Year 9 Learning Journal

Year 9

YEAR 9 - Term 1: Portrait Print

By the end of this unit, I will know:

Key Vocabulary I am refining my skills in…..

I am able to analyse artists styles to influence my own work.

I can use secondary sources to develop ideas.

I can use compositional skills.

I can understand proportion through measured observational drawing.

I am developing my skills in…..

I can do lino cutting and printing.

I am able to create a series of outcomes.

I am able to use experimental backgrounds.

I know how to present work.

YEAR 9 - Term 1: Computing

Flowol (pictorial learning) & Python Next Steps (abstract learning)

By the end of this unit, I will know:

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Unit 1

I can identify everyday situations where computer control is

used 

I can identify common types of sensors used by control

systems 

I can identify control flowchart symbols and understand how they are used to break down problems

I can produce flowchart-based solutions for control systems

that include sequences and loops  

I can explain why control systems might fail and how this

might impact on safety  

I can produce control solutions for problems that include

subroutines 

I can produce control solutions for problems that include

variables 

Unit 2

I have used if statements in program

I can choose between a While or For loop and use the one which is most suitable

I have used a loop to step through a list

I have written an error free program involving a procedure without help

I have written an error free program that includes functions and loops

YEAR 9 - Term 1: Design Technology – Food & Textiles

By the end of this unit, I will be able to:

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Following instructions / reading a recipe Nutrition and Healthy Eating

Preparation for KS4 – menu planning, timeplans, reasons for choice and evaluating

Looking at dishes from around the world. Multicultural influences

Textiles

Pattern making

Accuracy when joining fabrics

Aesthetic qualities- Colour choice, design and scale Confidently set up and use a sewing machine independently

Target(s)

YEAR 9 - Weird Sketches; Lizzie Borden

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Weird Sketches

By the end of this topic I: Accent Era

Cross-Cutting Creating Tension Devising

Research Will understand the key features of a sketch

Will be able to define what is meant by the word stereotype in today’s society

Will consider why playwrights use stereotypes in performance

Will know how to build, and perform, an absurd character using vocal and physical skills

Will write and perform a sketch.

Lizzie Borden

By the end of this topic I:

Will learn about the true story of Lizzie Borden

Will learn how to block a piece of text and devise from a stimulus

Understand how to use proxemics to create meaning for an audience

Learn how to use cross-cutting to show movement in time Will create an independent research project, presenting my findings in a creative way. I will then present my research to the whole class.

Target(s)

YEAR 9- Term 1: Checkin’ out Me History

By the end of this unit,

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Context

I understand that it is written by John Agard, who was born in Guyana and lives in East Sussex with his partner, poet Grace Nichols. I understand he is interested in identity and

estrangement.

I understand about the collection Half Caste I understand themes of modern poetry

I understand it is Intensely personal, depicting the loss of identity because of the British Education system and colonisation

Themes I understand...

The flaws in the British educational system and how the curriculum is subversive

How the system blinds colonized people to their true identities

How trivial and meaningless the British curriculum is. How discriminative the system is.

How colonization resulted in the estrangement from identity and loss of heredity

How beautiful and rich West Indian Culture is. How incredible the characters of the past are.

The centrality of history in feeling a sense of significance and ownership.

Political, speaking back to the source of power. The resonance of untold stories and hidden voices.

Form and Structure

I know what the terms dialect and first-person narrative mean. I know what is meant by 'Non chronological'

I understand the concept of ‘us and them’ structure through pronouns.

I can identify where there is no regular rhythm or rhyme, rhyming couplets, triplets and quatrains

I understand the term 'free verse'

I understand what 'enjambment' is (in lines and between stanzas)

I can identify 'repetition'

I understand 'extended metaphor'

YEAR 9- Term 1: Remains

By the end of this unit,

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Context

I understand that Remains is an anecdotal account of a returning soldier’s experience of the Iraq War

I understand that Armitage published Remains within a collection of poetry entitled ‘The Not Dead’ published in 2007 about soldiers returning from war

I understand the soldier’s experience at war after listening to his account via the documentary ‘The Not Dead’

I understand what Post Traumatic Stress Disorder is I understand what the solider saw which triggered his PTSD and how badly he was treated when he asked for help I understand what a looter is and have considered whether they can always be judged negatively for their actions

Language

I can explain why Armitage uses a direct and colloquial style in Remains

I understand the significance of the title ‘Remains’ I understand how Armitage reflects the dehuminisation of the dead looter with verbs like ‘tosses’ and ‘carted’ I understand how the speed of which the body was disregarded contrasts with the prolonged suffering experienced by the soldier

I understand how the use of sibilance makes the war-zone seem sinister and distant

I understand the metaphorical meaning of ‘his life in my bloody hands’

I understand the significance of the repetition of ‘probably armed, possibly not’

I understand why Armitage has not spared the reader from the graphic images associated with war

I understand why Armitage shifts from past tense in the first stanza to present tense in the rest of the poem

Structure

I understand why Armitage’s structure shifts from seven largely unrhyming quatrains to a two-line stanza at the end of the poem

I understand what a monologue is and why Armitage has written Remains in this style

I understand what enjambment is and what effect this brings to the poem

I understand caesura and the effect of its use after the phrase ‘then I’m home on leave’

YEAR 9- Term 1: Of Mice and Men

By the end of this unit, I will understand:

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Context

The significance of Robert Burns' To a Mouse The elements of the Roaring Twenties/Prohibition The era in which Of Mice and Men is set: The Great

Depression/The Wall Street Crash/The Dust Bowl/Hoovervilles The significance of race relations in the 1930's/segregation The role of the American Dream

The treatment of women in the 1930s

Characters I will understand the significance of...

Lennie- who represents the inarticulate and powerful yearning of all men

George- the hero who leads a nomadic lifestyle

Candy- symbolic of the labourers’ own powerlessness which results in instability

Crooks- the underprivileged outsider in a small white society Slim- the “prince of the ranch”

Carlson as the typical unsympathetic and myopic labourer Curley- the son of the boss- small in mind and body

Curley’s Wife- as typical of the neglected, bored, lonely, seductive, resentful housewife

Themes

The ranch as a microcosm of society

Prejudice/inequalities between races/racism/vulnerability Dreams

Farm labour in California/itinerant workers/employment Human existence/companionship/friendship/loneliness/isolation/ jealousy Masculinity/femininity/sexuality/desperation/inadequacies/ sexism/ageism Inevitability of failure

Light and dark/symbolic language

YEAR 9- Term 1: Checking out Me

By the end of this unit,

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Context

I understand that it is written by John Agard, who was born in Guyana and lives in East Sussex with his partner, poet Grace Nichols. I understand he is interested in identity and

estrangement.

I understand about the collection Half Caste I understand themes of modern poetry

I understand it is Intensely personal, depicting the loss of identity because of the British Education system and colonisation

Themes I understand...

The flaws in the British educational system and how the curriculum is subversive

How the system blinds colonized people to their true identities

How trivial and meaningless the British curriculum is. How discriminative the system is.

How colonization resulted in the estrangement from identity and loss of heredity

How beautiful and rich West Indian Culture is. How incredible the characters of the past are.

The centrality of history in feeling a sense of significance and ownership.

Political, speaking back to the source of power. The resonance of untold stories and hidden voices.

Form and Structure

I know dialect and first-person narrative. I know what is meant by 'Non chronological'

I know us and them structure through pronoun use and style shifts.

I can identify where this is no regular rhythm or rhyme, rhyming couplets, triplets and quatrains

I understand 'free verse'

I understand 'enjambment' (in lines and between stanzas) I can identify 'repetition'

I understand 'extended metaphor'

YEAR 9- Term 1: My Remains

By the end of this unit,

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Context

I understand that Remains is an anecdotal account of a returning soldier’s experience of the Iraq War

I understand that Armitage published Remains within a collection of poetry entitled ‘The Not Dead’ published in 2007 about soldiers returning from war

I understand the soldier’s experience at war after listening to his account via the documentary ‘The Not Dead’

I understand what Post Traumatic Stress Disorder is

I understand what the solider saw which triggered his PTSD and how badly he was treated when he asked for help I understand what a looter is and have considered whether they can always be judged negatively for their actions

Language

I can explain why Armitage uses a direct and colloquial style in Remains

I understand the significance of the title ‘Remains’ I understand how Armitage reflects the dehuminisation of the dead looter with verbs like ‘tosses’ and ‘carted’ I understand how the speed of which the body was disregarded contrasts with the prolonged suffering experienced by the soldier

I understand how the use of sibilance makes the war-zone seem sinister and distant

I understand the metaphorical meaning of ‘his life in my bloody hands’

I understand the significance of the repetition of ‘probably armed, possibly not’

I understand why Armitage has not spared the reader from the graphic images associated with war

I understand why Armitage shifts from past tense in the first stanza to present tense in the rest of the poem

Structure

I understand why Armitage’s structure shifts from seven largely unrhyming quatrains to a two-line stanza at the end of the poem

I understand what a monologue is and why Armitage has written Remains in this style

I understand what enjambment is and what effect this brings to the poem

I understand caesura and the effect of its use after the phrase ‘then I’m home on leave’

YEAR 9- Term 1: The Emigree

By the end of this unit,

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Themes

I will understand what is meant by 'Exile'

I will understand what is meant by 'Light and Darkness' I will understand what is meant by the 'Reailty of War'

Form/Structure

I will be able to use a first person account, yet broad enough to consider the ideas of place more generally

I will be able to understand the use of three stanzas, an extra line on Stanza 3.

I will be able to understand that there is a suggestion of a rhythm which which never settles and that perhaps

underneath the positive language the speaker is unsettled.

Context

I will understand that the writer grew up in south London, a multicultural area and critics suggest she has a “fascination with elsewhere.”

I will understand that the poet often writes about the feminine/feminism, choosing the feminine term “émigrée” , suggesting a female protagonist.

I will understand that the writer has a fascination with memory.

YEAR 9- Term 1: Christianity

Applied Ethics

By the end of this unit,

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Pacifism

I will understand what is meant by the term 'Absolute Pacifism'

I will know Jesus' techings on pacifism I will know about the Quakers

I will understand what is meant by the term 'Conscientious Objection'

Just War Theory

When is it okay to go to war? How should people behave in war?

Abortion & Euthanasia

I will know about Definition and UK Law I will know about Pro-choice views I will understand about Pro-life views I will know about Christian views

I will understand about contrasting Christian views I will be able to discuss my personal view

Poverty

I will understand what is meant by 'Absolute Poverty' I will understand what is meant by 'Relative Poverty' I will know about Jesus' teachings on greed

I will understand the importance of charity

YEAR 9 - Term 1

By the end of this unit, I will be able to:

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Holidays 1

name countries

name nationalities and know how they agree with the

person

form the present tense of regular –er, -ir, -re verbs

say where I go on holiday and who with

describe how I travel to a destination and how long I stay

understand present tense weather phrases

recognise & use weather phrases in the future & past tense

describe what activities I normally do on holiday

say what I do in different weather (using ‘si’ clauses)

give opinions about my holidays

know a list of adjectives to explain my opinions

understand a longer text of written French about holidays

describe a picture about holidays

use the near future tense to talk about future holidays

give opinions with reasons in the future tense

describe different types of accommodation

book a hotel room

understand hotel & campsite vocabulary

ask for information at the tourist office explain what I pack in my suitcase

talk about problems with my accommodation using past

tense phrases

write 40-90 words about holidays including past, present & future

understand information about other people’s holidays using listening skills

YEAR 9 - Term 1: Title

Changing Physical and Human Landscapes

By the end of this unit, I will know:

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Theme 2 Rural and Urban Links ( Core )

9. 1 Does Newquay’s retail meet the needs of the local community?

AO1 KNOWLEDGE I can…

Define the terms urban-rural continuum, sphere of influence, retail

Place types of settlements into a hierarchy/along the urban-rural continuum and identify characteristics of these

settlements.

List examples of retail and services found in different types of settlements (low and high order).

Define and give examples of chain and independent stores. Describe how UK highstreets have changed (include Clone Towns) and can be improved.

Describe the characteristics of a tourist town (e.g. Newquay) Define the term sustainable community (using examples from the Egan’s Wheel).

Identify the 8 features of a Sustainable Community (The Egan’s Wheel)

AO2 UNDERSTANDING I can…

Explain why urban areas have a greater sphere of influence Give reasons why services, such as shops, close in some rural places (including changes in technology, commuting and second homes/tourism)

AO3 APPLICATION (Evaluate/Justify/Assess/Decide) I can…

Weigh up (evaluate) the strengths and weakness of various strategies that may help make Newquay’s high street more sustainable (using stakeholders viewpoints).

AO4 GEOGRAPHICAL SKILLS I can…

Know the stages of the Fieldwork Enquiry Process Carry out primary and secondary data collection on Newquay/UK High Streets

Represent findings using appropriate maps/graphs and justify choice(s)

Analyse maps/graphs/data using TEA

Theme 1 Landscapes and Physical Processes ( Core ) Unit 1.1 distinctive Physical Landscapes of the UK

A01 : KNOWLEDGE I can ...

Identify the major countries and capitals of the United Kingdom (England, Wales, Scotland, N. Ireland) Define the terms: Upland, Lowland, Geology, Physical, Human

Describe the distribution of Upland/Lowland areas in the UK Locate a named River Landscape (e.g. River Severn) and Coastal landscapes in the UK (e.g. Barton on Sea) State factors that make the UKs landscapes unique

Give specific examples of what makes one distinctive

landscape you have studied unique e.g. Lake District National Park

Identify and describe Glacial Landforms (formed by erosion and deposition)

To know the meaning of the terms; Honey pot sites, Visitor Pressure, Changing Carrying capacity.

Describe how the economy and society has changed in rural areas such as the Lake District National Park.

Describe strategies to manage landscapes (such as the Lake District National Park); to include management of visitors and to repair damage (footpath repair)

A02 : UNDERSTANDING I can ...

Explain how geology is linked to the distribution of distinctive landscapes (e.g. how it affects the location

of Upland/Lowland areas)

Explain the formation of Glacial Landforms (erosion and deposition).

Explain negative impacts created by human activity

in one distinctive landscape e.g. cycle of footpath erosion

and other environmental/social/economic issues.

A03 : APPLICATION ( Evaluate/Justify/Assess/Decide) I can....

Suggest why stakeholders (different groups of people) hold different viewpoints about distinctive landscapes

Weigh up (evaluate) the positive and negative impacts of visitor pressure and changing rural economies and societies. Weigh up (evaluate) and rank order the success of

strategies to manage landscapes in order to justify a decision.

A04 : GEOGRAPHICAL SKILLS I can ...

Study a photograph of a landscape that I haven’t seen before and identify landforms at different scales and create annotated Field Sketches.

Interpret Geological Maps

Identify Glacial Landforms using OS Maps, Satellite Images/Photographs

Carry out a bi-polar survey to assess a distinctive landscape Define and give examples of qualitative and quantitative data

Target(s)

YEAR 9 – Term 1 Hinterland for GCSE

Britain's growing influence: Warfare

By the end of this unit,

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Rise of the Navy – Henry VIII & Mary Rose to Trafalgar

I will know why Henry needed a navy. I will know what life was like on the Mary Rose.

1588 Spanish Armada

I will know what the course of the Armada was. I will know why the Armada failed.

1620 The Pilgrim Fathers: moving outwards.

I will know why the Pilgrim fathers left England.

I will know about previous attempts to colonise America.

1640s The English Civil War

I will know the causes and course of the Civil War. I will know the consequence of the war.

YEAR 9 - Term 1: Title : Reasoning with algebra and constructing in 2 & 3 dimension

By the end of this unit, I will know:

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Straight line graphs

Interpreting straight line graphs

Understanding the equation of a straight-line graph Compare straight line graphs to sequences

Forming and solving equations

Form and solve equations Solving inequalities Rearranging equations

Testing conjectures

Answer questions like; Are these...? Is this...? What would happen if...?

Three dimensional shapes

Understand properties of shapes Name various 2D and 3D shapes Calculate the areas of 2D shapes Calculate volume of 3D shapes Work out the surface area of shapes

Constructions and congruency

Explore nets of shapes Scale drawings

Construct perpendiculars and bisectors Understand congruency

YEAR 9 - Film Music; Structure and Form

By the end of this unit, I will know:

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1. Film Music

I can identify/perform Leitmotif I can identify/perform Instrumentation I can identify/perform Pedal

I can identify/perform Ostinato

I can identify/perform Chromatic scale I can identify/perform Cluster chords I can identify/perform Melody

I can compose an underscore for a given excerpt of film using the features above and record my work using music technology.

2. Structure and Form: Old into New

I can identify/perform Primary Chords I can identify/perform Secondary chords

I can identify/perform Conjunct/disjunct melodic shape I can identify/perform Passing notes and harmony notes I can identify/perform Ground bass

I can identify/perform Chord sequence and chordal patterns

I can identify/perform Melodic lines

I can compose and arrange the above layers within a chosen genre

Target(s)

YEAR 9- Term 1 Biology

By the end of this unit, I will be able to:

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4.1.1 Cell structure

Use the terms 'eukaryotic' and 'prokaryotic' to describe types of cells

Describe the features of bacterial (prokaryotic) cells

Demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, inc standard form

Recall the structures found in animal and plant (eukaryotic) cells inc algal cells

Use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures

Required practical 1: use a light microscope to observe, draw and label a selection of plant and animal cells

Describe the functions of the structures in animal and plant (eukaryotic) cells

Describe what a specialised cell is, including examples for plants and animals

Describe what differentiation is, including differences between animals and plants

Define the terms magnification and resolution

Compare electron and light microscopes in terms of their magnification and resolution

Carry out calculations involving magnification using the

formula: magnification = size of image/ size of real object -inc

standard form

Required practical 2: investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition

4.1.2 Cell Division

Describe how genetic information is stored in the nucleus of a cell (inc genes & chromosomes)

Describe the processes that happen during the cell cycle, including mitosis (inc recognise and describe where mitosis occurs)

Describe stem cells, including sources of stem cells in plants and animals and their roles

Describe the use of stem cells in the production of plant clones and therapeutic cloning

Discuss the potential risks, benefits and issues with using stem cells in medical research/treatments (inc diabetes and paralysis)

YEAR 9- Term 1 Chemistry

5.1 Atomic structure and the Periodic Table

By the end of this unit, I will be able to:

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5.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes

State that everything is made of atoms and recall what they are

Describe what elements and compounds are

State that elements and compounds are represented by symbols; and use chemical symbols and formulae to represent elements and compounds

Write word equations and balanced symbol equations for chemical reactions, including using appropriate state symbols

HT ONLY: Write balanced half equations and ionic equations Describe what a mixture is

Name and describe the physical processes used to separate mixtures and suggest suitable separation techniques

Describe how the atomic model has changed over time due to new experimental evidence, inc discovery of the atom and scattering experiments (inc the work of James Chadwick)

Describe the difference between the plum pudding model of the atom and the nuclear model of the atom

State the relative charge of protons, neutrons and electrons and describe the overall charge of an atom

State the relative masses of protons, neutrons and electrons and describe the distribution of mass in an atom

Calculate the number of protons, neutrons and electrons in an atom when given its atomic number and mass number Describe isotopes as atoms of the same element with different numbers of neutrons

Define the term relative atomic mass and why it takes into account the abundance of isotopes of the element Calculate the relative atomic mass of an element given the percentage abundance of its isotopes

Describe how electrons fill energy levels in atoms, and represent the electron structure of elements using diagrams and numbers

5.1.2 The periodic table

Recall how the elements in the periodic table are arranged Describe how elements with similar properties are placed in the periodic table

Explain why elements in the same group have similar properties and how to use the periodic table to predict the reactivity of elements

Describe the early attempts to classify elements

Explain the creation and attributes of Mendeleev's periodic table

Identify metals and non-metals on the periodic table, compare and contrast their properties

Explain how the atomic structure of metals and non-metals relates to their position in the periodic table

Describe nobel gases (group 0) and explain their lack of reactivity

Describe the properties of noble gases, including boiling points, predict trends down the group and describe how their properties depend on the outer shell of electrons Describe the reactivity and properties of group 1 alkali metals with reference to their electron arrangement and predict their reactions

Describe the properties of group 7 halogens and how their properties relate to their electron arrangement, including trends in molecular mass, melting and boiling points and reactivity

Describe the reactions of group 7 halogens with metals and non-metals

YEAR 9- Term 1 Physics

6.1 Energy

By the end of this unit, I will be able to:

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6.1.1 Energy changes in a system, and the ways energy is stored before and after such changes

Define a system as an object or group of objects and state examples of changes in the way energy is stored in a system Describe how all the energy changes involved in an energy transfer and calculate relative changes in energy when the heat, work done or flow of charge in a system changes Use calculations to show on a common scale how energy in a system is redistributed

Calculate the kinetic energy of an object by recalling and

applying the equation: [ Ek = ½mv2 ]

Calculate the amount of elastic potential energy stored in a stretched spring by applying, but not recalling, the equation:

[ Ee= ½ke2 ]

Calculate the amount of gravitational potential energy gained by an object raised above ground level by recalling

and applying, the equation: [ Ee = mgh ]

Calculate the amount of energy stored in or released from a system as its temperature changes by applying, but not

recalling, the equation: [ ΔE = mcΔθ ]

Define the term 'specific heat capacity'

Required practical 14: investigation to determine the specific heat capacity of one or more materials.

Define power as the rate at which energy is transferred or the rate at which work is done and the watt as an energy transfer of 1 joule per second

Calculate power by recalling and applying the equations:

[ P = E/t & P = W/t ]

Explain, using examples, how two systems transferring the same amount of energy can differ in power output due to the time taken

6.1.2 Conservation and dissipation of energy

State that energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed and so the total energy in a system does not change

Explain that only some of the energy in a system is usefully transferred, with the rest ‘wasted’, giving examples of how this wasted energy can be reduced

Explain ways of reducing unwanted energy transfers and the relationship between thermal conductivity and energy transferred

Describe how the rate of cooling of a building is affected by the thickness and thermal conductivity of its walls

Calculate efficiency by recalling and applying the equation:

[ efficiency = useful power output / total power input ] HT ONLY: Suggest and explain ways to increase the efficiency of an intended energy transfer

6.1.3 National and global energy resources

List the main renewable and non-renewable energy

resources and define what a renewable energy resource is Compare ways that different energy resources are used, including uses in transport, electricity generation and heating

Explain why some energy resources are more reliable than others, explaining patterns and trends in their use

Evaluate the use of different energy resources, taking into account any ethical and environmental issues which may arise

Justify the use of energy resources, with reference to both environmental issues and the limitations imposed by political, social, ethical or economic considerations

YEAR 9 - Term 1

By the end of this unit, I will know:

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I can use SELF-AWARENESS to understand their own

priorities.

I can use EMPATHY to understand why it is important to

challenge stereotypes (such as those based in sexuality or

disability etc), especially those stereotypes that might

impact upon our relationships

I can use CURIOSITY to review their understanding of the

age of consent law, and to appreciate more complex

aspects of the meaning of consent.

I can use COLLABORATION to understand the various

issues that might impact upon a teenager's decision to

have sex for the first time, including the influence of

pornography.

I can use RESILIENCE to explore aspects of sexual health

(such as breast and testicular cancer), and to understand

the processes of self-examination that are necessary to

ensure good sexual health.

I can use RESPONSIBILITY to understand the advantages

and disadvantages of using condoms, and to explore how

they should be used properly to prevent condom failure.

I can use AMBITION in evaluating their understanding of

the process of pregnancy, and to start to understand the

variety of contraceptive choices on offer to prevent

pregnancy.

YEAR 9 - Term 1: Spanish

By the end of this unit, I will know:

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Holidays – Unit 1

I can name countries

I can name nationalities and know how they agree with the person

I can recognise weather phrases I can say what I do in different weather

I can describe what activities I normally do on holiday I can say where I go and who with

I can describe how I travel to a destination and where I stay I can give opinions about my holidays

I can know a list of adjectives to explain my opinions I can use the preterite tense (past)

I can write about where I went on holiday in the past I can list a range of activities in the past tense

I can give my opinions and reasons about a past holiday I can recognise and use weather phrases in the past I can describe a photo about holidays using present and past tense

Holidays and Town – Unit 2

I understand how to form and use the near future tense I can write about future holiday plans

I can use time phrases in the past, present and future I can write 90 words about holidays using the past, present and future

I can list places in a town I can describe my town

I can understand and give directions around a town I can book holiday accommodation

I can ask for tourist information in a tourist office I can recognise a range of transport

I can book tickets for different transport

I can read and understand longer texts about other people’s holidays

I can translate into English and Spanish phrases about holidays and town

YEAR 9 - Term 1: Sports

By the end of this unit, I will know:

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Hockey

Badminton and Tennis

I know the court playing area. I can demonstration smash. I can demonstration a drop shot. I know doubles tactics and strategies. I know hwo to umpire.

I know a variety of different tournament formats.

Football

I know different variations of the game.

Volleyball and Handball

I know how to dig. I know how to set. I know how to serve. I know Rotation rules. I know how to score.

Rounders and Softball

I can demonstrate underarm & overarm.

I can demonstrate good fielding, throwing and catching. I can demonstrate good basic battling stance and contact. I can demonstrate good basic catching techniques.

I understand tactics and strategies.

YEAR 9 - Term 1: Athletics

By the end of this unit, I will know:

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Sprints

I can lead competition warm up and cool down. I can do a specific run set.

I know competition tactics

Jumps

I can lead competition warm up and cool down. I I know competition tactics

I know how many jumps. I know when to jump.

Throws

I can lead competition warm up and cool down. I know throwing drill training sets

I know Comeptition tactics.

YEAR 9 - Term 1: Gymnastics & Dance

By the end of this unit, I will know:

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Trampolining

I know basic safety principles. I know basic bouncing techniques.

I can demonstrate seat drops into swivel hips. I can demonstrate front and back drop progressions.

I know how to do rotation, front somersault progressions.

I can construct a basic routine.

Dance

I can explore a range of exercise to music sessions. I can define the format of an excerise to music session. I can explore the short and long term effects of exercise on the body.

I can create a group exercise to music routine.

I can lead and deliver part of a group exercise to music routine.