions and analyse how issues arising will affect wider society. The history of the conflict

The land in question is the Holy Land. This is the land that the Jews believe was promised to them by God. Jews sometimes call it the Promised Land. The land is important to Christians and Muslims too. The Holy Land was Jewish territory until two thousand years ago, when the Romans killed large numbers of Jews and forced others to leave their homeland. They named it Palestine. From that time, Arabs, mainly Muslims with some Christians, became the biggest group there, while Jews settled in other parts of the world.

After the First World War, the British ruled in Palestine. At this time, Jews were being persecuted in Europe and Russia, and some started to move into the land they believed was theirs by right.

Some Arab leaders became alarmed as the Jewish population grew, and revolted against the British. The British, in turn, restricted Jewish entry to Palestine. After the Second World War, Britain let the united Nations decide what to do with Palestine.

The United Nations decided to divide Palestine between the Jews and the Arabs. The Jews agreed and called their land Israel. The Arabs did not agree. The Arab states that surrounded the new Jewish state attacked it. When the fighting stopped, Israel had increased in size due to the new areas its soldiers had taken control over. Two areas remained under Arab control: a coastal strip around the city of Gaza (the Gaza Strip), and land to the west of the River Jordan (the West Bank). The city of Jerusalem to Jordanian Arabs. The Israelis captured the Gaza Strip and the West Bank, including East Jerusalem, in 1967.

Today, Israel is recognised as a Jewish state, but the Palestinians have no state of their own. There is continued conflict between the Palestinians and the Israelis.

What makes the situation so complicated? What’s religion got to do with it?

There are a number of reasons: Although the conflict over Israel/Palestine is not a religious one, religious tradition is an important part of the identities of both  Some Palestinians refuse to recognise the state of Israel Arabs and Jews, even those who are not religious. And the land  Some Palestinian groups have attacked Israel and the Jewish they claim and love is considered holy by most Jews, Christians people and Muslims.  Israel has built settlements for Israelis in the West Bank  Israel occupies East Jerusalem For Jews Jerusalem has the wailing wall (the last remaining  Some Palestinians operate terrorist activities against the Israelis section of the Jewish temple over 2000 years old). For Christians it  Israeli soldiers are reported to have violated the human rights of is the site of Jesus death, crucifixion and resurrection (believed to Palestinians be in the church of the holy sepulchre). For Muslims the dome of  Israel has restricted access to the Gaza Strip, making trade the rock mosque where the Prophet Muhammad ascended to difficult for Palestinians heaven on his night journey.  Israel has built a barrier around the West Bank 26 KC –Accurately contextualise the concept of using weapons of mass destruction within the beliefs of and practices of different religions in which they are expressed.

Weapons of mass destruction

1. Nuclear weapons – also known as atomic bombs; they cause immediate destruction of all life and structures within their range. The radioactive ‘fallout’ has long-term effects

2. Biological warfare – also known as germ warfare, uses living disease – causing bacterium or viruses such as anthrax, to bring about the death or serious illness in people

3. Chemical warfare – uses non-living toxins such as nerve agents and mustard gas, to cause death, incapacity or illness in people

4. Radioactive weapons – also known as ‘dirty bombs’ are weapons that use conventional explosives to create bombs that can disperse radioactive material. As well as killing people, they make the impact are useless because of contamination

Christian view Islamic view  Nuclear weapons work by a nuclear reaction and devastate  God created all life on earth and Muslims have a huge areas and kill large numbers of people. They are a type duty to care for and preserve it. of WMD (weapons of mass destruction) which also includes  -The use of nuclear weapons would destroy chemical and biological weapons. All these weapons are not God’s creation, killing millions of innocent people. allowed under the Christian Just War Theory. Just War Theory  -The Qur’an gives advice that seems to rule out is a Christian moral theory for working out if a war meets using all weapons of mass destruction: “Do not internationally accepted criteria for fairness. One of these contribute to your destruction with your own rules is proportional force - excessive force should not be hands, but do good, for God loves those who do used and innocent civilians must not be killed. Therefore WMD good.” -Some Muslims see the possession of would be rejected by most Christians. nuclear weapons as a deterrent to maintain  Nuclear weapons were used at the end of WWII in Japan to peace and prevent attack. force the Japanese to surrender. Some people say their use was justified as it prevented more suffering even though 140,000 people died.  Although some Christians justify war with ‘an eye for an eye’, this cannot be used to justify the use of weapons of mass 27 destruction as they are not a proportionate response. To be able to perform a solo piece of music demonstrating basic control, with some use of dynamics, phrasing and articulation, accurately and fluently.

Hand positions on the piano Year 9 Performance

How to read guitar chord How to read drum score boxes

28 KC: To be able to identify and understand western classical musical vocabulary from the Baroque and classical periods. To be able to describe, compare and Characteristics of the Baroque Music Style evaluate different kinds of music

•The Baroque period was from 1600 - 1750.

•Music generally has a polyphonic texture •Often uses harpsichord •Clearly defined major and Characteristics of the Classical Music Style Characteristics of the Classical Music Style minor parts •Melodies are long and flowing •Often • The Classical Period was from 1750-1810 • Freedom of form and design. It was uses imitation and sequences • Less complicated texture than Baroque (more more personal and emotional. •Ornaments are frequently used homophonic). • Song-like melodies (lyrical), as well as • Emphasis on beauty, elegance and balance. (e.g. mordents, trills, turns) many chromatic harmonies and • More variety and contrast within a piece than •Continuo bass played usually discords. on a harpsichord. Baroque (dynamics, instruments, pitch, tempo, key, mood and timbre). • Dramatic contrasts of dynamics and •Orchestration is usually strings, pitch. oboes, bassoon and • Melodies tend to be shorter than those in • Big orchestras, due mainly to brass and harpsichord. baroque, with clear-cut phrases, and clearly •Trumpets (Cornets) and other marked cadences. the invention of the valve. instruments were less advanced • The orchestra increases in size and range. The • Wide variety of pieces (i.e. songs up to - no valves on trumpets etc. woodwind section has flutes, clarinets, oboes five hour Wagner operas) •Trumpets (Cornets) are used to and bassoons. • Programme music (music that tells a play high notes. • The piano takes over, often with Alberti bass story) accompaniment. • Shape was brought to work through the • Importance was given to instrumental music - use of recurring themes. sonata, trio, string quartet, symphony, concerto. • Sonata form was invented. • Great technical virtuosity. • Nationalism (a reaction against Famous Baroque Music composers German influence) Famous Classical Music composers Famous Romantic Music composers

•Johann Sebastian Bach •Haydn • Chopin •Henry Purcell •Beethoven • Beethoven •George Frideric Handel •CPE Bach • Berlioz •Antonio Vivaldi •Mozart 29 • Mendelssohn PE – KS3 – - Key Competency 1 – To be able to successfully apply a range of technique/skills within varying game contexts

Skill and Techniques

Dribbling: Dribbling allows you to move the ball around the field without losing possession. Keep the ball close to your feet at all times, when running with it. Use the inside of your foot to control the ball when moving. Don't look down when running with the ball. Keep your head up. Passing: Non-kicking foot is closest to the ball. Kicking foot needs to be at a right angle to the ball Body over the ball. Eyes focused upon the ball and arms are to be used for balance. Shooting: Non kicking foot needs to be next to the ball and player needs to keep their body balanced with their head slightly over the top of the ball. Contact the ball either with the side of the foot (placement of ball) top of the foot ( to generate power). Both legs need to be flexed but when striking the ball, kicking foot needs to be fully extended on the follow-through. For accuracy, aim to shoot between the goalkeeper and the posts. Heading: The forehead is used to contact the ball. Eye must be focussed on the ball. Meet the ball with your head by moving your feet or jumping to gain the extra height advantage and power. Do not wait for the ball to hit your forehead. Chest: Used when the ball is played in the air, to bring it down on the floor. Player needs to align himself with the ball. Roll their shoulders back to generate a greater surface for the ball to contact with. Chest needs to be slighter curved, to cushion the ball. Bend you needs to take the impact of the ball and then allow the ball to roll down your leg to your kicking foot. Volley: The volley involves striking a ball that is still in the air. Focus eyes upon the ball. Arms out for balance. Keep eyes focused on the ball as you get into the line of flight. Head still. Non kicking foot on the floor and lead with kicking leg forward.

Key Words Foul Side foot Attack Accuracy Defend Power Reaction time Volley Referee Control Support

30 PE – KS3 – Football - Key Competency 2 – To be able to show a high level of tactical awareness when under pressure

Tactics and Rules Tactics - Vary the passes that you make - Play to your opponents weaknesses (if they are dominantly using their left foot, then play balls on their right) - Move opponent around the pitch to tire them out

Rules - Game is started by a off in the centre of the pitch, on the referee’s whistle. - The main game has 11 players on the pitch( consisting of keeper, defenders, midfielders and strikers) - A referee and 2 linesmen will officiate the game. - If the ball is played outside of the pitch lines, then the possession is given to the opposing team either as a throw in, goal keepers kick (off the floor) or corner. - If a foul is committed a free kick or a penalty is issued ( depending on the incident) - To score a goal, the whole ball must cross the opposition’s goal line. - The team with the most goals at the end of the game will win the game.

31 PE – KS3 – Football - Key Competency 2 – To be able to show a high level of tactical awareness when under pressure

Pitch Layout

Application of skill:

Formations Use of tactics: 4-4-2: ( 4 defenders, 4 midfielders, 2 strikers) A traditional team set up 5-4-1: ( 5 defenders-4 midfielders and 1 striker) a more defensive set up 3-5-1-1: (3 defenders, 5 midfielders and 2 strikers 1 in front of each other) A more attacking set up. Counter attacking: The team withdraws players into their own half but ensuring that one or two players are committed to the attack. Direct Long ball football: Often used to deride ‘boring’ teams, the long-ball style of play is genuine route one football. Rather than Extra-Curricular attended: spend the ball picking the pass, exploiting small gaps in the opposition’s defensive or utilising the flanks, the long-ball is employed as an opportunistic method of attack. Yes/No Wide/Wing plays: The ball is played to the wings. By spreading the ball wide, you allow a different angle of attack and offer a number of opportunities for the winger; take on the fullback and drag central defenders out of position, cut inside and drive forward at an angle, or whip in a cross from deep for the strikers to attack.

32 PE – KS3 – Netball - Key Competency 1 – To be able to successfully apply a range of technique/skills within varying game contexts

Skill and Techniques

Footwork: When you receive the ball from another player you will land with your feet using ‘1,2’ the first foot is your landing foot the second foot is your pivoting foot. Pivoting: You may move around on a pivot by keeping foot number 1 on the floor, but not lifting it up, your foot number 2 can help you by moving around in a circle. Chest pass: This is a short and powerful pass, you have your hands in a W shape and push to extend your arms, you also step forward to give more power. Shoulder pass: This is a long and powerful shot, you start with the ball in your strong hand next to your shoulder, you extend your arm and follow through with your body. Bounce pass: This is a pass which is low to the ground, you use the same position as a chest pass but aim in ¾ of the way between you and the person you are bouncing too. Marking: You must be 1m away with your feet from the player, once you have this distance you put both of your arms up over the ball and go onto your tiptoes, when the ball is released you jump to attempt to intercept. Shooting: You have once hand underneath the ball and the other helping it to balance, you get your aim correct and then bend your knees and release the ball, flicking your wrists Dodging: When you need to get free from your player you push off one foot and then turn your hips to change direction and run the other way.

Key Words Attack Defence Obstruction

Footwork Pass Receive

Interception Marking Repossession

Pivoting Shooting Contact

33 PE – KS3 – Netball - Key Competency 2 – To be able to show a high level of tactical awareness when under pressure

Tactics and Rules

Tactics Blocking: This is where you face on try and block a player. You have to have your hands by your side and if they then push/run into you, it would be contact and you get the free pass. This is usually used around the circle. For example, the defending C will block out the GA, which assists the GD. Feint dodging: This is where you trick your player into thinking you are going to run into a certain space but then change your direction and get free for the pass. Switching: You must be able to read the game to do this, make decisions quickly and communicate effectively. Switching is where you change the player you are marking for a short period of time, this happens a lot on centre passes. Rules Contact: You can’t touch or push any player during the game as it is a non-contact sport, this will result in a penalty pass or if they contact you whilst you are in the shooting circle, you will get a penalty shot. Footwork: If the player moves the landing foot or takes 3 steps with the ball, the other team gets a free pass. Obstruction: You must be 1 metre away from the player you are marking before your arms go up and over the ball. If your defender is obstructing you before you shoot, you get a penalty shot. 3 seconds: You can only hold the ball for 3 seconds before you pass or shoot. Centre pass: To start a game and after a goal is scored you go back to the centre pass and players must receive in the centre third. Repossession: If a player drops the ball or bounces the ball and picks it back up again the other team gets a free pass. Offside: If you go into a third that you are not allowed in or if any other player than GS GA GK GD go into the shooting circle the other team gets a free pass. Score System To score a point the GA or GS must shoot the ball into the net and it must travel all the way through the net. You get 1 point for each goal. In a league of netball you get 3 points if you win a game, 1 point if you draw and 0 points if you lose. But if you get over half of the winners goals you get an extra point for example: 42-22, the losers will gain a point.

34 PE – KS3 – Netball - Key Competency 2 – To be able to show a high level of tactical awareness when under pressure

Positions

Goal Shooter - allowed in the shooting third only (GK) Application of skill: Goal attack - allowed in the shooting and centre third (GD) Wing attack - allowed in the centre and shooting third but not the circle(WD) Centre - allowed everywhere except the 2 circles (C) Wing defence - allowed in the centre and defending third but not the circle (WA) Goal defence - allowed in the defending third and the centre third (GA) Goal keeper - allowed in the defending third only. (GS)

Use of tactics:

Extra-Curricular attended:

Yes/No

35 PE – KS3 – Rugby - Key Competency 1 – To be able to successfully apply a range of technique/skills within varying game contexts

Skill and Techniques Ball Handling: hold the ball in two hands. Spread your fingers around the seam, in a W shape. Use your fingers to control the ball. Passing: The ball must be passed backwards. W shape grip around the ball. Ball should be close but in front of the body. Look over your shoulder for your teammates run. Pass the ball diagonally across your body from a low to high position. Receiving a pass: Make a target for the ball with your hands evenly spaced in front of you. Watch the ball into your hands and then turn to look at a target. Side Tackle: As opponent approaches, prepare to tackle ensuring your head is kept up with your chin of your chest and a flat back. Shoulders to take impact of collision. When tackling your opponents, your head needs to be behind the opponents legs, wrapping your arms around them. Land on top of your opponent to ensure they are bought to the ground. Front Tackle: Watch opponent running, look towards their hips and thighs, back should be flat, head and neck should be one side of opponent in a cheek to cheek position. Rear Tackle: Watch oncoming opponent, head up, back flat, head and neck behind opponents bum. Shoulders in line with opponents bum, arms tightly around opponents thighs, drive forward with shoulders. Punt Kick: Eyes on ball, point ball in direction of kick, hold the ball at waist height and at 45 degrees, use the laces to contact the centre of the ball, follow through with leg. Grubber Kick: Eyes on the ball, head over the ball, lean forward, hold the ball on each side of the seams (W shape fingers), hold ball in upright position, contact ball just before it hits the floor, toes pointing downwards and bring leg through to contact the ball with laces. : Eye on the ball, hold ball out at waist height, elbows slightly flexed, hold ball along seam with fingers pointing downwards, keep head over ball, drop ball upright, as ball lands make contact with it, follow through with kicking leg, toes pointing forward.

Key Words Scrum Half Line out Knock on Hooker Zone defence Infringement Winger Try Conversion

36 PE – KS3 – Rugby - Key Competency 2 – To be able to show a high level of tactical awareness when under pressure

Tactics Up and in defence: Movement of defence that moves up when opponents have the ball and is laterally inwards. Up and out defence: Movement of the defence that moves up when opponents have the ball but is then passed laterally outwards. Attack the drift: The drift defenders go forward to force the pass then move on to the next attacker. Three drift defenders realign again on the inside shoulder of 5, 3 and 2. Which forces the attackers to attack the defence with either a loop or under.

Rules - The game is started by a or a drop kick from the middle of the halfway line. - The ball must travel forwards at least 10 metres from the kick-off. If this is unsuccessful then the opposing team decide upon a scrum or line out for them to take advantage. - If a penalty of drop goal is scored during the game, play is restarted with a drop kick from the halfway line. The team that has conceded the points takes the kick. - A game last 90 minutes, with 2 x 40 minute periods, broke up by a 10 minute half time. - If a foul is committed by an player, they will either receive a yellow card and be forced to sit a period of time out of the game or given a red card, whereby they have to leave the game and not return.

Score System Try: Five points are awarded for touching the ball down in your opponents goal area. Conversion: Two points are added for a successful kick through the goalposts after a try. Drop Kick: Three points are awarded for a drop goal through the posts. Penalty: Three points are awarded for a penalty kick through the posts.

37 PE – KS3 – Rugby - Key Competency 2 – To be able to show a high level of tactical awareness when under pressure

Pitch Layout

Application of skill:

Use of tactics:

Positions

Extra-Curricular attended:

Yes/No

38 PE – KS3 – Swimming - Key Competency 1 – To be able to swim three different strokes sustaining form and effort over a length

Skill and Techniques Three main strokes are covered including frontcrawl, back stroke and breastroke. For each stroke students must develop the body position, leg action, arm action and breathing and timing. They should also develop the correct technique for turning in accordance with competition rules. In addition survival skills including entry, surface diving and life saving skills. Application of skill:

Extra-Curricular attended:

Yes/No

39 PE – KS3 – Swimming - Key Competency 2 – To be able to confidently swim 50m, with three different swimming strokes.

Rules The Basic Strokes: Competitive pool swimming focuses on four main strokes, butterfly, breaststroke, backstroke and freestyle. Each of the strokes has its own particular rule set for competition. Butterfly: The swimmer must remain on the breast at all times with synchronised arm and leg movements. Arms must recover clear of the water and enter the water together In front of the swimmer. Legs must remain together throughout the stroke and only vertical motion is permitted. Any separation of the legs or horizontal movement is considered illegal and thus subjects the swimmer to disqualification. At the start of a race, swimmers dive in, and are permitted as many fly leg kicks as they want, subject to the head breaking the surface of the pool before the 15m point. At the turns and at the end of the race, swimmers must touch the pool wall or timing pad with both hands simultaneously. Breaststroke: Here arms and legs follow a circular motion and must remain synchronous at all times. Swimmers must remain on the breast at all times and must stay flat in the water. If the body twists slightly, this will throw the legs off of a horizontal plane, resulting in what is termed a screw kick, resulting in a disqualification. At turns and the finish, a touch must be made with both hands, at the same time. Backstroke: Swimmers must remain on their back at all times, except for when performing a turn. Here the swimmer may turn to their breast and initiate a turn immediately, leaving the wall on their back. Any time spent on the breast heading towards the wall is not allowed and if spotted by the turn judge will result in a disqualification. As with butterfly, swimmers must break the surface of the water before the 15m mark. At the finish, it is normal for the swimmers to duck under the water to gain an advantage. This is acceptable, providing a part of the body is above the water at the time of touching the wall. Freestyle: This stroke is generally considered the fastest stroke, although for some stronger swimmers, butterfly may be quicker. Freestyle is pretty much anything goes and there is nothing to prevent swimmers performing backstroke or butterfly during a freestyle race, as long as the whole race uses the same stroke. Swimmers must touch the wall at the turns and the finish, with the most common rule infringements being not touching the wall, or coming up in the wrong lane from the turn.

Key Words Frontcrawl Turn Timing Breathing Arm action Leg action Body position Butterfly Breastroke

40 Year 9 Sports Leadership What makes a good leader?

Attributes of a Sports Leader. Successful sports leaders must have the following attributes…

Skills: Communication; the way that they speak, instruct and give feedback appropriately to their participants, this must be done to suit the participants Organisation; ensuring that all equipment is prepared before their session and they have planned an appropriate and well managed session consisting of all 3 relevant elements Knowledge; must know how to lead a successful session as well as knowing the rules, regulations and scoring systems for their sport or activity.

Qualities: Appearance; appropriate dress including footwear e.g. football boots for a football coach. As well as looking smart, presentable and respectable as this will ensure the participants respect what you are doing Enthusiasm; demonstrate a love for their sport which is then transferred to the participants, this will increase the participation in their sport and ensure the participants are enjoying it Confidence; showing their participants that they understand what is required from them and being in control of their group- they must be able to correct mistakes when they are made and can quickly and consistently make the correct decisions Motivation; when players or participants are either low, losing a game or don’t seem interested, a sports leaders’ role is to change their attitude and ensure they are positive and enjoying the sport that they are doing Humour; this must be appropriate and relevant to the situation, having the correct humour with participants will help to build a good rapport which will assist participants learning, motivation and enthusiasm Personality; the personality of the sports leader must be suited to the needs of the participants, for example the manager of a Sunday league football team must be different to the coach of an 8-year-old ballet dancer, this will also assist with building good relationships.

Leadership styles: Laissez-Faire: This is where leaders allow the participants to make their own decisions- For example, a Sunday morning men’s football team who play for enjoyment. Autocratic: This style of leader is in full control of the group and does not allow the group to have a say in decision making- For example, a PE teacher. Democratic: This is the middle ground where the leader is in charge but the group gets to have their say about decision making and new ideas. KC – Demonstrate the key attributes of a good sports leader. 41