OUR SCHOOL VALUES
At Kings’ our Values are at the heart of our school culture. They underpin our mission that we are Working Together to Achieve Inspiring Futures, Exceptional Character, and Academic Excellence
We are reminded of our mission by our motto, Una Laborantes (Working Together), and our core values –developed and agreed by the Kings’ community of pupils, staff, parents, and carers – help to guide every child, employee, and volunteer towards attaining that goal.
as our inspiration and navigation in our learning, our work, and our life at school as we work together so that you achieve personal growth and future academic success.
HOURS OF ATTENDANCE
Pupils must arrive at school by 8.40 a.m. and although some pupils may arrive at school earlier than this, parents are advised that there will be no staff supervising pupils before 8.30 a.m.
Pupils are considered late if they have not registered by 8.45 a.m. (unless they are late with good reason e.g.: school bus was late.) Punctuality to lessons is important. Repeated lateness is sanctioned.
If for any reason pupils are late for school, or need to leave school early, they must ensure a note has been added to ClassCharts. They should then ‘sign in/out’ at Reception.
bullying has no place at kings’
At Kings, we firmly believe in fostering an inclusive and supportive environment for every individual within our community. Bullying in any form is completely unacceptable. Our school must be a safe space where everyone is able to thrive.
Our values of kindness, humility and integrity mean that we tackle negative behaviour proactively:
1. Recognise the signs: It’s important to be able to identify bullying behaviours. Bullying can manifest in various forms, such as physical, verbal, social, or online. Look out for signs like repeated teasing, name-calling, exclusion, spreading rumours, physical aggression, or cyberbullying.
2. Report: Don’t face bullying alone. Reach out to your trusted adult, trusted friends, family members, or other teachers who can provide guidance and support. This can be done face to face or on the safeguarding tile.
Remember, nobody deserves to be bullied, and you have the right to feel safe and respected. If you witness bullying, ensure that you report it so that we can keep every member of our school community safe.
HOMEWORK
Homework at Kings’ is central to our mission of helping you have an inspiring future and building your exceptional character and achieving academic excellence.
It also embodies our values:
• Earn Success: Homework reinforces learning, and a strong work ethic.
• Discovering Brilliance: Homework encourages critical thinking and problemsolving, helping students discover their brilliance and unique abilities.
• Unlimited Ambition: Engaging in homework fuels intellectual curiosity and a desire for lifelong learning, going beyond the boundaries of formal education.
Short, regular homework should enable you to learn, or practise what you have been taught in school. To consolidate your learning, you can also practise learning from your knowledge organiser. Teachers will record the completion of the tasks and apply sanctions if there is a continued issue with homework.
Have you learned it?
Your Knowledge Organiser contains the core knowledge that you need to know and learn.
Use your Knowledge Organiser to see if you can complete the following activities. If you can do these things, you know something well. How many can you do?
1. Answer a question about it, under a time pressure.
2. Explain it in your own words.
3. Teach it to someone else.
4. Apply what you know in a new context.
5. Remember it a week, a month or a year later?
Some things that may help you remember information:
1. Well-designed flashcards that you have made with key information.
2. Mnemonics, such as “Richard of York Gave Battle In Vain” (visible light spectrum – the rainbow)
3. Mind maps (keep the paper landscape)
4. Timelines (dates of key events, in order)
5. A grid of key quotes according to characters and themes.
6. Creating a story that includes all the information.
7. Answering practice questions
8. Re-create a section of your Knowledge Organiser from memory.
Name
Subject
Class/Group
Classroom
Date
Presentation Guidelines
Neat presentation of your work is important. It shows that you care about your learning.
1. The lesson title should be written and underlined with a ruler.
2. The date should be written on the top, right-hand side of the page and underlined.
3. Pupils should write in blue or black ink. Key words can be highlighted or underlined.
4. Pencils should be used for drawings, diagrams and graphs.
5. All underlining must be done using a ruler.
6. All loose sheets must be stuck into exercise books.
Pupils must keepall of their equipment in a pencil ccase. A clear plastic pencil case, is helpful as it issuitable for exam use. The minimum stationery needed is on the placemat at the back of this Knowledge Organiser.
7. Feedback work should be clearly indicated –green (or another coloured) pen should be used for all improvement tasks.
8. A line should be used to rule off after every piece of work.
Wearing the Kings’ School uniform with pride is important because it represents a sense of unity, discipline, and belonging. It helps to foster a strong collective identity, by creating a visual bond between individuals. It shows a commitment to shared values and goals, making pupils feel connected to something bigger than themselves.
Wearing a uniform with pride also boosts confidence and self-respect, as it signals professionalism and responsibility. Ultimately, it reflects our pupils’ dedication and positive attitude toward their role, contributing to a harmonious and focused environment.. More detailed information regarding our uniform rules can be found in the Pupil Handbook on the school website.
Top Button done up
Blazer with the Kings’ crest logo
Shirt tucked in
6 stripes showing on the tie
Black straight trousers
Grey pleated skirt
Black or grey socks
Black or grey socks
Black leather school shoes
Black leather school shoes
GROW GREAT LEADERS
OUR MISSION
Our Mission is achieved through
OUR VISION
GROW GREAT STAFF GROW GREAT LEARNERS
OUR VALUES
Character is who you are. It is what you believe in and how you act with others. It is your values and virtues.
1.3 Aristotle An Ancient Greek Philosopher concerned with the nature of human well-being.
1.4 ‘Golden mean’ The virtuous middle way between two extremes of excess (too much) and deficiency (too little). 1.5
We know that Exceptional Character is a key driver for Academic Excellence and underpins the success that we want you to demonstrate. As a school we want to recognise and reward you for demonstrating these values on a daily basis. The grid below highlights key areas which our community celebrates and promotes.
“I DO THE RIGHT THING, AT THE RIGHT TIME, FOR THE RIGHT REASON”
What do our values mean to you……………………………
Discover Brilliance in Everyone
Have Unlimited Ambition
Earn Success
Be Kind, Be Humble, and Have Integrity
Make a difference
Subject
English
What is my action plan?: What is my action plan?:
Glossary of key terms: Throughout your Character journey through Kings’ you will be challenged to grow, shape and develop your Character for life after Kings’. Here you will find a summary of the key terms that underpin your Character Curriculum throughout this academic year.
Key term Definition
Ostracised To be excluded (left out of) a group or society.
Activist A person who campaigns to bring about political or social change.
Humanitarian Concerned with or seeking to promote human welfare.
Virtue Behaviour showing high moral standards.
Stereotype A widely held but fixed and oversimplified image or idea of a particular type of person or thing.
Bystander someone who sees something happening, like a problem or a conflict, but doesn’t get involved.
Kind being nice and caring toward others, helping them and showing you care about their feelings.
Humble not bragging or acting better than others, even if you’re really good at something.
Key term Definition
Value Principle of standards of behaviour; a judgement of what is important in your life.
Shari'ah Law A set of rules and guidelines that Muslims follow, based on their religion, Islam.
Una Laborantes Working together.
Determination The quality of being firm in your response and not giving up, even when things are difficult.
Resilience The ability to recover from difficulties and setbacks.
Self-Belief The confidence and trust you have in your own abilities and judgment.
Integrity being honest and doing the right thing, even when no one is watching
Success The accomplishment of an aim or purpose.
Success
unlimited ambition Be kind, humble and act with integrity
Discover brilliance in everyone
a difference
How do we learn?
The Forgetting Curve
Why?
We know that forgetting is a normal part of the learning process. However, we can help to interrupt the process. We also know that the harder that you think about things, the more likely we are to remember them.
Forgetting is natural!
Ebbinghaus in 1885 established that if we do not revisit information, we are likely to forget most of it over time. However, repetition or revisiting helps us to remember more.
Forgetting is natural!
Our ability to think, reason, problem-solve, create, and collaborate depends entirely on what we know. The more securely our knowledge is stored in long-term memory, the more we can do with it. So, how do we develop a good schema? By thinking deeply about the information we want to learn until our understanding reaches the level of automaticity.
Desirable Difficulty
Why?
Desirable difficulties are learning tasks that require more effort; the reason this effort is ‘desirable’ is because it is much more effective for long-term learning. They are active, rather than passive and involve hard thinking.
Spaced Learning
Discuss or write down everything you can remember about a topic in a week/month or year to make it more difficult to remember.
Interleaving Review one topic after you have studied a different topic also makes it harder to remember, but can make more links.
Vary the conditions
Use a different method of revision varies the conditions. If you often do flashcards, vary this to doing brain dumps on the same material.
Retrieving
This can be with a cue (prompt) but ultimately, you want to be able to free recall as much as possible.
Social
Testing someone else is helpful as they are likely to remember some information that you cannot and you will be able to make links in your learning together.
Learning Walkthrus for Students and Parents
If you or your parents want to know more about how to learn well, we recommend this book, written for pupils and their parents that has more techniques that help you to learn well.
Why?
Flashcards Self-Quizzing (LCWC)
A popular tool to support revision of factual knowledge can be flashcards. They can be physical cards, or digital versions online. A good flashcard has a prompt on one side that requires you to think of a specific answer, or it can be a heading that requires you to elaborate. When using flashcards, make sure that you either say your answer out loud, or ideally, write it down. Otherwise, sometimes our brain convinces us that we know an answer even when we don’t!
Make
Do this as you go along during the year - as you study a topic, use your knowledge organiser to create a set of flashcards. Your KO has been designed so that you can revise this way. Put a question or word on one side and the response on the other. Make sure that you understand all of what you are writing. If you don't - speak to an adult about what the information means.
Use
Prompt: Read the prompt
Respond: Produce the response required (preferably written)
Check: flip the card to see the correct version and evaluate how well you have done.
Review
As you go through, separate the cards into two piles – those you got right and those you got wrong. Review the error pile, working out where you went wrong. If you don’t understand the answer, go through your notes, or ask an adult for help.
Rerun
Why?
One of the pitfalls of studying a subject is the illusion of familiarity: the fact that you recognise material as you reread it helps you to think that you must know it. However, this recognition is usually superficial. Self-Quizzing is a great technique for forming the habit to test your knowledge. It works best for simple factual recall, but cal also then extend into more complex questions. You can do this with your knowledge organiser, or any other material, once you have practiced.
Look
Use your Knowledge Organiser and read through the material. Make sure at this stage that you can re-word the material into your own words. Check your notes, or with an adult if you do not understand something.
Cover
Cover over the definition/answers leaving the prompt visible. Write the prompt on your paper, near the margin.
Write
Write out the definition/answer (word perfect if you can –however, understanding is more important than precision!).
Check
Uncover the answer and check/correct your work.
Repeat or Extend
If you are not confident, repeat the process until you are sure of the correct answer. Once you are confident, try and generate your own questions about the material. (Who, what, where, when, explain, sequencing etc).
Some time (hours or days or weeks or months!) after your previous run through, shuffle them and go through the process again.
Free Recall – Brain Dump
Why?
When we have accumulated a lot of connected knowledge about a subject, it can be difficult to retrieve in a neat, organised manner. As we mentally scan our schema, we might activate knowledge that is connected in a range of ways. Retrieving information in free-recall helps to retrieve information without having to restrict yourself too narrowly and can help you link more ideas together.
Select
Choose from topics that you have already studied. You can use any title from your Knowledge Organiser or other source of knowledge. Do not read the information at this stage.
Write
Using a blank sheet, with a prompt in the centre – write down as many ideas related to the topic as you can remember. Often, this is best done in pencil. It helps with Step 3. Do not worry about organising these ideas – just let one thing follow from another, but if you see an idea that links to another, write them near one-another.
Organise
When you think you have covered the topic in as much ideas as you can, make links between the sections. Reorganise the ideas as best you cantables, sections etc. You can make a second copy at this stage if you wish.
Check
Go back to your Knowledge Organiser or other source of knowledge. Have you made any mistakes? What have you missed. Amend your brain dump.
Re-create
Once you are happy that you have everything on one page and it is linked in a way that you are happy with – use this as a resource to recreate from memory at regular intervals.
Pomodoro
Why?
You already know that your working memory is limited, so limiting your distractions when studying is important. Try and find somewhere quiet, put your phone away, and if you can, turn off the television/music. Then set a timer!
Choose
Choose a topic from your knowledge organiser or other source of knowledge, and a technique (Self Quis, Flash Cards, brain dump etc).
Time Set a timer for 20-25 minutes (this is one reason that homework is set at 20 minutes for you).
Focus
Stay on task for the full 20-25 minutes (or work up to that if you are struggling to do so).
Reward
Reward yourself with a short (10 minute) treat – time on your phone, TV or a snack.
Repeat
Go through the process again! Be proud of your achievements. These small steps really help when it comes to focusing for your exams. You can try and extend your Timer as you become more confident in your independent study.
Summarising and Elaborating
Why?
Every topic contains more detailed information than you can recall. Condensing a large body of knowledge down to some big ideas or key stages in a process can then help you to build up the details.
Why?
FACE IT!
If you're confronted with a large amount of material to revise, it's natural to feel overwhelmed. To help with this, Parliament Hill School has developed the FACE it method, designed to offer guidance and encouragement. Each letter of FACE represents specific actions, organised by increasing difficulty, to ensure you don't avoid the study process. Start with the easier tasks and gradually move on to the more challenging parts.
Scan
The whole topic to get the big picture. This could be reading, watching a video, listening to a podcast. As you do this, think about what and how you will summarise the information.
Break it down
Break down the information into sections: categories, big ideas or themes, or stages of a process/narrative.
Select
Organise the material into the main details that you would need to help you remember the most.
Check
Check your notes/material for accuracy.
Elaborate
Get someone to ask you (or ask yourself a series of elaborative questions:
• Why did X happen to y?
Then follow up with other questions:
• How can you tell if X happens?
• What else can happen to Y?
• What is the full sequence of events?
• Why are they in that order?
F(ACTS)
Learn your facts first. The simplest and most logical place to start is quizzable knowledge which you have on your flashcards and knowledge organisers.
A(PPLY)
With your facts secure, tackle questions that go beyond recall. Use summarising and elaborating to help you.
C(ONNECT)
Attempt questions that require you to draw on knowledge from multiple topic areas. These are often the more challenging questions found on exam papers. You can create such questions yourself by taking an exam question and applying it to another area of your study material.
E(XPRESS)
Once your knowledge is secure, attempt to answer questions without notes and in timed conditions. You can then see how well you are doing!
Repeat
Go through the process again! Be proud of your achievements.
Ghost Boys raises awareness of inequalities in the world and strongly reinforces the message that it is everybody's duty to speak about injustice, in whatever form we may encounter it.
5. Ghosts
Many of us may associate ghosts with horror or magic, but in African-American storytelling and spiritual traditions, ghosts are real. What does the reader and the other characters learn from the ghosts throughout the novel?
3. Characters
Jerome Narrator (person telling the story) 12-year-old African American boy murdered by police officer.
Ma Jerome’s mother.
Kim Jerome’s sister, with whom he walks to school each day.
Grandma Jerome’s Grandma, who can sense his presence after his death.
Pop/James Jerome’s father.
Reverend Thornton The pastor who runs Jerome’s funeral.
Mr. Meyers Jerome’s teacher.
Carlos Jerome’s quick-thinking best friend.
Eddie, Mike and Snap School bullies.
Officer Moore The police officer who kills Jerome.
Sarah Officer Moore’s 12-year-old daughter, the only living person who can interact with Jerome.
Ms. Penny The Librarian Sarah seeks to find out more about the ghost boys
4. Themes
Racism Rhodes examines racism from different perspectives (points of view): Jerome’s story shows what life is like on the receiving end of racism. Emmett Till’s story shows the reader what life was like as a young Black boy in Mississippi in 1955. Officer Moore’s story is about prejudice. (an unfair feeling or dislike of a person because of age, sex, race, religion etc.) At his trial, the judge suggests that Moore was prejudiced against Jerome, possibly without knowing it, and calls this racial bias. Sarah’s story shows how younger generations must stand up and take action against racism.
Justice Fair behaviour or treatment. Jerome, like the other ghost boys, does not get justice for his death. At the end of the novel, when he has told his story, Jerome calls on the reader to fight for justice saying: “Only the living can make the world better. Live and make it better.”
Bearing witness Using one’s own personal story or experience to raise awareness of injustice or suffering.
6. Context: Civil Rights Movement
In 1955, a 14 year old black youth, Emmett Till, was murdered in a racist attack that shocked the nation. This sparked the developing civil rights movement which was an organised effort by Black Americans to end racial discrimination and gain equal rights under the law. It began in the late 1940s and ended in the late 1960s. The movement was mostly nonviolent and resulted in laws to protect every American’s constitutional rights, regardless of colour, race, sex or national origin. In the book, Emmett Till features as a ghost.
1. Why this book?
2. Plot
1. Why this book?
This book develops our understanding of conflict in Tibet and focuses on the resilience and tenacity of two 12 year olds with the determination to make a difference amid extreme political and environmental hostilities. It’s a thrilling fable about hope, and the importance of holding onto what matters, no matter what.
2. Plot
The rebellious Tash and cautious Sam are 12-yearold best friends living in a world full of rules, all with the same goal: avoid confrontation with the Chinese soldiers occupying their country, Tibet. But their careful lives are disrupted when Tash’s parents, members of the undercover resistance movement, are taken during post-protest raids. Tash suddenly finds herself homeless, parentless, and on the run from the Chinese soldiers. She decides there is no one who can help her except the Dalai Lama, and makes plans to journey across the Himalayas to find him in India. Her and Sam set out together with only two yaks, cryptic rebellion papers, and each other to save Tash’s parents.
4. Vocabulary
Regulations Noun: a rule or directive made and upheld by an authority.
Monastery Noun: a building in which monks live and worship.
Curfew Noun: regulation requiring people to remain indoors between specified hours, typically at night.
Nomad Noun: a member of a people that travels from place to place and has no permanent home.
Manoeuvre Verb: Move skilfully or carefully Bayonets Noun: A blade that may be fixed to a riffle
Authoritative Adjective: commanding and self-confident; likely to be respected and obeyed.
Informers Noun: A person who informs (tells) on another person to the police or other authority.
Crevasses deep open cracks, especially in a glacier.
Intuition Noun: an ability to understand or know something without needing to think about it or use reason to discover it, or a feeling that shows this ability
Concede Verb: admit or agree that something is true after first denying or resisting it.
5. Context
Dalai Lama The Dalai Lama is the spiritual leader of Tibetan Buddhism and the Tibetan people. In the past, Dalai Lamas have also served as the political leaders of Tibet
Tibet Tibet is located to the southwest of China, also bordering India, Nepal, Myanmar (Burma) and Bhutan. Tibet has a rich history as a nation, existing side-by-side with China for centuries. In 1950, the newly established Chinese Communist regime decided that Tibet must become a permanent part of the People’s Republic of China (PRC) and 40,000 Chinese troops invaded.
Resistance Movement A resistance movement is an organised group of people that tries to resist the government or an occupying power, causing disruption and unrest. Many Tibetan People protested against the Chinese invasion.
Yak A wild and domesticated type of cattle. They have long horns and long shaggy hair. *domesticated = tame, kept as a pet or on a farm.
Himalayas A mountain range extending 1500 miles on the border between India and Tibet; this range contains the world's highest mountain, Mount Everest.
3. Tibet
3. Tibet
1. Why this book?
This book is about forming friendships with others in difficult circumstances and working together despite our differences. The novel encourages empathy, introduces diverse perspectives, and sparks important discussions about identity, climate, and hope in the face of adversity.
3. Themes
Themes Themes are the main ideas that appear repeatedly in a novel.
Survival Aya has already survived a harsh life where she has been orphaned, caught up in war, imprisoned and has escaped slavery and people traffickers. In the novel, Bill and Aya must do everything they can to survive – taking risks and doing things they normally would not do. (Human trafficking is when people are brought to (or moved around) a country and forced to work, or do other things they don't want to do.)
Bill 15-year-old British boy who is interested in science. Practical and brave, his ability to solve problems helps him to survive the dangers at sea. The story is told from his point of view.
Aya Teenage girl from Morocco. She belongs to the Amazigh tribe. She is strong, fearless and has escaped war and captivity. Aya is determined to return to help her village. She is a gifted storyteller and is multilingual.
Stephan A young man who is involved with people traffickers. Half Spanish and half Arabic. Stephan is not trustworthy and threatens Aya.
Jake Wilson The captain and leader of the Youth Sail challenge that Bill is taking part in. He feels guilty that he did not save Bill during the storm. “Wilko” visits Bill in hospital and helps Bill return to Morocco to find Aya.
Mohamed Moroccan fisherman who rescues Aya and Bill.
and John Bill’s parents.
Friendship Bill and Aya come from contrasting backgrounds. They have different customs and do not speak the same language. Despite this, they learn to trust and depend on each other for survival. The novel shows that human beings can overcome their differences. As Aya writes at the end: “We lived in a country with no borders. We slept in a house with no walls.”
Power of storytelling Throughout the novel, Aya tells stories to Bill. These stories distract them from their suffering, give them hope to keep going and create greater understanding between the pair. Aya’s stories, loosely based on One Thousand and One Nights, tell of clever women, peasants, thieves and warlords. By the end, Aya becomes like one of the female heroes in her own stories – a "shadow warrior". Pandora is the name of the yacht that Bill is on board when the storm hits. Aya tells the story of Pandora who opens a box and lets evil into the world, but also hope. She connects the story to their own experiences, teaching Bill that they too must always have hope.
The Amazigh People Aya is an Amazigh. The Amazigh people do not belong to one country. They live on land stretching across North Africa, from Morocco to Egypt. They have their own language and cultural traditions. Sometimes, this has caused problems with national governments and leaders who don’t like these differences. Amazigh communities have been broken up and sometimes attacked. In the novel, Aya’s village has been taken over by a violent and greedy warlord who terrorises the Amazigh people.
2. Characters
Lucy
4. Context
1. Books I have read this year
2. Reading Bingo- How many can you cross off?
An autobiography
A graphic novel
A book with a one-word title
A book based on a true story
A book which is considered a ‘Penguin Classic’
A book recommended by someone you know
3. What genres have you read?
A trilogy
A book with more than 500 pages
A book with a blue cover
A book which is related to something in the news
A book with a number in the title
An award-winning book
4. New vocabulary you have encountered
The first book in a series
A newspaper
A book that was published in the year you were born
A book set in a country you’ve never visited before
5. Where have you sourced your books from?
School Library
Public Library
Audiobook
From home
Borrowed from someone you know
8. Favourite reads
The best thing I read before Year 7 was…
The best thing I read by the end of Year 7 was…
Rewrite the story for a younger audience.
Write an alternative ending to the story or a chapter.
Draw a comic-book page complete with bubble-style conversations showing an incident in your book.
Prepare an interview with one of the characters.
Create a board game based on events and characters in the book you read.
Prepare a travel brochure set in the location of the book.
Design a quiz for readers of the book.
Add another character for the book. Describe or draw them.
9. Find out the favourite books of 5 teachers (of different subjects)
10. Activities based on the books you have read
6. The most unusual places I have read a book
11, Quote the best line you have read
7. Non-Fiction challenge
2.3
2.4
5. Colour theory
4.1
A continual mark that joins two points together. 4.2
How light or dark something is. 4.3
How something feels or looks like it feels. 4.4
4.7 Form A 3-dimensional object with height, width, depth.
5.1 primary colours Red, yellow, blue.
5.2 secondary colours Orange, green, purple.
5.3 tertiary colours When you mix a primary and secondary colour.
5.4 complementary colours Colours that are opposite each other on the colour wheel.
5.5 analogous colours Colours that are next to each other on the colour wheel and that blend well together.
5.6 hot/warm colours Reds, oranges, yellows.
5.7 cold/cool colours Blues, greens, purples.
5.8 colour wheel A circle with different coloured sectors used to show the relationship between colours. 6. Painting
6.1
of a colour by adding white to it.
6.4 shade The variation of a colour by adding black to it.
6.5 tone The variation of a colour by adding grey to it.
7. Classroom vocabulary
7.1 depth The perceived distance between the background and foreground.
7.2 smooth An even texture achieved with drawing or painting.
7.3 accuracy Being correct or exact.
7.4 detail A distinctive feature of an object or image.
7.5 precision The quality of being sharp or accurate.
1. Pencil Grades
Fantasy Fish Fabric Project Knowledge Base: Art
3. Stitching
3.1
3.2 needle
3.3 running stitch
Spun fibres used to sew fabric together.
A small slender piece of metal with an eye that is used for sewing.
The simplest stitch. Small even stitches which have a gap between that run across the cloth without overlapping.
3.4 back stitch A double stitch that creates a solid line.
3.5 Laced running stitch A running stitch that has another colour thread woven through it.
3.6 blanket stitch A stitch used to reinforce the edge of thick materials.
3.7 Embellishment
Adding decoration to your work using beads, buttons or sequins.
The variation of a colour by adding white to it.
The variation of a colour by adding black to it.
The variation of a colour by adding grey to it.
1. Fabric Painting
Observational drawing:
Visual elements :
Textures
Patterns
Mixing paint to create tints and shades of a colour. Add white to create tints, black to create shades.
Blending from yellow through greens to blue.
1. Using computers safely, effectively and responsibly
1.1 malware
1.2 inappropriate content
1.3 social media
1.4 online safety
1.5 email
1.6 cookies
1.7 cyberbullying
1.8 digital footprint
1.9 grooming
1.10 trolling
1.11 virus
1.12 addiction
Software that causes harm to your computer.
The WWW contains inappropriate content which may not be age appropriate.
Websites and applications that enable users to create and share content or to participate in social networking.
Making sure that people are protected from harm when using any electronic device for online purposes.
Short for electronic mail. An email is sent from one computer to multiple computers through the use of email addresses.
Text files with small pieces of data (like a username and password) that are used to identify your computer as you use a computer network.
Use of phones, instant messaging, e-mail, chat rooms or social networking sites to harass, threaten or intimidate someone.
The trail of data you leave when using the internet.
When someone builds a relationship, trust and emotional connection with a child or young person so they can manipulate, exploit and abuse them.
To antagonise (others) online by deliberately posting inflammatory, irrelevant, or offensive comments or other disruptive content.
A computer program that replicates itself by modifying other computer programs and inserting its own code.
Social media and gaming can be addictive and prevent you from having a happy balanced life.
2. Key Vocabulary
2.1 evaluate
2.2 trustworthiness
2.3 bias
2.4 reliability
2.5 index
Finding out about the quality of something.
How sure we are that the information is correct.
Being unfairly in favour of one thing over another.
The level to which we can depend on the information.
Another name for a database of website.
2.6 Boolean 'AND' 'OR'NOT' logic statements used to improve database searches.
2.7 relevance
How close the information matches what you were looking at.
2.8 copyright A law to protect people’s ideas/work.
2.9 plagiarism
2.11 hacking
Using other people’s ideas/work and pretending it is yours.
Gaining access to a computer without being allowed.
2.12 forum trolls People who hang around chat rooms and forums posting abuse.
2.13 pseudonym An online name different from a real name.
2.14 cyber- abuse
Being tormented, threatened, harassed, humiliated, embarrassed or targeted by another person using the internet.
2.15 print-screen A way to capture what is onscreen.
1.1 password
Base: Computing
Introduction to Computational Thinking
Creating a strong and memorable password to access the school’s network: 8 characters must include numbers and capitals.
1.2 OneDrive Lets you keep files that you create and store on your computer in sync with the cloud, therefore accessing your work from home.
1.3 folders
2. How computers work
Setting up an appropriate file structure.
2.1 What is a computer? A computer is a programmable machine.
2.2 computer system All the different parts of a computer, including the devices you plug into it.
2.3 Input – Process -Output Takes in data, processes it and then outputs the result.
2.4 What's inside a computer? Components of a computer: motherboard, CPU, graphics card, RAM, network interface card.
2.5 hardware The physical parts of the computer.
2.6 software The program that we run on our computer system.
3. Computational thinking
3.1 computational thinking In education, computational thinking is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute.
3.2 Boolean operators AND / OR / NOT
3.3 logic deduction Deduction is the process of working out if something is TRUE or FALSE.
3.4 AND gate An AND gate requires both inputs to be switched on.
3.5 OR gate An OR gate needs just one switch to be on.
3.6 NOT gate A NOT gate will change the input into the opposite.
3.7 repeat A repeat structure saves writing so many instructions.
3.8 compression
Reducing the amount of data needed to store or transmit something.
4. Key Terms
4.1 logic gates The building blocks of the digital circuits.
4.2 decompositions Decomposition involves breaking down a large problem into smaller sub-problems.
4.3 Pseudocode A simplified programming language, used in program design.
4.4 abstraction To remove unnecessary information in order to solve a problem.
4.5 algorithm An algorithm is a set of instructions for solving a problem or completing a task.
4.6 truth table A mathematical table used to determine if a compound statement is true or false.
4.7 lossy Means that some of the original data will be lost.
4.8 lossless Means that none of the original data will be lost.
4.9 flowcharts A diagram of the sequence of movements.
1. The Basics – Using computers effectively at Kings’
a.1 binary
Binary is a number system that only uses two digits: 1 and 0. All information that is processed by a computer is in the form of a sequence of 1s and 0s.
a.2 hexadecimal The hexadecimal numeral system, often shortened to hex, is a numeral system made up of 16 symbols (base 16)).
a.3 ASCII Code ASCII is a 7-bit code, meaning that 128 characters (27) are defined.
a.4 Moore's Law The observation that the number of transistors in an integrated circuit doubles about every two years.
Stretch your vocabulary
a.1 biometrics
Have time
Used to identify an individual digitally including fingerprint and retina scanning.
a.2 hacking Third party activity that compromises computer hardware, devices and networks.
a.3 zip file
Take up limited storage space and can be transferred to other computers more quickly than uncompressed files.
a.4 firewall A barrier that sits between a private internal computer network and the public internet.
a.5 data analytics Analysis of raw data to identify any meaningful patterns.
a.6 malware Short for Malicious Software. Malware can be various different programs which will try to do something unwanted to your computer.
1.1 control system
A control system is a system where we want to control the output of devices. We can do this in a variety of different ways including the use of sensors.
1.2 Flowol Flowol is a software app that allows students to learn how to control devices by creating flowcharts.
1.3 sequence
1.4 process
1.5 decision
A particular order in which related things follow each other.
A process is another name for a set of tasks or steps to be carried out in the correct sequence.
When you ask a question and the answer is either YES or NO, then you are making a decision about which path to follow in a flowchart.
1.6 input and output
1.7 subroutine (subprogram)
Control systems may require information to come into the system (a reading from a sensor) or to go out (to start a machine).
A subroutine is a smaller process used by a larger process. When the smaller process has finished, the larger process that used it continues from where it left off.
1.8 sensor
1.9 actuator
A sensor is a device that records changes in data. A light diode detects changes in how bright the light is outdoors. Data from sensors is used elsewhere in the systems.
An actuator is a part of a machine that controls another device. An actuator and a sensor may be part of the same machine.
1.10 variable
A variable is a name given to data in your flowchart that you may want to change. You can use maths operators on variables: add (+), subtract ( -), multiply (x), divide (/) to change data.
Using variables in Flowol
A variable can be initialised with a starting value
The value of a variable can be increased or decreased in a computer program
The value of a variable can be checked in a computer program and used to make decisions
Flowchart Basics:
Animation Knowledge Base: Computing
1.1 animation
1.2 stop-frame animation
A technique used to make objects and drawings appear as if they are moving.
A technique in which many photographs are taken of objects, with small movements in between.
1.3 flip-books A simple example of an animation.
1.4 animator
3. Animation Key Terms
3.1 story boards
3.2 consistency
3.3 onion skinning
Someone who specialise in the creation of animations.
1.5 pivot An easy to use animation that uses stick figures.
2. Animation Types
2.1 traditional animation
2.2 stop-frame animation
• A picture is hand drawn on a piece of paper. It is then redrawn on a different piece of paper with a slight alteration. Each piece of paper is then photographed. Displaying the photographs in sequence quickly will make the pictures look like they are moving.
• Objects are created using models. Each object is photographed before being moved slightly and photographed again. Displaying the photographs in sequence quickly will make the objects look like they have come to life.
3.4 frame
3.5 illusion
3.6 duplicate
3.7 editing
3.8 background
3.9 stick figure
• A sequence of drawings, typically with some directions and dialogue, representing the shots planned for a film or television production.
• An agreement or harmony of parts or features to one another or a whole a common theme.
A technique whereby the shadow of a previously drawn frame can be seen on the next picture. This helps the animator draw the next frame so that the images in the final animation are smooth. (See Fig 1)
• Each single picture or page in an animation.
• Something that is not how it appears to be (a trick).
• To make an exact copy of something.
• The process of making changes to text or film.
• A non-moving image that appears behind the animated images.
• A simple drawing of the human form, composed of a few lines, curves and circles.
Stretch your vocabulary
a.1 decompose
a.2 bitmap
a.3 vector
2.3 computer animation
• Computer generated graphics, imagery or models are animated with the use of computer software. 2D animations are created from vector graphics made out of shapes and layers (flat graphics).
3D animations are created from skeletal models which include bones and joints that can be made to rotate and bend.
a.4 squashing
a.5 stretching
• To break something down into smaller chunks.
• Bitmap graphics are made from pixels. Resizing will cause loss of quality, not to be used in animations.
• Vector graphics are made from shapes. They resize without any loss of quality. Colours of individual shapes can be changed. Used to create clean, smooth animations.
• Squashing a graphic will create the illusion of weight and contact.
• Stretching a graphic will create the illusion of speed. A slow-in and out of frames can be used to build and reduce momentum.
1. Overview of Animation
Microbits Knowledge Base: Computing
1. Computational Thinking
1.1 computational thinking Considering a problem in a way that a computer can help us to solve it.
1.2 decomposition Breaking down a complex problem into smaller parts.
1.3 abstraction Reducing unnecessary detail and focusing on the important parts of a system.
1.4 algorithms Developing instructions to solve a problem; the steps or rules to complete a task.
1.5 evaluation Considering If the solution is ‘fit for purpose’.
2. Algorithms
2.1 algorithm A set of instructions, steps or rules to solve a problem or complete a task.
2.2 pseudocode A way of writing algorithms that uses plain text English.
2.3 flowcharts A diagram that represents an algorithm using standard symbols.
2.4 programming The process of writing computer code to create a program; translating the steps in an algorithm into a language that the computer can understand so the problem can be solved.
Micro:Bit A miniature computer which is fully programmable.
3.2 compile The process of translating our program code into machine code.
3.3 accelerometer A component of the Micro:Bit which can sense movement.
3.4 Sequence Putting instructions in a suitable order for your program to function properly.
3.5 iteration Repeating something – either using Forever, For, While or Repeat.
3.6 selection A decision within a program which can either be Yes/No, True/False
Stretch your vocabulary
a.1 logical reasoning Applying rules to solving problems, using existing knowledge to make predictions, explaining why something is the way it is.
a.2 cryptography Used to send messages so they can only be read by the intended recipient.
a.3 cipher Used to scramble and descramble messages and information.
a.4 Atbash cipher A very old cipher used with the Hebrew alphabet.
a.4 Pigpen Cipher A symbol substitution cipher used in 18th Century which substituted each letter of the alphabet with a symbol.
a.5 Caesar Cipher A shift cipher first used by Julius Caesar 58BC.
a.6 Alan Turing A mathematician, cryptographer, and a pioneer of computer science, who may best be known for his work at Bletchley Park during World War II, and his part in breaking the German Enigma code.
a.7 Enigma An encryption device developed and used by Nazi Germany during World War II.
1. Introduction to Spreadsheets
1.1 spreadsheets Are used to store information and data.
1.2 uses of spreadsheets
• Budget tracker Stock tracking of a business Money use in a business Teacher may use it to keep a record of pupils’ grades.
1.3 formula Formulas are used to work out calculations.
1.4 active cell
1.5 row
1.6 columns
1.7 values
When you click on a cell to choose it, it becomes the active cell and has a thick black line around it.
The grid has rows labelled with numbers. A row goes across the grid.
The grid is made up of columns that are labelled with letters. A column goes down the grid.
Values are the numbers we have to put into a spreadsheet so that it can do calculations for us.
2. Functions in Spreadsheets
2.1 function
When you add a word to a formula (e.g. SUM) then it becomes a function. Each function performs a specific task.
2.2 SUM Adds up a range of selected cells.
2.3 MIN Finds the minimum value of selected cells.
2.4 MAX Finds the maximum value of selected cells.
2.5 AVERAGE Finds the average of selected cells.
3. Symbols in spreadsheet
3.1 = All formulas start with an equals.
3.2 + This symbol
3.5
4. Key words
worksheet A collection of cells organized in rows and columns.
cell A box in which you can enter a single piece of data.
sort The arrangement of data into a specific sequence. E.g. A-Z, smallest to largest.
ascending Arranged in a series that begins with the least or smallest and ends with the greatest or largest.
descending Arranged in a series that begins with the greatest or largest and ends with the least or smallest.
labels Labels are pieces of text that we add to the spreadsheet to give us information about the numbers.
formatting To change the appearance, layout or organisation of a spreadsheet.
graphs and charts A visual representation of data from a worksheet that can bring more understanding to the data than just looking at the numbers.
Stretch your vocabulary
a.1 IF statement
The Excel IF Statement tests a given condition and returns one value for a TRUE result and another value for a FALSE result.
a.2 V lookup ‘Vertical Lookup'. It is a function that makes Excel search for a certain value in a column (the so called 'table array'), in order to return a value from a different column in the same row.
a.3 macro
a.4 absolute cell reference
a.4 conditional formatting
a.5 data types
An action or a set of actions that you can run as many times as you want. When you create a macro, you are recording your mouse clicks and keystrokes.
A cell reference that does not change when the cell is moved, copied or filled.
A feature of Excel which allows you to apply a format to a cell or a range of cells based on certain criteria.
A particular kind of data item, as defined by the values it can take, e.g. numbers, text, date.
1. Perform Very Successfully Physical 1.1 gesture A defined movement which clearly communicates meaning.
1.2 eye contact When two people look directly into one another’s eyes, or at a fixed position.
1.3 posture The position of a person's body when standing or sitting.
1.5 emphasis Stress on a particular word or phrase within a sentence to indicate importance or change meaning.
1.6 projection The strength of speaking whereby the voice is used loudly and clearly. Space 1.7 levels Can be used to suggest different locations, status and authority one character has over another.
1.8 proxemics The way space/distance between characters on stage is used to represent the relationship between them.
1.9 stage presence Is the energy, or charisma and appeal, that an artist has whilst performing
tragedy Drama based on human suffering, where a terrible fate befalls a character.
T2 chorus A group of actors who describe and comment upon the main action of a play with a collective voice. 2.4 T2 prologue The opening to a story that establishes the context and gives background details.
2.5 T3 exodus The final scene of a Greek play, often linking back to the prologue and explaining the moral. 2.6 T3 amphitheatre An open-air circular or oval performance space with tiered seating for the audience.
Providing the audience with background information or commentary on the action of the play.
choral speaking/ movement A group of people speaking/moving together or sharing a speech.
3. Drama Key Vocabulary
Knowledge Base: Drama
Proxemics = How close or far away characters are from each other on stage
Proxemics and status are used very closely together in the pantomime genre to help to inform audience members of the relationships between the characters.
For example; the evil step sisters in ‘Cinderella’ would be stood close together to show their close relationship, and far away from Cinderella to show that those characters didn’t get on. Further key vocabulary
check
clocking When an actor makes direct eye contact/interacts with the audience to emphasise/include them in a comic moment.
role play To perform a character, different from ourselves, in a way that our audience believe they are real.
timing The moment when an actor chooses to pause, clock the audience, or deliver their line/movement for optimum effect.
1. Perform Very Successfully
Physical 1.1 gesture A defined movement which clearly communicates meaning.
1.2 facial expression The way the muscles in your face are used to communicate how you feel.
1.3 gait The way a character walks.
Vocal 1.4 tone Suggests your mood or intention towards the listener.
1.5 pause A moment of stillness to create tension.
1.6 pitch
Speaking in a high, low or natural voice. Can communicate characters age, emotions, background.
Spatial 1.7 levels Can be used to suggest different locations, status and authority one character has over another.
1.8 mime Demonstrating the weight, size & shape of an object, without it being physically present.
1.9 pace Is the energy or speed of movement of individual/s, which impacts the atmosphere of a scene.
2. Unit key vocabulary 1.10
hot seating When a character steps out of the drama and answers questions from an audience whilst staying in role.
3. Drama key vocabulary
1.15 T2 aside A remark that is intended to be heard by the audience but unheard by other characters.
1.16 T2 characterisation The act of changing your voice, movement, body language and gesture when in role throughout a performance.
1.17 T2 protagonist The leading character or one of the main characters within a play or performance.
1.18 T2 In-the-round A form of theatrical staging in which the acting area, which may be raised or at floor level, is completely surrounded by the audience.
1.19 Shakespeare • Born in Stratford Upon Avon in 1564
• Died in 1616
• It is thought that he wrote 37 plays and 154 sonnets 1.20 Themes in The Tempest
• Po wer
• Justice
• Freedom
• Love
• Forgiveness
• Revenge
1.21 Key Characters
• Prospero (protagonist)
• Miranda
• Antonio (antagonist)
• Prince Ferdinand
1.14
A line of verse containing 10 syllables. These syllables are delivered by a small beat followed by a larger beat e.g., da-DUM.
An idea or topic that recurs or is common throughout a piece of art, literature or drama.
comic book theatre A series of still images are created to tell a story- like a comic strip. Each image is given a ‘caption’.
• King Alonso
• Caliban
• Ariel
Costume Design Knowledge Base: Drama
1. Key Unit Vocabulary
Annotation A note by way of explanation or comment added to a text or diagram
Character A person in a novel, play, or film
Costume A set of clothes in a style typical of a particular country or historical period
Costume
Designer The individual in charge of designing the clothing elements worn by actors in a film or stage production
Context The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood
Design A plan or drawing produced to show the look and function or workings of a building, garment, or other object before it is made
Toile An early version of a finished garment made up in cheap material so that the design can be tested and perfected.
Sketch A rough or unfinished drawing or painting, often made to assist in making a more finished picture
Swatches A small sample of fabric intended to demonstrate the look of a larger piece
2. Costume Design Descriptive Vocabulary
Accessory A small article or item of clothing carried or worn to complement a garment or outfit
Colour The property possessed by an object of producing different sensations on the eye as a result of the way it reflects or emits light
Condition The state of something with regard to its appearance, quality, or working order
Fabric Cloth or other material produced by weaving or knitting fibres
Fastening A device that closes or secures something
Fit The particular way in which something, especially a garment or component, fits
Hairstyle The style in which someone's hair is cut and arranged
Item An individual article or unit, especially one that is part of a list, collection, or set
Make-up Cosmetics such as lipstick or powder applied to the face, used to enhance or alter the appearance
3. Peter Pan Plot
All children grow up. Except one. When leader of the Lost Boys, Peter Pan, loses his shadow during a visit to London, headstrong Wendy helps him re-attach it. In return she is invited to Neverland – where Tinker Bell the fairy, Tiger Lily and the vengeful Captain Hook await.
Bursting with magic, mischief, music and makebelieve, Sally Cookson’s wondrously inventive Peter Pan is a funny and moving version of a much-loved story for audiences of all ages.
4. Production Notes
Where? Olivier Theatre
When? 2017
What? National Theatre Adaptation of J.M. Barrie's Book
Director Sally Cookson
Costume Designer Katie Sykes
Wendy Eldest Darling Child
John Middle Darling Child
Michael Youngest Darling Child
Captain Hook Captain of the Neverland Pirates
Smee Captain Hook's second in command
Mr Darling Darling farther
Mrs Darling Darling Mother
Nana Darling pet dog and nanny
5. Main Characters
Peter Pan Leader of the Lost Boys.
Heroes Knowledge Base: Drama
1. Perform Very Successfully
Physical
1.1 body
1.2 facial expression
Non-verbal communication by movement or position, particularly facial expressions, gestures and the proxemics of actors on stage.
The way in which an actor’s face is moved or held, in which it conveys an emotion that tells us about the character and the way they react to a situation.
1.3 gesture A defined movement which clearly communicates meaning.
How hard or soft an actor's voice is when delivering lines to convey meaning e.g. a hard tone to communicate frustration or anger.
1.5 emphasis
1.6 pace
Stress on a particular word or phrase within a sentence to indicate importance or change meaning.
The speed at which lines are delivered. Speed of speech conveys how a character is feeling.
2.
1.10 T3 forum theatre Encourages audience interaction and explores different ways of presenting a story. 1.11 T2 still image Actors create an image using their bodies – with no movement.
1.12 T1 montage A sequence of images that tell a story.
1.13 T1 narration
1.14 T2 role play
Providing the audience with background information or commentary on the action of the play.
To perform a character, different from ourselves, in a way that our audience believe they are real.
1.15 T3 choral speaking An ensemble speaking or moving together or sharing a speech. 1.16 T2 split screen
When two scenes are taking place in different time zones and in different locations.
1.17 T2 hot-seating
When an actor is asked questions to which they answer in role. This enables them to explore situations and motivations for their character.
1.8 proxemics The use of space/distance between characters on stage used to represent the relationship between them.
1.9 levels Can be used to suggest different locations, status and authority one character has over another.
1.18 T1 characterisation
1.19 T2 improvise
1.20 T3 Augusto Boal
The act of changing your voice, movement, body language and gesture when in role throughout a performance
To create and perform spontaneously or without preparation.
Brazilian theatre practitioner who created the ’Theatre of the Oppressed’.
3. Drama key vocabulary
Vocal 1.4 tone
Spatial 1.7 facings The direction an actor faces within a scene.
Unit key vocabulary
4. Unit Context
Irena Sendler: Polish Holocaust hero Malala: Political and female education hero
Rosa Parks: Civil rights hero
Marcus Rashford: Social change (and football) hero
Greta Thunberg: Climate change hero
Word Classes
1.1 noun A name, place or thing.
1.2 proper noun A noun used to indicate a particular name (Jane, Wednesday) or place (Winchester). Proper nouns should have a capital letter.
1.3 abstract noun a noun that refers to a non-physical thing such as a feeling, idea or concept e.g. freedom, happiness, honesty.
1.4 concrete noun A noun that refers to a physical thing e.g. pen, table
1.5 verb A word indicating an action.
1.6 adjective A word which describes a noun or pronoun.
1.7 comparative adjective
1.8 superlative adjective
The change in suffix when comparing two or more objects. For most words with one syllable you can add the suffix – ‘er’. For most words with two or more syllables you can add the prefix more. e.g. long becomes longer and dangerous becomes more dangerous.
The change in suffix when comparing two or more objects. For most words with one syllable you can add the suffix – ‘est’. For most words with two or more syllables you can add the prefix most. e.g. long becomes longest and dangerous becomes most dangerous.
1.9 adverb A word which can describe an action or modifies a verb, adjective or another adverb e.g. He accidentally dropped the ball.
1.10 prefix Placed at the beginning of a word to modify meaning e.g. unhappy, reimagine.
1.11 suffix Placed at the end of a word to modify meaning e.g. happily. Imagined.
Literary Terminology
2.1 simile The comparison of one person or thing to another, using like or as. e.g. the room is like an oven or the room is as hot as the sun.
2.2 metaphor The comparison of one person or thing to another, using is/was/were. Sometimes ‘stronger’ than a simile. e.g. the room is an oven.
2.3 extended meta phor Metaphor or group of metaphors that continue throughout a text.
2.4 alliteration The repetition of the same letter or sound a the beginning of words next to or close to each other.
2.5 sibilance The repetition of the s sound at the beginning of words next to or close to each other.
2.6 personification Applying human characteristics to non-human things eg; animals, objects, nature.
2.7 onomatopoeia A word which means the sound it makes e.g. crash, buzz zoom.
2.8 pathetic fallacy Using nature and weather conditions to develop or establish a mood or tone, e.g. dark, rainy night.
2.9 symbolism Using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind (e.g., butterflies).
2.10 perspective A particular attitude towards or way of regarding something: a point of view.
2.11 juxtaposition The contrast of two or more ideas across a text (e.g., power vs helplessness).
2.12 emotive language When certain word choices are made to evoke an emotional response in the reader.
Expression and volume
Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend. Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend.
Phrasing Reads word by word in a monotone voice. Reads in two or three word phrases, not adhering to punctuation, stress and intonation.
Reads with volume and expression. However, sometimes, the reader slips into expressionless reading and does not sound like they are talking to a friend.
Reads with a mixture of runons, mid sentence pauses for breath and some choppiness. There is reasonable stress and intonation.
Reads with varied volume and expression. The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.
Reads with good phrasing, adhering to punctuation, stress and intonation.
Sentence stems for discussion prompts
0.2 “I would like to build on …’s point…”
0.3 “I would like to challenge this because…”
0.4 “whilst I understand your point, I think that…”
0.5 “That’s a really interesting point. Can you explain why you think…”
0.6 “If I’ve understood your view clearly, you believe that…”
Smoothness Frequently hesitates while reading, sounds out words, and repeats words or phrases.
Reads with extended pauses or hesitations. The reading has many rough spots.
Reads with occasional breaks in rhythm. The reader has difficulty with specific words and/or sentence structures.
Pace Reads slowly and laboriously. Reads moderately slowly. Reads fast and slow throughout reading.
Reads smoothly with some breaks, but self correct with difficult words and/or sentence structures.
Reads at a conversational pace throughout the reading.
0.7 “I understand your point however, I disagree because…”
0.8 “Can you expand upon your point?”
0.9 “Given your view on that, would also consider…?”
0.10 “I agree with… because…”
Characters
3.1 Arthur Pendragon Legendary British King who led the defence of Britain.
3.2 Merlin A powerful warlock, keeps his magical powers hidden as it is banned in Camelot.
3.3 Lancelot King Arthur's close companion and one of the greatest Knights of the Round Table.
3.4 Guinevere The wife of King Arthur.
3.5 Camelot A castle and court associated with the legendary King Arthur.
3.6 Excalibur The legendary sword of King Arthur, believed to have magical powers.
3.7 The Round Table King Arthur's table in the Arthurian legend, around which he and his knights sit.
Vocabulary
Vocabulary Definition
5.1 vengeance Noun: The act of doing something to hurt someone because that person did something that hurt you or someone else.
“He swore vengeance on everyone involved in the crime.”
5.2 valiant Adjective: possessing or showing courage or determination.
“she made a valiant attempt to fix the problem.”
5.3 righteous Adjective: morally right or justifiable.
“They made a righteous decision.”
5.4 desolation Noun: 1: a state of complete emptiness or destruction. 2: great unhappiness or loneliness.
Morphology and etymology
Features of legends
4.1 legend An old story that is widely believed but cannot be proved to be true.
4.2 mythical creatures Supernatural animals/beings. e.g. a dragon.
4.3 damsels in distress A young woman in danger.
4.4 quests A journey toward a specific mission or a goal.
4.5 chivalry Very polite, honest, and kind behaviour, especially from men towards women.
4.6 sorcery The use of magic for negative reasons.
Synonyms and similar words
Suffix ‘-ance’ = the action or process of doing something. revenge retribution retaliation reprisal
From the Latin ‘valere’ meaning ‘be strong’. courageous heroic brave valorous
Suffix ‘-ous’ = Turns a noun into an adjective. It means ‘full of’.
‘Dangerous’ means ‘full of danger’. honourable noble moral virtuous
Suffix ‘-ation’ = Turns a verb into a noun. bleakness misery gloom
The topic sentence uses words from the statement to answer the question.
Quotations are intentionally short and have deliberately been selected to answer the question.
Refer to page 23 of Chapter 1:
“Britain is in a desperate state.”
Is this statement true? Use evidence from the text to support your point of view.
It is clear that Britain is in a desperate state because Morpurgo shows the nation has been destroyed. This can be seen through the use of the nouns “ruin” and “desolation.” The noun “ruin” suggests things are not as they once were and that the country has been left in a desperate state since the death of the King. Furthermore, the noun “desolation” suggests images of a bleak wasteland which could imply that there is nothing positive left in the country so Britain is in a desperate state.
Use of causal connective “because” to extend and justify an initial point.
Accurate and correct use of literary terminology.
Uses analytical verb “suggests” to indicate deeper thought is happening as the pupil explores the quotation in relation to the theme of ‘desperate state’.
Writing a topic sentence
Introducing evidence
The end sentence refers back to the topic sentence. It analyses word choices and concludes the pupil’s point.
The additional connective “furthermore” shows a development of ideas and includes vocabulary which is relevant to the question.
Use words and phrases from the question or task to write your topic sentence. Remember to write using full sentences.
This can be seen… We learn this when… This is demonstrated by…
Making inferences implies suggests shows
Extending and justifying points furthermore… because… but… so…
Writing an end sentence
The end sentence should refer back to the topic sentence of your answer. You should include similar vocabulary to ensure that you conclude your point.
Model example
Critical Writing: Some useful sentence starters
Context
6.1 Shalott
6.2 Country music (Cash, Presley, Rogers)
6.3 Vernon Scannell (writer of ‘Nettles’)
6.4 Poker (‘The Gambler’)
Poetic Devices
7.1 stanza
7.2 enjambment
7.3 caesura
A fictional island close to the famous kingdom of Camelot. The 'Lady' lives in a castle on the island.
Genre of music popular in the southern states of the USA. Songs often follow a descriptive narrative and focus on the lives of characters.
A soldier during World War 2. His poetry often reflected his experiences at war. He believed that war never left a person’s memory.
A card game where players must make good decisions and attempt to keep their feelings hidden so they don't reveal which cards they are playing with.
Vocabulary
Vocabulary Definition Morphology and etymology Synonyms and similar words
8.1 harmonious Adjective: Free from disagreement. Tuneful.
“The employees had a harmonious working relationship.”
8.2 ambivalent
Adjective: Having mixed feelings or contradictory ideas about something or someone.
“Some loved her, some hated her, few were ambivalent about her.”
Suffixes ‘-ous’ or ‘-ious’ = to have the characteristics of’ something. Words with these suffixes are adjectives and are used to describe what something else is like. melodic congruous balanced agreeable
Prefix ‘ambi-‘ means ‘both’, and ‘valent’ ultimately derives from the Latin verb valēre, meaning ‘to be strong’. irresolute conflicting uncertain in two minds
7.4 end stopped line
A group of lines of poetry forming a unit e.g. a poetic paragraph
The continuation of a sentence of poetry across a line break or stanza.
A break in the middle of a line of poetry demarcated by a full stop, question mark, exclamation mark or ellipsis.
A line of poetry which concludes at the end of the line and is demarcated with a full stop, question mark or exclamation mark.
8.3 monstrous Adjective: having the ugly or frightening appearance of a monster, outrageously evil/wrong or extraordinarily large.
“They were not lovable, they were monstrous and violent.”
8.4 fractious
Adjective: irritable and quarrelsome or difficult to control.
“They fight and squabble like fractious children.”
The suffix ‘-ous’ means ‘full of’. When it is added to words ending in -e, the ‘e’ is removed and –ous is added, e.g. fame + -ous = famous. With words ending in -y pronounced /i/, the ‘y’ is changed to an ‘i’ and -ous is added, e.g. mystery + -ous = mysterious. grotesque horrifying tremendous immense
Suffix ‘-ation’ = Turns a verb into a noun. unmanageable disagreeable irritable unruly
The topic sentence uses words from the statement to answer the question.
Quotations are intentionally short and have deliberately been selected to answer the question.
Model example
Refer to the poem ‘The Sea’.
“’The Sea’ is a poem about the power of nature.”
Is this statement true? Use evidence from the poem to support your point of view.
It is clear that ‘The Sea’ is a poem about the power of nature because Reeves describes the sea as dangerous and unpredictable. This can be seen through the adjectives “clashing” and “giant.” The adjective “giant” is repeated in the poem and makes the sea seem huge and mighty which might suggest that nature is immense and powerful. Furthermore, the adjective “clashing” sounds fierce and ferocious which implies that it is dangerous and threatening. The way in which Reeves shows the sea as dangerous could show that nature is powerful.
Use of causal connective “because” to extend and justify an initial point.
Accurate and correct use of literary terminology.
Uses analytical verb “implies” to indicate deeper thought is happening as the pupil explores the quotation in relation to the theme of ‘power’.
Writing a topic sentence
Introducing evidence
The end sentence refers back to the topic sentence. It analyses word choices and concludes the pupil’s point.
The additional connective “furthermore” shows a development of idea and includes vocabulary which is relevant to the question.
Use words and phrases from the question or task to write your topic sentence. Remember to write using full sentences.
This can be seen…
We learn this when… This is demonstrated by…
Making inferences implies suggests shows
Extending and justifying points furthermore… because… but… so…
Writing an end sentence
The end sentence should refer back to the topic sentence of your answer. You should include similar vocabulary to ensure that you conclude your point.
Critical Writing: Some useful sentence starters
9.1 Possessive apostrophes: An apostrophe can be used to show that one thing belongs to (or is connected to) something. This is called a possessive apostrophe
Singular possession - when something belongs to only one person/thing.
Example - The cat’s tail was fluffy. Cat is a singular noun so you need to add an apostrophe and ‘s’ to show that the tail belongs to the cat.
Example - Charles’ cat was naughty. Charles is a singular noun that ends in an ‘s’, so you only need to add an apostrophe to show that the cat belongs to Charles.
Plural possession - when something belongs to more than one person/thing.
Example - The brothers’ feet were muddy. Brothers is a plural noun that ends in an ‘s’, so you don’t add another ‘s’ after your apostrophe. You can just add an apostrophe to show the feet belong to the brothers.
Example - The children’s toys were broken. Children is a plural noun but it doesn’t end with an ‘s’ so you need to add an apostrophe and ‘s’ to show that the toys belong to the children.
10.1 Homophones
Two or more words having the same pronunciation or sound but with different meanings.
Common homophone errors:
• Their – Is a possessive pronoun to show ownership
• There – is a preposition to denote the position of an object
• They’re – A contraction of they are
• to – Is used to show motion
• too - means ‘also’ or ‘extremely’ – The extra ‘o’ adds to the emphasis,
• two – is a number
9.2 Apostrophes for contractions:
You can use apostrophes to show that you have omitted (left out) some letters when you are joining words together.
Example - You can join the words ‘you’ and ‘are’ together
You + are = you’re
The apostrophe takes the place of the removed letters. In this example, the letter ‘a’.
Sometimes, you will need to rearrange the letters a bit when you contract the words.
Example - Will + not = won’t
Using contractions like these makes your writing more informal.
9.3 Its or it’s The word ‘its’ or ‘it’s’ can be written two ways, with two very different meanings.
We use it’s (with an apostrophe) for contracting ‘it is’ or ‘it has’.
Example - It’s sunny today.
We use its (without an apostrophe) for possession
Example - The dog scratched its ear.
10.2 Would have/ would of
10.3 Capital Letters
• Have is a verb which denotes an action.
• Of is a preposition which denotes the position of an object.
• Despite the words sounding similar when the modal verb “would have” is contracted to “would’ve” and therefore they sound similar.
• Every sentence should start with a capital letter.
• Use a capital letter for people’s names and the days of the week.
• Use a capital letter when you write about yourself using ‘I’.
Grammar
Grammar
The pupil begins with a simile stater to engage the reader with a clear visual comparison of the topic.
The pupil clearly demonstrates evidence of planning using a wide range of sensory description.
The pupil uses a range of synonyms to add varied and interesting vocabulary choices.
Write a description of the fruit available in the strawberry patch.
Like a sweet promise, you could smell ripe strawberries before you saw them, the fragrance mingling with the smell of sun on damp ground. It was the smell of June, the last day of school, when we were set free. I’d lie on my stomach in my favourite patches, watching the berries grow sweeter and bigger under the leaves. Scarcely bigger than a raindrop, each tiny wild berry was dimpled with seeds under the cap of leaves. From that vantage point I could pick only the reddest of the red, leaving the pink ones for tomorrow. Delicious!
This sentence has five words. Here are five more words. Fiveword sentences are fine. But several together become monotonous. Listen to what is happening. This writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant lilt, a harmony. I use short sentences. And I use sentences of medium length.
-Gary Provost
The pupils demonstrates accurate spelling of ambitious vocabulary.
The writer uses a range of sentence lengths and starters to add rhythm and variation to their description.
The description ends on a one word sentence.
12.1 Simile starter Like rubies glistening in a cave, the strawberries waited to be picked.
12.2 Double adjective start Bright and vibrant, the strawberries waited to be picked.
12.3 Triple noun/ adjective colon Fresh, sweet and delicious: the strawberries waited to be picked.
12.4 Not only but also Not only were the the strawberries waiting to be picked but they also looked tantalising.
12.5 So, so So vibrant, so tempting, the strawberries waited to be picked.
12.6 Adverb comma Tantalisingly, the strawberries waited to be picked.
12.7 Verb beginning Beckoning, the strawberries waited to be picked.
Model example
Sensory Description
Varying sentence lengths
Upgrade your sentences
Context
13.1 Culion Island The island where people with leprosy were kept.
13.2 Philippines, 1906 The setting of the novel, when there was not a cure for leprosy.
13.3 leprosy An infection caused by slow-growing bacteria. People with leprosy were separated from the rest of society. The condition was not originally understood.
13.4 segregation The action or state of setting someone or something apart from others.
13.5 Coron Island The island that people without leprosy were sent to. Ami is sent here when she is made to leave Culion.
Vocabulary
Vocabulary Definition
15.1 inherent Adjective: Existing within something as a permanent quality.
“They have an inherent sense of fair play.”
15.2 conformity Noun: To fit in with standards, rules or laws to behave in a way which is acceptable to society
“Everything has been done in conformity with the regulations.”
15.3 isolated Adjective: Far away from other places, buildings, or people; remote.
“The town remains a very isolated community.”
15.4 exemplify Verb: be a typical example of.
Characters
14.1 Nanay Ami's mother, a member of the 'touched' community.
14.2 Ama Ami's father who is not present in the novel.
14.3 Mr Zamora An evil government official who separates Ami from her Mother.
14.4 Ami/Amihan The protagonist, separated from her mother. Ami is sent to Coron.
14.5 Mari Ami's friend that she meets when she is moved to Coron Island.
14.6 Sister Clara A teacher at Ami's school from Culion. Ami does not enjoy Sister Clara's lessons and says they are ‘full of sins and devils’.
14.7 Sister Margaritte
A teacher at Ami's school from Culion. Ami listens to Sister Margaritte and thinks she is kind.
14.8 Kidlit A young boy who befriends Ami on Coron Island.
“Teachers expect their students to exemplify good behaviour at all time.”
15.5 integrity Noun:
1 the quality of being honest and having strong moral principles.
2 the state of being whole and undivided.
“He was a man of integrity.”
Morphology and etymology
late 16th century: from Latin inhaerent- ‘sticking to’, from the verb inhaerere, from in- ‘in, towards’ + haerere ‘to stick’
Suffix. –ity, The state or condition of Root word = form
A particular way in which something exists or appears
Synonyms and similar words
built-in Inbuilt integral intrinsic
The prefix con-, which means “with” or “thoroughly,” compliance with adherence to accordance with
From late Latin insulatus ‘made into an island’, from Latin insula ‘island’. solitary segregated secluded
The suffix -ify is used to form verbs with the meaning “cause to be” or “to make or cause to become” typify epitomize embody represent
The root of “integrity” is Latin, ‘integer’. That suggests the heart of the matter (integral), and an entirety. honesty virtuous righteous honourable
The topic sentence uses words from the statement to answer the question.
The topic sentences includes three adjectives to summarise the pupil’s understanding of the character.
Quotations are embedded in the paragraph and used to prove the topic sentence.
The pupils demonstrates accurate spelling of ambitious vocabulary.
Introducing evidence
Analysing Language:
How is Mr Zamora presented?
Mr Zamora shows two sides to his personality. He shows that he is cruel, unkind and uncaring when he punishes Datu by making him stand with his arms up for the whole lesson. We learn this when… But Mr Zamora can also be fascinating when he is talking to the pupils about his knowledge of lepidoptery as Ami describes him as “transfixing” when he is talking about the butterflies and even the boys are “listening intently” which suggests that they are fully engaged in what he has to say, despite his intimidating nature. Furthermore, Mr Zamora is extremely knowledgeable and enthusiastic so he communicates well, which makes him an effective teacher.
The end sentence refers back to the topic sentence. It analyses word choices and concludes the pupil’s point.
This can be seen… We learn this when… This is demonstrated by…
Making inferences implies suggests shows
Extending and justifying points furthermore… because… but… so…
Writing an end sentence
Accurate and ambitious use of vocabulary to show knowledge of the character.
because, but so is used to show increasing levels of understanding and exploration of the character.
The additional connective “furthermore” shows a development of ideas and includes vocabulary which is relevant to the question.
The end sentence should refer back to the topic sentence of your answer. You should include similar vocabulary to ensure that you conclude your point.
Model example
Critical Writing: Some useful sentence starters
1.1 Grendal A monstrous creature from the Anglo-Saxon epic poem Beowulf. He terrorizes a mead hall built by King Hrothgar until he is defeated by the hero Beowulf.
1.2 Ursula Monkton A villainous worm monster masquerading as a young woman in Neil Gaiman's Ocean at the End of the Lane
1.3 Mrs Coulter A charismatic but manipulative antagonist in Philip Pullman's His Dark Materials trilogy. She leads a powerful organization and seeks to control a mysterious substance called Dust.
1.4 Grand High Witch The main villain in Roald Dahl's children's book The Witches. She leads a coven of witches who plot to get rid of all children.
1.5 Professor Moriarty The arch-nemesis of Sherlock Holmes in the stories by Sir Arthur Conan Doyle. He's a criminal mastermind who frequently challenges Holmes' intellect.
Vocabulary
Vocabulary Definition
3.1 subvert (verb) To overthrow or undermine something, especially an established system or institution.
3.2 archetype (noun) A typical example or model of something.
3.3 antagonist (noun) A character or force that opposes the protagonist (main character) in a story.
3.4 exploit (verb) To take unfair advantage of something or someone for personal gain.
3.5 guise (noun) An outward appearance or manner that is assumed to disguise someone’s true identity or intentions.
Techniques
2.1 hyperbole An exaggeration used for emphasis, not to be taken literally.
2.2 anecdote A short, personal story used to illustrate a point.
2.3 ethos Credibility of the speaker/writer.
(Ex: Highlighting relevant experience or expertise)
2.4 pathos Appeal to emotions to persuade the audience.
(Ex: Using vivid imagery or stories to evoke feelings)
2.5 logos Appeal to logic and reason using facts, statistics, or data.
(Ex: Citing research or studies to support claims)
Morphology and etymology
Latin subvertere, meaning “to turn upside down, overturn.”
Composed of sub-, meaning “under” and vertere, meaning “to turn.”
Greek arkhêtypon, meaning “original pattern.” Composed of arkhē, meaning “beginning, origin” and typos, meaning “mark, impression.”
From Greek antagonistes, meaning “opponent, adversary.”
Synonyms and similar words
disrupt, sabotage, undermine
prototype, model, ideal
Composed of anti- (meaning “against”) and agonistes (meaning “competitor, contestant”). adversary, villain, foe
From Old French exploitier, meaning “to utilize, make use of.”
Latin explicare, meaning “to unfold, develop.”
Middle French guise, meaning “manner, custom.” Frankish wisa, meaning “way, manner.”
manipulate, misuse, mistreat
disguise, masquerade, facade
Use of verbs to prove how interested in the subject matter the pupil is.
The Ever-Present Eye: Why Sauron Reigns Supreme
Use of rhetorical questions to create a sense of unity with the audience.
Being a person who devours fantasy epics, I can tell you with certainty: Sauron, the Dark Lord of Mordor, casts a long shadow. The subject matter of villains might be vast, but Sauron beats all other powerhungry tyrant. We all know those, right? World leaders, fantasy villains and English teachers. Sauron’s on another level, seeking to immortally reign over the eternity of the known world.
Use of heading to set the tone of the essay.
Use of rule of three to present the bleak nature of power.
Imagine a world bathed not in sunlight, but in the oppressive glow of Sauron’s all-seeing eye. Watching you as you try to undo his grasp on power, slay his minions or even just eating your breakfast. If we allow this unchecked ambition to fester, what doom awaits us? A world choked by fear, individuality extinguished, and free will a distant memory. We must all act now! Take up arms and chase down anyone who wears too much fancy jewellery just in case. Question their motives, demand transparency. Sauron may be a fictional villain, but the dangers he embodies are chillingly real. By understanding the depths of his evil, we can safeguard the light of our modern world.
Writing from a point of view: Some useful sentence starters
Me: How does the subject matter impact you?
The other day I was... I still remember the time...
Being a person who...
You: How will this impact members of your audience ? We all know... You’ve obviously had this happen to you... You’ll have seen...
Us: How will this impact the whole of the UK/World/Humanity/ Civilisation?
You: What can your audience do to help with this issue and when do they need to do it ?
Me: How will you change your day to day after considering all this? How will it impact you going forward?
We must all...
It would be so simple...
We can’t just stand around and wait...
After all this I’ll...
Having considered all this, I’ll change my ways...
Despite all this I won’t
After all this I’ll...
Having considered all this, I’ll change my ways...
Despite all this I won’t
Use of phrases like “oppressive” and “all seeing” to create a sense of dread.
Use of verbs “choked” and “extinguished” to demonstrate the total control of Sauron.
Model example
Knowledge Base: English The Hound of the Baskervilles - Play
1.2 Dr Watson Sherlock Holmes' sidekick and assistant, he accompanies Sherlock on his cases and helps him solve them.
1.3 Inspector Lestrade Inspector Lestrade is a detective at Scotland Yard. He often consults Sherlock Holmes on his cases. Sherlock Holmes is sometimes rude about Lestrade, thinking him uneducated and dim-witted.
Techniques
3.1 stage directions The instructions to the director about how a stage should be set up OR the instructions given to the actors telling them how to speak and how to act. Normally these are in [square brackets]
3.2 entrances & exits When characters come onto the stage or leave the stage. Often this is done to achieve a specific effect.
3.3 lighting Lighting is used on stage to highlight particular characters, events or settings. The lighting is also used to help create a mood.
2.1 Victorian England The period of time between 1820 and 1914, so called because the monarch was Queen Victoria (for most of this time.) The time was defined by advances in science, but also for its strict class and gender hierarchy.
2.2 detective agencies
2.3 Scotland Yard
There were many private detective agencies all around the world in the 1800s and early 1900s. The police as we know it today did not exist to begin with, so many turned to private detective agencies to solve crimes.
The headquarters of the Metropolitan Police – this term is often used to refer to the London police force more widely who worked alongside Sherlock Holmes. 2.4 Gothic Fiction & the supernatural A genre of fiction that explores fear, the supernatural & the past being at odds with the present. Anything that cannot be explained by Science. Ghosts, magic, witchcraft, prophecies or demons for example
2.5 Science & Religion In Victorian England, most people were Christian. Advances in scientific discoveries in the Victorian era began to challenge what society believed about religion & the supernatural, for example, the Theory of Evolution. This suggested that humans evolved, and were not descended from Adam and Eve.
2.6 social class In Victorian society, one of the most important factors to a person's identity was their social class – this broadly means how wealthy a person was, with working class people having little money, and the upper classes being very wealthy. In The Hound of Baskervilles, the Baskerville family are upper class and the Barrymores are working class.
2.7 gender Gender is the contrast between men and women. In Victorian society, the second most important thing behind your social class was whether you were male or female. Women were not allowed to vote and were seen as second-class citizens. If you were working class and female, you were not seen as very important in society.
3.4 music & sound Sometimes the music is used to create a mood and sometimes sounds are used to help establish setting. i.e the sound of a train station.
3.5 props Important objects that are used to help establish character (i.e. Sherlock Holmes’ violin)
3.6 monologue A part of the play where one character is speaking, sometimes directly to the audience
4.3 deduction
Sherlock Holmes came to an
Secretive, attempting to avoid notice. With a furtive glance, the convict crept down the corridor.
Reaching a decision through thinking about the known facts. The detective solves the crime through the process of deduction.
4.4 amiable Pleasant and friendly He was an amiable and cheerful fellow.
4.5 hard-headed Practical and realistic, not sentimental. A practical, hard-headed man of business.
4.6 luminous Giving off a steady , glowing light. The moon glowed in a luminous way.
The Hound of the Baskervilles - Characters
1.1 Sherlock Holmes The famous private detective, who uses his powers of deduction to solve crimes.
The topic sentence uses words from the statement to answer the question.
Quotations are used to prove the topic sentence.
Uses analytical verbs “suggest,” “implies” and shows” to find meanings in the quotations.
Model example
Analysing Language:
How does Arthur Conan Doyle present the relationship between Sherlock Holms and Dr Watson?
The playwright presents the relationship between Holmes and Watson as a complex mix of mutual respect and friendly competition. There is clear admiration from Holmes, which can be seen when he states, “you excel yourself” and “a constant source of stimulation to me” which implies respect for Watson’s abilities. But, this is ruined by his later remark, “your mistakes...guided me towards the truth” however it can also be read as a playful jab. Holmes might be using this opportunity to playfully test Watson and encourage him to keep thinking. Watson craves Holmes’ approval, which is shown by his delight at the rare praise “Clearly delighted” and his disappointment when his deductions are thought to be mostly wrong “But that was all?”. This suggests a student-teacher relationship, so Watson aspires to learn from the brilliant Holmes. Furthermore, the audience might feel sympathetic for Watson’s eagerness to please and his disappointment at not meeting Holmes’ expectations.
Critical Writing: Some useful sentence starters
Writing a topic sentence
Introducing evidence
Accurate and correct use of literary terminology.
The additional connective “furthermore” shows a development of ideas and includes vocabulary which is relevant to the question.
The end sentence of both paragraphs links back to the topic sentence which answers the question and concludes the pupil’s point.
Use words and phrases from the question or task to write your topic sentence. Remember to write using full sentences.
This can be seen…
We learn this when… This is demonstrated by…
Making inferences implies suggests shows
Extending and justifying points furthermore… because… but… so…
Writing an end sentence
The end sentence should refer back to the topic sentence of your answer. You should include similar vocabulary to ensure that you conclude your point.
Autumn Term 1: Arthur: High King of Britain
Autumn Term 2: Narrative Poetry
Spring Term: The Island at the End of Everything -Writing
Spring Term: The Island at the End of Everything - Reading
Summer Term 1: Villains
Summer Term 2: The Hound of the Baskervilles
1a. Food safety and hygiene – 4 C’s
1a.1 cleaning Wash hands and clean work surfaces and equipment before cooking to kill harmful bacteria.
1a.2 cooking Cooking kills harmful bacteria. At 75°C most bacteria are killed.
1a.3 chilling Chilling below 5°C slows down bacteria multiplying. Store in fridge (05°C) or freezer (0--18°C).
1a.4 crosscontamination Bacteria is spread from one surface to another.
Allergies and food intolerances
2.1 allergic reaction An immune reaction that the body has to a food or substance. They can be life-threatening.
2.2 allergen A substance that causes an allergic reaction.
2.3 food intolerance When the body cannot break down certain foods. It can cause stomach pains, diarrhoea and vomiting.
Oxidation
3.2 raising agent Something that makes a mixture rise. For example, whisking, baking powder and yeast.
3.3 gluten The protein in flour that helps make dough elastic, helping it to rise.
3.4 kneading Movement to stretch the gluten in dough.
3.5 fermentation The reaction where yeast releases carbon dioxide.
3.6 setting When a mixture turns from liquid to solid.
1b. Food safety and hygiene – key temperatures
100°C Water boils
75°C All bacteria is killed. Cooked food is safe to eat at this temperature.
63°C Hot holding temperature. Bacteria cannot multiply.
5-63°C Danger Zone! Bacteria grow rapidly in this range
0-5°C Fridge temperature. Bacteria grow slowly.
0-18°C Freezer temperature. Bacteria are asleep (dormant).
1c. Food safety and hygiene – storage and preparation
2.
3. Food science
3.1 enzymic browning
reaction that takes place on the surface of fruits and vegetables, causing the food to turn brown.
4.1 bridge hold Form a bridge over the ingredient with your hand and put the knife underneath. 4.2 claw grip Curl fingers inwards and grip the food with your fingertips, keeping fingers away from the knife.
When a liquid stays below boiling point, bubbling gently. 4.4 rub-in Coating flour grains in fat using fingertips to make breadcrumbs. 4.5 glaze Liquid is used to form a smooth, shiny coating on food. 4.6 whisk To beat a mixture to add air and make it light.
4.7 sifting Passing flour through a sieve to remove lumps and add air.
4.8 knead To massage and push a dough to stretch and develop the gluten.
4.9 prove Allowing a bread dough to rise.
4.10 blend Making a mixture smooth by using a blender.
4.11 reduction sauce A sauce that uses boiling and simmering to thicken it.
6d.1 macronutrients
Nutrients that we need in large amounts. Fats, carbohydrates and protein.
6d.2 fat
6d.3 protein
6d.4 carbohydrate
6d.5 micronutrients
6d.6 fibre
6d.7 water
A macronutrient needed to give us energy.
A macronutrient needed for growth and repair.
A macronutrient needed to give us energy.
Nutrients that we need in small amounts. Vitamins and minerals.
A type of carbohydrate that keeps our gut healthy.
Helps to keep us hydrated. 6-8 glasses a day required.
Stretch your vocabulary a1 coagulation
The setting of protein in the presence of heat and/or acid.
calcium
iron
vitamin D
a5 phosphorus
A mineral that helps to support strong bones and teeth.
A mineral that helps to make red blood cells.
A vitamin that helps to absorb calcium to support strong bones and teeth.
A mineral that helps to support teeth and bones.
6a. Nutrition - energy balance
6b. Nutrition - energy balance 6c.
Don’t skip breakfast 6d. Nutrition
Knowledge Base: French
1. Bonjour – Basic Greetings
Salut! Hi! Bye!
Bonjour! Good morning!
Au revoir! Goodbye!
A plus! See ya!
2. Questions et réponses / Key questions & answers
Ça va? How are you?
Ça va bien, merci! Good, thanks!
Ça va très bien, merci! Very well, thanks!
Pas mal, merci! Not bad, thanks!
Non, ça ne va pas! No, not good!
Ça s’écrit comment? How do you spell that?
Ça s’écrit… You spell it…
Comment t’appelles-tu? What’s your name?
Je m’appelle… My name is…
Quel âge as-tu? How old are you?
J’ai….ans. I am… years old.
C’est quand ton anniversaire? When is your birthday?
Mon anniversaire, c’est le….. My birthday is…
8. Giving opinions
C’est intéressant. It's interesting.
C’est nul. It's rubbish.
C’est ennuyeux. It's boring.
Je me présente
4. Les mois / Months
janvier January
février February
mars March
avril April
mai May
juin June
juillet July
août August
septembre September
octobre October
novembre November
décembre December
6. En classe / Classroom language
Est-ce que je peux avoir..? Can I have …? un stylo a pen un cahier a book
Comment dit-on …… en français? How do you say …. in French?
Comment dit-on …… en anglais? How do you say … in English?
Est-ce que vous pouvez répéter s’ilvous-plait?
5. Les jours de la semaine / Days of the
Can you repeat, please?
7. Saying what you like and dislike
J’aime… I like…
J’adore… I love….
Je n’aime pas… I don’t like…
Je déteste… I hate…
Je préfère… I prefer…
le foot football
le rugby rugby
le tennis tennis
le vélo cycling
le skate skating
le judo judo
les jeux vidéo video games la danse dance la musique music la gymnastique gymnastics
1. Talking about animals
Tu as un animal?
Do you have a pet?
J’ai… I have…
un chat a cat
un cheval a horse
un chien a dog
un cochon d’Inde a Guinea pig
un hamster a hamster un lapin a rabbit
un oiseau a bird
un poisson rouge a goldfish
un serpent a snake
une souris a mouse
une tortue a tortoise
Je n’ai pas d’animal I haven’t got a pet
2. Les couleurs
blanc white rose pink
jaune yellow bleu blue
orange orange vert green
marron brown gris grey
rouge red noir black
3. Talking about your family
As-tu des frères et sœurs?
Do you have any brothers and sisters?
J’ai… I have…
un frère / deux frères a brother / two brothers
une sœur / deux sœurs a sister / two sisters
Je n’ai pas de sœur I haven’t got any sisters
Je n’ai pas de frère I haven’t got any brothers
Je suis fils unique I am an only child (m)
Je suis fille unique I am an only child (f)
C’est… It is…
mon père my dad
ma mère my mum
mes parents my parents
mon grand-père my grandfather
ma grand-mère my grandmother
mes grands-parents my grandparents
mon oncle my uncle
ma tante my aunt
mon cousin my cousin (m)
ma cousine my cousin (f)
6. Talking about nationalities and countries
l’Angleterre England la France France l’Ecosse Scotland
anglais – anglaise English français – française French écossais - écossaise Scottish
le Pays de Galles Wales la Belgique Belgium l’Irlande Ireland
gallois – galloise Welsh belge Belgium
4. Saying what you eat and drink
Qu’est-ce que tu manges…
What do you eat... une pizza a pizza
Qu'est-ce que tu bois… What do you drink... un sandwich au fromage a cheese sandwich
…pour le petitdéjeuner? ...for breakfast? un sandwich au jambon a ham sandwich
…pour le déjeuner? ...for lunch? Je bois… I drink…
Je mange.. I eat... un thé tea
une tartine bread and jam un chocolat chaud hot chocolate
un pain au chocolat a pain au chocolat un jus d’orange orange juice
des fruits fruit un café coffee des céréales cereal un coca coca cola
un croissant a croissant une limonade lemonade
une glace an ice-cream
7. The verb ‘être’ (to be)
Je suis I am
Tu es You are
Il est He is
Elle est She is
8. The verb ‘avoir’ (to have)
J’ai I have
Tu as You have
Il a He has
Elle a She has
5. Saying where you live
Où habites-tu? Where do you live?
J’habite… I live…
dans un château in a castle
dans un appartement in an apartment
dans une maison in a house
dans une ferme in a farm
à la campagne in the country
à la montagne in the mountains
au bord de la mer by the sea
dans une ville in a town
dans un village in a village 2 dans la forêt in the forest
C’est perso Knowledge Base: French
1. Moi et les autres / Me and others
je suis I am
je ne suis pas I am not beau/belle good looking
branché(e) trendy
charmant(e) charming cool cool
curieux/curieuse curious de taille moyenne average height drôle funny
généreux/généreuse generous
gentil(le) nice / kind
grand(e) tall
impatient(e) impatient
intelligent(e) intelligent modeste modest
petit(e) small
poli(e) polite
4. avoir / to have
j’ai I have tu as you have (singular/ informal)
il/elle/on a he/she has/we have nous avons we have vous avez you have (plural/ formal)
ils/elles ont they (m/f) have
2. Les yeux et les cheveux / Eyes and hair
j’ai
I have
tu as you have
il/elle a he/she has
mon ami(e) a my friend has…
J’ai les yeux bleus/ verts/gris/marron. I have blue/ green/ grey/brown eyes.
J’ai les cheveux… I have…hair.
longs/courts/mi-longs long/short/ medium-length frisés/raides curly/straight blonds/bruns/noirs/ roux blond/brown/ black/red
5. être / to be
je suis
I am
tu es you are (singular/informal)
il/elle/on est he/she is/we are nous sommes we are vous êtes you are (plural/formal)
ils/elles sont they (m/f) are
3. Les mots essentiels / High-frequency words à at et and aussi also mais but très very trop too assez quite un peu a little pourquoi? why? parce que because beaucoup (de) a lot (of) tous les jours every day toujours always aujourd’hui today pardon excuse me merci thank you est-ce que (tu)…? do (you)…? qu’est-ce que (tu)…? what do (you)…? qui? who?
avec with
Knowledge Base: French
1. Les matières scolaires / School subjects
le français French
le théâtre drama
l’anglais (m) English
la géographie/la géo geography
la musique music
la technologie technology
l’informatique (f) ICT
l’EPS (f) PE
l’histoire (f) history
les arts plastiques (m) art les mathématiques/maths (f) maths
les sciences (f) science
2. Les raisons / Reasons
C’est… It is… intéressant interesting
ennuyeux boring facile easy difficile difficult génial great nul rubbish marrant funny
On a beaucoup de history devoirs. We have lots of homework. maths
Le/La prof est sympa. The teacher is nice.
Le/La prof est trop sévère. The teacher is too strict.
3. Quelle heure est-il? / What time is it?
Il est… It is…
huit heures eight o’clock
huit heures dix ten past eight
huit heures et quart quarter past eight
huit heures et demie half past eight
neuf heures moins vingt twenty to nine
neuf heures moins le quart quarter to nine
midi midday
minuit midnight
midi/minuit et demi half past twelve
4. L’emploi du temps / The timetable
À neuf heures, j’ai… At 9 o’clock I have…
le matin (in) the morning
l’après-midi (in) the afternoon
le mercredi après-midi on Wednesday afternoon
la récréation/récré break time
le déjeuner lunch
5. La journée scolaire / The school day
On a cours (le lundi). We have lessons (on Mondays).
On n’a pas cours… We don’t have lessons…
On commence les cours à… We start lessons at…
On a quatre cours le matin. We have four lessons in the morning.
On étudie neuf matières. We study nine subjects.
À la récré, on bavarde et on rigole. At break, we chat and have a laugh.
On mange à la cantine. We eat in the canteen.
On finit les cours à… We finish lessons at…
On est fatigués. We are tired.
6. Qu’est-ce que tu manges? / What do you eat?
Je mange… I eat/I’m eating… du fromage cheese du poisson fish du poulet chicken du steak haché beefburger du yaourt yoghurt de la pizza pizza de la purée de pommes de terre mashed potatoes de la glace à la fraise strawberry ice-cream de la mousse au chocolat chocolate mousse de la tarte au citron lemon tart des crudités chopped raw vegetables des frites chips des haricots verts green beans
1. Les ordinateurs et les portables / Computers and mobile phones
Qu’est-ce que tu fais… What do you do/are you doing… avec ton ordinateur? on your computer? avec ton portable? on your mobile phone?
Je joue. I play/I’m playing games.
Je surfe sur Internet. I surf/I’m surfing the net.
Je tchatte sur MSN. I chat/I’m chatting on MSN.
Je regarde des clips vidéo. I watch/I’m watching video clips.
Je télécharge de la musique. I download/I’m downloading music.
J’envoie des SMS. I text/I’m texting.
Je parle avec mes amie(e)s/mes copains/mes copines. I talk/I’m talking to my friends/mates.
J’envoie des e-mails. I send/I’m sending e-mails.
2. La fréquence / Frequency
quelquefois sometimes tout le temps all the time
souvent often de temps en temps from time to time
tous les jours every day une fois par semaine once a week
tous les soirs every evening deux fois par semaine twice a week
7. Les mots essentiels / High-frequency words
sur on d’habitude usually en (été) in (summer) d’abord first of all quand when ensuite then/next tout/toute/tous/toutes all puis then/next par (deux fois par semaine) per (twice per week)
3.
Le sport / Sport
Je joue… I play… au foot(ball) football au basket basketball au hockey hockey au billard billiards/snooker au rugby rugby
au volleyball volleyball au tennis tennis
sur la Wii on the Wii au tennis de table/au ping-pong table tennis
à la pétanque/aux boules boules
Tu es sportif/sportive? Are you sporty?
Je suis (assez) sportif/sportive I’m (quite) sporty.
Je ne suis pas (très) sportif/sportive. I’m not (very) sporty.
Mon sportif/Ma sportive préféré(e) est…
My favourite spotsman/ sportswoman is…
le soir/le weekend in the evenings/ at the weekends
le samedi matin/ après-midi/soir on Saturday mornings/ afternoons/evenings
J’aime… I like…
…retrouver mes amis en ville. …meeting my friends in town.
…regarder la télévision (la télé). …watching TV.
…jouer sur ma PlayStation. …playing on my PlayStation.
…écouter de la musique. …listening to music.
…faire les magasins. …going shopping.
…faire du sport. …doing sport.
…jouer au football. …playing football.
…traîner avec mes copains. …hanging out with my mates.
…téléphoner à mes copines. …phoning my mates.
4. Qu’est-ce que tu fais? / What do you do?
Je fais du judo. I do judo.
Je fais du parkour. I do parkour.
Je fais du patin à glace. I go ice-skating.
Je fais du roller. I go roller-skating.
Je fais du skate. I go skateboarding.
Je fais du vélo. I go cycling.
Je fais de la danse. I do dance.
Je fais de la gymnastique. I do gymnastics.
Je fais de la natation. I go swimming.
Je fais de l’équitation. I go horseriding.
Je fais des promenades. I go for walks.
5. Quand? / When?
en été in summer
en hiver in winter
quand il fait beau when it’s good weather quand il fait chaud when it’s hot quand il pleut when it rains quand il fait froid when it’s cold une fois par semaine once a week deux fois par semaine twice a week
6. Qu’est-ce que tu aimes faire? / What do you like doing?
1. Là où j’habite / Where I live
Qu’est-ce qu’il y a…? What is there…?
Il y a… There is… un café a café
un centre commercial a shopping centre
un centre de loisirs a leisure centre
un château a castle
un cinéma a cinema une église a church
un hôtel a hotel
un marché a market
un parc a park
un restaurant a restaurant
un stade a stadium
une patinoire an ice rink une piscine a swimming pool des magasins shops des musées museums
Il n’y a pas de… There isn’t a…
There are no
Il n’y a pas de château / café. There isn’t a castle / a café.
Il n’y a pas d’église. There isn’t a church.
2. Les opinions / Opinions
Tu aimes ta ville / ton village? Do you like your town / village?
3. Les directions / Directions
Pardon… Excuse me…
Où est…? Where is…?
Où sont…? Where are…?
In my view…
Je pense que… I think that… À mon avis…
C’est… It’s…
bien good
super great joli pretty intéressant interesting
ennuyeux boring vraiment nul really rubbish trop petit too small
J’aime ça. I like that.
J’adore ça. I love that.
Tu es d’accord? Do you agree?
Oui, je suis d’accord. Yes, I agree.
Non, je ne suis pas d’accord. No, I disagree.
5. Frequency
d’habitude usually normalement normally quelquefois sometimes tous les weekends every weekend
C’est… It’s...
à gauche left à droite right
tout droit straight on au carrefour at the crossroads entre between derrière behind devant in front of
4. Où vas-tu le weekend? / Where do you go at the weekend?
Où vas-tu le weekend? Where do you go at the weekend?
Je vais… I go... au café to the café au centre commercial to the shopping centre au stade to the stadium
à la piscine to the swimming pool
à la patinoire to the ice rink à l’église to the church
6. Qu’est-ce qu’on peut faire à…? / What can you do at/in…?
On peut… We can…
aller au concert go to a concert faire du bowling go bowling
faire du roller go roller-skating faire du skate go skateboarding
faire du vélo go cycling
faire une promenade en barque go on a boat trip
jouer au babyfoot et au flipper au café play table football and pinball at the café
manger au restaurant eat at a restaurant
visiter les jardins / les monuments / les musées visit gardens, monuments, museums
7. aller – to go
je vais I go
tu vas you go (singular, informal)
il/elle/on va he/she goes/we go
nous allons we go
vous allez you go (plural, formal)
ils/elles vont they go
8. pouvoir – to be able
je peux I can/am able
tu peux you can/are able (singular, informal)
il/elle/on peut he/she can/is able; we can/are able)
nous pouvons we can/are able
vous pouvez you can/are able (plural, formal)
ils/elles peuvent they can/are able
9. vouloir – to want je veux I want
tu veux you want (singular, informal)
il/elle/on veut he/she wants/we want
nous voulons we want
vous voulez you want (plural, formal)
ils/elles veulent they want
Amazing World Knowledge Base: Geography
1. Types of Geography
1.1 physical Natural features or events including landforms and features e.g. rivers, coasts, rainforests.
1.2 human Where and how people live. e.g .population, cities, rural, urban, settlements.
1.3 environmental Human and physical geography linked together. Including environmental pollution.
2.1 geographical characteristics
2.2 ecosystem
Distinguishing features or quality; it is something that makes a place different from others. e.g temperature, vegetation, population size.
An area where plants, animals, and other organisms, as well as weather and landscapes, work together to form a bubble of life.
2.3 tundra biome A place where the ground stays frozen for most of the year and there is very little precipitation.
2.4 glacier A slowly moving mass or river of ice formed by the accumulation and compaction of snow.
2.4 hot desert biome Also known as arid (meaning dry) deserts, the temperatures are warm and dry year-round.
2.6 precipitation Water that falls to the earth as hail, mist, rain, sleet, or snow.
2.7 geographical evidence Facts and figures that provide information about the physical, human and environmental geography.
2.8 climate graphs These show average monthly rainfall and temperatures typically experienced in a particular location. The temperature is shown on a line graph, and rainfall on a bar graph.
2.9 Describing locations WAGOLL : Svalbard is in the Northern Hemisphere on the continent of Europe. It is located 78º North of the Arctic circle. It is a group of Islands in the Arctic Ocean.
3. Locational information
3.1 equator
3.2 hemisphere
3.3 continent
An imaginary line that runs east and west around Earth’s middle. The equator is also called 0° latitude.
The earth is a sphere. The equator divides the earth - places north of the equator are in the Northern Hemisphere. Places south of the equator are in the Southern Hemisphere.
Large solid area of land made up of many countries (Africa, Asia, Europe, North America, South America, Antarctica, Oceania)
4. Understanding geographical cause and effect
4.1 cause Something that results in an effect e.g. heavy rain caused flooding.
4.2 effect
A positive or negative change which is a result of a cause. E.g. the effect of an earthquake was damaged buildings.
4.3 environmental Related to the natural world.
4.4 economic Related to making money (economy) and jobs (employment).
4.5 social Related to people’s wellbeing.
4.6 climate change
A change in the typical weather for a region over a long period of time. Linked to increased amounts of carbon dioxide from the burning of fossil fuels e.g. oil, gas.
4.7 sustainability
The idea that humans must interact with their environment in a way that ensures there will be enough resources left for future generations.
2. Describing places
1.1 What is a map? Maps are pictures or digital representations of the Earth's surface.
1.2 Who is the Ordnance Survey?
1.3
What is a map symbol?
1.4 key
2. How do we locate places?
They are Great Britain’s national mapping agency - their maps are relied on by government, business and individuals.
Simple images, letters and abbreviations that show us human and physical features on a map.
Every map will have a key to show us what symbols mean and what scale the map is.
2.1 equator The imaginary line that circles the earth at 0° latitude.
2.2 northern hemisphere
2.3 southern hemisphere
2.4 latitude
2.5 longitude
2.6 prime meridian
2.7 continent
The half of the earth above the equator.
The half of the earth below the equator.
Imaginary horizontal lines that show how far north or south you are from the Equator (0°).
Imaginary vertical lines that show how far east or west a place is from the prime meridian (0°).
The line which runs through Greenwich in London. The Prime Meridian is 0° longitude.
Large solid area of land made up of many countries (Africa, Asia, Europe, North America, South America, Antarctica, Oceania).
3. How far, which direction, how high?
3.1 contour lines
3.2 scale
3.3 spot height
Lines drawn on maps that join places of the same height.
This is a ratio of the distance on a map to the real world distance. These help us to work out distances on maps.
The height above sea level in metres (A black dot with a number next to it on a map).
3.4 compass direction North, south, east, west. Also NE, NW,SE,SW.
Direction is given using compass point e.g. head in a northerly direction. X is to the West of Y.
3.5 relief
The height and shape of the land.
4. How do I use grid references?
4.1 grid reference
A position on a map that has been divided into squares. Similar to a coordinate (but without the comma!).
4.2 4 figure grid references
Used to pinpoint a location in a particular square. It is always given for the bottom left hand corner of the square (the South West corner). Read the horizontal line number first, then the vertical number.
4.3 6 figure grid references
These are used to pinpoint a location more accurately within a square. A six figure grid references splits a grid square up into ten sections along the bottom and the side.
Map Skills Knowledge Base: Geography
Is Dubai sustainable?
For Against
• Dubai metro transports people throughout the city – affordable travel and ecofriendly. Reduce the emission of singular vehicles.
• The Dubai Frame, a landmark building is an example of innovative design reducing energy consumption. The building is constructed in a way that maximises natural light and ventilation, reducing the need for air conditioning and artificial lighting.
• Dubai has secured second position in the Energy Transition category of the Green Future Index 2023 and ranks as sixth highest consumer of solar energy worldwide
• Construction of the Palm Islands have resulted in damage to the marine habitats, burying coral reefs and oyster beds.
• Desertification is a type of land degradation whereby fertile, farmable land in arid or semi-arid regions becomes unproductive. desertification is increasingly.
• UAE relies heavily on imports to support its rising population.
Svalbard
Physical Characteristics
Continent
Location
Biome / Climate
Temperature
Plants
Animals
Interesting Fact
Europe
78° north latitude and 20° east longitude.
Tundra
5ºC (summer) to -15ºC (winter)
Grasses, sedges, dwarf shrubs, some ferns, mosses, and lichens
Reindeer, Arctic fox, polar bear, walrus
The Northern Lights are visible during winter, and summer brings the “midnight sun”—sunlight 24 hours a day.
Does the Great Barrier Reef have a future?
Protection
The Australian and Queensland governments are implementing World Heritage Committee recommendations about protection and management of the Great Barrier Reef, including:
• Stopping dredging
• Reducing pesticides
• Providing new tough laws against poaching, protecting dugongs and turtles
• A $A40 million Reef Trust to provide investment towards improving water quality.
Human Characteristics
Population
Currency
Capital City
Kingdom
Language
Transport
Economy
Interesting fact
2500
Norwegian Krone Longyearbyen
Norway
Norwegian Snowmobile
Tourism, mining. research
More polar bears than people.
Threats
• Climate Change –coral have started to die as ocean temperatures are too warm
• Overfishing –more species in danger.
• The crown of thorns starfish eats coral. The number of these starfish has been increasing over recent years.
• Pollution –These chemicals poison the coral and cause it to die.
• Shipping accidents - have caused damage to coral.
• Tourism has damaged the reef
What is a Climate graph?
v.3 development
The study of the economy, or the part of a society that creates wealth. Wealth is not just money. Wealth comes from the production of goods and services, which people buy with money. People who study economics, called economists, look at how people create wealth, how they use it, and how different people get different amounts of it.
Any improvement in the standard of living and quality of life of people in a specific country. Social and economic indicators are used to measure a country’s level of development.
A system that creates, manages, analyses, and maps all types of data. GIS connects where things are with all types of descriptive information (what things are like there). This provides a foundation for mapping and analysis that is used in science and almost every industry.
Amazing World
1.5 birth rate The number of live births in a year for every 1000 people in the total population.
1.6 death rate The number of people in every 1000 who die in a year.
1.7 life expectancy The age to which an average person can be expected to live.
1.8 natural increase A population change that occurs when the number of births is larger than the number of deaths.
1.9 infant mortality
2.5
2.6
3. Settlements
3.1 urban Relating to a town or city.
3.2 rural Relating to the countryside.
3.3 urban sprawl The spreading of towns into the countryside.
3.4 sustainable settlements
3.5 greenfield site
Towns or cities that seek to minimise their impact on the environment.
A site which has never been built on before. e.g. Building housing on farmland.
3.6 Brownfield site A site that has previously been built on. e.g. Housing on an old factory site.
3.7 green space
3.8 urban opportunity
The rate of death during the first year of life as the number of deaths per 1,000 live births.
3.9 urban challenge
Areas of land with natural vegetation, like parks, woodlands, and gardens, that are accessible to the public and offer benefits like recreation, improved air quality, and biodiversity
A social, economic or economic benefit of living in a urban area e.g recreation, employment, easy transport.
A social, economic or economic problem created by a growing urban area e.g traffic pollution, lack of housing, loss of green space.
4.3 newly emerging economies (NEE)
Countries that have begun to experience high rates of economic development, usually with rapid industrialisation. (between $1,0036 and $12,775 per year) 4.4
– Opportunities and challenges of Urban Living Opportunities Challenges
• Social: Retail/shops for leisure, historical past, culture & community, places to eat, theatre, sports centres and cinema. Excellent transport links to London and the south coast. Winchester attracts an estimated 5.6 million visitors each year. Good education including schools, colleges and universities - An average of 79 per cent of Winchester pupils are successful in obtaining a minimum of five GCSEs at A* - C. (National average around 66%).
• Economic: GDP is about £6 billion. High employment rate: 83.1% of locals have jobs – significantly higher than the 73.7% national average. And gross weekly earnings of £824 are 27% above the UK average.
• Environmental: River Itchen, chalk grassland, Site of Special Scientific Interest, St Catherines Hill.
• Lack of Affordable Housing: average house price is £650,000 Low paid workers (often key workers) cannot buy homes in Winchester and must live outside and travel a long way to work.
• Traffic and air pollution: Traffic fumes are the main source of air pollution in Winchester. These harm people and ecosystems and can contribute to climate change.
• Litter and waste: There has been a 95% increase in fly tipping (dumping waste by roads). Litter is visually unpleasant for residents but also poses health risks and can damage ecosystems.
• Pressure on green space and historical areas: The demand for housing is putting pressure on green space(any vegetated land or water within an urban area e.g. parks, playing fields, woods and other natural areas). Farmland, golf courses and chalk down land is at threat of being lost due to home building.
Features
1.1 beach An area of sand or small pebbles deposited by waves.
1.2 bay A smooth curve of coast between two headlands.
1.3 headland Land that juts out into the sea.
1.4 cave An area of cliff that has been eroded.
1.5 arch The curved structure left behind when a cave is eroded through a headland.
1.6 stack A pillar left behind when an arch collapses.
1.7 stump The remains of an eroded stack.
1.8 wave-cut platform The flat rocky area left by the action of waves.
1.9 spit A strip of sand or shingle in the sea.
1.10 salt marsh A low-laying marshy area by the sea, with salty water from the tides.
1.11 bar
Where a spit grows across a bay, a bar can eventually enclose the bay to create a lagoon.
3. Processes
3.1 erode The wearing away of rocks, soil and stones by waves, rivers, wind and glaciers.
3.2 transport The carrying of material by rivers, sea and glaciers.
3.3 deposit To drop material that has been eroded.
3.4 longshore drift How sand and other materials is moved parallel to the coast.
3.5 attrition Rocks being carried by the river smash together and break into smaller, smoother and rounder particles.
3.6 abrasion Rocks carried along a river wear down the river bed and banks.
3.7 hydraulic action The process where breaking waves compress pockets of air in cracks in a cliff; the pressure may cause the crack to widen, breaking off rock.
3.8 solution
2.1 sea wall
A wall to keep the sea out. They are often curved to reflect the waves away. 2.2 groynes These trap sand and stop it being carried away. Sand also absorbs some of the wave’s energy.
2.3 rip-rap (rock armour) These are big rocks (sometimes in a cage). They soak up the wave’s energy. They can be used to protect sea walls and cliffs.
2.4 managed retreat This is when the shore line is allowed to erode with the sea. But in a controlled way.
2.5 beach nourishment This is when extra sand is added to the beach to build it up.
Chemical erosion caused by the dissolving of rocks and minerals by sea water.
3.9 backwash Water that flows back towards the sea after the swash has moved up the beach.
3.10 swash The forward movement of a wave up a beach.
4. Coastal Management
4.1 constructive wave A wave which deposits material on a coast line.
4.2 destructive wave A wave that removes material from a coast line.
4.3 coastal management
The way that the coastline is managed to protect the land behind it.
2. Coastal Defences
Coastal management
Coastal processes and landforms
Stretch your vocabulary
a hard engineering
The construction of something artificial to protect a coastline from erosion
b soft engineering Making use of the natural processes in order to protect the coastline from erosion.
c wave refraction Wave energy is reduced in bays as the water gets shallower
d rockfall
A fragment of rock breaks away from the cliff face, often due to freeze-thaw weathering
Destructive waves
Constructive waves
Continents
Knowledge Base: German
1.0 Hallo! Hello!
Guten Tag! Good day!
Guten Morgen! Good morning!
Guten Abend! Good evening!
Wie geht’s? How are you? gut, danke. Well, thank you.
nicht schlecht not bad nicht so gut not so well Tschüss! Bye!
Auf Wiedersehen! Goodbye!
Montag Montag
Freitag Friday
Samstag
Sonntag Sunday
1.1 Wie heißt du? What are you called?
Wie sagt man…? How do you say…?
Wie schreibt man das? How do you write it?
Ich heiße I am called das Mädchen girl der Junge boy die Frau woman der Mann man
Wie
1.3 Wo wohnst du? Where do you live?
Ich komme aus…. I come from
Deutschland Germany
Großbritannien Great Britain
Österreich Austria der Schweiz Switzerland
Ich wohne in I live in das Dorf village die Stadt town
Ich finde I find interessant interesting langweilig boring toll great es gefällt mir I like it
1.4 Herzlichen Glückwunsch Happy birthday!
Wann hast du Geburtstag? When is your birthday?
Ich habe im .. Geburtstag My birthday is in..
Januar January
1.5 We war das? Who was that? einundzwanzig 21
50
60
70 achtzig 80 neunzig 90 hundert 100 zweihundert 200 tausend 1000 sechsundvierzig 46 achtundneunzig 98 am ersten on 1st am zweiten on 2nd am dritten on 3rd am vierten on 4th am sechsten on 6th am siebten on 7th am achten on 8th am zwanzigsten on 20th am dreißigsten on 30th
2.1 Meine Familie My family
Hast du Geschwister? Do you have siblings?
Ich habe einen Bruder I have a brother
Ich habe eine Schwester I have a sister
Ich bin Einzelkind I am an only child
Ich habe keine Geschwister I have no siblings
Großmutter / Oma grandmother / granny
Mutter mother
Halbschwester half sister
Stiefschwester stepsister
Stiefmutter stepmother
Vater father
Großvater / Opa grandfather / grandpa
Halbbruder half brother
Stiefbruder stepbrother
Stiefvater stepfather
Eltern parents
Großeltern grandparents
Zwillinge twins
2.2 Meine Freunde My friends
Wie ist er / sie? What is he/she like? er ist he is sie ist she is freundlich friendly intelligent intelligent kreativ creative lustig funny faul lazy frech cheeky launisch moody egoistisch selfish schüchtern shy leise quiet auch also (gar) nicht not (at all) sehr very ziemlich quite
2.3 Farben und Aussehen
Colours and appearance
Was ist deine Lieblingsfarbe? What is your favourite colour? blau blue rot red gelb yellow violett violet orange orange grün green braun brown grau grey schwarz black weiß white
Wie siehst du aus? What do you look like? blond blond glatt straight lockig curly lang long kurz short mittellang medium-length er hat einen Bart he has a beard er hat einen Schnurrbart he has a moustache Sommersprossen freckles
haben to have
ich habe I have
du hast you have
er/sie hat he / she has
wir haben we have
ihr habt you all have
sie haben they have
Sie haben you (Mr/Mrs) have
sein to be
ich bin I am
du bist you are
er/sie ist he/she is
wir sind we are
ihr seid you all are
sie sind they are
Sie sind you (Mr/Mrs) are
wohnen to live
ich wohne I live
du wohnst you live
er/sie wohnt he/she lives wir wohnen we live
ihr wohnt you all live
sie wohnen they live
Sie wohnen you (Mr/Mrs) live
Mein Körper My body der Arm(e) the arm der Bauch the stomach das Bein(e) the leg der Fuß(e) the foot das Gesicht the face das Knie the knee der Kopf the head die Nase the nose die Ohren the ears der Rücken the back
Wie bist du? What are you like? groß tall
gutaussehend good- looking
klein small
muskulös muscular stabil gebaut stocky
schlank slim stark strong
schwach weak hübsch cute hässlich ugly
useful connectives and quantifiers aber but oder or und and ein bisschen a bit nicht so not so vielleicht perhaps zu too
useful sentences
Ich habe einen Hund I have a dog
Ich habe keine Katze I have no cat
Was ist dein Lieblingstier? What is your favourite pet?
Mein Lieblingstier ist das Kaninchen My favourite animal is the rabbit
Ich habe zwei Mäuse I have two mice
Ich bin klein aber stark I am small but strong Ihr Hund ist treu her dog is loyal Meine Füße sind groß My feet are big
Tiere
Hast du ein Haustier?
Animals
Do you have a pet?
Ich habe kein Haustier. I have no pet der Fisch(e) the fish der Hund(e) the dog der Vogel(“) the bird der Wellensittich(e) the budgie der Hamster the hamster das Kaninchen the rabbit das Pferd(e) the horse das Meerschweinchen the guinea-pig die Katze(n) the cat die Schlange(n) the snake die Spinne(n) the spider die Maus (e) the mouse
Ich mag I like
Ich mag ….. gar nicht I don’t like … at all
Sportarten Types of sport
der Sport sport
die Sportart type of sport
Ich gehe I go
Ich mache I do
Ich tanze I dance
Ich spiele I play
Ich tanze Ballett I do ballet
Ich spiele Basketball I play basketball
Ich spiele Federball I play badminton
Ich spiele Fußball I play football
Ich spiele Rugby I play rugby
Ich spiele Tennis I play tennis
Ich gehe ins Fitnesscenter I go to the gym
Ich gehe schwimmen I go swimming
Ich mache Yoga I do yoga
Ich mache Judo I doo
Ich mache Karate I do karate
Ich jogge I jog
Andere Hobbys Other hobbies
Was machst du in deiner Freizeit? What do you do in your free time?
Ich bastele I do craft
Ich gehe einkaufen I go shopping
Ich faulenze I laze around
Ich sehe fern I watch television
ich gehe ins Kino I go to the cinema
Ich lese I read
Ich male I paint
Ich chatte mit Freunden I chat (online) with friends
Ich höre Musik I listen to music
Ich fahre Rad I ride my bike
Ich fahre Skateboard I ride my skateboard
Ich tanze I dance
Ich spiele Videospiele I play videogames
Examples
Ich sehe jeden Tag fern I watch television every day
Mein Vater spielt oft Tennis My dad often plays tennis
Wir tanzen nie We never dance
Ich gehe ab und zu schwimmen I go swimming now and then
Yoga gefällt mir I like yoga
Ich spiele gern Basketball, denn es macht Spaß I like playing basketball because it is fun.
Ich gehe am Wochenende ins Kino. Es ist entspannend I go to the cinema at the weekend. It is relaxing.
Wie findest du…? What do you think of …?
Es ist It is anstrengend tiring entspannend relaxing schwierig difficult
Es macht Spaß It is fun
Es gefällt mir I like it
Es gefällt mir nicht I don’t like it denn because Wie oft? How often?
ab und zu now and then am Wochenende at the weekend
einmal pro Woche once a week
zweimal pro Woche twice a week
jeden Abend every evening
jeden Tag every day manchmal sometimes nie never nur only
selten rarely
1.0 Musikarten 1.0 Music types
Was für Musik hörst du gern? What music do you like to listen to?
die Musik music
die Musikart type of music
die elektronische Musik electronic dance music
der Hip-Hop hip-hop
der Indie indie music
die klassische Musik classical music
der Pop pop music
der Rap rap
der Rock rock music
der Schlager German pop
der Techno techno
2.0 How to express preferences
Ich höre gar nicht gern Rock. I don’t like listening to rock at all.
Ich höre gern Pop. I like listening to pop music.
Ich höre lieber Rap. I prefer listening to rap.
Ich höre am liebsten Hip- Hop. Most of all I like listening to hip-hop.
You can also start with am liebsten
Am liebsten spiele ich Tennis. Most of all I like playing tennis.
Am liebsten esse ich Pizza. Most of all I like eating pizza.
3.0 Other words to do with music
der Fan fan der Komponist composer (male)
die Komponistin composer (female)
das Lieblingsstück favourite piece (of music) das Lied song
Liedtexte song lyrics
die Melodie melody der Rapper male rapper
die Rapperin female rapper der Sänger male singer
die Sängerin female singer singen to sing der Song song
die Stimme voice aggressiv aggressive
hart harsh
inspirierend inspiring
schön beautiful
4.0 Instrumente Instruments
Spielst du ein Instrument? Do you play an instrument?
Ich bin nicht musikalisch. I am not musical.
Ich spiele… I play… die Geige violin die Gitarre guitar
das Klavier piano
das Musikinstrument musical instrument
das Schlagzeug drums die Trompete trumpet
5.0 Stars und Trends Stars and trends
Abonneenten (pl) subscribers
Videoproduzent(in) video producer (m/f)
Kurzfilme short films
Videos videos
beliebt popular
berühmt famous
Bilder teilen to share photos
Fotos liken to like photos
ein Handy haben to have a mobile phone
online sein to be online
Selfies machen to take selfies
Videoclips sehen to watch video clips
soziale Medien social media
6.0 die Kunst - art
malen To paint
Der/die Künstler/in Artist
Was siehst du auf dem Bild? What do you see in the picture?
Auf dem Bild sehe ich... In the picture, I see
Ich finde das Bild... I find that picture… interessant interesting toll great kindlich childish langweilig boring
Es gefällt mir I like it
Ich mag... I like...
Die Farben The colours
Die coolen Formen The cool shapes
Es ist inspirierend It is inspiring
Es gefällt mir gar nicht I don’t like it at all
Es ist hart/aggressiv It is severe/aggressive modern/altmodisch Modern/old fashioned
7.1 Regular present tense verbs
arbeiten
machen
gehen
finden
kommen
To work
To make/do
To go
To find
To come sagen
trinken
verstehen
lernen
7.2 Forming the present tense
To say
To drink
To understand
To learn
Verb – en + ending = present conjugation
ich lerne
du lernst
er/sie/es lernt
I learn
You learn
He/she/it learns wir lernen
We learn ihr lernt
Sie/sie lernen
You (group) learn
You (polite)/they learn
7.3 In German, the verb always comes second
e.g. Ich spiele Rugby. Manchmal spiele ich Rugby.
In the past tense, the part of haben or sein comes second
e.g. Ich habe Rugby gespielt. Gestern habe ich Rugby gespielt.
8.1 The past (perfect) tense
1. Subject
2. Present tense form of haben or sein (the auxiliary)
3. Other info
4. Past participle at the end of the sentence
Regular (weak) past participles:
• Take the -en off the end
• Put ‘ge’ at the start
• Replace the -en with a –t
e.g. spielen -> gespielt
Strong past participles:
• Add ‘ge’ at the start of the verb
• Ending stays the same
e.g. essen -> gegessen
8.2 Forming the past (perfect) tense
Subject + auxiliary + past participle
ich habe gespielt
du hast gespielt
er/sie/es hat gespielt
wir haben gespielt
ihr habt gespielt
Sie/sie haben gespielt
9.0 Schule School
das Fach subject
das Schulfach school subject lernen to learn / study die (Mittags)pause (lunch) break die Stunde lesson der Stundenplan timetable Was hast du am Montag? What do you have on Monday?
Ich gehe in die siebte Klasse I am in Year 7
10.0 Wie spat ist es? What time is it?
11.0 Schulfächer School subjects
Mathe(matik) maths
Englisch English
Naturwissenschaften Science
Biologie Biology
Chemie Chemistry
Physik Physics
Erdkunde Geography
Geschichte History Religion Religious Studies
Informatik Computing
Theater Drama
Kunst Art
Musik Music
Sport PE
Deutsch German
Französisch French
Italienisch Italian
Spanisch Spanish
Latein Latin
Fremdsprachen foreign languages
Versammlung Assembly
Sozialkunde PSHE
Kochen Cookery
Werken Technology
12.0 Es macht Spaß! It is fun!
Ich bin stark in I am good at
Ich bin schwach in I am bad at Deutsch interessiert mich. German interests me.
Fremdsprachen interessieren mich. Languages interest me.
Mir gefällt Mathe. I like Maths.
Mir gefallen Kunst und Sport. I like Art and PE
13.0 Adjektive adjectives total totally voll really anstrengend tiring ätzend awful bescheuert stupid einfach easy interessant interesting langweilig boring nervig annoying nützlich useful praktisch practical prima great schrecklich awful schwierig difficult spannend exciting unwichtig (un)important
1.1 The start of the ancient period, also called antiquity. In this period of time the important technology of writing was developed.
c. 3000 BCE
1.6 Roman Emperor Constantine personally became a Christian. Then he made the whole Roman Empire Christian as well.
312 CE
1.2 Enheduanna’s poems, hymns, and prayers were written. These are the first known examples of writing with a named author.
c. 2285 BCE
1.7 The ancient period ended, and the medieval period began. Historians have labelled these time periods.
c. 500 CE
1.3 Persian Emperor Darius the Great expanded the empire using his armed forces. It became one of the largest ever empires in history.
522 BCE to 486 BCE
1.8 The Persian Royal Road was still going. This trade network linked both ends of the old Persian Empire, long after its fall in c. 330 BCE.
c. 500 CE
1.4 The Tanakh was put together. This is the holy scripture of the Jewish faith (Judaism).
1200 BCE to 100 BCE
1.9 The Qur’an was put together. This is the holy scripture of the Muslim faith (Islam).
610 CE to 632 CE
1.5 The Bible was put together. This is the holy scripture of the Christian faith (Christianity).
1 CE to 405 CE
1.10
762 CE
Darius the Great A Persian Emperor who used his armies to take over other lands. He expanded the Persian Empire to become one of the largest empires in history.
2.4 Jesus of
A person who lived in ancient times, born around the year 1 (born c. 1 CE). Historians tend to agree this man existed. He is very important for Christians.
Caliph (ruler) of the Abbasid Caliphate. In 762 CE he founded the city of Baghdad, which became the capital city of the powerful Abbasid Caliphate.
3.1 circa (c.) Around (roughly / approximately). For example, historians say the medieval period began in c. 1485.
3.2 BCE Before the common era. For example, historians think the year 2285 BCE is when the first writing with a named author was written.
3.3 CE In the common era. For example, the year 2024 CE.
3.4 development of written communication Recording information using a system of letters or symbols, such as the cuneiform from ancient Mesopotamia, or hieroglyphics from ancient Egypt.
3.5 trade When people swap one object for another. They might use coins/money to exchange items.
3.6 empire/caliphate A large area ruled over by an emperor or caliph. The empire or caliphate is made up of the mother country and its colonies.
3.7 moral code A set of rules that sets out what is ‘right’ from what is ‘wrong’, usually about people’s behaviour. Ancient religions had st ories that set up a moral code.
1. Timeline of the ancient world
Caliph al-Mansur founded the city of Baghdad in a perfect circle shape.
2. Key People
2.1 slave Someone who is forced to work for
2.2 Enheduanna A High-Priestess who lived in ancient Mesopotamia. Her father was a king, and she is famous for writing poems, hymns, and prayers.
2.3
Nazareth
3. Key Words
4.1 The Silk Roads was a huge trading network. It started in the ancient period as the Persian Royal Road. In c. 1000 CE it went through Baghdad.
c. 150 BCE to c. 1450 CE
4.6 Frederick Barbarossa, the Holy Roman Emperor, died while on crusade. His army gave up and went home to Germany.
1190 CE
How did storytelling shape the ancient and medieval worlds? c.2285 BCE to 1500 CE.
4.2 The city of Baghdad was a successful, busy trading city in the Muslim Abbasid Caliphate. It was also the centre of fashion, learning, and technology.
c. 1000 CE
4.7 Musa was Mansa (Emperor) of Mali. Musa was a resource-rich and faith-rich ruler, who went on the Hajj (Muslim pilgrimage).
1311 to 1337 CE
4.3 William, Duke of Normandy, invaded England and built many castles to complete his conquest. This is known as the Norman Conquest.
1066 to 1087 CE
4.8 The Black Death (disease / plague) arrived in Europe. The pandemic led to the deaths of up to 50% of England’s population.
1348 CE
4.4 The Crusades were a series of holy wars. Pope Urban II called for the first crusade in 1095. By 1099 Christians had retaken control of Jerusalem from Muslim rulers.
1095 to 1204 CE
4.9 The Renaissance period, focused on four Italian citystates. Art, maths, architecture, philosophy and sciences flourished. 14th century to 16th century CE
system: a hierarchy (set of layers) of powers and duties 5.1 king The most powerful individual in the kingdom. The king claims to be chosen by God to rule over the people.
nobility The nobles (nobility) were people who controlled large areas of land, granted to them by the king. This could be taken away if they were not loyal, or if they failed in their duties of collecting taxes and keeping law and order. 5.3 knights The warrior class. Their duty was to stay ready for battle, to equip themselves with weapons, and to fight for the king. 5.4 peasants / serfs Farmers and labourers (workers). They were not free to move to another village, or to even marry without permission.
/
When someone promises their loyalty to their ruler in gifts or valuable items. This shows they accept them as their ruler.
(set of
4.5 King Henry I of England died, leaving his kingdom to his daughter, Matilda. Her cousin stole her kingdom.
1125 CE
4.10 The medieval period ended, according to historians, when the Tudor family came to the English throne.
c. 1485 CE
4. Timeline of the medieval world
5. Feudal
How did storytelling shape the ancient and medieval worlds? c.2285 BCE to 1500 CE.
7.1 Jane Draycott Dr Draycott is an academic historian. She teaches at a university and researches the past. She is an expert in disability in the ancient world.
7.3 Peter Frankopan Professor Frankopan is an academic historian. He teaches at a university and researches the past. He is an expert in trade and connections across the world.
Woodacre Dr Woodacre is an
historian. She teaches at a university and researches the past. She is an expert in queens and queenship in medieval Europe.
Catherine Hanley Dr Hanley is a popular historian. She writes non-fiction books about medieval women. She also writes historical fiction (made-up stories set in the past).
7.6
James Oliver Oliver is an African-American journalist. His book about Mansa Musa of Mali is his first history book. His story blends historical facts with fiction. 7.7 James Belich Professor Belich is an academic historian. He teaches at a university and researches the past. He is an expert in trade and connections across the world.
Focused on Europe, without recognising the role played by the wider world, such as Africa, the Americas, or Asia.
golden age A period of time when a country is at peace, is rich, and its people feel happy. This is often when the country accepts ideas and fashions from abroad.
A Christian holy war to rescue the ‘holy lands’ of Jerusalem and other places mentioned in the Bible from the control of a Muslim empire, from 1095 onwards.
8.7 chronicle A written history. Chroniclers wrote stories about the past. They tried to be truthful, but they could not help being biased and their stories show their views.
8.8 epic poem A really long story told as a poem. Lots of plot twists, heroes, and villains. Epic poems take hours to tell, usually by some one who has memorised it.
8.9 taxation (tax) A sum of money called for (levied) by a ruler, such as a king, from their people. The ruler has nobles to organise how the taxes are collected.
8.10 pandemic A disease that spreads from one continent to another. For example, the Black Death spread from Asia to Europe and Africa.
8.11 technology Any invention or piece of equipment that helps you do something quicker, or easier. For example, a new technique for dying clothes, or a new type of weapon.
8.12 The Renaissance A period of time in Europe, from the 14th century to the 16th century, when art and other subjects were ‘reborn’ by using rediscovered ancient ideas.
8.13 colony A country or area that is controlled by another. A foreign country’s army might invade and then bring more people to live in the colony.
8.14 patron A rich and powerful person who pays an artist or architect to produce a valuable work. The work helps the patron show off their wealth or status.
8.15 mythology A collection of stories about a people group. The stories are told in the oral tradition, and they might be origin stories about the people they belong to.
8.16 dynasty A family of rulers who pass the crown down through the generations. For example, the Tudor family had 5 monarchs on the English throne in a row.
Key
Saluti / Basic greetings
Ciao! Hello!/Goodbye!
Buongiorno! Good morning!
Buonasera! Good evening!
Buonanotte Good night!
Arrivederci! Goodbye!
Domande & Risposte / Key questions & answers
come stai? how are you?
sto bene, grazie! I am well, thank you!
così così so so
sto male I am not having a good day
ho fame I am hungry
ho sete I am thirsty
Sono stanco/a I am tired
Quanti anni hai? How old are you?
Ho …. anni I am …. years old
Quando è il tuo compleanno? When is your birthday?
lunedì
Il mio compleanno è il …… My birthday is on the .... Giorni della settimana / Days of the week
come si dice … in Italiano? how do you say …. in Italian?
come si dice… in Inglese? how do you say … in Inglese?
può ripetere, per favore? can you repeat, please?
rosso red
blu navy blue
verde green
bianco white
arancione orange
rosa pink
azzurro mid blue
celeste light blue
giallo yellow
nero black
viola purple
La mia famiglia My family
mia madre my mother
mio padre my father
mio fratello my brother
mia sorella my sister
mio zio my uncle
mia zia my auntie
mio cugino my cousin (male)
mia cugina my cousin (female)
mio nonno my grandpa
mia nonna my grandma
si chiama is called
i miei fratelli my brothers/ my siblings
le mie sorelle my sisters
si chiamano they are called
ho gli occhi azzurri
marroni
neri Verdi
ho i capelli biondi e corti castani lunghi
neri lisci
rossi ricci
grigi ondulati a spazzola
I have blue eyes brown black green
I have blond and short hair brown long black straight red curly grey wavy spiky
un cane a dog
un cavallo a horse
un coniglio a rabbit
un criceto a hamster
un gatto a cat
un pesce a fish
un porcellino d’India a guinea-pig
un serpente a snake
un topo a mouse
un uccello a bird
una tartaruga a turtle
the
Colori Colours
Gli animali Animals
Il Natale Christmas
Buon Natale! Merry Christmas!
Babbo Natale Father Christmas
la vigilia di Natale Christmas Eve
un regalo a present
l’albero di Natale Christmas tree
il presepe
nativity scene
Capodanno New Year’s Eve
Le materie School subjects
studio I study
l’inglese English
l’italiano Italian
la matematica maths
la storia history
la scienza science
la geografia geography
l’arte art
la tecnologia technology
la biologia biology
il francese French
lo spagnolo Spanish
il teatro theatre/ drama
l'educazione fisica PE
il professore di / la professoressa di the teacher of
Opinioni opinions
amo I love
mi piace I like
non mi piace I don't like
odio I hate
molto really/ a lot
abbastanza quite
troppo too much
poco a little
Passatempi Hobbies
gioco a calcio I play football
gioco a carte I play cards
gioco a tennis I play tennis
gioco a rugby I play rugby
leggo I read
ascolto la musica I listen to music
gioco ai videogiochi I play videogames
guardo la tivù I watch tv
suono la chitarra I play the guitar
suono il pianoforte I play the piano
faccio una passeggiata I go for a walk
porto a spasso il cane I walk the dog
chatto online I chat online
faccio shopping I go shopping
faccio nuoto I go swimming
faccio sci I go skiing
disegno I draw
ballo I dance
cucino I cook
Aggettivi Adjectives
interessante interesting
divertente fun
noioso boring
facile easy
difficile difficult
stancante tiring
una noia totale! a real bore!
intenso intense
rilassante relaxing
utile useful
inutile useless
Verbi ARE ARE Verbs
guardare to watch
mangiare to eat
cantare to sing
suonare to play (instrument)
parlare to talk
ascoltare to listen
giocare to play (sports)
ballare to dance
chattare to chat
cucinare to cook
L'infinitivo the infinitive
Dove abiti? Where do you live?
abito I live in Italy
in una casa in a house in un appartamento in an apartment in un palazzo in a block of flats in città in town/city
vicino al mare near the sea in periferia on the outskirts in campagna in the countryside in montagna in the mountains
abito a & town I live in a town
abito in & country I live in a country a Edimburgo in Edimburgh
a Parigi in Paris a Roma in Rome in Italia in Italy in Spagna in Spain in Germania in Germany in Francia in France
dormire to sleep
partire to leave
aprire to open
Per descrivere la casa To describe the house
abito a Winchester i live in winchester
la mia casa è my house is ordinato/a tidy
comodo/a comfortable
scomodo/a uncomfortable
grande big
piccolo/a small elegante elegante
bello/a beautiful brutto/a ugly
vecchio/a old moderno/a new pulito/a clean
accanto a next to
di fronte a opposite
davanti a in front of fra between su on sotto under
circondato da surrounded by vicino a near to lontano da far from
Le camere Rooms in the house
la mia camera da letto my bedroom
la camera di X X's bedroom
la cucina the kitchen
la sala da pranzo the dining room
Il bagno the bathroom
il soggiorno the sitting room
lo studio the study
le scale the stairs
il giardino the garden
il garage the garage
c'è un cortile there is a courtyard
ci sono 4 camere there are 4 bedrooms
non c'è there isn't
non ci sono there aren't
Personalità Personality
creativo/a creative
sportivo/a sporty gentile kind
socievole sociable
simpatico/a nice
antipatico/a unpleasant
timido/a shy pigro lazy
arrogante arrogant
Luoghi in città Places in town
cosa c’è nella tua città? what is there in your town?
nella mia città in my town
there is c’è
there are ci sono
un bar a bar
un ristorante a restaurant
un duomo a cathedral
un ospedale a hospital
un mercato a market
un cinema a cinema
un parcheggio a car-park
un parco a park
un semaforo a traffic-light
uno stadio a stadium
una stazione a (train) station
una piscina a swimming pool
una scuola a school
una chiesa a church
una palestra a gym
una banca a bank
una piazza a square
Conversazione Conversation
dove vai? where are you going?
vado I go
al parco to the park
alla stazione to the station
allo stadio to the stadium
ai negozi to the shops
a casa home
e tu? and you?
Le direzioni Directions
scusi, dov’è …? excuse me, where is ..?
il parco the park
la stazione the station
lo stadio the stadium
è Is/it is/he is/she is
a destra to the right
a sinistra to the left
tutto dritto straight ahead
la prima a destra the first on the right
la seconda the second
deve andare you must go
deve girare you must turn
deve attraversare You must cross
Verbi ERE ERE verbs
chiedere to ask
chiudere to close leggere to read prendere to take ricevere to receive ridere to laugh scrivere to write vedere to see vivere to live piangere to cry scegliere to choose perdere to lose bere to drink
promettere to promise
I verbi modali Modal verbs dovere to have to
volere to want potere to be able to devo I must voglio I want posso I can/am able to si deve you must
Mangiare e bere Eating and drinking
mangio I eat
bevo I drink
la prima colazione breakfast
Il pranzo lunch
la cena dinner
Il dolce pudding
la merenda snack
dolce sweet
salato savoury
Le bibite Drinks
un espresso a small black coffee
un cappuccino a milky coffee
un té tea
un succo di frutta a fruit juice
un bicchiere di latte a glass of milk
un’aranciata a fizzy orange juice
un’acqua minerale a mineral water
una cioccolata calda a hot chocolate
una limonata a lemonade
Un frullato a milkshake
La quantità Quantity
un chilo do a kg of
mezzo chilo di ½ Kg of
un etto di 100 g of
due chili di 2 kg of
un pacchetto di a packet of
un vaso di a jar of
una bottiglia di a bottle of
un pezzo di a piece of
una fetta di a slice of
una scatola di a box of
La frutta Fruit
le pere pears
le mele apples
le banane bananas
le pesche peaches
l’uva grapes
Il melone melon
l’anguria watermelon
le arance oranges
le fragole strawberries
La verdura Vegetables
i pomodori tomatoes
le cipolle onions
le carote carrots
gli zucchini courgettes
le patate potatoes
i piselli peas
l’insalata salad
i funghi mushrooms
le melanzane aubergines
i peperoni peppers
I verbi irregolari Irregular verbs
fare to do
bere to drink
rimanere to stay
avere to have essere to be andare to go uscire to go out
sapere to know dovere to have to
Explain
Find
Use
Understand
Write
Interpret
Converting
Converting
Add,
Substitute
By the end of this module you should be able to:-
• Identify and explain the difference between primes and composite numbers
• Find all factors and multiples of a given number
• Use commutative, associative and distributive properties to simplify calculations
• Recognise mathematical vocabulary and be able to use it confidently
Important things to remember
• 1 is not a prime number
• 2 is the only even prime number
• Every number has at least 2 factors
• Brackets and the order of operations matters
Worked examples
Language
Product
The result of multiplying two or more numbers together.
Factor A number that divides exactly into another number.
Primes
Numbers greater than 1 that have only two factors: 1 and themselves.
Composite A number with more than two factors.
Operations Mathematical processes such as addition, subtraction, multiplication, or division.
Commutative An operation where the order of numbers does not change the result.
Associative An operation where the grouping of numbers does not change the result.
Distributive
A property of multiplication where a number can be multiplied by a sum, multiplying each term separately and then adding the results.
Decomposition Breaking down a number into smaller parts (e.g., factors or place value).
The product of 4 and 5 is 20.
3 is a factor of 12 because 3 × 4 = 12.
7 is a prime number because its only factors are 1 and 7.
8 is composite because its factors are 1, 2, 4, 8.
Addition and multiplication are operations.
3 + 4 = 4 + 3 shows addition is commutative.
(2 + 3) + 4 = 2 + (3 + 4) shows associativity.
3 × (4 + 5) = 3×4 + 3×5 = 12 + 15 = 27.
36 can be decomposed into 6 × 6 or 30 + 6.
Knowledge Base: Mathematics
This Topic consists of two ‘mini – topics’, probability and statistics. By the end of this topic you should be able to:
• Use words to describe probabilities
• Understand and use the probability scale
• Write probabilities as fractions, decimals and percentages
• Understand what data means, and classify data
• Organise data using basic tables and charts
• Analyse data and draw simple conclusions
Probability example
I roll a dice
List all of the possible outcomes of this trial.
What is the likelihood (in words) that I roll a 6?
Probability A measure of how likely an event is to occur, expressed as a number between 0 and 1
There is a 70% chance of rain tomorrow
Trial A single action that results in a specific outcome Rolling a dice
Outcome A possible result of a trial
Event A set of outcomes that share a common characteristic
Data Information which is collected for analysis
Frequency The number of times a particular value appears in a set of data
Getting a 6 when rolling a dice
Getting an even number when rolling a dice
The shoe sizes of the whole class
10 people had a shoe size 5.
Survey A method of gathering data from people A questionnaire given to the class
What is the frequency of people with shoe size 5?
What is the probability (as a fraction) I roll a 5?
Knowledge Base: Mathematics
By the end of this topic you should be able to:
• Read a scale on a measuring instrument
• Convert between metric units of length
• Know and convert between metric units of mass and capacity
• Convert between metric and imperial units
• Convert between units of time
Important things to remember:
1) Kilo means 1000
2) Centi means 100th
3) Milli means 1000th
4) Make sure you convert correctly. There is 100 cm in 1m so 3.2 m is 3.2 x 100 = 320 cm
5) Check if your answer is sensible. Your journey to school is NOT 500 km!
In the metric system, units of measurement are related by powers of 10 10mm = 1cm 100cm = 1m
Metric unit
Time is measured in seconds, minutes and hours 1 minute = 60 seconds 1 hour = 60 minutes
1 day = 24 hours
A unit of measurement from the metric system which is based on powers of 10
Centimetres, metres, kilometres, grams, kilograms, tonnes are examples of metric units Imperial unit
An alternative system of measurement of metric units
A measure of the weight at which distance is covered
Inches, feet, yards, miles, ounces, pounds, stone, tons are examples of imperial units
The speed of sound travelling through air is roughly 343 m/s
By the end of this topic you should be able to:
• Write numbers in words and figures
• Arrange decimal numbers in order
• Multiply and divide by 10, 100, 1000
• Add and subtract positive and negative integers
• Multiply and divide positive and negative integers
• Use divisibility tests
• Recognise prime numbers
• Find the prime factor decomposition of a number
• Find the lowest common factor and highest common multiple of 2 numbers
• Recognise and use cube and square numbers, cube and square roots
Worked
examples
Digit
Place value
Decimal point
A single figure within a number
The value of a digit within a number In 3.65 the 6 has a value of 6/10
The dot separating units from tenths In 3.65, the decimal point separates 3 units from 6 tenths
Integer A whole number
Negative number A number smaller than zero -5 is a negative number
Brackets
Multiple
Factor
These tell you to do this part of the calculation first
A number which is part of a numbers times table 12 and 18 are both multiples of 6
4 and 6 are both factors of 12
A number which exactly divides into another number
Product Another word for multiplication The product of 3 and 4 is 12
Factor Tree A method for finding the prime factor decomposition of a number
Highest Common Factor
Lowest Common Multiple
Square number Cube number
Square root Cube root
The biggest number which divides into both of two other numbers
6 is the highest common factor of 12 and 18
The smallest number which is in the times table of two other numbers
30 is the lowest common multiple of 5 and 6
A number which is found by multiplying an integer by itself two or three times 9 = 3 x 3 = 32 (the square of 3) 27 = 3 x 3 x 3 = 33 (the cube of 3)
The opposite of a square number or cube number = √9 Is the square root of 9 3 = ∛ 27 is the cube root of 27
Language Meaning Example
By the end of this topic, you should be able to:
• Use a fraction to describe parts of the whole
• Simplify fractions and find equivalent fractions
• Order fractions and decimals
• Add and subtract fractions
• Multiply and divide fractions
• Find a fraction of a quantity
• Convert between fractions, decimals and %
• Find percentages of amounts
Language Meaning Example
Numerator
Denominator
The top number in a fraction; it gives you the number of parts you have For ⅗
The bottom number in a fraction; it gives the total number of parts in the whole
3 is the numerator 5 is the denominator
Integer A whole number -5, 0 and 7 are integers
Decimal
Important things to remember:
1) To add or subtract fractions you need to find a common denominator
2) In mathematics “of” means “multiply”
3) 0.1 is one tenth so 1/10
4) 0.27 is twenty seven hundredths so 27/100
The standard number system based on powers of 10
4.89 is a decimal number
Percentage A number which means ‘out of 100' 85% means 85/100
Equivalent Fraction Fractions which have the same value ½, 2/4 and 3/6
Terminating Decimal
Recurring Decimal
A decimal which has a fixed number of decimal places
A decimal which goes on for ever and has a repeating pattern
0.286 has three decimal places
0.3 has the number 3 repeating forever
Knowledge Base: Mathematics
By the end of this topic you should be able to:
• Use letters to stand for unknown values
• Simplify an algebraic expression by collecting like terms
• Simplify an algebraic expression with multiplied or divided terms
• Use indices to simplify expressions
• Expand brackets in an expression
• Factorise an expression
• Substitute values into expressions
Important things to remember:
1) In maths A (capital letter) and a (lower case) are different things! Check the letters in the question
2) Don’t write 1a, just write a
3) We don’t write + – in algebra, just –
4) Remember that BIDMAS still applies in algebra
5) b + b + b = 3b 6)
Worked examples
Like Terms
A series of letters and numbers in
Part of an expression, separated by + or – signs
Like terms have the same combinations of letters in them
Collect like terms in an algebraic
Index (Plural Indices)
Another name for a power such as ‘squared’ or ‘to the power of 5’
and
are like terms but 3xy and 3x are not
Substitute To replace a letter in an algebraic expression with a number Substituting
Expand To multiply out a bracket in algebra
The reverse of expanding a bracket by taking out common factors
By the end of this topic you should be able to:
• Understand x and y axes
• Plot and find co-ordinates in 4 quadrants
• Use a formula to complete a table of values
• Plot points from a table of values
• Draw a graph and use it to find or estimate an unknown value
• Draw a straight line graph of a function
• Know the equation of common (horizontal and vertical) lines
Language
Worked examples
Language Meaning
Co-ordinates
Formula
Table of values
A pair of numbers that, together, give the position of a point
Example
The coordinates (3,4) give the position of the point A – see below
A rule connecting different quantities. You can write a formula in words or symbols Length = width + 3 l= w + 3
Two rows of values that can be plotted as co-ordinates
Function
Equation
A rule that gives a unique output for any given input. The rule is usually written as an equation
y = 2x + 1 gives an output value y for an in put value x If x = 2 then y = 5
A function involving x and y which can be plotted on a graph using a table of values y = 7 – 3x and y = 10x2 are both equations
Horizontal line A line on a graph parallel to the x axis y = 1 or -3 or any constant
Vertical line A line on a graph parallel to the y axis x = 2 or 1.5 or any constant
Straight line graph
Real life graph
A graph with an equation that can be written in the form y = mx + c y = 2x + 5 is a straight line
A graph which can be used to illustrate a real life situation
A graph of distance vs time for your journey to school
Knowledge Base: Mathematics
By the end of this topic you should be able to:
• Calculate the perimeter of a shape
• Calculate the area of a shape in squares
• Calculate the perimeter and area of a rectangle and a shape made from rectangles
• Calculate the area of a triangle
• Calculate the area of a parallelogram and trapezium
• Recognize the properties of a circle
• Calculate the circumference and area of a circle
Formulae to remember:
Area of a rectangle / square
Area of a triangle
Area of a parallelogram
Always use the vertical height!
Area of a trapezium
(A and B are the parallel sides)
Circumference of a circle
Area of a circle
Worked examples
Language
Perimeter
Area
Rectangle
The distance around the edge of a shape
The space inside a 2D shape
A four sided shape with 4 right angles and two pairs of equal length sides
Triangle A three sided shape
Parallelogram A four sided shape with 2 pairs of parallel sides
Trapezium
Circumference
A four sided shape with 1 pair of parallel sides
The distance around a circle
Diameter The distance across a circle through the centre
Radius
The distance from the centre of a circle to its circumference
The perimeter of a square with lengths 5cm is 20 cm
The area of a square with lengths 5cm is 25 cm2
The shape of this page is a rectangle
The cross section of a trough is a trapezium
Knowledge Base: Mathematics
TOPIC 9: Understanding 2D Shapes
By the end of this topic you should be able to:
• Recognise and name the different types of angle
• Measure and draw angles to the nearest degree
• Accurately draw shapes with a ruler and protractor
• Use angle facts
• Know the different types of triangle and their angles
• Name the different types of quadrilateral
• Know the properties of quadrilaterals
Important things to remember:
1) A full turn is 360°
2) A half turn or straight line is 180°
3) A quarter turn or right angle is 90°
4) The angles in a triangle always add to 180°
5) The angles in a quadrilateral always add to 360°
6) Use the right scale on your protractor (see below)
Worked examples
Language
Angle A measure of turn, given in degrees 90° is a quarter turn or right angle
Acute
Obtuse Reflex
Less than 90° from 90° to 180° From 180° to 360°
Triangle A 2D shape with 3 straight sides and 3 angles
Equilateral
Isosceles Scalene
All equal angles 2 equal angles No equal angles
Parallel Lines which are always the same distance apart
Perpendicular Lines which meet at right angles
Quadrilateral A 2D shape with 4 straight sides and 4 angles
Polygon A 2D shape with 3 or more sides
Rectangle, square, rhombus, parallelogram, trapezium, kite, arrowhead
Pentagons (5), hexagons (6) and octagons (8) are all examples
By the end of this topic you should be able to:
• Write a proportion as a fraction or a percentage
• Increase or decrease 2 quantities using direct proportion
• Solve problems using direct proportion
• The unitary method of proportion
• Simplify a ratio
• Understand and use the relationship between ratio and proportion
Language Meaning
Proportion
Compares a part to the whole and can be written as a fraction
Ratio
Important things to remember:
1) Ratio compares the size of the parts
2) Proportion compares the size of a part with the whole
Worked examples
Direct
Proportion
Compares 2 or more parts. You write a ratio using a colon :
Two quantities that increase or decrease by the same proportion
Unitary method
The method of dividing into a given ratio or proportion using the value of one equal share
Example
150g of cereal is £2.25
1g is £0.015 (divide by 150)
700g is £10.50 (multiply by 700)
Knowledge Base: Mathematics
By the end of this topic you should be able to:
• Simplify an expression
• Use a formula
• Write a formula
• Work with real world formulae
• Solve an equation by adding or subtracting
• Solve an equation by multiplying or dividing
Important things to remember:
1) E and e are not the same! Use the letters you have been given in a formula
2) You can often check if your answer is correct by substituting back into the original equation of formula
3) The inverse of addition is subtraction
4) The inverse of multiplication is division
5) The inverse of square is square root
Worked examples
Language Meaning
Expression
Term
Formula
Equation
Solve
Solution
Substitution
Example
Made from numbers, letters and operations but not including an equals sign 2x + 3y
Part of an expression between plus or minus signs
An algebraic statement that connects things (plural formulae)
An expression equal to a number or another expression
To find the value of an unknown in equation that makes it true
In the example above 2x and 3y are terms
Distance = speed x time
If x = 5 = 12
Then x = 7
The value(s) of the unknown that the equation is true for x = 7 is the only solution in the above equation
To replace a letter in an algebraic expression with a number
Inverse operation
The mathematical operation that undoes an operation
Substituting x = 3 Into 2x + 1
Gives 2 x 3 + 1 = 7
Multiplying and dividing are inverse operations. When you multiply by 5 you can undo this by dividing by 5
By the end of this topic you should be able to:
• Find the order of rotational symmetry
• Reflect a shape
• Find the line of reflection
• Rotate a shape
• Translate a shape
• Know why shapes tessellate
• Tessellate a shape Important things to remember:
1) Don’t say ’mirrored’ say reflected. Provide the equation of the line of reflection
2) Don’t say ‘turned’ say rotated and provide the angle, direction and centre of rotation
3) Don’t say ‘moved’ say translated and provide the vector
Language Meaning Example
Object
The object is the shape before the transformation
Image The image is the shape after the transformation
Vertex A corner of a 2 dimensional shape A square has 4 vertices
Transformation A change in the position or size of a shape that follows set rules
Rotation
Reflection
A transformation that turns an object through a given angle about a given centre of rotation
A transformation which flips an object over a mirror line
Translation A transformation which slides/moves an object
Reflective Symmetry
Rotation Symmetry
Another name for a power such as ‘squared’ or ‘to the power of 5’
To replace a letter in an algebraic expression with a number
Reflections, rotations and translations are all transformations
Turning this page through 90° clockwise about its bottom right corner is a rotation
Looking at this page in a mirror is a reflection
Sliding this page across the table is a translation
A rectangle has reflective symmetry in both the horizontal and vertical lines through its centre
A rectangle has rotational symmetry of order 2 about its centre
A tessellation made from parallelograms Worked examples
Tessellation A tiling pattern that doesn’t have any gaps
Order of Rotational Symmetry? 4
Translate 1
By 3 0
2. Note lengths
3. Notes on the stave
Year 7 focuses on how Music uses patterns, textures and structures.
5.3
7. Disco – key vocabulary
8. Edu BandLab
4. Notes on the keyboard
7. Music of Africa – drumming techniques – slap, tone & bass.
6. Music of Africa – key vocabulary
9.4
Strings usually played with a bow (arco) but can be plucked (pizzicato)
Originally (and some still are) made of wood, some now metal.
Often used for fanfares. Similar to woodwind instruments above, they are blown. The performer will “buzz” their lips together into a mouthpiece. The trumpet, french horn and tuba have valves.
Untuned percussion:
Always located at the very back of the orchestra. Tuned percussion is able to play different pitches / notes. Untuned percussion can only produce “sounds”.
Percussion instruments produce their sound by being either hit, shook, or scraped.
9. instruments of the orchestra
9.1 Strings
Percussion Tuned percussion:
9.2 Woodwind
9.3 Brass
10. Composers Renaissance Baroque
Byrd Tallis Dowland
Bach Vivaldi Handel
Mozart Haydn Beethoven Wagner Chopin Elgar Tavener Beatles Coldplay
1.1 Transition A change or movement from one state, situation or place, to another. 1.2 Routines The usual series of things that you do at a particular time. 1.3 Self-confidence A belief in your own abilities and capabilities.
Refers to someone’s general state or feeling or temperament, described as positive or negative, and can last longer than a specific emotion.
1.5 Expected change A change that is anticipated or considered likely to occur based on current situation or circumstances.
1.6 Unexpected change Something happens that you did not foresee or prepare for, can cause surprise or disruption.
1.7 Strategies A general plan or set of plans intended to achieve something over the long term.
2. Looking after health and well-being
2.1 Self-care How we look after our minds and our bodies in day-to-day life. 2.2
maintenance of the teeth and gums in healthy condition especially by proper brushing and the removal of plaque.
The way you think about your body, this includes your thoughts and feelings about it, which can be good or bad and change from time to time. 2.5 Self-expression The expression of one's feelings, thoughts, or ideas, especially in writing, art, music, or dance.
3. Good habits/techniques
3.1 What are the five self-care strategies
1. Connect with others.
2. Be physically active.
3. Learn something new/express yourself.
4. Kindness.
5. Mindfulness.
3.2 What does good dental hygiene look like?
Brush twice a day for two minutes. Use fluoride toothpaste. Visit a dentist every six months.
3.3 What is good sleep hygiene?
8-10 hours of sleep a night.
Switch off screens an hour before bed.
Bedtime routine, for example: bath or shower before bed. Calm bedroom environment, for example: soft lighting.
Websites and apps that enable people to connect, share information, and build online communities through various forms of content like text, images, and videos.
4. Coping with change
1.1 respect When you take into account, other people’s feelings, wishes and rights. 1.2 boundaries Guidelines, rules and limits a person has, to make them feel safe.
1.3 privacy Ownership of personal space and keeping feelings or thoughts to yourself.
1.4 consent Asking for and giving permission freely.
1.5 conflict Disagreement between two people or groups of people.
1.6 reconciliation Working through issues to become friends again.
1.7 peer pressure The pressure to behave in a certain way because friends or people in a group expect it.
2.1 What does a healthy friendship/relationship look like?
• Involves honesty, trust, respect and open communication.
• Takes effort and compromise.
• No imbalance of power.
• Respect each other’s independence,
• Making your own decisions without fear of retribution or retaliation,
• Share decisions.
2.2 What does good listening look like?
Active listening involves listening with all senses. It is important that you are ‘seen’ to be listening, through eye contact, nodding your head and smiling, agreeing ’ to encourage them to continue.
2.3 How can I resist pressure?
Listen to your gut, plan for possible situations, arrange a ‘bail-out’ code with your parents/trusted adult, learn to feel comfortable saying ‘no’, blame your parents for not letting you do something, if the situation is dangerous – contact an adult.
3.1 bullying Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group, either physically or emotionally.
3.2 bullying behaviours Behaviour that is intended to hurt someone in some way.
3.3 cyber-bullying
These are any form of bullying that involves the use of mobile phones, or the internet.
3.4 verbal bullying Calling names, teasing, insulting appearance or religion for example.
3.5 physical bullying Hitting, kicking, punching, pulling hair etc.
3.6 emotional bullying Making someone feel upset, worried, scared or lonely on purpose.
3.7 bystander
Someone who sees bullying happening but does not intervene or report it.
4.1 What should I do if I see someone, or know someone is being bullied?
If it is in school, you should report it straight away to your tutor or HOY. You might be asked to write a statement of what you saw/heard. Or tell a trusted adult outside of school who you know will act on your behalf.
4.2 Is it true that if I report someone is bullying me it will get worse, or nothing will be done about it?
No. The evidence shows that most bullying stops once it has been reported, and if it carries on, the consequences for the bully are more severe.
Who makes up my personal network?
Close friends, parents/guardian, family relation. For example, auntie, close adult family friend, tutor, teacher, HOY, police, ChildLine.
2. Friendship issues and questions
4. Bullying issues and questions
1. Friendship
3. Bullying
A
The
Those things that you are morally or legally entitled to do or have. 1.5
1.6
1.7
Something that is your job or duty to deal with or do.
A legally recognized subject or national of a country or an inhabitant of a place.
Behaving in a morally good or correct manner.
3.1 What is a ‘need’?
A need is something necessary to live and function. For example, a need includes food, clothing, shelter and medical care. These are often seen as basic human rights.
3.2 What is a ‘want’?
A want is something that can improve your quality of life. For example health care and education. Many of these are also considered important human rights.
3.3 What is ‘quality of life’ and why is it important?
Quality of life is life satisfaction, including everything from physical health, family, education, employment, wealth, safety, security to freedom, religious beliefs, and the environment. It is important because it directly impacts a person’s physical, mental and social wellbeing.
This means developing people’s abilities and giving them a chance to use them.
What is the United Nations (UN) and what are its aims?
The United Nations is an intergovernmental organization whose purposes are to maintain international peace and security, develop friendly relations among nations, achieve international cooperation, and be a centre for harmonizing the actions of nations. 4.2 When was the UN set up and why?
It was founded in 1945 after the Second World War by 51 countries committed to maintaining international peace
What is the Universal Declaration of Human Rights?
The Universal Declaration of Human Rights (UNHDR) is a historic document which outlined the rights and freedoms everyone is entitled to. It was the first international agreement on the basic principles of human rights. There are 30 fundamental human rights listed in the UNDHR.
The United Nations
3. Questions about rights
2. Human and Child Rights
1. Citizenship
1.1 consent
Allowing someone to do a particular thing: giving consent.
inappropriate Not suitable to do, or say something.
abuse To wilfully treat someone/something cruelly: including mentally or physically.
safe Being protected from danger or risk.
1.5 responsible adult
1.6 personal boundaries
An adult you can trust. Possibly a parent, teacher, grandparent, police or welfare officer.
Limits that we set ourselves, that make us feel safe. Each person has a different set of boundaries, depending on our relationships.
Speak to a trusted adult as soon as you can. This could be at school or at home. They will listen to you and offer some help. It is not OK to feel unsafe. You can also phone ChildLine 0800 1111 or the police.
Responsible for a specific community in which people live. They address their needs and highlight these to the City Council or Borough Council.
A group of people who govern/run/look after the whole country.
include
Paying money to the government, in order to contribute to the needs of the country. Local councils also collect taxes, to fund the needs of its community. 3.6 democracy
A form of government, invested in the people. In the UK, those over 18 years old can have a say in how the government is run. They do this by voting.
Speak to your friend. They might want someone to talk to. Speak to a trusted adult if you are worried about their well-being or safety.
2.3 What words could I use to show someone I am uncomfortable in a situation? No! Stop! Please don’t….. , I’m going to tell….., I don’t want to. That makes me feel……
4. Questions about your community
4.1 How could I help my local community?
Think what your community is missing. This could be a safer footpath, some better recreational facilities or tidier streets. You could write to your local councillor with some suggestions or form a petition to prove that it is what your community needs.
4.2 How do people pay taxes?
Most tax is paid to HMRC (His Majesty’s Revenues and Customs). Tax is collected each time a person gets paid by their workplace, each time you buy goods and by businesses paying a percentage of the money they make.
4.3 Who can vote in elections?
To be able to vote in the United Kingdom, you have to be aged 18 years or older, be registered to vote; be either a British citizen or, qualifying Commonwealth citizen or a citizen of the Republic of Ireland; and not be subject to any legal incapacity to vote.
1. Being Safe
2. Questions about being safe
1. Mental Health and emotional well-being
1.1 Emotional well-being The ability to produce positive emotions, moods, thoughts, and feelings, and adapt when confronted with adversity and stressful situations
1.2 Mental health Mental health includes our emotional, psychological, and social wellbeing. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make healthy choices
1.3 Resilience The ability to adapt to change positively, recover from difficulties and persist in facing challenges.
1.4 Circles of support These are people that surround us that can offer help and advice, such as, family and friends, teacher, tutor, welfare staff, Childline, The Brook centre etc.
1.5 Trusted adult This can be any grown-up whose actions and words make you feel safe.
1.6 Influence The power to affect someone, often in an indirect way, to change their behaviour, beliefs or actions.
1. Mental Health and emotional well-being
2.1 Health A complete state of physical, mental and emotional well-being, not merely the absence of disease.
2.2 Physical wellbeing Taking care of your body and enjoyment of movement involved in daily life. 2.3 Wellbeing Feeling good and functioning well. 2.4 Social health The ability to interact with others, adapt to social situations and for relationships.
2.5 Diet The kinds of food that a person or community habitually eats.
2.6 Balanced diet Includes food from all five food groups: fruits, vegetables, grains protein, dairy.
2.7 Healthy choices Purposeful actions and decisions that promote good health and wellbeing,
2. Strategies
3.1 What are examples of healthy coping strategies?
• Express emotions – cry, scream, shout.
• Explore ways to express feelings such as through poetry/art.
• Seek professional; help and support, such as counselling.
• Find people who have had a similar experience through support groups.
• Talk to a family member, friend, teacher, or other trusted adult.
• Create a memory box, scrap book, or similar to remember good times.
• Spend time with family or friends, go to the park/cinema
• Write in a diary or letter
• Establish and stick to a regular routine (eat, sleep, school, exercise).
3.2 How do I develop resilience?
• Embrace change as a normal part of living
• Avoid seeing disappointments and setbacks as problems which cannot be overcome
• Develop a positive sense of self by focusing on strengths and accomplishments
• Gain self-confidence by embracing new challenges
• Keep things in perspective
• Maintain a positive outlook
• Take care of myself emotionally and physically
Knowledge Base: Religious Studies
1. What is religious studies? How do we know the truth?
1.1 belief A feeling that something is true with no proof.
1.2 religion The belief in and worship of a superhuman controlling power, especially a personal God or gods. A particular system of faith and worship.
1.3 theological lens Looking at beliefs: what they are, where they have come from and how they have changed.
1.4 philosophical lens Looking at the nature of reality, existence and knowledge.
1.5 sociological lens Looking at the way that religion and beliefs are lived and the impact they can have on individuals, communities and societies.
1.6 The Blind Men and the Elephant The story of the blind men and an elephant comes from India. It is a story about a range of truths based on limited knowledge and failing to see the whole picture.
2. Where does belief come from?
2.1 Lion Man He is the oldest known representation of a being that does not exist in physical form but symbolises ideas about the supernatural.
2.2 prehistoric A time before written records.
2.3 story An account of imaginary or real people and events told for entertainment.
2.4 Joan Didion An American writer. "We tell ourselves stories in order to live".
2.5 Emile Durkheim Known as the father of sociology. "Without our stories we no longer exist".
3. What religious and non-religious belief are there in the UK?
3.1 census The census is a survey that happens every 10 years and gives us a picture of all the people and households in England and Wales and aspects of their life such as religion.
3.2 Christianity
• Christians believe in one God.
• God is shown through the Holy Trinity.
• God the Father, Son and Holy Spirit.
3.3 Judaism
3.4 Islam
3.5 Hinduism
• Jews believe in one God.
• Jews have a special agreement with God called a covenant.
• Muslims believe in one God called Allah.
• Allah sent Angel Jibril to speak Allah’s message to Prophet Muhammad.
• Hindus believe in one God called Brahman: the supreme force present in all things.
• Hindus worship many gods and goddesses in addition to Brahman.
• Brahma, Vishnu, Shiva, Ganesha.
3.6 Sikhism
3.7 Buddhism
• Sikhs believe in one God called Waheguru.
• Waheguru means ‘Wonderful Lord’ or ‘Wonderful Teacher’.
• Sikhs believe in the equality of mankind.
• Buddhists believe in the teachings of the Buddha.
• Dukkah: life is painful and full of suffering.
• Enlightenment leads to Nivana and ends the cycle of rebirth.
3.8 secular Not connected with spiritual or religious matters- i.e non-religious.
3.9 multi-cultural The presence of several distinct cultural or ethnic groups within a society.
4. What is a religion?
4.1 Ninian Smart He defined religion by looking at 7 dimensions: narrative /mythological, doctrinal, ethical, institutional, material, ritual and experiential.
4.2 Humanism Humanists do not believe in a god. They believe it is possible to live a good and fulfilling life without following a traditional religion. They value traits like reason and rely on science to explain the way things are.
4.3 atheism People who are atheist are described as people who do not need religious explanations or the promise of an afterlife to see value in the human experience. They do not believe in a God or gods.
4.4 agnostic Someone who holds the view that it is impossible to know the truth about some things, such as God’s existence or the afterlife.
theist A person who believes in the existence of God or gods who has created the universe and intervenes in it.
no violence. He was successful and India became independent.
6. How is a world view formed?
6.1 worldview A worldview is a collection of attitudes, values, stories and expectations about the world around us, which inform our every thought and action.
4.5
5. How is belief shown in action?
5.1 Gandhi Gandhi was a committed Hindu who wanted India to rule itself. Gandhi believed in peaceful actions with
Knowledge Builder: Religious Studies
1. How do we make moral decisions?
1.1 moral
How people decide what is right and wrong.
A study of right and wrong and how that affects your actions. It is your morals.
1.3 secular An attitude, belief, or position that is not specifically religious.
1.4 religious Someone who has a strong belief in God or gods.
1.5 thought experiment
1.6 intentionalist ethics
1.7 consequentialist ethics
The way that philosophers work out what is right and wrong using scenarios or stories that cannot be tested out in real life.
The view that it is your intention that makes something right or wrong.
The view that it is the consequences, the end result, that make something moral.
What are ethical theories? 2.1 Absolutism The view that actions are always good or bad, regardless of the situation. 2.2 Relativism The view that whether an action is good or bad depends on the situation.
2.3 Utilitarianism
2.4 Situation Ethics
Ethics which promotes “the greatest amount of good for the greatest number of people”.
A Christian theory where the situation is taken into account first, before deciding on the rules of right and wrong. Based on the most loving action to take.
2.5 Kantian Ethics Kant believed there is a universally right way to behave in every situation for every human. Kant believed that everyone has a duty to do the right thing, even if the consequences are negative.
2.6
How honest and moral a person is. Practicing good habits such as honesty, generosity makes a moral and virtuous person.
3. How do Utilitarians make ethical decisions?
3.1 Jeremy Bentham 18th century philosopher who founded Untilitarianism (1748-1832).
3.2 Key features
• The theory that the best action in any situation is the one which creates the greatest good for the greatest number of people.
• Maximise pleasure.
• Minimise pain.
• Relative
• Consequentialist
3.3 Key phrase “Do the greatest good for the greatest number of people”
4. How do followers of Divine Command Theory make ethical decisions?
4.1 Saint Augustine 4th century Christian monk who said for a person to be moral they are to follow God’s commands.
4.2 10 Commandments A set of Biblical rules
4.3 Key features
• Always follow God’s commands
• Absolute
• Intentionalist
4.3 Key phrase “The morally right action is the one that God commands or requires.”
5. How do followers of Situation Ethics make ethical decisions?
5.1 Joseph Fletcher A philosopher who in the 1960’s came up with a theory of acting in the most Christian loving way when making moral decisions.
5.2 agape • Unconditional love.
5.3 Key features
• The theory that the best action is the most loving action given the situation.
• Relative
• Consequentialist
5.3 Key phrase “Always do the most loving thing in any situation.”
6. How do people who follow Kant make ethical decisions?
6.1 Immanuel Kant 18th century philosopher of the Enlightenment period. He believed in the dignity and equality of all human beings.
6.2 Categorical theory Commands or moral laws all persons must follow.
6.3 Key features • Only do things that would makes sense if everyone acted in that way.
• You should never lie, kill someone or steal.
• Absolute
6.4 Key phrase “Act as you would want all other people to act towards all other people.”
8.4 soul Christians believe that humans have a soul. God made humans in his image.
7. How do followers of Virtue Ethics make ethical decisions?
7.1 Aristotle Aristotle along with other Ancient Greeks developed Virtue Ethics which is a quest to understand and live a life of moral character.
7.2 Philippa Foot A modern Virtue ethicist who criticised intentionalist and consequentialist ethics using the trolley problem.
7.2 virtue Behaviour showing high moral standards.
7.3 Key features • Intentionalist , consequentialist
• You should behave with the highest moral standards.
• Patience, justice, courage, compassion, and modesty are all examples of virtues.
7.3 Key phrase “Act as a virtuous person would act in your situation, taking into account the intention, consequence and virtues.”
7.4 Kings’ School Mission Academic Excellence Exceptional Character Inspiring Futures
7.5 Kings’ School Values Discover brilliance in everyone Have unlimited ambition Earn success Be kind, humble and act with integrity Make a difference.
8. Animal ethics
8.1 Peter Singer A 20th century utilitarian philosopher who believed that we should think about animals as we think about humans when deciding how to act.
8.2
1. What is the Jewish identity?
1.1 identity Characteristics a person has that distinguishes them from others.
1.2 Haredi Strictly Orthodox Jews
1.3 Orthodox The more strict Jewish belief, following the letter of the law. Haredi Jews are a particularly strict denomination of Orthodox Jews.
1.4 Reform Jews The more modern and liberal Jewish belief, following the spirit of the law.
1.5 secular Jews A secular Jew is someone who identifies as Jewish on the basis of parentage, culture, heritage, or ethnicity rather than through the practice of Judaism as a religion.
1.5 parentage Who your parents are. Jewish identity traditionally passed through the mother's line.
1.6 heritage Handed down from the past including history and traditions.
1.7 religion Beliefs and practices lived out in communities.
1.8 culture The way people live and express themselves such as customs, beliefs and values.
1.9 ethnicity A social group with a shared culture, ancestry, language or traditions.
2. What is the story of the Jews?
2.1 Abraham One of the Patriarchs, founders of Judaism.
2.2 Promised Land The homeland promised to Abraham and his followers.
2.3 covenant The agreement between God and Abraham, and then Moses, to found and establish Judaism.
2.4 empire A group of countries controlled by one ruler or government. In the case of Israel this happened several times most noticeably the Babylonians and the Romans.
2.5 exile To expel or bar someone from their country.
2.6 persecution Being punished or discriminated against for what you believe.
2.7 diaspora The dispersion of the Jewish people beyond Israel, particularly during the times of the Romans.
2.8 Sephardim The group of Jews taken in exile to Babylon, 586BCE and who eventually settled in Spain and Portugal.
2.9 Ashkenazim Jews who stayed behind after the first Exile and then left Israel when the Romans exiled all Jews in 130CE. They settled in Eastern Europe. They make up 80% of the Jews in the world.
4. How do different Jews interpret the mitzvot?
4.1 Sabbath Shabbat/Rest day, remembering God’s day of rest after 6 days of creation.
5 books of the Tanakh-the Jewish Bible. The books of the law.
3.5 mitzvot Laws, commandments (singular mitzvah)
3.6 tefillin Two boxes worn during prayer, which contain verses from the Torah.
3.7 kippah A head covering worn during prayer
3.7 tallit A symbolic shawl worn during prayer
3.8 mezuzah A box attached to doorposts in Jewish homes, containing the Shema
3.9 circumcision The physical sign for males to show they are part of the covenant. Brit Milah is the ceremony for circumcision for 6 day old baby boys.
4.2 kashrut The food laws, written out in the Torah.
4.3 kosher Fit for purpose, acceptable, allowed.
4.4 parve/pareve Neutral foods, can be eaten with anything.
4.5 treif Forbidden foods under the terms of the Kashrut.
4.6 shechitah Kosher slaughter, ensuring the meat is fit for consumption
4.7 meat and dairy You shall not boil a young goat in its mother's milk. Exodus
4.8 Leviticus 11 Verses from the Torah to explain kosher and non-kosher food.
5. Did the Jews lose their identity during the Holocaust?
5.1 tradition Customs or beliefs passed down through the generations
5.2 antisemitism Hatred of Jews
5.3 prejudice Pre-judging people, disliking someone for what they believe in, or what “race” they are, stereotyping them
5.4 scapegoat Blaming someone or a group of people for something they did not do
5.5 Holocaust/Shoah The murder in Europe of 10m people from 1933-45/ “Catastrophe”
5.6 Nuremberg laws Laws enacted by the Nazi state to take away the identity of the Jews and their citizenship
words using evidence for example, indicated by developing arguments additionally, furthermore, moreover, as well, thus, due to this, therefore contrasting nevertheless, conversely, however showing limitation although, yet most important crucial, vital, fundamental making judgements In conclusion, overall, in summation
Abraham leaves Ur, 2000BCE for the Promised Land
Ishmael/ Isaac born
Jacob goes to Egypt, fleeing famine, 1750 BCE
Moses frees Hebres from
Solomon builds first temple in Jerusalem
Babylonians invade and exile Sephardim
Romans destroy the Temple 70CE
Diaspora of Sephardim and Ashkenazim Jews 132CE
Ashkenazim to N Europe, Sephardim to Spain/ Portugal
Argument
Books to read:
Knowledge Base: Science
7 7.1 Working scientifically
1. Scientific Equipment
What is the drawing and purpose for the following pieces of scientific equipment?
Equipment Drawing Purpose
test tube
boiling tube
test tube rack
clamp stand
Mixing chemicals to observe chemical reactions
stirring rod
Heating chemicals to observe chemical reactions
For safely holding test tubes and boiling tubes
To support other pieces of equipment and glassware
Clamp To support other pieces of equipment and glassware
pipette
tripod
evaporating dish
Bunsen burner
Stirring chemicals to speed up dissolving or a chemical reaction
2. Scientific safety
What are the 10 basic rules of working in a Science lab?
1. Do not enter the lab without permission.
2. Dress for practical work (hair tied back and ties tucked in).
3. Follow instructions from the person in charge.
For transferring very small volumes of liquid from one container to another
Safely supporting objects above a Bunsen burner
For the evaporation of solutions
4. Make sure your working area is safe (bags and coats tucked under benches).
5. Never run in the lab.
6. Don’t eat or drink in the lab.
Beaker For holding larger volumes of liquid
conical flask
spatula
To contain or mix liquids
For transferring small quantities of solid from one container to another
gauze
measuring cylinder
heatproof mat
To heat up substances or objects
Safely supporting objects above a Bunsen burner and to spread the heat
For accurately measuring volumes of liquid
Protecting the bench and safely storing hot objects
7. Do not taste or sniff chemicals.
8. Never leave an unattended Bunsen burner on a blue flame.
9. Do not touch the electrical sockets without permission.
10. In the case of accidents, tell an adult.
3. Hazards, Risks and Precautions
What is a precaution? A control measure we can put in place either to reduce the risk or the severity of the
3.4 Give three examples of precautions that can be take in the lab
3.5
Use safety goggles, ensure bags are clear from the floor, tie hair back
What is the name for a label on a bottle that tells us a substance could cause harm?
the meaning and typical hazard associated with the following
What are the missing labels from the Bunsen burner?
What are the five steps for safely lighting a Bunsen
1. Place a Bunsen burner on a heat resistant mat
2. Turn the collar to ensure the air hole of the Bunsen burner is closed.
3. Hold a lit splint 1-2 cm above the top of the barrel of the burner.
4. Turn on the gas at the gas tap, and the Bunsen burner will burn with a yellow flame.
5. Extinguish the splint by placing it on the heat-resistant mat (do not blow it)
Name three safety precautions that should be taken when using a Bunsen burner
Tie your hair back, tuck your tie in, wear safety goggles 4.4
What colour will the of the Bunsen burner be when it is first lit?
Why is the yellow flame of the Bunsen burner referred to as the safety flame?
It is easier to see and less hot than the blue flame 4.6
How can you change the colour of the flamer on a Bunsen burner?
By twisting the collar which opens and closes the air hole 4.7
Which flame of the Bunsen burner should be used for heating?
The blue flame as it is much hotter
Bunsen Burner
Knowledge Base: Science
5. Planning and recording investigations
5.1 What is the aim of a scientific investigation? To answer a scientific question.
5.2 What is a variable? Anything that can be changed to affect the outcome of a scientific investigation.
5.3 What is the independent variable in an investigation?
5.4 What is the dependent variable in an investigation?
5.5 What are the control variables in an investigation?
The factor that you change.
6. Representing data
6.1
What is categoric data? A variable that has values that are words instead of numbers
6.2 What type of graph is best to display categorical data?
The factor that you measure (as a result of making the change).
The factors you keep the same to ensure a fair test.
5.6 What is a fair test? A fair test is one in which only the independent variable has been allowed to affect the dependent variable.
5.7 What is data? The measurements you make in an investigation.
5.8 What is meant by accurate data?
5.9 What is meant by precise data?
Data that is close to the true value of what you are trying to measure.
Data which gives similar results if you repeat the measurement, the spread of data is small.
5.10 How can data be recorded? In a table.
5.11 When should a mean be calculated? If repeats of measurements are taken.
5.12 How do you calculate the mean? By adding all the numbers together and dividing by the number of repeats you took
A bar chart should be used if the independent variable is categoric.
6.3 What is continuous data? A variable that has values that can be any number.
6.4 What is discrete data? A variable that can only have whole number values.
6.5 What type of graph is best to display continuous data?
6.6 What type of graph is best to display discrete?
6.7 How should you draw a scale?
A line graph should be used when the independent and dependent variables are continuous.
Discrete or categoric data can also be shown on a pie chart.
Choose scales for the axes so that the graph is as big as possible on the page. The scale should span the range of results (or from 0 to the highest number) in an even & repeating pattern
6.8 When drawing a graph, what variable should go along the x-axis? Independent variable (the factor that you change)
6.9 When drawing a graph, what variable should go up the y-axis?
Dependent variable (the factor that you measure)
6.10 What is a line of best fit? A smooth line on a graph that goes through the middle of as many points as possible. This can be a curve
6.11 Should we consider anomalies when drawing a line of best fit?
Anomalies should be ignored when drawing the line of best fit
7. Analysing & interpreting data
7.1 What does repeatable mean?
7.2 What does reproducible mean?
If the original experimenter repeats the investigation using same method and equipment and obtains the same results.
If the measurements are very similar when repeated by a different person or group, using different equipment and/or methods.
7.3 What is a valid conclusion? A conclusion supported by valid data, obtained from an appropriate experimental design and based on sound reasoning.
7.4 What are the 2 main types of error?
7.5 What is systematic error?
7.6 What is random error?
Systematic & random error
Errors caused by inaccurate equipment, like equipment that doesn’t zero properly or by problems with a method.
Errors caused by factors we cant control like tiny temperature changes in a room. They can also happen if you make a mistake – like pushing the stopwatch button too late
7.7 What is peer review? Conclusions from new scientific research are reviewed or checked by other scientists. They check the method used, the accuracy of the results and the conclusions drawn. Scientists check that the research is valid.
7.8 Why is peer review important?
Scientists check that the research is valid and that the research is not bias.
7.9 What is the range? The difference between the largest and smallest number in a set of data
7.10 What is resolution of an instrument?
The resolution of a measuring instrument is the smallest change in a quantity that gives a change in the reading that can be seen
7.11 What is an anomaly? A result that doesn’t fit in with the pattern of the other results
7.12 Why should results be repeated?
7.13 Should we consider anomalies when drawing a line of best fit?
7.14 How can you write a conclusion for a graph?
Taking many repeat measurements will improve accuracy. Anomalous results can be easily spotted in the data and discarded, leading to a more accurate calculation of the mean.
Anomalies should be ignored when drawing the line of best fit
7.15 Write a conclusion for this graph
State what the graph shows, such as if there is a relationship between the two variables. A good way of describing the relationship is to say what happens to one variable as the other one increases or decreases. Try to include data in your conclusion
7.16
Write a conclusion for this graph
This graph shows that the longer a kettle is left to boil, the hotter the water gets until it reaches 100°C. This is a positive correlation.
This graph shows that as the current increases, so does the voltage. This is a positive correlation.
1. Solids, Liquids and Gases
1.1 What are the three states of matter?
Which state of matter has a fixed shape and volume?
1.3 Which states of matter can
1.4 Which state of matter flows to fit the shape of the container?
1.5 Which state of matter expands to fill the volume of their container?
1.6 Which state of matter has a fixed
but not a fixed shape?
1.7 Which states of matter cannot be compressed?
1.8 Which state of matter can be compressed?
2.1 What is a particle? An incredibly tiny part of matter
2.2 What holds the particles in a solid together? Strong forces of attraction
2.3 How would you describe the arrangement of particles in a solid?
2.4 How would you describe the movement of particles in a solid?
Particles are touching in a regular arrangement
They vibrate about fixed positions
2.5 Why can’t solids flow? The forces of attraction between the particles is too strong
2.6 How would you describe the arrangement of particles in a liquid?
2.7 How would you describe the movement of particles in a liquid?
2.8 How would you describe the arrangement of particles in a gas?
2.9 How would you describe the movement of particles in a gas?
Particles are touching in an irregular arrangement
Particles are not held in fixed positions and can move around each other
Particles are widely spaced apart and are randomly arranged
Particles move quickly in straight lines and in random directions
2.10 Why can liquids and gases flow? The forces of attraction between the particles is weak
2.11 Why do gases not have a fixed volume? Particles move quickly and collide with the walls of the container
2.12 Which state of matter has the highest density? Solid
2.13 Which state of matter has the lowest density? Gas
2.14 Draw a particle model for a solid, liquid and gas
2. Particle Model
Knowledge Base: Science
3. Changes of State
3.1
Particles
How can you change the state of a substance? By heating or cooling it.
Are changes of state reversible or irreversible changes? Reversible. 3.3 Name the changes of state that occur in substances when they are heated and cooled.
3.4 What effect will heating have on the arrangement of particles in a substance?
3.5 What effect will cooling have on the arrangement of particles in a substance?
Particles gain energy, move more and overcome the forces of attraction
Particles lose energy, move less and the forces of attraction become stronger
4. Melting and Boiling Points
4.1
What is meant by the melting point of a substance?
4.2
4.3
The temperature at which a substance changes from a solid to a liquid (or liquid to a solid).
What is meant by the boiling point of a substance? The temperature at which a substance changes from a liquid to a gas (or gas to a liquid).
What is the melting point of water? 0oC
4.4 What is the boiling point of water? 100oC
4.5
5. Diffusion
5.1
What temperature is room temperature? 20oC to 25oC
What is diffusion? The movement of particles from an area of high concentration to an area of low concentration until they are evenly spread out.
5.2 In which states of matter can diffusion occur? Why? Liquids and gases, because the particles are able to move around each other.
5.3 In which state of matter will diffusion occur the fastest? Gas.
5.4
Draw a diagram to show the diffusion of a substance in a gas.
1. Observing Cells
1.1 What is a cell? The smallest unit of life and the building blocks for all organisms.
1.2 Why are microscopes needed to see cells? Because cells are very small
1.3 Label the parts of a microscope
1.4 How would you find the total magnification of a light microscope? Multiply the eyepiece lens magnification by the objective lens magnification
1.5 Where should you place a slide on the microscope? On the stage
1.6 Which objective lens should you begin with when using a microscope? The lowest power objective lens
1.7 How can you adjust the position of the stage on a microscope? By turning the coarse focus dial
1.8 How can you bring the object on the slide into better focus? By turning the fine focus dial
2. Observing Cells
2.1 What is the purpose of dropping iodine or methyl blue on top of the cells on a slide? To stain the cells
4. Plant Cells
4.1 Name four structures found in both animal and plant cells
3.2 What is the function of the nucleus?
3.3 What is the function of the cytoplasm?
3.4 What is the function of the cell membrane?
To control the cell and to store genetic information
To be the site of most chemical reactions in the cell
To act as a barrier around the cell and to control what comes in and out of the cell
3.5 What is the function of the mitochondria?
The site of a chemical reaction called respiration which transfers energy for the organism
4.2 Name three structures that are found in plant cells and not animal cells
4.3 What is the function of the cell wall?
4.4 What is found in the vacuole of a plant cell?
4.5 What is the function of the vacuole?
4.6 What is the function of chloroplasts?
Nucleus, cell membrane, cytoplasm and mitochondria.
Cell wall, vacuole, chloroplasts.
To strengthen the cell and provide support.
Cell sap.
To keep the cell firm.
The site of photosynthesis which allows plants to make their own food using sunlight.
4.7 Draw and label a plant cell:
3. Animal Cells
3.1 Draw and label an animal cell
7. Levels of Organisation
7.1
What is a multicellular organism? An organism made up of many cells. 7.2 What is a tissue? A group of cells working together.
What is an organ? A group of tissues working together.
7.4 What is an organ system? A group of organs working together.
7.5 What is a specialised cell? A cell which is designed to carry out a particular function .
7.6 Name four examples of specialised cells.
7.7
Name three examples of tissues and their function in the organism.
7.8 Name three examples of organs and their functions in the human body.
7.9 Name two examples of organs and their functions in the plant.
Nerve cells, red blood cells, sperm cells, root hair cells.
• Nervous tissue which is made of cells that transmit messages around the body.
• Muscle tissue which is made of cells which contract to make the body move.
• Xylem tissue which is made of cells which form a tube to carry water in the plant.
• The heart to pump blood.
• The stomach to digest food.
• The brain to control the body.
• The leaf to absorb sunlight.
• The roots to anchor the plant into the ground and to take up water and minerals from the soil.
8. Movement of Substances
8.1 Name two substances all cells in the body require. Glucose and oxygen.
8.2 Name an example of a waste product produced by cells. Carbon dioxide.
8.3 In the body, how are substances delivered to and taken away from the cells? By the blood.
8.4 How do substances move in and out of cells? By diffusion.
9. Unicellular Organisms
9.1 What is a unicellular organism? An organism made of only one cell.
9.2 Name three examples of unicellular organisms Amoebas, euglenas and bacteria.
9.3 What is the function of the flagella in unicellular organisms?
9.3 Name two ways amoebas are able to survive
9.4 Name three ways euglenas are able to survive
Tail-like structures which help them move.
• No fixed shape and can move by changing the shape of the body.
• Eat plant cells and bacteria by engulfing.
• Contain chloroplasts to make their own food by photosynthesis.
• Have an eye spot to detect light.
• Have flagella to move.
9.5 How are bacterial cells different to animal and plant cells? They have no nucleus, the genetic information (DNA) is free in the cytoplasm.
9.6 Draw and label a bacterial cell
7.10 Name three examples of organ systems and their functions in the human body.
• The circulatory system to transport materials around the body
• The respiratory system to take in oxygen from the air and remove carbon dioxide from the body
• The reproductive system to produce new organisms
1. Energy and Energy Stores
1.5 What store of energy would an object have if it was
2. Conservation of Energy
of
What store of energy increases when a ball is dropped from above the ground?
What stores of energy are changing when a rollercoaster rolls down the track? Gravitational decreases, kinetic increases.
What stores of energy are changing when a remotecontrolled car starts moving? Chemical decreases, kinetic increases. 2.5 What is meant by dissipated energy? When energy is transferred to a non-useful store (wasted energy). 2.6 In most cases what is the cause of dissipated energy? Friction.
What type of energy transfer involves charge flowing through a circuit?
What type of energy transfer involves forces acting on the object?
3.4 What type of energy transfer involves movement of energy from a hotter object to a cooler object?
3.5 What type of energy transfer involves waves (e.g. sound or light)?
3.6 Draw an energy transfer diagram for battery-powered toy train.
What store of energy is in food? Chemical.
When we eat food energy is transferred to what stores?
4.3 How many joules are in one kilojoule (1kJ)? 1000J.
4.4 Which types of food have the greatest store of energy?
foods. 4.5 When food is burnt there is a transfer of energy between which stores?
4.6 Draw a labelled diagram showing how you could compare the energy content in different crisps:
5.1 What is the unit for temperature?
Celsius
5.2 How can temperature be measured? With a thermometer. 5.3 What is meant by temperature of a substance? The average energy of the particles in the substance. 5.4 What effect will increasing temperature have on the movement of particles in a solid?
5.5 What effect will increasing temperature have on the movement of particles in a liquid or a gas?
Particles will gain energy and vibrate more.
Particles will gain energy and move more.
5.6 Why does a cup of tea left on the side go cold? Energy is transferred from the hot cup of tea to the cool surroundings until they reach the same temperature.
5.7 What is meant by thermal equilibrium? When there is no transfer of energy by heating between objects because they are at the same temperature.
6.1 What type of energy transfer is conduction?
6.2 In which state of matter does conduction occur?
6.3 Why can conduction not occur in liquids and gases?
6.4 During conduction, how is energy transferred?
The particles are not arranged close enough together.
• Energy is transferred to the kinetic store of the particles.
• The particles vibrate more.
• The vibrations cause nearby particles to vibrate.
• Energy is transferred through the vibrations.
6.5 Name a material that is a good thermal conductor. Metal.
6.6 Name a material that is a poor thermal conductor. Plastic or glass.
6.7 What do you call a material which is a poor thermal conductor? An insulator.
4. Food as a Store of Energy
5. Temperature
4. Food as a Store of Energy
6. Conduction
Knowledge Base: Science
1. Dissolving and Solutions
Is dissolving a physical or chemical change?
Mixtures
What is a solvent? The substance dissolving the solute. 1.4 What is a solution? A mixture of a solute that has been dissolved by a solvent.
1.5 What happens to particles during dissolving?
• Particles of the solvent collide with particles of the solute, surrounding them.
• Particles of the solute gradually move away from each other.
• Until the particles are evenly spread through the solvent.
2.
2.1 What is meant by the concentration of a solution?
The mass of solute dissolved in 1000cm3 of solvent.
2.2 What are the units for concentration? g/cm3
2.3 What is the difference between a concentrated and dilute solution? In a concentrated solution, there are more particles of solute per 1000cm3 than in a dilute solution.
2.4 Draw a particle diagram to show a concentrated solution and a dilute solution:
1.6 What happens to the mass of solvent and solute during dissolving?
1.7 What happens to the volume of the solvent during dissolving and why?
The mass of the solvent and solute before and after dissolving stays constant.
The volume of the solvent remains constant. Because the solute particles fit into gaps between the solvent particles.
3. Solubility and Saturation
1.10 Draw a particle diagram to show dissolving:
3.1 What is solubility a measure of? How much solute can dissolve in a volume of solvent at a specific temperature.
3.2 What effect will increasing temperature have on the solubility of a solute? The solubility will normally increase.
3.3 What is meant by a saturated solution? A solution in which no more solute can dissolve.
3.4 What causes a solution to become saturated? When all the spaces between the solvent particles are occupied.
Concentration
Knowledge Base: Science
7.5 Mixtures
4. Filtration and Crystallisation
4.1 What is a mixture? A substance containing different substances that are not chemically joined to each other and which can be separated.
4.2 How could you separate an insoluble solid from a liquid? Filtration.
4.3 What equipment would you need to carry out filtration?
Filter paper, filter funnel, conical flask.
4.4 What is the solid left behind in the filter paper called? Residue.
4.5 What is the name of the liquid collected after filtration has taken place? Filtrate.
4.6 How do we separate a soluble solid from a solution? Evaporation.
4.7 What equipment would you need to carry out the evaporation process? Evaporating basin, Bunsen burner, tripod.
4.8 What is crystallisation? The process of producing crystals from a solution by evaporating the solvent.
5. Distillation
5.1 What process would you use to separate a solvent from a solution? Distillation .
5.2 How is distillation carried out? The solution is heated, causing the solvent to evaporate and turn into a gas. The gas is cooled and condenses back into a liquid which is collected.
5.3 What equipment is used for distillation? Round bottomed flask, Bunsen burner and Liebig condenser.
5.4 What is left in the round bottomed flask after distillation? The solute.
6. Chromatography
6.1 What is the purpose of chromatography? A method to separate mixtures of soluble substances.
6.2 What examples of substances can be separated using chromatography? Food colourings, inks, dyes or plant pigments.
6.3 What is a chromatogram used for? To identify the soluble substances in a mixture.
6.4 In chromatography, what is the purpose of the water? To act as the solvent.
6.5 What causes different soluble substances to move different distances during chromatography? Due to differences in their solubility (their ability to dissolve). The further the distance, the greater the solubility.
6.6 Why do we draw the start line on a chromatogram in pencil? The pencil line is insoluble in water.
6.7 Draw a diagram to show chromatography:
1. Forces and their Effects
1.1 What is a force? A push or a pull. 1.2 What is the unit of forces?
(N). 1.3 Which scientific instrument is used to measure forces? Newton meters.
1.4 When a force acts on an object it can cause the object to change in what ways?
1.5 What is a contact force?
1.6 What is a non-contact force?
direction or shape.
Forces acting when two objects a re touching .
Forces acting when objects aren't touching.
1.7 Name five contact forces. Friction, air resistance, upthrust, normal contact force, driving forces.
1.8 Name two non-contact forces. Gravity, magnetism.
1.9 What is the name of the force that resists motion due to two interlocking surfaces?
1.10 What is the name of the force that exists when objects collide with air particles? Air resistance.
1.11 What is the name of the force that exists which causes an object in a liquid or gas to be pushed up?
1.12
What is the name of the force that acts at right angles to the surface that an object is touching?
contact force. 1.13 What is the name of the force that causes an object to move in a set direction?
1.14 What is the name of the attractive force that acts between two masses? Gravity.
1.15 What is weight? A force that acts on an object due to gravity.
1.16 What is the name of the force that acts between magnets? Magnetic force.
1.17 What does the arrow in a force diagram represent? Size and direction of a force.
1. Forces and their Effects
1.18 Draw a free body diagram to show the forces acting normal contact force
1.19 Draw a free body diagram to show a skier skiing down a hill (from top left of the page to bottom left of the page): normal contact force weight friction and air resistance
1.20 Draw a free body diagram to show a boat accelerating (getting faster and faster): driving force upthrust air resistance weight on a book on a table:
When is work done?
A measure of how much energy is transferred from one store to another.
When a force moves an object over a distance against a resistive force (e.g. gravity or friction).
2.3 Why is lifting a box off the ground an example of work done? A force is used to move the box a vertical distance against the force of gravity.
2.4 Why is sliding a heavy book across the table an example of work done?
A force is used to move the book a horizontal distance against the force of friction.
2.5 What is the unit for work done? Joules (J). 2.6 If 1J of work is done, what does this mean?
A force of 1N causes a movement of 1m.
4. Stretching and Squashing
4.1 What is deformation? When a force causes an object to change shape.
4.2 Name two ways objects can be deformed. Objects can be stretched or squashed.
4.3 What causes compression? Squashing an object.
4.4 What causes tension? Stretching an object.
What is a resultant force? The overall force acting on an object which has the same effect as all the forces combined.
If more than one force is acting on an object in the same direction, how do you find the resultant force? By adding the forces together.
3.8 If there are forces acting on an object in opposite directions, how do you find the resultant force? By finding the difference between the size of the forces.
5. Springs
5.1 What is meant by the extension of an object?
5.2 How can you calculate the extension of an object?
5.3 What is meant by elastic deformation?
A measure of how much an object stretches when a force is applied.
Extension = stretched lengthoriginal length.
When an object is stretched but can return to its original length/ shape.
5.4 Give an example of an object that can elastically deform A spring.
5.5 Name the two forces acting on a spring when masses are added to the end of the spring
6.
Extension of a Spring
6.1 What effect does increasing the force applied to a spring have on the extension of the spring?
6.2 If the force applied to a spring is doubled, what effect will this have on the extension of the spring?
Weight acting downwards. Tension acting upwards.
7. Friction
7.1 What effect will the force of friction have on the motion of an object? It will slow it down.
7.2 What is the cause of friction? When two surfaces interlock, the more the surfaces interlock, the more friction there is.
7.3 Give one way friction can be useful. Stops you slipping when you walk.
7.4 What effect does friction have on the temperature of the surfaces in contact? It causes the surfaces to heat up and increase in temperature.
7.5 At the end of a drive why do the tyres of the car feel warm? Friction between the moving tyre and the road cause an energy transfer to the thermal store of the tyres.
Increases the extension of the spring.
The extension will also double.
6.3 Draw a sketch graph to show the relationship between force and extension of a spring:
6.4 What is meant by the elastic limit of a spring?
When too much force is applied and the spring cannot return to its original length/shape.
7.6 How can friction be reduced? By using lubrication (e.g. oil).
8. Drag Forces
8.1
Name two examples of drag forces.
Air resistance and water resistance.
8.2 What causes drag forces? Particles in the air and water resisting motion.
8.3 In what direction do drag forces act? In the opposite direction to motion.
8.4 Why do drag forces slow objects down? The particles in the air or water come into contact with the object and exert a force in the opposite direction to its motion.
8.5 How can drag forces be reduced? Through streamlining.
8.6 How can changing the shape of an object reduce drag? By reducing the number of particles the object comes into contact with.
Knowledge Base: Science
7.7 Atoms, Elements and Compounds
1. Atoms and Elements
1.1 What is an atom? The smallest part of an element that can exist
1.2 What is an element? A substance made of one type of atom
1.3 How can elements be represented internationally? By using their chemical symbol
1.4 What is the rule for writing a chemical symbol? The first letter is always a capital and the second letter is lower case
1.5 Which table organises all the known elements? The Periodic Table
1.6 Write the chemical symbols for: -Sodium -Potassium -Magnesium -Calcium -Aluminium -Carbon -Nitrogen -Oxygen -Iron -Sulphur -Fluorine -Chlorine -Bromine -Copper -Gold -Silver
-Sodium (Na)
-Potassium (K)
-Magnesium (Mg)
-Calcium (Ca)
-Aluminium (Al)
-Carbon (C) -Nitrogen (N) -Oxygen (O) -Iron (Fe)
-Sulphur (S) -Fluorine (F)
-Chlorine (Cl) -Bromine (Br) -Copper (Cu) -Gold (Au) -Silver (Ag)
1.8 What is a group in the periodic table? The vertical columns
1.9 What is a period in the periodic table? The horizontal rows
2. The Periodic Table
2.1 What are the two main types of elements? Metals and non-metals 2.2 What is a property? A characteristic of a substance
2.3 Give seven typical properties of metals Electrical conductors, thermal conductors, shiny, malleable, ductile, sonorous, solid at room temperature (high melting and boiling point)
2.4 Give five typical properties of non-metals Electrical insulators, thermal insulators, dull, brittle, liquid or gasses at room temperature (low melting and boiling point)
2.5 What does electrical conductor mean? Allows electrical charge to flow through it
2.6 What does electrical insulator mean? Does not allow electrical charge to flow through it
2.7 What does thermal conductor mean? Allows heat to flow through it
2.8 What does thermal insulator mean? Does not allow heat to flow through it
2.9 What does malleable mean? Easy to hammer into shape
2.10 What does brittle mean? Shatters easily
2.11 What does ductile mean? Easy to stretch and draw into a wire
2.12 If something has a high melting/boiling point, what state is it at room temperature? Solid
2.13 If something has a low melting/boiling point, what state is it at room temperature? Liquid or gas
2.14 Which side of the periodic table are metals found? Left-hand side.
2.15 Which side of the periodic table are non- metals found? Right-hand side.
2.18 What properties of metals makes them good cooking pans?
2.19 What properties of metals makes them good for electrical wiring?
Good thermal conductors, high melting points
Good electrical conductors, ductile
3. Compounds
3.1 What is a compound? A substance made from two or more different elements chemically bonded together
3.2 What is a mixture? Different substances that are not chemically bonded together and which can be easily separated
3.3 What is a molecule? Two or more non-metal atoms chemically bonded together
3.4 What is easier to separate, a mixture or a compound? A mixture
3.5 What forms between atoms in a compound to hold them together? Bonds
3.6 Do the following diagrams represent elements, compounds or mixtures? Element Compound Mixture
5. Naming Compounds
5.1 When naming a compound with a metal and a non-metal, which comes first in the name? The metal
5.2 If a compound has a metal and a non-metal, what is the non- metal ending?
5.3 If a compound has a metal, oxygen and another non- metal, what is its ending? …ate
4. Chemical Formulae
4.1 What does a chemical formula show? How many of each type of atom there is in a compound
4.2 Which chemical formula is written correctly? Al2O3 Al2O3 Al2O3
4.3 What is the chemical formula for this compound? NH3 4.4 What is the chemical formula for this compound? CO2 4.5 What is the chemical formula for this molecule? N2
6. Making Compounds
6.1 What are reactants? The substances you start with in a reaction
6.2 What are products? The substances you end up with in a reaction
6.3 Which is correct way of writing a word equation Reactants = Products OR Reactants Products
Reactants Products
6.4 Write a word equation for the iron metal reacting with the non-metal sulphur to make iron sulphide Iron + Sulphur Iron Sulphide
6.5 When different substances are mixed together, what happens to their properties? They are retained (they do not change)
6.6 When different substances chemically bond together, what happens to their properties? They change
1. Chemical and Physical Changes
1.1 In a chemical reaction, what happens to the atoms? They are rearranged
1.2 How could you tell if a chemical reaction has taken place? Temperature change, colour change, gas formed, solid formed
1.3 Give an example of a physical change Melting, Boiling, Condensing, Freezing
1.4 What is the difference between a physical and a chemical change? A chemical change results in the formation of new products. A physical change no new chemicals are formed
4. Combustion
4.1 What gas must be present for burning to happen? Oxygen
4.2 What is the scientific term for a chemical reaction where burning happens? Combustion
4.3 Burning fuels is useful because it releases light and it causes which store of energy to increase? Thermal store
4.4 What two things are produced when a fuel is burnt? Carbon Dioxide and Water
4.5 Write the word equation for the combustion of methane Methane + Oxygen Carbon Dioxide + Water
2.1 What is the law of conservation of mass? Atoms are neither created or destroyed during a reaction, they are simply rearranged
If mass appears to be lost in a reaction, what has happened? A gas has been produced which escapes
If mass appears to be gained in a reaction, what has happened? Atoms of a gas from the air have been added
4.6 Balance the symbol equation for the combustion of methane and draw a particle diagram so show that no atoms have been lost or created during the reaction CH4 + O2 CO2 + H2O
2.4
If you react 7g of reactant A with 4 g of reactant B, what mass of product C will you have (A + B C)? 7g + 4g = 11g
3.1 When copper carbonate is heated, it forms copper oxide and carbon dioxide. What is the name of this type of reaction?
3.4 Draw a particle diagram to represent the thermal decomposition of calcium carbonate which shows that no atoms have been created or destroyed during the chemical reaction. Use the symbol equation to help you.
Gas Tests 5.1 What is the test for carbon dioxide? Turns limewater cloudy 5.2 What is the test for oxygen? Relights a glowing splint
What is the test for hydrogen? Makes a squeaky pop with a lit splint
Temperature Changes
What is the name given to chemical reactions which cause an increase in the temperature of the surroundings? Exothermic reactions 6.2 What is the name given to chemical reactions which cause a decrease in the temperature of the surroundings? Endothermic reactions
6.3 Why do reactions cause a change in the temperature of the surroundings?
When the atoms rearrange energy may be absorbed or released
2. Law of Conservation of Mass
3. Thermal Decomposition
1.1 What is the skeleton composed of? Bones 1.2 Is bone an example of a cell, tissue or organ? Tissue 1.3 What makes bones strong but slightly flexible? Calcium and other minerals
1.4 What is important, to keep bones healthy? Exercise and a balanced diet
1.5
1.6
How many bones does the average human skeleton consist of?
What are the four main functions of the skeleton?
• Support the body
• Protect the vital organs
• Movement
• Make blood cells
Joints
What is a joint? Where two or more bones join together 2.2 What are the three types of joint? Hinge, ball and socket, fixed 2.3 Give an example of each type of joint • Hinge – knee or elbow
• Ball and socket – hip or shoulder • Fixed – skull
2.4 Why are bones covered in cartilage at a joint? To prevent the bones from rubbing against each other
2.5 What is the purpose of ligaments at the joint? To connect the bones together
2.6 What is the purpose of tendons at the joint? To connect muscles to bones
3.1
3.2
3.3
3.4
3.5
How do muscles allow the skeleton to move?
What name is given to a pair of muscles that work together to cause movement?
Why must some muscles work in pairs?
How do bicep and triceps muscles cause your arm to bend?
How do bicep and triceps muscles cause your arm to straighten?
They contract (get shorter)
Antagonistic muscles
4.2
What precautions should you take to minimise the risk of bacteria when dissecting a chicken wing?
What precautions should you take to minimise the risk of sharps when dissecting a chicken wing?
Because they can only pull not push
The bicep muscle contracts, the triceps muscle relaxes
The triceps muscle contracts, the bicep muscle relaxes
Wear gloves, wash hands after handling chicken, disinfect desks
Keep equipment in the dissection tray, hold equipment as demonstrated
5. Biomechanics
5.1 How can you measure the strength of a muscle? By measuring the how much force it exerts
5.2 What piece of equipment can be used to measure the strength of a muscle? A Newton meter
3. Muscles
1. Skeleton
4. Chicken Wing
1.1 What is an electrical conductor? A material that allows charge to pass through it easily
1.2 What is a charge carrier? Particles that carry the charge through a circuit
1.3 Why are metals good electrical conductors?
1.4
1.5
1.6
They have lots of charge carriers that are free to move
Give two examples of conductors used in circuits Copper in wiring, metal filament in a light bulb
What is an electrical insulator? A material that does not allow charge to pass through it
Give four examples of materials which are electrical insulators Plastic, wood, glass, rubber
2.1 Draw the circuit symbols for the following electrical components: Switch, cell, battery, lamp, voltmeter, ammeter, resistor, variable resistor, motor
2.2 What is electric current? The flow of charge
2.3 What is potential difference? A measure of how much energy is given to the charge carriers in a circuit
2.4 What is required for current to flow in a circuit? A complete circuit, a potential difference
2.5 What provides the potential difference in a circuit? A battery or cell
2.6 What store of energy is stored in a battery or cell? Chemical
2.7 What is the unit for current? Amps (A)
2.8 What is the unit for potential difference? Volts (V)
2.9 What piece of equipment can be used to measure the current in a circuit? An ammeter
2.10 What piece of equipment can be used to measure the potential difference in a circuit? A voltmeter
3.
3.1 How are components arranged in a series circuit? In a single loop
3.2 Draw a series circuit with two bulbs and a cell
3.3 How does current behave in a series circuit?
Current is the same throughout the circuit
1. Electrical Conductor and Insulators
2. Circuits
2. Circuits
Series Circuits
4.1 How are components arranged in a parallel circuit?
4.2
Draw a parallel circuit with two bulbs and a cell
4.3 How does current behave in a parallel circuit?
5. Resistance
In more than one branch
Current in each branch of a parallel circuit is equal to the total current in the entire circuit
5.1 What is meant by electrical resistance? A measure of how much a material reduces the flow of charge (the current)
5.2 What is the unit of resistance? Ohms (Ω)
5.3 What effect will adding more components to a circuit have on the resistance and current in the circuit?
6. Circuit Problems
5.1 What is the missing reading in this diagram? Why?
The resistance will increase The current will decrease
0.3A as current is the same throughout the series circuit
7. Power and Electricity Costs
What is electrical power? The rate at which energy is transferred by a circuit
How is electrical power calculated? Power = energy transferred ÷ time (s)
What is the unit for power? Watts (W)
What is 1kW? 1000W 7.5 What is the purpose of an electrical metre in your home? For energy companies to monitor the amount of energy transferred to our homes to generate a bill
If an electrical appliance has a large power rating what does this mean? It is able to transfer energy quickly 7.7 What unit is used by energy companies for ‘energy transferred’ instead of joules? kWh (kilowatt hour) 7.8 What is 1kWh? The amount of energy transferred to a 1kW appliance in an hour 7.9 How is the amount of energy transferred calculated? Energy transferred = power x time (h)
5.2 What is the missing reading in this diagram? Why?
0.6A as current in all the branches of a parallel circuit add up to make the total current
4. Parallel Circuits
1.1 What is the function of male and female reproductive systems in humans? To allow reproduction (the production of offspring/children)
1.2 What is fertilisation? The joining of sperm and egg cells to form an embryo
1.3 What is the function of the male reproductive system? To produce sperm cells and release them inside a female
1.4 What are the main parts of the male reproductive system?
1.5 What is the function of the testes? To produce sperm cells and the male sex hormones
1.6 What is the function of the scrotum? To contain the two testes 1.7 What is the function of the glands? To produce nutrients that help keep sperm alive
1.8 What is semen? The mixture of sperm and nutrient-rich fluid produced by the glands 1.9 What is the function of the sperm ducts? To carry sperm from the testes to the penis
1.10 What is the function of the urethra? To catty urine from the bladder or sperm from the sperm duct
1.11 What is the function of the penis? To carry urine or semen out of the body
1. Reproductive
(in
1.13 What are the main parts of the female reproductive system?
What is the function of the ovaries? To store and release egg cells
What is the function of the oviducts? To carry an egg to the uterus
What is the function of the uterus? The place where the foetus (unborn baby) develops
What is the function of the cervix? To separate the vagina from the uterus (it is a ring of muscle)
What is the function of the vagina? To receive sperm during sexual intercourse
2.1
are gametes?
What are the main steps in the process of fertilisation?
cells (e.g. sperm and egg cells)
1. An egg is released from the ovary and travels through the oviduct towards the uterus
2. During sexual intercourse, ejaculation
1.12 What is the function of the female reproductive system? To produce egg cells and support the growth of an unborn baby (foetus) before birth occurs in which semen (containing sperm) is released from the penis into the vagina
3. Sperm cells swim from the vagina through the cervix
4. Sperm cells then travel to the oviduct
5. If a sperm cell meets an egg cell, fertilisation occurs
Where does fertilisation take place? In the oviduct
What is a foetus? An unborn baby
Organs
humans)
1. Reproductive Organs (in humans)
2. Fertilisation
2. Fertilisation
2.5 How does a fertilised egg develop into a foetus?
2.6 What is the purpose of contraception?
2.7 Name three ways contraception can work
• The fertilised egg divides several times to form an embryo
• The embryo attaches to the lining of the uterus and develops into a foetus
To prevent pregnancy occurring
1. Preventing the sperm meeting the egg
2. Stopping egg production
3. Stopping the fertilised egg implanting into the lining
of the uterus
2.8 Name two methods of contraception 1. Condom 2. Contraceptive pill
3. Adolescence
3.1 What is puberty? The physical changes to the body that occur during adolescence
3.2 Where are sex hormones that cause puberty produced? Females – in the ovaries Males – in the testes
3.3 What is the purpose of puberty? To cause the reproductive system to develop which allows reproduction to occur as an adult
3.4
State four changes that takes place in both males and females during adolescence
1. Pubic hair and underarm hair grows
2. Body smell becomes stronger
3. Experience emotional changes
4. Growth spurt
3.5 State four changes that take place during 1. Breasts develop
2. Ovaries start to release egg cells
3. Periods start
4. Hips widen
3.6 State four changes that take place during
1. Voice breaks
2. Testes and penis get bigger
3. Testes start to produce sperm
4. Hair grows on the face and chest
4. Menstrual Cycle
4.1 What is the menstrual cycle? A recurring process that occurs in females to prepare an egg for fertilisation
4.2 When does the menstrual cycle begin in females? During puberty (which will cause periods to begin)
4.3 On average, how long does the menstrual cycle take? 28 days
4.4 What controls the menstrual cycle? Reproductive hormones
4.5 What is menstrual bleeding? When blood from the lining of the uterus leaves the body through the vagina
4.6 What is ovulation? The release of an egg from the ovaries
4.7 What are the main events that occur in the menstrual cycle? 1. Lining of the uterus builds up in
5. Gestation and Birth
preparation for a fertilised egg
2. Ovulation
3. Break down of the uterus lining (if fertilisation does not occur)
5.1 What is gestation? The time from fertilisation until birth (pregnancy)
5.2 What is the gestation period in humans? 9 months (40 weeks)
Questions 2.4 and 2.5 should be revisited here
5.3 How is the growth of the foetus supported during gestation?
5.4 What is the function of the placenta in gestation?
The foetus receives nutrients and oxygen from it’s mother through the blood
To allow substances to pass between the mother’s blood and the foetus’ blood
5.5
5.6
What is the function of the umbilical cord?
What is the purpose of the amniotic fluid?
5.7 How do substances move into and out of the placenta?
To connect the foetus to the placenta
To act as a shock absorber, protecting the foetus from bumps
Substances in the blood diffuse in and out the placenta from the mother’s blood (the blood does not mix)
5.8
5.9
Name an example of a substance which moves out of the foetus’ blood into the placenta
What changes occur to the mother during birth?
• The cervix relaxes and dilates (gets wider)
• The muscles in the wall of the uterus contract
5.10 What are the names of the structures in the diagram below?
6. Flower Structure (plant reproduction)
6.1
6.2
6.3
6.4
6.5
6.6
What is the purpose of a flower?
To allow plants to sexually reproduce through a process called pollination
What is the name of the female part of a flower? Carpel
What is the name of the male part of a flower? Stamen
What is the name of the male gamete in plants? Pollen
What is the name of the female gamete in plants? Egg
What are the main structures found in a flower?
What is pollination? The process of the pollen transferring to the stigma
What is self-pollination? When the pollen is transferred to the stigma of the same plant 7.3
What is cross pollination? When the pollen is transferred to the stigma of a different plant
7.4
Name two methods of pollination Insect and wind
5. Gestation and Birth
Carbon dioxide
7. Pollination
Knowledge Base: Science
7.5 State five features common to insect-pollinated flowers
1. Brightly coloured and sweet-smelling petals
2. Small amounts of pollen production
3. Sticky or spiky pollen
4. Sticky stigma
5. Nectar-secreting cells
7.6 What is nectar? A sugar-rich liquid which insects use as food
7.7 State four features common to wind-pollinate flowers
7.8 How does insect pollination occur?
1. Small petals, often brown or dull green
2. Large amounts of pollen production
3. Pollen which has a low mass
4. No nectar-secreting cells
1. An insect visits a flower and pollen sticks to it
2. The insect moves to the flower of another plant (or same plant)
3. The pollen rubs off on to the stigma
7.9 How does wind pollination occur? The pollen from the flower of one plant is blown by the wind and lands on the stigma of another plant’s flower
9. Seeds and Fruits
9.1 What happens to the ovary of a flower following fertilisation? It develops into a fruit
9.2 What is a fruit? A developed ovary containing seeds
9.3 What are the three main structures found in a seed? A seed coat, an embryo, a food store
9.4 What is function of each structure fond in the seed?
• Seed coat – for protection
• Embryo – to contain the young root and shoot
• Food store – for the young plant to use
• before it can photosynthesise
9.5 What are the names of the structures labelled in this diagram?
9.6 What is germination? When a seed starts to grow
9.7 Name three factors required for germination Water, oxygen, warmth
8.1 What occurs for fertilisation to take place in flowering plants? The nucleus of a pollen joins with the nucleus of an egg to make a seed
8.2 What are the main steps involved in fertilisation?
1. A pollen grain is transferred to the stigma
2. A pollen tube grows from the stigma to the ovary through the style
3. The nucleus of the pollen grain passes through the pollen tube
4. It then joins with the egg cell inside an ovule of the ovary
5. The fertilised egg will develop into a seed
10.1 What is seed dispersal? The movement of seeds away from the parent plant
10.2 What is the purpose of seed dispersal? To allow a seed to germinate away from other plants to reduce competition for water and sunlight
10.3 What are the four main methods of seed dispersal? Wind, animal, water, explosive
8. Fertilisation in Flowering Plants
7. Pollination
10. Seed Dispersal
1.16 What foods are a good source of carbohydrates in your diet? Bread, pasta, cereal 1.17 What foods are a good source of fats in your diet? Butter, cooking oil, cheese
1.18 What foods are a good source of protein in your diet? Meat, eggs, beans and pulses
1.19 What foods are a good source of vitamins in your diet? Fruits, vegetables, grains
1.20 What foods are a good source of minerals in your diet? Meat, dairy, nuts, cereals
1.21 What foods are a good source of fibre in your diet? Fruits, vegetables
2.1 What information can be found on nutrition labels? The amount of energy the food contains and the proportion of nutrients in the food
2.2 What is the unit for energy given on nutrition labels? Joules (J) or Kilojoules (kJ)
2.3 Different people have different energy requirements. What affects energy requirements? Age, sex, body size, level of activity
2.4 How do energy requirements change with increasing exercise levels? The more exercise you do, the more energy your body requires
2.5 Which type of fat is more unhealthy, saturated or unsaturated? Saturated
2.6 What is the difference between saturated and unsaturated fats?
• Unsaturated fats are normally liquid at room temperature and derived from plants
• Saturated fats are normally solid at room temperature and derived from animals
2. Energy Requirements
3.1 How can you prepare a sample of food for a food test? Crush the food (using a pestle and mortar), add a few drops of water and mix well
3.2 What is the name of the chemical used when testing for starch in a food sample? Iodine
3.3 What colour is iodine and what colour does it turn in the presence of starch? Brown, turns black/dark blue if starch is present
3.4 What is the name of the chemical used when testing for lipids (fats) in a food sample? Ethanol
3.5 What colour is ethanol and what happens to ethanol in the presence lipids (fats)? Colourless, solution turns cloudy if lipids (fats) are present
3.6 What is the name of the chemical used when testing for sugar (glucose) in a food sample? Benedict's solution
3.7 What colour is Benedict’s solution and what colour does it turn in the presence of sugar (glucose)? Blue, turns orange/red if sugar (glucose) is present
3.8 What is the name of the chemical used when testing protein in a food sample? Biuret solution
3.9 What colour do the Biuret solutions turn if protein is present in the food sample? Purple
3.
Food Tests – writing methods
3.10 What is the method for testing for sugars (glucose)?
1. Prepare food sample
2. Add blue Benedict’s reagent
3. Heat with a Bunsen burner or a water bath
4. Observe the colour change
3.11 What is the method for testing for starch?
1. Prepare food sample
2. Add orange iodine
3. Observe the colour change
3.12 What is the method for testing for proteins?
1. Prepare food sample
2. Add blue biuret reagent
3. Observe the colour change
3.13 What is the method for testing for lipids?
1. Prepare food sample
2. Add ethanol
3. Add water
4. Shake
5. Observe the colour change
3. Food Tests
5. Bacteria and Enzymes in Digestion
5.1 Where are most bacteria found in the digestive system? In the large intestine
5.2 Name one role of bacteria in the digestive system To produce vitamins
5.3 What is found in digestive juices? Enzymes
5.4 What is the role of digestive enzymes? To break down large molecules of nutrients into smaller molecules
5.5 Name the three different groups of enzymes involved in digestion -Carbohydrase -Protease -Lipase
5.6 Which group of enzymes break down carbohydrates into sugar molecules? Carbohydrase
5.7 Which enzyme breaks down proteins into amino acids? Proteases
5.8 Which enzymes breaks down lipids into fatty acids and glycerol? Lipases
5.9 Where is bile made? In the liver
5.10 What is the role of bile in digestion? To break down lipids into smaller droplets to make it easier for the lipase enzymes to work on the lipids
1.1 What do waves do? Transfer energy from one place to another.
1.2 What type of wave is a water wave? A transverse wave.
1.3 What is a transverse wave?
1.4 Draw and label a transverse wave.
A wave where the oscillations (vibrations) are perpendicular (at a 90° angle) to the direction the wave is travelling.
1.5 What is the unit for amplitude? Metres.
1.6 What is the unit for wavelength? Metres.
1.7 What is the highest point of the wave called? Peak or crest.
1.8 What is the lowest point of the wave called? Trough.
1.9 What is the amplitude of a wave?
1.10 What is the wavelength of a wave?
1.11
The maximum height of the wave from its resting position.
The distance from any point on one wave to the same point on the next wave along.
Transverse and longitudinal.
What are the two types of waves?
1.12 What is a longitudinal wave?
1.13 Draw and label a longitudinal wave.
A wave where the oscillations (vibrations) are parallel (in the same direction as) the direction that the wave is travelling.
1.14 What is an area of compression? When the vibrations are close together.
1.15 What is an area of rarefaction? When the vibrations are further apart.
1. Vibrations and Waves
Sound Knowledge Base: Science
Give an example of a longitudinal wave. Sound.
2.2 How does an object produce sound? The object vibrates, this causes the air particles around it to vibrate. The air particles bump into each other, transferring the vibrations through the air.
2.3 Can sound travel through a vacuum? No, it needs particles to travel through.
2.4 Why does sound travel fastest in a solid? In a solid, the particles are close together.
2.5 Why does light travel faster than sound? Light does not rely on particles to transfer vibrations.
3.1 What two pieces of equipment can we use to see sound? An oscilloscope and a microphone. 3.2 What does the amplitude of a sound wave show? The loudness of the sound wave.
3.3 Draw the oscilloscope trace for a loud sound and quiet sound.
3.4 What does the frequency of a sound wave show? The pitch of the sound wave.
3.5 What is frequency measured in? Hertz (Hz)
3.6 Draw the oscilloscope trace for a high and a low pitch sound. 3.7 What is the human auditory range? 20 – 20,000Hz
What equation can be used to calculate the speed of sound?
What is the unit for speed?
What is the unit for distance?
Worked example question:
Calculate the speed of a sound wave that travels 3400m in 10s.
Calculate the time it takes for sound to travel 1200m.
3. Loudness and Pitch
4. Speed of Sound
2. Sound and Energy Transfer
2.1
Knowledge Base: Science 7.13 Sound
5.
5.1 What is an echo? An echo is produced when sound is reflected off a surface.
5.2 What is the speed of sound at normal room temperature? 340m/s.
5.3 Give an example of an animal that can use echoes to map their surroundings. Bats.
Worked example question:
Calculate how far away a wall is from you if it takes 20 seconds to hear an echo.
6.
6.1 What part of the human body is used to detect sound? The ear.
6.2 What are the labels for 1-8? 1 – pinna
6.3 Which two parts of the ear make up the outer ear? The pinna and the ear canal.
6. Detecting Sound
6.4 What does the ear drum do when a sound wave hits it? It vibrates.
6.5 What is the cochlea? A snail-like structure filled with tiny hairs and liquid.
6.6 What is the function of the specialised cells at the bottom of the hairs inside the cochlea? They transfer the movement to electrical signals which can then be sent via the auditory nerve to the brain.
6.7 What part of the human ear is similar to the diaphragm of a microphone?
6.8 Vibrations of the diaphragm of a microphone are turned into electrical signals. What part of the human ear is this similar to?
The ear drum.
The hairs in the cochlea.
7.1 What is ultrasound? A sound with a frequency of over 20,000Hz.
7.2 Why can humans not detect this sound? Because it is above the range of human hearing.
7.3 Name two ways in which we can use ultrasound for detection.
1. To make images of an unborn baby. 2. To look at shipwrecks at the bottom of the sea.
7.4 Why is it safe to use ultrasound on an unborn baby? Because it is a sound wave and these are not harmful.
Echoes
Detecting Sound
7. Ultrasound
Hermanos / Siblings
un hermanastro a stepbrother
No tengo hermanos I don’t have siblings
(boy)
/ Activities 1.17 chatear to chat on-line 1.18 escribir correos to write emails 1.19 escuchar música to listen to music
jugar a los videojuegos to play videogames 1.21 leer to read 1.22 mandar SMS to send text messages
navegar por internet to surf the Internet 1.24 salir con mis amigos to go out with my friends 1.25 ver la televisión to watch TV
1.26 bailar to dance
1.27 cantar karaoke to sing karaoke
1.28 hablar con mis amigos to chat with my friends
1.29 montar en bici to ride a bike
1.30 sacar fotos to take photos
1.31 tocar la guitarra to play the guitar
Los deportes / Sports
1.32 hago artes marciales I do martial arts
1.33 hago atletismo I do athletics
1.34 hago equitación I do horseriding
1.35 hago gimnasia I do gymnastics
1.36 hago natación I do swimming
1.37 juego al baloncesto I play basketball
1.38 juego al fútbol I play football
1.39 juego al tenis I play tennis
1.40 juego al voleibol I play volleyball
El tiempo / Weather
1.41 hace calor it’s hot
1.42 hace frío it’s cold
1.43 hace sol it’s sunny
1.44 hace buen tiempo the weather is good
1.45 hace mal tiempo the weather is bad
1.46 llueve it's raining
1.47 nieva it's snowing
Expresiones de tiempo / Time expressions
nunca never
a veces sometimes siempre always
primero first luego then
después after
más tarde later
finalmente finally
Adjetivos / Adjectives
antiguo/a old
bonito/a beautiful
bueno/a good
feo/a ugly
grande big
moderno/a modern
pequeño/a small
aburrido/a boring
difícil difficult
divertido/a fun
fácil easy
práctico/a practical
útil useful
Las asignaturas / Subjects
estudio I study
ciencias science
dibujo art
educación física PE
español Spanish
francés French
alemán German
italiano Italian
latín latin
geografía geography
historia history
informática ICT
inglés English
matemáticas maths
música music
religión RE
teatro drama
tecnología technology
Instalaciones / Facilities
un campo de fútbol a football field
un comedor a dining hall
un gimnasio a gymnasium
un patio a playground
una biblioteca a library
una clase de informática an ICT room
una piscina a swimming pool
unos laboratorios some laboratories
unas clases some classrooms comida y bebida / Food and drink
como I eat
un bocadillo a sandwich
unos caramelos some sweets
chicle chewing gum
una chocolatina a chocolate bar fruta fruit
unas patatas fritas some crisps bebo I drink
agua water
un refresco a fizzy drink
un zumo a juice
Mi familia / My family
mis padres my parents
mi madre my mother
mi padre my father
mi abuelo my grandfather
mi abuela my grandmother
mi bisabuela my great-grandmother
mi tío my uncle
mi tía my aunt
¿Cómo eres? / What are you like?
alto/a tall
bajo/a short
delgado/a slim
gordo/a fat
guapo/a good-looking
inteligente intelligent
joven young
viejo/a old pecas freckles
barba beard
bigote moustache
gafas glasses
Mi casa / My house
vivo en I live in…
una casa a house
un piso a flat
antiguo/a old bonito/a beautiful cómodo/a comfortable grande big
modern/a modern pequeño/a small está en… It is in…
el campo the countryside
la costa the coast
una ciudad a city
un pueblo a town
la montaña the mountains
el norte the north
el sur the south
el este the east
el oeste the west
Números / Numbers veinte twenty treinta thirty cuarenta forty cincuenta fifty sesenta sixty setenta seventy ochenta eighty noventa ninety cien a hundred
Mi pelo / My hair castaño brown
negro black rubio blonde azul blue liso straight rizado curly largo long corto short
pelirrojo ginger calvo bald
¿Cuándo? / When?
este fin de semana this weekend
el sábado por la mañana on Saturday morning el domingo por la tarde On Sunday afternoon/ evening primero first luego then finalmente finally
¿Qué haces en la ciudad? / What do you do in town?
Voy… I go…
al cine to the cinema
al parque to the park
a la bolera to the bowling alley
a la cafeteria to the cafeteria
a la playa to the beach de compras shopping de paseo for a walk
Salgo con mis amigos. I go out with my friends. No hago nada. I do nothing.
En
la ciudad / In the city
Hay… There is…
un castillo a castle
un centro commercial a shopping centre
un estadio a stadium
un mercado a market
un museo a museum
un parque a park
una piscina a swimming pool
una plaza a square
un polideportivo a sports centre
un restaurant a restaurant
una tienda a shop
una universidad a university
mi barrio my neighbourhood
mi ciudad my city
mi pueblo my town/village
La hora / The time
Es la una it’s one o’clock
Son las dos It’s two o’clock
y media half past
y cuarto quarter past
menos cuarto quarter to
En la cafeteria / In the cafe bebidas drinks
un batido de chocolate/ fresa a chocolate/strawberry milkshake
un café a coffe
un granizado de limón an iced lemon drink
un té a tea
raciones snacks calamares squid
croquetas croquettes gambas prawns
jamón ham
pan con tomate tomato bread
patatas bravas spicy potatoes
tortilla Spanish omelette
The Present Tense – Talking about actions happening now ‘in the present’.
REGULAR VERBS
There are 3 types of regular verbs in Spanish: -ar, -er, –ir.
Rule:
1. Take off the infinitive ending (-ar, -er, –ir).
2. Replace with the endings shown in bold for your category of verb.
STEM CHANGING / BOOT VERBS
Some Spanish verbs are called stem-changing or ‘boot’ verbs.
The ‘We’ and ‘You plural’ form is different from the others.
verbs
Eg: Hablar = To talk
(yo) hablo I talk
(tú) hablas You (singular) talk
(él/ella) habla He/she talks
(nosotros) hablamos We talk
(vosotros) habláis You (plural) talk
(ellos/ellas) hablan They talk
Jugar = To play (u>ue)
IRREGULAR VERBS
Juego Jugamos
Juegas Jugáis
Juega Juegan
-ER verbs
Eg: Comer = To eat
(yo) como I eat
(tú) comes You (singular) eat
(él/ella) come He/she eats
(nosotros) comemos We eat
(vosotros) coméis You (plural) eat
(ellos/ellas) comen They eat
Some verbs just don’t follow the usual patterns.
Rule: Learn each one by heart!
TENER (To have)
Tengo I have
Tienes You (s) have
Tiene He/she has
Tenemos We have
Tenéis You (pl) have
Tienen They have
The Near Future Tense – Talking about what you are going to do.
Voy a salir = I’m going to go out
Vas a ver la tele = You (sg) are going to watch TV
-IR verbs
Eg: Escribir = To write
(yo) escribo I write
(tú) escribes You (singular) write
(él/ella) escribe He/she writes
(nosotros) escribimos We write
(vosotros) escribís You (plural) write
(ellos/ellas) escriben They write
SER (To be)
Soy I am
Eres
You (s) are
Es He/she is
Somos We are
Sois You (pl) are
Son They are
Vamos a jugar al voleibol = We are going to play volleyball
Vais a chatear = You (pl) are going to chat
Van a hacer los deberes = They are going to do homework 1 + 2 + 3
Va a ir de paseo= He/she is going to go for a walk
1. Health and Safety in the Workshop
1.1 Workshop P.P.E What to wear? Personal Protective Equipment- Goggles, Face Mask, Overall, Footwear, Hair tied back, NO jewellery.
1.2 The workshop in action Move sensibly, do not talk/distract others when using machinery, tool handling and storage.
1.3 Using tools & machinery Listen carefully during demonstrations, follow all safety instructions, ask if unsure how to proceed.
1.4 Safety in action Emergency Stop Button, Report breakages, First- Aid.
Packaging Design/Commercial Graphics 4.1 commercial graphics Real world graphic product design- max 2-3 Contrasting colours, TEXT created and positioned to attract target users 4.2 development/net The 2D layout outline drawing of a 3D Graphic Product –4.3 3d drawing techniques
Isometric drawings and perspective drawings are commonly used to show an item in 3D
4.4 typeface/font
The name for a TEXT style e.g Arial whilst the FONT is the variation of the TYPEFACE e,g BOLD, ITALIC, WEIGHT of text.
movement and precision of machine tools through the use of preprogrammed computer software. 2.4 metric- millimetres (mm)/centimetres (cm)
3.1 coniferous trees Fast growing family of trees that have needles/firs/pine
3.2 deciduous trees Slow growing family of trees that have broad/ flat leaves.
3.3 softwood Category of trees- types include Pine, Larch, Spruce.
3.4 hardwood Category of trees- types include Oak, Birch, Balsa.
3.5 manmade boards Plywood/MDF- manufactured sheets using timber fibre. 3.6 woodworking hand/ power tools Pillar drill, machine vice, power sander, tenon saw, bench hook, sandpapersanding block, pva glue.
5.1 thermoplastics Polymers that can be melted and recast almost indefinitely e.g. Acrylic, HIPS High Impact Polystyrene Sheet.
5.2 thermosetting Polymers that form irreversible chemical bonds during the curing process e.g Epoxy/Urea formaldehyde.
5.3 line bending Heating and shaping acrylic using a bending jig.
5.4 marking out Measurement, try square, steel rule, chinagraph pencil.
5.6 cutting Junior hacksaw/abrafile/coping/Hegner Fretsaw.
5.7 filing/finishing Cross filing, draw filing, wet and dry abrasive sheet.
2. CAD/CAM
2.1 Computer Aided Design (CAD) TechSoft Design V3- Computer software
Tools:
3. Materials knowledge: Timber and Manmade Boards
5. Materials knowledge: Polymers
Winchester Science Museum Legoland
BMW Mini Factory - Oxford