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An artist response from a student of a piece by Franz Marc. 

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Autobiography 1- responding to artists and experimenting - impressionism and post impressionism

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Autobiography 1- responding to artists and experimenting - impressionism and post impressionism

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Autobiography 1 : artist research and experimenting.
A key part of GCSE art is artist research and experimenting with materials and techniques. Artist research involves researching an artist which inspires students work and creating outcomes of their work and your own versions of this. The first half of year 9 teaches students how to do this effectively. Students create their own responses to many different artists. The artists and movements covered in the first part of year 9 include Turner, Monet and the Impressionists and Van Gogh and the post Impressionists. Students will get to experiment with dry and wet media including watercolour, acrylic and oil paints. The project will allow students to choose their favourite approach and subject matter and develop their ideas and produce their own outcome.

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Why do we teach this to students?
The purpose of this work is to introduce students to GCSE style coursework using a local issue and go through the coursework process that they will experience in year 11.

Why do we teach this now?
This is very much a segue between KS3 style coursework where the outcomes are very defined and they tend to focus on a single data course to GCSE where they have to draw their own conclusions based on several sources of data, both primary and secondary.

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Creative writing. Creating character. Inspired by reading from "The Art of Being Normal."

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Creative writing. Creating character. Inspired by reading from "The Art of Being Normal."

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In this unit the popular novel 'The Art of Being Normal' acts as a springboard for the development of creative writing skills that are essential for success at GCSE English Language. This unit has a distinct focus on how writers craft and create characters, enabling Sawtry students to understand characterisation in literature. Alongside exploring Williamson's craft, students will create their own characters and bring them to life in a creative piece.

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·        To develop a passion and understanding of the world of Business and Finance
·        To provide students with the skills and knowledge required to flourish in a globally dynamic environment.

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Business is a great subject, in it you learn about the world and workplace. You learn the structure of the workplace and all things surrounding it. Also you can learn topics such as organisational charts and chain of command. Business will help you no matter what you do as it is about understanding the working world which is now taking over and taking charge of everything. If you are a person who doesn't want to get left behind in the modern world and instead wants to take a stand and make a difference to the world (and your bank account) business is the right fit for you.

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Start of GCSE content: Business activity 

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Start of GCSE content: Business activity 

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The first topic of the GCSE business content is business activity; this includes learning about the foundations of business, such as stakeholders, business growth, business aims and objectives, and business ownership. These topics will give students a basic understanding on how different types of business' are run and this knowledge can be applied throughout the whole GCSE course.

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The second section of 'love of business' is learning about Human Resources. This involves an activity to introduce and explain financial and non financial motivational tools, and how these relate to different types of businesses.

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Term 1 - Topic 1 Atomic Structure and the Periodic Table

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Term 1 - Topic 1 Atomic Structure and the Periodic Table

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In Term 1 students will start their first topic of GCSE Chemistry. This covers Atomic Models, the Periodic Table and Transition Metals.

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Students explore 'An Inspector Calls' in preparation for their drama text ('Blood Brothers') at GCSE. The study of this text enables students to appreciate and understand the differences between prose and drama, familiarising themselves with stagecraft as another element of writer's craft. They also explore the importance of context of texts, and the significant role context plays in audience understanding and dramatic devices. Students enjoy exploring who really is to blame for the death of Eva Smith and explore themes of accountability, social class, capitalism and socialism.

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An ecosystem is a natural environment and includes the flora (plants) and fauna (animals) that live and interact within that environment. Flora, fauna and bacteria are the biotic or living components of the ecosystem.

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In this Term students will complete Topic 1. They will then begin Topic 2 in which they will learn about Chemical Bonding, Structure relating to Properties - including a focus on Carbon.

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Non-Fiction - Speaking to give an option. Journeys Literary Non fiction

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Non-Fiction - Speaking to give an option. Journeys Literary Non fiction

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Students spend a few weeks exploring rhetoric building on work completed at KS3 and complete a mock SLE NEA.

We then move on to look at literary non fiction around the theme of Journeys.

In this non-fiction unit students explore literary non-fiction based on the theme of journeys. Students compare non-fiction from 19th, 20th and 21st century writers, building their skills for GCSE English Language Paper 2. In particular we focus on how writers convey their ideas and perspectives of their experiences. Students will also look at crafting a speech which will be delivered to the class as a GCSE Spoken Language Mock Exam. This will be graded using the GCSE mark scheme.

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Pre-GCSE unit (Topic 1)- How did women get the vote? 

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Pre-GCSE unit (Topic 1)- How did women get the vote? 

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Year 9 students begin their pre-GCSE studies by exploring the rise of women's suffrage within society. Students will examine the tactics used by differing women's social groups in order to campaign for the right to vote and the impacts that these had upon society during the early 20th Century.

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Pre-GCSE unit (Topic 2)- What happened to the Romanovs? 

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Pre-GCSE unit (Topic 2)- What happened to the Romanovs? 

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Что случилось с Романовыми?

Meet the Romanovs. The House of Romanov was the reigning imperial house of Russia from 1613 to 1917...that around 300 years of history!. However, in 1917 this all changed when the then ruling Romanov, Tsar Nicolas II, abdicated the throne. But why?

During this topic students will learn who the Tsars of Russia were? Life under their rule and how reaction to that rule led to revolution. The fate of the Romanovs will be examined by the students as they develop their knowledge in this enquiry.

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Pre-GCSE unit (Topic 3)- America during the 1920s

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Pre-GCSE unit (Topic 3)- America during the 1920s

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Why was whiskey poured down the drain? Why was there a crash on Wall Street?

Students will learn a depth study on American history. They will consider the reasons why there was an economic boom during this period and whether everyone benefitted from this? They will also examine why there was persecution in America during the decade of the 1920s.

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Health and social care is for people who are interested in learning about the development and care of individuals throughout the life cycle from conception to later adulthood. This qualification enables learners to develop and demonstrate their knowledge, skills and understanding within the context of health and social care.

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Component 1- Human Lifespan Development (coursework unit)

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Component 1- Human Lifespan Development (coursework unit)

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During year 9 you will be learning lots of background information about Health and Social care. you will develop your knowledge of how people develop and learn from birth through to old age, you will also learn about the things that affect them throughout their lives. in the last two terms of year 9 you will prepare for your first assessment which will take place in the first term of year 10

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In this Term students will study Topic 4 which covers Reactivity of Metals, Reactions of Acids and Electrolysis.

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In Half Term 1 students begin their GCSE Biology course with an introduction to cells. They will cover modules such as: microscopy, chromosomes and mitosis as well as exchanging substances.

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After learning about cells, students will develop their biological knowledge by investigating enzymatic reactions, understanding the circulatory system (which includes the heart and lungs) and looking into digestion through food tests.

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Topic 3 looks into infection and response, which will cover viral, fungal and protist diseases in addition to ways of fighting disease, like vaccinations and drugs.

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To begin the transition into GCSE business, students will start the first section of 'love of business' by being introduced to marketing. This involves learning about marketing activity and how this is important in the market research conducted by businesses.

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(Paper 1) Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches

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(Paper 1) Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches

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Students begin their GCSE studies by looking at the History of medicine in Britain through time. This is a thematic course that assess continuity and change of causes, treatments and preventions of diseases throughout different time periods.

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Topic 1 - c1250–c1500: Medicine in medieval England

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Topic 1 - c1250–c1500: Medicine in medieval England

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Students will explore the causes, treatments and preventions of disease during the medieval period. This was a time when supernatural and religious explanations dominated medical understanding. There is also a case study that gets students to consider the approaches to dealing with the Black Death of 1348-49.

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Topic 2 - c1500–c1700: The Medical Renaissance in England

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Topic 2 - c1500–c1700: The Medical Renaissance in England

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Ideas about the cause of disease and illness and approaches to prevention and treatment will be explored in this time period. Students will see that there was a vast majority of continuity in peoples understandings of disease and illness. However, there was the beginnings of change as the power of the church declined and made way for more changing attitudes in society prompted by individuals. Students will also compare the Great Plague of 1665-66 with that of the Black Death in the centuries previous.

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Topic 3 - c1700–c1900: Medicine in 18th- and 19th-century Britain

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Topic 3 - c1700–c1900: Medicine in 18th- and 19th-century Britain

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In topic 3 students will see a huge change in the attitudes towards people's understandings of disease and illness during the period of Industrial Britain. This was a period in which scientific breakthroughs meant that Germs were discovered, hospitals improved and government took decisive action to improve people's health. Students also explore the case study of the 1854 Cholera outbreak in London and how the work of John Snow had an impact in both the short and long term to combat this.

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Topic 4 - c1900–present: Medicine in modern Britain

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Topic 4 - c1900–present: Medicine in modern Britain

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The modern period of medicine in Britain is a period that is very relatable to the students as many of the elements covered still exist today. Students will examine the modern approaches to medical diagnosis, treatments and preventions of many infectious diseases and equally how tackling these infectious diseases is still challenging in the modern world. Students will understand how the development of penicillin has led to a revolution in treatment and how there has been a fight against lung cancer in the 21st Century.

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Topic 5 - The British sector of the Western Front, 1914–18: injuries, treatment and the trenches

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Topic 5 - The British sector of the Western Front, 1914–18: injuries, treatment and the trenches

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During the final unit of the medicine course students will examine a historic environment; the British sector of the Western Front.

Throughout this topic students will learn the system of the trenches, the extent of medical treatment on the Western Front, the nature of wounds, gas attacks, the work of the RAMC and FANY and new treatments for example the Thomas splint. Students will also develop their ability of source analysis in order to write with confidence and precision in exams.

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An expansion on techniques for making with different materials that meets the Core Knowledge demands of the examination. This will include papers and boards, woods, polymers and metals as well as textiles and new and modern materials.

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Product Promotion- Movie branding and standee design for a movie of the student's choice. Students revisit the photo-editing skills from KS3 as well as developing their 3D CAD skills using SketchUp.

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Forces & Structure, Bridge design competition. Students cover the theory of basic forces and structures to support them in designing their own bridge solution to a structures project.
The students learn about forces and how engineers design structures to manage these forces in products. With the use of computer aided design, the teams of two then design and virtually test their designs following an iterative design process. The most successful design from each team is then modelled using art straws and the completed structures are tested to destruction in the bridge testing final.

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The students tackle the design context 'Compact Living' to tackle the challenges faced by users living in smaller homes.

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A tropical rainforest biome is found in hot, humid environments in equatorial climates. They contain the most diverse range and highest volume of plant and animal life found anywhere on earth. In general, tropical rainforests have hot and humid climates where it rains virtually every day.

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Hot deserts are found near the tropics of Cancer and Capricorn. The largest hot desert is the Sahara in Africa which spans the whole width of the continent.

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Urbanisation is a process where an increasing proportion of the population lives in towns and cities resulting in their growth.

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Autobiography 2- responding to artists and experimenting - 20th Century Art

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Autobiography 2- responding to artists and experimenting - 20th Century Art

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The second half of year 9 introduces students 20th century art. Studying art movements in a chronological route enables students to understand the major breakthroughs in Art History. Artists and art movements to be studied include Picasso and Cubism, Futurism, Orphism, Abstract and Semi Abstract Art.
Further experimentation will include forms of printmaking, collage and sculpture.
Once again the project will allow students to choose their favourite approach and subject matter and develop their ideas and produce their own outcome.

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Year 9 culminates with students' first taste of the tragedy genre in order to pave the way for their GCSE text 'Romeo and Juliet' and A Level text 'Othello'. Students become familiar with, and understand, the features of tragedy and track Macbeth's movement from hero to villain throughout the bloodthirsty play. This unit also aims to build student confidence in understanding Shakespearean English and writing about it analytically.

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At the beginning of the year, students will start a topic on leaves and flowers learning many useful skills including lino print, tie dye, angel hair and felt flowers. These are great skill builders for your own textiles coursework.

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Skill building surrounding weaving learning skills such as paper weaving, finger knitting and pom poms. At the end of the topic, students will design and create their own weaving piece.

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A topic all about the seaside to learn new skills including reverse applique, couching and developing skills on drawing and write ups. All the skills learnt will be very useful for the students own personal investigation in year 10.

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Throughout year 9 - 1 lesson each week - students participate in a practical lesson.
Some of the dishes made:
- Bolognese Sauce
- Fajitas
- Focaccia
- Tuna Pasta Bake
- Pasties
- Fruit Cheesecake
- Chicken Goujons and dip (could use veg)
- Xmas cake project
- Mince Pies
- Soup
- Rice stuffed chicken breast/peppers
- Sausage Plait
- Guacamole and pitta Bread
- Pizza
- Swiss Roll
- Breaded Turkey Burgers
- Chelsea Buns
- Chicken Stir fry and spring rolls
- Lemon/Orange Curd
- Tagliatelle and meatballs
- Easter Cupcakes
- Naan Bread
- Curry
- Fruit Jelly and shortbread
- Carrot, courgette cupcakes
- Raspberry and milk choc cheesecake
- Decorated cup cakes
- Stuffed savoury pancakes
- Houmous and bread sticks
- Fruit tartlets
- Risotto - of choice

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Autumn half-term 1
Students will learn about:
- Food spoilage: Microorganisms which cause food spoilage (yeast, mould, bacteria). Enzymic food spoilage
- The use of micro-organisms in food production: moulds in the production of blue cheese • yeasts to raise bread • bacteria in yoghurt and cheese production.
- Bacterial Contamination: • the different sources of bacterial contamination • the main types of bacteria which cause food poisoning • the main sources and methods of control of different food poisoning bacteria types • the general symptoms of food poisoning.
- Food safety: The food safety principles when buying, storing food, preparing, cooking and serving food.

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Students will learn about: Food choices, food allergies and intolerances, ethical food choices, religion, food labelling and market influences and British/ international cuisine.

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Students will learn about general healthy eating and nutrition - including detailed knowledge of macronutrients: protein, fats and carbohydrates and micronutrients: vitamins and minerals. Students will learn what each nutrient is needed for in the body, where it can be sourced in food and the implications of deficiency and excess.

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Students will learn about a range of manufacturing process, as well as different woods, plastics and metals. They will do this through the design and Manufacture of an Anamorphic Lamp.

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Students will learn electronics theory and CAD/CAM manufacturing, through the design and manufacture of an nerf target game. They will solder the programable circuit together and then learn how to program it using flow programming. The students will then use CAD/CAM to draw and automatically cut out their designs using a laser cutter.

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This section relies heavily on the students problem solving skills, as they are given a set individualized problem, that they will need to solve by designing. They will need to look at not only how they solve the problem but how they present their work to effectively relay the information to a manufacturer.

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Students will learn about the basics of structures and the mathematics/physics that are needed to understand the basic principles. They will then use this knowledge to design and manufacture a simple bridge from straws and card. Each bridge will be put to the test with a weight test to see how structurally sound the students design is.

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This year students will be starting the GCSE course in Mathematics. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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This year students will be starting the GCSE course in Mathematics. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

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You're logging in to Sparx at Sawtry Village Academy. Not your school?

Log in to Sparx using Microsoft

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Whilst using the independent learning resources on Sparx please ensure you are working at the most appropriate level for you. If you are not sure please ask your teacher.

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Index Notation and Square Roots U851
Multiply and divide powers U851
Converting from standard form with a positive index U330
Using standard form with negative indices U534
Multiplying and dividing numbers in standard form U264
Adding and subtracting numbers in standard form U290
Standard Form with a calculator U161
Testing for divisibility / factors U211
Highest Common Factor (HCF) U529
Lowest common multiple (LCM) & HCF U751
Product of Primes U739
HCF and LCM using Prime factors U250
Finding Equivalent fractions U704
Converting between mixed numbers and improper fractions U692
Ordering fractions and decimals U594
Adding and subtracting fractions U736
Multiplying fractions – including mixed numbers U475/U224
Dividing fractions – including mixed numbers U544/U538

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Types of data and sampling U322
Stratified Sampling No code
Recording and displaying data U981
Two way tables U981
Interpret and draw bar charts U363/U557
Interpret and draw composite bar charts U363/U557
Interpret and draw pie charts U508/U172
Averages from a frequency table U569
Time series analysis  U193
Frequency polygons U840
Angles in parallel lines U826
Angles in polygons U427
Drawing, measuring and calculating bearings U525 / U107
Scale Drawings U257

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After Christmas the content for higher and foundation is slightly different ... if you are unsure which one is for you please ask your teacher

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After Christmas the content for higher and foundation is slightly different ... if you are unsure which one is for you please ask your teacher

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Properties of 3d shapes U719
Drawing nets accurately U761
Plans and elevations U743
Constructing bisectors U787
Constructing shapes U187
Constructing angles U787
Basic Loci  U820
Using Loci to identify regions U820
Drawing and interpreting scatter graphs U199/U277
Lines of best fit and identifying outliers U128
Predictions, interpolation and extrapolation U277
Plotting coordinates and finding midpoints U789/U933
Horizontal and vertical lines U741
Drawing straight lines from a table of values U741
Calculating the gradient of a linear function graphically U669
Calculating the y intercept of a linear function graphically U669
Sketching a straight line graph No code
Identifying parallel lines U898

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Properties of 3d shapes U719
Drawing nets accurately U761
Plans and elevations U743
Constructing bisectors U787
Constructing shapes U187
Constructing angles U787
Basic Loci  U820
Using Loci to identify regions U820
Drawing and interpreting scatter graphs U199/U277
Lines of best fit and identifying outliers U128
Predictions, interpolation and extrapolation U277
Plotting coordinates and finding midpoints U789/U933
Horizontal and vertical graphs M797
Drawing straight line graphs from a table of values U741
Calculating the gradient and intercept of a linear function graphically and algebraically U315/U669
Features from a sketch U848/M544
Identifying parallel lines U377

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Translations U196
Rotations U696
Reflections U799
Enlargement (positive scale factor) U519
Enlargement (fractional scale factor) U134
Solving equations with brackets U325
Solving equations with unknown on both sides U870
Solving equations with fractions U505
Forming and solving equations U599
Representing inequalities on a number line U509
Solving linear inequalities U759
Rearrange simple formulae U556
Rearrange two step formulae U556
Rearrange complex formulae U144

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Translations U196
Rotations U696
Reflections U799
Enlargement (positive) U519
Enlargement (fractional) U519
Combinations of transformations U766
Solving linear equations (one-step) U755
Solving linear equations (two-step) U325
Solving linear equations where unknown appears on both sides (including brackets) U870
Solving linear algebraic fractions e.g. (2x+1)/4=7 U505
Forming and solving equations U599
Representing linear inequalities on a number line and listing integers that satisfy them U509
Solving linear inequalities and represent on number line  U759
Rearranging Formulae - one step U556
Rearranging Formulae - two step U556

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Equivalent Ratio U753
Simplifying ratio including 1:n U687
Comparing and combining ratio U865
Dividing a quantity into a given ratio U577/U595
Ratio in reverse and with algebra U676
Direct proportion U721
Intuitive proportion U721
Inverse proportion U357
Rounding to decimal places and significant figures U298
Estimation and truncation U108
Upper and lower bounds U587
Calculating with upper and lower bounds U657

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Introduction to ratio and equivalent fractions U176
Simplifying ratios U687
Unit ratio U687
Dividing a quantity into a ratio U577
Comparing and combining ratio U921
Direct proportion U721
Intuitive proportion (best buys) M681
Inverse proportion U357
Problem solving U753
Rounding to decimal places U298
Rounding to significant figures U965
Estimation U225
Truncation U108
Upper and Lower Bounds (Error intervals) U657
Upper and Lower Bounds (Truncation) U301

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Unit conversions, metric and imperial U388
Area and surface area U929, U464
Volume U786/U174
Converting between units of area U663
Converting between units of volume U663
Speed U151
Density U910
Pressure U527
Converting between compound measures U842
Exchange Rates U610

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Unit conversions - metric U388/M772/M530/M774
Unit conversions - metric to imperial U388
Unit conversions - area and volume U663
Area recap U993/U970/M728
Surface area recap U929/U259
Volume recap U786/U174/M465
Speed, distance, time U151
Density and Pressure U910/U527
Converting between compound measures U663
Exchange rates U610

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Here we learn about solids, liquids and gases and everything related to them.

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Topic 4 - Atomic structure and radiation

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Topic 4 - Atomic structure and radiation

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Delve into the history of the atom and its structure. Learn about different types of radiation, its uses and dangers.

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Later in the year once your maths skills have improved we do the mathematical and calculations side of energy.

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Term 1 - Unit R185: Key components of performance. Applying practice methods to support improvement in a sporting activity  

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Term 1 - Unit R185: Key components of performance. Applying practice methods to support improvement in a sporting activity  

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One lesson a week - Students will develop practical ability so they have comprehensive application of skills and techniques as a performer in a sporting activity. Apply creativity, use tactics/strategies/compositional ideas and decision-making to show accuracy and fluency. Develop an ability to maintain performance which is consistent and confident.

Second lesson a week - Review of strengths and weaknesses in key components for a sport of their choice, considering:

Current level of ability

Why these have been identified as strengths or weaknesses

When are these important in their chosen sporting activity

How this will have an impact during training or performance Tactics, strategies and compositional ideas to be used where applicable, depending on the chosen activity.

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Term 2 - Unit R185: Key components of performance. Applying practice methods to support improvement in a sporting activity. 

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Term 2 - Unit R185: Key components of performance. Applying practice methods to support improvement in a sporting activity. 

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Suggest realistic ways to improve first skill in one of your selected activities.

Apply these suggestions practically over a meaningful number of sessions and measure any improvement achieved. Identify drills and practices which are appropriate and will actually work to improve the skill weaknesses in your selected activity.

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Term 3 - Unit R185: Key components of performance. Applying practice methods to support improvement in a sporting activity.

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Term 3 - Unit R185: Key components of performance. Applying practice methods to support improvement in a sporting activity.

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Suggest realistic ways to improve second skill in one of your selected activities.

Apply these suggestions practically over a meaningful number of sessions and measure any improvement achieved. Identify drills and practices which are appropriate and will actually work to improve the skill weaknesses in your selected activity.

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Term 4/5 - Unit R185: Organising and planning a sports activity session

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Term 4/5 - Unit R185: Organising and planning a sports activity session

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Learn the skills of how to coach younger students and practice/apply this to Sawtry Junior School students.

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In this unit you will learn to explore media sources and apply real life examples to demonstrate the nature of the relationship between media and sport. You will develop your ability to evaluate and interpret the different ways sport is represented by the media.

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Year 9 Competition/ Co-operation (tactical) – Students will start to apply these skills and techniques and begin to consider application of tactics to be successful.  With appropriate support students will organise group appropriate competitions and events.

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Year 9 Competition/ Co-operation (tactical) – Students will start to apply these skills and techniques and begin to consider application of tactics to be successful.  With appropriate support students will organise group appropriate competitions and events.

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Physical Skills
Demonstrate the effective adaptation of tactics in isolated and competitive situations.

Be able to link skills, strategies and tactics to produce an effective outcome.

Demonstrate an ability to work with others to organise and run fair, group-appropriate competitions and events within each block of work.

Manage emotions to compete/co-operate with peers in a range of different situations and scenarios.

Life Skills

Critical thinking

Assertiveness

Interpersonal skills

Creative thinking

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Term 1 - 4 - Rugby, Netball, Football, Hockey, Basketball, Badminton, HRE, Dance, Gymnastics and Table Tennis. 

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Term 1 - 4 - Rugby, Netball, Football, Hockey, Basketball, Badminton, HRE, Dance, Gymnastics and Table Tennis. 

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Term 5 - 6 - Athletics, Cricket and Rounders. 

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Term 5 - 6 - Athletics, Cricket and Rounders. 

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Healthy and unhealthy friendships, assertiveness, substance misuse, and gang exploitation

Diet, exercise, lifestyle balance and healthy choices, and first aid

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Learning strengths, career options and goal setting

Employability and online presence

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Skip to content

Every day someone takes their life in the UK because of gambling

400+

gambling-related suicides every year

105,000

UK children addicted to gambling or at risk

£1.5bn

spent each year on gambling advertising

86%

online betting profit from 5% customers

Has your family been bereaved by gambling-related suicide?

Contact us

Our demands

We are campaigning to reform the UK's outdated gambling laws.

The government must enshrine gambling in law as a public health issue. Those actions must include:

Wenn Sie Google Pay verwenden, sollten Sie sicherstellen, dass Sie in einem seriösen, lizenzierten Online-Casino spielen. Ein seriöser, regulierter Betreiber muss die Identität seiner Spieler verifizieren. Für diesen Verifizierungsprozess müssen die Spieler ihre Identitätsdokumente vorlegen, z. B. eine Kopie ihres Führerscheins. Die Spieler können diesen Vorgang direkt auf der Website oder per E-Mail abschließen. Hier finden Sie die besten Online Casinos Deutschland.
Viele Online-Casinos, die Google Pay akzeptieren, bieten Hunderte von Spielen an, aus denen die Spieler wählen können. Sie können Blackjack, Roulette, Videopoker und vieles mehr spielen. Viele Google Pay-Casinos bieten auch kostenlose Versionen ihrer Spiele an, damit Sie sie ausprobieren können, bevor Sie um echtes Geld spielen. Mit diesen Gaming-Websites werden Sie eine tolle Zeit haben.
Pay N Go ist ein Online-Casino, das eine Vielzahl von Zahlungsmethoden akzeptiert, darunter Kredit- und Debitkarten. Das Casino bietet außerdem mehr als vierhundert Spiele an, darunter so beliebte Spiele wie schwedisches Roulette und Monopoly Live. Außerdem akzeptiert es mehr als 20 verschiedene Zahlungsmethoden, darunter Bitcoin, BCH und USDT.

There are various types of online casinos in Canada. One type of casino is in Kahnawake. This casino is operated by the Kahnawake Mohawk Nation. It is regulated by the Kahnawake Gaming Commission, which is responsible for overseeing the gaming sector in the Mohawk territory of Quebec. Kahnawake Gaming Commission licensees can provide online gambling services to residents of the Kahnawake region, but they are not allowed to operate outside of the community. Here you will find the best online casino in Canada.
Regulation of online casinos in Canada has several benefits. It improves consumer confidence and choice. It also gives regulators greater power over gambling providers. They can revoke licenses or subject them to penalties if they fail to comply with regulations.
Gambling on the Internet is legal in Canada, provided that it is run through government-regulated websites. While part of the Code prohibits gambling establishments on national soil, every province has the power to regulate Internet gambling. Online casinos, unlike traditional casinos, must be operated by a provincial government.

You can easily play at the best online casino Australia games from your mobile device with the help of a mobile casino Australia app. These apps are designed to be convenient for you. They offer various games that you can play in your free time and even win jackpots. All you need is a computer or mobile device with an internet connection to play.
There are some pros and cons to playing in a mobile casino Australia app, but the main advantage of mobile casinos is that you can play them at any time, regardless of location. With a mobile Internet-connected device, you can join a game right away, make your bets, and get back to your work when you have the time. These apps do not drain your battery and are a great way to spend your free time.
Another important factor when choosing an online casino Australia app is the safe payment methods. While you can pay with credit cards, it is best to choose an option that is safe and convenient. Some casinos offer Paysafecard or Neosurf pre-paid cards as secure payment options. You should also check how long withdrawals will take and the terms and conditions that apply to them. Also, be sure to check out their welcome bonus packages. These can include real cash or free spins.

Além disso, os jogadores brasileiros podem fazer uso de vários serviços populares de carteira eletrônica, como Neteller, AstroPay e Boleto Bancario. Estes métodos de pagamento podem tornar possível aos jogadores fazer depósitos e saques facilmente. Os jogos de mesa são especialmente populares entre os jogadores brasileiros. Eles podem desfrutar de blackjack, pôquer, roleta, e muito mais.
Os jogadores brasileiros podem tirar proveito de excelentes bônus de boas-vindas em cassinos Brasil online. Estes bônus podem variar de spins gratuitos a bônus de depósito combinados. A maioria dos cassinos online também oferece bônus contínuos, promoções pontuais e programas de recompensa por fidelidade. Dependendo de sua localização, você pode encontrar o melhor bônus para seu estilo de jogo. Com estas ofertas, você pode rapidamente se tornar um jogador regular e ganhar em grande!
Jogos de dealer ao vivo são outra grande opção para jogadores de cassinos online no Brasil. Ao contrário dos jogos tradicionais de cassino online, as dealers ao vivo transmitem a ação diretamente para seu computador, tornando possível desfrutar de jogos de dealers ao vivo no conforto de sua própria casa. Uma variedade de jogos, incluindo roleta, pôquer e blackjack, podem ser jogados com qualidade de vídeo de alta qualidade.

Si vous prévoyez de jouer à des jeux de casino en ligne fiable du Canada, il y a quelques choses que vous devez savoir. Tout d'abord, les casinos en ligne au Canada sont réglementés par une commission spéciale. Ils acceptent un large éventail de méthodes de paiement et ont une bonne réputation. De plus, vous pouvez jouer à une variété de jeux, y compris le blackjack et la roulette.
Les casinos en ligne réglementés au Canada sont tous tenus d'appartenir à la Commission. Le but de ce règlement est de protéger les joueurs canadiens. La Commission garantit également que les casinos en ligne au Canada respectent les lois du pays. En s'assurant qu'ils sont sous licence et réglementés, les joueurs canadiens peuvent profiter de jeu en ligne avec confiance.
Le jeu au Canada est une forme de divertissement acceptée et une commission spéciale le supervise. Cependant, le cadre réglementaire des jeux de hasard en ligne au Canada est compliqué. Bien qu'il soit légal pour les citoyens canadiens de jouer aux jeux de casino, il existe de nombreuses restrictions. Même s'il y a une commission fédérale, les casinos en ligne au Canada doivent toujours se conformer aux lois provinciales.

1. Dangerous products made safer e.g. through stake limits & play speeds

2. Stringent affordability checks enforced across all operators

3. A statutory levy to pay for independent research, education & treatment

4. An end to gambling advertising, sponsorship & inducements

5. Every gambling-related suicide is investigated & learned from

1

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Join our mailing list so we can keep you informed of the latest developments, including events and campaigns.

2

Sign our petition

Sign and share our petition, calling on all UK broadcasters to stop advertising gambling on their platforms.

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We're a community of families bereaved by gambling-related suicide that provides support, raises awareness of gambling disorder's devastating effects and campaigns for change

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Families and parenting, healthy relationships, conflict resolution, and relationship changes

Relationships and sex education including consent, contraception, the risks of STIs, and attitudes to pornography

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Open and honest discussion around consent can help your children to identify positive behaviours around sex.

It can also help to safeguard them when they do begin to experiment and explore their sexuality. It can mean they strive not to harm others and know to seek help if they are harmed.

But we know that having "a talk" with children of any age can seem scary and difficult sometimes, especially if you're unsure of how to approach the topic of sex.

To help you when it comes to conversations on sexual consent, we've put together some information on what you need to know, what your child needs to know, and tips that might help to make things easier.

Consent and the law

First of all, let's take a look at what the law says about consent and sex.

Legally, the definition of consent is when someone "agrees by choice and has the freedom and capacity to make that choice."

The age of consent (the legal age to be able to consent to sex) in the UK is 16 years old. This law is there to protect young people from abuse and exploitation. The law isn't designed to prosecute under 16s who are engaging in mutually consenting, non-abusive, sexual activity.

In another protective law, a person in a position of trust (for example a teacher, youth worker or carer) can't engage in sexual activity with anyone under 18 who is in the care of their organisation.

If young people think they'll get into trouble for having sex under the age of 16, this may put them off seeking help if they need it. It's important to let your child know that they have a right to confidential information and advice and can talk to a doctor, nurse or other professional. They have rules that they can only break confidentiality if they think a young person or someone else is at risk of harm. They'll always talk to the young person first before telling anyone else.
The law says someone can't consent if:

They're under the age of 13. Those under 13 can't legally give any consent to sexual activity and anyone who engages in sexual activity with a child who is 12 or under is automatically breaking the law.

They don't legally have the capacity to consent. For example, if they're too drunk or drugged to understand what they're agreeing too or if they have a learning disability which means they don't understand what sex is.

They're asleep or unconscious. You can't consent if you don't know what's going on.

They don't have the freedom to consent. For example, if they're too frightened to say no.

It's important that your child is aware of these guidelines but it might be more helpful to give them example scenarios so they can understand how they work in everyday life.

For example:

If a young person is 15 and wants to have sex, any sexual activity is illegal. They and their partner should know this, and be aware that they're breaking the law if they have sex. If there's a big age gap between someone under 16 and their partner then this may be a sign that exploitation or abuse is taking place and services may refer them for help.

Alcohol and drugs can affect someone's capacity to consent. If your child or their partner are too drunk or high to know what's going on, they should wait until the next day to have any kind of sex. This helps to make sure both people are fully aware, capable, and happy to soberly proceed.

Similarly, if someone's unconscious or asleep and they're being touched in a sexual way, even if it's by a regular sexual partner, this is a criminal offence.

If someone's being coerced, pressured or threatened into having sex, this doesn't count as consent, because they haven't said "yes" of their own free will.

Legal capacity' sometimes also refers to people with learning difficulties. Here, each case should be looked at individually. Young people with learning disabilities who aren't given the information and support they need are vulnerable to sexual abuse, but on the other hand may be stifled and kept isolated by parents, carers and support workers through a desire to protect them - sometimes at the expense of potential friendships and relationships.

The goal is making sure your child feels confident and empowered by knowing their rights. If something happens and they weren't sure whether it was consensual, they should be comfortable enough to confide in someone that can help.

It's never your child's fault if something non-consensual happens to them, and they should never be blamed or told what they "should" have done to prevent it.

How young people can discuss consent with each other

Your child should know that they have complete control over their own body, and always have the right to say "no," including if they change their mind about sex halfway through.

They should never feel like they have to have sex just to please someone else. Similarly, they should always respect someone else's "no," and not persist until they get the answer they want.

Young people should know that only "YES" means yes, and that even a "maybe" equals a "no."

When it comes to consent, the emphasis is on giving and getting nothing less than enthusiastic consent. This means that everyone really wants to be there, doing what they're doing.

Younger children

Your child's boundaries and right to say "no" to touch should be respected from as early as possible.

For younger children, discussions on consent can begin with not forcing them to hug or kiss relatives or family friends when they don't want to.

Teaching them the NSPCC PANTS rule can be a really helpful tool in safeguarding:

P - Private parts are private.
A - Always remember that your body is yours.
N - No means no.
T - There are no secrets from Mummy/Daddy/other.
S - Say something, so we can do something about it.

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Sex and consent - giving it, getting it, understanding it. - FPA

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Open and honest discussion around consent can help your children to identify positive behaviours around sex. It can also help to safeguard them when they do begin to experiment and explore their sexuality. It can mean they strive not to harm others and know to seek help if they are harmed.

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Year 9 is used to ensure that students are equipped with the necessary skills to excel next year, particularly with regards to the coursework elements.
Performance and composition units run alongside each other with focus on the following:

Performance - playing with fluency and control, how to practice effectively, playing as a successful ensemble

Composition - how to create the 'great idea', composing a minimalist piece, composing to a brief.

After Easter, we start work on the first of the OCR Areas of Study - Conventions of Pop.

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Students will develop a real in-depth understanding of how computer technology works. Computer Science encourages learners to be inspired, moved, challenged and develops critical thinking, analysis and problem-solving skills through the study of computer programming (in Python).
Topics for term 1 and 2 .
1.1.1 Architecture of the CPU

1.1.2 CPU Performance

1.1.3 Embedded systems

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This term is a continuation of Term 1 and 2 and the  focus is on storage devices in computer systems. The specific topics are;

1.2.1 Primary storage (Memory)

1.2.2 Secondary storage

1.2.3 Units

Additional coding skills will continue as well.

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This is a continuation of Term 3 and 4 with focus on  data storage and compression. The student will also continue to analyze problems in computational terms through practical experience of solving such problems, including designing, writing and debugging of codes..
End of year assessment expected, and used to measure progress. Topics includes:

1.2.4 Data storage

1.2.5 Compression

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Component 1- User Interface  - Term 1, 2 and 3

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Component 1- User Interface  - Term 1, 2 and 3

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Overall, students will learn the different hands-on technologies could be used in solving problems in a wide range of settings. Student will gain in-depth knowledge of a wide range of computer applications and the role of IT in modern businesses .

For this component, students will explore user interface design and create a user interface fit for purpose whilst understanding project planning principles. The component is internally assessed and is worth 30% of the total course

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Drama Term One- Scripted- DNA by Dennis Kelly

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Drama Term One- Scripted- DNA by Dennis Kelly

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Getting to know each other- team building exercises.
What is acting?- going back to basics.
Exploration of DNA by Dennis Kelly.

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Students will learn and respond to the work of a number of theatre practitioners. A theatre practitioner is a person or theatre company that creates practical work or theories to do with performance and theatre. The list of theatre practitioners is constantly changing and evolving, as people are always creating new work and coming up with new thoughts and methodologies for theatre and performance.

In this unit, students will explore theory and also put this into practice devising their own pieces in response to chosen practitioners. Students will study the work of Bertolt Brecht in-depth and explore how to distance the audience from the action of a scene. As well as learning about Steven Berkoff, Jacques Lecoq and Frantic Assembly.

At GCSE, students will need to have an understanding of theatre practitioners and these can be applied to their devised performances.

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This module will help me further develop my knowledge and understanding of the present, past, future tenses by describing in detail my holidays (including booking accommodation and dealing with problems).

You will give opinions about a trip in the past and give an account of a disastrous holiday.

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In this module, you will be revising family, describing people, places in town, activities and times. You will further develop your knowledge of the present tense for regular/ irregular verbs and reflexive verbs. You will be able to describe family relationships in detail and what makes a good friend. You will also consolidate your near future tense whilst making arrangements to go out. You will consolidate your knowledge of the past tense, describing a day out.

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The first physics topic in year 9 is all about Energy.

Without knowing about Energy we cannot possibly understand all the other topics. How do we store it? How do we transfer it?  What are all the different types?

Why does learning about this benefit us?

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This module will help you further develop your knowledge and understanding of the present and past time frames by describing your hobbies and talking about favourite progammes/actors and films. You will also be practising further the imperfect tense when comparing past and present reading habits.

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Term 3/ Jours ordinaires, jours de fêtes

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Term 3/ Jours ordinaires, jours de fêtes

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This module will help you consolidate your knowledge of the present tense, including modal verbs, and the future tense by describing your eating habits, your daily routine and a special meal. You will also be able to talk about special occasions, festivals and traditions. You will practise your vocabulary to shop for clothes. You will also be able to practise using three time frames together, when talking about family celebrations.

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This module will help you further develop your knowledge and understanding of the present, past and future tenses by describing in detail your life at school - in particular, school subjects, teachers, school rules, my school uniform and comparing this with schools in Spain.

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In this module, you will be revising family, describing people, places in town, activities and times. You will further develop your knowledge of the present tense for regular/ irregular verbs and a range of relationship verbs. You will be able to describe family relationships in detail and how you use social networks. You will also consolidate your present continuous tense whilst making arrangements to go out. You will be developing your confidence further with referring to the past and the present.

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Students learn about energy requirements and water. They apply their knowledge of nutrition to the various ages and stages of life (including an evaluation of their own diets) and different diet-related health problems such as Type 2 diabetes, anaemia, obesity, CHD)

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Term 1 - The structure and function of the skeletal system

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Term 1 - The structure and function of the skeletal system

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Students will be able to name and locate the major bones of the body and be able to apply examples of how the skeletal system allows the functions such as posture and protection. Students will be able to identify major joints along with the associated articulating bones in the knee, elbow, shoulder and hip. Knowledge will be developed of the types of movement at hinge joints and ball and socket joints, as well as being able to apply these movements to examples from physical activities and sports.

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Term 2 - The structure and function of the muscular system and movement analysis. 

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Term 2 - The structure and function of the muscular system and movement analysis. 

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Students will develop their knowledge of the location of the major muscle groups and be able to apply muscle use to examples from physical activities and sport. Students will also develop their knowledge of the roles of muscles as agonists, antagonists, fixators and also how they operate as antagonistic pairs, again by applying to examples from physical activities and sports.

Students will develop their knowledge of the three classes of lever and will be able to use examples from physical activities and sport to show where these levers might operate to produce movement. Students will become aware of the mechanical advantage provided by levers in movement. Students will know the three planes of movement and be able to give examples of these levers from different physical activities and sports. Frontal, transverse and longitudinal axes of rotation will be recognised by learners who will be able to apply these to examples from physical activities and sports.

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Term 3 and 4 - The cardiovascular and respiratory systems. 

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Term 3 and 4 - The cardiovascular and respiratory systems. 

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Students will develop their knowledge and understanding of the structure and function of the cardiovascular system. Blood vessels and blood cells with their pathway through the heart will be understood along with definitions of key cardiac terms. Students will understand the pathway of air through the respiratory system and know the role of the respiratory muscles and alveoli during breathing, along with an understanding of key definitions. Students will also be able to define aerobic and anaerobic exercise and be able to give practical examples of aerobic and anaerobic activities.

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Term 5 - Effects of exercise on body systems. 

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Term 5 - Effects of exercise on body systems. 

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Students will develop their knowledge and understanding of the short and long-term effects of exercise on muscles and bones, the heart and the respiratory system. They will be able to apply understanding of these effects to examples from a range of physical activities and sports. Students will be able to collect and use data in this section related to both short-term and long-term effects of exercise.

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Students will develop their knowledge and understanding of the components of fitness, including cardiovascular endurance, muscular endurance, speed, strength, flexibility and agility. Students will be able to define each component and be able to apply using a range of practical examples from physical activities and sports. Students will also develop their knowledge of suitable tests for each component. Students will be able to collect and use data related to the identified components of fitness.

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Term 1 - Fitness
Students will learn the importance and develop their ability to demonstrate appropriate levels of physical fitness and psychological control to perform very effectively when competing in physical activity.

Term 2 - Badminton / Dance / Gymnastics

Term 3 and 4 - Netball

Term 5 and 6 - Athletics

Develop all core skills and advanced skills for the activity in isolation and under competitive pressure in authentic performance situations.
Core skills are performed consistently with an excellent standard of accuracy, control and fluency. The advanced skills demonstrated are performed consistently with an excellent standard of accuracy, control and fluency.
Successfully selects and uses appropriate skills on nearly all occasions.
Applies appropriate team strategies/tactics/compositional ideas demonstrating an excellent understanding of the activity.
Demonstrates excellent awareness of the rules/regulations of the activity during performance.
Demonstrates excellent regard for the safety of themselves and others.
Demonstrates excellent awareness of and response to the strengths, weaknesses and actions of other player(s)/performer(s).
Communication with other player(s)/performer(s) is excellent.

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Devising:
What is devising?
Devising is creating a performance based on a stimulus. You will be given a range of stimuli to pick from including an image, a piece of music, a Youtube video, a newspaper article and a quote.
Once you have selected your chosen stimuli you then mind map ideas from this and start to think about a theme/characters/story. This can be a challenging and exciting process.
In your chosen you group you then spend the rest of the lessons creating your piece by refining and developing your ideas.
This piece is then performed and assessed by your teacher.

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In this unit, students explore poetic forms and poetic devices through the GCSE collection - Worlds and Lives. This is a comparative unit, which builds on our understanding of analysis from, to culminate in a comparative analytical essay. This unit prepares students for the comparative element of GCSE English Literature.