Year 9 Revision Information - brineleas.cheshire.sch.ukbrineleas.cheshire.sch.uk/Docs/Exams/Yr9RevInfo.pdf · • Jessie Pope was a woman and therefore not a soldier • metaphor

Year 9 Revision Information

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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


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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 29th 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 31st 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 – http://brineleas.cheshire.sch.uk/Docs/English/ReadingListY9.pdf

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: http://brineleas.cheshire.sch.uk/Docs/English/SettingPolicyEng.pdf

http://brineleas.cheshire.sch.uk/Docs/English/SettingPolicyEng.pdf


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War poetry: Knowledge Organiser

Key themes and ideas

Feelings/ attitudes and tone of voice

actions/ purpose Social and historical context

brutality of war sacrifice suffering propaganda reality fate injustice patriotism

heroic loyal supportive patriotic jingoistic* glorified idealistic proud

critical horror anguish torment/ tormented dehumanised/ dehumanising defiant/ defiance guilt responsibility

experience witness participate engage choose

challenge divide protest blame accuse

World War 1 took place from 1914 – 1918 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

language technique

definition example specific effect your example

effect

emotive language

words chosen to make the reader feel strongly

the blood come gargling from froth-corrupted lungs

gruesome to shock the reader about the horrific realities of war

hyperbole/ exaggeration

makes it bigger, worse, more … than it really is

the brutal slaughter of innocents

reader will be shocked and horrified at the violent and cruel killings

repetition repeat words, phrases or structures

England emphasises the patriotic sentiment – England is at the heart of the soldier’s sacrifice

Gas, gas! shows how panicked he is feeling

rhetorical question

A question that doesn’t need a reply

Who’s for the game?

invites the reader to respond – no escape from war, and you are a bad sport if you say no

alliteration repeated sound at the beginning of words

bent double, like old beggars

emphasises the sound – b plosive sound, like a blow – again suffering

imagery vocabulary, similes, metaphor that create an image, a picture

blod-shod they have no boots, so they are wearing blood for shoes – suggests the

‘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

‘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’

‘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)

‘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


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indignities and suffering – pitiful and desperate

simile a comparison using like or as

as under a green sea suggests danger of drowning, how difficult it is to see and breathe

metaphor a comparison as though the two are the same

who’s for the game? war as a game suggests it is fun, that there are rules and it is fair

personification a special type of metaphor that gives an object human qualities

A dust whom England bore, shaped, made aware

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

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 …

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?

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 …

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?

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 …

What changes in the fourth very short stanza?

What is the poet’s experience of war?



Why?

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 …

What is most important in this stanza?

What is the reader’s experience of war?



Why?

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, 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?

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.


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French Exam:

• Friday 2nd February at 9.10 in the Main Hall

• 1 hour, 1 exam

• There will be no 70 words test on 2.2.18 (you’re in physics exam) 5 sections

• Translating single words (FrEn & EnFr)

• Translate verbs (FrEn & EnFr) (pres & perf)

• Translating 5 sentences FrEn

• Translating 5 sentences EnFr

• 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 19th & Friday 26th January will be to revise.

Geography Revision Topics

• Rivers o Erosional processes o Formation of Waterfalls o Meander processes o Formation of Levees o Hard and soft engineering

• Skills o 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


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• 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)


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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

Reflection (G4a, G4b) Rotation (G6) Translation (G5) Enlargement (G28)

Data

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)


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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

Reflection (GCSE clip 48) Rotation (GCSE clip 49) Translation (GCSE clip 50) Enlargement including fractional and negative (GCSE clip 148, 181)

Data

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


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• 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


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• 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


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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 email 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


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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? What do you think of social networks?

What you think of the networks socials?

¿Cuáles son las ventajas de las redes sociales?

What are the advantages of social networks?

Which are the advantages of the networks socials?

¿Cuáles son las desventajas de las redes sociales?

What are the disadvantages of social networks?

Which are the disadvantages of the networks socials?

¿Con qué frecuencia y por qué usas el internet?

How often and why do you use the internet?

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?

What are the advantages of phones?

Which are the advantages of the phones?

¿Cuáles son las desventajas de los móviles?

What are the disadvantages of phones?

Which are the disadvantages of the phones?

Technology This section will be updated as soon as information is received.

Documents

Year 9 Revision Information - brineleas.cheshire.sch.ukbrineleas.cheshire.sch.uk/Docs/Exams/Yr9RevInfo.pdf · • Jessie Pope was a woman and therefore not a soldier • metaphor