TERM 3 Year 9 Learning Journal - Newquay Tretherras
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Year 9
Learning Journal
TERM 3
YEAR 9 – Term 3 (2021 only): Pop Art Text
By the end of this unit:
I am refining my skills in…. Evidenced Refined Key Vocabulary
Natural Forms
Analysing artists’ styles to influence my own work Form
Shape
Tone
Using secondary sources to develop ideas Texture
Abstraction
Drawing for design purposes Composition
Colour Theory
Collage
Compositional skills Painting
Golden Section
Rectangle
Understanding proportion Fibonacci
Sequence
Pattern
Card construction techniques Landscape
Chalk
Charcoal
Pen
Ink
I am developing my skills in…..
Oil pastel
Mixed media
Digital development
Problem solving
Creating a personal outcome
Use of colour in a Pop Art style
Target(s)……
YEAR 9 - Term 3: Computing
Creative iMedia Project
By the end of this unit:
Key Vocabulary
Photoshop skills
I can explain Vector graphics
I can compare Vector graphics to bitmap graphics
I can analyse a graohic to explain how It conveys meaning
I can use a range of tools to create effects and
enhancements
I can add text to a graphic
I can reflect upon my learning via GRIT of my assessment
Creative iMedia Project
I can summarise how and why digital graphics are used
I have Identified a wide range of file types and formats
I can explain the connection between the properties of
digital graphics and their suitability for use.
I can explain how different purposes and audiences
influence the design and layout of digital graphics.
I can create an interpretation from the client brief which fully
meets the client requirements.
I can identify target audience requirements.
I can create a work plan for the creation of the digital
graphic
I can create a detailed visualisation diagram for the
intended final product.
I can identify most assets needed to create a digital graphic
I can identify most of the resources needed to create a
digital graphic, demonstrating a thorough understanding of
their purpose
I can state the legislation in relation to the use of images in
digital graphics.
I can source and create a wide range of assets for use in the
digital graphic.
I can prepares the assets for use in the digital graphic
I can save and export the digital graphic in formats and
properties which are appropriate
I can create a file structure using file and folder names and
structures which are consistent and appropriate
I can review of the finished graphic, fully referencing back to
the brief.
I can identify areas for improvement and further
development of the final digital graphic, which are wholly
appropriate and justified.
YEAR 9 Term 3 - Issue Based Verbatim Theatre/Devising from a true story
Key Vocabulary
Summer Term 1 – Issue Based Verbatim Theatre
Will have studied a play by Mark Wheeler with an
Theatrical
contemporary issue at the centre Conventions
will have explored a real- life story about a young
person who has been involved drink/ drug Theatrical Skills
incident
Verbatim Theatre
Will understand the style of a docu-theatre /
verbatim theatre Docu-Theatre
Will understand how to use direct address in
Direct Address
performance
Emotion
Summer Term 2 – Devising from a True Story
Naturalistic
Completed independent research on a true story
Will have created a piece of docu-theatre using Stanislavski
my own research
Will understand the term verbatim and use it in
performance
Used a range of techniques to communicate in
performance.
Targets:
YEAR 9 – Term 3: My Last Duchess By the end of this unit, I will understand: Context Red Amber Green Key Vocabulary MLD was published in 1842: Victorian Society. Capitalism/patriarchal 16th Century Italian Renaissance Alfonso, the Duke of Ferrara The superiority and arrogance of the upper classes The historical position of women in a patriarchal society Dowries Themes Ambition/greed Pride/arrogance Power/objectification Jealousy/possessiveness/paranoia/embarrassment Masculinity/femininity/sexuality/perceived infidelity Social expectation/societal norms/reputation Judgement/accountability Honour/betrayal/deceit/revenge Political, moral and hierarchical order Form and Structure Dramatic monologue Iambic pentameter Rhyming couplets Enjambment/caesura One long stanza The Duke’s wife who- now deceased and immortalised in a portrait- is under his complete control Dramatic Irony: there is a conflict between how the speaker presents himself and who he actually is… Target(s)……
YEAR 9 – Term 3: An Inspector Calls By the end of this unit, I will understand: Context Red Amber Green Key Vocabulary 1912 Society. Capitalism/patriarchal/exploitation The Industrial Revolution and the growth of the factory workforce The position of the poor The superiority and ignorance of the upper classes in industrial society The main events of the First and Second world war and the Russian Revolution The terms capitalism/socialism and communism The historical position of women in British Society Characters Arthur Birling as typical of capitalism/ignorance/bigotry/superiority Sybil Birling as typical of prejudice/judgement/narrowmindedness Eric as a victim/villain of his privileged upbringing Sheila as the emotional cornerstone of the play Gerald as representative of injustice due to class The significance and characterisation of Inspector Goole Edna as representative of the lower class The symbolism and purpose of Eva Smith Themes Ambition/greed/power Guilt/consequences/regret Femininity/masculinity/social expectation The supernatural/unknown/judgement/accountability Society and social responsibility Deceit Dramatic Irony (human stupidity and ignorance) Communism vs Capitalism Political, moral and hierarchical order Target(s)……
YEAR 9 - Term 3: French
By the end of this unit, I will know: Key
Vocabulary
Mon job d’été (my summer job) Les Loisirs (Free time)
I can apply for a summer job in on the Côte D’Azur
I can write a CV in French
I can revise giving personal information
I can describe my strengths by remembering character
adjectives
I can use the conditional tense to say what job I would
like to do in the future
I can use phrases to take part in a job interview
I can invite people to go out using vouloir and aller in the
present tense
I can list places in a town
I can describe a date using the perfect tense
I can use the imperfect tense to give my opinion
I can describe what makes me happy using infinitives to
mean -ing
I can say what I am allowed to do using j’ai le droit de +
infinitive
I can talk about my priorities
I can revise mon, ma and mes
I can describe the Roland Garros Tennis tournament
I can study an African French speaking country
Les fêtes et le shopping (festivals and shopping)
I can list a range of shops
I can say phrases to buy souvenirs
I can make complaints
I can list a range of food items
I can form and use the conditional tense
I can order in a café/restaurant
I can buy food at a French market
I can use modal verbs
I can asking for and giving directions
I can research interesting places to visit in a French
speaking country
I can plan a holiday and write an account of it using two
tenses (the present and the near future)
I can revise days of the week and opinions
I can talk about what happens at ‘la fête de la musique’
I can describe a music event revising the perfect tense
I can say which French music festival I would go to and
where I would stay)
Target(s)
YEAR 9 - Term 3 Geography
By the end of this unit, I will know:
Key
Vocabulary
9.3 Can the people on our planet cope with tectonic hazards? I can.....
Describe the structure of the Earth and associated characteristics
(Crust, Mantle, Outer Core, Inner Core)
Describe the three different tectonic plate movements (Constructive,
Conservative and Destructive)
Describe the processes that drive plate movement (i.e. Slab Pull and
convection currents)
Name examples of different Tectonic features including (Rift Valley,
Oceanic Trench, Fold Mountains, Mid-Ocean Ridge and Hotspots)
Describe different large scale volcanic landscape features – Shield
Volcanoes, Stratovolcanoes and Calderas
Outline the similarities and differences between shield and
stratovolcanoes.
Describe different small scale volcanic landscape features – Cinder
Cones, Lava Tubes and Geysers
Name examples of different of large and small scale volcanic
landscape features above.
Explain the processes linked to tectonic plate movement (Subduction
and Convection and Divergent).
Explain why scientists need to understand the process of subduction.
Explain the formation of large scale tectonics features such as Rift
Valleys, Oceanic Trenches and Fold mountains.
Explain the formation of Volcanic Hotspots (e.g. Hawaii)
State the difference between capacity and vulnerability.
Describe the impacts of earthquakes, volcanoes and Tsunamis on
health, infrastructure and economy.
Describe the physical and human factors that increase vulnerability to
tectonic hazards – including scale and characteristics of pyroclastic
flows, lava flows, lahars and ash clouds.
Describe the social and economic factors that increase vulnerability
to tectonic hazards.
Outline technology that can reduces the vulnerability to tectonic
hazards.
Outline one located example of a volcanic hazards and one located
earthquake event and the impacts associated with these located
examples.
Describe the strategy used to monitor Tsunamis.
Explain how physical and human factors can increase vulnerability to
tectonic hazards – linking the magnitude of volcanoes and
earthquakes where appropriate.
Explain how different strategies can reduce the risk of tectonic hazards
(i.e. hazard mapping, new building technology and emergency
planning) - hazards must include earthquakes, volcanoes and
Tsunamis
Explain how different levels of economic development increase
vulnerability in different communities in different tectonic zones.
Suggest methods to increase capacity in countries that are vulnerable
to tectonic hazards.
Suggest why it is difficult to get emergency aid to some communities
after an earthquake.
Target(s)
Target…
Key
Vocabulary
9.4 Tension and Transformation: Why is the Middle East region
important? I can.....
Locate the Middle East
Describe the main Physical and Human Characteristics of the Middle
East Region
Describe the challenges of living in a Hot Desert Climate
Define the terms top down/bottom up approach, salinization and
rainwater harvesting
Describe changes in the Middle East’s Economy (economic structure)
over the past 100 years.
Define the term remittances, economic migrant, interdependence
Define the terms asylum seeker and refugee
Describe the journey of refugees and asylum seekers from Syria to
Europe
Outline how asylum seekers and refugees from Syria are being
managed at a national governments and international agreements.
Describe how the Middle East is changing (New land, new cities, new
industry)
Describe the features of Masdar City (Sustainable city)
Define the term Gender Equality
Explain how people in the Middle East adapt to a Hot Desert Climate
Explain the importance of the Middle East’s oil industry to the rest of
the World.
Explain why conflicts can arise over the supply of oil from the Middle
East.
Give reasons for the Syrian refugee crisis
Explain why Tertiary and Quaternary industry will help to improve the
level of development in the Middle East.
Explain why lack of Gender Equality is an issue in the Middle East.
Key
Vocabulary
9.5 Will our planet cope with Climate Change? I can.....
State what is meant by Quaternary Period (what time period does it
cover?)
Define the terms glacial and inter-glacial.
Describe how the climate changed during the Quaternary Period
(over different time scales)
State the natural causes of climate change.
Describe how Woolly Mammoths adapted to the past climate
Identify the main greenhouse gases and the human activities which
create these.
Outline the carbon cycle (Draw a labelled diagram including
stores/flows/ processes).
Describe sources of evidence used to show our climate has changed
(including Ice Cores and CO2 measurements).
Describe how CO2 levels have changed in the last 50 years (Keeling
curve) and changes in Sea Level.
Outline the impacts of climate change on the UK and the Maldives
(SIDS – small island developing state)
Describe different strategies to mitigate climate change.
Explain how volcanic eruptions cause global cooling.
Explain other natural causes of climate change.
Explain how climate change in the last 10,000 years affected the
Woolly Mammoth
Explain how humans are creating an enhanced Greenhouse Effect.
Explain how human activity affects the carbon cycle.
Explain the consequences of climate change on countries at different
levels of development (UK and the Maldives)
Explain why it is more challenging for SIDS/LIC to mitigate climate
change.
YEAR 9 - Term 9: History
By the end of this unit, I will know: Key
Vocabulary
Anglo-Saxons and Normans
Why did Offa build a dyke?
I will know about Mercia and Wales
I will know about conflict in England
Danelaw: who are the Danes and what is their law?
I will know that England was divided and ruled
separately
I will know what Viking rule and life was like.
Alfred, was he Great? Anglo-Saxon kingship
I will understand that Alfred tried to unite England
I will know what makes a good king.
Aethelflaed, Athelstan and a united England?
I will know that Athelstan united England
I will know that Athelstan united England
The Rise of the Dictators
Who are the Dictators?
I will know Stalin, Mao, Hitler & Mussolini were.
I will know why there were so many dictators.
I will know why they failed.
The Holocaust
I will understand how the Jews have been treated
over time.
I will understand why Hitler targeted the Jews.
I will know about Kristallnacht.
I will know how the Holocaust began.
I will know what the final solution is.
I will know how events esclated over time.
Target(s)YEAR 9 - Term 3: Reasoning with Proportion and Representation
By the end of this unit, I will know:
Key Vocabulary
Enlargement and Similarity
Recognise enlargements
Enlarge shapes by a positive scale factor (integer and
fractional)
Calculate lengths of missing sides in similar shapes
Solving Ratio and Proportion Problems
Solve direct proportion problems
Direct proportion and conversion graphs
Solve ratio problems given whole or part
Simple inverse proportion
Best buys – unit pricing
Rates
Speed, distance, time (including graphs)
Density, mass, volume
Rates of change and their units
Compound units
Probability
Single event probability
Relative frequency
Expected number of outcomes
Independent events
Using diagrams to calculate probabilities
Algebraic Representations
Drawing and reading from quadratic graphs
Interpreting other graphs
Representing inequalities
Target(s)YEAR 9 – Term 2 - Reggae Music, Ensemble Performance 2: Stand By Me
By the end of this term, I will know:
Key Vocabulary
1. Ensemble Performance 3: Stand By Me
I can identify/perform the repeated bass line
I can perform the repeated chord sequence using basic
triads Timbre
I can perform the repeated chord sequence using inversion Arrangement
chords Pulse
Metre
I have attempted performing the bass line with the chord
Repeated bass line
sequence using two hands
Pad chords
I can identify and perform the guiro and triangle parts Synth Strings
Inversion chords
I can perform the bass and or chord sequence with an
awareness of the style
I can make careful choices of timbre to ensure an authentic
performance
I can compose a successful arrangement using all the parts
learnt as part of a group with a sense of authenticity and
style
2. Song composition 2: Popular song
I can identify typical Pop song features such as Riff, Hook,
Verse/chorus structure
Hook
I can compose a simple chord sequence using the primary
Riff
chords
Verse
I can perform my chords using different textures and Chorus
techniques Middle Eight
I can compose a simple melody to fit my chords Primary Chords
I can compose a simple riff or hook Harmony
Word Setting
I can extend my composition to include a chorus and/or an
instrumental section
I can record/ perform my composition either within a group
or by using sequencing softwareYEAR 9 Science - Term 3 (2021 only)
By the end of this unit, I will be able:
Key Vocabulary
Biology - Digestion & Enzymes
Describe the levels of organisation within living organisms
Describe the digestive system and how it works as an
organ system (from KS3)
Describe basic features of enzymes (inc rate calculations
for chemical reactions)
Describe the lock and key theory as a model of enzyme
action and explain how the shape a of the active sites
makes the enzyme specific
Explain the effect of temperature and pH on enzymes
Describe the digestive enzymes, including their names,
sites of production and actions
Describe how the products of digestion are used
Chemistry - Balancing equations & separating
techniques
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
Chemistry - Acids & Alkalis
HT ONLY: Explain in terms of gain or loss of electrons that
the reactions between acids and some metals are redox
reactions, and identify which species are oxidised and
which are reduced (Mg, Zn, Fe + HCl & H2SO4)
Explain that acids can be neutralised by alkalis, bases and
metal carbonates and list the products of each of these
reactions
Predict the salt produced in a neutralisation reaction
based on the acid used and the positive ions in the base,
alkali or carbonate and use the formulae of common ions
to deduce the formulae of the salt
Describe how soluble salts can be made from acids and
how pure, dry samples of salts can be obtained
Recall what the pH scale measures and describe the scale
used to identify acidic, neutral or alkaline solutionsDescribe the use of universal indicator to measure the
approximate pH of a solution and use the pH scale to
identify acidic or alkaline solutions
HT ONLY: Use and explain the terms dilute and
concentrated (in terms of amount of substance) and weak
and strong (in terms of the degree of ionisation) in
relation to acids
HT ONLY: Explain how the concentration of an aqueous
solution and the strength of an acid affects the pH of the
solution and how pH is related to the hydrogen ion
concentration of a solution
Physics – Atomic structure
Describe the basic structure of an atom and how the distance of
the charged particles vary with the absorption or emission of
electromagnetic radiation
Define electrons, neutrons, protons, isotopes and ions
Relate differences between isotopes to differences in
conventional representations of their identities, charges and
masses
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 and apply the idea that the activity of a radioactive
source is the rate at which its unstable nuclei decay, measured in
Becquerel (Bq) by a Geiger-Muller tube
Describe the penetration through materials, the range in air and
the ionising power for alpha particles, beta particles and gamma
rays
Apply knowledge of the uses of radiation to evaluate the best
sources of radiation to use in a given situation
Use the names and symbols of common nuclei and particles to
complete balanced nuclear equations, by balancing the atomic
numbers and mass numbers
Define half-life of a radioactive isotope
HT ONLY: Determine the half-life of a radioactive isotope from
given information and calculate the net decline, expressed as a
ratio, in a radioactive emission after a given number of half-
lives
Compare the hazards associated with contamination and
irradiation and outline suitable precautions taken to protect
against any hazard the radioactive sources may present
Discuss the importance of publishing the findings of studies into
the effects of radiation on humans and sharing findings with
other scientists so that they can be checked by peer review
Physics – Particle model of matter
Calculate the density of a material by recalling and applying the
equation: [ ρ = m/V ]
Recognise/draw simple diagrams to model the difference
between solids, liquids and gases
Use the particle model to explain the properties of different
states of matter and differences in the density of materials
Recall and describe the names of the processes by which
substances change state
Use the particle model to explain why a change of state is
reversible and affects the properties of a substance, but not its
mass
2Target(s)
3YEAR 9 – SMSC Term 3
By the end of this unit, I will know:
Key Vocabulary
• about the similarities and differences between the online
world and the physical world, including: how advertising
and information is targeted at me and how to be a
discerning consumer of information online.
• how to identify harmful behaviours online (including
bullying, abuse or harassment) and how to report, or find
support, if I have been affected by those behaviours.
• basic treatment for common injuries.
• some essential life saving techniques such as recovery
position and CPR.
• the purpose of defibrillators and when one might be
needed.
• about the range of fundamental British Values:
democracy, rule of law and order; tolerance of different
faiths and beliefs; mutual respect, and individual liberty.
Target(s)YEAR 9 - Term 9: Spanish
By the end of this unit, I will know: Key
Vocabulary
Un Trabajo de Verano ( A Summer Job)
I can apply for a summer job in Spain
I can write a CV
I can revise personal information
I can describe my strengths by remembering character
adjectives
I can use the conditional tense to say what job I would
like to do in the future
I can use phrases to take part in a job interview
I can invite people out
I can list places in a town
I can revise time phrases and prepositions
I can describe my favourite place in Newquay to go out
to
I can reject and accept invites
I can use poder and querer
I can list a range of clothes
I can use colours to describe clothes
I can describe what I wear to go out and give opinions
on fashion
I can use three tenses to describe outfits
I can use three tenses to describe a visit
I can study a Spanish speaking town
Las Fiestas y Las Compras (Festivals and Shopping)
I can list a range of shops
I can say phrases to buy souvenirs
I can make complaints
I can list a range of food items
I can order in a café or a restaurant
I can form and use the Conditional tense
I can buy food at a Spanish market
I can ask for and giving directions
I can research interesting places to visit in a Spanish
speaking country
I can plan a holiday using the present and the near
future tense
I can revise days of the week and opinions
I can compare different Spanish festivals
I can talk about going to a music festival
I can say which festival I would go to (how I would travel
and where I would stay)
Target(s)YEAR 9 – ATHLETICS
By the end of this unit, I will know:
Key Vocabulary
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.
Target(s)YEAR 9 – Gymnastics & Dance
By the end of this unit, I will know:
Key Vocabulary
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.
Target(s)YEAR 9–Sports
By the end of this unit, I will know:
Key Vocabulary
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.
Target(s)You can also read
