Football: Students build upon the fundamental skills develop during Year 7 and 8. The focus in Year 9 is conditioned games and full version of football focusing on more complex rules, attacking strategies, defensive strategies and tactics.
Netball: Students build upon fundamental skills developed during Year 7 and 8. The focus in Year 9 is full netball matches focusing on formations, different positions, rules, strategies and tactics.
All students are assessed practically in the chosen activity. Students are assessed on their individual skill for each technique and level of success within a game situation. Teacher performs a summative assessment, using the stage ladders to evaluate student learning.
The Offside Rule. It is not an offence in itself to be in an offside position. A player is in an offside position if: he is nearer to his opponents' goal line than both the ball and the second last opponent.
A player may tap or deflect the ball, let it bounce and then take possession and throw it. The player cannot catch the ball with both hands, drop it and pick it up again; this is called a replayed ball.
A centre pass occurs after a goal has been scored, when the Centre passes the ball. A short pass is a pass between two players on the same team, where the length of the pass is so short that a defensive player cannot get between the two opposing players.
Tactics are the skills required in any game that allows a player or team to effectively use their talent and skill to the best possible advantage. Tactics are plans which are set up for a specific purpose during a performance or match.
The video assistant referee (VAR) is a match official in association football who reviews decisions made by the head referee with the use of video footage and a headset for communication.
Different formations are played within football consisting of the 10 outfield players. Examples of formations include 4-4-2, 4-3-3, 5-3-2.
A plan of action to achieve a target/goal.
Using movement and evasion to create space.
learning to win and lose, developing character education, healthy active lifestyle
team-work, team cohesion, communication
Rugby: Students will further develop skills learnt in year 7 and 8 such as passing, catching, running with the ball and movement, tackling, rucking and mauling. Students will develop these skills slowly and in a controlled, safe environment. When skill level is deemed appropriate, students will then start to involve contact in conditioned and normal games.
Dance: Students further develop skills learned in Year 8. Students develop relationships with music, props, dancing in pairs and small groups. Students continue to focus on accuracy and excellent aesthetics whilst using jumps, twists, and turns. Lifts are developed using props.
All students are assessed practically in the chosen activity. Students are assessed on their individual skill for each technique, level of success within a game situation or summative fitness test.
Dance students are assessed on the different physical skills and putting these skills into a basic routine.
Teacher performs a summative assessment, using the stage ladders to evaluate student learning.
The performance space should be considered as a three-dimensional space. It has length, width and height.
Looking at the positives and negatives of a performance.
When two things or people meet and touch each other.
A disadvantage (as loss of yardage, time, or possession of the ball or an addition to or subtraction from the score) imposed on a team or competitor for violation of the rules of a sport.
A gymnastics body position used in jumps and saltos with the body bent forward at the waist with the legs kept straight.
In gymnastics, a routine is combination of skill elements on one apparatus or event. The number and difficulty of skills depends on the competition format, and skill level of the competitors.
A strong, flexible board from which someone may jump in order to gain added impetus when performing a dive or a gymnastic movement.
An act of sitting or standing with one's legs wide apart.
Leaping upward or over something.
Imagination, creativity, cultural, develop character education
team-work, team cohesion, communication, self-reflection
Table Tennis: The unit of work builds upon skills learned in Year 8. The development of forehand and backhand spin add to students table tennis skillset. The smash and lob shots are added to the skillset in Year 9. Students practice adding these additional skills into match play conditions.
Invasion Games: Students build upon the fundamental skills developed during previous years. The Year 9 focus is conditioned games and full version of the invasion game, focusing on more complex rules, attacking strategies, defensive strategies and tactics.
All students are assessed practically in the chosen activity. Students are assessed on their individual skill for each technique and level of success within a game situation and dance routine. Teacher performs a summative assessment, using the stage ladders to evaluate student learning.
A plan to help someone improve their health and physical condition.
Relating to the bones and skeleton.
The amount of times the heart beats per minute whilst at rest.
220-Age is the maximum time the heart can beat in one minute.
Exercising in the presence of oxygen.
Exercising without the presence of oxygen.
Measuring heart rate during exercise to discover whether the person is working aerobically or anaerobically.
The hitting of the ball back and forth, commencing with the serve and ending when a point is won.
healthy active lifestyle, mental well-being, honesty, self-reflection
discipline, resilience, pushing personal boundaries
Basketball: Students are taught basketball for the first time due to restrictions since 2020. Students focus on developing fundamental skills for basketball such as passing, pivoting, dribbling and shooting. Students develop these skills through conditioned half court and full court games with a further focus on implementing tactics and strategies.
Gymnastics: Students will complete a gymnastics unit of work based partner and group balances and vaulting. Students will develop foundational skills learnt in years 7 & 8 and choreograph a final performance routine in groups for both balances and vaulting.
All students are assessed practically in the chosen activity. Students are assessed on their individual skill for each technique, summative fitness test or gymastics routine . Teacher performs a summative assessment, using the stage ladders to evaluate student learning.
A weight that balances another.
A ball that is hit diagonally from corner to corner.
A culture is a way of life of a group of people, the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next.
This is the quality of a movement. It could be sudden or sustained, sharp or smooth.
Series of simple movements or gestures that are easily recognisable. they can help illustrate an aspect of a story.
creativity, imagination, peer-assessment
team cohesion, team-work, communication
Athletics: Students will aim to develop more advanced technique in throwing, jumping and running events in athletics, with a continued focus on the technical skill needed in throwing and jumping events. Students will constantly be aiming to improve their own personal best score. Students will also develop their self and peer analysis skills to further improve themselves and their peers. During the term students will be working towards Sports Day.
All students are assessed practically in the chosen activity. Students are assessed on their individual skill for each technique and level of success within a competitive situation. Teacher performs a summative assessment, using the stage ladders to evaluate student learning.
Move or develop (something) at a particular rate or speed.
Denoting or relating to a race distance of between 800 and 5,000 metres.
Denoting or relating to a race distance of 6 miles or 10,000 metres (6 miles 376 yds), or longer.
a muscle fibre contracting slowly, providing endurance rather than strength.
a muscle fibre contracting rapidly, thus providing strength rather than endurance.
Extreme tiredness resulting from mental or physical exertion or illness.
A colourless syrupy organic acid formed in sour milk, and produced in the muscle tissues during strenuous exercise.
enjoyment, develop character education, perform at whole school event
discipline, hard-work, resilience
Students will aim to build on previous techniques learnt in year 7 and 8 and include more advanced technique in their bowling, batting and fielding. Greater emphasis will be placed on the tactics of the batting and bowling team in both softball and rounders.
All students are assessed practically in the chosen activity. Students are assessed on their individual skill for each technique and level of success within a game situation. Teacher performs a summative assessment, using the stage ladders to evaluate student learning.
A check point; a starting point e.g. first base
A person who controls play and makes sure that players act according to the rules in a sports event (such as a baseball game or a cricket or tennis match)
The control of speed e.g. of a strike or blow in sport.
Choosing a definitive course of action.
Being passed the ball by a teammate; taking possession.
Power = speed x strength
The ability to use different parts of the body together smoothly and efficiently
The length of time taken for a person or system to respond to a given stimulus or event.
sportsmanship, discipline, new skills
learning how to win and lose, team cohesion, leadership
St Andrew the Apostle Greek Orthodox School - an inclusive Christian secondary school in North London with high academic standards.
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