revision guide year 9 - logs.uk.com · revision guide year 9 summer 2018 examination timetable 2018...

REVISION GUIDE YEAR 9 Summer 2018

REVISION GUIDE

YEAR 9


EXAMINATION TIMETABLE 2018 YEAR 9

Time Friday

May 25th

Monday

June 4th

Tuesday

June 5th

Wednesday

June 6th

Thursday

June 7th

Session 1

9.00 – 10.25

BIOLOGY

1 ¼ Hours

SINGLE SCIENCE

CHEMISTRY

1 ¼ Hours

MATHS

1 Hour

PHYSICS

1 ¼ Hours

DT

or

PE Activity

Session 2

10.50 – 12.00

SPANISH

1 ½ Hours

Revision

HISTORY

1 ¼ Hours COMPUTING PE Activity

FRENCH

1 ½ Hours

Session 3

12.05 – 1.15

Revision

MATHS

1 Hour HE

PE written Exam

or

Revision

MUSIC

or

Revision

Session 4

2.10 – 4.05

GEOGRAPHY

1 ½ Hours

Revision OR

PE Activity

GAMES

HE

GERMAN

1 ½ Hours

RS

1 ¼ Hours

ENGLISH

1 ½ Hours

It is expected that pupils will sit examinations in, Maths, English, 3 Sciences unless they are taking single science or a large number

of other exams, History or Geography and at least one Language

Art exams will take place in the Art lessons preceding the exam week.

Pupils should sit examinations in their chosen GCSE Options, no exams exist for Dance and Drama

Pupils wishing to be considered for academic excellence must sit 9 subjects and must average 75% across their exams.


ART

HEAD OF DEPARTMENT: MS DINMORE

Exam Length: 1 hour

Exam Structure: Practical exam on A3 paper

Exam content: Contemporary Icarus

Many artists and designers have created images of Icarus. Create your own with a human

figure with wings. Visually tell a part of the story, therefore you could include human flight,

the burning sun, falling, a dramatic sky and/or sea. You could interpret Icarus as a sculpture,

graphic drawing or painting.

Revision tips:

o Collect photos of different wings.

o Practice drawing the human figure in different positions.

o Plan a composition that tells part of the story of Icarus.

o Think about the Sun’s roll in your composition.

o Consider your use of tone, texture, pattern and 3-D form.

o Please bring your sketchbook to the exam.

Artwork we will refer to:

Antony Gormley Durer’s bird wing study. Nicola Godden

Herbert Draper:The Lament for Icarus


BIOLOGY

HEAD OF DEPARTMENT: DR A SCOTT ________________________________________________________________________________

Internal Exam

Exam Length 1 ¼ hour during exam week

Exam Structure Structured written questions

____________________________________________________________________________

Exam content:

This is based on the topics covered this year but you will be expected to remember the

basic work learnt in Years 7 and 8.

The exam will only be on the topics from below that we have covered in class before the

exam.

The below page references refer to your textbook, but do remember you will have

objective sheets, previous tests and worksheets in your exercise book.

Topic 1a Cell Structure and Cell Division: Pages 23-49

1. Cell Structure.

2. Microscopy.

3. Cell Differentiation and specialization.

4. Chromosomes.

5. Mitosis.

8. Stem Cells.

Required Practical – Using a light Microscope to observe cells.

Exam Style Questions: From page 49.

Topic 1b Transport in Cells: Pages 51-70

1. Diffusion.

2. Osmosis.

3. Active Transport.

4. Exchange Surfaces.

5. Exchanging substances.

Required Practical – Investigate the effect of a range of sugar or salt concentration on the

mass of plant tissue (osmosis).


Topic 2a Tissues, Organs and Organ Systems Pages 72-79

1. Cell Organisation.

2. The Lungs.

3. Circulatory System – The Heart.



Topic 2c Enzymes and Digestion Pages 115-124

1. Enzymes.

2. Investigating Enzymatic Reactions.

3. Enzymes and Digestion.

4. Food Tests.

Required Practical – Use a qualitative agent to test for a variety of food substances.

Required Practical – Investigate the effect of pH on the rate of amylase activity.


Revision tips:

o Read through your notes and the relevant sections of your text book.

o Remember to use the Practical Skills (pg 368-372), Maths Skills (pg 368-381) and

Exam Help (pg 384-387) sections in the textbook to provide you with further support.

o Use resources posted up on to Show My Homework, by your teacher, to help you.

o Use the check lists that you have been given for each unit to ensure that you have

covered everything.

o Learn keywords and any definitions in the required sections.

o Practise answering questions. Use the questions in your text book. You can also use

worksheets and questions from previous test sheets that you already have and/or

make up your own questions. Use your notes to check your answers. Ask someone in

the family to test you.

o In the examination, make sure that you read the question carefully and include all

the relevant facts.

o When answering questions based on a given text, graph or results table make sure

you refer to these and include information or figures from them in your answer.

Unit Checklists

Detailed checklists for each unit will have been given to you in lessons prior to each test.

These will also be available on Show My Homework and a copy will also be provided to you

in class if required.


CHEMISTRY

HEAD OF DEPARTMENT: MRS C LOWDEN

Exam Length: 1 hour 15mins

Exam Structure: The questions will mainly cover the topics that we have studied this

year but will also give you a chance to show how well you know your

basic chemistry from Year 7 & 8.

The Exam will only be on the topics from below that we have covered

in class before the exam:

Exam content:

Your studies this year have been based on the GCSE chemistry course including:

Atoms, elements, and isotopes (pages 22 - 28)

Diagrams to show elements, compounds and mixtures (from yr 8 )

History of the atom and electronic structure (pages 42 – 45)

Ionic bonding (pages 72 – 76) and covalent bonding (pages 80 – 85)

Compounds, formulae and equations (pages 29 -33) and mixtures (pages 34 -41)

Periodic table (pages 52 – 55 )

Chemistry of Group 1 (Alkali metals), Group 7 (Halogens) and Transition metals

(pages 56 – 67) and Noble Gases.

Amounts of substances – simple chemical calculations, law of conservation of mass,

the mole – there is a chapter in the text book but be guided by your own exercise

book)

Metal extraction, reactivity series and use of earth’s resources (pages 158 -163)

Revision tips:

Read through your notes and the relevant sections of your text book and revision

guides.

Use the check lists at the end of each chapter to ensure that you have covered

everything.

Learn the keywords and any definitions.

Practise answering questions. Use the questions in your text book. You can also use

worksheets and test sheets that you already have and/or make up your own

questions. Use your notes to check your answers. Ask someone in the family to test

you.

In the examination, make sure that you read the question carefully and include all

the relevant facts.

When answering questions based on a given text, graph or results table make sure

you refer to these and include information or figures from them in your answer.


Atoms and electronic structures

All substances are made of atoms. A substance that is made of only one sort of atom is

called an element. There are about 100 different elements. Elements are show in the

periodic table. The groups contain elements with similar properties.

Atoms of each element are represented by a chemical symbol, e.g. O represents an

atom of oxygen and Na represents at atom of sodium.

Atoms have a small central nucleus, which is made up of protons and neutrons and

around which there are electrons.

The relative electrical charges are as shown:

Name of particle Charge

Proton +1

Neutron 0

Electron -1

In an atom, the number of electrons is equal to the number of protons. Atoms have

no overall electrical charge.

All Atoms of a particular element have the same number of protons. Atoms of

different elements have different numbers of protons.

The number of protons in an atom of an element is its atomic number. The sum of

the protons and neutrons in an atom is its mass number.

Electrons occupy particular energy levels. Each electron in an atom is at a particular

energy level (in a particular shell). The electrons in an atom occupy the lowest

available energy levels (innermost available shells).

The Periodic Table

Elements in the same group in the periodic table have the same number of

electrons in their highest energy level (outer electrons) and this gives them similar

chemical properties.

The elements in Group 0 of the periodic table are called the noble gases. They are

unreactive because their atoms all have full electron shells including the outermost

shell.

Elements in Group 1 are called Alkali metals because when they react with water

they form a metal hydroxide which is soluble and the solution formed in alkaline pH

greater than 7. They get more reactive as their atoms get bigger down the group.

Their melting and boiling points decrease as their atoms get bigger. Thy form ions

with +1 charge and their compounds are colourless.

Elements in Group 7 are called halogens. They are reactive Non-Metals. Their

reactivity decreases down the group. They go round in pairs of atoms (simple

molecules) They join with other non-metals using covalent bonds. Bonds with metals

are ionic. A more reactive halogen can push a less reactive halogen from a solution

of one of its salts

Transition metals are strong and useful with high melting points and less reactive than

Group 1 metals. They form coloured compounds and act as catalysts. The number

of electrons they use for bonding can change so that ions with different charges

can form from the same atom.

Noble gases make no compounds because they have no unpaired electrons and

all their shells are full.


Bonding

When elements react, their atoms join with other atoms and form compounds. This

involves giving, taking or sharing electrons to form ions or molecules. Compounds

formed from metals and non-metals consist of ions and join ionically. Compounds

formed from non-metals consist of molecules. In molecules the atoms are held

together by covalent bonds. You need to be able to draw diagrams for ionic and

covalent bonds .

Simple calculations in chemistry

Chemical reactions can be represented by word equations or by symbol equations.

No atoms are lost or made during a chemical reaction so the mass of the products

equals the mass of the reactants.

Chemical reactions can be represented by word equations or by symbol equations.

Formula masses can be calculated and used in calculations such as % composition,

% atom economy, % yield and reacting masses

Metal extraction and use of earth resources

A more reactive metal will displace a less reactive metal from its compound. This is a

redox reaction

Carbon can be used to displace metals from their compounds

Environmental issues associated with use and extraction of metals.

Metal extraction and reactivity series


redox reaction.


CRAFT DESIGN TECHNOLOGY

HEAD OF DEPARTMENT: MR N ASHFORD

Exam Length: 1 hour 30 minutes

Exam Structure: Section A – Tools, materials and techniques.

Section B – Design problem solving and drawing skills.

________________________________________________________________________________

Exam content:

Names, uses and techniques for tools used (this year).

Names and properties of materials used.

Construction techniques, including safety and use of flow diagrams.

Sketching and technical drawing.

Imaginative problem solving.

Revision tips:

o Practise sketching and drawing techniques.

o Sketch and label tools you have used.

o Drawing tools helps you remember their names and how you use them.

Exam tips:

o Present information clearly.

o Design solutions need to be imaginative, but logical.

o Explain ideas clearly and include plenty of details.


COMPUTING

HEAD OF DEPARTMENT: MR K ROGERS

Exam Length: 1 hour

Exam Structure: Section A – Data representation

Section B - Python Programming

Section C – Networks

Section D – HTML, CSS & Javascript

This is a paper exam. Some of the questions require one-word answers

but other questions will require longer answers in which writing code

may be required. There will be diagrams to label and code to

complete.

________________________________________________________________________________

Exam content:

Binary, hexadecimal, ASCII, text, bitmaps, pixel, bit depth, sound, ADC, DAC, sample

rate & sampling resolution.

Data types, if statements, for loops, input & print statements.

LAN, WAN, PAN, benefits of networking, parity & ASCII, cables, hub/switch,

client/server, packets & topologies.

HTML & CSS formatting rules.

Javascript data types, if statements, for loops, input & print statements.

Revision tips

o Review Python programs and check understanding of code

o Revise Python programming sheets

o Draw diagrams of network set up and revise components

o Review Javascript programs and complete coding tasks

o Download Python at home and use there

o Attend coding club for extra practice & help


Exam tips

o Attempt all questions – there may be some marks for incorrect code.

o Check the marks per question and answer accordingly.


DANCE

HEAD OF DEPARTMENT: MRS J LLOYD

Exam Length: 1 hour 15 minutes – split into 3 sections

Section A: Safe studio practice and basic anatomy and physiology.

Section B: Basic body actions and choreographic devices.

Section C: Questions based on two professional works and choreographers they have

studied this term:

1) Infra by Wayne McGregor

2) Emancipation of Expressionism by Kendrick Sandy / Boy Blue Entertainment

Tips for Revision:

The students have a workbook they have been completing this term which they can revise

from as well as further handouts and class worksheets they will be given between now and

the exam.

The following resources may be used:

• Student textbook

• Student folders, class notes and revision notes

• Internet – e.g. youtube.com to view professional dance works online

• Dance Anthology (online access with dance teacher only)

Use practical classes to recap information about safe studio practice, choreographic

devices and technical/performance skills.

Revise notes from the professional works listed above, focusing on each of the

choreographers, their movement style, lighting and costume design, and the aural and

physical setting of each work.

Revise your understanding of the relationship between choreography, performance and

dance production.


ENGLISH

HEAD OF DEPARTMENT: Dr A MASTERSON

Exam Length: 1 hours.

Exam Structure: One paper comprising two sections: testing reading and writing.

Exam content:

Section A. Reading and Understanding

You will be asked to read a short extract from a novel that you will not have encountered in

class. You will be asked to write about how the author presents atmosphere and mood in

the extract. You will be reminded to analyse how the writer’s use of words and phrases;

language and literary techniques; structure, and narrative perspective shapes our

impression of the extract’s mood and atmosphere.

Section B. Writing

You will be given an image and asked to use it as the basis for a creative description that

establishes a particular mood and atmosphere.

This task will test your

ability to use language and literary devices for effect;

ability to structure a piece of writing for effect;

spelling, sentence structure and grammar.

________________________________________________________________________________

Exam tips:

o Always read the extract and the questions very carefully, at least twice.

o Be sure that you know how to recognise (and how to use your own) similes,

metaphors, personification, alliteration and other literary devices.

o Remember that you should not merely feature spot. Always link an author’s use of

devices to the meaning and effect you think s/he wishes to create.

o Revise elements of technical accuracy (such as punctuation, paragraphing and

spelling).


FRENCH

HEAD OF DEPARTMENT: MISS VALÉRIE ROSIN

Exam length: 1 hour 30 minutes

Exam structure: At the end of the academic year, the reading, writing and grammar skills

will be tested in one exam. This will take place during exam week. We have already

assessed the listening and speaking skills formally at the end of the Autumn and Spring

Terms. Each exam is worth 25% of the total. After all exams are taken, an average of all 4

skills will give your son / daughter their final mark and grade.

Book used: Expo 3 (Rouge)

Exam content:

Topics Grammar

Discussing what is on television and an

outing to the cinema.

Daily routine

Direct object pronouns (le, la, les,

l’)

Expressions of frequency

School subjects, opinons and reasons

why you like/ don’t like subjects

Timetable of the school day

Describing your school day

Opinions and justifications

Connectives and intensifiers

Extending your writing and

speaking

Translation

Future plans, jobs and plans for the

weekend

Quand + future

Health, parts of the body

Describing injuries

Healthy,eating,living,including,

sport, how to stay healthy

Imperative

Negative

Il faut…

Expressing opinions à mon avis

Revisio of reflexive verbs

Expressions with AVOIR ( avoir

mal, avoir froid, avoir chaud…)

Making travel arrangements

Arranging hotel accommodation

Visiting a tourist attraction

Pronoun “y” in the idiom I am

going THERE

Je voudrais/ j’aimerais

Verbs followed by à such as

commencer à, décider de,

essayer d

Verbs and tenses

Present, perfect, near future, simple future, imperfect of all regular verbs

including reflexives

Modal verbs POUVOIR, VOULOIR, DEVOIR

Translation


All the vocabulary learnt can be found in your son/daughter’s exercise books. They will also

be given a revision booklet containing all the vocabulary and grammar learnt.

Revision tips:

o Start early

o Practise verb endings, spellings with your friends and family

o Make flashcards with vocabulary and grammar rules

o Play “ I spy” with your friends with French words

o Practise your spelling by writing words you find difficult, reading them over and over.

o If you prefer to learn aurally, record vocabulary onto your phone and play it back.

o Use “Linguascope” to revise vocabulary the username is logs the password is bravo!

Exam tips:

o Do not panic. There is nothing new in the exam paper. It only contains things we

have studied. Revision lessons will be held the week before the exam.

o Always read the questions carefully and allow 10 minutes at the end to re-read the

answers you wrote to check for spelling and grammatical mistakes.


GEOGRAPHY

HEAD OF DEPARTMENT: MR W ELLIS


Exam Structure: The examination will test material covered in the lessons, and also

students’ abilities to apply their knowledge to new situations and

demonstrate geographical skills. It will be test understanding of the

GCSE “decision-making” topics covered this year.

Year 9 pupils should be familiar by now with the format and demands

of an exam in this subject, having done tests and assessments

throughout the year.

Exam content:

The topics covered in Year 9 are outlined below, together with the appropriate

geographical skills:

People and the biosphere

Skills- Comparing climate graphs for different biomes, using world maps to

show the location of different biomes and using/interpreting various graphs.

Specification content:

Global (climate) and local (eg altitude, soils) factors affecting biomes

Why biomes are valuable (goods and services) to people

Why biomes are vital for maintaining a healthy planet (carbon, nutrient and

hydrological cycles)

The increasing demand for resources (reasons and implications)

Contrasting views of the future (the theories of Malthus and Boserup)

Forests under threat

Skills- Using and interpreting nutrient cycle diagrams and interpreting GIS

(satellite images, eg for forest loss)


The characteristics of both tropical rain forest and taiga biomes (climate, flora

and fauna/adaptations)

Nutrient cycling, biodiversity and food webs in tropical rain forests and taiga

Direct and indirect threats to forest biomes (why these biomes are under

threat)

How the two biomes can be managed and protected (including sustainable

management)

Conflicting views about the taiga’s future


Consuming energy resources

Skills- Using world maps showing the distribution of energy resources, using

data to graph trends over time, calculating carbon and ecological footprints.


Classifying energy resources (renewable, non-renewable, recyclable, fossil

fuels)

How energy production affects the environment

The different factors that affect access to energy resources (accessibility and

technology)

The global pattern of energy use, and why it varies

The global supply of oil, and why oil consumption is increasing

The costs of developing fossil fuels

Reducing our reliance on fossil fuels (cutting the demand for, and extending

the life of fossil fuels)

The alternatives to fossil fuels (what are the costs and benefits of HEP, solar

power etc?)

What does the world’s energy future look like?

________________________________________________________________________________

Exam tips:

o Revision, especially concentrating on the case studies (detailed examples, as

summarised above) and the skills

o Read through the “How to be successful in exams” chapter in your textbook

o If you want to give yourself some practice, work through some of the questions in

your textbook (P242-308)

o It is important that you read questions carefully, and make sure you answer the

questions (and write in enough depth – look at the marks awarded for different

questions.)

o Plan your time in the exam room, studying the resources carefully and leaving at

least 5 minutes to check your answers.


YEAR 9 GERMAN

TEACHER: MISS ALPERS


Exam Structures: At the end of the academic year the skills of reading/writing and

grammar will be tested. We have already assessed the listening and

speaking skills formally in the end of the autumn and spring terms. The

result of every exam is worth 25% of the total. After the completion of the

reading and writing and grammar assessments an average of the four

results will be calculated; which will be the students’ final grade.

Book used: Echo 3

Exam content:

Topics Grammar

The media

Computer

Music

TV

Films

What technology you use, how often and

your opinion

School life

Subjects and how you find them

Comparing school in Germany and in UK

School day

Teachers / Teacher description

School rules

The Future

Plans for your future

Importance of languages

Job descriptions

Workplaces and opinions

My world

What is important / not important to you

When you do things

Daily routine / chores

What you are, or are not, allowed to do in

The present tense

Subordinate clauses

(Ich finde, dass)

The past tense

(Perfect) and “war”

(es war gut etc)

Question words

Sequencers

Comparative and

superlative

Possessive adjectives

(seine Stunden sind…)

Adjectives

Modal verbs : dürfen ,

nicht dürfen , müssen

subordinate clauses

(„weil“)

The future tense

Modal verb: können

Word order

Question words

Gern, lieber, am

liebsten


Revision tips:

o Start early.

o Practise verb endings and spellings with your family and friends; ask them to test you.

o Make flashcards with vocabulary and grammar rules (German on one side and

English on the other).

o Use Linguascope.com to revise key vocabulary.

o Practise writing about the topics in each chapter.

Exam tips:

o Do not panic. There is nothing new in the exam paper. It only contains things we

have studied. Revision sessions will take place the week before the exams.

o Always read the questions carefully and allow ten minutes to re-read the answers

you wrote to check for spelling and grammatical mistakes.

Germany at a certain age

The environment and what you and your

family do to protect it

People today

You and your family

Famous people

A date

Wenn sentences

Separable verbs

(present and past)

Reflexive verbs

Modal verbs

Infinitive construction

(um… zu)

Possessive pronouns

The cases

Adjective endings

Conditional Tense

Formal and informal

language


HISTORY

HEAD OF DEPARTMENT: MR P WALTON


Exam Structure: Questions requiring short answers

Questions requiring long answers

Essay style questions

Source analysis

Exam content:

As well as the key words for each unit make sure you revise the topics we have covered:

Unit 1: Why should I bother to vote?

How and why do people protest?

Problems with the political system in the 1800’s

What was it like to live in the 1800s?

The importance of Chartism

Unit 2: Why were some women prepared to die for the vote?

Life for women in the 1900s

What was the difference between the Suffragettes and Suffragists?

Why were people opposed to women’s suffrage?

What role did women play during WW1?

How had women’s roles changed by the end of WW1?

Unit 3: Why should we remember World War One?

Longer term causes of the war

The events that led to a World War

Trench warfare and human experiences

Recruitment and propaganda

How do we remember?

Unit 4: The Holocaust

The Jews in Nazi Germany

The judenfrage and the final solution

Different types of camps

Case study: Babi Yar

The Nuremberg Trials

Revision tips

Read through your work to make sure you understand the topic covered

If you have missed work through absence – see your teacher for help.

Don’t leave your revising to the last minute!


HOME ECONOMICS

HEAD OF DEPARTMENT: MRS D TICEHURST

Exam Length: 1 hour

Exam Structure: Students will be asked to prepare and cook a dish using the techniques

and cooking methods they have learnt this year. Students may select

any recipe but we would really like to see the use of seasonal

ingredients if appropriate. Students may choose to cook one or

more dishes in the time given. Dishes with higher level skills will

score more highly than those with fewer processes. ANY RECIPE

MUST BE NUT FREE as we have students with severe nut allergies who use

the HE Room

They will be assessed on:

Their choice of dish

Their organisation with regards to bringing all the necessary ingredients

Their health, food hygiene and safety

Their organisation of equipment

Their preparation and cooking of the dish

Their presentation of the dish

Their diligence in clearing, washing, drying and putting away items they have used.


MATHEMATICS

HEAD OF DEPARTMENT: MR D BIOLETTI

Exam Structure Students will sit two exams. The first is a non-calculator paper

and the second a calculator paper. Each exam is I hour long.

Mathematics Equipment: Black pen or biro

HB or preferably B pencil

Ruler

Protractor

Pair of compasses

Scientific calculator (paper 2)

Exam content

Foundation Tier

Integers and place value

Decimals

Indices, powers and roots

Factors, multiples and primes

Algebra: the basics

Expressions and substitution into formulae

Tables, charts and graphs

Pie charts

Scatter graphs

Fractions, decimals and percentages

Percentages

Equations and inequalities

Sequences

Properties of shapes, parallel lines and angle facts

Interior and exterior angles of polygons

Statistics, sampling and the averages

Perimeter, area and volume

Higher Tier

Calculations, checking and rounding

Indices, roots, reciprocals and hierarchy of operations

Factors, multiples, primes, standard form and surds

Algebra: the basics, setting up, rearranging and solving equations

Sequences

Averages and range


Representing and interpreting data and scatter graphs

Fractions and percentages

Ratio and proportion

Polygons, angles and parallel lines

Pythagoras’ Theorem and trigonometry

Graphs: the basics and real-life graphs

Linear graphs and coordinate geometry

Quadratic, cubic and other graphs

Perimeter, area and circles

3D forms and volume, cylinders, cones and spheres

Accuracy and bounds

Transformations

Constructions, loci and bearings

Exam and Revision tips

All topic areas listed above are also on the activelearn website under ‘Exercises’ and

‘Student Resources’. Make a list of areas where you need to invest more time and use the

videos and questions to target these areas.

Remember to:

complete as many questions from your revision packs as you can

learn all the formulae that you need

write “flash cards” for key points and formulae

show all of your working and be clear

round your answer where necessary

write in the appropriate units

read a question two or three times if you are unsure what it is asking

just take that first step if struggling to access a tough question

Good luck and remember that we are here to help you.


MUSIC

HEAD OF DEPARTMENT: MISS A ABIS

Exam Length: A solo instrumental or vocal performance of 2- 5 minutes duration.

Exam Structure: 30 minutes during one lunchtime, to be arranged in advance with your

teacher. You will perform to your teacher and the others in your group.

You will also listen to other pupils’ performances.

Exam content:

You should prepare an instrumental or vocal solo performance at the highest difficulty level

at which you are able to perform well. This can be a graded piece from an examination

board (such as ABRSM, Trinity or Rockschool) or another piece that you have recently

learnt.

The performance should be at least 2 minutes duration and no longer than 5 minutes,

although you will not lose marks for going over time. You can perform a couple of pieces to

make it up to 2 minutes if that is easiest for you.

Your teacher will arrange a time with you to come to the Music Department. This will be a

lunchtime before half term (most likely in weeks 4 and 5). You will do the exam in small

groups of no more than three, arriving at 1.40pm and performing in front of the teacher and

the others in your group. You will listen to the performances given by the other pupils.

You do not need to have an accompaniment, you can perform the piece solo.

This exam will be assessed in a similar way to GCSE performances, using the following

assessment criteria:

1: Technical control

2: Tempo/ Dynamics/ Phrasing and Articulation

3: Pitch and Rhythm/ Fluency and Accuracy

Each one is marked out of ten and you will receive a final mark out of 30, a percentage

and a grade.

Exam tips

o Choose the piece which you can perform most confidently and without mistakes. It is

far better perform an easier piece well than to perform a more difficult piece with

lots of mistakes.

o As well as ensuring that you play all the notes correctly, pay careful attention to

dynamics, phrasing and articulation as it is important to give an expressive and

musical performance.


PHYSICAL EDUCATION

HEAD OF DEPARTMENT: MR HEYWOOD

Exam Length: 1 hour (component 1 only)

Exam content: Year 9

The questions will be selected from the following topics:

Location of major bones

Functions of the skeleton

Types of synovial joint

Types of movement at hinge joints and ball and socket joints

Location of major muscle groups

The roles of muscle in movement

Aerobic and Anaerobic exercise

Components of fitness

Principles of training

Prevention of injury

Revision Tips

o Use mind maps/keywords/highlighters/bullet points/self-testing questions.

o Revise in small chunks, revise little and often.

o Start revising as early as possible – take the subject seriously.

Exam tips:

o Before you write anything down, spend a few minutes reading every question.

o Highlight key words e.g. “describe”.

o Read questions carefully and do what the question tells you to do.

o Give obvious practical examples

e.g. Q. Name a sport which requires sprinting.

A. 100m sprint –NOT football.

o Give a specific practical example

e.g. Q. Give an example of a game where excellent reactions are needed.

A. Football – goalkeeper needs excellent reactions to dive quickly.

– NOT just “Football”

o Write clearly and do not waffle – remember that the answer has to make sense to

the person marking your work, not just to you. If it isn’t clear then you may not get

the mark.

o Never leave a question unanswered

o At the end, re-read every word to check for errors.

o USE acronyms to revise and write them down during the exam – this will give you a

focus on what you must cover in the question.


PHYSICS

HEAD OF DEPARTMENT: MR W TABARY-PETERSSEN ________________________________________________________________________________

Internal Exam:

Exam Length: 1 hour 15 mins during exam week

Exam Structure: Structured written questions

Equipment required : Black Pens, Pencils, Ruler, Eraser, Calculator, and Protractor

________________________________________________________________________________

Exam content:

This is based on the topics covered this year but you will be expected to remember the

basic work learnt in Years 7 and 8.

This year we studied:

Heat transfer

Wave Properties

Light

Sound

Using Waves

The Electromagnetic Spectrum

Revision tips:

o Read through your notes and the relevant sections of your text book.

o Use the check lists that you have been given for each unit to ensure that you have

covered everything.

o Learn the formulae, units and correct scientific words.

o Practise answering questions. Use the questions in your text book. You can also use

worksheets and test sheets that you already have and/or make up your own

questions. Use your notes to check your answers. Ask someone in the family to test

you.

o In the examination, make sure that you read the question carefully and include all

the relevant facts. In calculations you must:

Write down the formula

Put the numbers from the question into the formula

Give the answer with the correct units.


Unit Check lists

Heat Transfer

All objects emit and absorb infrared radiation.

Dark, matt surfaces are good absorbers and good emitters of infrared radiation.

Light, shiny surfaces are poor absorbers and poor emitters of

infrared radiation.

Energy can be transferred by conduction and this involves

particles.

Metals are good conductors because they have free electrons.

Materials with air trapped in them are good insulators.

The transfer of energy by convection, involves particles.

Convection occurs as particles move apart, making a fluid less dense.

The rate at which an object transfers energy by heating depends on:

- surface area and volume

- the temperature difference between an object and its surroundings

Some devices are designed with energy transfer in mind, for example, cooling fins.

Some animals have adaptations related to energy transfer.

Understand the design of a vacuum flask to minimise conduction,

convection and radiation.

Wave Properties

Waves transfer energy.

Waves may be either transverse or longitudinal.

The terms frequency, wavelength and amplitude.

Longitudinal waves show areas of compression and rarefaction.

Waves can be reflected, refracted and diffracted.

Diffraction effects depend on the size if the gap compared to the size of the

wavelength

Sound can diffract through doorway, light cannot.

All waves obey the wave equation

Speed = frequency x wavelength v = f λ

Frequency = 1 / time period

Use of prefixes kilo, mega, milli

Light

A luminous object emits light, a non-luminous object does not.

We see objects because light rays are reflected into our eyes.

Light travels in straight lines.

Light travels at approximately 300 000 km/s

Ray diagrams show the path of light rays.

The normal is a construction line perpendicular to the reflecting

surface at the point of incidence.


The angle of incidence is equal to the angle of reflection. The image produced in a

plane mirror is virtual and upright.

Waves can be absorbed or transmitted at the boundary between two different

materials.

Light travels at different speeds in different materials.

When light travels from air to water or glass at an angle to the normal, it refracts

towards the normal.

When light travels from glass (or water) to air at an angle to the normal it refracts

away from the normal.

Refraction causes interesting effects such a puddles appearing shallower than they

are.

A prism can be used to separate white light into the visible spectrum.

White objects reflect all colours of light, black objects reflect no light, other coloured

objects reflect one or more colours of light.

Coloured light can be produced using a filter in front of a white light source.

Red, green and blue light together can produce white light.

Sound

Sounds travels as a longitudinal wave.

Sounds cannot travel through a vacuum.

Sounds travels at different speeds in different materials – in air it travels at 330m/s.

The pitch of a sound is determined by its frequency and loudness by its amplitude.

Sounds waves can be studied using a microphone connected to a cathode ray

oscilloscope.

Humans can hear sounds in the frequency range 20Hz – 20 kHz.

Using Waves

Echolocation uses the reflection of sound waves to calculate distances.

Ultrasound, that it is too high for us to hear, is used in scanning.

Ultrasound waves are partially reflected when they meet a boundary between two

different media. The time taken for the reflections to reach a detector can be used

to determine how far away such a boundary is.

The electromagnetic spectrum

Electromagnetic radiations

travel as waves and move

energy from one place to

another.

All types of electromagnetic

waves travel at the same speed

through a vacuum (space).


Electromagnetic waves form a continuous spectrum The uses and hazards of the

radiations in different parts of the electromagnetic spectrum depend on their

wavelength and frequency.

The order of electromagnetic waves within the spectrum, in terms of energy,

frequency and wavelength needs to be learnt.

Electromagnetic waves have wavelengths within the range of 10-15 to 104 m.

Different wavelengths of electromagnetic waves are reflected, refracted, absorbed

or transmitted differently by different substances and types of surface.

Electromagnetic waves have many practical applications. For example:

- radio waves – television and radio (including Bluetooth)

- microwaves – satellite communications, cooking food

- infrared – electrical heaters, cooking food, infra-red cameras

- visible light – fibre optic communications

- ultraviolet – energy efficient lamps, sun tanning

- X-rays – medical imaging and treatments.

Ultra-violet waves, X-rays and gamma rays can have hazardous effects on human

body tissue. The effects depend on the type of radiation and the size of the dose.

Ultra-violet waves can cause skin to age prematurely and increase the risk of skin

cancer. X-rays and gamma rays are ionising radiation that can cause mutation of

genes and cancer.

Motion Graphs

Distance = speed x time (s = v x t).

Distance and speed are scalar quantities, speed and velocity are vector quantities.

Motion can be represented on a distance time graph, speed can be found from the

gradient of the graph.

Acceleration is the rate of change of velocity of an object.

Deceleration is a negative acceleration.

The acceleration of an object can be calculated from the gradient of a velocity –

time graph.

The distance travelled by an object can be calculated from the area under a

velocity – time graph.


RELIGIOUS STUDIES

HEAD OF DEPARTMENT: MR MOORE ____________________________________________________________________


Exam Structure: A mixture of short answer questions and GCSE style questions

________________________________________________________________________________

Exam content:

Religion, peace and conflict

Introduction – peace, justice, forgiveness and reconciliation

Reasons for war

The Just War theory

Terrorism

Pacifism and peace making

Religion and Life

Origins of the universe – Genesis and the Big Bang

Stewardship and dominion

Evolution

Animal rights

Abortion

Euthanasia

Death and the afterlife

Introduction to ethics

What is ethics?

Utilitarianism

Kantian ethics

Situation ethics

Virtue ethics

Natural Law

Useful Websites to be used alongside class revision & hand-outs.

http://www.bbc.co.uk/religion/religions/

http://www.bbc.co.uk/religion/0/

http://www.request.org.uk/

Revision tips:

o Learn subject vocabulary using keywords in your exercise books

o Use Religious Studies websites for practice questions and additional information

o Re-read your exercise book!

o Use class revision hand-outs. All students will receive a hand-out in class which

breaks down the main aspects of the exam. They will also be given 2 lessons

minimum to recap the unit and be clear about the demands of the exam.

http://www.bbc.co.uk/religion/religions/

http://www.bbc.co.uk/religion/0/

http://www.request.org.uk/


SINGLE SCIENCE

HEAD OF DEPARTMENT MRS C LOWDEN ________________________________________________________________________________

Exam Length 1 hour 15 minutes during exam week

Exam Structure Structured written questions - answer them all

____________________________________________________________________________

Exam content:

This is based on the topics covered this year in Biology, Chemistry and Physics but you will

be expected to remember the basic work learnt in Years 7 and 8.

The Exam will only be on the topics from below that we have covered in class before the

exam:

The page references refer to your textbooks for Biology, Chemistry and Physics but do

remember you will have objective sheets, previous tests and worksheets in your exercise

book.

Biology

Cells and Organisation p4-22

Summary and Practice Questions p24-25

Organisation and the digestive system p36-48

Summary and Practice Questions p50-51

Chemistry

Atoms, elements, and isotopes (p 22 - 28)

Diagrams to show elements, compounds and mixtures (from yr 8 )

History of the atom and electronic structure (p 42 – 45)

Ionic bonding (pages 72 – 76) and covalent bonding (p 80 – 85)

Compounds, formulae and equations (p 29 -33) and mixtures (p 34 -41)

Periodic table (p 52 – 55 )

Metal extraction, reactivity series and use of earth’s resources (p158 -163)

Physics

Heat transfer

Wave Properties

Light

Sound

Electromagnetic spectrum

Revision tips:

Read through your notes and the relevant sections of your text book.


Use the check lists that you have been given for each unit to ensure that you have

covered everything.

Learn the keywords and any definitions.

Practise answering questions. Use the questions in your text book. You can also use

worksheets and test sheets that you already have and/or make up your own questions.

Use your notes to check your answers. Ask someone in the family to test you.

In the examination, make sure that you read the question carefully and include all the

relevant facts.

When answering questions based on a given text, graph or results table make sure you

refer to these and include information or figures from them in your answer.

Biology

Chemistry

Atoms and electronic structures

All substances are made of atoms. A substance that is made of only one sort of atom is

called an element. There are about 100 different elements. Elements are show in the

periodic table. The groups contain elements with similar properties.

Atoms of each element are represented by a chemical symbol, e.g. O represents an

atom of oxygen and Na represents at atom of sodium.

Atoms have a small central nucleus, which is made up of protons and neutrons and

around which there are electrons.

The relative electrical charges are as shown:

Name of particle Charge

Proton +1

Neutron 0

Electron -1

In an atom, the number of electrons is equal to the number of protons. Atoms have no

overall electrical charge.

All Atoms of a particular element have the same number of protons. Atoms of different

elements have different numbers of protons.

The number of protons in an atom of an element is its atomic number. The sum of the

protons and neutrons in an atom is its mass number.

The Periodic Table

Elements in the same group in the periodic table have the same number of electrons in

their highest energy level (outer electrons) and this gives them similar chemical

properties.


The elements in Group 0 of the periodic table are called the noble gases. They are

unreactive because their atoms all have full electron shells including the outermost

shell.

Elements in Group 1 are called Alkali metals because when they react with water they

form a metal hydroxide which is soluble and the solution formed in alkaline pH greater

than 7. They get more reactive as their atoms get bigger down the group. Their melting

and boiling points decrease as their atoms get bigger. Thy form ions with +1 charge and

their compounds are colourless.

Elements in Group 7 are called halogens. They are reactive Non-Metals. Their reactivity

decreases down the group. They go round in pairs of atoms (simple molecules) They

join with other non-metals using covalent bonds. Bonds with metals are ionic. A more

reactive halogen can push a less reactive halogen from a solution of one of its salts

Transition metals are strong and useful with high melting points.

Bonding

When elements react, their atoms join with other atoms and form compounds. This

involves giving, taking or sharing electrons to form ions or molecules. Compounds

formed from metals and non-metals consist of ions and join ionically. Compounds

formed from non-metals consist of molecules. In molecules the atoms are held together

by covalent bonds. You need to be able to draw diagrams for ionic and covalent

bonds .

Metal extraction and use of earth resources


redox reaction

Carbon can be used to displace metals from their compounds

Environmental issues associated with use and extraction of metals.

Physics

Heat Transfer

All objects emit and absorb infrared radiation.

Dark, matt surfaces are good absorbers and good emitters of infrared radiation.

Light, shiny surfaces are poor absorbers and poor emitters of infrared

radiation.

Energy can be transferred by conduction and this involves

particles.

Metals are good conductors because they have free electrons.

Materials with air trapped in them are good insulators.

The transfer of energy by convection, involves particles.

Convection occurs as particles move apart, making a fluid less dense.

The rate at which an object transfers energy by heating depends on:

- surface area and volume


- the temperature difference between an object and its surroundings

Some devices are designed with energy transfer in mind, for example, cooling fins.

Wave Properties

Waves transfer energy.

Waves may be either transverse or longitudinal.

The terms frequency, wavelength and amplitude.

Waves can be reflected, refracted and diffracted.

Light

A luminous object emits light, a non-luminous object does not.

We see objects because light rays are reflected into our eyes.

Light travels in straight lines.

Light travels at approximately 300 000 km/s

Ray diagrams show the path of light rays.

The normal is a construction line perpendicular to the reflecting

surface at the point of incidence.

The angle of incidence is equal to the angle of reflection.

Waves can be absorbed or transmitted at the boundary between two different

materials.

Light travels at different speeds in different materials.

When light travels from air to water or glass at an angle to the normal, it refracts

towards the normal.

When light travels from glass (or water) to air at an angle to the normal it refracts

away from the normal.

Refraction causes interesting effects such a puddles appearing shallower than they

are.

Sound

Sounds travels as a longitudinal wave.

Sounds cannot travel through a vacuum.

Sounds travels at different speeds in different materials – in air it travels at 330m/s.

The pitch of a sound is determined by its frequency and loudness by its amplitude.

Sounds waves can be studied using a microphone connected to a cathode ray

oscilloscope.

Humans can hear sounds in the frequency range 20Hz – 20 kHz.

The electromagnetic spectrum

Electromagnetic radiations

travel as waves and move

energy from one place to

another.


All types of electromagnetic waves travel at the same speed through a vacuum

(space).

Electromagnetic waves form a continuous spectrum The uses and hazards of the

radiations in different parts of the electromagnetic spectrum depend on their

wavelength and frequency.

Electromagnetic waves have many practical applications. For example:

- radio waves – television and radio (including Bluetooth)

- microwaves – satellite communications, cooking food

- infrared – electrical heaters, cooking food, infra-red cameras

- visible light – fibre optic communications

- ultraviolet – energy efficient lamps, sun tanning

- X-rays – medical imaging and treatments.

Ultra-violet waves, X-rays and gamma rays can have hazardous effects on human

body tissue. The effects depend on the type of radiation and the size of the dose.

Ultra-violet waves can cause skin to age prematurely and increase the risk of skin

cancer. X-rays and gamma rays are ionising radiation that can cause mutation of

genes and cancer.


SPANISH

HEAD OF DEPARTMENT: MRS. PRADA-GARCÍA


Exam Structures: At the end of the academic year the skills of reading/writing and

grammar will be tested. We have already assessed the listening and

speaking skills formally in the end of the autumn and spring terms. The

result of every exam is worth 25% of the total. After the completion of the

reading and writing and grammar assessments an average of the four

results will be calculated; which will be the students’ final grade.

Textbook used: Mira 3

Exam Content

Topics Grammar

LA ROPA

Clothes and description of clothes

Accessories and styles

The school uniform

Choosing an item of clothing

Describing what you wear in different

occasions

Verb llevar

Caro/barato

Adverbs of frequency (nunca, de vez

en cuando… etc)

Este, esta, estos, estas

Comparatives

superlatives

Using present, preterite and

immediate future to say what you

wear/wore/going to wear

DE COMPRAS

Shops and items you can buy in

them

Shops in Spain

Shopping for clothes. Sizes

Shopping for souvenirs and

presents for people

Asking for directions

Verbs comprar and vender

Comparatives and superlatives.

Se puede and se pueden

Adjectives to describe personalities

Using the indirect object le with the

verb comprar. (le compro una

camiseta)

Ser/ir in the preterite

Time expressions and time markers

Preterite of regular verbs

Ser vs estar

Near future

LA RUTINA DIARIA

Daily routine activities

Reflexive verbs

Adverbs of frequency: normalmente,

primero, luego

LOS MEDIOS DE COMUNICACIÓN

Computers and technology

Adverbs of frequency

Stem changing verbs in the present


Types of TV programmes

Music

Types of films

Spanish speaking actors/actresses, tv

presenters, singers and groups.

tense

Opinions and justifications

Different ways of expressing opinions

using en mi opinion, para mí, a mi

modo de ver…

Verb poner meaning “to show on TV”

Remembering comparatives

Verb soler

The verbs hacer and ver in preterite.

Porque and por eso

Que as a relative pronoun (es una

película que trata de…)

CUESTIONES DE DINERO Y TRABAJOS

Home chores

Pocket money

Job prospects

Personalities and skills

Professions, places of work and

activities related to them

The importance of languages in the

world of work

Me gustaría/ te gustaría/le gustaría

Feminines of adjectives/nouns ending

in consonants

Using the verb ser with professions

without the article

Revision tips

► Start early

► Practice verb endings, spelling with your family and friends

► Make flashcards with vocabulary and grammar rules

► Play "I spy" with your friends with Spanish words

Exam tips

Do not panic. There is nothing new in the exam paper. It only contains things we have

studied. Revision sessions will be held the week before the exams. Always read the

questions carefully, allow 10 minutes to proof read your answers and check your spelling

and grammatical errors.

revision guide year 9 - logs.uk.com · revision guide year 9 summer 2018 examination timetable 2018...

Documents