Year 9 Work
Geography
ATLP Y9 Geography Curriculum | Oak National Academy Unit
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Oak Academy Lessons |
EXPLOITING THE WORLD | Geography of the Middle East
https://teachers.thenational.academy/units/the-geography-of-the-middle-east-096d Climate Change https://teachers.thenational.academy/units/climate-change-68ab Energy https://teachers.thenational.academy/units/energy-1d3b The Geography of Russia https://teachers.thenational.academy/units/the-geography-of-russia-ce05 |
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Lesson 1: How are resources distributed globally? | ||
Lesson 2: What is the effect of having excess carbon in the world? | ||
Lesson 3: How has UK energy mix changed? | Lesson 3 (Energy): How has the UK’s energy mix changed overtime?
https://teachers.thenational.academy/lessons/how-has-the-uks-energy-mix-changed-over-time-ctjp2d |
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Lesson 4: Why does the UK import so much food? | ||
Lesson 5: How has the UK responded to importing food? | ||
Lesson 6: What is the UK’s demand for water? | ||
Lesson 7: How can the UK save and manage water? | ||
Lesson 8: How does energy security vary? | Lesson 1 (Energy) What is the global distribution of energy use and production?
Lesson 2 (Energy) What is energy security and energy poverty? https://teachers.thenational.academy/lessons/what-is-energy-security-and-energy-poverty-68tpae |
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Lesson 9: What are the impact of energy security? | ||
Lesson 10: How is the need for natural resources changing our environment? | Lesson 3 (Climate Change): What is the greenhouse effect?
https://teachers.thenational.academy/lessons/what-is-the-greenhouse-effect-chh62d |
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Lesson 11: How can we make energy more sustainable? | Lesson 4 (Energy) What are the advantages and disadvantages of non-renewables? | |
Lesson 12: What is Chambamontera? | ||
Lesson 13: Where in the world is Russia? | Lesson 1 (The Geography of Russia): Where is Russia and what are some of its key human and physical features? | |
Lesson 14: Who lives in Russia? | Lesson 2 (The Geography of Russia): How is the population distributed across Russia?
https://teachers.thenational.academy/lessons/how-is-the-population-distributed-across-russia-6gu3cc |
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Lesson 15: What natural resources does Russia have? | Lesson 6 (The Geography of Russia): What are the opportunities and challenges of mineral extraction in the Tundra? | |
Lesson 16: How does Russia gain (and lose) from being rich in natural resources? | ||
Lesson 17: What problems does Russia face using energy – Chernobyl? | ||
Lesson 18: What are the problems of transporting oil? | ||
Lesson 19: Where is the Middle East? | Lesson 1 (Geography of the Middle East): Where is the Middle East and what are some of its key human and physical features? | |
Lesson 20: Why does black gold define Saudi Arabia? | Lesson 8 (Geography of the Middle East): What is the importance of oil in the development of the Middle East? | |
Lesson 21: Should we trade with the Middle East? | Lesson 7 (geography of the Middle East): How is the UK connected to the Middle East?
https://teachers.thenational.academy/lessons/how-is-the-uk-connected-to-the-middle-east-cgvkge |
Science
YEAR 9 SCIENCE
CHEMISTRY
UNIT 7 ATOMS, ELEMENTS AND COMPOUNDS
https://teachers.thenational.academy/units/atomic-structure-and-periodic-table-ft-246a
https://teachers.thenational.academy/units/reactivity-609c
ATLP | OAK- lesson number/title | OAK- Core content |
Bonding and structure | 1
Elements & compounds (C1) |
● Identify elements and compounds an identify them from diagrams
● Name compounds from word equations and formulae ● Reactants and products in equations ● Apply conservation of mass to equations |
Types of chemical bonds | 2
Ions (9CR) |
● Draw and describe the formation of ions
● Describe the formation of one type of chemical bond ● Describe the link between place in the periodic table and the ion formed |
Ionic bonding | 1
Ionic bonding (C2) |
● Describe the formation of an ionic bond
● Represent ionic bonding using diagrams ● Write formula for ionic compounds |
Ionic compounds | 2
Properties of ionic compounds (C2) |
● Make and record observations, working safely
● Describe some of the properties of ionic compounds ● Explain some of the properties of ionic compounds using knowledge of the structure |
Covalent bonding | 3
Covalent bonding (C2) |
● Define a covalent bond
● Draw and describe covalent bonds using structural, ball and stick and displayed formula ● Describe the limitations of the different models ● Represent polymers using diagrams |
Covalent compounds | 4
Types of covalent substance (C2) |
● Explain why some covalent substances form molecules and others form giant structures
● Compare the properties of simple and giant covalent substances ● Describe and explain their properties in terms of bonding ● Explain why polymers tend to be solids at room temperature |
5
The structure and bonding of carbon (C2) |
● Describe the properties of diamond, graphite, fullerenes and graphene
● Explain the properties using knowledge of the bonding and structure ● Relate properties of these carbon allotropes to their uses |
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Metallic bonding | 6
Metallic bonding (C2) |
● Describe the structure and bonding in metals
● Describe and explain the properties of metals ● Explain why alloys are harder than pure metals |
Tests for common gases | 4
Tests for gases (C8) |
● Carry out tests for the oxygen, carbon dioxide and hydrogen
● Describe the tests for oxygen, carbon dioxide, hydrogen and chlorine and their positive results ● Write and balance chemical equations to represent some of the reactions. |
Formulation and sep techniques | 2
Mixtures and separation (C1) |
● Define, identify and describe mixtures
● Explain the steps in the separation of mixtures of soluble and insoluble substances ● Explain how mixtures of soluble and insoluble substances are represented and recognised |
Chromatography | 4
Separation by chromatography (C1) |
● Describe the process of chromatography
● Carry out the chromatography of chlorophyll, explaining key steps ● Interpret chromatograms |
Unit 8 Chemical Energy
https://teachers.thenational.academy/units/energetics-and-rates-067a
https://teachers.thenational.academy/units/chemical-reactions-5ffa
ATLP | OAK- Lesson number/title | OAK- Core content |
How do reactions occur? | 1
Indicators of chemical reaction (7CC chemical reactions) |
● Describe evidence for a chemical reaction
● Apply conservation of mass to simple chemical change ● Explain why, in terms of particles, mass stays the same in a reaction |
Endothermic and exothermic reactions | 6
Energy changes (9CR reactivity) |
● Define endothermic and exothermic reactions
● Recognize endothermic and exothermic reactions from temperature changes ● Make and explain suggestions to changes in the equipment that would improve the data collected. |
Rates | 1
Measuring rate (9CR reactivity) |
● Describe ways to measure the rate of a reaction
● Collect and correctly record data to measure the rate of a given reaction ● Display the data appropriately |
Rates | 2
Analysing rates (9CR reactivity) |
● Take readings from reaction rate curves
● Describe how and explain why reaction rate changes during a reaction ● Process secondary data, identifying anomalies, calculation means and rounding answers to the correct number of decimal places. |
Rates | 3
How concentration affects rate (9CR reactivity) |
● Identify variables to change, measure and control to test a hypothesis
● Collect and display data appropriately ● Describe and explain the effect of concentration on the rate of reaction |
Rates | 4
How surface area affects rate (9CR reactivity) |
● Identify variables to change, measure and control to test the given hypothesis
● Process and display data appropriately ● Describe and explain the effect of surface area on the rate of reaction |
Rates | 5
Catalysts |
● Describe what a catalyst is and how it affects the rate of a reaction
● Perform a fair comparison of three catalyst sources ● Describe the test for oxygen and its positive result |
Additional lessons | 7
Combustion |
● Define a combustion reaction
● Explain what is meant by complete and incomplete combustion and name the products ● Compare complete and incomplete combustion |
Additional lessons | 8
Thermal decomposition |
● Define thermal decomposition
● Write word and symbol equations to represent thermal decomposition reactions ● Carry out a thermal decomposition reaction and explain it in terms of conservation of mass |
9
Energetics revision |
Review 1
● Recall key terms, definitions and structures related to energetics and rates ● Use scientific language accurately to correct statements |
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10 | Assessment | |
11 | Review 2 |
Unit 9 Sustainability
https://teachers.thenational.academy/units/materials-and-the-earth-78e8
https://teachers.thenational.academy/units/materials-and-the-earth-78e8
ATLP | OAK- Lesson number/title | OAK- Core content |
Using the Earth’s resources | 1
Use of Earth’s resources (C11) |
● State ways in which natural products are supported or replaced by man-made products
● Extract and interpret information in charts, graphs and tables ● Evaluate the use of finite and renewable resources |
Sustainability | ||
Potable water | 8
Potable water RPA (C11) |
● Distinguish between pure and potable water
● Describe and explain the steps involved in the treatment of safe drinking water ● Test water for pH and dissolved solid content and calculate the concentration of dissolved solids |
9
Potable water RPA 2 (C11) |
● Describe methods of producing potable water from salty water
● Carry out the distillation of a water sample ● Describe the differences between the water samples before and after distillation and how to test for these |
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10
Wastewater treatment (C11) |
● State components of wastewater that can cause problems in the environment
● Describe how wastewater is treated to make it safe to release into the environment ● Compare the treatments of waste, ground and salt water in terms of ease of producing potable water |
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Ceramics and composites | 9
Ceramics, polymers and composites (8CM materials and the earth) |
● Describe some of the properties of ceramics, polymers and composites
● Interpret secondary data ● Explain the importance of reducing, reusing and recycling |
7
Ceramics and composites (C11) HA |
● Describe the production of glass
● Give some uses for composites ● Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals ● Explain how the properties of materials are related to their uses and select appropriate materials. |
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Polymers | 9
Polymers (C7) |
● Describe the processes of addition and condensation polymerisation
● Draw and name polymers ● Recognise monomers from given polymers |
6
Polymers (C11) |
● Give uses for different types of polymer
● Explain how low density and high density poly(ethene) are both produced from ethene ● Explain the difference between thermosoftening and thermosetting polymers in terms of their structures |
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Plastics and the ocean | ● | |
Extracting metals | 10
Metal ores (9CR Reactivity) |
● Explain why most metals are not found in their element form
● Describe how metals can be extracted using carbon ● Write word and symbol equations to represent the reactions |
Carbon footprint | 2
Greenhouse gases (C9) |
● Describe the greenhouse effect
● Describe the reasons for and the impacts of increasing greenhouse gases on the temperature of the Earth’s atmosphere ● Evaluate the strength of the evidence for the link between CO2 levels and global temperature rise |
3
Climate change carbon footprint (C9) |
● Describe potential consequences of climate change
● Define the carbon footprint in a range of contexts ● Suggest ways of reducing carbon footprints in different contexts and why actions to reduce carbon footprints may be limited |
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4
Other pollutants |
● Describe how carbon monoxide, soot, sulphur dioxide and nitrogen oxides are produced and released into the atmosphere
● Predict the products of the combustion of a fuel given appropriate information ● ● Describe the problems caused by these pollutants |
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Life cycle assessments | 2
LCA and recycling |
● Describe some ways of reducing our use of finite resources
● Evaluate ways of reducing our use of limited resources ● Carry out life cycle assessments given appropriate information |
Biology
Unit 7 Cell Biology and Organisation 2
https://teachers.thenational.academy/units/cell-biology-ft-48e9
https://teachers.thenational.academy/units/biological-systems-and-processes-bf5a
ATLP | OAK- Lesson number/title | OAK- Core content |
Prokaryotic and eukaryotic cells | 1
Different types of cell (B1 cells) |
● Label plant, animal and bacterial cell and describe the function of the organelles
● Describe the differences between eukaryotic and prokaryotic cells ● Make order of magnitude calculations ● Compare different types of cells |
Magnification | 3
Plant cells RPA (B1 cells) |
● Describe how to use a microscope to view plant cells in focus
● View plant cells and make accurate drawings ● Use the equation M=I/A to calculate any value given the other two ● Change the units if necessary |
Specialised cells | 9
Specialised cells (7BC) |
● Describe features of specialised cells, using key structures
● Describe specialisation to function in a range of animal and plant cells ● Explain how the specialised features enable the cell to carry out its function |
Cell transport | 6
Diffusion (B1 cells) |
● Describe and explain the results of an investigation on diffusion
● Describe how substances move in and out of cells by diffusion, giving examples ● Describe and explain factors that can affect the rate of diffusion |
11
Active transport (B1 cells) |
● Describe how substances are taken up by active transport
● Compare diffusion, osmosis and active transport ● Apply knowledge to exam questions |
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Circulatory system | 9
Heart (B2 organisation) |
● Label the major structures in the heart
● Describe the path blood takes through the heart and around the body ● Calculate blood flow using appropriate equations ● Describe how heart rate is controlled |
8
Blood and blood vessels (B2 organisation) |
● Describe the components of the blood and their function
● Describe the structure and function of arteries and veins ● Explain how blood components and blood vessels are adapted for their function |
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Respiratory system | 3
Adaptations of respiratory system (9BB Body system and processes) |
● Describe the function of the structures in the respiratory system
● Describe, using knowledge of diffusion, how gases are absorbed from the alveoli into the bloodstream ● Explain how alveoli are adapted for their function |
The digestive system | 6
Organs of the digestive system and their adaptations (8BD digestion) |
● Explain why digestion is necessary
● Label the organs of the digestive system and describe their function ● Explain the importance of gut bacteria ● Describe how the intestines are adapted for their function |
Enzymes | 7
Enzymes (8BD digestion) |
● Describe the action of the enzymes in the digestive system
● Explain the results of the ‘model gut’ experiment ● Evaluate the model |
8
Effect of temp on enzyme (8BD digestion) |
● Identify variables to change, measure and control to test a hypothesis
● Draw a table to record results ● Draw a conclusion from results obtained |
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The nervous system | 1
Nervous system (B5 Homeostasis) |
● Describe the role of receptors, neurons and effectors in responding to a stimulus
● Collect data on skin receptors and write a conclusion using data collected ● Describe an appropriate response pathway to any given stimulus |
The endocrine system | 8
Hormonal responses (B5 homeostasis) |
● Describe how the endocrine system brings about responses in the body
● Label the main endocrine glands of the body ● Compare hormonal responses with nervous responses ● (HT) Describe the action of thyroxine and adrenaline ● (HT) Explain the concept of negative feedback |
The leaf | 5
The leaf (9BP Plants and photosynthesis) |
● Describe how leaves are adapted for their function
● Use a microscope correctly to observe stomata ● Explain how features enable the leaf to do its job |
Gas exchange in the leaf | ||
Transport in plants | 6
Transport in plants (9BP Plants and photosynthesis) |
● Label the xylem and phloem
● Describe the role of the xylem and phloem in transporting water and sugars ● Describe the path of water and glucose around the plant |
Unit 8 Health and disease
https://teachers.thenational.academy/units/infection-and-response-ft-4155
ATLP | OAK- Lesson number/title | OAK- Core content |
Health | ||
Mental health and well being | ||
Communicable diseases | 1
Infectious disease (B3 infection and response) |
● Name the cause of infectious disease and describe how they make us ill
● Describe how pathogens can be spread, and how this spread can be reduced ● Describe the main defence mechanisms of the body |
Culturing bacteria | 4
Immunity (B3 infection and response) |
● Describe how white blood cells respond to destroy pathogens
● Explain the difference between the primary and secondary response ● Explain what is meant by immunity |
Communicable diseases in animals | 2
Viral and bacterial diseases (B3 infection and response) |
● Describe the symptoms, spread and prevention of the viruses measles, HIV and TMV
● Describe the symptoms, spread and prevention of bacterial diseases salmonella and gonorrhoea ● Explain why antibiotics can be used to treat bacterial infections but not viral ones. ● Process secondary data related to infection rates |
Communicable diseases in plants | 3
Plant diseases (B3 infection and response) |
● Describe the symptoms, spread and prevention of rose black spot
● Describe the spread, symptoms and prevention of malaria ● Explain what is meant by the term ‘vector’ |
Defence | ||
White blood cells | 4
Immunity (B3 infection and response) |
● Describe how white blood cells respond to destroy pathogens
● Explain the difference between the primary and secondary response ● Explain what is meant by immunity |
Vaccinations | 5
Vaccines (B3 infection and response) |
● Describe what is in a vaccine
● Explain how vaccines prevent infection ● Explain the advantages of large scale vaccination |
Non communicable diseases | 10
Heart disease (B2 organisation) |
● Describe some of the causes of heart disease
● Explain how coronary heart disease can lead to a heart attack ● Evaluate treatments for heart disease |
11
LIfestyle and disease (B2 organisation) |
● Describe some risk factors for diseases
● Explain the impacts of lifestyle choices and disease at local, national and global levels ● Analyse and interpret secondary data on disease incidence rates |
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Cancer | 12
Cancer (B2 organisation) |
● Describe how cancer forms in the body
● Describe the risk factors associated with cancer development ● Explain the difference between ‘benign’ and ‘malignant’ tumours ● Explain how malignant cancer can spread |
Recreational drugs | ||
Genetic diseases | 7
Inherited disorders (B6 inheritance) |
● Describe the symptoms of the genetic diseases cystic fibrosis & polydactyly
● Use genetic cross diagrams and family tree diagrams to calculate probability of offspring inheriting these diseases ● Evaluate the use of embryo screening for inherited disorders |
Unit 9- Ecology
B7 Ecology, Year 11
https://teachers.thenational.academy/units/ecology-ft-0a93
ATLP | OAK- Lesson number/title | OAK- Core content |
Ecosystems | 1
Communities (B7 Ecology) |
● Identify examples of interdependence within an ecosystem
● Predict the impact of changes to one species on the rest of the community ● Extract and interpret information from charts, tables and graphs relating to interaction of organisms in a community |
Habitats | 2
Biotic and abiotic factors (B7 Ecology) |
● Identify biotic and abiotic factors within an ecosystem
● Explain how a change in a biotic or abiotic factor can affect a community ● Extract and interpret information from secondary data |
Competition | 7
Competition (8BE Ecological relationships and classification) |
● Suggest things organisms may compete for
● Describe ways in which organisms are adapted to be better competitors ● Explain how these adaptations help them survive in given conditions |
Adaptations | 3
Adaptations (B7 Ecology) |
● Give examples of behavioural, structural or functional adaptations
● Suggest factors that organisms are competing for given information ● Identify and explain how organisms are adapted to live in their natural environment |
Natural selection | 8
Natural selection (8BE Ecological relationships and classification) |
● Describe ways in which organisms may vary within a species
● Explain why some organisms within a species are better adapted to their environment ● Explain why genetic variation within a species can drive natural selection |
Sampling | 5
Random sampling (8BE Ecological relationships and classification) |
● Make and record measurements to estimate the population of daisies
● Process the results appropriately ● Apply knowledge to process secondary data |
4
Estimating populations(8BE Ecological relationships and classification) |
● Make and record measurements to estimate a population
● Process results appropriately and compare with given values ● Suggest how to improve accuracy |
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7
Estimating populations RPA 2 (HA) (B8 Ecology) |
● Calculate percentage cover of organisms
● Describe how to use a transect line to test a hypothesis ● Process and interpret secondary data, identifying variables |
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Human impact on ecosystems | 13
Global warming (B8 Ecology) |
● Describe and explain ways in which humans affect ecosystems
● Evaluate the data linking greenhouse gases to global warming ● Describe some of the consequences of global warming |
Improving human impact on ecosystems | 14
Biodiversity (B8 Ecology) |
● Describe some impacts of humans on biodiversity
● Explain the importance of biodiversity ● Describe ways that humans have tried to restore or maintain biodiversity |
Physics
UNIT 1 – FORCES 2
https://teachers.thenational.academy/units/forces-in-action-543b
ATLP | OAK- Lesson number/title | OAK- Core content | |
Upthrust | 5 (9PM)
Floating |
● Describe the effect of upthrust on the weight of objects
● Explain why objects float in terms of resultant forces ● Explain how upthrust can vary in water |
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Pressure on a surface | |||
Pressure in a liquid | 4 (9PM)
Pressure in liquids |
● Describe the action of pressure in liquids and the cartesian diver
● Describe how the pressure changes as you go deeper in a liquid ● Calculate pressure and forces in hydraulic systems |
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Pressure in space | |||
Work | 3 (9PF)
Work done |
● Define and calculate work done
● Use the formula for work done to calculate work done, force or distance ● Change units where appropriate and round answers to 3 significant figures |
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Moments | 1 (9PF)
Levers |
● Identify pivots and levers
● Calculate moments ● Explain why levers are force multipliers |
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2(9PF)
Moments |
● Explain, in terms of turning forces, how an object can be made to balance.
● Collect data to test a hypothesis ● Use the moment equation to calculate force needed or distance to make turning forces balance |
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Elastic objects | 5(9PF)
Hooke’s law |
● Identify variables to change and measure to test a hypothesis
● Design a table to ensure repeatable readings ● Collect, process and display repeatable data |
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Hooke’s law | 6 (9PF)
Hooke’s law analysis |
● Recognise and explain what is meant by ‘elastic limit’
● Use Hooke’s Law to calculate force, extension or spring constant ● Describe a use of an elastic object and explain the significance of Hooke’s Law in context |
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Speed time graphs | 8 (7PF)
Speed |
● Use an equation to calculate speed
● Give the correct units in all cases. ● Calculate the relative speed of objects passing one another |
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Newton’s laws | |||
Stopping distances | |||
Safe car design | |||
Assessment | 11 | Assessment | |
12 | Review 2 | ||
UNIT 2 – WAVES 2
https://teachers.thenational.academy/units/light-and-space-fa61
ATLP | Lesson number/title | Core content |
Em spectrum. | ||
Sound and radio waves | 1 (9PS)
Sound waves |
● Label the main features of a wave diagram
● Compare light and sound waves ● Describe what happens when waves meet |
Wave for communication | ||
Reflection | 4 (8PL)
Reflection |
● Apply the law of reflection to different scenarios
● Describe properties of reflected images ● Describe and explain specular and diffuse reflections |
Refraction | 5 (8PL)
Refraction |
● Draw the pathway light takes through a glass block.
● Measure the angle of refraction using a protractor. ● Describe how refraction takes place using key words and phrases. |
The seasons | 12 (8PL)
Our solar system |
● Use secondary data to describe and explain patterns in year lengths in the solar system
● Describe and explain differences in day length, position of the sun and temperatures in different seasons ● Explain why the Earth experiences seasons, but no other planet in the solar system does |
Visible spectrum | 8 (8PL)
Spectrum of light |
● List the colours of the visible spectrum.
● Describe how white light can be dispersed to give a range of different colours ● Explain why we see objects as a particular colour. |
Cameras | 6 (8PL)
The eye |
● Label the parts of the eye
● Use ray diagrams to show how images are formed in pinhole cameras and the eye ● Describe how an image is formed and how we see |
7 (8PL)
Vision |
● Safely carry out an eye dissection
● Describe how the eye focuses on near and far objects ● Explain the cause of long and short sightedness and how this can be corrected |
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Assessment | Review and assessment from 8PL and 9PS |
UNIT PARTICLES 1
https://teachers.thenational.academy/units/particle-model-of-matter-ft-a3f6
ATLP | Lesson number/title | Core content |
States of matter | 1 9PM
States of matter |
● Describe the arrangement and motion of particles in a solid, liquid and gas
● Define diffusion in terms of particle concentration and explain effect of temperature on diffusion ● Explain changes of state in terms of particles |
Change of state | ||
Specific heat capacity 1 | ||
Specific heat capacity 2 | ||
Specific latent heat | ||
Heating and cooling | ||
Density | 2 9PM
Density |
● Explain observations using particle model and density
● Compare densities and predict if objects will float or sink ● Calculate the density of regular objects |
Density of irregular objects | ||
Pressure in liquids | 4 9PM
Pressure in liquids |
● Describe the action of pressure in liquids and the cartesian diver
● Describe how the pressure changes as you go deeper in a liquid ● Calculate pressure and forces in hydraulic systems |
Changing gas pressure | 6 9PM
Atmospheric pressure |
● Define atmosphere and describe how atmospheric pressure is caused
● Explain how changes in atmospheric pressure can happen and what the effects are ● Calculate percentage change |
Assessment | 7
Matter revision |
Review 1
● Recap aspects of the matter topic ● Practice recall of key facts, skills and answering exam questions |
8 | Assessment | |
9 | Review 2 |
GUIDE | DOWNLOAD |
---|---|
ENGLISH | |
Lord of the Flies Knowledge Organiser (MAR 2020) | Lord of the Flies Knowledge Organiser |
Native Writing Knowledge Organiser (MAR 2020) | Native Writing Knowledge Organiser |
Home Study Folder | Year 9 English Home Study Folder |
MATHS | |
Maths Revision (MAR 2020) | All year 9 students will be expected to complete their ‘Target 3 Workbooks’.
There is a minimum expectation that students will complete one page of their book per day.
This will be reviewed upon their return to school. |
SCIENCE | |
Biology Knowledge Organisers (MAR 2020) | Infection and Response |
Bioenergetics | |
Cell Biology | |
Organisation | |
Chemistry (MAR 2020) | Atomic Structure |
Periodic Table | |
Structure and Bonding | |
Chemical Changes | |
Energy Changes | |
ART | |
Home Study Folder | Year 9 Art Home Study Folder |
Revision (MAR 2020) | Revision |
Knowledge Organiser ( MAR 2020) | Knowledge Organiser |
Art Project (APR 2020) | Year 9 Art Project |
BUSINESS STUDIES | |
GSCE Initial Numeracy Assessment (MAR 2020) | GSCE Initial Numeracy Assessment |
Calculation Practise (MAR 2020) | Calculation Practise |
Half Term Revision (MAR 2020) | Half Term Revision |
Revision Book for Formulas (MAR 2020) | Revision Book for Formulas |
The Role of Business Enterprise and Entreprenaurship (MAR 20) | Powerpoint |
Worksheet | |
Business Planning (MAR 20) | Powerpoint |
Worksheet | |
Business Ownership (MAR 20) | Powerpoint |
Worksheet | |
Business Aims and Objectives (MAR 20) | Powerpoint |
Worksheet | |
Stakeholders in Business (MAR 20) | Powerpoint |
Worksheet | |
Business Paper 1 (MAR 20) | Business Paper 1 |
Business Paper 2 (MAR 20) | Business Paper 2 |
Business Activity Quiz (MAR 20) | Business Activity Quiz |
Marketing Activity Quiz (MAR 20) | Marketing Activity Quiz |
People Activity Quiz (MAR 20) | People Activity Quiz |
Influences Activity Quiz (MAR 20) | Influences Activity Quiz |
Finance Activity Quiz (MAR 20) | Finance Activity Quiz |
Independence Activity Quiz (MAR 20) | Independence Activity Quiz |
Operations Activity Quiz (MAR 20) | Operations Activity Quiz |
Useful Links (MAR 2020) | https://ocr.org.uk/qualifications/gcse/business-j204-from-2017/
https://www.tutor2u.net/business |
COMPUTING | |
Home Study Folder | Year 9 ICT Home Study Folder |
DANCE | |
Choreographing Dance Challenge Book (MAR 2020) | Choreographing Dance Challenge Book |
Component 1 Analysis Check List (MAR 2020) | Component 1 Analysis Check List |
Component 1 Knowledge Organiser (MAR 2020) | Component 1 Knowledge Organiser |
Component 1 Research Journals Check List (MAR 2020) | Component 1 Research Journals Check List |
Component 3 Knowledge Organiser (MAR 2020) | Component 3 Knowledge Organiser |
Dance Knowledge Organiser (MAR 2020) | Dance Knowledge Organiser |
Component 3 Worksheet 1 (MAR 2020) | Component 3 Worksheet 1 |
Component 3 Worksheet 2 (MAR 2020) | Component 3 Worksheet 2 |
DRAMA | |
Frantic Assembly (MAR 2020) | Frantic Assembly |
Brecht (MAR 2020) | Brecht |
Stanislavski (MAR 2020) | Stanislavski |
FRENCH | |
French Autumn (MAR 20) | French Autumn 1 |
French Autumn 2 | |
GEOGRAPHY | |
Home learning booklet (MAR 20) | Home learning booklet |
Work Pack 2 | Maps |
Work Pack 2 | Maps Questions |
HEALTH AND SOCIAL | |
Knowledge Organiser (Apr 2020) | Health and Social Knowledge Organiser |
Physical Development (MAR 2020) | Infancy |
Childhood | |
Adulthood | |
Development (MAR 2020) | Interllectual |
Emotional | |
Social | |
Factors Affecting GD (MAR 2020) | Physical |
Economic | |
Coursework Guidance (MAR 2020) | Coursework Guidance |
HISTORY | |
Medicine Revision (MAR 2020) | Medicine Revision |
Medicine Knowledge Organiser (MAR 2020) | Medicine Knowledge Organiser |
MUSIC | |
Instructions (MAR 2020) | Instructions |
BTEC Unit 1 Revision Sheet (MAR 2020) | BTEC Unit 1 Revision Sheet |
BTEC Revision Guide (MAR 2020) | BTEC Revision Guide |
BTEC Home Learning (MAR 2020) | BTEC Home Learning |
RE/CITIZENSHIP | |
SPANISH | |
Spanish Autumn (MAR 20) | Spanish Autumn 1 |
Spanish Autumn 2 | |
Spanish School | |
SPORT | |
Home Study | Year 9 PE Home Study Folder |
TECHNOLOGY | |
Year 9 please complete the design challenges using the design movements for inspiration any questions feel free to send me an email bell.y@thecoleshillschool.org. Read over the power point on flat pack furniture as we will be developing a flat pack furniture product after the bird feeders project. (MAR 2020) | Flat Pack Furniture |
Design Movements | |
Design Challenge | |
Design Challenge Educational Toy | |
Product Analysis | |
Knowledge Organiser (MAR 2020) | Knowledge Organiser |
Knowledge Organiser (MAR 2020) | Knowledge Organiser |
Design Challenge (APR 2020) | Design Challenge Year 9 |