Ready to ReviseYear 9

Topics, tips and techniques

To help you get organised and ready for exams.

Exam Timetable

Subject Exam Date Notes

English

Maths

Science

RE

Geography

History

French

Spanish

Computing

Technology

Art

Music /Drama

Preparing for examsThroughout your time at school onto further study and university you will have to prepare for exams. Learning the skills needed to be organised and how to revise effectively will help you be successful and fulfil your potential. Below are some tips to get you started:

 Start early, revising over a longer time instead of cramming last minute gives your brain the best chance of remembering all you need it to.

 Plan your time using a revision planner. This will help you fit in your revision and allow for some free time to.

 Make you sure have lists of what you need to revise for each subject.  Use the techniques in this booklet to revise. Revision needs to be active simply

reading through will not work. Learn good study habits now.  Find a quiet space to work, switch off distractions such as your phone or the

TV. It’s better to work uninterrupted for an hour than all evening not concentrating.

Revision PlannersExample Revision Planner

Once you have a list of topics to revise divide your time up between them. Be realistic and give yourself free time and breaks. Once you’ve made your plan stick to it. Remember to add a bit of time to test yourself on the bits you’ve already

revised to help you remember. The earlier you start revising the easier it will be as you can space it out more.

Week 1 4-5pm 5.-6pm 6-7pm 7-8pm 8-9pm 9-9.30pm9.30pm

Monday ReviseGeog topic 1

Tea time X Box RE reviseHinduism

ScienceTopic 1

Relax

Tuesday My Maths revision

Tea time History Topic 1

Break Practise Maths Paper

Wednesday

Tea time Science Topic 2

Football Training

Football Training Re-Test Science notes

Thursday HistoryTopic 2

Tea time My Maths Revision

Break Science topic 3 Relax

Friday Englishrevision

Tea time Night off cinema

Night off cinema

Night off cinema Re testGeog.

Revision PlannersUse the planners below to organise your time. Divide you revision time between subjects and plan in your free time as well. There are ones for during school weeks, half term and weekends. Aim to revise for 1-2 hr each night on the run up to exams.

Half Term 9am-10.30am

10.30am-12am

12pm-1.30pm

1.30pm-3pm

3pm-4.30pm

4.30pm-6pm

6pm-7.30pm

7.30pm-9pm

Monday

Tuesday

Wednesday

Thursday

Friday

Week 1 4-5pm 5.-6pm 6-7pm 7-8pm 8-9pm 9-9.30pm9.30pm

Monday

Tuesday

Wednesday

Thursday

Friday

Week 2 4-5pm 5.-6pm 6-7pm 7-8pm 8-9pm 9-9.30pm9.30pm

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Weekend 1

9-10am

10-11am

11-12pm

12-1pm

1-2pm 2-3pm 3-4pm

5-6pm

6-7pm 7-8pm 8-9pm

Saturday

Sunday

Weekend 2

9-10am

10-11am

11-12pm

12-1pm

1-2pm 2-3pm 3-4pm

5-6pm

6-7pm 7-8pm 8-9pm

Saturday

Sunday

Weekend 3

9-10am

10-11am

11-12pm

12-1pm

1-2pm 2-3pm 3-4pm

5-6pm

6-7pm 7-8pm 8-9pm

Saturday

Sunday

REVISION MAPS Get yourself a piece of A3 or A4 paper. Using your class notes, re-write the most relevant information Use brainstorms, tables and information trees to organise your maps. When you have finished them stick them all around your bedroom etc.KEY TIPS. Use lots of colour and add diagrams and sketches. These will help you remember better than just plain text.

   

 

How We Learn The pyramid below shows us how researchers think we learn. From it we can see that over time we only remember about 5% of what is just told to us and only 10% of what we read. When learning becomes more active we get better results. If we discuss and talk about what we are learning it goes up to 50%. Once we have learnt something well enough to teach someone else about it we reach 90%. This shows us that revision needs to be active and discussing, testing and teaching someone else what you’ve learnt will help you remember more.

REVISION CARDS

Get yourself some pocket sized pieces of card. Using your mind maps, revision books or your class notes, summarise the main points. Use your cards for definitions, key words and lists or groups of information when you have finished them get a parent or friend to test you – to see how much information you can remember?

KEY TIPS: Use a highlighter pen and keep the information brief – no more than 5 points per card

Once you have made a set of cards test yourself every few days to help you learn the information.

How to beat the ‘Forgetting Curve’

What the graph below shows us is that when we learn something new, after 3 days, we are lucky if we can remember 60% of what we learnt. To remember more if we review the information on the second day by the day after we will know 80% instead of 60% - handy for an exam! If we’d started working sooner and reviewed again after 6 days our memories then go up to around 90%. Repetition is easy enough – the more frequently we repeat something, the more likely it is to stick.  For this reason, one suggestion given to improve memory retention when revising is to review and test yourself regularly.  Research has shown that reviewing at regular intervals does increase how much we can remember and that over time, less frequent reviews are needed.

Example: Day 1 make revision cards. Day 2 spend 10 minutes reviewing or testing yourself on them. Day 3 do another quick review /test. Day 6 review & Test again. Then review weekly until your exam.

St George’s SchoolYear 9 - English

Topic: Explorations in Creative Reading and Writing How will I be tested?

1 Reading Exam Paper (50 minutes)You will have already sat the writing paper in class

What will be on each paper?One fiction extract and two questions.

Spend 10 minutes reading the extract provided. Question 1 (AO2 Language) is worth 16 marks. Spend 20 minutes on this question. Question 2 (AO4 Critical Response) is worth 20 marks. Spend 20 minutes on this question.

How do I tackle the questions and what is being tested in each?

Question 1 AO2: Explain how writers use language to achieve their purpose and influence readers. Use technical terms to support your analysis of language.

You will be asked to find the important words and phrases in the extract and write about the effects they have.You will need to find examples of language devices the writer chooses to use. You could use the following grid to help you understand what to look for:

PERSONIFICATION / METAPHOR / SIMILE /

ALLITERATED SOUND / REPETITION / CONTRAST /

ONOMAOPOEIA / ASSONANCE / ADJECTIVES / VERBS / ADVERBS

/ NOUN PHRASES

Look out for words that could have more than one meaning - what further ideas or images

could they have?

Which specific emotions could you be encouraged to feel as a

result of the writer's word choice?

Identify particular techniques that have been used within the text. How do they create a

specific effect?

Analysing LANGUAGE could be…

Choose verbs, adverbs or adjectives to explode. How

does the word create a particular image that you could link to the character or setting?

Consider the language that a character uses in their speech.

- is it timid, polite, authoritative, aggressive etc?

Something else? What does the language suggest about their

character?

Which words help you to identify the tone or mood of the character? How do the words imply how they are

feeling and possible reasons why?

Can you find single words which add to the detail given? Can you find adjectives that

add extra description or verbs and adverbs that show us

about actions?

The question will usually look something like this: How does the writer use language to create a dramatic atmosphere?

You could include the writer’s choice of: Words and phrases Language features and techniques Sentence forms.

Use the following chart to help you plan your answer:Language Feature / Device Quote Analysis / ConnotationsAdjectives “The dark, sinister passage

echoed”“As the paper squirmed in the intense light of the sun

stabbed at it”.

(16 marks)

Top Tips Use PETAL paragraphs in your answer. Aim to write about five quotations from the extract. Write about the methods the writer has used and their effect on the reader. Use technical terminology to describe the writer’s use of language (verbs, adverbs,

adjectives etc).Revision you can do!Complete the following chart to help you revise the techniques writers often use in fiction extracts.Language Feature / Device Definition Your own exampleVerbAdjectiveNoun phraseAdverbSimileMetaphorPersonificationContrastSemantic FieldPathetic FallacyOnomatopoeiaRepetitionLook at the following extract and try to use the PETAL framework to write one paragraph about how the writer uses language to create a dramatic scene here.Lennie looked helplessly at George, and then he got up and tried to retreat. Curley was balanced and poised. He slashed at Lennie with his left, and then smashed down his nose with a right. Lennie gave a cry of terror. Blood welled from his nose. “George,” he cried. “Make ‘um let me alone, George.” He backed until he was against the wall, and Curley followed, slugging him in the face. Lennie’s hands remained at his sides; he was too frightened to defend himself.George was on his feet yelling, “Get him, Lennie. Don’t let him do it.”Lennie covered his face with his huge paws and bleated with terror. He cried, “Make ‘um stop, George.” Then Curley attacked his stomach and cut off his wind.Slim jumped up. “The dirty little rat,” he cried, “I’ll get ‘um myself.”George put out his hand and grabbed Slim. “Wait a minute,” he shouted. He cupped his hands around his mouth and yelled, “Get ‘im, Lennie!”Lennie took his hands away from his face and looked about for George, and Curley slashed at his eyes. The big face was covered with blood. George yelled again, “I said get him.” Curley’s fist was swinging when Lennie reached for it. The next minute Curley was flopping like a fish on a line, and his closed fist was lost in Lennie's big hand. George ran down the room. “Leggo of him, Lennie. Let go.” But Lennie watched in terror the flopping little man whom he held. Blood ran down Lennie’s face, one of his eyes was cut and closed. George slapped him in the face again and again, and still Lennie held on to the closed fist. Curley was white and shrunken by now, and his struggling had become weak. He stood crying, his fist lost in Lennie’s paw.George shouted over and over. “Leggo his hand, Lennie. Leggo. Slim, come help me while the guy got any hand left.”Suddenly Lennie let go his hold. He crouched cowering against the wall. “You told’ me to, George,” he said miserably.Curley sat down on the floor, looking in wonder at his crushed hand.

POINT Use key words from the question to make a statement about the use of language.

EVIDENCEGive a short quotation from the text to show an example of where the writer has used language effectively and to support the statement you have just made. Think PROVE IT!

TECHNIQUE/TERMINOLOGY Identify a language technique used within the quote or use subject terminology to zoom into an individual word.

ANALYSISExplain the underlying meanings of the words in the quote, making reference to connotations. Explain the effect of the language – does it affect the atmosphere / mood?

LINK Link back to the question or link to the reader reaction when they read this part of the text. What does it make them think or feel?

Question 4 AO4: Critically evaluate texts giving a personal opinion about how successful the writing is. Provide detailed evidence from the text to support your opinion.

You will be asked to provide a critical evaluation of the text.You will be asked for your personal opinion on the text and how effective it is.

The question will usually look something like this:

Focus this part of your answer on the second half of the source, from line 18 to the end.A student, having read this section of the text, said: “The writer has created a very lifelike set of characters. You feel as though you are really in the room with them.”To what extent do you agree?In your response you could:

Write about your own impressions of the characters Evaluate how the writer has created these impressions Support your opinions with quotations from the text.

(20 marks)

Top Tips: Mention your views on the methods the writer uses – structure, techniques and language

choices in the text. Try to agree with the statement – avoid disagreeing with it. Focus on the beginning, middle and end of the specified section. Look at the use of characterisation – description, dialogue and behaviour. Look at the use of settings, atmosphere and weather. Discuss thoughts and feelings you have at different points in the specified section of the

text. Provide lots of evidence to back up your points. There should be at least one quote in every

paragraph you write. Include your own opinion about the text.

Look back over the previous extract and try to use the PETAL framework to start writing a response to the following question:A student, having read this extract, said: “The writer has created a very lifelike scene and I really feel like I can empathise with each of the characters.” To what extent do you agree?

St George’s SchoolYear 9 - Foundation Maths

Basic

Num

ber

Add, subtract, multiply and divide integers using both mental and written methodsAdd, subtract, multiply and divide positive and negative numbersInterpret a remainder from a division problemRecall all positive number complements to 100 recall all multiplication facts to 12 x 12 and use them to derive the corresponding division factsPerform money and other calculations, writing answers using the correct notationMake sensible estimates of a range of measures in everyday settingsMake sensible estimates of a range of measures in real-life situations, for example estimate the height of a man evaluate results obtainedUse approximation to estimate the value of a calculationWork out the value of a calculation and check the answer using approximations

Fact

or &

M

ultip

les

Identify multiples, factors and prime numbers from lists of numbersWrite out lists of multiples and factors to identify common multiples or common factors of two or more integersWrite a number as the product of its prime factors and use formal (e.g. Using venn diagrams) and informal methods (e.g. Trial and error) for identifying highest common factors (hcf) and lowest common multiples (lcm)Work out a root of a number from a product of prime factors

Basic

Alg

ebra

Understand phrases such as ‘form an equation’, ‘use a formula’, ‘write down a term’, ‘write an expression’ and ‘prove an identity’ when answering a questionRecognise that, for example, 5x + 1 = 16 is an equationRecognise that, for example, v = ir is a formulaRecognise that x + 3 is an expressionRecognise that (x + 2)2ξx2 + 4x + 4 is an identityRecognise that 2x + 5 < 16 is an inequalityWrite an expressionKnow the meaning of the word ‘factor’ for both numerical work and algebraic work.Understand that algebra can be used to generalise the laws of arithmeticManipulate an expression by collecting like termsWrite expressions to solve problemsWrite expressions using squares and cubesFactorise algebraic expressions by taking out common factorsMultiply a single term over a bracket, for example, a(b + c) = ab + acKnow the meaning of and be able to simplify, for example 3x - 2 + 4(x + 5)Know the meaning of and be able to factorise, for example 3x 2y - 9y or 4x 2 + 6xyMultiply two linear expressions, such as (x ±a)(x ± b) and (cx ± a)(dx ± b), for example (2x + 3)(3x - 4)

2D a

nd 3

D Sh

ape

Use 2D representations of 3D shapesDraw nets and show how they fold to make a 3D solidAnalyse 3D shapes through 2D projections and cross sections, including plans and elevationsUnderstand and draw front and side elevations and plans of shapes made from simple solids, for example a solid made from small cubesUnderstand and use isometric drawingsKnow the terms face, edge and vertex (vertices)Identify and name common solids, for example cube, cuboid, prism, cylinder, pyramid, cone and sphereUnderstand that cubes, cuboids, prisms and cylinders have uniform areas of cross-section

Angl

esDistinguish between acute, obtuse, reflex and right anglesName anglesUse one lower-case letter or three upper-case letters to represent an angle, for example x or abcUnderstand and draw lines that are parallelUnderstand that two lines that are perpendicular are at 90o to each otherIdentify lines that are perpendicularDraw a perpendicular line in a diagramUse geometrical languageUse letters to identify points and linesRecognise that, for example, in a rectangle abcd the points a, b, c and d go around in orderRecognise reflection symmetry of 2d shapesUnderstand line symmetryIdentify lines of symmetry on a shape or diagramDraw lines of symmetry on a shape or diagramDraw or complete a diagram with a given number of lines of symmetryRecognise rotational symmetry of 2d shapesIdentify the order of rotational symmetry on a shape or diagramDraw or complete a diagram with rotational symmetryIdentify and draw lines of symmetry on a cartesian gridIdentify the order of rotational symmetry of shapes on a cartesian gridWork out the size of missing angles at a pointWork out the size of missing angles at a point on a straight lineKnow that vertically opposite angles are equalEstimate the size of an angle in degreesJustify an answer with explanations such as ‘angles on a straight line’, etc.Understand and use the angle properties of parallel linesRecall and use the terms alternate angles and corresponding anglesWork out missing angles using properties of alternate angles, corresponding angles and interior anglesUnderstand the consequent properties of parallelogramsUnderstand the proof that the angle sum of a triangle is 180o

Understand the proof that the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices Use angle properties of equilateral, isosceles and right-angled trianglesUse the fact that the angle sum of a quadrilateral is 360o

Basic

Fra

ctio

ns

Know and use the word integer and the equality and inequality symbolsOrder positive and/or negative numbers given as; fractions, including improper fractionsApply the four rules to fractions with and without a calculatorMultiply and divide a fraction by an integer, by a unit fraction and by a general fractionDivide an integer by a fractionCalculate a fraction of a quantityIdentify equivalent fractionsWrite a fraction in its simplest formSimplify a fraction by cancelling all common factors, using a calculator where appropriate, for example, simplifying fractions that represent probabilitiesConvert between mixed numbers and improper fractionsCompare fractionsAdd and subtract fractions by writing them with a common denominatorConvert mixed numbers to improper fractions and add and subtract mixed numbers

Scal

e Dr

awin

g an

d Be

arin

g

Use and interpret maps and scale drawingsUse a scale on a map to work out an actual lengthUse a scale with an actual length to work out a length on a mapConstruct scale drawings Use scale to estimate a length, for example use the height of a man to estimate the height of a building where both are shown in a scale drawingWork out a scale from a scale drawing given additional informationUse bearings to specify directionRecall and use the eight points of the compass (n, ne, e, se, s, sw, w, nw) and their equivalent three-figure bearingsUse three-figure bearings to specify directionMark points on a diagram given the bearing from another pointDraw a bearing between points on a map or scale drawingMeasure the bearing of a point from another given pointWork out the bearing of a point from another given pointWork out the bearing to return to a point, given the bearing to leave that point

Sequ

ence

sGenerate linear sequencesWork out the value of the nth term of a linear sequence for any given value of nGenerate sequences with a given term-to-term ruleGenerate a sequence where the nth term is givenWork out the value of the nth term of any sequence for any given value of nGenerate simple sequences derived from diagrams and complete a table of results that describes the pattern shown by the diagramsDescribe how a sequence continuesSolve simple problems involving arithmetic progressionsWork with Fibonacci-type sequences (rule will be given)Know how to continue the terms of a quadratic sequenceWork out the value of a term in a geometrical progression of the form rn where n is an integer > 0 5Work out a formula for the nth term of a linear sequenceWork out an expression in terms of n for the nth term of a linear sequence by knowing that the common difference can be used to generate a formula for the nth term

Coor

dina

tes a

nd L

inea

r Gra

phs Plot points in all four quadrants

Find and use coordinates of points identified by geometrical information, for example the fourth vertex of a rectangle given the other three verticesFind coordinates of a midpoint, for example on the diagonal of a rhombusIdentify and use cells in 2d contexts, relating coordinates to applications such as battleships and connect 4Recognise that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane with gradient m and y-intercept at (0, c) (a10)Work out the gradient and the intersection with the axes (a10)Draw graphs of functions in which y is given explicitly or implicitly in terms of xComplete tables of values for straight-line graphsCalculate the gradient of a given straight-line given two points or from an equationManipulate the equations of straight lines so that it is possible to tell whether lines are parallel or notWork out the equation of a line, given two points on the line or given one point and the gradient

Basic

Dec

imal

s Know and use the word integer and the equality and inequality symbolsOrder positive and/or negative numbers given as decimalsAdd, subtract, 2 multiply and divide decimals using both mental and written methodsAdd, subtract, 2 multiply and divide positive and negative decimalsInterpret a remainder from a division problemConvert between fractions and decimals using place valueCompare the value of fractions and decimals

Roun

ding

Perform money calculations, writing answers using the correct notationRound numbers to the nearest whole number, 10, 100 or 1000Round numbers to a specified number of decimal placesRound numbers to a specified number of significant figuresUse inequality notation to specify error intervals due to truncation or rounding (bounds)Know that measurements using real numbers depend on the choice of unitRecognise that measurements given to the nearest whole unit may be inaccurate up to one half in either directionWrite down the maximum or minimum figure for a value rounded to a given accuracy

St George’s SchoolYear 9 - Higher Maths

Basic

Num

ber

Know and use the word integer and the equality and inequality symbolsOrder positive and negative numbers given as integersAdd, subtract, multiply and divide positive and negative numbersInterpret a remainder from a division problemPerform money and other calculations, writing answers using the correct notationAdd, subtract, multiply and divide using commutative, associative and distributive lawsUnderstand and use inverse operationsUse brackets and the hierarchy of operationsSolve problems set in wordsMake sensible estimates of a range of measures in everyday settingsMake sensible estimates of a range of measures in real-life situations, for example estimate the height of a manEvaluate results obtainedUse approximation to estimate the value of a calculationWork out the value of a calculation and check the answer using approximations

Fact

or a

nd M

ultip

les: Identify multiples, factors and prime numbers from lists of numbers

Write out lists of multiples and factors to identify common multiples or common factors of two or more integersWrite a number as the product of its prime factors and use formal (e.g. using Venn diagrams) and informal methods (eg trial and error) for identifying highest common factors (hcf) and lowest common multiples (lcm)Work out a root of a number from a product of prime factorsIdentify all permutations and combinations and represent them in a variety of formats.Know and understand why if there are x ways to do task 1 and y ways to do task 2, then there are xy ways to do both tasks in sequence.

Basic

Alg

ebra

:

Use notation and symbols correctlyUnderstand that letter symbols represent definite unknown numbers in equations, defined quantities or variables in formulae, and in functions they define new expressions or quantities by referring to known quantitiesUnderstand phrases such as ‘form an equation’, ‘use a formula’, ‘write down a term’, ‘write an expression’ and ‘prove an identity’ when answering a questionRecognise that, for example, 5x + 1 = 16 is an equationRecognise that, for example, v = ir is a formulaRecognise that x + 3 is an expressionRecognise that (x + 2)2ξx2 + 4x + 4 is an identityRecognise that 2x + 5 < 16 is an inequalityWrite an expressionKnow the meaning of the word ‘factor’ for both numerical work and algebraic workUnderstand that algebra can be used to generalise the laws of arithmeticManipulate an expression by collecting like termsWrite expressions to solve problemsWrite expressions using squares and cubesFactorise algebraic expressions by taking out common factorsMultiply a single term over a bracket, for example, a(b + c) = ab + acKnow the meaning of and be able to simplify, for example 3x - 2 + 4(x + 5)Know the meaning of and be able to factorise, for example 3x 2y - 9y or 4x 2 + 6xyMultiply two linear expressions, such as (x ±a)(x ± b) and (cx ± a)(dx ± b), for example (2x + 3)(3x - 4)

Angl

esDistinguish between acute, obtuse, reflex and right anglesName anglesUse one lower-case letter or three upper-case letters to represent an angle, for example x or abcUnderstand and draw lines that are parallelUnderstand that two lines that are perpendicular are at 90o to each otherIdentify lines that are perpendicularDraw a perpendicular line in a diagram 1Use geometrical languageUse letters to identify points and linesRecognise that, for example, in a rectangle abcd the points a, b, c and d go around in orderRecognise reflection symmetry of 2d shapesUnderstand line symmetryIdentify lines of symmetry on a shape or diagramDraw lines of symmetry on a shape or diagramDraw or complete a diagram with a given number of lines of symmetryRecognise rotational symmetry of 2d shapesIdentify the order of rotational symmetry on a shape or diagramDraw or complete a diagram with rotational symmetryIdentify and draw lines of symmetry on a cartesian grid 1Identify the order of rotational symmetry of shapes on a cartesian gridWork out the size of missing angles at a pointWork out the size of missing angles at a point on a straight lineKnow that vertically opposite angles are equalEstimate the size of an angle in degreesJustify an answer with explanations such as ‘angles on a straight line’, etc.Understand and use the angle properties of parallel linesRecall and use the terms alternate angles and corresponding anglesWork out missing angles using properties of alternate angles, corresponding angles and interior anglesUnderstand the consequent properties of parallelogramsUnderstand the proof that the angle sum of a triangle is 180o

Understand the proof that the exterior angle of a triangle is equal to the sum of the interior angles at the other two verticesUse angle properties of equilateral, isosceles and right-angled trianglesUse the fact that the angle sum of a quadrilateral is 360o

Basic

Fra

ctio

ns

Know and use the word integer and the equality and inequality symbolsOrder positive and/or negative numbers given as; fractions, including improper fractionsApply the four rules to fractions with and without a calculatorMultiply and divide a fraction by an integer, by a unit fraction and by a general fractionDivide an integer by a fraction.Calculate a fraction of a quantityIdentify equivalent fractionsWrite a fraction in its simplest formSimplify a fraction by cancelling all common factors, using a calculator where appropriate, for example, simplifying fractions that represent probabilitiesConvert between mixed numbers and improper fractionsCompare fractionsAdd and subtract fractions by writing them with a common denominatorConvert mixed numbers to improper fractions and add and subtract mixed numbers

Scal

e Dr

awin

g an

d Be

arin

g

Use and interpret maps and scale drawingsUse a scale on a map to work out an actual lengthUse a scale with an actual length to work out a length on a mapConstruct scale drawingsUse scale to estimate a length, for example use the height of a man to estimate the height of a building where both are shown in a scale drawingWork out a scale from a scale drawing given additional informationUse bearings to specify directionRecall and use the eight points of the compass (n, ne, e, se, s, sw, w, nw) and their equivalent three-figure bearings use three-figure bearings to specify directionMark points on a diagram given the bearing from another pointDraw a bearing between points on a map or scale drawingMeasure the bearing of a point from another given pointWork out the bearing of a point from another given pointWork out the bearing to return to a point, given the bearing to leave that point

Sequ

ence

sGenerate linear sequencesWork out the value of the nth term of a linear sequence for any given value of nGenerate sequences with a given term-to-term ruleGenerate a sequence where the nth term is givenWork out the value of the nth term of any sequence for any given value of nGenerate simple sequences derived from diagrams and complete a table of results that describes the pattern shown by the diagrams describe how a sequence continuesSolve simple problems involving arithmetic progressionsWork with Fibonacci-type sequences (rule will be given)Know how to continue the terms of a quadratic sequenceWork out the value of a term in a geometrical progression of the form rn where n is an integer > 0Work out the value of the nth term of a sequence for any given value of n.Work out a formula for the nth term of a linear sequenceWork out an expression in terms of n for the nth term of a linear sequence by knowing that the common difference can beUsed to generate a formula for the nth term.Work out a formula for the nth term of a sequence, which may contain quadratic parts

Coor

dina

tes a

nd L

inea

r Gr

aphs

Plot points in all four quadrantsFind and use coordinates of points identified by geometrical information, for example the fourth vertex of a rectangle given the other three verticesFind coordinates of a midpoint, for example on the diagonal of a rhombusIdentify and use cells in 2d contexts, relating coordinates to applications such as battleships and connect 4Recognise that equations of the form y = mx + c correspond to straight-line graphs in the coordinate plane with gradient m and y-intercept at (0, c) (a10)Work out the gradient and the intersection with the axes (a10)Draw graphs of functions in which y is given explicitly or implicitly in terms of xComplete tables of values for straight-line graphsCalculate the gradient of a given straight-line given two points or from an equationManipulate the equations of straight lines so that it is possible to tell whether lines are parallel or notWork out the equation of a line, given two points on the line or given one point and the gradient

Basic

Dec

imal

s

Know and use the word integer and the equality and inequality symbolsOrder positive and/or negative numbers given as decimalsAdd, subtract, multiply and divide decimals using both mental and written methodsAdd, subtract, multiply and divide positive and negative decimalsInterpret a remainder from a division problemConvert between fractions and decimals using place valueCompare the value of fractions and decimalsConvert recurring decimals into fractionsConvert fractions into recurring decimalsUse formal algebraic proofs to convert recurring decimals into fractions

Roun

ding

Perform money calculations, writing answers using the correct notation round numbers to the nearest whole number, 10, 100 or 1000Round numbers to a specified number of decimal placesRound numbers to a specified number of significant figuresUse inequality notation to specify error intervals due to truncation or rounding. (bounds)Know that measurements using real numbers depend on the choice of unitRecognise that measurements given to the nearest whole unit may be inaccurate up to one half in either direction write down the maximum or minimum figure for a value rounded to a given accuracy

Indi

ces

Recall squares of numbers up to 15 x 15 and the cubes of 1, 2, 3, 4, 5 and 10, also knowing the corresponding rootsCalculate and recognise powers of 2, 3, 4, 5Calculate and recognise powers of 10Understand the notation and be able to work out the value of squares, cubes and powers of 10Recognise the notation √25Solve equations such as x 2 = 25, giving both the positive and negative rootsEstimate the value of a power of a given positive numberEstimate the value of the root of any given positive numberIdentify between which two integers the square root of a positive number liesIdentify between which two integers the cube root of a positive number liesUse index laws for multiplication and division of integer powersCalculate with positive integer indicesSimplify algebraic expressions, for example by cancelling using index lawsCalculate with negative integer indicesUse index laws for multiplication and division of positive, negative and fractional indicesCalculate values using fractional indices

St George’s SchoolYear 9 - Biology

Exam Board AQA 9-1 GCSE Biology

TextbookAQA GCSE (9-1) Biology Student BookNick Dixon, Ali Hodgson. Hodder Education.ISBN: 9781471851339

Revision GuideNew Grade 9-1 GCSE Biology AQA Complete Revision & Practice with Online EditionISBN: 978 1 78294 583 3

Topics Keywords Required practical

Cell

Biol

ogy

Eukaryotes and prokaryotes

BacteriaEukaryotic cellsEukaryoteRibosome

RespirationProkaryotic cellsProkaryotesDNA

Animal and plant cells

DiffusionOrganelleChromosomeMitochondrionPhotosynthesis

TurgidCytoplasmCell wallPlasmidsCell membrane

Using a light microscope to observe, draw and label a selection of plant and animal cells

Cell specialisationSperm cellNerve cellMuscle cell

Root hair cellXylem cellPhloem cell

Microscopy

Eyepiece lensObjective lensStageSpecimenMirror

Course focusFine focusElectron microscoperesolution

ChromosomesGametesHaploidDiploid

GeneAlleles

Mitosis and The Cell Cycle

MitosisDaughter cellsChromatid

CytokinesisInterphase

Stem Cells

Stem cellDifferentiateMeristemHormoneClone

Genetic variationEnvironmental variationEthical issuesIn vitro fertilisation

Orga

nisa

tion

Diffusion

NetConcentration gradientAlveoliCapillaries

VentilationVilliExcretionTemperatureSurface area

Osmosis

OsmosisPartially permeable membraneStomata

IsotonicHypertonicHypotonic

Investigating the effect of a range of concentrations of salt or sugar solution on the mass of plant tissue

Active TransportActive transportMineral IonsRespiration

Levels of organisationCellTissueOrgan

Organ SystemOrganism

The Human digestive system

InsolubleSolubleEnzymeSphincterPathogenSalivary glandsOesophagus

StomachLiverGall BladderPancreasSmall IntestineLarge IntestineAnus

Human digestive enzymes

SubstrateProductCarbohydrase

ProteaseLipaseBile

Investigation qualitative reagents to test for a range of carbohydrates, lipids and proteins

The Lock and Key Hypothesis

Active SiteDenaturedSubstrate

TemperaturepHOptimum

Investigating the effect of pH on the rate of reaction of amylase enzyme

The Heart and blood vessels

ArteryVeinCapillaryAtriumVentricle

Vena CavaAortaPulmonary veinPulmonary arteryBlood plasma

Components of bloodHaemoglobinOxyhaemoglobinWhite blood cells

PlateletsBlood plasma

Coronary heart diseaseCoronary arteriesAtherosclerosisCholesterolHeart bypass

StentFaulty valvesTransplants

Health issuesBalanced dietExercisePhysical and mental ill health

CancerMalignantBenignScreening

Non-communicable diseases

Risk factorCausationCorrelationCarcinogen

ObesityAlcoholSmokingIonising radiation

St George’s SchoolYear 9 - Chemistry

Exam Board AQA 9-1 GCSE Chemistry

TextbookAQA GCSE (9-1) Chemistry Student Book. Nora Henry, Richard Grime. Hodder Education.ISBN: 9781471851346

Revision GuideNew Grade 9-1 GCSE Chemistry AQA Complete Revision & Practice with Online EditionISBN: 978 1 78294 584

Topics Keywords Formulae & equations to learn

Atom

ic St

ruct

ure

and

the

Perio

dic

Tabl

e

Atoms, Elements & Compounds

AtomElementCompoundSymbol

H, He, Li, Be, B, C, N, O, F, Ne, Na, Mg, Al, Si, P, S, Cl, Ar, K, Ca.

Mixtures & Separating Mixtures

MixtureFiltrationFiltrateResidueSaturatedEvaporationCrystallisation

DistillationChromatographySeparating funnelFractional distillationMiscibleImmiscible

Models of the Atom

John DaltonJJ Thompson‘Plum-pudding’ modelErnest Rutherford

Gold foil experimentNuclear modelNeils BohrJames Chadwick

Atomic Structure & Electron Arrangement

ProtonNeutronElectronNucleus

Energy level (shell)Relative massRelative charge

Isotopes (HT only) Isotopes

The Periodic Table

Atomic numberMass NumberRelative atomic massGroup

PeriodJohn NewlandsLaw of octavesDimitri Mendeleev

Metals & Non-MetalsPropertiesMelting and boiling pointConductivity

DensityMalleabilityAppearanceReactivity

Group 0Noble gasesInertStable

He, Ne, Ar, Kr, Xe, Rn.

Group 1Alkali metalsTrendReactivity

Li, Na, K, Rb, Cs, Fr.Alkali metal + water → metal hydroxide + hydrogen

Group 7HalogensDiatomic moleculeHalidesDisplacement reaction

Elements: F, Cl, Br, I, At.Molecules: F2, Cl2, Br2, I2, At2.

Transition Metals(Chemistry only) Catalyst Co, Ni, Fe, Cu, Zn, Ti, Ag, Au,

Pt, Hg.

Bond

ing,

Stru

ctur

e &

the

Prop

ertie

s of M

atte

r

Chemical BondingMolecular formulaMolecular structureStick diagramDot & cross diagram

Ionic Bonding

IonCationAnionIonic bondGiant lattice

NaCl, MgCl2, MgS, CuSO4, Na2CO3, Al2O3, (NH4)2SO4, Ca(NO3)2, Fe(OH)3.

Covalent BondingMoleculeCovalent bondIntermolecular forces

NH3, CO2, CO, CH4, NO, NO2, SO2, SO3, H2O, H2, O2, N2.

Giant Covalent Structures

DiamondGraphiteSiliconSilicon dioxideMacromolecular

Metallic Bonding Metallic bondDelocalised electrons

States of Matter

States of matterSolidLiquidGasAqueous

PolymersMonomerPolymerPolymerisationThermosoftening polymer

Alloys Alloy

Allotropes of Carbon

DiamondGraphiteGrapheneFullereneCarbon nanotubes

Nanoparticles (Chemistry only)

NanoscienceNanoparticles

St George’s SchoolYear 9 - Physics

Exam Board AQA 9-1 GCSE Physics

TextbookAQA GCSE (9-1) Physics Student Book. Nick England, Steve Witney. Hodder Education.ISBN 9781471851377

Revision GuideNew Grade 9-1 GCSE Physics AQA Complete Revision & Practice with Online EditionISBN: 978 1 78294 585

Topics Keywords Equations to learn

Ener

gy

Energy Stores and Systems

KineticChemicalInternal (thermal/heat)Gravitational potential

MagneticElectrostaticElastic potentialNuclearTransferJoules

Calculating Energy - Kinetic and GPE

MassHeightKineticGravitational PotentialKilogramsMetres/second

GPE =mass x gravitational strength x change in height

Kinetic energy (J) =½ X mass (Kg) X velocity2

Calculating Energy – Spring constant and elastic potential

elastic potential energyspring constantextension

Elastic potential energy (J)= 0.5 x spring constant x (extension)²

Specific Heat Capacity

EnergyTemperatureHeatSpecific Heat CapacityImmersion heaterInsulation

PowerMassThermometerVoltageCurrentTimeWork done

Heat energy = mass x SHC x temp change

Power PowerWatts

Power (w) = voltage (v) X current (A)

KilowattsElectrical appliance

Energy (J) = Power (w) x Time (s)

Energy transfers

Input energyOutput energyEfficiencyTransferConduction

ConvectionRadiationInsulationDense

EfficiencyUseful energyWasted energySankey diagram

Efficiency = Useful energy Input Energy X 100

National and Global Energy Resources

Renewable energyNon renewable energyAdvantagesDisadvantagesEvaluate

GenerateWind turbineSolar cellsTidal barrageHydroelectricityBiofuel

Elec

tricit

y

Circuit symbols

ElectronChargeCurrentSwitchCellBatteryFuseAmmeterVoltmeter

LampDiodeThermistorResistorVariable resistorLDRLEDCircuitComponent

Simple circuits and models

CurrentResistanceChargeAmps

CoulombsNegative terminalPositive terminal

Charge (Q) = Current (I) x Time (t)

Series and parallel circuits

SeriesParallelConductor

CurrentVoltagePowerpack

Potential Difference

Potential differenceVoltsVoltmeterparallel

Resistance

ReduceCurrentMovingElectronsCollisions

IonsVibrateAtomsHeatOhmsResistor

Calculating resistance

AmmeterVoltmeterResistance

Directly proportionalOhm’s Law

Voltage (V) = Current (A) X Resistance (Ώ)

LDRs and Thermistors

Light Dependent ResistorThermistorResistance

IncreaseDecreaseLight intensity

Mains Electricity

Power StationGeneratorAC – alternating currentDC – direct currentLiveNeutral

Earth230VFrequencyHertzCopper wirefuse

The National Grid and Transformers

GeneratorBoiler and FurnaceTurbinesElectromagnetic InductionElectronsMagnetic FieldPotential differencePower

CurrentResistanceEfficiencyStep up transformerStep down transformerPrimary coilSecondary coil

St George’s SchoolYear 9 - RE

Half Term 1 Half Term 2

Autumn TermWhat are the main beliefs of Hinduism?

The Beginnings of Hinduism, symbols & Beliefs, God in many forms, Brahman rites of passage, divisions, the caste system

How has Gandhi impacted society?

Hindu worship, Mandir, shrines, scripture,Hindu way of life –festivals. Famous Hindus-Ghandi, Hindus today

Spring TermShould we commemorate the Holocaust?

What is Judaism? Who are the Jews,Key concepts –covenant, Abraham,Shekinah Moses,Messiah, prophecies, David, the Torah, Symbols, festivals, HolocaustTo introduce for GCSE RE Judaism

What began Christianity?

Ascension of Jesus, Pentecost, spread of His message, Apostles, persecution, birth of the church, diversity within the churchIntro to Christian beliefs (leading to GCSE)

V pV s

= N p

N s

Summer TermHow does RE help us to make moral decisions?

What is morality? How do we formulate opinions?Hotel RwandaPersonal issues project - to tie in with GCSE peace & conflict/Relationships and ethical issues.

GCSE – Beliefs in Action Edexcel (RS Spec B)

Christian Beliefs

The Trinity; Creation; The Incarnation; The last days of Jesus’; The nature of Salvation; Christian Eschatology;The problem of Evil and Suffering; Solutions to the problem of evil and suffering. How to answer exam questions.

St George’s SchoolYear 9 - Geography

Topics Keywords

Prog

ress

Per

iod

1

Ener

gy a

nd R

esou

rces

You can define what a resource isRenewableSocialResourceNon-RenewableEconomicManagementGreenhouse EffectEnvironmentalSustainableClimate ChangeConsumptionEnergy Security

You should be able to describe the global pattern of resource consumption. HIC vs LIC.You can define the term carbon footprint and identify and explain actions which influence carbon footprints.You can explain the advantages & disadvantages of non-renewable and renewable resources when used to create electricity. Including the Greenhouse Effect.You can define the term sustainability and explain the benefits of sustainability on a variety of scales.Pupils can explain strategies and initiatives within the UK aimed at creating sustainable futures. E.g. BEDzed

Prog

ress

Per

iod

2

Rive

r Lan

dsca

pes a

nd

wate

r

You should be able to describe how a river changes from source to mouth (Long Profile).

Long ProfileErosionFloodDrainage BasinTransportationSourceDepositionDischargeMouthBankfull

You should be able to describe a variety of ‘Fluvial Processes’. (Erosion- Transportation- Deposition)You should be able to explain a various erosional river landforms are formed. (Waterfalls; Gorges; Interlocking Spurs).You should be able to explain a various landforms are formed by both erosion and deposition. (Meanders; Oxbow Lakes).You should be able to identify and explain a variety of factors which influence water levels in rivers and therefore flood risk.

You should be able to identify and explain the impacts of flooding and strategies employed to reduce flood risk.

Prog

ress

Per

iod

3

Frac

king

You should be able to define and explain a variety of key concepts which relate to a topical issue.

RenewableEconomicFrackingNon-renewableSustainabilityHydraulic FracturingEnvironmentScaleEnergy SecuritySocialInfrastructure

You should be able to analyse, present and evaluate a variety of data which links to a topical issue.You should be able to consider a variety of varying opinions which relate to a topical issue.You should be able to use a variety of maps, photos and images to investigate a topical issue.You should be able to use a variety of resources to draw conclusions about a topical issue.

Prog

ress

Per

iod

4

Deve

lopm

ent

You can define the term development and can explain the terms HIC and LIC.

PovertyDeath RateSocialShanty TownInfant MortalityLife ExpectancySanitationEnvironmentalBirth RateLiteracy Rate

You can identify and describe different methods for classifying countries level of development, including the Human Development Index.You should be able to describe the main differences between more developed and less developed countries and the impact of these differences.

St George’s SchoolYear 9 - History

Topic Knowledge Key WordsMichael Collins

Problems faced by Collins Ireland was controlled by the British government in London Ireland was divided between Unionists, Nationalists and Republicans,

between Catholics and Protestants. Collins realised he could not defeat the might of the British Army Collins signed the Treaty of London

Causes Protestants from England and Scotland settled on the best land in Ireland

during the 16th and 17th centuries. An Irish rebellion was crushed by Oliver Cromwell in 1649. Ireland suffered a Great Famine between 1845-1851. The Great famine was caused by the Potato Blight, a fungus causing

potatoes to rot in the ground. Irish nationalists fought for Home Rule throughout the 19th century. Home Rule would give Ireland its own parliament in Dublin. Unionists wanted to keep Ireland united with the rest of the United

Kingdom.Consequences On Easter Monday 1916 extreme Irish nationalists (Republicans) led the

Easter Rising Sinn Fein, a political party fighting for an Irish Republic increased it vote

from 7 seats to 73 seats in parliament in the 1918 election. Sinn Fein was led by Emanon De Valera Michael Collins set up the Irish Republican Army (IRA) in 1917 21st November known as ‘Bloody Sunday’. The IRA killed 14 British government agents and the British ‘Black and

tans killed 12 and injured 60 spectators at a Gaelic Football match on ‘Bloody Sunday’

The Treaty of London (1921) agreed to partition (split) Ireland between the Protestant north and Catholic south.

UnionistNationalistRepublicanHome RuleDeath WarrantCivil WarSinn FeinBloody SundayTraitorCatholicProtestant

The South was to be known as the Free State and swear allegiance to the British king.

Collins, who signed the treaty, believed he had signed his own death warrant.

Collins was assassinated by the IRA on 22nd August 1922.Interpretations Collins was a hero to Republicans until he signed the Treaty of London

when he became seen a s a traitor Home Rule Nationalist considered Collins a traitor until he signed the

Treaty of London when he became a hero for achieving what they wanted: Home Rule

Unionists considered Collins a traitor for trying to destroy the United Kingdom.

Causes of WWI

Long Term Causes Militarism: The main powers had been building up their armies and navies

EG. Britain built modern steam powered dreadnaught ship which were copied by the Germans

Alliances: The great powers belonged to two alliances: the Triple Entente—Britain, France and Russia; the Central Powers—Germany and Austria-Hungary.

Russia was in a separate alliance with Serbia Imperialism: Germany wanted to build an empire like Britain’s, Britain

wanted to protect its empire form Germany, Austria-Hungary was afraid its empire would break up because of nationalists such as those in Bosnia, the Czech lands and Slovakia

Nationalism: Serbia wanted all Serbs to be in a greater Serbia so threatened the Austria-Hungarian Empire

Short Term Causes The heir to the Austrian-Hungarian Empire was assassinated on 28th July

1914 by Gavrilo Princip Princip belonged to a Serbian nationalist group called the Black Hand

Gang. Austria-Hungary blamed the Serbian government for the assassination of

Franz Ferdinand and attacked Serbia leading to Russia declaring war on Austria-Hungary.

Germany declared war on Russia but attacked their ally France first through Belgium using the Schlieffen Plan

Britain declared war on Germany to protect Belgium, having signed the Treaty of London in 1839.

Consequences The Great War (or World War I) started on 4th August 1914 and lasted

until 11th November 1918Interpretations Serbia to blame for allowing the Black Hand Gang to assassinate Franz

Ferdinand Austria-Hungary to blame for using the assassination as an excuse for

attacking Serbia Germany to blame for using the Russian declaration of war on Austria-

Hungary as an excuse for attacking France, through Belgium.

HeirMilitarismAlliancesCentral PowersTriple EntenteImperialismNationalismSchlieffen Plan

Trenches Causes: why the war was fought in trenches The failure of the Schlieffen Plan: The Belgian army slowed down the German army The British declared war to support the Belgian, which the Germans did

not expect. The Russian army mobilised quicker than expected. New technology e.g. machine guns and barbed wire prevent the use of

traditional strategies such as the use of cavalryProblems

Machine Guns Artillery bombardment

Barbed wire Trench foot

Interpretations ‘Lions led by Donkeys’—it has been argued that the military leaders were

either stupid because they couldn’t design new tactics to fight the war or cruel because they kept putting their men in danger by sending them over the top.

Consequences Casualties: 9 million

MobilisedCavalryMachine gunsBarbed wireTrench footTacticsVersaillesCzechoslovakia

The Treaty of Versailles—Germany was blamed for WWI and heavily punished.

the creation of new countries in Europe e.g. Poland, Czechoslovakia, Austria and Hungary, and Yugoslavia (which included Serbia).

World War II: the First World War led to Hitler attempting to get revenge for losing.

Nazi Germany

Reasons for Hitler’s rise to power: The Treaty of Versailles of 1919 Hyperinflation in 1923 The Wall St Crash of 1929 and the rise in unemployment to 6million The Reichstag Fire and Enabling Act The Night of the Long Knives

Life in Nazi Germany Building

autobahns/motorways Reducing unemployment

Pride in Germany But, fear of arrest by the gestapo

Use of concentration camps for political enemies such as the Communists

Opposition to the Nazis Communists and socialists Religious groups

July Bomb Plot

VersaillesHyperinflationUnemploymentReichstagParliamentAutobahnCommunistSocialistConcentration camp

Versailles

The aims of the peacemakersThe Big Three; countries and leadersWilson and the Fourteen PointsClemenceau and Lloyd GeorgeThe extent to which they achieved their aims.The DiktatTerritorial changesMilitary restrictionsWar guilt and reparations.GARGLEThe reactions of the AlliesGerman objectionsStrengths and weaknesses of the settlement.

ReparationsTerritorySelf-determinationTariffsFree tradeMilitaryDe-militarisation

League of Nations

The formation and covenantOrganisation of the LeagueMembership of the League and how it changedThe powers of the LeagueThe work of the League’s agenciesThe contribution of the League to peace in the 1920s, including the successes and failures of the League, such as the Aaland Islands, Upper Silesia, Vilna, Corfu and Bulgaria.

CovenantLeagueAgency

St George’s SchoolYear 9 - French

In French we have started the new Allez course which prepares students for the high standards required with the new GCSE. Students will mainly be tested on their last 2 modules, to ensure these have been fully understood.Students will be offered access to detailed revision sheets prior to the exams

A balanced diet Healthy eating Healthy lifestyles

Le pain, la viande, le sure, le poisson

How diet affects health How to be healthier Life in the future

Vivre sainement, les fruits et légumesTrop sucré, gras, bon pour la santéJe mangerai… je boirai…. Je dormirai…Dans cinquante ans, une pilule

Transport and holidays Forms of transport Tickets and travel plans Plan a holiday Describe a past holiday Transport in books and

films

Le bus, le car, l’avion, le bateauUn billet, un aller-simple, un aller-retourOn part en vacances, on ira… on visitera…Les vacances linguistiques, relaxantesUn roman, un livre, l’histoire

St George’s SchoolYear 9 - Spanish

Term Topics KeywordsTerm 1 My life

Presenting yourself Describing your best friend Nationalities Places in town Using near future tense

Soy alto, guapo, hablador, interesante, pesadoMi mejor amigo es tímida, fea, activaSoy francés, inglés, españolVoy a ir de compras, ir a la bolera, jugar al baloncesto, ir al cine

Term 2 Media Television

Mi programa favorito es un documental, un concurso, una telenovela

Cinema Going out Making plans and excuses

Me encantan las películas de aventura, del Oeste, las comediasPorque son entretenidas, divertidas, interesantes

Term 3 My holidays Describing past holidays Using the past tense Describing what you did on

holiday Giving a presentation

about your holiday using at least 2 tenses

Spanish speaking countries and culture

Fui a EspañaFui en avión, en coche, en barcoBailé, escuché música, tomé el sol, jugué al voleibol,Lo pasé bomba, fenomenal, mal

Term 4 Food Breakfast, lunch and

dinner In the market In the restaurant Describing a meal with a

famous person

Desayuno, como, ceno, bebo, meriendoCereals, pizza, hamburguesa, patatas fritas, lecheDe primer plato, de segundo plato, de postre

Term 5 Fashion Clothes School uniform Adjectival agreement of

colours Shopping in Barcelona Future trip to Argentina

Llevo un vestido, unos pantalones, un jersey, una sudadera, una corbato, unos zapatos, unas zapatillas de deporte

Term 6 Health Parts of the body In the pharmacy Talking about healthy and

unhealthy foods and diets Healthy living

La mano, el estómago, las muelas, los oídos, las orejas, la piernaTengo fiebre, estoy constipado, tengo tos, tengo gripe, tengo una quemadura de solLa comida sana, la comida malsana

St George’s SchoolYear 9 - Physical Education Theory

Topics Key Words

Card

iova

scul

ar S

yste

m Functions of the cardiovascular system

Transport O2, nutrients, CO2Blood ClottingControl’s body temperature

Structures of the heart and blood vessels

AtriumVentricleValves

OxygenatedDeoxygenated

Prog

ress

Per

iod

1 an

d 2

How the heart pumpsBlood pressureDiastoleSystole

Structures of the arteries, veins and capillaries

LumenArteries – blood away from heartVeins – blood towards the heartCapillaries – gaseous exchangeBlood shunting

The structure and function of the blood

Red blood cellsWhite Blood CellsPlasma

Prog

ress

Per

iod

3 an

d 4

Resp

irato

ry S

yste

m

Composition of air OxygenCarbon Dioxide

Functions of the respiratory system

Oxygen in to the bodyCarbon dioxide out of the bodyInhalationExhalationVital CapacityTidal VolumeRespiration

Structure of the respiratory systemTracheaBronchi/bronchusBronchiolesAlveoli

Structure of alveoliSurface AreaThinMoistClean

Gaseous Exchange

DiffusionOxygenCarbon DioxideOxygenated BloodDeoxygenated Blood

Oxygen DebtRespirationLactic AcidOxygenCarbon Dioxide