Ready to Revise
Year 9
Topics, tips and techniques
To help you get organised and
ready for exams.
Exam Timetable
Subject
English
Maths
Science
RE
Geography
History
French
Spanish
Computing
Technology
Art
Music /Drama
Exam Date
Notes
Preparing for exams
Throughout 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 Planners
Example 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
Revise
Tea time
X Box
RE revise
Science
Relax
Hinduism
Topic 1
Geog topic 1
Tuesday
My Maths
Tea time
History Topic 1 Break
Practise Maths Paper
Tea time
Science Topic
Football
Football Training
2
Training
My Maths
Break
Science topic 3
Relax
Night off
Night off
Night off cinema
Re test
cinema
cinema
revision
Wednesday
Thursday
History
Tea time
English
revision
notes
Revision
Topic 2
Friday
Re-Test Science
Tea time
Geog.
Revision Planners
Use 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.
Week 1
4-5pm
5.-6pm
6-7pm
7-8pm
8-9pm
9-9.30pm9.30pm
4-5pm
5.-6pm
6-7pm
7-8pm
8-9pm
9-9.30pm9.30pm
Monday
Tuesday
Wednesday
Thursday
Friday
Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Half Term
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
9am10.30am
10.30am12am
12pm1.30pm
1.30pm3pm
3pm4.30pm
4.30pm- 6pm6pm
7.30pm
7.30pm9pm
Sunday
Weekend 9-10am
10-11am
11-12pm
12-1pm
1-2pm
2-3pm
3-4pm 5-6pm 6-7pm
7-8pm
8-9pm
11-12pm 12-1pm
1-2pm
2-3pm
3-4pm 5-6pm 6-7pm
7-8pm
8-9pm
1-2pm
2-3pm
3-4pm 5-6pm 6-7pm
7-8pm
8-9pm
1
Saturday
Sunday
Weekend 9-10am
10-11am
2
Saturday
Sunday
Weekend 9-10am
3
Saturday
Sunday
10-11am
11-12pm
12-1pm
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 School
Year 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
Adjectives
“The dark, sinister passage echoed”
“As the paper squirmed in the
Analysis / Connotations
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 example
Verb
Adjective
Noun phrase
Adverb
Simile
Metaphor
Personification
Contrast
Semantic Field
Pathetic Fallacy
Onomatopoeia
Repetition
Look 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. “Legg o 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. Cur ley
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.
EVIDENCE
TECHNIQUE/TERMINOLOGY
ANALYSIS
LINK
Give 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!
Identify a language technique used within the quote or use subject terminology to zoom into
an individual word.
Explain 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 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?
Basic Algebra
Factor &
Multiples
Basic Number
St George’s School
Year 9 - Foundation Maths
Add, subtract, multiply and divide integers using both mental and written methods
Add, subtract, multiply and divide positive and negative numbers
Interpret a remainder from a division problem
Recall all positive number complements to 100
recall all multiplication facts to 12 x 12 and use them to derive the corresponding division facts
Perform money and other calculations, writing answers using the correct notation
Make sensible estimates of a range of measures in everyday settings
Make sensible estimates of a range of measures in real-life situations, for example estimate the height of a man
evaluate results obtained
Use approximation to estimate the value of a calculation
Work out the value of a calculation and check the answer using approximations
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 integers
Write 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
Understand phrases such as ‘form an equation’, ‘use a formula’, ‘write down a term’, ‘write an expression’ and ‘prove an
identity’ when answering a question
Recognise that, for example, 5x + 1 = 16 is an equation
Recognise that, for example, v = ir is a formula
Recognise that x + 3 is an expression
Recognise that (x + 2)2ξx2 + 4x + 4 is an identity
Recognise that 2x + 5 < 16 is an inequality
Write an expression
Know the meaning of the word ‘factor’ for both numerical work and algebraic work.
Understand that algebra can be used to generalise the laws of arithmetic
Manipulate an expression by collecting like terms
Write expressions to solve problems
Write expressions using squares and cubes
Factorise algebraic expressions by taking out common factors
Multiply a single term over a bracket, for example, a(b + c) = ab + ac
Know 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 + 6xy
Multiply two linear expressions, such as (x ±a)(x ± b) and (cx ± a)(dx ± b), for example (2x + 3)(3x - 4)
2D and 3D Shape
Angles
Basic Fractions
Use 2D representations of 3D shapes
Draw nets and show how they fold to make a 3D solid
Analyse 3D shapes through 2D projections and cross sections, including plans and elevations
Understand and draw front and side elevations and plans of shapes made from simple solids, for example a solid made
from small cubes
Understand and use isometric drawings
Know the terms face, edge and vertex (vertices)
Identify and name common solids, for example cube, cuboid, prism, cylinder, pyramid, cone and sphere
Understand that cubes, cuboids, prisms and cylinders have uniform areas of cross-section
Distinguish between acute, obtuse, reflex and right angles
Name angles
Use one lower-case letter or three upper-case letters to represent an angle, for example x or abc
Understand and draw lines that are parallel
Understand that two lines that are perpendicular are at 90 o to each other
Identify lines that are perpendicular
Draw a perpendicular line in a diagram
Use geometrical language
Use letters to identify points and lines
Recognise that, for example, in a rectangle abcd the points a, b, c and d go around in order
Recognise reflection symmetry of 2d shapes
Understand line symmetry
Identify lines of symmetry on a shape or diagram
Draw lines of symmetry on a shape or diagram
Draw or complete a diagram with a given number of lines of symmetry
Recognise rotational symmetry of 2d shapes
Identify the order of rotational symmetry on a shape or diagram
Draw or complete a diagram with rotational symmetry
Identify and draw lines of symmetry on a cartesian grid
Identify the order of rotational symmetry of shapes on a cartesian grid
Work out the size of missing angles at a point
Work out the size of missing angles at a point on a straight line
Know that vertically opposite angles are equal
Estimate the size of an angle in degrees
Justify an answer with explanations such as ‘angles on a straight line’, etc.
Understand and use the angle properties of parallel lines
Recall and use the terms alternate angles and corresponding angles
Work out missing angles using properties of alternate angles, corresponding angles and interior angles
Understand the consequent properties of parallelograms
Understand the proof that the angle sum of a triangle is 180 o
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 triangles
Use the fact that the angle sum of a quadrilateral is 360 o
Know and use the word integer and the equality and inequality symbols
Order positive and/or negative numbers given as; fractions, including improper fractions
Apply the four rules to fractions with and without a calculator
Multiply and divide a fraction by an integer, by a unit fraction and by a general fraction
Divide an integer by a fraction
Calculate a fraction of a quantity
Identify equivalent fractions
Write a fraction in its simplest form
Simplify a fraction by cancelling all common factors, using a calculator where appropriate, for example, simplifying
fractions that represent probabilities
Convert between mixed numbers and improper fractions
Compare fractions
Add and subtract fractions by writing them with a common denominator
Convert mixed numbers to improper fractions and add and subtract mixed numbers
Scale Drawing and Bearing
Sequences
Coordinates and Linear Graphs
Basic Decimals
Rounding
Use and interpret maps and scale drawings
Use a scale on a map to work out an actual length
Use a scale with an actual length to work out a length on a map
Construct 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 drawing
Work out a scale from a scale drawing given additional information
Use bearings to specify direction
Recall 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 direction
Mark points on a diagram given the bearing from another point
Draw a bearing between points on a map or scale drawing
Measure the bearing of a point from another given point
Work out the bearing of a point from another given point
Work out the bearing to return to a point, given the bearing to leave that point
Generate linear sequences
Work out the value of the nth term of a linear sequence for any given value of n
Generate sequences with a given term-to-term rule
Generate a sequence where the nth term is given
Work out the value of the nth term of any sequence for any given value of n
Generate simple sequences derived from diagrams and complete a table of results that describes the pattern shown by
the diagrams
Describe how a sequence continues
Solve simple problems involving arithmetic progressions
Work with Fibonacci-type sequences (rule will be given)
Know how to continue the terms of a quadratic sequence
Work out the value of a term in a geometrical progression of the form rn where n is an integer > 0 5
Work out a formula for the nth term of a linear sequence
Work 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
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 vertices
Find coordinates of a midpoint, for example on the diagonal of a rhombus
Identify and use cells in 2d contexts, relating coordinates to applications such as battleships and connect 4
Recognise 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 x
Complete tables of values for straight-line graphs
Calculate the gradient of a given straight-line given two points or from an equation
Manipulate the equations of straight lines so that it is possible to tell whether lines are parallel or not
Work out the equation of a line, given two points on the line or given one point and the gradient
Know and use the word integer and the equality and inequality symbols
Order positive and/or negative numbers given as decimals
Add, subtract, 2 multiply and divide decimals using both mental and written methods
Add, subtract, 2 multiply and divide positive and negative decimals
Interpret a remainder from a division problem
Convert between fractions and decimals using place value
Compare the value of fractions and decimals
Perform money calculations, writing answers using the correct notation
Round numbers to the nearest whole number, 10, 100 or 1000
Round numbers to a specified number of decimal places
Round numbers to a specified number of significant figures
Use inequality notation to specify error intervals due to truncation or rounding (bounds)
Know that measurements using real numbers depend on the choice of unit
Recognise 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
Factor and Multiples:
Basic Number
St George’s School
Year 9 - Higher Maths
Know and use the word integer and the equality and inequality symbols
Order positive and negative numbers given as integers
Add, subtract, multiply and divide positive and negative numbers
Interpret a remainder from a division problem
Perform money and other calculations, writing answers using the correct notation
Add, subtract, multiply and divide using commutative, associative and distributive laws
Understand and use inverse operations
Use brackets and the hierarchy of operations
Solve problems set in words
Make sensible estimates of a range of measures in everyday settings
Make sensible estimates of a range of measures in real-life situations, for example estimate the height of a man
Evaluate results obtained
Use approximation to estimate the value of a calculation
Work out the value of a calculation and check the answer using approximations
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 integers
Write 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 factors
Identify 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 Algebra:
Angles
Use notation and symbols correctly
Understand 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 quantities
Understand phrases such as ‘form an equation’, ‘use a formula’, ‘write down a term’, ‘write an expression’ and ‘prove an
identity’ when answering a question
Recognise that, for example, 5x + 1 = 16 is an equation
Recognise that, for example, v = ir is a formula
Recognise that x + 3 is an expression
Recognise that (x + 2)2ξx2 + 4x + 4 is an identity
Recognise that 2x + 5 < 16 is an inequality
Write an expression
Know the meaning of the word ‘factor’ for both numerical work and algebraic work
Understand that algebra can be used to generalise the laws of arithmetic
Manipulate an expression by collecting like terms
Write expressions to solve problems
Write expressions using squares and cubes
Factorise algebraic expressions by taking out common factors
Multiply a single term over a bracket, for example, a(b + c) = ab + ac
Know 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 + 6xy
Multiply two linear expressions, such as (x ±a)(x ± b) and (cx ± a)(dx ± b), for example (2x + 3)(3x - 4)
Distinguish between acute, obtuse, reflex and right angles
Name angles
Use one lower-case letter or three upper-case letters to represent an angle, for example x or abc
Understand and draw lines that are parallel
Understand that two lines that are perpendicular are at 90o to each other
Identify lines that are perpendicular
Draw a perpendicular line in a diagram 1
Use geometrical language
Use letters to identify points and lines
Recognise that, for example, in a rectangle abcd the points a, b, c and d go around in order
Recognise reflection symmetry of 2d shapes
Understand line symmetry
Identify lines of symmetry on a shape or diagram
Draw lines of symmetry on a shape or diagram
Draw or complete a diagram with a given number of lines of symmetry
Recognise rotational symmetry of 2d shapes
Identify the order of rotational symmetry on a shape or diagram
Draw or complete a diagram with rotational symmetry
Identify and draw lines of symmetry on a cartesian grid 1
Identify the order of rotational symmetry of shapes on a cartesian grid
Work out the size of missing angles at a point
Work out the size of missing angles at a point on a straight line
Know that vertically opposite angles are equal
Estimate the size of an angle in degrees
Justify an answer with explanations such as ‘angles on a straight line’, etc.
Understand and use the angle properties of parallel lines
Recall and use the terms alternate angles and corresponding angles
Work out missing angles using properties of alternate angles, corresponding angles and interior angles
Understand the consequent properties of parallelograms
Understand 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 triangles
Use the fact that the angle sum of a quadrilateral is 360o
Basic Fractions
Scale Drawing and Bearing
Sequences
Know and use the word integer and the equality and inequality symbols
Order positive and/or negative numbers given as; fractions, including improper fractions
Apply the four rules to fractions with and without a calculator
Multiply and divide a fraction by an integer, by a unit fraction and by a general fraction
Divide an integer by a fraction.
Calculate a fraction of a quantity
Identify equivalent fractions
Write a fraction in its simplest form
Simplify a fraction by cancelling all common factors, using a calculator where appropriate, for example, simplifying
fractions that represent probabilities
Convert between mixed numbers and improper fractions
Compare fractions
Add and subtract fractions by writing them with a common denominator
Convert mixed numbers to improper fractions and add and subtract mixed numbers
Use and interpret maps and scale drawings
Use a scale on a map to work out an actual length
Use a scale with an actual length to work out a length on a map
Construct 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 drawing
Work out a scale from a scale drawing given additional information
Use bearings to specify direction
Recall 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 direction
Mark points on a diagram given the bearing from another point
Draw a bearing between points on a map or scale drawing
Measure the bearing of a point from another given point
Work out the bearing of a point from another given point
Work out the bearing to return to a point, given the bearing to leave that point
Generate linear sequences
Work out the value of the nth term of a linear sequence for any given value of n
Generate sequences with a given term-to-term rule
Generate a sequence where the nth term is given
Work out the value of the nth term of any sequence for any given value of n
Generate simple sequences derived from diagrams and complete a table of results that describes the pattern shown by
the diagrams describe how a sequence continues
Solve simple problems involving arithmetic progressions
Work with Fibonacci-type sequences (rule will be given)
Know how to continue the terms of a quadratic sequence
Work out the value of a term in a geometrical progression of the form r n where n is an integer > 0
Work 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 sequence
Work 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.
Work out a formula for the nth term of a sequence, which may contain quadratic parts
Coordinates and Linear Graphs
Basic Decimals
Rounding
Indices
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 vertices
Find coordinates of a midpoint, for example on the diagonal of a rhombus
Identify and use cells in 2d contexts, relating coordinates to applications such as battleships and connect 4
Recognise 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 x
Complete tables of values for straight-line graphs
Calculate the gradient of a given straight-line given two points or from an equation
Manipulate the equations of straight lines so that it is possible to tell whether lines are parallel or not
Work out the equation of a line, given two points on the line or given one point and the gradient
Know and use the word integer and the equality and inequality symbols
Order positive and/or negative numbers given as decimals
Add, subtract, multiply and divide decimals using both mental and written methods
Add, subtract, multiply and divide positive and negative decimals
Interpret a remainder from a division problem
Convert between fractions and decimals using place value
Compare the value of fractions and decimals
Convert recurring decimals into fractions
Convert fractions into recurring decimals
Use formal algebraic proofs to convert recurring decimals into fractions
Perform money calculations, writing answers using the correct notation round numbers to the nearest whole number,
10, 100 or 1000
Round numbers to a specified number of decimal places
Round numbers to a specified number of significant figures
Use inequality notation to specify error intervals due to truncation or rounding. (bounds)
Know that measurements using real numbers depend on the choice of unit
Recognise 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
Recall squares of numbers up to 15 x 15 and the cubes of 1, 2, 3, 4, 5 and 10, also knowing the corresponding roots
Calculate and recognise powers of 2, 3, 4, 5
Calculate and recognise powers of 10
Understand the notation and be able to work out the value of squares, cubes and powers of 10
Recognise the notation √25
Solve equations such as x 2 = 25, giving both the positive and negative roots
Estimate the value of a power of a given positive number
Estimate the value of the root of any given positive number
Identify between which two integers the square root of a positive number lies
Identify between which two integers the cube root of a positive number lies
Use index laws for multiplication and division of integer powers
Calculate with positive integer indices
Simplify algebraic expressions, for example by cancelling using index laws
Calculate with negative integer indices
Use index laws for multiplication and division of positive, negative and fractional indices
Calculate values using fractional indices
St George’s School
Year 9 - Biology
Exam Board
AQA 9-1 GCSE Biology
Textbook
AQA GCSE (9-1) Biology Student Book
Nick Dixon, Ali Hodgson. Hodder Education.
ISBN: 9781471851339
Revision Guide
New Grade 9-1 GCSE Biology AQA Complete Revision & Practice with Online Edition
ISBN: 978 1 78294 583 3
Topics
Eukaryotes and prokaryotes
Animal and plant cells
Cell Biology
Cell specialisation
Microscopy
Chromosomes
Mitosis and The Cell Cycle
Stem Cells
Diffusion
Organisation
Osmosis
Active Transport
Levels of organisation
The Human digestive system
Keywords
Bacteria
Eukaryotic cells
Eukaryote
Ribosome
Diffusion
Organelle
Chromosome
Mitochondrion
Photosynthesis
Sperm cell
Nerve cell
Muscle cell
Eyepiece lens
Objective lens
Stage
Specimen
Mirror
Gametes
Haploid
Diploid
Mitosis
Daughter cells
Chromatid
Stem cell
Differentiate
Meristem
Hormone
Clone
Net
Concentration
gradient
Alveoli
Capillaries
Osmosis
Partially permeable
membrane
Stomata
Active transport
Mineral Ions
Respiration
Cell
Tissue
Organ
Insoluble
Soluble
Enzyme
Sphincter
Pathogen
Salivary glands
Oesophagus
Required practical
Respiration
Prokaryotic cells
Prokaryotes
DNA
Turgid
Cytoplasm
Cell wall
Plasmids
Cell membrane
Root hair cell
Xylem cell
Phloem cell
Using a light microscope to
observe, draw and label a
selection of plant and animal
cells
Course focus
Fine focus
Electron microscope
resolution
Gene
Alleles
Cytokinesis
Interphase
Genetic variation
Environmental
variation
Ethical issues
In vitro fertilisation
Ventilation
Villi
Excretion
Temperature
Surface area
Isotonic
Hypertonic
Hypotonic
Organ System
Organism
Stomach
Liver
Gall Bladder
Pancreas
Small Intestine
Large Intestine
Anus
Investigating the effect of a
range of concentrations of
salt or sugar solution on the
mass of plant tissue
Human digestive enzymes
The Lock and Key Hypothesis
The Heart and blood vessels
Components of blood
Substrate
Product
Carbohydrase
Protease
Lipase
Bile
Active Site
Denatured
Substrate
Artery
Vein
Capillary
Atrium
Ventricle
Haemoglobin
Oxyhaemoglobin
White blood cells
Temperature
pH
Optimum
Vena Cava
Aorta
Pulmonary vein
Pulmonary artery
Blood plasma
Investigation qualitative
reagents to test for a range of
carbohydrates, lipids and
proteins
Investigating the effect of pH
on the rate of reaction of
amylase enzyme
Platelets
Blood plasma
Coronary heart disease
Coronary arteries
Atherosclerosis
Cholesterol
Heart bypass
Stent
Faulty valves
Transplants
Health issues
Balanced diet
Exercise
Physical and mental
ill health
Cancer
Malignant
Benign
Screening
Non-communicable diseases
Risk factor
Causation
Correlation
Carcinogen
Obesity
Alcohol
Smoking
Ionising radiation
St George’s School
Year 9 - Chemistry
Exam Board
AQA 9-1 GCSE Chemistry
Textbook
AQA GCSE (9-1) Chemistry Student Book. Nora Henry, Richard Grime. Hodder Education.
ISBN: 9781471851346
Revision Guide
New Grade 9-1 GCSE Chemistry AQA Complete Revision & Practice with Online Edition
ISBN: 978 1 78294 584
Topics
Atoms, Elements &
Compounds
Mixtures & Separating
Mixtures
Atomic Structure & Electron
Arrangement
Isotopes (HT only)
The Periodic Table
Metals & Non-Metals
Group 0
Group 1
Group 7
Transition Metals
(Chemistry only)
Bonding,
Structure &
the
Properties
of Matter
Atomic Structure and the Periodic Table
Models of the Atom
Chemical Bonding
Keywords
Atom
Element
Compound
Symbol
Mixture
Filtration
Filtrate
Residue
Saturated
Evaporation
Crystallisation
John Dalton
JJ Thompson
‘Plum-pudding’
model
Ernest Rutherford
Proton
Neutron
Electron
Nucleus
Formulae & equations to learn
H, He, Li, Be, B, C, N, O, F, Ne, Na,
Mg, Al, Si, P, S, Cl, Ar, K, Ca.
Distillation
Chromatography
Separating funnel
Fractional
distillation
Miscible
Immiscible
Gold foil
experiment
Nuclear model
Neils Bohr
James Chadwick
Energy level (shell)
Relative mass
Relative charge
Isotopes
Atomic number
Period
Mass Number
John Newlands
Relative atomic
Law of octaves
mass
Dimitri Mendeleev
Group
Properties
Density
Melting and
Malleability
boiling point
Appearance
Conductivity
Reactivity
Noble gases
Inert
Stable
Alkali metals
Trend
Reactivity
Halogens
Diatomic molecule
Halides
Displacement reaction
Catalyst
Molecular formula
Molecular structure
Stick diagram
Dot & cross diagram
He, Ne, Ar, Kr, Xe, Rn.
Li, Na, K, Rb, Cs, Fr.
Alkali metal + water → metal
hydroxide + hydrogen
Elements: F, Cl, Br, I, At.
Molecules: F2, Cl2, Br2, I2, At2.
Co, Ni, Fe, Cu, Zn, Ti, Ag, Au, Pt,
Hg.
Ionic Bonding
Covalent Bonding
Giant Covalent Structures
Metallic Bonding
States of Matter
Polymers
Alloys
Allotropes of Carbon
Nanoparticles (Chemistry
only)
Ion
Cation
Anion
Ionic bond
Giant lattice
Molecule
Covalent bond
Intermolecular forces
Diamond
Graphite
Silicon
Silicon dioxide
Macromolecular
Metallic bond
Delocalised electrons
States of matter
Solid
Liquid
Gas
Aqueous
Monomer
Polymer
Polymerisation
Thermosoftening polymer
Alloy
Diamond
Graphite
Graphene
Fullerene
Carbon nanotubes
Nanoscience
Nanoparticles
NaCl, MgCl2, MgS, CuSO4, Na2CO3,
Al2O3, (NH4)2SO4, Ca(NO3)2,
Fe(OH)3.
NH3, CO2, CO, CH4, NO, NO2, SO2,
SO3, H2O, H2, O2, N2.
St George’s School
Year 9 - Physics
Exam Board
AQA 9-1 GCSE Physics
Textbook
AQA GCSE (9-1) Physics Student Book. Nick England, Steve Witney. Hodder Education.
ISBN 9781471851377
Revision Guide
New Grade 9-1 GCSE Physics AQA Complete Revision & Practice with Online Edition
ISBN: 978 1 78294 585
Topics
Energy Stores and
Systems
Calculating Energy
- Kinetic and GPE
Energy
Calculating Energy
– Spring constant
and elastic
potential
Specific Heat
Capacity
Power
Energy transfers
Efficiency
Keywords
Kinetic
Chemical
Internal
(thermal/heat)
Gravitational
potential
Mass
Height
Kinetic
Gravitational
Potential
Kilograms
Metres/second
elastic potential
energy
spring constant
extension
Energy
Temperature
Heat
Specific Heat
Capacity
Immersion heater
Insulation
Power
Watts
Kilowatts
Electrical appliance
Input energy
Output energy
Efficiency
Transfer
Conduction
Useful energy
Wasted energy
Sankey diagram
Equations to learn
Magnetic
Electrostatic
Elastic potential
Nuclear
Transfer
Joules
GPE =
mass x gravitational strength x change in
height
Kinetic energy (J) =
½ X mass (Kg) X velocity2
Elastic potential energy (J)
= 0.5 x spring constant x (extension)²
Power
Mass
Thermometer
Voltage
Current
Time
Work done
Heat energy = mass x SHC x temp
change
Power (w) = voltage (v) X current (A)
Energy (J) = Power (w) x Time (s)
Convection
Radiation
Insulation
Dense
Efficiency = Useful energy
Input Energy
X
100
Renewable energy
Non renewable
energy
Advantages
Disadvantages
Evaluate
Electron
Charge
Current
Switch
Cell
Battery
Fuse
Ammeter
Voltmeter
Current
Resistance
Charge
Amps
Generate
Wind turbine
Solar cells
Tidal barrage
Hydroelectricity
Biofuel
Lamp
Diode
Thermistor
Resistor
Variable resistor
LDR
LED
Circuit
Component
Series and parallel
circuits
Series
Parallel
Conductor
Current
Voltage
Powerpack
Potential
Difference
Potential difference
Volts
Voltmeter
parallel
Resistance
Reduce
Current
Moving
Electrons
Collisions
Ions
Vibrate
Atoms
Heat
Ohms
Resistor
Calculating
resistance
Ammeter
Voltmeter
Resistance
Directly
proportional
Ohm’s Law
Light Dependent
Resistor
Thermistor
Resistance
Power Station
Generator
AC – alternating
current
DC – direct current
Live
Neutral
Increase
Decrease
Light intensity
National and
Global Energy
Resources
Circuit symbols
Electricity
Simple circuits and
models
LDRs and
Thermistors
Mains Electricity
Coulombs
Negative terminal
Positive terminal
Earth
230V
Frequency
Hertz
Copper wire
fuse
Charge (Q) = Current (I) x Time (t)
Voltage (V) = Current (A) X Resistance (Ώ)
Vp
Vs
=
Np
Ns
The National Grid
and Transformers
Generator
Boiler and Furnace
Turbines
Electromagnetic
Induction
Electrons
Magnetic Field
Potential difference
Power
Current
Resistance
Efficiency
Step up
transformer
Step down
transformer
Primary coil
Secondary coil
St George’s School
Year 9 - RE
Autumn Term
Half Term 1
Half Term 2
What are the main beliefs of
Hinduism?
How has Gandhi impacted
society?
The Beginnings of Hinduism,
symbols & Beliefs, God in many
forms, Brahman rites of passage,
divisions, the caste system
Spring Term
Summer Term
Hindu worship, Mandir, shrines,
scripture,
Hindu way of life –festivals.
Famous Hindus-Ghandi, Hindus
today
Should we commemorate the
Holocaust?
What began Christianity?
What is Judaism? Who are the
Jews,
Key concepts –covenant,
Abraham,
Shekinah Moses,
Messiah, prophecies, David, the
Torah, Symbols, festivals,
Holocaust
To introduce for GCSE RE Judaism
Ascension of Jesus, Pentecost,
spread of His message, Apostles,
persecution, birth of the church,
diversity within the church
Intro to Christian beliefs (leading
to GCSE)
How does RE help us to make
moral decisions?
GCSE – Beliefs in Action Edexcel
(RS Spec B) Christian Beliefs
What is morality? How do we
formulate opinions?
Hotel Rwanda
Personal issues project - to tie in
with GCSE peace &
conflict/Relationships and ethical
issues.
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 School
Year 9 - Geography
Topics
Energy and Resources
Progress Period 1
You can define what a resource is
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.
River Landscapes and water
Progr
ess
Perio
d3
Fracki
ng
Progress Period 2
Pupils can explain strategies and initiatives within the UK aimed at
creating sustainable futures. E.g. BEDzed
You should be able to describe how a river changes from source to
mouth (Long Profile).
You should be able to describe a variety of ‘Fluvial Processes’. (ErosionTransportation- 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.
You should be able to define and explain a variety of key concepts
which relate to a topical issue.
Keywords
Renewable
Social
Resource
Non-Renewable
Economic
Management
Greenhouse Effect
Environmental
Sustainable
Climate Change
Consumption
Energy Security
Long Profile
Erosion
Flood
Drainage Basin
Transportation
Source
Deposition
Discharge
Mouth
Bankfull
Renewable
Economic
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 can define the term development and can explain the terms HIC
and LIC.
Development
Progress Period 4
You should be able to use a variety of resources to draw conclusions
about a topical issue.
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.
Fracking
Non-renewable
Sustainability
Hydraulic Fracturing
Environment
Scale
Energy Security
Social
Infrastructure
Poverty
Death Rate
Social
Shanty Town
Infant Mortality
Life Expectancy
Sanitation
Environmental
Birth Rate
Literacy Rate
St George’s School
Year 9 - History
Topic
Knowledge
Key Words
Michael
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 19 th 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.
 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.
Unionist
Nationalist
Republican
Home Rule
Death Warrant
Civil War
Sinn Fein
Bloody Sunday
Traitor
Catholic
Protestant
 Collins was assassinated by the IRA on 22 nd 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
Trenches
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 28 th 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 4 th August 1914 and lasted until 11th
November 1918
Interpretations
 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.
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 cavalry
Problems
 Machine Guns
 Barbed wire
 Artillery bombardment
 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
 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.
Heir
Militarism
Alliances
Central Powers
Triple Entente
Imperialism
Nationalism
Schlieffen Plan
Mobilised
Cavalry
Machine guns
Barbed wire
Trench foot
Tactics
Versailles
Czechoslovakia
Nazi
Germany
Versailles
League of
Nations
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
 Pride in Germany
 Reducing unemployment
 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
 July Bomb Plot
 Religious groups
The aims of the peacemakers
The Big Three; countries and leaders
Wilson and the Fourteen Points
Clemenceau and Lloyd George
The extent to which they achieved their aims.
The Diktat
Territorial changes
Military restrictions
War guilt and reparations.
GARGLE
The reactions of the Allies
German objections
Strengths and weaknesses of the settlement.
The formation and covenant
Organisation of the League
Membership of the League and how it changed
The powers of the League
The work of the League’s agencies
The 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.
Versailles
Hyperinflation
Unemployment
Reichstag
Parliament
Autobahn
Communist
Socialist
Concentration
camp
Reparations
Territory
Selfdetermination
Tariffs
Free trade
Military
De-militarisation
Covenant
League
Agency
St George’s School
Year 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
 How diet affects health
Le pain, la viande, le sure, le poisson
Vivre sainement, les fruits et légumes
Trop sucré, gras, bon pour la santé
 How to be healthier
 Life in the future
Transport and holidays
 Forms of transport
 Tickets and travel plans
 Plan a holiday
 Describe a past holiday
 Transport in books and films
Je mangerai… je boirai…. Je dormirai…
Dans cinquante ans, une pilule
Le bus, le car, l’avion, le bateau
Un billet, un aller-simple, un aller-retour
On part en vacances, on ira… on visitera…
Les vacances linguistiques, relaxantes
Un roman, un livre, l’histoire
St George’s School
Year 9 - Spanish
Term
Term 1
Term 2
Topics
My life





Media



Presenting yourself
Describing your best friend
Nationalities
Places in town
Using near future tense
Television
Cinema
Going out
Keywords
Soy alto, guapo, hablador, interesante, pesado
Mi mejor amigo es tímida, fea, activa
Soy francés, inglés, español
Voy a ir de compras, ir a la bolera, jugar al
baloncesto, ir al cine
Mi programa favorito es un documental, un
concurso, una telenovela
Me encantan las películas de aventura, del Oeste,
las comedias
Term 3
Term 4
Term 5
Term 6
 Making plans and excuses
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
Food
 Breakfast, lunch and dinner
 In the market
 In the restaurant
 Describing a meal with a
famous person
Fashion
 Clothes
 School uniform
 Adjectival agreement of colours
 Shopping in Barcelona
 Future trip to Argentina
Health
 Parts of the body
 In the pharmacy
 Talking about healthy and
unhealthy foods and diets
 Healthy living
Porque son entretenidas, divertidas, interesantes
Fui a España
Fui en avión, en coche, en barco
Bailé, escuché música, tomé el sol, jugué al
voleibol,
Lo pasé bomba, fenomenal, mal
Desayuno, como, ceno, bebo, meriendo
Cereals, pizza, hamburguesa, patatas fritas, leche
De primer plato, de segundo plato, de postre
Llevo un vestido, unos pantalones, un jersey, una
sudadera, una corbato, unos zapatos, unas
zapatillas de deporte
La mano, el estómago, las muelas, los oídos, las
orejas, la pierna
Tengo fiebre, estoy constipado, tengo tos, tengo
gripe, tengo una quemadura de sol
La comida sana, la comida malsana
St George’s School
Year 9 - Physical Education Theory
Progres
s Period
1Cardio
and 2
vascul
ar
Syste
m
Topics
Functions of the cardiovascular system
Key Words
Transport O2, nutrients, CO2
Blood Clotting
Control’s body temperature
Structures of the heart and blood vessels
How the heart pumps
Structures of the arteries, veins and
capillaries
The structure and function of the blood
Composition of air
Respiratory System
Progress Period 3 and 4
Functions of the respiratory system
Structure of the respiratory system
Structure of alveoli
Gaseous Exchange
Oxygen Debt
Atrium
Ventricle
Valves
Oxygenated
Deoxygenated
Blood pressure
Diastole
Systole
Lumen
Arteries – blood away from heart
Veins – blood towards the heart
Capillaries – gaseous exchange
Blood shunting
Red blood cells
White Blood Cells
Plasma
Oxygen
Carbon Dioxide
Oxygen in to the body
Carbon dioxide out of the body
Inhalation
Exhalation
Vital Capacity
Tidal Volume
Respiration
Trachea
Bronchi/bronchus
Bronchioles
Alveoli
Surface Area
Thin
Moist
Clean
Diffusion
Oxygen
Carbon Dioxide
Oxygenated Blood
Deoxygenated Blood
Respiration
Lactic Acid
Oxygen
Carbon Dioxide