Year 9 Student Work

What have they just finished studying?

Year 9s were looking at collage as a process of forming images.  Students were creating paper cut outs and layering them to create a final outcome.  They looked predominantly at the work of Emily King.

What are they studying now?

Students are now being set a range of different drawing activities, and exploring a different focus for each image they produce.  Drawing forms the fundamental building blocks for most projects in art, so these tasks are really valuable, and a good way to finish KS3.  It is also really useful for those students going on to take art at GCSE.

 The focus for Year 9 students now

Students will be set a different drawing task each week, with the focus being on different formal elements, for example, tone, line, pattern etc.  Some of the tasks students do will have artist links to inform their work, provide context and build knowledge.

Work for the whole of Year 9 is being uploaded to google classroom at the beginning of every week.  The code is: um5jgsm

Here is a direct link to the classroom:

https://classroom.google.com/c/NjQ4MTU1MzUwNzRa

There is lots of information about drawing online, and many useful YouTube videos, with tips and tutorials.

Try these for a start:

https://www.youtube.com/channel/UCcSGuuZEWue9f28RxSXSipQ

https://www.youtube.com/watch?v=g-JFV0U8JAI&list=RDCMUCk_Q-ECvjjazoV21hgjAoug&start_radio=1&t=5

If online access is not available then drawing from direct observation is great.  Students can practise drawing objects and people around the home and also create drawings from views of different windows.   Copying photos from books and magazines is also great.

What will they be doing next?

Students will continue to explore a number of ways to develop drawings, focusing on different elements and looking at different artists.

What have they just finished studying?

Before school closed, students were practicing for their Functional Skills mock exam however this is being suspended until we know more.

What are they studying now?

Students are working through an online programme called iDEA that helps develop digital, enterprise and employability skills. iDEA badges are interactive online modules, created in consultation with industry experts. Once students have collected enough badges, they can achieve a certificate (bronze or Silver award) which can be added to their CVs and therefore is beneficial even if they have not chosen the subject as an option.

 

• Resources are on Google Classroom on their usual class page.
• https://idea.org.uk/

If they cannot access online is there anything else, they can do instead.

(Under Review)

What will they be doing next?

Once students have completed their bronze award, they can start working towards the silver award.

Class code

rzi3ajz

What have students been studying in DT since the lockdown?

Famous Designers PowerPoint Presentation (deadline 19/4/2020)

Spring Break Design Challenge from UCS ((optional deadline 20/4/2020)

Cardboard Light Challenge (deadline 8/5/2020)

What are students studying now in DT?

Rolls-Royce Car Design Competition (optional deadline 18/5/2020)

21 Day Design & Technology Challenges (Deadline 7/6/2020

1. What have they just finished studying?

Writing a short script creating a story that is a prequel to a film or play of their choice. Focusing on the genre and elements of the original story.

2. What are they studying now?

Exploring costume design. Students need to choose a comic book character and each week they will be given a stimulus. Using the stimulus, students must apply their research and redesign by drawing the garment for their chosen character. Examples of stimulus we have used so far are Ancient Greece and The Wild West.

A brief list of what they should be focusing on.

Colour choices

Garment choices

Clear influence of chosen stimulus whilst keeping some of the original features of the chosen character.

Any links for them to go to should be included here, including the class code for google classrooms.

We are using the google classrooms that were set up at the beginning of the year so each student is in their own class. So there is no single classroom code.

Any resources parents can use to help their children at home.

There is a live Teacher example of the same document the students are working on. We will provide a full example of the work we expect the students to complete.

All work is set on google classroom.

If they cannot access online is there anything else they can do instead.

Students can still pick their own comic book character, and should follow these stimuli each week:

1 – Ancient Greece

2 – The Wild West

3 – Gothic

4 – Science Fiction/Futuristic

5 – Medieval

1. What will they be doing next?

After half term students will be watching a recording of a live piece of theatre. Each week they will write a short evaluation on the scene they have watched. This will be accompanied with a powerpoint giving examples and also a teacher talking them through it.

If they can’t access online materials they can evaluate a film/TV episode each week but focusing on these specific areas per week:

• Acting
• Costume
• Set Design
• Using of lighting/Sound
• A final evaluation including all the above.

Students have been encouraged to cook as much as possible at home to keep practicing their practical skills, for example by helping to prepare family meals.

 

What have they just finished studying?

Students have been working on short focused tasks on food waste, coeliac disease, finishing techniques, raising agents and food intolerances. They learned about how pastry products are mass produced in the food industry, researched the food boxes available during lockdown and designed their own version.

What are they studying now?

Students are completing a project on Fakeaways which includes theory and practical elements. Students will be introduced to the Springboard FutureChef Digital Academy and will consider the health effects of eating foods high in fat, salt and energy, by watching the BBC documentary The Truth About Takeaways https://www.bbc.co.uk/iplayer/episode/m000fs5n/the-truth-about-takeaways

Students will revise their knowledge of government healthy eating guidelines and will apply this knowledge to compare and contrast the nutritional profiles of meals from different fast food outlets. Students will use what they have learned to adapt a current recipe to make it healthier, and will carry out nutritional analysis to show the differences.

 

Practicals

Week 1: Bread Practical (Focaccia Bread Art / Fougasse / Pizza)

Week 2: Fakeaway Practical (lots of recipes to choose from)

Week 3: Free choice practical, making a current dish healthier

 

Useful Recipe Websites:

https://pinchofnom.com/category/food/fakeaways/

https://www.bbcgoodfood.com/recipes/collection/healthy-takeaway

https://www.goodtoknow.co.uk/food/recipe-collections/homemade-takeaways-tastier-and-better-for-you-39405

https://www.bbcgoodfood.com/recipes/collection/takeaway-favourite

https://www.deliciousmagazine.co.uk/collections/takeaways-you-make-at-home/

https://www.olivemagazine.com/guides/best-ever/best-ever-takeaway-recipes/

https://www.foodafactoflife.org.uk/recipes/

https://www.bbcgoodfood.com/

http://www.maryberry.co.uk/recipes/

https://www.deliaonline.com/learn-to-cook

 

If students cannot access work online: I would recommend that students cook as much as possible, for example helping to make meals for the family. They should also watch food related TV programs, there are many each day on BBC, ITV, Channel 4 and 5.

What have they just finished studying?

Allez 2 Textbook, general revision of grammar and vocabulary

What are they studying now?

Studio GCSE French Textbook (AQA), describing people and family relationships (present tense)

Current areas to focus on

Vocabulary revision, present and near future tense

Links to useful websites

Quizlet; Pearson Active learn; BBC bitesize; languagesonline; duolingo; memrise

Links to google classroom

9A/FR1 AGR mdy6jld; 9DFR1 CRB gxtofyp

 Alternatives to online resources

French GCSE AQA revision guide Pearson

 What will they be doing next?

Describing their town, making arrangements to go out (near future tense)

1. What have they just finished studying?

Students are just in the process of finishing our second topic of year 9 – Natural resources. During this topic we have looked at the interactions between the Earth’s spheres (Lithosphere, Hydrosphere, Biosphere and Atmosphere). A summary of the lesson titles are below for the topic:

1. How do we use our planet as a natural resource?
2. What are rocks and how are they a natural resource?
3. Why is the world so dependent on oil resources?
4. What are the effects of oil exploration on the physical environment?
5. What natural resources can be used to generate power?
6. Why are soils the root of life?
7. What are consequences of deforestation?
8. How can the biosphere be sustainably managed?
9. Are we running out of water?
10. What happens when we run out of water?
11. What are the causes, consequences and responses to California’s water crisis?
12. How can the hydrosphere be sustainably managed?
13. What personal changes can we make to protect our natural resources?
14. What personal changes can we make to protect our natural resources? (Part 2)
15. What resource challenges do we need to solve?
16. How can we solve our resource challenges? (Part 1 & 2)
17. How can we solve our resource challenges? (Part 3 – Designing a sustainable school)

2. What are they studying now?

We are going to finish the year by challenging our perceptions about Africa with a country study focusing on Nigeria. Africa is a huge continent, which we would have looked at in year 7 by studying Malawi. Nigeria is a growing economy and is rapidly urbanising. We are going to find our more about the characteristics of Nigeria, before exploring the challenges and opportunities the country and its people face.

A brief list of what they should be focusing on.

Students should be focusing on the year 9 Nigeria lessons, which were started on our return after May ½ term. Lesson 1 & 2, was originally set in students old year 9 classwork. Students should now be able to refer back to this as work has been shared in their new GCSE option classes for geography. Students should be focusing on key vocabulary as this topic introduces lots of ideas that will link to our GCSE topic ‘Urban Futures’.  In addition, students should make use of the ‘Looms’ recorded by Mr Abadin to revisit written communication skills which students have developed in year 7, 8 & 9 as well as developing their understanding of various different types of graphs and charts which are valuable for presenting geographical data in a concise way.

Any links for them to go to should be included here, including the class code for google classrooms.

https://www.senecalearning.com/en-GB/ – Year 9 Classroom Code – u2f0zm6ujy – Students will find revision quizzes and additional materials to help them consolidate their learning of key topics throughout year 7, 8 & 9.

Additional Resources

What have they just finished studying?

Stimmt 3, general revision, pen pal project

What are they studying now?

Stimmt GCSE, school

Current areas to focus on

Vocabulary revision, present and past tense

Links to useful websites

Quizlet; Pearson Active learn; BBC bitesize; languagesonline; duolingo; memrise

Links to google classroom

9A/De1 TSA 7oabaau; 9D/De1 TSA qujfmqk; 9D/De2 EPR ze2742n

Other resources

Stimmt 3 textbook; CGP Complete KS3 German Revision and Practice; German GCSE AQA revision guide Pearson

What will they be doing next?

Extending school (description of school, rules)

Classes and codes

9F1 – w424mlr – (SED)

9F2 – 4aw6fnw – (SED)

9D3 – uaqcxf3 – (SBN)

9D4 – flibu56 – (JWO)

9D5 – xfpi2ws – (JWO)

9S6 – mytvo6q – (SBN)

9S7 – jvakvhq – (JWO)

What have they just finished studying?

The End of World War Two and the use of atomic bombs

The Origins of the Cold War

What are they studying now?

Key events of the Cold War

VE Day lesson

What will they be studying next?

Key events of the Cold War

Crime and Punishment

Resources which may help parents

The Marshall Plan and the Cold War

https://www.historyextra.com/period/20th-century/the-marshall-plan-and-the-cold-war/

Cold War Almost Goes Nuclear

https://www.historyextra.com/period/cold-war/1983-the-cold-war-almost-goes-nuclear/

Rise and Fall of Berlin Wall

https://www.historyextra.com/period/20th-century/rise-fall-berlin-wall-anniversary-podcast-iain-macgregor/

 

Foundation Tier:

What have they just finished studying?

Rounding to a specified number of significant figures

FCGP:  Page 21, exercise 1 and Page 22, exercise 2

Hegarty Maths Task(s):  130

Mathswatch:

All Tiers, Grade 3, Number, Clip 90 – Rounding to Significant Figures

Mymaths 1005, 1043

Exam Practice Workbook:  CGP Foundation 9 to 1 Exam Practice Workbook, Page 16, Rounding

Independent Practice:

Foundation Workbook, Page 18, Rounding Numbers

Round numbers to a specified number of dp, sf or the nearest integer

Hegarty Maths Task(s):  134

Using numbers rounded to 1sf to estimate the answer to calculations

FCGP:  Page 23, exercise 1

Hegarty Maths Task(s):  112, 131, 132

Mathswatch:

All Tiers, Grade 3, Number, Clip 91 – Estimating Answers

Mymaths:  1969

Independent Practice:

Foundation Workbook, Page 19, Estimating

Represent bounds using intervals

FCGP:  Page 25, exercise 1 and 2

Mathswatch:

All Tiers, Grade 5, Number, Clip 155 – Error Intervals

What are they studying until 22nd May?

Multiples and Factors

FCGP:  Page 34, exercise 1;  Page 35, exercise 2

Independent Practice:

Foundation Workbook, Pages 8 and 9, Multiples, Factors and Prime Factors, Questions 1 to 8;

Prime Numbers and Products of Primes, including using index form

FCGP:  Page 36, exercise 1;  Page 37, exercise 2

Hegarty Maths Task(s):  29, 30

Mathswatch:

All Tiers, Grade 2, Number, Clip 28 – Factors, Multiples and Primes

All Tiers, Grade 3, Number, Clip 78 – Product of Primes

Exam Practice Workbook:  CGP Foundation 9 to 1 Exam Practice Workbook, Page 9, Prime Numbers;  Page 10, Multiples, Factors and Prime Factors

Independent Practice:

Foundation Workbook, Page  7, Prime Numbers

LCM and HCF of two or more numbers

FCGP:  Page 38, exercise 1; Page 39, exercise 2;   Page 40, exercise 3

Mathswatch:

All Tiers, Grade 3, Number, Clip 79 – Highest Common Factor (HCF)

All Tiers, Grade 3, Number, Clip 80 – Lowest Common Multiple (LCM)

Hegarty Maths Task(s):  31, 35

Mymaths:  1044

Independent Practice:

Foundation Workbook, Pages 10, LCM and HCF

Use prime factors to find the LCM or HCF of two or three numbers and solve problems

FCGP:  Page 41, exercise 4

Hegarty Maths Task(s):  36

Exam Practice Workbook:  CGP Foundation 9 to 1 Exam Practice Workbook, Page 11, LCM and HCF

Independent Practice:

Foundation Workbook, Pages 8 and 9, Multiples, Factors and Prime Factors, Question 9 onwards;

Pages 11, LCM and HCF

A brief list of what they should be focusing on.

It’s important that students watch any tutorials provided before attempting set work.  Treat the tutorials like a lesson.  Take notes and try any questions when asked.  Most online questions should be completed in your exercise book before you check your answer by entering it online.

It’s more useful to complete a small amount of work accurately, rather than a large amount of poor quality work.

Any links for them to go to should be included here, including the class code for google classrooms.

The class code for 9XGSE is:  yloe5zj

The class code for 9YGSE is:  6bote2o

Questions should be emailed to Mr Sears:  gse@cooperscoborn.co.uk

Our online resources are:

Hegarty Maths

Mathswatch

Mymaths

Times Tables Rockstars

Resources to Support Your Child at Home:

Your child should already have the CGP workbooks and revision guide purchased at the start of the year.  The course textbooks can be accessed through Google classrooms.

Off-Line Resources:

All students have the CGP workbooks and revision guide.  Students should complete work from these if they are unable to access the online resources.

 Higher Tier:

What have they just finished studying?

Dividing Fractions

Mathswatch:  Clip 74 – Dividing Fractions

CGP “The Workbook”:  Page 5, question 2 and 6

Fractions in Context

CGP “The Workbook”:  Page 6, questions 7 to 13.

Fractions, Decimals and Percentages

Hegarty Maths Task(s):  73, 74, 75, 76

CGP “The Workbook”:  Page 7, Questions 1 to 4and page 8, questions 8 and 9

Prime Factors

Mathswatch:

Clip 78 – Product of Primes

The Workbook, pages 2 and 3:  questions 5, 6, 8, 10 and 11

HCF and LCM

Mathswatch:

Clip 79 – Highest Common Factor (HCF);

Clip 80 – Lowest Common Multiple (LCM)

Rounding to a specified number of significant figures

Hegarty Maths Task(s):  130

Mathswatch:

Clip 90 – Rounding to Significant Figures

Mymaths 1005

Independent Practice:

CGP “The Workbook”, Page 9, Rounding Numbers

What are they studying until 22nd May?

Using numbers rounded to 1sf to estimate the answer to calculations

Hegarty Maths Task(s):  112, 131, 132

Mathswatch:

Clip 91 – Estimating Answers

CGP Higher  9 to 1 Exam Practice Workbook, Page 9, Rounding Numbers and Estimating

CGP “The Workbook”: Page 10, Estimating

Understand the upper and lower bounds of measurements taken

Hegarty Maths Task(s):  137, 138

Mathswatch:

Clip 132 – Introduction to Bounds

Mymaths:  1006

Solve problems involving bounds

Hegarty Maths Task(s):  139

Mathswatch:

Clip 206 – Upper and Lower Bounds

CGP Higher  9 to 1 Exam Practice Workbook, Pages 10 and 11, Bounds

Independent Practice:

CGP The Workbook: Pages 11 and 12, Bounds

Grade 8 – 9 Targeted Workbook, Pages 5 and 6, Bounds

A brief list of what they should be focusing on.

It’s important that students watch any tutorials provided before attempting set work.  Treat the tutorials like a lesson.  Take notes and try any questions when asked.  Most online questions should be completed in your exercise book before you check your answer by entering it online.

It’s more useful to complete a small amount of work accurately, rather than a large amount of poor quality work.

 Any links for them to go to should be included here, including the class code for google classrooms.

The class code is:  v536qjv

Questions should be emailed to Mrs Patron -Becken or Mrs Dove:  vpb@cooperscoborn.co.uk or gdo@cooperscoborn.co.uk

Our online resources are:

Hegarty Maths

Mathswatch

Mymaths

 Resources to Support Your Child at Home:

Your child should already have the CGP workbooks and revision guide purchased at the start of the year.  The course textbooks can be accessed through Google classrooms.

Off-Line Resources:

All students have the CGP workbooks and revision guide.  Students should complete work from these if they are unable to access the online resources.

 

Music Year 9 – Class code: y7hjnfg

1. What have they just finished studying?

Year 9 have studied Musical Futures and Songwriting so far this year, involving the disciplines of performance, composition, listening and appraising.

2. What are they studying now?

Year 9 are now studying film music. This includes the original scores, sound effects and mickey-mousing created for films, rather than the soundtracks of pre-existing songs. Our usual outcome for this topic is that students will compose their own set of leitmotifs, sound effects and underscore for a short film clip. Whilst we are working through the possibilities and limitations of achieving this outside of school, we would still like the fundamental analytical and compositional skills to be developed by the students.

3. Their lessons this term will include:

• Glossary tasks to equip them with the terminology
• Listening tasks, identifying the key compositional techniques film composers employ in their music
• Watching clips from films to analyse the matching of sound to action
• Creating storyboards for a film clip to compose to

We would love for all students to be making music however we realise this isn’t possible for all students during this strange time. We are therefore trying to include a variety of tasks to ensure everyone can access the curriculum in one way or another.

Useful Links:

• Students have a log-in to Focus on Sound which has some initial lessons on it as well as being a reference resources, including an interactive dictionary and sound examples of musical terms. If your child has forgotten their password, they can email either Miss Williams awi@cooperscoborn.org.uk or Mrs Alford hal@cooperscoborn.org.uk to ask for it.
• BBC Learn – Key Stage 3 Music https://www.bbc.co.uk/bitesize/subjects/zmsvr82
• Teoria – Music theory and aural website https://www.teoria.com/
• Mixcraft – The link to the free software download is on the Google Classroom stream. This is a piece of software we use in school but existing music can be imported in, along with film clips, for students to create and experiment with combining sound and image.

If you cannot access a computer, you may like to stream some of these programmes on BBC iPlayer and YouTube:

• Score: A Film Music Documentary – also downloaded to the GoogleDrive for the year group https://www.youtube.com/watch?v=goip7leb9Kk&t=4885s-
• Star Wars: How John Williams Composes a Theme –https://www.youtube.com/watch?v=1z5YmjSgyoo
• The Prisoner of Azkaban – https://www.youtube.com/watch?v=iGN_5oNla_8
• Hans Zimmer Masterclass – https://www.youtube.com/watch?v=ZlWR6MqfugA
• Rachel Portman: Conversations with Composers – https://www.youtube.com/watch?v=ZwLZiWVKIBI

And of course, listen to a wide range of music!

For those continuing to GCSE Music, some resources will be emailed to you separately in due course.

YEAR 9 GCSE PHYSICAL EDUCATION

 What are students studying in their first 4 weeks?

• GCSE PE Introduction: Welcome, outline of course, structure of lessons, expectations
• Cardiovascular System: Structure of the heart, journey of blood, effects of exercise
• Cardiovascular Training: Recording heart rate, training zone, methods of training
• EPO and Blood Doping: Reasons and scientific benefits/risks

Key focus for students

• Appreciation of Physical Education in an academic context
• Understanding of a diverse range of academic topics
• Quality and detail in written work
• Upgrading use of scientific and specific terminology
• Completion of work to a high standard meeting department’s high expectations

Relevant links

Google classroom class codes:        MDU (9A) – hkynme2

                                                      JML (9B) – 5hvviht

                                                      LMA (9D) – zdpvyar

 

1. Link to Edexcel website. Here you will find lots of helpful documents including the specification, exam material as well as past papers and mark schemes.

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-education-2016.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments

2. GCSE Edexcel BBC Bitesize: https://www.bbc.co.uk/bitesize/examspecs/zxbg39q

YEAR 9 CORE PHYSICAL EDUCATION

With so many students so passionate about sport at Coopers’ Coborn we know that many of our school community are well versed in the physical and mental benefits of physical activity. Exercise releases the chemical serotonin, which helps regulate mood, appetite, digestion, sleep and memory…in short it makes us happy and productive! Whilst this is important at all times, it is especially so during these unique and challenging times.

Government guidelines suggest that all children should engage in 150 minutes of moderate-to-vigorous activity a week. As promised, the PE department have been uploading daily updates throughout each week since school shut to the majority of students on their social media accounts. These include a variety of work outs ranging from yoga sessions to dance work outs to high intensity interval training. In addition, there are sport specific sessions to develop skill level in a variety of sports; challenges; sports film and documentary suggestions; and inspirational stories of current and former students. Due to this fact there are no lesson updates on Google classrooms in reference as we strongly encourage all students to endeavour to undertake varied daily activity in amongst their studies and relaxation. There are a consistently evolving bank of resources each day that we are endeavouring to bring to your attention throughout. Now is the time to try something new; we urge you to try fitness elements you have not tried before!

*** Please refer to ‘Coopers’ Coborn PE Department’ on Facebook or ‘cooperscobornpe’ on Instagram***

Students should do a warm-up including a pulse raiser and dynamic and static stretches before each activity. They should also perform a cool down including some light jogging and static stretches after each activity.

Please see below suggestions;

Joe Wicks – The Body Coach (YouTube channel, Facebook and Instagram)

Joe Wicks undertakes an incredibly successful daily HIIT workout for students every week day at 9am.

Yoga with Adriene (YouTube channel)

Yoga increases flexibility, muscle strength and tone in addition to many other health benefits. This style of exercise may be of preference to some or can be used to supplement high intensity work outs.

Trifecta Pilates You Tube Channel

Pilates has many similar benefits to yoga yet it’s approach is very different. Again this style of exercise may be of preference to some or can be used to supplement high intensity work outs.

Fitness Blender

www.fitnessblender.com is a free online resource with a variety of work outs focusing on specific parts of the body.

Adidas Women You Tube channel

A variety of work outs ranging from yoga and pilates to full body circuits.

NHS and Sport England

Both agencies are working together and are currently providing additional support for all age categories on their websites. The ‘Fitness Guides’ and ‘Couch to 5K’ are useful tabs. Their ‘One You’ and ‘Active 10’ are also sections with a series of work out examples.

Youth Sport Trust

The national organisation is in the process of developing curriculum-based daily activities to ensure students achieve 60 active minutes per day. Please keep up to date on their website www.youthsporttrust.org on their #StayHomeStayActive pages.

We would encourage individuals to go for regular walks and runs in the fresh air. All students have completed the Argyle Run so we are more than confident they are up to the challenge!

(Please note to take care when using social media at all times. It can and will be an extremely useful resource throughout this period if used in a safe manner).

Students have just finished their unit on Philosophy.

The next topic will be on Jewish (practices). This will build on their knowledge of Jewish beliefs from Year 7. For the next few weeks, we will be examining:

• Recap of Jewish beliefs
• Shabbat (Sabbath)
• Bar and Bat Mitzvah
• Jewish festivals e.g. Yom Kippur and Pesach (Passover)

Work for students can be accessed via Google Classrooms (no code required). Work is sent every Monday morning.

Resources for parents/carers:

Photocopy of textbook for context: https://drive.google.com/file/d/1WiNjf_atXKmy3iuG12wz9Z9zYC0guSn1/view?usp=sharing

Websites that contain an outline of Judaism:

• https://www.myjewishlearning.com/category/study/beliefs-practices/
• https://www.bbc.co.uk/religion/religions/judaism/
• https://www.reonline.org.uk/subject-knowledge/judaism/
• https://www.youtube.com/channel/UC4KN50fal7f45fx2DqG7ttg/search?query=judaism – a useful series of videos about Judaism on Youtube by BBC Teach e.g. What is Shabbat? What is Passover? What is a Bar Mitzvah? etc.

Key vocabulary:

Bar and Bat Mitzvah, Pesach, Rosh Hashanah, Seder meal, Shabbat, Yom Kippur etc.

Additional key facts, vocabulary and people can be found in the knowledge organiser for this topic. This is found on pages 46–47 of the textbook.

In Key stage 3 science we are trying to give students a range of activities and topics, some of which is from units they have already covered, and some of which may be new. We realise that “science” is a broad subject and wish to provide every child the opportunity to study something they find engaging and interesting. We also recognise that not every home is suited for conducting scientific experiments and have tried to provide a range of activities to suit every household. As not every student has had reliable internet access, and some have been ill or dealing with other stresses, we are not closing the submission for any task until the return to school – so that every child has the opportunity to catch up when they are able.

Up until Monday 15^th June

Year 9 students will have covered:

An independent study task

Investigation skills

Electricity

Inheritance

The periodic table

Magnets and motion

When bodies go wrong

From Monday 15^th June

Year 9 students will be in their GCSE classes. In one half of the year we have 5 sets, as set 1 is taken by the options class who have chosen triple science. Therefore all other set numbers can be read as one higher – e.g. set 2 is really set 1 of the combined science (Edexcel 9-1 course) Students are receiving work weekly from biology, chemistry and physics separately.

Biology: CB1 key concepts in Biology.

Lessons that are going to be covered:

• CB1a Microscopes
• CB1b Animal and Plant cells
• CB1c Specialised Cells
• CB1d Inside Bacteria

For each lesson they will receive the PowerPoint slides, a loom video narrating the PowerPoint, worksheets for that lesson and mark schemes for the worksheets from the previous lesson.

They will also be set a short 15 mark quiz on google forms for each lesson and once they have finished the 4 lessons they will be set a 30 mark quiz on everything they have studied so far in those 4 lessons.

Chemistry: Students will cover two lessons from CC1 (Kinetic theory and states of matter), and will begin CC3 (atomic structure). They will have a short loom and a 10 mark quiz for each lesson to complete. The triple scientists will complete CC3 and will have a small quiz on both units.

Physics: Students will cover three lessons from unit CP3 (The Conservation of Energy) of the GCSE course. For each lesson they will receive a narrated Powerpoint that goes through all of the points that they need to know and contains some tasks to do. They will also be set a separate 10 mark quiz to complete. In the assessment week they will be tested on the material in these lessons. Here are the lessons that will be covered:

Keeping warm

Year 9 Transition Tasks Guidelines

These transition tasks take place for 3 weeks from Monday 15th June – Friday 3rd July

Students will be set 2 grammar topics a week.

For each grammar point we will provide them a commentated PowerPoint explaining the grammar.

Students then complete the GCSE Grammar Booklet – In their exercise books. ( a pdf document on google classroom)

We will then post the answers on google classroom at the end of the week.

Week of 15^th June

Topic                                       Page in booklet

Reflexives                               5

Preterite                                  6

Week of 22^nd June

Topic                                       Page in booklet

Future                                                  7

Conditional                                          10

Week of 19^th June

Topic                                       Page in booklet

Imperfect                                            12

Present Perfect                                  13

Students will then complete a google forms based multiple choice assessment.