Year 9 Revision Information

Transcription

1 Art This section will be updated as soon as information is received. Drama/Citizenship Make sure you know the following key words/terms. You will need to be able to give an example of when you have used the skill in lessons. ACTION/SIGHT OR AUDIO TRACKING When you narrate what you are doing, what you see or hear. (The Dome) BLOCKING the positioning of the actors on the stage (Pantomime) OPEN QUESTIONS - a question that cannot be answered with a yes or no but requires a developed answer. (The Identification) PERFORMANCE POETRY - reading poetry in a way that acknowledges the presence of an audience ((The Identification) PANTOMIME - theatrical entertainment, which involves music, topical jokes, and slapstick comedy and is based on a fairy tale or nursery story, usually produced around Christmas. STOCK CHARACTER a character that stays the same/is fixed (Pantomime) PROXEMICS the distance between the actors on the stage to communicate meaning STAGE DIRECTIONS an instruction in the text of a play indicating the movement, position, or tone of an actor, or the sound effects and lighting (Pantomime) IMPROVISATION creating drama spontaneously/without preparation You need to write about the practical work done in lessons. For these questions you need to think back to work done in Y9 drama lessons. Be ready to describe your work on either: 1. The Identification poem by Roger McGough 2. Pantomimes 3. The Dome You will write about the following: What the drama was about including the style it was in The character you played (including voice, movement and physicality) How you used the performance space used. Give reasons for your choices. You will also discuss when you have improved your work. Make sure you can think of a time when you developed a piece of drama. You will write about the following: What you changed/added and why Any drama techniques that you used and why/how How you used rehearsals to improve your performance What was your individual contribution Page 1

2 You will also be given an extract from the Cinderella script you worked on before Christmas. You will need to be able to comment on the following: Movement Voice Gesture Facial expression Use of space And one of the following design elements: costume staging props/stage furniture. English How to prepare for the English Exam Literature Analyse War Poetry Monday 29 th January Period 5 Revise the key poetic terminology using the vocabulary sheet attached. Practise annotating poems Practise writing PEE paragraphs Re-read the poems and revise from your notes Writing Write a persuasive Speech Wednesday 31 st January Period 1 Revise persuasive devices such as rhetorical questions and repetition Read examples on non-fiction texts Ensure how to use a wide range of punctuation accurately Consider your vocabulary, spelling and sentence structure To develop Literacy skills, we strongly recommend that students read regularly. We suggest at least 20 minutes a night. For a reading list please visit A note to parents on setting. These exams will be used as part of the setting process but not exclusively. As stated on the website, we use a holistic approach and on-going teacher assessment. No firm or final decisions are made about set changes until the summer term. Standards of behaviour, teaching and learning are high in each set. Similarly, effort and attitude to work will enable students to progress and reach their potential in all sets; all students study the same topics across the different sets at Key Stage 3. Furthermore, all students now sit the same exams in Literature and Language at the end of Year 11 as there are no longer tiered exams in English. Children s achievement is neither limited nor guaranteed by the set they are in. Please note that there is always an overlap between attainment at the top and bottom of each set. For more information: Page 2

3 War poetry: Knowledge Organiser Key themes and ideas brutality of war sacrifice suffering propaganda reality fate injustice patriotism Feelings/ attitudes and tone of voice heroic critical loyal horror supportive anguish patriotic torment/ tormented jingoistic* dehumanised/ glorified dehumanising idealistic defiant/ defiance proud guilt responsibility actions/ purpose experience witness participate engage choose challenge divide protest blame accuse Social and historical context World War 1 took place from It was the first mechanised war, with tanks, poison gas, barbed wire, heavy artillery, and machine guns inflicting many horrible wounds The conditions in the trenches were horrific. Lots of propaganda portrayed the war as a fight of good against evil, and dying as a heroic and noble sacrifice Millions of soldiers died Who s for the Game? by Jessie Pope published in a newspaper Jessie Pope was a woman and therefore not a soldier metaphor personification propaganda? regular rhythm and rhyme create a light-hearted tone encourages men to join, otherwise they are not fighting for their country The Soldier by Rupert Brooke Rupert Brooke was a poet before the war He was a soldier, but died before he fought in the war as a soldier presents dying as a soldier as a heroic sacrifice presents England as a beautiful place, better than the foreign land imagery sonnet - regular rhythm and rhyme scheme (typical of a love poem) Dulce et Decorum Est Pro Patria Mori by Wilfred Owen Owen was a soldier He saw and suffered many terrible things in the trenches He presents the terrible brutality and horrors of war brutal and gruesome imagery angry and bitter tone of voice especially the final stanza criticises people at home for encouraging children to believe it is sweet and fitting to die for own s country Suicide in the Trenches by Siegfried Sassoon was a brave and honourable soldier - an upper class officer makes clear the horror and tragedy of war the tone shifts in each stanza optimistic about sacrifice, brutal about the suicide, confrontational about the ignorance and hypocrisy of people at home regular rhythm and rhyme to show control over anger imagery language technique emotive language hyperbole/ exaggeration repetition rhetorical question alliteration imagery definition example specific effect your example words chosen to make the blood come gruesome to shock the the reader feel strongly gargling from frothcorrupted reader about the horrific lungs realities of war makes it bigger, worse, more than it really is repeat words, phrases or structures A question that doesn t need a reply repeated sound at the beginning of words vocabulary, similes, metaphor that create an image, a picture the brutal slaughter of innocents England Who s for the game? bent double, like old beggars blod-shod reader will be shocked and horrified at the violent and cruel killings emphasises the patriotic sentiment England is at the heart of the soldier s sacrifice invites the reader to respond no escape from war, and you are a bad sport if you say no emphasises the sound b plosive sound, like a blow again suffering they have no boots, so they are wearing blood for shoes suggests the Gas, gas! effect shows how panicked he is feeling Page 3

4 simile metaphor personification a comparison using like or as a comparison as though the two are the same a special type of metaphor that gives an object human qualities as under a green sea who s for the game? A dust whom England bore, shaped, made aware indignities and suffering pitiful and desperate suggests danger of drowning, how difficult it is to see and breathe war as a game suggests it is fun, that there are rules and it is fair depicts England as a mother who has given generously her sons How does Wilfred Owen present the experience of war in Dulce et Decorum Est? What happens in the poem? (one sentence) What is the overall experience of war presented in the poem? How does Owen know about the war? How does that effect us? How do you think Owen wants us to feel when we read the poem What happens in the first stanza? What does he compare the soldiers to? What do we learn about the soldiers? How do we feel about the soldiers? What happens in the second stanza? (one sentence) What is the experience of war for these soldiers? What key technique does Owen use here? (more than one) How do you think Owen wants us to feel when we read this part? Why? What changes in the fourth very short stanza? What is the poet s experience of war? What key technique does Owen use here? (more than one) How do you think Owen wants us to feel when we read this part? Why? What is most important in this stanza? What is the reader s experience of war? What key technique does Owen use here? (more than one) How do you think Owen wants us to feel when we read this part? Why? Overall, what does Owen want us to understand about war? How does the poem help him to get his message across? What changed as a result of his poem and poems like this? How do you respond to his experience of war? Owen describes The war seems He was a soldier in the trenches and so Owen wants us to feel. when we read the poem because In the first stanza, the soldiers are In the simile., Owen compares the soldiers to. This suggests they are and are wearing uniforms that are They clearly feel The reader might be In the second stanza there is a sudden The panic is shown by. and Owen is showing us that the war is for these soldiers.. He wants us to see that because The third stanza is short and changes to focus on instead of The verb is in the present tense which shows us that his dreams are The 3 verbs. suggest Owen is showing that the war also affects people by The focus changes again in the final stanza. Owen is now talking to in a tone of voice. He describes with a very image. The phrase is shocking because Owen wants the reader to understand that Overall, the poem is and shows us In 1921 when this poem was published it would have been very. because the public were used to seeing patriotic like and After poets like Owen wrote about their experiences, people understood Lastly, more revision resources will be added to Home Work Online and the school website. Page 4

5 French Exam: Friday 2 nd February at 9.10 in the Main Hall 1 hour, 1 exam There will be no 70 words test on (you re in physics exam) 5 sections Translating single words (Fr En & En Fr) Translate verbs (Fr En & En Fr) (pres & perf) Translating 5 sentences Fr En Translating 5 sentences En Fr Answering key questions (prepared as speaking answers) What to revise: 1. Family members and personality adjectives 2. Free-time activities (sports, TV, films, books, etc. and technology topics) 3. Present tense: rules for forming regular verbs; high-frequency irregular verbs; reflexive verbs 4. Perfect tense: rules for forming regular past participles; which verbs take être as auxiliary; high-frequency irregular past participles 5. quantifiers (eg. very) and adverbs of frequency (eg. from time to time) Homework set on Friday 19 th & Friday 26 th January will be to revise. Geography Revision Topics Rivers o o o o o Skills o Erosional processes Formation of Waterfalls Meander processes Formation of Levees Hard and soft engineering Four figure grid references Development and Urbanisation o Global population trends o Plan Verde o Curitiba (sustainable cities) o Favela s opportunities and challenges Skills o Reading data from tables and graphs Page 5

6 Command words o To what extent provide a balanced argument o Suggest give reasons for o Using figure refer to data from graphs, diagrams etc o Annotate labelling in detail German All students have been given a revision sheet Topics to revise: Social media/social networks Advantages and disadvantages of technology Mobile phones Grammar to revise: Present tense Future tense Was/ History Exam: The year 9 history exam is 45 minutes long. You are advised to spend one minute on each mark, i.e. a 5 mark question is 5 minutes. If it is a 4 mark question, you should aim to write at least 5 sentences. For the 16 mark question, you should write an introduction, a paragraph on each factor and then a conclusion. You should spend 20 minutes on this final question. When the exam asks you to use your contextual knowledge, it means your own knowledge, so add in what you know about the topic. Remember to write about TAPA for how useful source questions, Time Audience Purpose Author The topics are: Slavery o What it is o Slave triangle o Plantations o Abolition in the UK World War One o Long term causes including: Militarism, Alliances, Imperialism, Nationalism o Short term causes: Assassination of Archduke Franz Ferdinand o Kaiser Wilhelm (who he is and what he planned to do) Page 6

7 ICT The revision list for ICT is as follows:- Health & Safety E-Safety Cryptography Spreadsheets Latin This section will be updated as soon as information is received. Maths Foundation (Mathswatch clips in bold): Number Squares, cubes and roots (GCSE clip 81) Prime numbers (N30a) Indices and index rules (GCSE clip 29, 131) Writing numbers in standard form (N45a, N45b) Prime factor trees (N30b) Highest common factor and lowest common multiple (N31a, N31b) BIDMAS (N20) Algebra Expanding and simplifying (A6, A7, A8) Forming equations to solve problems (A17) Solving linear equations, including those containing brackets and variables on both sides (A12, A19a, A19b) Writing inequalities & representing them on a number line (A20a, A20b) Substitution (A10) Shape Data Reflection (G4a, G4b) Rotation (G6) Translation (G5) Enlargement (G28) Mode, median and mean of discrete data (S6, S7, GCSE clip 62) Reverse mean questions Estimating the mean from a grouped frequency table (GCSE clip 130) Range (S6) Tally charts (S3, S4) Bar Charts (S2a, S2b) Stem and leaf diagrams (GCSE clip 128b) Frequency polygons (GCSE clip 65b) Two way tables (P4) Page 7

8 Higher (Mathswatch Clips in Bold): Number Squares, cubes and roots (GCSE clip 81) Prime numbers (N30a) Indices and index rules (GCSE clips 29, 131) Negative and fractional indices (GCSE clips 154, 188) Writing numbers in standard form (N45a, N45b) Prime factor trees (N30b) Highest common factor and lowest common multiple (N31a, N31b) Simple surds (GCSE clip 207) Algebra Expanding brackets (A8) Forming equations to solve problems (A17) Solving linear equations, including those containing fractions, brackets and variables on both sides (A12, A19a, A19b) Solving quadratic equations (GCSE clip 157) Writing inequalities and representing them on a number line (A20a, A20b) Solving inequalities (GCSE clip 139) Shape Data Reflection (GCSE clip 48) Rotation (GCSE clip 49) Translation (GCSE clip 50) Enlargement including fractional and negative (GCSE clip 148, 181) Mode, median and mean of discrete data (GCSE clip 62) Reverse mean questions Estimating the mean from a grouped frequency table (GCSE clip 130) Range and interquartile range (S6) Cumulative frequency diagrams (GCSE clip 186) Box plots (GCSE clip 187) Scatter diagrams (GCSE clip 129) Stem and leaf diagrams (GCSE clip 128b) Frequency polygons (GCSE clip 65b) Two way tables (P4) Music This section will be updated as soon as information is received. RE To know the key words associated with community cohesion including: Racism Discrimination Prejudice Community Cohesion Page 8

9 Sexism Multi Ethnic Society Racial Harmony Topics to revise: Religious beliefs about the roles of men and women, both Christian and Muslim Reasons and relevant teachings on why these religions hold those attitudes towards the roles of men and women Religious attitudes towards racial harmony, both Christian and Muslim Reasons and relevant teachings on why these religions hold those attitudes towards racial harmony Exam question language Give To state something Explain To make something clear by describing it in more detail Evaluate To give a balanced argument and reach a conclusion Essay paragraph structure PEEL POINT Make your point EVIDENCE Back up your point with evidence and examples EXPLAIN Explain how the evidence supports your point LINK Link your point back to the question asked Science Exams Learning List All exams contain questions relating to scientific enquiry and maths skills including method writing, use of practical equipment and data interpretation (graphs and tables). This is reflective of scientific assessment. Biology Higher Photosynthesis Plant nutrients Reflexes and alcohol Microscopes and magnification Cells and parts of cells Respiratory system Surface area Genetics Food and nutrition Biology Standard Organ systems Reproduction Selective breeding Muscles and bioenergetics Surface area Drugs Page 9

10 Reflexes and alcohol Microscopes and magnification Respiratory system Photosynthesis Adaptations Chemistry Higher Chromatography Periodic table Chemical reactions Gas tests Rock cycle Acids and alkalis Alloys Particle model Separation techniques Chemistry Standard Solutions Chemical reactions States of matter Acids and alkalis Periodic table Chemical decomposition Rock cycle Separation techniques Physics Higher Electricity and static electricity Magnetism Energy and energy efficiency Heat transfer Renewable energy Pressure Light and sound Waves Forces Physics Standard Forces Electricity and static electricity Mass and weight Light and sound Energy Heat transfer Energy types Renewable energy Page 10

11 Spanish Students will be assessed on the topic of technology and should revise using the vocab list below and the list of key questions for the topic. 2.1G Comunicarse por internet a veces sometimes propio/a own ahí there la razón reason chatear to chat online la red internet colgar fotos to post photos la red social social network el correo electrónico la sala de chat chat room demasiado/a too much la salida outing hablar to speak, to talk todos los días every day increíble incredible usar to use justo/a fair, reasonable utilizar to use el país country la vez time un poco a little, a bit 2.1F Cómo prefieres mantenerte en contacto? comunicarse to communicate los medios sociales social media desafortunadamente unfortunately el móvil mobile/smartphone empezar to start, to begin ofrecer to offer escoger to choose el ordenador computer genial brilliant, great la pantalla screen gratis free of charge poder to be able to el hecho fact por desgracia unfortunately el inconveniente drawback, disadvantage por mi parte as far as I m concerned interactivo/a interactive la revista (digital) (digital) magazine el jefe / la jefa boss sencillo/a simple la letra letter of the alphabet tampoco neither, nor mandar to send 2.2G El móvil para todo! aunque although navegar la red to surf the internet dar to give la norma rule dar las gracias to thank prohibido forbidden enviar to send el regalo present, gift el juego game la regla rule lento/a slow ridículo/a ridiculous el mensaje de texto text message roto/a broken el móvil mobile phone único/a only Page 11

12 2.2F La tecnología portátil andar to walk el disco duro hard drive archivo file el espacio space borrar to delete, erase igual same la canción song el ordenador portátil laptop cargar to load sacar fotos to take photos contestar to answer sentir to feel el correo basura spam, junk mail la tableta tablet cualquier any la tecnología technology de vez en cuando from time to time Key questions for topic: By the end of the module you will be able to: Understand what these questions mean when you read them in Spanish Translate the English questions into accurate Spanish Answer the questions in accurate Spanish Spanish English Literal English Usas las redes sociales? Do you use social networks? You use the nets socials? Qué piensas de las redes sociales? Cuáles son las ventajas de las redes sociales? Cuáles son las desventajas de las redes sociales? Con qué frecuencia y por qué usas el internet? What do you think of social networks? What are the advantages of social networks? What are the disadvantages of social networks? How often and why do you use the internet? What you think of the networks socials? Which are the advantages of the networks socials? Which are the disadvantages of the networks socials? With what frequency and why you use the internet? Tienes un móvil? Do you have a phone? You have a phone? Qué piensas de los móviles? What do you think of phones? What you think of the mobiles? Qué haces con tu móvil? What do you do with your phone? What you do with your phone? Cuáles son las ventajas de los móviles? Cuáles son las desventajas de los móviles? What are the advantages of phones? What are the disadvantages of phones? Which are the advantages of the phones? Which are the disadvantages of the phones? Technology This section will be updated as soon as information is received. Page 12