Cycle 2
January to March 2016
Year 9 Learning Guide
By Ms Penney
Assistant Principal: Teaching, Learning and Assessment
January 2016
Dear Parents / Carers
Re: Up-coming Key Stage 3 Assessment Week for Cycle 2
We are writing to give you advance notice of the assessment week that is coming up for your
son/daughter in all subject areas. These have been scheduled for the week beginning the 14th
March.
Thank you to those of you that came to the parent forum to offer your feedback on the 1st cycle, it is
much appreciated. Cycle 1 was our first teaching of Key Performance Indicators (KPIs), with a vision
that our KS3 curriculum is taught to ensure learning of knowledge for the long term. No student
should reach KS4 with critical gaps in their knowledge that will prevent them from reaching their
potential in GCSE exams. Assessing against KPIs allows students, parents and teachers to see where
gaps may be forming are and consequently do something about this.
The assessments in March will help teachers to assess students’ progress against the Key
Performance Indicators (KPIs). They form one piece of evidence that the teacher will use to show
how students recall and apply knowledge in exam conditions. This supports teachers identifying the
gaps in students’ knowledge and skills so that they can effectively plan intervention.
In support of the assessment week the school will do a number of things to support you and your
child:
1. A KS3 KPI Learning Guide (cycle 2) will be available on the website and on FireFly, hard
copies of the guide can also be collected from the Pastoral offices. The Learning Guides
explain which KPIs have been studied this cycle and therefore what should be revised in
preparation for the assessment. You will also find links and support material to help your
son/daughter revise.
2. Homework revision will be set by classroom teachers, this can be accessed on FireFly.
There will be no other homework set other than preparation for assessments after the half
term holidays
4. A guide to helping your child revise will be available on FireFly and on the website.
We ask that you support your son/daughter by making sure that they have access and use the
support above to prepare for the upcoming assessments. Assessments will be used as one piece of
evidence to track progress towards KPIs and whether or not your child is meeting age expected
learning in that specific area.
We would like to take the opportunity to thank you again for supporting the school in raising your
child’s attainment. If there is any way we can support your son/daughter further with their
assessment preparation please do not hesitate to contact individual class teachers, Ms Penney or
myself.
Yours faithfully
Yours faithfully
Miss L Thompson
Assistant Principal
KS3 Raising Standards Leader
Ms V Penney
Assistant Principal
Teaching, Learning & Assessment
YEAR 9
ENGLISH KPIs
Year 9 will be studying poetry during the Spring term. They will be analysing different
techniques used by poets, especially focusing on the theme of Taking a Stand.
Students will be expected to transfer these techniques to their own writing when
they create poems that take a stand.
Date of Assessment
KPI No.
ENGLISH 9.1
Week Commencing 14th March
KPI and Success Criteria
I can make developed and convincing inferences from a
text, and select evidence to support them.


Students should be able to ‘read between the lines’ and write
about what the poet implies about a specific topic.
They should support these inferences with a specific quote
from the poem.
I can identify and analyse the effects of specific parts of a
text, with detailed explanations, supported by evidence.
ENGLISH 9.3

Students should be able to write at length about a line or
stanza from a poem, as directed by their teacher, using specific
quotes.
I can compare characters, events, language and ideas
across 2 or more texts.
ENGLISH 9.5

Students should be able to link poems across the unit, and
understanding how they are connected, specifically in relation
to taking a stand.
ENGLISH 9.11
I can identify, define and accurately use advanced
vocabulary in a range of writing.
YEAR 9 CYCLE 2 ENGLISH REVISION


Choose one of the poems on the year 9 English Firefly website (Blessing, Nettles, or In Mrs
Tilscher’s Class). These are also found below. Write 3 PEE paragraphs about your selected
poem. Focus on the writer’s use of language, imagery and structure.
Ensure you can spell the following words, and use them correctly in a sentence: trivial,
amiable, labyrinth, apprehensive, wretched, controversy, vulnerable, excursion, agitation
and sinister
Blessing by Imtiaz Dharker
The skin cracks like a pod.
There never is enough water.
Imagine the drip of it,
the small splash, echo
in a tin mug,
the voice of a kindly god.
Sometimes, the sudden rush
of fortune. The municipal pipe bursts,
silver crashes to the ground
and the flow has found
a roar of tongues. From the huts,
a congregation : every man woman
child for streets around
butts in, with pots,
brass, copper, aluminium,
plastic buckets,
frantic hands,
and naked children
screaming in the liquid sun,
their highlights polished to perfection,
flashing light,
as the blessing sings
over their small bones.
Nettles by Vernon Scannell
My son aged three fell in the nettle bed.
'Bed' seemed a curious name for those green spears,
That regiment of spite behind the shed:
It was no place for rest. With sobs and tears
The boy came seeking comfort and I saw
White blisters beaded on his tender skin.
We soothed him till his pain was not so raw.
At last he offered us a watery grin,
And then I took my billhook, honed the blade
And went outside and slashed in fury with it
Till not a nettle in that fierce parade
Stood upright any more. And then I lit
A funeral pyre to burn the fallen dead,
But in two weeks the busy sun and rain
Had called up tall recruits behind the shed:
My son would often feel sharp wounds again.
In Mrs Tilscher’s Class by Carol Ann Duffy.
You could travel up the Blue Nile
with your finger, tracing the route
while MrsTilscher chanted the scenery
Tana. Ethiopia. Khartoum. Aswan.
That for an hour, then a skittle of milk
and the chalky Pyramids rubbed into dust.
A window opened with a long pole.
The laugh of a bell swung by a running child.
This was better than home. Enthralling books.
The classroom glowed like a sweetshop.
Sugar paper. Coloured shapes. Brady and Hindley
faded, like a faint uneasy smudge of a mistake.
Mrs Tilscher loved you. Some mornings, you found
she’d left a good gold star by your name.
The scent of a pencil, slowly, carefully, shaved.
A xylophone’s nonsense heard from another form.
Over the Easter term, the inky tadpoles changed
from commas into exclamation marks. Three frogs
hopped in the playground, freed by a dunce,
followed by a line of kids, jumping and croaking
away from the lunch queue. A rough boy
told you how you were born. You kicked him, but stared
at your parents, appalled, when you got back home .
That feverish July, the air tasted of electricity.
A tangible alarm made you always untidy, hot,
fractious under the heavy sexy sky. You asked her
how you were born and Mrs Tilscher smiled,
then turned away. Reports were handed out.
You ran through the gates, impatient to be grown,
As the sky split open into a thunderstorm.
YEAR 9
MATHS KPIs
Year 9 will be completing a transitional move from key stage 3 to key stage 4. A move
which incorporates topics covered in the Mathematics GCSE. Cycle 2 will allow students
to gain confidence and experience in; measures, percentages, angles, equations,
expressions and formulae ready for key stage 4.
Date of Assessment
KPI No
MATHS 9.11
Week Commencing 14th March
KPI and Success Criteria
Recognise and solve problems involving the compound
measures of rates of pay, speed, density and pressure.

Recognise and solve problems involving the compound measures of
rates of pay, speed, density and pressure.
Compound & Reverse percentage (working out interest,
depreciation & original amount).
MATHS 9.12


Calculate compound interest.
Solve problems involving repeated percentage change.
 Calculate the original amount after a known percentage change.
MATHS 9.13
Solve problems involving alternate, corresponding, allied and
opposite angles. Calculate interior & exterior angles in
polygons.

To know the sum of the angles on a straight line, around a point, in
a triangle and in a quadrilateral.





Solve missing angle problems in triangles.
Work out the sum of the interior angles in a polygon.
Calculate the size of the interior and exterior angles of any regular
polygon.
Solve problems involving alternate, corresponding, allied and
opposite angles.
Calculate the size of angles in special quadrilaterals using their
geometric properties.
Use the geometrical properties of a diagram to calculate a
bearing.
MATHS 9.14



Construct a scale drawing to a given scale.
Convert measurements to calculate actual distances.
Read, interpret and draw bearings diagrams.
 Use the geometrical properties of a diagram to calculate a bearing.
Draw & solve practical problems using loci, Convert measures
and properties of transformations.
MATHS 9.15









Demonstrate that two triangles are congruent.
Find the order of rotational symmetry for a 2D shape.
Recognise shapes with rotational symmetry.
Translate, reflect, rotate and enlarge a 2D shape.
Combine transformations.
Construct the bisectors of lines and angles.
Construct angles of 60° and 90°.
Draw a locus for a given rule.
Solve practical problems using loci.
 Construct and interpret plans and elevations of 3D shapes.
Recognise expressions, equations, formulae and identities.
Substitute into, manipulate and simplify algebraic expressions.
MATHS 9.16
MATHS 9.17

Understand the difference between expressions, equations,
formulae and identities.
 Apply basic algebra by substituting given values, manipulation and
simplifying.
Factorise a quadratic algebraic expression of the form x2 + ax +
b into two linear brackets.

Factorise quadratic equations.
Expand two binomials to obtain a quadratic expression, the
square of a binomial & more than two binomials.
MATHS 9.18


Expand two binomials.
Expand the square of a binomial.
 Expand two binomials to obtain a quadratic expression.
MATHS 9.19
Change the subject of a formula.

Rearrange a formulae to change the subject.
YEAR 9 CYCLE 2 MATHS REVISION
In addition to the resources below you will need to use your exercise book to help you
revise for your cycle 2 assessment.
KPI 9.11 Recognise and solve problems involving the compound measures of
rates of pay, speed, density and pressure.
Resources
Mymaths  shape  measures
Mymaths associated games.
KPI 9.12 Compound & Reverse percentage (working out interest,
depreciation & original amount).
Resources
Mymaths  number percentages
Mymaths associated games.
KPI 9.13 Solve problems involving alternate, corresponding, allied and
opposite angles. Calculate interior & exterior angles in polygons.
Resources
Mymaths  shape  angles
Mymaths associated games.
KPI 9.14 Use the geometrical properties of a diagram to calculate a bearing.
Resources
Mymaths  shape  angles  bearings
Mymaths associated games.
KPI 9.15 Draw & solve practical problems using loci, Convert measures and
properties of transformations.
Resources
Mymaths  shape  transformations
Mymaths  shape  construction  loci
Mymaths associated games.
KPI 9.16 Recognise expressions, equations, formulae and identities.
Substitute into, manipulate and simplify algebraic expressions.
Resources
Mymaths  algebra  expressions and formulae
Mymaths associated games.
YEAR 9 CYCLE 2 MATHS REVISION continued
KPI 9.17 Factorise a quadratic algebraic expression of the form x2 + ax + b into
two linear brackets.
Resources
Mymaths  algebra  equations – quadratic
Mymaths associated games.
KPI 9.18 Expand two binomials to obtain a quadratic expression, the square
of a binomial & more than two binomials.
Resources
Mymaths  algebra  equations – quadratic
Mymaths associated games.
KPI 9.19 Change the subject of a formula.
Resources
Mymaths  algebra  expressions and formulae
Mymaths associated games.
YEAR 9
SCIENCE KPIs
Year 9 students will be learning about chemical reactions for the first half term. To meet the
KPIs students will need to be able to identify signs of a chemical reaction, describe reactions
with acids, construct simple chemical equations, describe that some metals are more reactive
than others and state the difference between endothermic and exothermic reactions. During
the second half of the term students will be learning about energy and how energy can be
transferred by conduction, convection and radiation. They will also learning how energy is
transferred in appliances.
Date of Assessment
KPI No.
Week Commencing 14th March
KPI and Success Criteria
SCIENCE 9.11
Identify and describe similarities between some chemical reactions.
 Describe chemical reactions.
SCIENCE 9.12
Describe reactions with acids.
 Describe the reaction between acids and alkalis.
 Identify the products from acid and metal reactions.
 Identify the products of an acid and metal carbonate reaction.
SCIENCE 9.13
Use word and symbol equations to summarise simple reactions.
 Identify reactants and products of chemical reactions.
 Construct simple word equations.
 Construct symbol equations.
SCIENCE 9.14
Recognise endothermic and exothermic changes.


Describe exothermic reactions.
Describe endothermic reaction.
SCIENCE 9.15
Use patterns of reactivity to make predictions about other chemical
reactions.
 Describe how metals can be ordered by their reactivity.
 Predict if reactions will occur based on the reactivity series.
 Describe how one metal can displace another.
SCIENCE 9.16
Calculate energy in foods, power and energy transferred by
appliances and costs of domestic use of energy.
 Compare the amount of energy stored in foods.
 Identify the relationship between current, voltage and power.
 Calculate power.
 Identify how to measure energy transferred.
 Calculate kWh.
 Describe how to calculate specific heat capacity.
SCIENCE 9.17
Describe how energy can be transferred by conduction, convection
and radiation and evaluate ways in which the rates of energy transfer
can be varied.
 Describe how conduction occurs.
 Describe convection
 Describe how energy can be transferred via radiation
 Identify different forms of insulation.
 Describe how they reduce energy transfer.
SCIENCE 9.18
Explain simple applications of convection.
 Explain how a hot air balloon works.
YEAR 9 CYCLE 2 SCIENCE REVISION
9.11 Identify and describe similarities between some chemical reactions
 http://www.docbrown.info/ks3chemistry/7FmcHP6.htm
9.12 Describe reactions with acids.
 http://inteleducationresources.intel.co.uk/content/keystage3/chemistry/pc/learningsteps/
metals_acids_react/launch.html
 http://inteleducationresources.intel.co.uk/content/keystage3/chemistry/pc/learningSimulat
ions/RMASC/launch.html
 http://inteleducationresources.intel.co.uk/content/keystage3/chemistry/pc/learningsteps/a
cid_base_reactions/launch.html
 http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/acids_bases_met
als/revision/7/
9.13 Use word and symbol equations to summarise simple reactions.
 https://www.youtube.com/watch?v=4vOPkit4BL8
9.14 Recognise endothermic and exothermic changes.
 http://www.bbc.co.uk/education/clips/zn3xn39
9.15 Use patterns of reactivity to make predictions about other chemical reactions.
 http://inteleducationresources.intel.co.uk/content/keystage3/chemistry/pc/learningsteps/d
isplacement_react/launch.html
 http://inteleducationresources.intel.co.uk/content/keystage3/chemistry/pc/learningSimulat
ions/DIRSC/launch.html
 http://inteleducationresources.intel.co.uk/content/keystage3/chemistry/pc/learningsteps/r
eactivity_metals/launch.html
YEAR 9 CYCLE 2 SCIENCE REVISION continued
9.16 Calculate energy in foods, power and energy transferred by appliances and costs of domestic
use of energy.
 http://www.physicsclassroom.com/class/energy/Lesson-1/Power (first 4 paragraphs)
 http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/living_future/3
_fuels_for_power1.shtml Pages 1 and 2
 http://www.teachitscience.co.uk/ks4-physics?resource=23323 down load the free copy and
activity 2 is suitable.
 http://www.bbc.co.uk/education/guides/zyfgr82/revision/1 pages 1-3
 http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/buildingsrev3.s
html pages 3 only.
9.17 Describe how energy can be transferred by conduction, convection and radiation and
evaluate ways in which the rates of energy transfer can be varied.
 http://www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/energy_transfer_stor
age/revision/5/ pages 5
 http://www.bbc.co.uk/education/clips/zsqb9j6
 http://www.bbc.co.uk/education/guides/zttrd2p/activity
 https://www.quia.com/quiz/1422295.html?AP_rand=346640766
 http://www.bbc.co.uk/education/guides/z99jq6f/revision/7 page 7
9.18 Explain simple applications of convection.
 http://www.cnet.com/uk/news/appliance-science-the-circulating-physics-of-the-convectionoven/
 http://science.howstuffworks.com/transport/flight/modern/hot-air-balloon.htm
YEAR 8
GEOGRAPHY KPIs
In year 8 Cycle 2 students will be working towards a number of KPIs covering the skills
and knowledge associated with Development Studies. Within this topic pupils will
learn about how and why countries are at different stages of development. It will also
cover the problems faced by lower income/developing countries with regards to child
labour and sweatshops amongst other things.
Date of Assessment
KPI No.
GEOGRAPHY
8.1
GEOGRAPHY
8.2
GEOGRAPHY
8.3
GEOGRAPHY
8.4
Week Commencing 14th March
KPI and Success Criteria
I can plot data on to maps and graphs and can meaningfully analyse
maps and graphs- using evidence to support written answers:
 Drawing the Brandt line on a World map and being able to explain
what it shows.
 Drawing a graph to show different countries development data.
I am competent with my geographical and atlas skills:
 Drawing the Brandt line on a World map.
 Using an atlas to collect development data.
I can draw geographical diagrams to support the writing of
geographical landforms/processes:
 Annotating photos to show World Development.
I can clearly describe geographical concepts/processes and explain
these in partial sequence.
 Being able to describe what Development of countries means (HIC,
MIC, LIC)

GEOGRAPHY
8.5
GEOGRAPHY
8.6
GEOGRAPHY
8.7
GEOGRAPHY
8.8
GEOGRAPHY
8.9
Being able to describe how primary, secondary, tertiary jobs links to
development status.
 Being able to describe what trade is and how it links to development
of a country.
 Being able to describe what Globalisation is and how it effects
countries.
 Being able to describe what child labour is and how it links to
development of a country.
 Being able to describe what Debt and Aid is and how they impact a
country.
 Being able to describe what the Sustainable Goals are.
I can classify the impacts of an event into social, economic and
environmental using the case studies below:
 Child Labour on the Ivory Coast.
 Diamond mining in Sierra Leone
 Working in Sweatshops (Bangladesh)
I can attempt to use social, economic and environmental classification
to structure my work, using the case studies below:
 Child Labour on the Ivory Coast.
 Diamond mining in Sierra Leone
 Pollution from Trade in Linfen, China.
I can use a case study (the ones below) to link together and explain the
causes, impacts and responses of an event:
 Child Labour on the Ivory Coast.
 Diamond mining in Sierra Leone (Blood Diamonds)
 Pollution from Trade in Linfen, China.
I can describe and explain the management strategies used to manage
events:
 Child Labour on the Ivory Coast: what is being down to try and
reduce the amount of children working on the coco farms on the
Ivor coast?
 Fair Trade: what is FT? How does it work? Is it successful?
I can describe and explain how humans can improve or damage an
environment:
 Pollution from Trade in Linfen, China: how humans are damaging the
environment through manufacturing.
 The Sustainable Goals (United Nations): the 17 Goals set by the
United Nations to improve conditions for people and the
environment globally.
YEAR 8 CYCLE 2 GEOGRAPHY REVISION
You will need to use your exercise book to help you revise for your cycle 2 assessment.
Below you will find useful links for revision notes, quizzes and games to help you revise the
topics covered by each KPI.
Development indicators, measuring development, contrasts in development in the world, Factors
effecting development: (pages 1-4)
http://www.bbc.co.uk/education/guides/zvp39j6/revision
Development Indicators:
http://www.lovegeography.com/2013/05/development-indicators.html
Development and Employment Structures:
http://www.acegeography.com/es---employment-structures.html
Globalisation, Trade, TNCs, and the Environment (pages 2-4):
http://www.bbc.co.uk/bitesize/ks3/geography/interdependence/globalisation/revision/2/
Linfen, China and pollution:
http://www.geography12.com/pdf/Linfen%20City,%20China.pdf
Child labour on the Ivory Coast:
https://www.youtube.com/watch?v=4NFgkFgPv0U
https://www.youtube.com/watch?v=5s9B76_oiSs
https://www.youtube.com/watch?v=eHDxy04QPqM
Types of Aid:
http://www.bbc.co.uk/schools/gcsebitesize/geography/development/aid_rev1.shtml
Sweatshops:
https://www.youtube.com/watch?v=t_mA9L1DSr8
Blood Diamonds:
https://www.youtube.com/watch?v=b-vVAFWNTnA
Sustainable Goals:
https://sustainabledevelopment.un.org/?menu=1300
YEAR 9
HISTORY KPIs
In year 9 students will be working towards a number of KPIs covering the areas of
Historical Knowledge, using sources, similarity and difference, change and continuity
and the communication of historical knowledge (see revision section for topic details).
The students will be assessed throughout the learning cycles to ensure they are
meeting the set KPIs for that topic.
Date of Assessment
KPI No.
Week Commencing 14th March
KPI and Success Criteria
HISTORY
9.1
I can show how a source is reliable or not reliable based on the purpose
of the source
 I can use sources to explain aspects of the slave trade
 I can use sources to examine Trench Warfare conditions
HISTORY
9.3
I am able to structure paragraphs that are clearly focused on the question
and beginning to make links between paragraphs
 Explain how World War 1 started
 I can compare ideas on slavery
 I can compare ideas on World War 1 Trench conditions
HISTORY
9.5
I can identify secure knowledge and key features and characteristics of
the event/period studied
 Explain aspects of the Slave trade
 Explain how slaves were treated

Explain the importance of the Trenches in World War 1
HISTORY
9.6
I can compare and contrast different events and periods over time
 How and why did attitudes to the slave trade change in Britain
 Why causes of World War 1 are long term and short term
HISTORY
9.11
I can describe examples of causes and/or consequences and discuss links
between them
 I can explain the main causes of World War 1
 Explain why Trench Warfare lasted so long
 Discuss the impact of new technology and weapons upon Trench
Warfare and conditions
 Explain about life on a slave plantation depending upon what type
of slave you were and who your owner was
YEAR 9 CYCLE 1 HISTORY REVISION
Topic Areas to revise.
Britain and the Industrial Revolution, the Slave Trade Triangle, the Middle Passage and Life
as a Slave.
The early 20th Century, Causes of World War 1, The Assassination of Archduke Franz
Ferdinand, the Alliances.
The Great War, Trench Warfare, Weapons and Propaganda.
You will need to go onto FireFly under Y9 History on the school website to help you revise
for your cycle 1 assessment.
Below you will find useful links for revision notes, quizzes and games to help you revise the
topics covered by each KPI.
Useful Websites:
www.educationquizzes.com
This site has many quizzes that are relevant to the topics outlined above
http://www.bbc.co.uk/education
BBC Bitesize above has lots of sections on the topics you have studied in your Y9 History
class. Go to KS3 History. You will find revision notes, quizzes and games to aid revision.
www.educationforum.co.uk/KS3
Again concentrate on the topics you have studied in your Y9 History class, which are briefly
outlined above.
We will also place revision materials on the Firefly system.
Students should be using their homework time to revise for these tests and listen to the
advice given by their teacher during lessons and placed on the Firefly site.
YEAR 9
FRENCH KPIs
Please find below French Vocab sheets. Unit 1 and Unit 2 were studied in Cycle 1 and
have been included for students to recap. Unit 3 is the current vocab being learnt.
UNIT 1
Qu’est-ce que tu as fait samedi? What
did you do on Saturday?
Les invitations et les reactions –
Invitations and reactions
Les mots essentiels – High Frequency
Words
UNIT 2
Les parties du corps – Parts of the body
Manger sain – Eating healthily
Les mots essentiels – High Frequency
Words
Je vais changer ma vie – I’m going to
change my life
UNIT 3
Parler une autre langue – Speaking
another language
Mon boulot – My job
Mes ambitions – My ambitions
Les mots essentiels – High Frequency
Words
YEAR 9
GERMAN KPIs
Please find below German Vocab sheets. Unit 1 and Unit 2 were studied in Cycle 1 and
have been included for students to recap. Unit 3 is the current vocab being learnt.
UNIT 1
UNIT 2
UNIT 3
YEAR 9
PE KPIs
In cycle 2 students will be working on improving their knowledge and skills from the cycle 1 KPIs
as well as developing Rules and Resilience. In order to meet the KPIs students must consistently
achieve the success criteria in three of the activities which are taught during this academic year.
Date of Assessment
KPI No.
PE 9.1
PE 9.2
PE 9.4
PE 9.5
PE 9.6
PE 9.7
Throughout cycle by class teacher
KPI and Success Criteria
Skill - Perform complex physical skills in context for the appropriate activity in
a competitive situation (3 activities).
 Range of passing, using different body parts when receiving, shooting
with correct technique & dribbling during a game which has few or
no conditions.
 Performing skills in a small group performance in gymnastics such as
balances, forward rolls, handstands & headstands with control and
quality. Also, demonstrating control with basic skills, such as a seat
drop, in trampolining.
Fitness - Demonstrate and utilise an effective combination of selected
components of fitness in performance situations that are appropriate to the
activity (3 activities).
 Have the cardiovascular fitness and physical strength to complete a
lesson at a sustained exercise intensity in a performance situation. As
a guide the student should be able to jog 3 laps of a football pitch
without stopping and hold a press up position for 1 minute.
Problem Solving - Employ a range of tactics, strategies and compositions to
adapt a range of challenging situations within the appropriate activity (3
activities).
 Challenge their own and others’ upon potential resolutions to
problems within team building activities, games and aesthetic
activities to ensure they promote a successful outcome.
Rules - Perform the role of the official in a sport ensuring that I communicate
effectively with the participants (1 activity).
 Be able to implement the basic rules of one activity when officiating.
Leadership - Affect students PE lessons through leading positive practices and
warm-ups (1 activity).
 Lead a good quality warm up to a group of 8 or more students. Or lead
an activity which will support other students to improve on a specific
skill or fitness component.
Resilience - Demonstrate a high level of resilience when faced with a
demanding and challenging situation (at least 3 occasions).
 Persist with improving a skill, fitness component or idea within a
situation which is outside of the student’s comfort zone. See failure
as another opportunity to improve and will never give up
YEAR 9
SPANISH KPIs
Please find below Spanish Vocab sheets. Unit 1 and Unit 2 were studied in Cycle 1 and
have been included for students to recap. Unit 3 is the current vocab being learnt.
UNIT 1
UNIT 2
UNIT 3