Knowledge Organiser_Year 8

PUPIL DETAILS

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. These

act 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

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

Democracy a system of government where people have the power to make decisions through voting.

Active listening fully concentrating on, understanding, and responding to what someone is saying.

Conflict a disagreement or clash between people with different views, interests, or needs.

Immigrant A person who moves from one country to live in another, usually for reasons like finding better opportunities, escaping difficult situations, or reuniting with family

Verbal bullying The repeated, negative use of speech, sign language or verbal gestures to intentionally hurt others.

Indirect bullying The repeated, negative use of actions, which usually take place behind someone's back to negatively hurt others.

Physical bullying The repeated, negative use of body contact to intentionally hurt others.

Key term Definition

Bystander Someone who sees something happening, like a problem or a conflict, but doesn’t get involved.

Upstander A person who speaks or acts in support of an individual or cause, particularly someone who intervenes on behalf of a person being attacked or bullied.

Humble Not bragging or acting better than others, even if you’re good at something.

Integrity Being honest and doing the right thing, even when no one is watching

Kind Being nice and caring toward others, helping them and showing you care about their feelings.

Sexism The belief or attitude that one gender (usually men) is superior to another (usually women). It leads to unfair treatment, discrimination, or stereotyping based on someone's gender.

Culture the shared beliefs, customs, traditions, and values of a group of people.

Empathy the ability to understand and share the feelings of another.

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)

Why?

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

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.

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?

FACE IT!

Why?

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, organized 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.

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.

1. Why this book?

The Bone Sparrow is a timely novel that deals directly with questions about migration, human rights and our broader humanity; important subjects in today’s world.

It is highly relevant for young people and adults alike, providing a platform for engagement and dialogue around issues that are readily present in media and politics in the UK. The book presents us with challenging perspectives and uncomfortable realities.

3. Characters

Subhi Protagonist. A young boy who was born in Australia, in an immigration centre.

Jimmie Lives outside the camp in a house with her Father. Her Mother passed away, but left behind a book full of stories she had written. Jimmie and Subhi become friends through

Maá He is Subhi’s Mother who doesn’t speak. She is shocked from the events that have led her to here and always shown to be upset.

Jimmie’s Dad Jimmie’s Dad works away and often has to leave Jimmie at home.

Queeny Subhi’s older sister who takes the role of the Mother, looking after her siblings. Jonah He is Subhi’s brother.

Subhi is a young Rohingya boy born in an Australian immigration detention centre. His existence is marked by harsh conditions and limited hope, but his imaginative spirit and the stories he shares help him cope. His world changes when he meets Jimmie, a local girl dealing with her own grief, who sneaks into the camp and forms a deep friendship with Subhi. Together, they find comfort in Jimmie’s book of stories and a bone sparrow necklace, symbols of hope and resilience. Amidst rising tensions and a violent riot in the detention centre, their bond and the power of stories provide them with strength and a glimmer of optimism for the future.

Eli Met Subhi at the immigration detention centre and became friends. Eli took the role of an older brother to Subhi.

Harvey A kind guard who works at the detention centre. He insists on learning every child’s name and getting to know them.

Beaver A Jacket (guard) who works at the camp. He is notoriously horrible towards the Rohingya people

Nasir An elderly man who lives at the detention centre.

refugee A person who has been forced to leave their country in order to escape war, persecution or natural disaster.

The practice by the government of locking people in detention centres while their immigration status is resolved. It is a form of administrative detention, not criminal justice or punishment. However, conditions in immigration detention mirror those of a prison.

Rohingyas A mainly Muslim ethnic minority group consisting of an estimated 1.1 million people in Myanmar. (Burma) Burma’s government have consistently refused to acknowledge the Rohingya as citizens of Burma, instead claiming they are illegal immigrants from Bangladesh.

Hope and resilience Despite the harsh conditions, Subhi and

find hope and strength through their friendship and storytelling.

The power of stories Stories serve as a means of escape, connection, and empowerment for the characters.

Family and friendship Subhi relies on friendships to maintain his positive outlook. He learns that showing love and care to one’s friends and family isn’t always easy or straightforward. The friendship between Jimmie and Subhi explores a friendship of two people who live in quite different worlds yet very near each other.

2. Plot

5. Vocabulary

4. Context

6. Themes

Jimmie

1. Why this book?

A light-hearted non fiction text. Syed reminds you that it’s fine to be yourself, to make mistakes, take risks and to be the per son you want to be. An important message for us to remember.

Matthew Syed Has written seven bestselling books on the subject of mindset and high performance and has worked with many leading organisations to build a mindset of continuous improvement. He is also a multi-awardwinning journalist for The Times and The Sunday Times and presenter on BBC Radio 4. Matthew Syed is a regular contributor to television and radio and, in his previous career, was the England table tennis number one for almost a decade.

Coping with change Our world is changing at pace and, like us all, you will likely face all kinds of challenges throughout your life. Syed hopes to encourage you to understand that you can overcome fear and needn’t avoid failure, and to equip you with techniques that can help you throughout your life.

See your differences as the strengths that they are

Building confidence to follow the path that is right for you and nobody else.

Syed highlights why we should all embrace our differences and how doing so will not only make us happier and less worried or anxious, but can also be a really inspiring force for change big and small. Doing so can be really hard, especially when you’re growing up, when it’s often easier and instinctual to want to fit in and go along with everybody else. Syed has lots of advice and ideas to help.

Syed explores how to believe in yourself and have the confidence to follow your own path to success, whatever that might look like for you.

Self doubt Doubt is a feeling of uncertainty or lack of conviction. (firmly held belief or opinion).

Self Doubt is a lack of faith in oneself : a feeling of doubt or uncertainty about one’s abilities, actions, etc.

Determination Showing the strong desire to follow a particular plan of action even if it is difficult.

Distinctive Having a quality or characteristic that makes a person or thing different from others.

Resilience The capacity to withstand or to recover quickly from difficulties.

2. Context

3. Themes

4. Vocabulary

1. Why this book?

Philip Pullman offers detailed descriptions of life in London at the height of the Industrial Revolution. It is mystery story with a strong and determined female protagonist who defies the Victorian societal expectations of women.

2. Context

Industrial revolution

The rapid development of industry that occurred in Britain in the late 18th and 19th centuries, brought about by the introduction of machinery. It was characterised by the use of steam power, the growth of factories, and the mass production of manufactured goods. Britain’s empire was spreading far across the globe, bringing in wealth, jewels, spices and drugs. With it came new ideas: feminism, socialism and new technologies.

Gender During the Victorian period, men and women’s roles became more sharply defined than at any time in history. Women had fewer rights than men, despite Queen Victoria being a woman. Mostly a woman’s place was ‘in the home’ or revolved around motherhood. Women who didn’t have a male or senior chaperone were vulnerable and were at risk of damaging their reputation.

Ruby A precious stone, red in colour. In the novel it could symbolise (represent) greed and obsession.

Poverty The population of Great Britain trebled during the 19th century. Most employment was to be found in newly industrialised cities, so many people abandoned their roots and moved to urbanised areas to seek work. Hideously overcrowded, unsanitary slums developed, particularly in London.

The Victorians and Opium Trade

The India-China opium trade was very important to the British economy. Britain had fought two wars in the mid 19th century known as the ‘Opium Wars,’ because of the immense profits to be made in the trading of opium. The trade of Opium formed an important part of India’s (and the East India Company’s) economy. Opium played and important part in Victorian life. It was possible to walk into a chemist and buy a number of drugs (considered illegal today) without a prescription.

3. Characters

Sally Lockhart

Mrs Holland

Frederick Garland

The female protagonist (main character) who has recently lost her father.

The novel’s wicked antagonist. (a character who is against the main character) She runs a lodging house and has the young Adelaide working for her. Obsessed with getting hold of the Ruby of Agrapur.

A handsome photographer who meets Sally by chance.

A young man who works at Lockhart and Selby shipping firm. He is a great amateur (non-professional) detective.

Rosa Garland Fred’s outspoken sister.

Matthew Bedwell He worked for Sally’s father and was on board the ship that sank which downed Mr Lockhart. He has become an opium (drug made from the seeds of a poppy) addict which sends him into a downwards spiral.

Nicholas Bedwell Brother to Matthew. He is a religious man and is an expert boxer.

Mystery - there is a problem that needs to be solved, usually a crime or serious conundrum. Features of a mystery:

• An intelligent detective or investigator.

• Clues for the reader throughout

• Red herrings (a clue that leads the reader down the wrong investigation path).

The novel is set in Victorian London and most of the action happens in the East End of London, specifically the Docklands areas of Wapping and Shadwell. London’s docks at the time were incredibly busy with imported goods arriving.

The areas of Shadwell and Wapping are presented as areas of extreme deprivation and highlight the crime that would have been seen in these areas of poverty.

Jim Taylor

4. Genre

5. Setting

In The Smoke

1 We meet Sally Lockheart. She visits her dead father’s old offices and accidentally kills Mr Higgs. She meets Jim Taylor, who offers to help.

2 Major Marchbanks writes a letter in order to meet Sally. Matthew Bedwell finds lodgings with Mrs Holland and slips into an opium induced sleep.

3 Sally takes the train to Swaleness to see Marchbanks. He gives her a package and tells her to stay away from his enemy Mrs Holland. Sally meets Fredrick, a photographer, and hides from Mrs Holland in Fredrick’s photography tent.

On the train, Sally opens the parcel. It’s a book. Sally reads the history of The Ruby. Sally falls asleep. The book is stolen by Mr Hopkins, who works for Mrs Holland. Sally discovers that she has a few pages which had fallen out of the book. The pages leave an important clue. Mrs Holland plies Bedwell with opium in an attempt to find out what he is hiding about The Lavinia. Bedwell tells Adelaide that he has a twin brother and has a message for Sally.

Adelaide goes to the office, trying to see Sally. She tells Jim about The Seven Blessings. Adelaide arranges to meet Jim again but is in fear of her life. Jim writes a letter to Sally. Marchbanks is murdered. Mr Hopkins gets into Sally’s room. He steals her pistol and every scrap of paper in sight. He is attacked and murdered; everything on him is taken.

Mrs Rees shows her hatred towards Sally. Sally decides to leave.

Sally goes to see Fredrick. They eat and Sally tells Rosa, his sister, and Fredrick about the mysteries. Sally is offered a job and a place to stay.

9 Mrs Holland pursues Mr Selby. Sally visits Bedwell’ s brother. Sally is given some money to buy opium, which they will need when they have rescued Bedwell. 10 Sally and Fredrick go to buy opium. Sally has the nightmare again, which was induced by opium smoke. The dream is not a dream ; it is a memory.

Mrs Holland finds out who killed Mr Hopkins and goes there with Mr Berry in an attempt to collect Sally’s belongings. She Sally’s pistol and all the papers.

12 Bedwell is rescued by his brother. Adelaide escapes in fear of her life. Selby, Sally’s father’s business partner, decides he will work alongside Mrs Holland. A mysterious stranger arrives in London 13 Selby receives a message which scares him. Bedwell regains consciousness and tells them about the night The Lavinia was attacked and sunk by pirates. He says that sinking the ship was done to hide Lockhart’s murder. They find that The Seven Blessings is a triad society, responsible for sinking The Lavinia.

Sally asks Trembler, Fredrick’s employee, to get her a pistol. Selby visits Mrs Holland. They make a bargain.

Mrs Holland works out that the Ruby is hidden in a pub in Kent. However, when she gets there is has already been taken.

Mrs Holland becomes obsessed with finding Sally. A body turns up in the Thames.

Fredrick and Sally’s feelings for each other grow. They find out that Selby is dead. Bedwell has been murdered. Mrs Holland grabs Adelaide. Sally takes opium to revisit her nightmare. Fredrick and Jim rescue Adelaide. In a struggle Fredrick pushes Mr Berry to his death.

18 Rosa gives Sally The Ruby; Jim had found it at the Turk’s Head. Sally meets Mrs Holland. Sally works out the riddles - The Maharajah had promised The Ruby to Mrs Holland because he was in love with her. Sally was sold by Marchbanks (her father) to Lockhart, for The Ruby. Mrs Holland and Sally h ave similar pasts: they were both bought for a ruby! Sally throws The Ruby into the Thames. Mrs Holland jumps to her death after it. Sally is met by the mysterious stranger ; they go on a cab ride.

19 Sally finds out that her father was killed because he would not steal the official opium stamp needed to sell opium legally. To protect herself, Sally uses her gun and shoots the stranger. He was van Eden the leader of The Seven Blessings.

20 Sally gets a message from Bedwell’s brother. Before he died. Bedwell had said that his father’s message was to ‘look under the clock’. Sally knew exactly where to go. The clock was full of banknotes and a letter from her father.

Figure

1. Artist Information –Wassily Kandinsky (1866 - 1944)

1.1 nationality Russian.

1.2 previous occupation Lawyer.

1.3 synaesthesia A condition that enabled Kandinsky to see colour when he heard music.

1.4 style of art Abstract. 1.5 inspiration Music.

2.1 abstract art Art that does not represent real-world things. It uses shapes, colours, forms, textures and lines.

2.2 realism Art that shows the world as it is.

2.3 primary colours 3 colours – red, yellow and blue. All other colours are made from these.

2.4 secondary colours Colours that are made by mixing two primary colours together. Orange, green and purple.

2.5 tertiary colours Colours that are made by mixing a primary and a secondary colour together.

2.6 shape A two-dimensional, flat image.

2.7

3. Painting Techniques

3.1 paint proportions Ratio of paint to create the correct colour.

3.2 paint application How the paint is applied.

3.3 paint consistency How thick or thin the paint is.

3.4 colour strength Amount of water added to change colour strength.

3.5 wet-on-wet Wet paint into wet paint to blend.

3.6 blending A gradual transition between a colour or tone.

3.7 gradation A gradual transition between a colour or tone.

4 Card Relief Techniques

4.1 relief An image that is formed by minor variations in surface depth.

4.2 composition The arrangement of elements within a work of art.

4.3 scale The relative size of one object compared to another.

4.4 texture How a surface feels.

4.6 painting techniques How to apply paint in different ways. Wassily Kandinsky, Yellow-Red-Blue, 1925

4.5 papier mache Building layers of paper and glue.

2. Kandinsky Painting Analysis

Pupils' Kandinsky letters

1.4 line Drawing

drawing using only narrow lines, without shading.

lay Figure An artist's wooden joined figure.

2.1 highlights The lightest area of an object or image.

2.2 shadows A dark area where light is blocked.

2.3 blending A gradual transition between a colour or tone.

2.4 gradation A visual technique of gradually transitioning from one shade to another.

2.5 shading Use of tone to create form and shadow.

2.6 contour shading The direction of the shading follows the contour of the shape.

3.7 gradation

gradual transition between a colour or tone. 3.8 accuracy Painting neatly within the lines. Work brush along the direction of the line.

2. Tone

3. Watercolour painting

1. Proportion

1.5

1.1 Hyper Text Mark-up Language (HTML)

1.2 HTML tags

HTML can be written in specialist software, or in a simple text editor like Notepad. The document must be saved with the file extension‘.html’ to be opened via a web browser.

Most tags come in opening and closing pairs. All code that goes in between the tags is governed by the rules of the tags.

1.3 “the rule of tags” Tags work like a light switch: the first tag turns the action on, and the second turns it off.

1.4 HTML code

1.5 HTML is written in 2 ways

HTML code displays a message on a webpage: <html> <body>

<h1>Hello world</h1>

<p>This is my first webpage</p>

</body> </html>

Using a plain text editor, e.g. Notepad, Notepad++ or TextPad. Or using a What You See Is What You Get (WYSIWYG) editor, e.g. Dreamweaver, iWeb, SeaMonkey. Wordpress

1.6 plain text editor An editor like Notepad offers greater control over the code when compared to a WYSIWYG editor because each and every character that forms the HTML and the resulting web page is hand typed. The disadvantage is it’s a slow process.

1.7 WYSIWYG editor The web page is designed, and the content written and styled, using a series of tools. This makes building a web page much faster because only a limited knowledge of HTML is needed as it’s automatically generated.

1.8 versions of HTML Over the years there have been several versions of HTML. Each successive version has more tags, allowing the programmer to build more advanced webpages. The latest version, released in 2012, is HTML5.

1.9 Cascading Style Sheet (CSS) CSS code to set styles, e.g. background colour of sections of the page; size, font, colour and alignment of text.

network connecting millions of computers.

application that displays web pages.

A web page or group of web pages hosted on one web server and viewed in a web browser, usually maintained by a person, group or organisation.

1. HTML to create a website

2.

Cyber Crime & Computer Security Knowledge Base: Computing

1.1 phishing email An email that tricks you into handing over sensitive personal information.

1.2 trojan horse / malware An email that offers something tempting and when opened, installs a virus onto your computer.

1.3 advance fee fraud An email that is a long and desperate plea for help. The sender will claim they need cash from you.

1.4 virus- generated email An email appearing to be sent from a friend, but a virus has infected their account and infects other accounts.

4. Copyright & Plagiarism

Copyright Plagiarism

4.1 definition Protection against unauthorised use of written or recorded content such as books, software or music. Copying someone else’s work and passing it off as your own.

impact Legal issue. Moral / ethical issue.

consequence Imprisonment and fines can be issued. Work is removed. Work is removed – can result in zero marks.

4.2 IP Address The computer's fingerprint.

5. Health and safety

5.1 different types of health and safety issues relating to prolonged use of technology. Headaches Eye strain Back Problems

2.1 browser change Changes browser functions such as your default search engines or browser history.

2.2 file infector Infects a particular file. May overwrite or completely destroy the file

2.3 marco virus Embedded in templates such as Word or Excel. The virus spreads if the file is opened on a different computer.

2.4 hacking The gaining of unauthorized access to data in a system or computer.

3. Data Protection - GDPR

3.1 identity theft The fraudulent practice of using another person's name and personal information.

3.2 General Data Protection Regulations. (GDPR) Data protection legislation.

5.2 disposing of equipment The impact of additional pollution and waste.

5.3 the perfect work station How to sit correctly to prevent injury

2. Computer Misuse Act

1. Email Scam

Stretch your vocabulary - HTML

a.1 aesthetics Appreciative of what is pleasurable to the senses.

a.2 syntax The structure of statements in a computer language.

a.3 <meta> Tag defines metadata about an HTML document.

a.4 Metadata Data (information) about data.

a.5 audience Refers to that part of the population that is intended to reach or influence the website.

Key Questions

1 Why do people hack? Some common reasons for hacking include basic bragging rights, curiosity, revenge, boredom, challenge, theft for financial gain, sabotage, vandalism, corporate espionage, blackmail, and extortion.

2 Is all hacking considered bad? It is important to understand, though, that not all hackers are bad. Indeed, many hackers are helping to protect us from the untrustworthy ones.

3 How can you protect yourself from hackers? Strong passwords – be careful on public wifi, ensure your anti-virus software is up to date.

Stretch your vocabulary – Cyber Security

b.1 fraudulent Obtained, done by, or involving deception, especially criminal deception.

b.2 scam A dishonest scheme; a fraud.

b.3 ethical Morally good or correct.

b.4 protection A legal or other formal measure intended to preserve civil liberties and rights.

b.5 firewalls Protect (a network or system) from unauthorised access with a firewall.

b.6 data harvesting tools Data harvesting means getting the data and information from the online resource.

Knowledge Base: Computing AI and Machine Learning

1. What is AI?

1.1 what is artificial intelligence (AI) An artificial creation of human-like intelligence that can ‘think’ like humans with abilities such as learning or problem solving.

1.2 examples of AI in use

Facial and fingerprint recognition, language processing, gaming. 1.3 neural networks A neural network classifies information in the same way a human brain does.

2. Machine learning

2.1 facts and rules AI is built on facts and rules. Facts have a yes/no outcome, whilst rules may be true in some cases and not others.

2.2 machine learning (ML) In machine learning, the machine will work out the rules for itself.

2.3 structured data The data has been organised.

2.4 unstructured data The data has not been organised.

2.5 spam email Also known as junk email, usually sent in bulk to a large list of recipients.

5. Chatbots

5.1 chatbots Programs that talk with humans.

5.2 captcha The computer is trying to determine whether the person it is interacting with has human-like intelligence.

5.3 The Turing Test A test to see if a human observer or judge can tell the difference between another human and a machine.

6. Key vocabulary

6.1 sensor

A device which detects or measures a physical property and records, indicates, or otherwise responds to it.

6.3 intelligence the ability to acquire and apply knowledge and skills.

6.4 virtual assistant

A virtual assistant, also called AI assistant or digital assistant, is an application program that understands natural language voice commands and completes tasks for the user.

Stretch your vocabulary

a.1 fingerprint recognition

3.4 Bias in AI When using AI, it is important to consider bias.

4. Image recognition

4.1 facial recognition

Facial recognition is a way of identifying or confirming an individual’s identity using their face.

4.2 how are images built? Images are divided up into squares called pixels.

4.3 fuzzy logic is an approach to computing based on degrees of truth rather than the usual true or false (1 or 0) Boolean logic on which the modern computer is based.

a.2 language recognition

a.3 utilitarianism

The verification of a person’s identity by comparing their fingerprints with previously recorded samples, typically by means of a computerised system in which the person presses a finger against a sensor that scans a fingerprint.

The method of categorising languages from audio speeches and take out the information presented in the speeches.

An ethical theory that prescribes actions that maximise the greatest good for the greatest number of people.

a.4 morals Standards of behaviour; principles of right and wrong.

a.5 sentiment analysis

Is the use of natural language processing, text analysis, computational linguistics, and biometrics to systematically identify, extract, quantify, and study affective states and subjective information.

1.1 What is a computer network?

When two or more computers are connected together to communicate.

1.2 message transmissions: email How the message is sent to the other email system 1.3 protocols

A set of rules or procedures for transmitting data between electronic devices, such as computers.

4. The Internet and Services

4.1 the internet

4.2 IP addresses

2.1

3.1 local area network (LAN) Computers or devices are connected together over a small geographical area, such as within a home, a building or one site.

3.2 stand alone computer A computer not connected to a network.

3.3 wide area network (WAN) Computers or devices are connected together over a large geographical area.

4.3 (TCP) transmission control protocol

4.5 (IP) internet protocol

4.6 world wide web

4.7 voice over internet protocol (VoIP)

4.8 The Internet of Things (IoT)

5. WWW

5.1 web browser

A vast network of computers all connected together

A unique string of characters that identifies each computer using the Internet Protocol to communicate over a network.

Splits the messages sent across the internet into smaller pieces called ‘packets’. Assembles the packets in the correct order at the receiver end.

A protocol to route the packets. Each device on the internet has an IP address that uniquely identifies it from all other devices

The websites, web pages, and links found on the internet.

Voice data to be sent in packets over the internet.

Means taking everyday ‘things’ and connecting them to the internet

A piece of software (code) used to view information on the World Wide Web.

5.2 web server A server located on the internet that holds website web pages.

5.3 web page A document that is accessible through the internet on a web browser.

1. Computer networks and protocols

2. Networking and Hardware

Books to Read

Stretch your vocabulary

a.1 DNS Domain Name Server. Remembering www.google.co.uk is easier than remembering 173.194.34.95. Converts from number to address.

a.2 IP Address

a.3 URL

Like every front door in the world, every computer in the world has a separate, unique address.

Uniform Resource Locator. A URL is a web address. All web addresses are unique.

a.4 HTTP Hyper Text Transfer Protocol. A protocol is a set of rules HTTP defines the rules used by web browsers and servers to exchange information.

a.5 data packets

a.6 bandwidth

a.7 buffering

Data transmitted over the Internet is broken down into smaller chunks or packets to be sent.

The amount of data that can be carried at a time.

The delay whilst the internet downloads data needed (usually during streaming).

a.8 NIC Network Interface Card. Can be wired or wireless, Needed to connect to Internet.

1. Binary

1.1 binary Numbering system which uses base 2 (0s & 1s) – the only language that computers truly understand. 0 means off, 1 means on.

1.2 denary Numbering system which uses base 10 (0-9) – these are our normal numbers that we use every day. (Otherwise known as decimal)

1.3 hexadecimal al Numbering system which uses base 16 (0-9 and A-F). These numbers are used to represent colours and code in assembly

1.4 binary addition Adding binary numbers together (see rules of binary addition)

1.5 overflow If you cannot represent a number in the given amount of space (IE more bits are needed to represent a number), then this is an overflow error.

1.6 binary shift Moving bits within a binary number in a certain direction. Any empty positions are filled with 0.

1.7 check digit An additional digit at the end of a string of numbers used to check for mistakes in transmission. ISBNs are formed of 12 bits for the item number, then the 13th is a check digit.

1.1 Algorithm

An algorithm is set of instructions or rules that need to be followed in order to perform calculations or to solve a problem.

1.2 syntax error A syntax error is a mistake in your Python program that prevents it from running (executing). Syntax errors are like spelling and grammar errors. 1.3 variable A variable is a name given to an item of data so that the data can be stored in memory while your Python program is running. 1.4 input Values which get sent from the user into the computer.

1.5 program Code complied together to perform a specific function.

1.6 output The values which get sent from the computer to the user.

1.7 Data type The type of data being used by the program

4. Selection 4.1 selection Is used to allow the program to make a choice and take a different path.

if Checks if the condition is true, if so the program runs the indented code below it.

elif If the first if fails then this elif condition is checked, there can be multiple of these.

If all if and elif statements are not true the code indented below else will run.

2.1 Variables are simply a place on the computer’s memory that is given a name in order for it to remember it.

In Python you create a variable by writing the name of the variable followed by an =

Double equal sign is used to see if the contents of the variables match. 4.6 : The colon ends the IF statement line and the indention of code underneath. These are vital, so remember the colon and indention when you write IF statements. 5. Iteration 5.1 iteration Is used to repeat a set of instructions or commands in a program. It saves having to write them all out over and over again. 5.2 while Checks if a condition is true and while it is true will keep repeating it.

5.3 for Runs for a specific amount of times and stops when it reaches the desired number.

Bit

The smallest amount of data (stands for binary digit) (0 or 1)

Byte (B) 8 bits

Kilobyte (KB) 1024 bytes

Megabyte (MB) 1024 kilobytes

Gigabyte (GB) 1024 megabytes

Terabyte (TB) 1024 gigabytes

Petabyte (PB) 1024 terabytes

Binary Addition

0+0 = 0

0+1 = 1

1+0 = 1

1+1 = 0, carry a 1

1+1+1 = 1, carry a 1

Logic Gates and Truth Tables

Stretch your vocabulary

a.1 logic A system designed to perform a task according to string principles and rules.

a.2 logic gate The physical switches inside an electronic device which are able to perform calculations.

a.3 logic circuit A series of logic gates combined to perform a specific task

a.4 Boolean True or False

a.4 ** Exponent (Power Of)

a.5 MOD Modulus Division Divide one number by another and return the remainder

a.6 truth tables A table used to plan the inputs and outputs from a logic circuit

Knowledge Base: Drama

1. Perform Very Successfully

Physical gesture A defined movement which clearly communicates meaning.

posture The position of a person's body when standing or sitting.

facial expressions

The physical and facial demonstration of a character's emotions.

movement The physical way actors demonstrate characterisation.

gait The way in which a character walks.

Space proxemics The way space/distance between characters on stage is used to represent the relationship between them.

levels The different positions that a performer uses in a performance.

eye line The direction and focus of the performer's eye.

3. Drama Key Vocabulary

What is Mime?

The drama technique of showing action, character, or emotion without words. Action The specific Character A recognisable role within a scene or performance.

Emotion The specific feeling that the character has.

Character Intention What the character is aiming to do within the scene.

2. Unit Key Vocabulary

The Six Rules of Mime

Size The size of the mimed object.

Shape The specific shape of the mimed object.

Weight The appropriate weight of the mimed object.

Facial Expression

Physical Expression

Positioning in Space

4. Unit Context

Mime History

Marcel Marceau (1923 – 2007)

The use of facial expressions to communicate emotion and character intention.

The use of physical expression to communicate the action of the Mime and the character intention.

The accurate and consistent use of space to communicate the action of the Mime and character intention, making it believable to the audience.

• Earliest examples of Mime in Greek Theatre

• Mime derives from the Greek word Mimos, meaning to imitate.

• French Mime Artist and actor

• L’Art Du Silence

• Created the Mime character of ‘Bip’ the Clown

Knowledge Base: Drama

gesture A defined movement which clearly communicates meaning. 1.2 gait The way in which a character walks. 1.3 posture The position of a person’s body when standing or sitting.

1.5 pitch How high or low an actor delivers their lines to convey meaning.

1.6 tone How hard or soft an actor's voice is when delivering lines to convey meaning.

Unit Key Vocabulary 2.1

exaggeration When an actor over emphasises a movement/s, line/s or action/s to emphasise or entertain for dramatic effect.

performance pace The speed at which a scene or selection of scenes are moved through.

timing The moment when an actor chooses to pause, clock the audience, or deliver their line/movement for optimum effect. 2.4 T3 clocking When an actor makes direct eye contact/interacts with the audience to emphasise/include them in a comic moment.

The physical way actors demonstrate characterisation.

expression The physical and facial demonstration of a character’s emotions.

Set comic routines specific to certain commedia dell’arte characters.

An imitation of language, improvised gibberish used to emphasise comedy or communicate a character without the constraint of language or specific lines. 3.3 T3 magnifico The wealthy, high status characters within commedia dell'arte. 3.4 T3 zanni The low status, clown characters within commedia dell’arte.

3. Drama Key Vocabulary

4. Unit Context

1. Perform Very Successfully

Physical 1.1 gesture A defined movement which clearly communicates meaning.

1.2 gait The way in which a character walks.

1.3 posture The position of a person's body when standing or sitting.

Vocal 1.4 Expression The use of voice to conveys how a character is feeling.

1.5 pitch How high or low an actor delivers their lines to convey meaning.

1.6 tone How hard or soft an actor's voice is when delivering lines to convey meaning. Space 1.7 Levels The way low, middle and high working positions on stage are used to represent the status/ relationship between them.

1.8 proxemics The way space/distance between characters on stage is used to represent the relationship between them.

1.9 stage presence The energy, or charisma and appeal, that an artist has whilst performing.

Thought track When an actor speaks their inner thoughts and feelings out loud directly to the audience.

performance pace The speed at which a scene or selection of scenes are moved through.

The moment when an actor chooses to pause, clock the audience, or deliver their line/movement for optimum effect.

Line fluency The smoothness and consistent pace of line delivery to create clear meaning.

T2 movement The physical way actors demonstrate characterisation.

2.6 T2 expression The physical and facial demonstration of a character's emotions.

The Halocaust The Holocaust was the Murder of approximately 6 million men, women and children by Nazi Germany and its collaborators during the 2nd World War

Arbeit Macht \ frei Meaning - ‘Work sets you free’ displayed as a motto above the entrance to Auschwitz concentration camp.

4. Unit Context

2. Unit key vocabulary

Knowledge Base: Drama

Books to Read

A sequence of movements performed by two or more actors. The control of the movement shifts between the performers and can involve leans, lifts, weight bearing and change of direction.

2.

Perform Very Successfully

1.2 gesture A defined movement which clearly communicates meaning. 1.3 facial expression The physical and facial demonstration of a character’s emotions. Vocal

pitch How high or low an actor delivers their lines to convey meaning. 1.5 pause When a moment is held or stopped for a short time to create dramatic tension.

1.6 pace The speed at which lines are delivered. Speed of speech conveys how a character is feeling. Spatial

key

3.1 T3 conscience alley The exploration of multiple sides of a characters choice within a specific dilemma.

T2 split screen When two or more scenes are performed at the same time

3.3 T2 role play To perform a character different from ourselves. 3.4

narration Providing the audience with background information or commentary on the action of the play.

slow motion to reduce the speed at which a drama is enacted.

The Woman in Black Arthur Kipps is a young lawyer, sent to Eel Marsh House to sort out the belongings of Alice Drablow following her death. He sees a woman dressed in black at her funeral, though apparently no one else does. Arthur is haunted by noises and sightings of the woman. Eventually a local man, Sam Daily, reveals the full story of how Alice Drablow’s sister, Jennet, haunts the house. He explains that a child dies each time the woman in black is seen.

Susan Hill, English author

Stephen Mallatratt

Writer of the novel, the Woman in Black as well as many other ghost stories.

Playwright, actor and screenwriter. He adapted the novel for the stage.

Drama

vocabulary

2.

4. Unit Context

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

1.11 suffix

Placed at the beginning of a word to modify meaning e.g. unhappy, reimagine.

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.

Knowledge Base: English Spelling, Punctuation and Grammar (SPaG)

Grammar

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

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.

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.

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.

10.1 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

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

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.

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 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 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 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

0.3

0.4

0.5

0.6

0.7

Reads smoothly with some breaks, but self correct with difficult words and/or sentence structures.

Reads at a conversational pace throughout the reading.

0.8

0.9

0.10

“I would like to build on …’s point…”

“I would like to challenge this because…”

“whilst I understand your point, I think that…”

“That’s a really interesting point. Can you explain why you think…”

“If I’ve understood your view clearly, you believe that…”

“I understand your point however, I disagree because…”

“Can you expand upon your point?”

“Given your view on that, would also consider…?”

“I agree with… because…”

The Gothic: Content and Context

1.1 Victorian era (1837-1901)

1.2 The Romantics (1798-1837)

Produced some of the most well-known examples of gothic horror.

A European movement within art and literature that sought a simpler way of life, valuing the individual, emotions and nature over rationality and industrialisation.

1.3 The Gothic A genre of literature having a prevailing atmosphere of mystery and terror.

1.4 Set in a haunted castle or house

1.5 A burdened male protagonist

1.6 A ghost/monster or supernatural being

Settings often include bleak, deathly graveyards or abandoned buildings or castles.

Aristocratic, moody, solitary, and nursing a guilty secret, this conflicted male figure surfaces everywhere in Gothic fiction.

Supernatural or grotesque creatures, ranging from vampires, devils, ghosts, monsters and demons, to evil spirits, the possessed, and werewolves.

Literary and Poetic Techniques

2.1 enjambment

2.2 caesura

2.3 assonance

2.4 pathetic fallacy

2.5 stanza

2.6 rhyme

2.7 couplet

The continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.

A pause in a line that is formed by the rhythms of natural speech rather than meter.

Rhyme/repetition of stressed vowel sounds e.g 'patience always pays’.

Attribution of human emotion to things found in nature (often weather) e.g. 'I wandered lonely as a cloud'.

A group of poetic lines corresponding to paragraphs in prose; the meters and rhymes are usually repeating or systematic.

The repetition of identical concluding syllables in different words, most often at the ends of lines. Example: June--moon.

Two successive rhyming lines.

2.8 supernatural Events or beings which are above nature and not explained by scientific or natural reasoning.

Vocabulary

3.1 ominous Adjective – giving the worrying impression that something bad is going to happen. “there were ominous dark clouds gathering overhead”

3.2 oppressive Adjective – inflicting harsh treatment. “they are fighting against the oppressive laws”

3.3 trepidation Noun – a feeling of fear or anxiety about something that may happen.

“the men set off in fear and trepidation”

3.4 inescapable Adjective – Unable to be avoided.

“they came to the inescapable conclusion that he was responsible”

From the Latin ‘ominous’ meaning “full of foreboding”. threatening menacing worrying portentous

The suffix ‘-ive’ changes nouns and verbs into adjectives. It adds the meaning “tending” to or “doing” or “being”. tyrannical overbearing harsh brutal

The suffix ‘–tion’ or ‘-ion’ means “state of”, “act of” or “result of”.

The suffix is used to form nouns meaning “the action of (a verb)” or “the result of (a verb)”. fear anxiety apprehension foreboding

Prefix ‘in-’ English has two prefixes ‘in-’. One means “in”; the other means “no, not”. inevitable inexorable indisputable undeniable

The topic sentence uses words from the question to begin the answer. Quotations are intentionally short and have deliberately been selected to answer the question.

The pupil uses ellipsis to select key information from longer quotations.

Model example

Refer to the extract from “Rebecca” by Daphne Du Maurier

How does Du Maurier use language (words and phrases) to create a sense of confinement in this setting?

A sense of confinement is created through the symbolism of darkness and oppressive nature. This is demonstrated by the imagery of “branches… intermingled” which conveys that the trees and nature itself have grown so close and tightly together that the area around the setting is “not spacious” and confined. Because D u Maurier uses nature as an oppressive force, the reader begins to feel a sense of enclosure and discomfort at this mysterious location. Not only is nature turning against the narrator but also the use of personification blocks out the natural light as “even the midday sun would not penetrate the interlacing of those green leaves”. Consequently, the overall sense of the setting is one of restriction, confinement and feeling trapped.

Use of causal connective “because” to extend and justify an initial point.

Accurate and correct use of literary terminology.

The pupil uses phrasing such as “not only but also” to show an expansion and development of a point and includes vocabulary which is relevant to the question and the gothic genre.

Uses analytical verbs “conveys” and “demonstrates” to indicate deeper thought is happening as the pupil explores the quotation in relation to the theme of ‘confinement’.

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 pupil impassively refers to “the reader” rather than writing in the first person “I”.

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…

Embedding quotations:

Put the quotation inside your own analysis or point rather than putting it separately and then commenting on it. The idea is that the quotation will flow within your sentence and you won’t hear the quotation marks.

Making inferences implies suggests shows conveys illustrates demonstrates

Extending and justifying points because but so furthermore consequently

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

4.1 abhor (v.) To hate, detest. (The locals abhor the litter left by tourists.)

4.2 appease (v.) To calm, satisfy. (The city lights appease my desire for something spectacular.)

4.3 impertinent (adj.) Rude, insolent. (The waiter’s impertinent attitude spoilt the evening.)

4.4 intrepid (adj.) Brave in the face of danger. My intrepid explorations of the local volcano.)

4.5 meander (v.) To go about from place to place usually without a plan or definite purpose.(As we meandered through the gardens

4.6 meticulous (adj.) Extremely careful with details. (The staff paid meticulous attention to detail.)

4.7 myriad (adj.) Consisting of a very great number. (The city offers a myriad of opportunities.)

4.8 plethora (n.) An abundance, excess. (The menu had a plethora of options.)

4.9 superfluous (adj.) Exceeding what is necessary. (The superfluous facilities of the hotel were mind-blowing.)

5.1 ziggurat A rectangular stepped tower, sometimes surmounted by a temple.

5.2 quaint Attractively unusual or old-fashioned.

5.3 palisade A fence of wooden stakes or iron railings fixed in the ground, forming an enclosure or defence.

5.4 pretentious Attempting to impress by affecting greater importance or merit than is actually possessed.

5.5 presumptuous Failing to observe the limits of what is permitted or appropriate.

5.6 assuage Make (an unpleasant feeling) less intense.

5.7 gaijin Japanese slang for a foreigner, specifically someone from Western culture.

5.8 fjord A long, narrow, deep inlet of the sea between high cliffs, as in Norway, typically formed by submergence of a glaciated valley.

5.9 glacier A slowly moving mass or river of ice formed by the accumulation and compaction of snow on mountains or near the poles.

Varied sentence lengths to create a rhythm and reflect the tone of the writing.

Sensory description to capture the atmosphere of the scene and describe in detail.

Paragraphs flow effectively; repeating ideas, phrases and tones to create a coherent piece of writing.

Model example

Congo Square is quiet now. Traffic forms a dull drone in the distance. A lone percussionist taps out ancient tribal rhythms on a two-headed drum. An air compressor from Rampart Street road construction provides perfectly syncopated whooshes of accompaniment.

Shaded park benches are surrounded by blooming azaleas, magnolias, and massive live oaks that stretch to provide relief from the blazing midday sun. It’s an oasis of solitude directly across the street from the French Quarter.

Congo Square is quiet now, but in the 18th and 19th centuries this place would swarm every Sunday with slaves. Over 500 people would gather here in fur, fringe, shells and bells to celebrate their African and Creole cultural heritage, playing music, singing and dancing, buying and selling goods in the market.

Varied Sentence Lengths

“This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The 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 rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important.”

Alliteration is used throughout to vary the pace of the writing and create a rhythmical feel to the text.

Figurative language shows the writing is well crafted and adds sophistication. It provides a concrete image for the reader to imagine the scene.

Vocabulary is ambitious and varied.

Style is appropriate for the purpose and audience. The writer’s voice and viewpoint are clear.

Critical Writing: Some useful sentence starters

6.1 adverb comma Suddenly, he was running.

6.2 simile start Like an athlete from the starting blocks, he ran for his life.

6.3 verb beginning Thinking quickly, the solider ran for his life.

6.4 triple noun colon Panic, despair, surprise: the solider ran for his life.

6.5 so, so So desperate, so afraid, the solider ran for his life.

1.1 Prometheus In Greek mythology, Prometheus is best known for defying the Olympian gods by stealing fire from them and giving it to humanity in the form of technology, knowledge, and more generally, civilisation.

Prometheus was punished by being bound to a rock, and an eagle—the emblem of Zeus—was sent to eat his liver. His liver would then grow overnight, only to be eaten again the next day in an ongoing cycle.

(In some versions of the myth, he is also credited with the creation of humanity from clay.)

1.2 Perseus

1.3 Theseus

1.4 Heracles

1.5 Achilles

1.6 Odysseus

1.7 Gaia

1.8 Ariadne

One of the greatest heroes of Greek Mythology. He was the son of mighty Zeus and mortal Danae. He is best known as the slayer of the Gorgon Medusa.

A legendary hero from Greek mythology who was considered an early king of Athens. Famously killing villains, Amazons, and centaurs, Theseus' most celebrated adventure was his slaying of the fearsome Minotaur in the labyrinth of the Cretan king Minos

Son of Zeus and a demi-god with superhuman strength, Heracles became the ultimate symbol of masculine power and bravery.

Achilles was extraordinarily strong, courageous and loyal soldier in the Greek Army during the Trojan war. However, he had one vulnerability–his Achilles heel.

Famed for his intellect and cunning. He created the plan to sack the city of Troy using a giant hollow horse. He is also famous for his long odyssey, or journey, trying to return home after the events of the Trojan War.

Gaia is the primordial Greek goddess who personifies the Earth, considered the mother of all life.

Ariadne, a Cretan princess, helped Theseus navigate the labyrinth and slay the Minotaur with a ball of thread. However, her fate varied: in some versions, Theseus abandons her, while in others, the wine god Dionysus finds and marries her.

Vocabulary Definition

2.0 myth Noun:

A traditional story from the past which is often sacred.

2.1 hamartia Noun:

A fatal flaw leading to the downfall of a tragic hero or heroine

2.2 immortal Adjective:

Living forever; never dying or decaying.

2.3 supernatural Adjective:

A force beyond scientific understanding or the laws of nature.

2.4 sacred Adjective:

Connected with God or a god or dedicated to a religious purpose and so deserving worship.

2.5 demigod Noun:

A being with partial or lesser divine (of or like God/ a god) status, such as a minor deity, the offspring of a god and a mortal, or a mortal raised to divine rank.

2.6 legend Noun:

A traditional story sometimes popularly regarded as historical but not proven.

2.7 pantheon Noun:

1. a group of particularly respected, famous, or important people.

2. all the gods of a people or religion collectively.

2.8 protagonist Noun:

the leading character or one of the major characters in a play, film, novel, etc.

2.9 antagonist Noun:

the principal opponent or foil of the main character

Morphology and etymology

“The word myth derives from the Greek ‘mythos,’ which has a range of meanings from “word,” through to “saying” and “story,” to “fiction””

Hamartia arose from the Greek verb hamartanein, meaning “to miss the mark” or “to err.” (be mistaken)

Aristotle- an ancient Greek philosopher- introduced the term to describe the error of judgment which ultimately brings about the tragic hero’s downfall.

Prefix im (variant of ‘in’) meaning ‘not’ ‘mort’ from Latin origin meaning death. Suffix ‘al’ means ‘having the form of’

The prefix super- means 'over', 'above' and 'beyond'.

The term sacred comes from Latin sacer (“set off, restricted”). A person or thing was declared as sacred when it was unique or extraordinary.

‘demi’ meaning "half, half-sized, partial,"

In middle English ‘legend’ meant the story of a Saint’s life.

From Greek- ‘pan’ meaning ‘all’ + ’theion’ meaning ‘holy’

from Greek: prōtos meaning ‘first in importance’ + agōnistēs meaning ‘actor’.

from Greek antagōnistēs, (‘to struggle with’)

Links to ‘antagonise’ which means to cause (someone) to become hostile or angry.

Using the sense to set the scene and give a sense of the surroundings

Adjectives are intentionally used to create a sinister and oppressive atmosphere.

Use of metaphors to give a sense of the labyrinth working against Thesus

The stench of rot, thick and choking, clung to Theseus like a cape as he crept deeper into the labyrinth. The rhythmic drip, drip, drip of unseen water echoed in the cavernous hall, each drop a hammer blow against his already frayed nerves. A single, flickering torch cast haunting shadows that danced across the damp stone walls, their menacing forms morphing into his enemy’s face with every tremor of his breath. He gripped the hilt of his father’s sword, the familiar weight a cold comfort in this monstrous belly of the earth.

He strained his eyes into the gloom, heart hammering against his ribs. hint of fur ran across a junction in the inky blackness ahead. A monstrous snarl echoed through the chamber, chilling him to the bone. There, in the heart of the labyrinth, the Minotaur awaited.

Uses of verbs to create a small sense of helplessness or being ill prepared for the task

Use of complex sentences to build the setting

Use of light to make the scene feel intimidating. The end sentence creates a sense of anticipation for the battle to come.

basic plot Can you retell your story idea in 150 words or fewer. If your narrative can't be summed up or told in brief in just a few sentences, then it might be too ambitious for a timed piece of creative writing.

emotional impact Annotate each of the sentences in your summary. What emotion would you like the reader to feel at this moment in your narrative? How might you achieve this?

synonym bank With your narrative now planned out what key words do you know you're going to use? Adjectives and adverbs. List the synonyms you could use for this. This will make sure you’re using the right word, at the right time and for the right reasons.

five senses Consider what your character might have to contend with this setting: sight, sound, smell, hearing and touch.

Model example

Narrative Writing Planning Steps

Writing to analyse Example

3.1 topic sentence Open paragraphs with a sentence which answers the question directly. You will go on to prove this answer in the rest of your paragraph.

3.2 say a lot about a little Pick a word or short phrase from the extract and analyse the impact of it by writing about what the word suggests/ implies/ symbolises/ means to the reader. (Ensure to punctuate quotations accurately.)

Homer presents Achilles as a valiant and courageous warrior.

Techniques

4.1 symbolism The use of symbols to represent ideas or qualities. For example: A dove symbolises peace.

3.3 use synonyms Using words which have similar meanings can help develop your response and makes your answer sound less like a list.

3.4 develop analysis Use phrases such as ‘furthermore,’ and ‘additionally,’ to develop your analysis. If you can, make links in the text to support your point.

Homer uses a simile to compare Achilles to a hound. This implies he is seeking out his prey as typically hounds are used in hunting. This association highlights Achilles’ determination to succeed in his mission and conveys a warrior that shows no fear. This depicts him as a valorous and determined soldier.

Courageous, valiant, determined, valorous, intrepid, heroic, unyielding,

4.3 foreshadowing A warning or an indication of something that will happen later.

4.4 imagery Visually descriptive or figurative language.

4.5 anthropomorphism The attribution of human characteristics or behaviour to a god, animal, or object.

3.5 use subject specific vocabulary For a sophisticated response, use technical vocabulary where possible. Identifying word classes where appropriate.

In addition to this, Homer describes the ‘hound’ chasing a ‘fawn’. This suggests to the reader that Achilles’ strength and experience far outweigh that of his component, illustrating his great power and skill.

The verb ‘pursuit’ implies… Homer juxtaposes the strength of the warrior with… The repetition throughout the extract reminds the reader…

The topic sentence uses words from the question to begin the answer.

Quotations are intentionally short and have deliberately been selected to answer the question.

The pupil uses ellipsis to select key information from longer quotations.

Uses analytical verbs “conveys” and “demonstrates” to indicate deeper thought is happening as the pupil explores the quotation in relation to the theme of ‘confinement’.

Model example

How is the Cyclops presented as a dangerous monster?

The Cyclops could be seen as ruthless and therefore dangerous. This can be seen in the gruesome detail with which the author describes the Cyclops’ actions. We learn this when the Cyclops “dashed to the ground” the sailors “like small puppies” implying ease and disregard for human life because the use of the verb “dashed” show how simple he finds the movement and how efficiently he can perform it. Furthermore, the use of the noun “puppies” could convey how the writer wants use to feel sympathy for the sailors as they are so weak and defenceless compared to the power of the Cyclops.

The end sentence refers back to the topic sentence. It analyses word choices and concludes the pupil’s point.

Accurate and ambitious use of vocabulary to show knowledge of the character.

Accurate and correct use of literary terminology.

The pupil uses phrasing such as “not only but also” to show an expansion and development of a point and includes vocabulary which is relevant to the question and the gothic genre. The pupil impassively refers to “the reader” rather than writing in the first person “I”.

Writing a topic sentence Use words and phrases from the question or task to write your topic sentence. Remember to write using full sentences. Use a three-part statement containing nouns and adjectives to answer the question and begin your response.

Introducing evidence This can be seen… We learn this when… This is demonstrated by…

Embedding quotations:

Put the quotation inside your own analysis or point rather than putting it separately and then commenting on it. The idea is that the quotation will “flow” within your sentence and you won’t “hear” the quotation marks.

Making inferences implies suggests shows conveys illustrates demonstrates

Extending and justifying points because but so furthermore consequently

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

1.1 dialogue

1.2 iambic pentameter

1.3 monologue

A conversation between two or more people as a feature of a book, play, or film.

A line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable, for example Two households, both alike in dignity.

A long speech by one actor in a play or film, or as part of a theatrical or broadcast programme.

1.4 rhyme A word or series of words that has the same last sound as another word.

1.5 rhythm A strong pattern of sounds, words, or musical notes that is used in music, poetry, and dancing.

1.6 scene A part of a play or film in which the action stays in one place for a continuous period of time.

1.7 Shakespeare William Shakespeare, an English playwright who wrote many famous plays in the late 16th and early 17th centuries.

1.8 soliloquy

A speech in a play that the character speaks to himself or herself or to the people watching rather than to the other characters.

A building or space used for performances and shows.

3.1 Comedy Example: The Tempest

A Shakespearean comedy uses jokes and puns (play on words) and often features mistaken identity, confusion, and coincidence. The plays focus a lot on love and romance.

3.2 Tragedy Example: Macbeth

In Shakespearean Tragedy, the tragic hero sets out on a course of action but because of a flaw in his character, evil enters and is the cause of the catastrophe. Shakespeare believed that his tragedies showed the struggle between good and evil in the world.

3.3 History Example: Richard III

The plays normally referred to as Shakespeare history plays are the ten plays that cover English history from the twelfth to the sixteenth centuries, and the 1399-1485 period in particular. Each historical play is named after, and focuses on, the reigning monarch of the period.

2.7 soliloquy a speech in a play that the character speaks to himself or herself or to the people watching rather than to the other characters.

2.8 tone A way of speaking that expresses the speaker's feelings of thoughts.

4.1 Shakespeare A playwright from Stratford-upon-Avon, born in 1564. He wrote 39 plays and over 150 sonnets.

4.2 The Globe

4.3 London in the Shakespearean Era

4.4 Queen Elizabeth

The theatre in which Shakespeare put on his plays. Built in 1599 and rebuilt in 1614.

London in the Elizabethan era was dirty, noisy and crowded. New ideas around literature and science were constantly being discovered.

On 7th September 1533, a baby girl was born to parents Anne Boleyn and King Henry VIII. She was named Elizabeth, and would eventually become Queen Elizabeth I - a woman who many believe was one of the greatest monarchs of England. She reigned for 44 years, from 1558 to her death in 1603.

4.5 King James

He was King of Scotland for 36 years (as James VI) and then became King of England in 1603—and the first Stuart monarch in the British royal line. James became the nominal monarch of Scotland46in 1567, and in 1583, he took full control of the crown.

1.9 theatre

Plays and their conventions

Context

Autumn Term 1: Gothic Literature

Autumn Term 2: Travel Writing

Spring Term: Greek Myths

Books to read: Films to watch:

Summer Term 2: Shakespeare Showdown

Book to read: Films to watch:

Knowledge Base: Food Technology

Exploring Diets

1.1

1.2

The UK’s largest food and farm standards scheme. It covers areas such as: animal welfare and safety, tractability and environmental protection.

The UK's most successful food safety mark, introduced to reduce cases of salmonella and food poisoning caused by eggs.

Eat well for less – 8 tips for healthy eating on a budget:

1. Use beans and lentils to make dishes go further

2. Use dried, canned, frozen and fresh when eating your 5 a day

3. Eat seasonal fruit and vegetables

4. Buy dried staple foods like pasta and rice which last a much longer

5. Try to buy meat on the bone with skin and remove yourself at home

6. Freeze leftovers rather than throwing food away

7. Plan meals for the week ahead to avoid waste or food going out of date

8. Write a shopping list

Profiling test (star profile) - a test used to obtain a detailed description of a food product.

2. Science

2.1 gelatinisation

The process of gelatinisation occurs when starch granules are heated in a liquid, causing them to swell and burst, which results in the liquid thickening.

2.2 gluten formation Wheat and other related grains (including barley and rye) contain a mixture of two proteins glutenin and gliadin. When flour made from grinding these grains is mixed with water the two proteins combine and form gluten.

2.3 denature

2.4 enrichment

The process of destroying the characteristic properties of a protein by heat, or acidity. For example, when you fry an egg, the raw egg becomes denatured once it is heated.

The practice of adding micronutrients back to a food product that were lost during processing.

2.5 mechanical raising agent

2.6 lamination

2.7 shortening

Adding air to a mixture by: whisking, creaming sugar and fat sieving

The process of folding and rolling butter into dough over and over again, to create super-thin layers.

Defined as a fat, solid at room temperature, which can be used to give foods a crumbly and crisp texture such as pastry. Examples of fat used as shorteners include butter, margarine, vegetable oils and lard.

2.8 coagulation

The change in the structure of protein (from a liquid form to solid or a thicker liquid) brought about by heat, mechanical action or acids.

1. Core Knowledge Food Assurance

Red Tractor

Lion eggs

Cheesy Crunchy

Doughy Rich Herby

Bitter

Knowledge Base: Food Technology

Exploring Diets

3. Practical Skills

3.1 bridge Form a bridge over the ingredient with your hand and put the knife underneath.

3.2 claw Curl fingers inwards and grip the food with your fingertips, keeping fingers away from the knife.

3.3 creaming The technique of softening solid fat, like butter, into a smooth mass and then blending it with other ingredients.

3.4 aeration

The process of allowing air to be combined into ingredients to make them lighter and/or create more volume.

3.5 kneading Movement to stretch the gluten in dough.

3.6 rub in Coating flour grains in fat using fingertips to make breadcrumbs.

3.7 reduction To simmer a sauce until some of the water in it has evaporated, which intensifies the flavours, thickens the liquid, and causes it to take up less volume.

3.8 roux Flour and fat cooked together and used to thicken sauces.

Stretch your vocabulary

S1 food assurance In the UK, food assurance schemes help to provide consumers and businesses with guarantees that food has been produced to particular standards.

S2 provenance Food provenance is the term we use to describe the origins of our food, such as where it has been grown, raised or caught.

S3 fermentation A process that involves the breakdown of carbohydrates by bacteria and yeast.

S4 conduction A common example of conduction is the process of heating a pan on a stove. The heat from the burner transfers directly to the surface of the pan.

S5 convection Convection occurs when particles with a lot of heat energy in a liquid or gas move and take the place of particles with less heat energy. For example, the water boiling in a pan.

S6 radiation The process where heat and light waves strike and penetrate your food through electromagnetic energy, for example grilling food.

4. Nutrition

4.1 DRV Dietary reference values.

4.2 kilocalorie

Another word for what's commonly called a calorie, so 1,000 calories will be written as 1,000kcals.

4.3 BMR Basal metabolic rate measures the minimum amount of calories that your body needs to perform necessary functions.

4.4 macronutrients Nutrients that we need in large amounts. Fats, carbohydrates and protein.

4.5 micronutrients Nutrients that we need in small amounts. Vitamins and minerals.

Nutrition Labels: The traffic light label is colour coded and shows that green is low in a particular nutrient, amber means medium and red is high in a nutrient.

1. TV and films

les dessins animés cartoons

les documentaires documentaries

les émissions de sport sports programmes

les émissions de télé réalité reality TV shows

les émissions musicales music shows

les infos the news

les jeux télévisés game shows

la météo the weather

les séries series

les séries policières police series

les séries américaines american series

les comédies comedies

les films d’action action films

les films d’amour romantic films

les films d’arts martiaux martial arts films

les films d’aventure adventure films

les films fantastiques fantasy films

les films d’horreur horror films

les films de science - fiction science fiction films

2. Opinions

J’adore I love

J’aime bien I like a lot

J’aime I like

Je n’aime pas I don’t like

Je ne regarde jamais I never watch

Je ne rate jamais I never miss

Je suis fan de I’m a fan of

Je ne suis pas fan de I am not a fan of

J’ai une passion pour les... I have a passion for

J’ai horreur des... I really dislike

Je déteste I hate

Mon acteur préféré c’est... My favourite actor is...

Mon film préféré c’est... My favourite film is…

À mon avis c’est... In my opinion it is...

Je pense que c’est... I think it is...

Je trouve ça… I find that...

3. Important adjectives amusant funny

assez bien quite good

barbant boring chouette excellent effrayant frightening émouvant moving ennuyeux boring génial great intéressant interesting nul rubbish passionnant exciting pratique practical stupide stupid formidable great idiot stupid

4. What are you reading?

Je lis... I'm reading...

une BD a comic book

un livre sur les animaux a book on animals

un livre d'épouvante a horror story

un magazine sur les célébrités a magazine about celebrities

un manga a manga

un roman fantastique a fantasy novel

un roman policier a thriller

un roman d'amour a love story

5. On the internet

J’'envoie des e-mails. I send e-mails.

Je fais beaucoup de choses. I do lots of things.

Je fais des recherches pour mes devoirs. I do research for my homework.

Je fais des achats. I buy things.

Je fais des quiz. I do quizzes.

Je joue à des jeux en ligne, I play games online.

Je mets à jour ma page perso. I update my homepage.

Je vais sur mes sites préférés. I go onto my favourite sites.

Je vais sur des blogs. I go onto blogs.

Je vais sur des forums. I go onto forums.

6. The perfect tense of regular verbs

J’ai discuté I chatted

J’ai regardé la télé/ clips vidéo.

I watched the TV/video clips

J’ai écouté la radio I listened to the radio

J’ai surfé sur internet I surfed the net

J’ai envoyé des SMS I sent texts

J’ai tchatté I chatted

J’ai joué à des jeux en ligne I played games online

J’ai téléchargé des chansons I downloaded songs

J’ai posté des photos I posted photos

7. Expression of times and frequency d'habitude usually de temps en temps from time to time en ce moment at the moment quelquefois sometimes souvent often tous les jours every day une fois par semaine once a week deux fois par mois twice a month

8. Sequencers après (le dîner) after (dinner) avant (de me coucher) before (I go to bed) d'abord first ensuite next puis then un peu plus tard a bit later une fois par semaine once a week deux fois par mois twice a month

1. Saying what you did in Paris

j’ai gagné un concours I won a competition

j’ai passé une semaine I spent a week

j’ai visité la Tour Eiffel I visited the Eiffel Tower

j’ai mangé au restaurant I ate in a restaurant

j’ai admiré Le Louvre I admired the Louvre

j’ai regardé le feu d’artifice I watched the fireworks

j’ai acheté des souvenirs I bought souvenirs

j’ai rencontré I met

j’ai envoyé I sent

j’ai pris des photos I took photos

j’ai vu I saw

j’ai attendu le bus I waited for a bus

j’ai bien dormi I slept well

je n’ai pas visité I didn’t visit

On a fait les magasins we went shopping

on a bu un coca we drank a coke

on a fait un tour we did a tour

on a fait une balade en bateau mouche we went on a boat trip

2. What it was like

C’était... It was...

J’ai trouvé ça... I found that... bien good

bizarre weird cool cool cher expensive

effrayant scary

ennuyeux boring

fabuleux fantastic génial great horrible terrible intéressant interesting marrant funny nul rubbish

Ce n'était pas mal. It wasn't bad.

3. How did you travel? en avion by plane en bus By bus en car by coach en métro by underground en train by train en voiture by car à vélo by bike à pied on foot

4. A journey

je suis allé(e) à Paris I went to Paris

je suis parti(e) /arrivé(e) I left/arrived

je suis sorti(e) I went out

je suis resté(e) I stayed

je suis rentré(e) I came back

je suis monté(e) I went up

5. When aujourd'hui today hier yesterday avant-hier the day before yesterday (mardi) dernier last (Tuesday) le week-end dernier last (weekend)

6. HF words

À quelle heure? at what time?

quand? when?

combien? how much/many? comment? how?

où? where? qui? who?

avec qui? who with? alors so donc therefore parce que because d’abord firstly ensuite next

1. Mon caractère / My character

Je suis… I am…

Je pense que je suis… I think I’m…

Je ne suis pas… I’m not…

Je ne suis pas du tout… I’m not at all…

Mon meilleur ami/Ma meilleure amie est… My best friend is…

adorable adorable

arrogant(e) arrogant

amusant(e) fun

casse-pieds annoying

curieux/curieuse curious

débrouillard(e) resourceful

drôle funny

égoïste selfish

gentil(le) kind

intelligent(e) clever

optimiste/pessimiste optimistic/pessimistic

paresseux/paresseuse lazy

patient(e) patient

pénible annoying

rigolo/rigolote funny

sociable sociable

sympa nice

2. Les verbes réfléchis / Reflexive verbs

s’amuser to have fun

se chamailler to squabble

se confier des secrets to tell each other secrets

se dire to tell each other

se disputer to argue

s’entendre to get on

se fâcher to get angry

4.Les vêtements / Clothes

Normalement, je porte… Normally, I wear

des baskets trainers

des bottes boots

des chaussures shoes

une chemise a shirt

un chapeau a hat

un jean jeans

une jupe a skirt

un pantalon trousers

un pull a jumper

un sweat à capuche a hoodie

un tee-shirt a t-shirt

une veste a jacket

3. La musique et les opinions / Music and opinions

le hard rock hard rock le jazz jazz la musique classique classical music

le pop- rock pop le rap rap

le R’n’B R’n’B

un peu de tout a bit of everything les chorégraphies choreography les mélodies tunes les paroles words

Mon chanteur/ma chanteuse préféré(e) c’est… My favourite singer is…..

Mon groupe préféré c’est… My favourite group is …..

J’adore/je déteste la musique de X. I love/I hate X’s music.

J’adore la chanson… I love the song…

Ça me donne envie de… danser/chanter/pleurer/ dor mir. It makes me want to… dance/sing/cry/sleep.

Ça me rend joyeux/ joyeuse/triste. It makes me happy/sad.

Knowledge Base: French

5. Mon style / My style

j’ai un style plutôt …. My style is rather…

classique classic

décontracté relaxed

skateur skater

sportif sporty

C’est… It is…

moche ugly

horrible horrible

cool cool

chic chic

6. Les couleurs/ Colours

beige beige

blanc/blanche white

bleu turquoise turquoise

gris(e) grey

marron chocolat chocolate brown

noir(e) black

orange orange

vert kaki khaki

7. À l’avenir / In the future

Qu’est-ce que tu vas porter? What are you going to wear?

Qu’est-ce que tu vas faire? What are you going to do?

ce weekend this weekend

cet été this summer

je vais porter I am going to wear

je vais manger I am going to eat

je vais faire I am going to do

8. Le passé, présent et futur / Past, present and future

hier yesterday

la semaine dernière last week

j’ai regardé I watched

j’ai mangé I ate

je suis allé(e) I went

c’était it was

normalement normally

d’habitude usually

je regarde I watch

je danse I dance

je vais I go

c’est it is

ce weekend this weekend

je vais regarder I am going to watch

je vais danser I am going to dance

je vais aller I am going to go

ça va être it is going to be

1. Les domiciles / Homes

j’habite I live

la maison house

l’appartement (m) flat

la rue street/road

à la campagne in the country

dans un village in a village

dans une ville in a town

2. Les adjectifs / Adjectives

petit small

grand big

beau/belle beautiful

joli(e) pretty

vieux/vieille old

nouveau/nouvelle new

neuf/neuve brand new

modern modern

confortable comfortable

gros/grosse big (for animals and objects)/fat

3. Les pièces / Rooms

Chez moi, il y a…

In my home, there is/are…

la chambre (de mes parents/ de ma sœur) (my parents’/my sister’s) bedroom

ma chambre my bedroom

la cuisine kitchen

le jardin garden

la salle à manger dining room

la salle de bains bathroom

le salon living room

les toilettes toilet

Il n’y a pas de…

There isn’t a…/There aren’t any…

4. Les meubles / Furniture

l’armoire (f) wardrobe

le bureau desk

le canapé/la chaise sofa/chair

la douche shower

la fenêtre window

le frigo fridge

le lavabo wash basin

le lit bed

la machine à laver washing machine

la télé (satellite) (satellite) TV

5. Les préposition / Prepositions

dans/devant in/in front of derrière behind entre between sous under(neath) sur on

à côté de next to à droite de/à gauche de on the right of/on the left of

en face de opposite

6.Mots essentiels / High frequency words

chez (i.e. chez moi) at someone’s home (i.e. at my home)

ici here là there

là-bas over there voici here is/here are plus more moins less il y a there is/there are pour for

7. Le petit déjeuner / Breakfast

Qu’est-ce que tu prends pour le petit déjeuner? What do you have for breakfast?

Je mange/Je prends… I eat/I have… du beurre/du pain butter/bread

de la confiture jam

des céréales cereals

un croissant a croissant

un pain au chocolat a pain au chocolat

une baguette a baguette

une brioche a brioche (sweet loaf)

une tartine a slice of bread and butter

Je bois/Je prends… I drink/I have… du café/du lait/du thé coffee/milk/tea

du chocolat chaud hot chocolate

du jus d’orange orange juice

9. Les quantités / Quantities

un litre de… a litre of…

un paquet de… a packet of…

une tranche de… a slice of…

cinq cents grammes de… 500 grams of…

un kilo de… a kilo of…

une tablette de… a bar of…

une bombe de… a spray can of…

8. Le dîner / Evening meal

du fromage/du poisson cheese/fish de poulet/du riz chicken/rice de la soupe soup de la viande meat des crêpes pancakes des crudités crudités des escargots snails des légumes vegetables des pâtes pasta

des plats à emporter takeaway food des pommes de terre potatoes des tomates tomatoes

un fruit a piece of fruit un steak-frites steak and chips

un yaourt a yoghurt

une mousse au chocolat a chocolate mousse

Je suis végetarien(ne). I’m a vegetarian.

1. Mon talent / My talent

Mon/notre talent, c’est.. My/our talent is…

chanter singing

danser dancing

faire de la magie doing magic

jouer du piano/violon playing the piano/violin

jouer de la guitare (électrique) playing the (electric) guitar

2. Mon ambition / My ambition

Je veux être… I want to be…

chanteur/chanteuse a singer

danseur/danseuse a dancer

guitariste a guitar player

musicien/musicienne a musician

magicien/magicienne a magician

Je veux gagner le concours. I want to win the contest.

Un Concours de talents / A talent contest

J'ai déjà gagné un concours. I've already won a contest.

un candidat/une candidate a contestant

célèbre famous

une célébrité a celebrity

une vedette a (TV/film/music) star

participer (au concours) to take part (in the contest)

gagner to win

le gagnant / la gagnante the winner

4. Se préparer pour le concours / Getting ready for the contest

Je/Tu dois…

I/You must…

remplir la fiche d’inscription fill in the application form

participer au concours take part in the contest

faire un clip vidéo make a video clip

répéter tous les jours rehearse every day

aller à l’audition go to the audition

avoir confiance en moi/toi be confident

Je/Tu peux…/On peut…

I/You can…/We can…

répéter chez moi/toi rehearse at my/your place

faire du babysitting babysit

Je ne peux pas. I can't.

Si, tu peux! Yes, you can!

Je vais t'aider. I'll help you.

Je dois faire mes devoirs. / J'ai trop de devoirs.

I must do my homework. / I’ve got too much homework.

Je n'ai pas de caméra. I don't have a camcorder.

3.

5. Qui est le meilleur? / Who’s the best?

Je pense que/qu’… I think that…

Il/Elle est… He/She is… le/la plus… the most…

le/la moins… the least… ambitieux/ambitieuse ambitious

arrogant(e) arrogant beau/belle good-looking modeste modest passionné(e) passionate

professionnel(le) professional sûr de lui/sûre d’elle confident travailleur/travailleuse hard-working

le meilleur/la meilleure the best

Il/Elle a… He/She has… le plus de talent the most talent la plus belle voix the nicest voice

6. Les rêves et les ambitions / Dreams and ambitions

J’aime gagner. I like winning.

Je dois gagner. I must win.

Je peux gagner. I can win.

Je veux gagner. I want to win.

Je voudrais gagner. I’d like to win.

Je vais gagner. I’m going to win.

7. 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

8. devoir / to have to/must

je dois I must

tu dois you must (singular, informal)

il/elle/on doit he/she/we must

nous devons we must

vous devez you must (plural, formal)

ils/elles doivent they must

9. 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

10. Key words

déjà already

si if si yes (when contradicting someone)

Tu as raison. You’re right.

Tu as tort. You’re wrong.

D’accord? OK?

plus more moins less

À mon avis… In my opinion…

Pour moi,… For me,…

1. Giving an opinion

j’adore I love

j’aime I like

je n’aime pas I don’t like

j’aime assez I quite like

j’aime vraiment I really like

je préfère I prefer

je déteste I hate

je crois que I believe that

je pense que I think that

je trouve que I find that

à mon avis in my opinion

selon moi in my opinion

d’après moi in my opinion

je trouve ça I find it

je suis d’accord I agree

je ne suis pas d’accord I don’t agree

2. Adjectives

drôle/marrant funny

rigolo(te) funny

amusant(e) fun

passionnant(e) exciting

ennuyeux/ennuyeuse barbant/barbant(e) boring

effrayant(e) scary

pénible annoying

casse-pieds annoying

gentil(le) nice/kind sympa nice

intelligent(e) intelligent formidable great

affreux/affreuse awful

3. Frequency words

normalement normally en général in general

généralement generally d’habitude usually toujours always tout le temps all the time de temps en temps from time to time souvent often

parfois/quelquefois sometimes rarement rarely

4. Intensifiers

vraiment really très very assez quite trop too un peu a bit beaucoup a lot

5. Connectives et and cependant however néanmoins however par contre however aussi also même si even if car because parce que because donc therefore mais but ou or

6. Key verbs in the present tense ALLER TO GO

je vais I am going/I go

tu vas you are going/you go

il/elle/on va he/she is going/goes/we are going/go

ÊTRE TO BE

je suis I am

tu es you are

il/elle/on est he/she is/we are

AVOIR TO HAVE

j’ai I have

tu as you have

il/elle/on a he/she has/we have FAIRE TO DO

je fais I do

tu fais you do

il/elle/on fait he/she does/we do

7. Using the past tense

hier yesterday

le weekend dernier last weekend

la semaine dernière last week

je suis allé(e) I went

nous sommes allé(e)s we went

j’ai visité I visited

j’ai regardé I watched

j’ai joué I played

c’ était… it was…

8. Using the future tense

ce weekend this weekend

le weekend prochain next weekend

la semaine prochaine next week

cet été this summer

je vais aller I’m going to go

je vais visiter I’m going to visit

je vais regarder I’m going to watch

ça va être… it’s going to be…

ce sera… it will be…

9. Sequencers and time phrases d’abord first of all avant before après after puis then ensuite next finalement finally aujourd’hui today le matin in the morning l’après-midi in the afternoon le soir in the evening

Knowledge Base: Geography

1. Weather & Climate: General Concepts

1.1 weather The day to day state of the atmosphere. e.g. rainy, windy, sunny

1.2 climate The weather conditions prevailing in an area in general or over a long period. e.g. Tropical, temperate, arid

1.3 air

1.4

pressure When air is rising. As it rises and cools, water vapour condenses to form clouds and perhaps precipitation.

1.5 high pressure When air is sinking. As it sinks, it reduces the formation of clouds and leads to settled weather and clear skies.

1.6 evaporation The conversion of liquid water into water vapour.

1.7 condensation The conversion of water vapour into liquid droplets in clouds.

1.8 isobars A line drawn on a weather map through points of equal atmospheric pressure.

1.9 greenhouse effect The trapping of the sun's warmth in a planet's lower atmosphere.

1.10 synoptic chart A map that summarises atmospheric conditions.

1.11 prevailing wind The most frequent wind direction.

2. Precipitation

2.1 precipitation Water that falls from the sky (e.g. rain, hail, snow, etc)

2.2 relief rainfall Rain caused by warm wet air rising over hills or mountains.

2.3 convectional rainfall

The type of rainfall that occurs when the land warms up, heating the air above it and therefore causing the air to expand and rise.

2.4 frontal rainfall The type of rain that occurs when two air masses meet.

2.5 weather forecast An analysis of the state of the weather in an area with an assessment of likely developments.

2.6 cold front The boundary of an advancing mass of cold air.

2.7 warm front The boundary of an advancing mass of warm air.

2.8 anticyclone A weather system with high pressure at its centre.

2.9 depression A weather system with low pressure at its centre.

2.10 hurricane, cyclone, typhoon

A large tropical storm system with high-powered circular winds.

3.1

and years after the event.

5.1 preparing How people organise themselves and their society in expectation of a hazard event.

5.2 protecting How a people design buildings and infrastructure to be safer in the event of a hazard.

5.3 predicting Using available evidence to try and say when and where a hazardous event will happen to reduce damage.

1.12 North Atlantic Drift The warm ocean current flowing from the Caribbean to Europe.

5. Managing the risk of living with extreme weather

Stretch your vocabulary

a.1 absolute humidity

a.2 dew point

a.3 hygrometer

The mass of water vapour present per unit volume of space. Also considered as the density of the water vapour. It is usually expressed in grams per cubic meter.

The temperature at which dew would form assuming all other conditions remained the same. The dew point is a function of the air temperature and humidity.

An instrument that measures the water vapour content of the atmosphere.

a.4 wind chill factor

a.5 jet stream

a.6 El Niño

The perceived decrease in air temperature felt by the body on exposed skin due to the flow of air.

A narrow band of strong winds usually found at elevations from 20000 to 50000 feet.

The cyclical warming of East Pacific Ocean sea water temperatures off the western coast of South America that can result in significant changes in weather patterns in the United States and elsewhere.

Books to read:

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Series to watch:

Knowledge Base: Geography

1. Climate Zone

1.1 weather The day-to-day state of the atmosphere.

1.2 climate The weather conditions prevailing in an area over a long period.

1.3 climatic zone An area that has its own distinct climate. They also have their own type of vegetation and wildlife.

1.4 latitude How far north or south of the equator a place is.

1.5 altitude The height of a point in relation to sea level or ground level.

1.6 prevailing wind The most frequent wind direction.

1.8 ocean currents Giant rivers of sea water flowing within oceans.

1.9 equatorial Places near the equator which are hot and wet all year round.

1.10 climate graph A combination of a bar graph and a line graph showing the temperature and rainfall in an area for twelve months.

1.11 biome A large ecosystem characterised by its vegetation, soil, climate and wildlife.

2. Ecosystems

2.1 biome A large ecosystem characterised by its vegetation, soil, climate and wildlife.

2.2 ecosystem A community of living organism living in a specific area. e.g. pond, hedgerow, woodland

2.3 biotic Living components found in an ecosystem and biome e.g. animals, plants, bacteria

2.4 abiotic Non living components found in an ecosystem and biome e.g. light intensity, temperature, water, rocks, soil

2.5 how do we describe the distribution of biomes?

WAGOLL : Hot deserts can be found in both the Northern and Southern Hemispheres. They are mostly located between 30º North and South of the equator. They occur on the continents of North America, South America, Africa, Asia and Oceania.

3. Food chains and Webs

3.1 food chain A series of organisms each dependent on the next as a source of food.

3.2 food web A series of food chains all connected to each other.

3.3 decomposers Things that cause breaking down or rotting away.

3.4 producers Produce their own food using carbon dioxide and water.

3.5 consumers Things that eat other living things (can be herbivores, omnivores or carnivores).

4.1 tropical rainforest Tall, dense forests found in hot, wet climates.

4.2 emergent The tallest trees in the rainforest.

4.3 canopy An almost unbroken top layer of trees which acts like a roof.

4.4 under canopy More widely spaced, smaller tree species and juvenile individuals that form a broken layer below the canopy.

4.5 shrub layer A thick layer of small plants and ferns.

4.6 humus Remains of plants and animals left in the soil of the forest floor.

4.7 buttress roots Large, wide roots that stand above the ground to stabilise the tree.

4.8 lianas Vine like plants which climb up trees.

4.9 drip tips The pointed end of leaves designed to shed heavy rainfall.

4.10 epiphyte Plants which live on trunks and branches of other plants, allowing them to make the most of the sunlight in the canopy layer.

5.1 deforestation The clearing and destruction of forests.

5.2 slash and burn An area of rainforest is cleared by cutting and burning before being replanted.

5.3 desertification The process by which fertile land becomes desert, typically as a result of drought, deforestation, or inappropriate agriculture.

5.4 over-grazing Grazing by livestock to the point where the grass cover is depleted, leaving bare, unprotected patches of soil.

Stretch your vocabulary

a.1 biodiversity Every living thing, including plants, bacteria, animals and humans.

a.2 Eco-tourism Tourism directed towards exotic, often threatened, natural environments, intended to support conservation efforts and observe wildlife.

a.2 trans-national corporation (TNC) Companies that operate in more than one country.

a.3 selective logging Only certain trees (old or inferior ones) are cut down-most trees in the area are left standing.

a.4 sustainable forestry Aims to keep the balance between three main pillars: ecological, economic and socio-cultural.

a.5 hydro electric power A renewable source of energy that generates power by using a dam to alter the natural flow of a river or other body of water.

a.6 international agreements Countries can make deals with one another for the protection of the rainforest. This is often in the form of offering investment in the country in return for a lack of deforestation.

a.7 debt reduction Deforestation often occurs as a way of making money to pay of debt. By cancelling the debt, people no longer need to chop down the trees.

5. Deforestation

4. Tropical Rainforest

1. How do we measure development?

1.1 gross domestic product (GDP)

1.2 GDP per capita

1.3 HDI

1.4 literacy rate

1.5 birth rate

A measure that counts all of the wealth generated within the borders of a country in one year.

[The UK is £2,473,856,540,000]

A measure that counts all of the wealth generated within the borders of a country in one year divided by the total population. [The UK is £36,939]

A combined measure that uses GDP per capita, life expectancy and years in education. [The UK is 0.92]

The percentage of adults that can read & write.

[The UK is 99%]

The number of live births in a year for every 1000 people in the total population.

[The UK is 11.1 births per 1,000 people]

1.6 death rate

1.7 life expectancy

1.8 Natural Increase

1.9 infant mortality

1.10 mean years in education

The number of people in every 1000 who die in a year.

[The UK is 9.1 deaths per 1,000 people]

The age to which an average person can be expected to live to. [In the UK this is 82]

A population change that occurs when the number of births is larger than the number of deaths.

[The UK is 0.04%]

The number of babies that die before their first birthday out of every 1,000 live births.

[The UK is 3.7 deaths per 1,000 live births]

The mean average amount of time a person spends in formal education in their lifetime. This figure can be reduced in countries where women have limited opportunities.

2. Bridging the gap

2.1 short term aid

2.2 long term aid

2.3 multilateral aid

2.4 bilateral Aid

2.5 fair trade

2.6 intermediate technology

3. General terms

3.1 development

3.2 LIC

3.3 HIC

3.4 NEE

3.5 globalisation

Provide support during or after a disaster. It includes food, medicines and tents to save lives.

Providing support such as education for young people, is a continuous programme which aims to improve standards of living.

Governments fund organisations like the United Nations that give development aid without favour.

A country receiving the aid must spend the money on goods and services from the one country providing it.

A trading practice where the producers in LICs receive a larger share of the profits for their primary products.

Low cost, sustainable technology that can improve the quality of the lives of people in LICs.

1.11 absolute poverty

1.12 quality of life

1.13 standard of living

The percentage of the population of country living on less than $1.90 a day (£1.50).

A qualitative measure that assesses the level of health, comfort, and happiness an individual or group experiences.

Standard of living refers to the level of wealth, comfort, material goods and necessities available to a certain group of people in a certain geographic area.

3.6 top-down development projects

3.7 bottom-down development projects

Relating to improvement in the lives of people in different countries.

Low Income Country. Less wealthy and less developed countries. Less than $1,035 GDP per capita a year.

High Income Country. More wealthy and more developed countries with over $12,696 GDP per capita a year.

Newly Emerging Economy. Countries that have begun to experience high rates of economic development and growth. Between $1,036 and $12,695 GDP per capita a year.

Globalisation is the increasing connections between places and people across the planet, established through trade, politics and cultural exchanges, and helped by technology and transport.

Top-down projects are usually large-scale. This means they aim to develop a whole country or region, for example building dams that provide electricity for thousands of people. Decisions are made by governments or large companies, not by local people.

Local-scale projects that aim to help a community or small area to develop. An example is building a well so that a community has access to safe, clean water. Decisions are made by the local people affected by the project.

Stretch your vocabulary

a.1 globalisation Globalisation is the increasing connections between places and people across the planet, established through trade, politics and cultural exchanges, and helped by technology and transport.

a.2 The multiplier effect The ‘snowballing’ of economic activity. e.g. If new jobs are created, people who take them have money to spend in the shops, which means that more shop workers are needed.

a.3 Purchasing Power Parity (PPP)

The total amount of goods and services that a single unit of a country's currency can buy in another country. e.g. The Big Mac index shows how much money it coasts in each country to buy a big Mac.

Books to read:

1. Lernen und Lehre / Learning and teachers

eine gute Idee a good idea

eine schlechte Idee a bad idea

Fragen questions

Hausaufgaben homework

im Internet online

forschen to research

lernen to learn/study

Vokabeln vocabulary

der Lehrer the teacher (male)

die Lehrerin the teacher (female)

gute Noten good marks

schlechte Noten bad marks

hilfsbereit helpful

nett nice

streng strict sympathisch kind

unfreundlich unfriendly

2. Meine Schule / My school

In meiner Schule gibt es In my school there is

eine Aula a hall

einen Flur a corridor

einen Informatikraum a computer room

eine Kantine a canteen

viele Klassenzimmer many classrooms

zehn Labors ten labs

ein Lehrerzimmer a staffroom

einen Schulhof a playground

eine Sporthalle a sports hall

ein Schwimmbad a swimming pool

eine Turnhalle a gym

Schulregeln school rules

ein Handy mobile phone

benutzen to use

Mobbing bullying

Cybermobbing cyberbullying

pünktlich punctual

Schuluniform school uniform

3. AG (Arbeitsgemeinscaft) / After school club

Was machst du nach der Schule? What do you do after school?

Ich besuche die … -AG I attend the … club

Ich gehe in die … - AG I go to the … club

die Bastel-AG the crafts club

die Film-AG film club

die Sport-AG sports club

die Fußball-AG football club

die Hausaufgaben-AG homework club

die Leichtathletik-AG athletics club

die Schach-AG chess club

die Theater-AG theatre club

die Umwelt-AG environment club

Ich gehe in den Chor I go to choir

die Nachhilfe extra tuition

abends/am Abend in the evening

nachmittags/am Nachmittag in the afternoon

1. Frühstück / Breakfast

das Brot bread

die Butter butter Frühstücksflocken breakfast cereal

der Joghurt yoghurt der Kaffee coffee der Käse cheese

die Kekse biscuits die Marmelade jam die Milch milk

das Müsli muesli

das Obst fruit der Saft juice der Schinken ham der Tee tea

das Wasser water die Wurst sausage

2.

die Mahlzeit / Mealtime

zum Frühstück for breakfast

zum Mittagessen for lunch

zum Abendessen for dinner

Was isst du zum Frühstück? What do you eat for breakfast?

Ich esse / trinke… I eat / drink…

3.

Verpackung / Packaging

eine Dose Cola can of cola

eine Dose Marmelade jar of jam

eine Flasche Wasser bottle of water

100 Gramm Butter 100 grams of butter

ein Liter Milch litre of milk

eine Packung Kekse packet of biscuits

eine Scheibe Schinken slice of ham

ein Stück Käse piece of cheese

eine Tafel Schokolade bar of chocolate

eine Tüte Gummibärchen bag of gummy bears

4. Gewohnheiten / Habits

gesund healthy

ungesund unhealthy

Ich bin Vegetarier(in) I am a vegetarian nie never

selten rarely wenig little, not much

5. Anderes Essen / Other foods

das Fastfood fast food

das Hähnchen chicken

Kartoffeln (pl) potatoes

Eier (pl) eggs

das Fleisch meat

Nudeln (pl) pasta / noodles der Reis rice der Salat salad

die Pizza pizza

Pommes (pl) chips

die Bratwurst cooked sausage die Suppe soup der Fisch fish

das Brötchen bread roll

6. Essen bestellen / Ordering food

Was darf es sein? What would you like?

Ich möchte I would like

Ich hätte gern I would like

Etwas zu trinken? Something to drink?

Sonst noch etwas? Anything else?

das Restaurant restaurant

das Café café

der Kellner / die Kellnerin waiter (m/f)

lecker / ekelhaft delicious / disgusting

Perfect tense – regular verbs

ich habe gespielt I played

du hast gekauft you bought er hat gewohnt he lived

sie hat gemacht she did / made wir haben gekocht we cooked sie haben gehört they listened

Place names

München Munich

Köln Cologne

Wien Vienna

die Ostsee Baltic Sea

Genf Geneva

Irregular past participles to bring bringen gebracht to think denken gedacht to eat essen gegessen to find finden gefunden to win gewinnen gewonnen to help helfen geholfen to read lesen gelesen to take nehmen genommen to sleep schlafen geschlafen to write schreiben geschrieben to see sehen gesehen to sing singen gesungen to study studieren studiert to drink trinken getrunken

Imperfect – sein

ich war I was

du warst you were er war he was

sie war she was es war it was

wir waren we were ihr wart you all were

sie waren they were

Sie waren you (Mr/Mrs) were

Imperfect – haben ich hatte I had

du hattest you had er hatte he had

sie hatte she had es hatte it had wir hatten we had ihr hattet you all had sie hatten they had

Sie hatten you (Mr/Mrs) had

Ferienaktivitäten

Holiday activities

Was kann man machen? What can you do?

Man kann … You can …

… Ausflüge machen ….go on trips

… eine Bootsfahrt machen … go on a boat trip

… Kanu fahren … go canoeing

… klettern … climb

… tauchen … go diving

… eine Radtour machen … do a bike tour

… Sehenswürdigkeiten besichtigen … see the sights

… einen Stadtbummel machen … wander in the town

Ich würde gern einmal nach … fahren I’d like to go to … at some point

Activities

Was hast du dort gemacht? What did you do there?

Ich habe ein Konzert gesehen I watched a concert

Ich habe ein Museum besucht I visited a museum

Ich habe eine Radtour gemacht I did a bike tour

Ich habe die Sehenswürdigkeiten besichtigt I saw the sights

Opinions

Es hat mir gut gefallen I liked it a lot

Es hat mir nicht gefallen I didn’t like it

Es hat Spaß gemacht It was fun

Es war entspannend It was relaxing

Holiday places

Wo hast du deine Ferien verbracht?

Ich habe meine Sommerferien in … verbracht.

Frankreich

Deutschland

Italien

Spanien

Griechenland

Holiday locations

Where did you spend your holidays?

I spent my holidays in …

France

Germany

Italy

Spain

Greece

in den Bergen in the mountains am Meer by the sea an der Küste on the coast auf dem Land in the countryside in der Stadt in the town

Transport

Wie bist du gefahren? How did you travel?

Ich bin … gefahren. I travelled … mit dem Bus by bus mit dem Zug by train mit dem Schiff by ship mit dem Auto by car

Ich bin geflogen I flew

Ich bin gesegelt I sailed

Weather

Wie war das Wetter How was the weather?

morgens in the mornings mittags at lunchtimes

abends in the evenings

es war it was heiß hot

kalt cold neblig foggy sonnig sunny stürmisch stormy windig windy wolkig cloudy

Es gab Regen There was rain

Es gab Schnee There was snow

Holiday accommodation

Wo hast du übernachtet? Where did you stay?

Ich habe ….. übernachtet I stayed … in einem Hotel in a hotel in einer Ferienwohnung in a holiday apartment es war bequem it was comfortable es war wunderschön it was beautiful es war ideal it was ideal

1.0

Mein letzter Urlaub My last holiday

Letztes Jahr bin ich nach Griechenland gefahren. Griechenland gefällt mir, denn es ist sonnig. Ich bin geflogen und ich bin zweiWochen geblieben Ich habe bei einer Gastfamilie gewohnt. Das hat mir gefallen, weil es lustig war. Ich habe Volleyball gespielt und ich bin in die Disco gegangen. Das Wetter war warm aber windig.

Last year I travelled to Greece. I like Greece because it is sunny. I flew and I stayed for two weeks.I stayed with a host family. I liked it because it was fun. I played volleyball and I went to the disco. The weather was warm but windy.

1.1 In der Stadt In town

der Bahnhof station

der Flughafen airport

der Fluss river

der Park park

die Bushaltestelle bus stop

die Imbissbude snack bar

die Kirche church

das Geschäft shop

das Hotel hotel

das Kino cinema

das Museum museum

1.2 Was gibt es in der Stadt? What is there in your town?

Es gibt einen Busbahnhof (m) There is a bus station

Es gibt eine Moschee (f) There is a mosque

Es gibt ein Restaurant (n) There is a restaurant

Es gibt Geschäfte (pl) There are shops

1.3 Was kann man dort machen?

Man kann (dort) ins Kino gehen

Man kann im Fluss schwimmen

Man kann das Museum besuchen

Man kann den Dom sehen

What can you do there?

You can go to the cinema (there)

You can swim in the river

You can visit the museum

You can see the cathedral

1.4 Wie komme ich am besten zum/zur...

Wie komme ich am besten zum Bahnhof? (m)

Wie komme ich am besten zum Hotel? (n)

Wie komme ich am besten zur Post? (f)

What’s the best way to the...?

What's the best way to the station?

What’s the best way to the hotel?

What's the best way to the post office?

Es ist auf der linken Seite It's on the left-hand side

Es ist auf der rechten Seite It's on the right-hand side

Fahren Sie mit dem Bus Nummer... Take bus number...

Gehen Sie geradeaus Go straight on...

Gehen Sie rechts/links Go right/left

Nehmen Sie... Take...

...die erste/zweite/dritte Straβe links/rechts ...the first/second/third road on the left/right

2.0 Wo wohnst du? Where do you live?

Ich wohne in einem/einer I live in a...

das Doppelhaus (the) semi-detached house

das Einfamilienhaus detached house

das Reihenhaus terraced house

das Hausboot houseboat

das Schloss castle

das Wohnmobil campervan der Wohnblock block of flats die Wohnung flat

am See on/by a lake

am Stadtrand on the outskirts of town

an der Küste on the coast auf dem Land in the countryside in den Bergen in the mountains in der Stadt in the town in einem Dorf in a village

2.1 Die Zimmer rooms

das Wohnzimmer living room

das Schlafzimmer bedroom

das Esszimmer dining room

das Badezimmer bathroom der Keller cellar der Garten garden

die Küche kitchen im Erdgeschoß on the ground floor im ersten/zweiten Stock on the first/second floor

2.2 Mein Zimmer My room

In meinem Zimmer gibt es... In my room there is

ein Bett (the) bed

ein Regal shelf

einen Computer computer

einen Fernseher TV

einen Kleiderschrank wardrobe

einen Schreibtisch desk

einen Sessel/Stuhl armchair/chair

einen Teppich carpet

eine Kommode chest of drawers

eine Lampe light/lamp

eine Lichterkette fairy lights

2.3 Mein zukünfitiges Zuhause My future home

Ich werde in einem/einer... wohnen I will live in a ...

Meine Wohnung/Mein Haus wird...sein My flat/house will be...

charmant charming schön möbliert beautifully furnished

Das wird (viel) Spaβ machen It will be (a lot of) fun

Es wird (viele Zimmer) geben It will have (a lot of rooms)

Es wird (echt) toll sein It will be (really) great

Ich werde (viele Tiere) haben I will have (a lot of pets)

3.0 Präpositionen prepositions

an on (the wall)/at auf on (top of) hinter behind in in über over/above unter under neben next to vor in front of zwischen between

1. Timeline of the ancient world

1.1 The medieval period ended, according to historians, when the Tudor family came to the English throne.

c. 1485 CE

1.6 Aztec Empire’s capital city was destroyed by the Spanish forces of Hernán Cortés.

1519 CE

1.11 The European witch-craze. Many people across Europe were accused of witchcraft and executed.

c. 1550 to 1650 CE

1.16 Nzinga became ruler of the kingdom of Ndongo. She would later also rule over the kingdom of Matamba. 1624

How did struggles over identity cause lasting global changes? c.1500 CE to 1843 CE.

1.2 Contact was made between the European sailors led by Christopher Columbus and indigenous American peoples.

1492 CE

1.7 Martin Luther was excommunicated by Pope Leo X. Luther burnt the Pope’s letter.

1521 CE

1.12 Spanish colonies in central and southern America were fully up and running, using indigenous peoples as slaves to gain wealth.

1550s

1.17 Civil Wars in Britain (England, Scotland and Ireland all involved). King Charles I lost and was executed by Parliament in 1649. 1642 to 1651 CE

1.3 The Treaty of Tordesillas was agreed by the King of Spain and King of Portugal, with the Pope acting as a broker.

1494 CE

1.8 Ferdinand Magellan’s voyage of circumnavigation (all the way around the world) was completed.

1522 CE

1.13 Pope Pius IV ordered all books he had banned to be burnt. This was ¾ of all books being printed in Europe.

1560s CE

1.18 The Acts of Union officially joined Scotland with England to become Great Britain. Great here means bigger, not necessarily brilliant.

1707 CE

1.4 Constantinople, capital of the Ottoman Empire, was said to be the centre of the world because of its culture and wealth.

1500 CE

1.9 Holy Roman Empire fought a war against the Ottoman Empire. The Pope was released from prison.

1529 CE

1.14 A group of Catholic gentlemen plotted to kill King James I, other royals, and all of Parliament in the Gunpowder Plot. It failed.

1605 CE

1.19 The United States of America was founded when 13 colonies of Great Britain declared their independence on 4th July.

1776 CE

1.5 Martin Luther, a German monk and university professor protested against the way the Catholic Church was being led.

1517 CE

1.10 King Henry VIII of England joined the Reformation and ‘broke’ from the Roman Catholic Church.

1530s CE

1.15 The Thirty Years War destroyed much of central Europe. A main cause was the Reformation, that saw Catholics fight Protestants.

1618 to 1848 CE

1.20 Scottish voters chose to accept some law-making and decisionmaking powers from the UK, making a Scottish Parliament.

1997 CE

around, not based in one place with a capital city). An Islamic empire that had successful traders and warriors.

2.3 Safavid Empire A powerful Asian empire from 1501-1736. The empire followed Shi’a Islam, and had successful traders and warriors.

2.4 Ottoman Empire A powerful empire in parts of Europe, Asia, and Africa (around the Mediterranean Sea). The empire followed Sunni Islam, and was in a golden age in 1500.

2.5 Holy Roman Empire An empire in Europe. It began in medieval times and continued throughout the early modern period. The emperor was elected by 7 rulers in the empire.

2.6 Aztec Empire Based in modern day Mexico City, the Aztec were ruled by Emperor Montezuma II. Their capital city, Tenochtitlán, was the largest city in the world in 1519.

2.7 Inca Empire Like the Aztecs, the Incas were in the Americas and believed in many Gods. Incas had developed advanced technologies and had a huge network of roads.

2.8 Mughal Empire A Muslim empire in India founded by Babur, who was related to the great Mongolian warrior Genghis Khan. The Mughal dynasty ruled from 1526 to 1720.

2. Empires of the early modern world 2.1 Ming China The Ming dynasty were emperors of China from 1368 to 1644. They celebrated Chinese achievements, like fine pottery and other advanced technologies. 2.2 Timurid Empire The last great nomadic empire (moved

How did struggles over identity cause lasting global changes? c.1500 CE to 1843 CE.

3.1 indigenous peoples A diverse collection of people groups who lived in the Americas before the arrival of Europeans like Columbus. These include Aztec, Inca, and Mayan. 3.2 Catherine of Aragón Spanish ambassador and princess. She married King Henry VIII, and co-ruled England with him. Histories of her often deny her agency.

3.3 pope / papacy The head of The Church in Europe (Roman Catholic Church). Popes claim to be the heirs of Saint Peter in the Christian tradition.

3.4 sultan Muslim king or emperor. For example, Suleiman the Magnificent was the Sultan of the Ottoman Empire (in modern day Turkey).

3.5 Martin Luther A monk in the Catholic Church, and a Professor at a new university in Wittenberg in Germany. He called for reforms within the Catholic Church.

3.6 slave Someone who is forced to work for others for little or no money. In ancient times there were slaves almost everywhere in the world.

3.7 King James VI and I King of Scotland and England from 1603. He was interested in witches, nearly died in the Gunpowder Plot, and probably had same sex relationships.

3.8 Nzinga Ruler of Ndongo and Matamba. She had to deal with the Portuguese, the Pope, and rival African leaders. She led her army after training to be a warrior.

4.3 Catholic Church Sometimes called Roman Catholic. Led by the Pope in Rome.

4.4 Protestant Church Protestants are either led by the monarch if a country is officially Protestant Christian, or worship without a leader. There are many different types of Protestants, such as anabaptists or puritans.

a history A version of the past that tells the story of what happened. Historians create histories, but so do many different types of people in the past, and still today.

5.3 scholarship A history made by someone who is trying to tell the most accurate (correct / truthful) version of the past that they can.

5.4 cause Why something happened. Also called factors or reasons. In history, there are often many causes for any event or change. Historians have to guess them.

5.5 consequence What something led to. Also called the result of an event or change. Not all consequences are bad. Some are deliberate, and others are accidental.

5.6 similarity Something that two different peoples/nations have in common. ‘They were both Islamic nations.’

5.7 difference Something that one people/nation has that another does not have. ‘Spain was wealthier than…’

5.8 representation When the types of people who were involved in an event appear in the histories of it.

5.9 agency When people are shown in a history to be active and making decisions, they have agency.

3. Key People

4. The Christian Churches

5. Key Words

How did struggles over identity cause lasting global changes? c.1500 CE to 1843 CE.

6. Key Words

6.1 technology Any invention or piece of equipment that helps you do something. For example, a new technique for dying clothes, or a new type of weapon.

6.2 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.

6.3 The Reformation The process of change where many people and groups started to become Protestants. To ‘reform’ the Church means to change the way it works.

6.4 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.

6.5 Columbian Exchange When foods, medicines, and other materials were transported across the Atlantic after 1492. Fleets of Spanish ships brought ‘ treasure’ from Central America to Spain twice a year. Ships from Spain transported goods to Central America.

6.6 Age of Discovery A phrase that is traditionally used to describe European explorers ‘discovering’ America and Asia.

6.7 Age of Contact A better phrase that does not ignore the role played by Indigenous peoples of America and Asia.

6.8 trade When people swap one object for another. They might use coins/money to exchange items.

6.9 empire/caliphate

6.10 colony

A large area ruled over by an emperor or caliph. The empire or caliphate is made up of the mother country and its colonies.

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.

6.11 feudal system A hierarchy (set of layers) that explains who had each level of power in medieval kingdoms across Europe and beyond.

6.12 conquest When one people/country takes control over another by using force (soldiers and violence).

6.13 God’s providence

6.14 dynasty

6.15 viceroy

6.16 homage / tribute

6.17 identity

The belief that God intervenes in people’s everyday lives. This includes miracles and rewarding righteous behaviours with goo d health and wealth.

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.

The ruler of a colony who is given the powers of a monarch by the emperor. For example, the Viceroy of New Spain ruled that colony for the King of Spain.

When someone promises their loyalty to their ruler in gifts or valuable items. This shows they accept them as their ruler.

Something about a person/country that helps you recognise them as different from others.

6.18 Counter- Reformation When kings of strongly Catholic countries, such as France/Spain, fought against Protestants.

6.19 absolutist monarch A king or queen who rules alone with no limits, such as a parliament, to their powers.

6.20 worldview How someone looks at the world around them, what they believe, and how they feel. This affects how they respond in different situations.

Quando? / When?

Passato con verbi ARE / Past tense with ARE verbs

5.0 ho mangiato I have eaten

5.1 ho guardato I have watched

5.2 ho comprato I have bought

5.3 abbiamo studiato we have studied

5.4 ha ballato he danced

5.5 hanno visitato they visited

5.6 hai incontrato you met

5.7 non ho parlato I didn’t speak

5.8 avete lavorato you worked

5.9 hai trovato? have you found?

5.10 ha guardato? did he/she find?

5.11 hai studiato? did you study?

Espressioni di tempo / Time expressions

6.0 due giorni fa two days ago

6.1 una settimana fa a week ago

6.2 un mese fa a month ago

6.3 l’anno scorso last year

6.4 due anni fa two years ago

6.5 qualche tempo fa some time ago

6.6 poco tempo fa not long ago

sister likes (singular)

3.9 a mia sorella piacciono my sister likes (plural)

Le taglie / Sizes

4.0 di taglia piccola small size 4.1 di taglia media medium size 4.2 di taglia grande large size

Comprare vestiti / Buying clothes

5.0 salve! hello! (F)

5.1 vorrei I would like

5.2 avete ….? do you have …? (F)

5.3 si, certo! yes, of course!

5.4 quanto costano? how much do they cost?

5.5 quanto costa? how much does it cost?

5.6 quanto le devo? how much do I owe you?

5.7 sono tre euro it’s three euros

5.8 carta o contanti? card or cash?

5.9 carta, per favore. card, please.

5.10 contanti, per favore. cash, please.

5.11 costa troppo it costs too much

5.12 costano troppo they cost too much

5.13 lo/la prendo I’ll take it

Passato Prossimo

Paesi e nazionalità Countries & nationalities

inglese English

italiano/a Italian

gallese Welsh

scozzese Scottish

irlandese Irish

francese French

tedesco/a German

spagnolo/a Spanish

cinese Chinese

americano/a American

greco/a Greek

polacco/a Polish

australiano/a Australian

indiano/a Indian

portoghese Portuguese

australiano/a Australian

indiano/a Indian

portoghese Portuguese

giapponese Japanese America America

Grecia Greece

Polonia Poland

Portogallo Portugal

Giappone Japan

all’estero abroad

Il tempo The weather

che tempo fa? What's the weather like?

oggi? today?

fa caldo it is hot

fa freddo it is cold

piove it is raining

nevica it is snowing

gela it is freezing

c’è il sole it is sunny

c’è vento it is windy

è nuvoloso it is cloudy

fa bel tempo it is nice weather

fa brutto tempo it is bad weather

c’è un temporale it is stormy

quando …. indosso when I wear

faceva caldo It was hot

c'era il sole It was sunny

ho indossato I wore

Passato prossimo irregolari Past tense irregular verbs

ho bevuto I drank

ho aperto I opened

ho fatto I did/made

ho preso I took

ho chiuso I closed

ho deciso di I decided to

Destinazione vacanze Holiday destinations

Londra London

Edinburgo Edinburgh

Dublino Dublin

Roma Rome

Parigi Paris

Berlino Berlin

Mosca Moscow

Pechino Peking

Atene Athens

Firenze Florence

Milano Milan

Napoli Naples

Venezia Venice

Sardegna Sardinia

Sicilia Sicily

il paese the country

un abitante an inhabitant

il fiume the river

la montagna the mountain

l'isola the island

TV & film

mi piace guardare i film I like to watch movies

guardo un film I watch a movie

ho guardato un film I watched a movie

le serie tv tv series

i programmi di sport sport programmes

i cartoni animati cartoons

le telenovele soap operas

il telegiornale the news

il meteo the weather forecast

i documentari documentaries

i film di spionaggio spy movies

i film di fantascienza sci-fi movies

i film dell’orrore horror movies

i film d’amore romantic movies

i film d'avventura adventure movies

i film western western movies

i film comici comedies

i film storici historical movies

Essere To be

sono I am

sei you are

è he/she/it is

siamo we are

siete you lot are

sono they are

Aggettivi Adjectives

perché è because it is

perché sono because they are

era/ é stato it was

divertente/i fun

buffo/i funny

comico/i funny/ comical

triste/i sad

romantico/i romantic

realistico/i realistic

fantastico/i fantastic

creativo/i creative

deprimente/i depressing

Verbi con essere Verbs with essere

arrivare to arrive

entrare to arrive

uscire to go out

partire to leave

rimanere to remain diventare to become

essere to be

cadere to fall

venire to come

tornare to return

stare to be

Espressioni wow Wow phrases

mi fa it makes me

mi fanno they make me

ridere laugh

piangere cry

stare bene feel good

stare male feel bad

Il mio film preferito è My favourite movie is

Mi piace un sacco I like it a lot

Mi è piaciuto I liked it

Al cinema At the cinema

posso avere … ? can i have …?

un biglietto a ticket

per due persone for two people

per guardare to watch

si, certo! yes, of course!

quanto costa? how much does it cost?

costa 3 euro it costs 3 euros

quando inizia ? when does it start?

quando finisce ? when does it finish?

basta cosi ? is that it?

vorrei i would like

una porzione di popcorn a portion of popcorn

Gli

sport/ I passatempi Sports/hobbies

gioco a calcio I play football

gioco a tennis I play tennis

gioco a pallavolo I play volleyball

gioco a rugby I play rugby

faccio il ciclismo I go cycling

faccio la danza I go dancing

faccio il tro con l’arco I do archery

faccio la vela I go sailing

faccio l’arrampicata I go climbing

faccio l’atletica I do athletics

Espressioni di tempo passato Past tense time phrases

ieri yesterday

ieri l'altro the day before yesterday

il weekend scorso last weekend

la settimana scorsa last week

il mese scorso last month

l’anno scorso last year

due settimane fa two weeks ago

due mesi fa two months ago

Il fine settimana At the weekend

guardo un film giallo I watch a thriller

ascolto la musica I listen to music

telefono ai nonni I phone my grandparents

esco con gli amici I go out with friends

vado al cinema I go to the cinema

gioco ai videogiochi I play videogames

faccio i compiti I do my homework

mangio una pizza I eat a pizza

cosa fai il fine settimana? what do you do at the weekend?

a cosa giochi? what are you playing at?

cosa mangi? what are you eating?

dove vai? where are you going?

Il weekend scorso Last weekend

ho guardato un film giallo I watched a thriller

ho ascoltato la musica I listened to music

ho telefonato ai nonni I phoned my grandparents

ho giocato a calcio I played football

ho mangiato una pizza I ate a pizza

ho bevuto una coca-cola I drank a coke

ho fatto i compiti I did my homework

sono andato/a al cinema I went to the cinema

sono uscito/a con gli amici I went out with friends

Photo task Q1 GCSE Writing in questa foto/nella foto in this photograph

c’è there is una donna a woman

un uomo a man

ci sono there are due persone two people mangia s/he is eating mangiano they are eating parla s/he is talking parlano they are talking gioca s/he is playing giocano they are playing

sembra felice s/he looks happy

sembrano felici they look happy

fa bel tempo It’s nice weather

fa brutto tempo It’s bad weather

fa caldo It’s hot

fa freddo It’s cold

I lavori Jobs

sono I am

mia madre è my mother is mio padre è my father is

postino/a postman/woman

cuoco/a chef

cameriere/a waiter/waitress

parrucchiere/a hairdresser

dottore/essa doctor

infermiere/a nurse

architetto/a architect

insegnante teacher

banchiere/a banker

pompiere fire fighter

impiegato/a employee

Domande sul lavoro Workplace questions

che lavoro fai? what job do you do?

che lavoro fa tua madre/ tuo padre? what job does your mother/ father do?

dove lavori? where do you work?

dove lavora? where does he/she work?

ti piace il tuo lavoro? Do you like your job?

gli/le piace il suo lavoro? does he/she like his/ her job?

Opinioni complesse Complex opinions

mi piace I like

il mio lavoro my job

gli piace he likes

le piace she likes

il suo lavoro his/her job

perché è because it is

entusiasmante exciting

rilassante relaxing

tranquillo calm/ quiet

energizzante energizing

perché paga bene because it pays well

noioso boring

rischioso risky

stancante tiring

ripetitivo repetitive

perché non paga bene because it doesn’t pay well

Il passato prossimo Past tense

ho lavorato i worked

ho cominciato alle … i started at …

ho finito alle … i finished at …

era it was

mi sono piaciuto i enjoyed it

Connettivi e paragoni Connectives and comparisons e and ma but anche also invece instead infatti indeed allo stesso tempo at the same time al contrario on the contrary però however inoltre …. moreover … è più it is more è meno it is less faticoso tiring

difficile difficlile

impegnativo challenging

Posti di lavoro Workplaces

lavoro in I work in

lavora in s/he works in un ufficio an office

un ristorante a restaurant

un salone di bellezza a beauty salon

un ospedale a hospital

una scuola a school

per una compagnia for a company

Nouns

Nouns are people, places and things. In Latin, nouns have endings to signal their role in the sentence; these are called case endings. There are six cases:

Case Meaning

Nominative Subject of the verb – the person or thing doing the main verb in the sentence (e.g. the farmer killed the sailor.)

Vocative Being addressed – a person or thing being spoken to – only used in direct speech (e.g. “farmer, kill the sailor!”)

Accusative Object of the verb – the person or thing on the receiving end of the main verb (e.g. the farmer killed the sailor.)

Genitive Owner of another noun in a sentence – unrelated to the verb - key word: of (e.g. The farmer killed the sailor’s slaves. The queen of the island called.)

Dative Used if something is being given to or being done for a noun – key words: to, for (e.g. the farmer gave food to the sailor.)

Ablative A variety of meanings - key words: by, with, from (e.g. the farmer attacked the sailor with a spear.)

Key Word Pyramid:

Genitive of

Dative to for

Ablative by with from

Verbs

Verbs are ‘doing words’. A verb is the main action in a sentence. Every sentence has a verb and the verb is the most userul wora in that sentence. I is usually touna towaras the ena or a sentence.

Each verb is giving you three pieces of information:

I. The action - what is happening in the sentence

2. Its tense - when the verb happened

3. Its person - who is doing the verb

Always find the verb in the sentence before doing anything else; this will help you to avoid missing sentences with a hidden subject (sentences where the person doing the verb is found only in the verb ending and nowhere else in the sentence: e.g. puellam amavi - I loved a girl.)

Verbs are divided into four distinct groups called conjugations. Each conjugation has its own vowel sound, although the endings for most tenses are broadly the same. You can identify the conjugation of a verb by looking at the infinitive (given amongst the principal parts in a dictionary).

e.g. pugnō, -ãre, -āvī, – I fight present infinitive perfect – meaning

The infinitives associated with each conjugation are: 1st Conjugation 2nd Conjugation 3d Conjugation -āre -ēre -ere

Knowing the conjugation of a verb will help you to apply the correct set of endings.

You also need to know the following three tenses:

The perfect and imperfect tenses are both past tenses; the perfect tense describes a finished action in the past (e.g. I jumped) whereas the imperfect tense describes a continuous action in the past (e.g. I was singing).

You are es You were eras

He/she/ it is est He/ she/it was erat

We are sumus We were eramus

You (pl) are estis You were eratis

They are sunt You were erant

I have

You have been fuisti

He/She/it has been fuit

They have been fuimus

You have been fuistis

They have been fuerunt

a/ab (+abl) ad (+ acc.) agricola, -ae, m. altus, a, um ambulo, -are, -avi amicus, -i, m. amo, -are, -avi ancilla, -ae, f. aqua, -ae f. bonus, a, um canto, -are, -avi cibus, -i, m. clamo, -are, -avi contra (+ acc.) cum (+abl) cur? de (+abl) dea, -ae, f. deinde deleo, -ere, delevi deus, -i, m. diu do, dare, dedi dominus, -i, m. e/ex (+abl) equus, -i, m. et femina, -ae f. fessus, a, um festino, -are, -avi

away from, by towards farmer high, deep I walk friend I love slave-girl water good I sing food I shout against with why? about, down goddess then I destroy god for a long time I give master out of, from horse and woman tired I hurry

filia, -ae, f. filius, -i, m. gladius, -i, m. habeo, -ere, habui hasta, -ae, f. iam in (+acc.) in (+abl) incola, -ae, f. insula, -ae, f. intro, -are, -avi ira, -ae, f. iratus, a, um iubeo, -ere, iussi laboro, -are, -avi laetus, a, um laudo, -are, -avi locus, -i, m. magnus, a, um malus, a, um maneo, -ere, mansi meus, a, um moneo, -ere, monui moveo, -ere, movi multus, a, um murus, -i, m. nauta, -ae, m. navigo, -are, -avi neco, -are, -avi non

daughter son sword I have spear now, already into in, on inhabitant island I enter anger angry I order I work happy I praise place big, great bad I remain my I warn I move many wall sailor I sail I kill not

notus, a, um nuntius, -i, m. oppugno, -are, -avi paro, -are, -avi parvus, a, um patria, -ae, f. pecunia, -ae, f. per (+acc.) poeta, -ae, m. porto, -are, -avi prope (+acc) puella, -ae, f. pugno, -are, -avi quid? quis? quod regina, -ae, f. rogo, -are, -avi Romanus, a, um sagitta, -ae, f. sed servus, -i, m. socius, -i, m. specto, -are, -avi sto, -are, steti sum, esse, fui supero, -are, -avi terra, -ae, f. terreo, -ere, terrui timeo, -ere, timui trans (+acc.) turba, -ae, f. unda, -ae, f. via, -ae, f. video, -ere, vidi

well known messenger I attack I prepare small homeland money through poet I carry near girl I fight What? Who? because queen I ask Roman arrow but slave ally I watch I stand I am I overcome ground I terrify I am afraid through crowd wave road I see

Strategies for learning vocabulary:

QUIZLET or Look, cover, write, check: Look at the list of words and try to memorise it. Cover it up and write it out. Check against the original.

Songs and rhymes: Reciting noun and verb endings to a tune or using a rhyme to help remember vocabulary words is the best way to memorise.

Identification: Try looking through a translation passage and identifying things by word type (for example, 1st declension noun; imperfect tense verb)

Spelling aloud: in pairs, one person says the word, the other spells it out loud

Dictionary race: using the vocabulary list, one pupil calls out a word and other pupils race to find it in the list.

Memory: write Latin words on blue cards and the English definitions on white cards. Turn them face down in a grid order and pick one white and one blue card- if they ‘match’, put them aside; if not, then turn over and keep trying to find the matches by memorising where they are in the grid.

Year

Books to read:

Create

Use

Work

Use

Solving

Solving

Describe

By the end of this topic you should be able to:

• Recognise different types of data

• Create bar charts and frequency diagrams

• Create and interpret line graphs

• Understand scatter graphs and different types of correlation

• Create and interpret stem and leaf diagrams

• Interpret pie charts

• Find the mean, median, mode and range

Mean: the sum of the values divided by the number of items

Median: the middle value when the data is put in order

Mode: the most common value in a set of data

Language Meaning

Data which you collect yourself

Primary data

Secondary data

Discrete data

Continuous data

Categorical data

Data which you did not collect yourself

Data which is collected by counting

Example

The results of a survey or experiment which you carried out

Information from a book or the internet

The number of pets or brothers and sisters that you have

Data which is obtained by measuring Your height, weight or age

Data which is obtained by describing

Bar chart Used to represent categorical or discrete data

Frequency Table Used to show the amount of data in each group

Line graph

Scatter diagram

Stem and leaf diagram

Pie chart

The colour of your eyes

A graph that shows plotted points joined by straight lines

A graph which allows you to see patterns in pairs of data

A graph of height versus arm-span for students in your class

A diagram which allows you to see the shape of the distribution of data while retaining the actual numerical values of the data

A diagram in which the data is represented in a circular graph; the proportions of the different categories are represented visually

Average A measure of the ‘typical value’ of data

Range A measure of the spread of data

Worked examples

The mode, median and mean are averages

Range of -5, 1, 2, 4 and 9 is 9 – (-5) = 14

By the end of this topic you should be able to:

• Use the correct order of operations

• Round numbers (using place value and decimal places)

• Use written methods of addition and subtraction

• Add and subtract decimals

• Use mental methods for multiplication and division

• Use written methods for multiplication

• Use written methods for division to multiply and divide with decimals

BIDMAS

Bracket

Indices

Division or Multiplication (whichever comes first)

Addition or Subtraction (whichever comes first)

Worked examples

Language

Round

Decimal

Partitioning

Compensation

Inverse Operation

Sum

Difference

Product

Divisor

Short Division

Long Division

Long Multiplication

To write a number as a near approximation 153 = 150 to the nearest 10 153 = 200 to the nearest 100

A number which has digits after the decimal point 3.25 and 4.13 are decimal numbers

Splitting a number into parts to make a mental calculation easier

Rounding one of the numbers and then adjusting the final answer to your sum

A second operation that undoes the effect of the first operation -5 is the inverse of +5 ÷4 is the inverse of ×4

Another word for add

Another word for subtract

Another word for multiplication

The sum of 5 and 6 is 11

The difference between 9 and 3 is 6

The product of 3 and 4 is 12

The number you divide by In 10 ÷ 5 = 2, 2 is the divisor

A way of setting out workings when dividing by a single digit number

A way of setting out workings when dividing by a multi-digit number

A way of setting out workings when multiplying

Knowledge Base: Mathematics

By the end of this topic you should be able to:

• Solve one step equations

• Solve multi-step equations

• Solve equations with brackets

• Solve equations with unknowns on both sides

• Solve equations with fractions

• Solve equations using trial and improvement

Important things to remember:

Whatever you do to one side of the equation you do to the other!

The inverse of + is –

The inverse of × is ÷

The inverse of 2 (square) is √ (square root)

Worked examples

Language

Expression

Term

Unknown

Equation

Meaning

Example

Made from numbers, letters and operations, but not including an equals sign 2a + 3b

Part of an expression between plus or minus signs In the example above, 2a and 3b are terms

The letter in the equation that you are trying to find the value of In the equation 6x – 2 = 28, x is the unknown

An expression equal to a number or another expression x + 3 = 11 2x – 6 = x + 3

Solve To find the value of an unknown in an equation that makes it true If x + 5 = 12 Then x = 11

Solution The value(s) of the unknown that the equation is true for x = 11 is the solution

Inverse

An operation that reverses the effect of a given operation

Expand To multiply out all brackets and then collect like terms

Substitution

Trial and Improvement

A method for checking if your solution to an equation is correct by replacing the unknown with the solution

A method for solving complex equations by making a guess, then improving on that guess until you are very close to the correct answer

The inverse of + 5 is -5 The inverse of ×3 is ÷3

Expanding 2(3x + 5) – 7 + 4x gives 6x + 3

Substituting x = 3 into 2x + 1 gives 2 × (3) + 1 = 7

The equation x2 + x = 245 can be solved by trial and improvement

By the end of this topic you should be able to:

• Use angle facts

• Find angles in triangles

• Find angles in parallel lines

• Find angles in quadrilaterals

• Recognise properties of polygons

• Find interior and exterior angles in polygons

• Complete exam questions using angle reasoning

Important things to remember:

“Give reasons” means use you must explain WHY something is true, not just write out the calculation that you did

Worked examples

Language Meaning

Angle A measure of turn given in degrees

Perpendicular Lines which meet at right angles

Example

90⁰ is a quarter turn or right angle

Horizontal and vertical lines are perpendicular

Parallel Lines which are always the same difference apart Railway tracks are parallel

Alternate angles

Corresponding angles

Polygon

Interior angle

Exterior angle

When referring to parallel lines: ‘Z shaped’ pairs of angles

When referring to parallel lines: ‘F shaped’ pairs of angles

A closed 2D shape

It is a regular polygon when all the sides and angles are equal

An angle inside a polygon

The angle made between the side of a polygon and its extension

Two shapes are congruent if they are exactly the same shape and size

Alternate

Corresponding

A triangle is a type of polygon An equilateral triangle is a regular polygon

Interior Exterior

These triangles are all congruent

Congruent

By the end of this topic you should be able to:

• Translate a 2D shape and describe the transformation

• Reflect a 2D shape and describe the reflection

• Rotate a 2D shape through 90° and 180° and describe the rotation

• Enlarge a 2D shape using a given centre of enlargement

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

Worked examples

Language Meaning Example

Object The 2D shape to be transformed

Image The 2D shape after the transformation

Vertex

Transformation

A corner of a 2D shape

A change in the position or size of a shape that follows set rules

Translation The object is slid across the plane using a vector

Reflection The object is flipped over a given mirror line

Rotation The object is turned through a given angle and direction about a fixed point

Enlargement

Centre of enlargement

A transformation that can change the size of the image

Point used to set the position of the image in an enlargement

Scale (factor) The number of times lengths are enlarged

A square has 4 vertices

Reflections, rotation, translations and enlargements are all transformations

By the end of this topic, you should be able to:

• Construct and use a probability scale

• Calculate probability as a fraction, decimal or percent

• Calculate theoretical probability

• Know the 1-P rule

• Calculate experimental probability

• Compare experimental and theoretical probabilities

• Understand the terms mutually exclusive and exhaustive

Important things to remember:

P(A) is the probability that event A occurs

The probability that event A does not occur is 1 – P(A)

Language Meaning Example

Probability

A measure of the chance that an event happens

The probability of a flipped coin showing tails is ½ or 0.5 or 50%. This is an even chance Even chance A 50% chance of happening

Equally likely Events with the same chance of happening

Outcome

Event

Trial

Experiment

Biased

One of the results which could happen when you carry out a trial

A set of outcomes

An activity within an experiment

A series of trials which can be used to estimate a probability

A trial in which all the individual outcomes are not equally likely

Mutually exclusive Events that cannot both happen together

Exhaustive

Relative frequency

Worked examples

All the possible outcomes of a trial

As estimate of probability from experimental data

For a fair dice 1, 2, 3, 4, 5 and 6 are all equally likely. The probability of each outcome is 1/6

For a dice 1, 2, 3, 4, 5 and 6 are the outcomes

An even number: 2, 4 or 6 is the event

Flipping a coin is a trial

Rolling a dice 600 times to see if it is biased is an experiment

A coin which shows heads twice as often as a tail is biased

Raining and not raining are mutually exclusive events

An ‘even’ score and an ‘odd’ score on a dice

Weather forecasters use patterns to estimate the probability of rain

By the end of this topic you should be able to:

• Simplify a ratio

• Find equivalent amounts given a ratio

• Convert between ratio and proportion

• Divide into a given ratio

• Use ratios to solve problems

• Write ratio in the 1:n form

• Work with scale factors

Proportion

Compares a part to the whole and can be written as a fraction

Ratio

Important things to remember:

Ratio compares the size of parts

Proportion compares the size of a part with the whole

Worked examples

Divide in a ratio

Simplify a ratio

1:n

Scale factor

Compares 2 or more parts. You write a ratio using a colon :

To share out a quantity into a number of (usually) unequal parts

To write a ratio in its simplest form by dividing by common factor

A ratio that has been simplified so that its first number is 1

The ratio length of one image : length of object

28 : 14 can be simplified to 2 : 1 by dividing both parts by the common factor 14

4 : 10 can be divided by 4 to give the equivalent ratio 1 : 2.5

A scale factor of 3 means all the lengths in the image are 3 times those of the object

Knowledge Base: Mathematics

TOPIC 20: Understanding 3D Shapes

By the end of this topic you should be able to:

• Name and recognize properties of 2D shapes

• Name and recognize properties of 3D shapes

• Find the faces, edges and vertices of a 3D shape

• Recognise the net of a 3D shape

• Find symmetry in 3D shapes

• Recognise and draw plans and elevations

• Make isometric drawings

• Convert between plans and elevations and isometric drawings

Remember!

A polygon is 2 2D shape

Example: Octagon (8 sides)

A polyhedron is a 3D shape

Example: Octahedron (8 faces)

Worked examples

Solid A shape formed in 3 dimensions

Prism A 3D shape with constant cross section

Cubes, spheres and cones are solids

Here is a triangular prism

Cross Section

The 2D shape made when a 3D solid cut along its length

Face A flat surface of a solid

Edge

Vertex (plural "vertices")

The line where 2 faces meet

The point where 3 or more edges meet

Net A 2D shape that can be folded to form a solid

Front Side Plan

The view of a solid from the front

The side view of a solid

The view from above of a solid

Cross sections of a cylinder include circles and rectangles

See worked example

Knowledge Base: Mathematics

By the end of this topic you should be able to:

• Substitute values into an equation or formula

• Work with and identify the key features of a linear graph in the form y = mx + c

• Find the midpoint of 2 coordinates

• Switch between explicit and implicit equations

• Recognize the gradient of parallel and perpendicular lines

• Plot curved graphs

Important things to remember:

The graph of the equation y = mx+c is a straight line with a gradient of m and a y intercept of c

Worked examples

Language Meaning

Formula A rule connecting different quantities. You can write a formula in words or symbols

Example

Length = Width plus three L = W + 3

Linear function A function whose graph is always a straight line y = mx + c

Gradient The slope of a line

Intercept Where a line touches the x-axis or y-axis

Midpoint

The point that lies half-way between its 2 endpoints

Line segment A line between 2 set points

If y = mx + c

Then m is the gradient

If y = mx + c

Then c is the y-axis intercept

The midpoint of the line joining (1,4) and (7,8) is (4,6)

The line between (1,4) and (7,8) is a line segment

Parabola The shape you get if you plot a quadratic function y = x2

Explicit function An equation where y is the subject

Implicit function An equation where y is not the subject

By the end of this topic you should be able to:-

• Change between fractions, decimals and percent

• Find percentage of amounts

• Find percentage increase

• Find percentage decrease

• Use a multiplier and calculator to find percentage increase and decrease

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

Language

Percentage A number which means ‘out of’ 100 85% means 85/100

Percentage Increase / Decrease Changes expressed as fractions out of 100 35% = 35/100 = 0.35

Percentage Change

Equivalent decimal

Decimal Multiplier

The percentage increase or decrease that changes an original amount to a new amount

A car that cost £25,000 is now worth £15,000. This is a percentage reduction of 25%

The decimal number that equals a given percentage The decimal equivalent of 17.5% is 0.175

The number you multiply by to calculate a percentage change

To increase by 25% you multiply by 1.25 To decrease by 25% you multiply by 0.75

Knowledge Base: Mathematics

By the end of this topic you should be able to:

• Construct using a ruler and a protractor

• Understand and use perpendicular lines

• Construct SAS, ASA, SSS and RHS triangles

• Construct perpendiculars

• Construct 30°, 45°, 60° and 90° angles

• Construct Loci

Language

Construct To form an angle or shape accurately.

Bisector A line that divides an angle or another line in half.

Important things to remember:

1. You will need a pencil, ruler, compass and protractor

2. Leave all your construction marks in

Worked examples

Perpendicular Two lines are perpendicular to each other if they meet at a right angle.

This is a construction of a triangle with Side lengths of 3cm, 4cm and 5cm.

This is a bisector of an angle.

AB and CD are perpendicular

Locus A set of points that satisfy a given rule.

This is the locus of points equidistant from the line

Knowledge Base: Mathematics

By the end of this topic you should be able to:

• Create a table of values

• Plot a graph

• Recognize common straight-line graphs

• Find the gradient of a straight line

• Understand the meaning of the equation y=mx+c

• Plot and interpret a real-life graph

• Plot and interpret a distance time graph

• Find the speed from a distance time graph

Worked examples

Language Meaning Example

Equation

A statement of mathematical equality y = 2x + 1

Table of values

Straight line graph

Real life graph

Constant

A table giving the coordinates of points on a given line

A graph with an equation that can be written in the form y = mx + c y = 2x + 1 is a straight line

A graph which can be used to illustrate a real-life situation

Gradient

Intercept

A graph of distance vs time for your journey to school

A number in an expression or equation. It does not change y = 2x + 1 1 is a constant

A number that describes the Change in y steepness of a line Defined as Change in x

A line through (0,0) and (4,2) Has gradient 2−0 2 1 4-0 = 4 = 2

The point at which a line crosses an axis The line y = 2x + 1 has a y-intercept (0,1)

Year 8 focuses on musical devices.

1. Elements of Music

noise. This can create tension in music.

1.9 rhythm

rhythm is a pattern of sounds of different lengths.

2. Note lengths

4. Notes on the stave

3. Notes on the keyboard

Year 8 focuses on musical devices

.

5.7

5.8

Chord pattern – triads of a major scale: Example using C major:

9. Blues - key vocabulary

9.1 primary chords The 1st (I), 4th (IV) and 5th (V) chords in a key. In C major these would be C major, F major and G major

9.2 12 bar blues structure The primary chords set out across 12 bars in the order I, I, I, I,

9.3 blues scale (starting on C) A scale with flattened 3rds, 5ths & 7ths

9.4 A A B lyric structure

Many Blues songs have 3 lines in their verses; the first two share the same lyrics and melody, the third is different.

9.5 improvisation Music that is created spontaneously or without preparation.

9.6 walking bass line A bass part in 4/4 time in which a note is played on each beat of the bar and which typically moves up and down the scale in small steps.

8. Blues – 12-bar chord pattern

Year 8 focuses on musical devices.

12. Folk Music - key vocabulary

12.1 A capella Without instrumental accompaniment.

12.2 Oral tradition Songs are passed down orally between generations, rather than written down.

12.3 Ionian Mode A scale made up of all the white keys from C to C.

12.4 Aeolian Mode A scale made up of all the white keys from A to A.

12.5 Phrygian Mode A scale made up of all the white keys from E to E.

12.6 Cecil Sharp Once described as the man who rescued English folk song, Cecil James Sharp was known mainly for his folk song and dance collecting.

13. Film Music – compositional devices & techniques

13.1 Leitmotif A short, recurring musical phrase associated with a particular person, place, or idea.

13.2 Theme A recognizable element of a song that is repeated and developed over time.

13.3 Incidental Music Music used in a film or play as a background to create or enhance a particular atmosphere.

13.4 Consonance A pleasant combination of notes

13.5 Dissonance An unpleasant combination of notes that sound discordant

13.6 Sforzando Suddenly loud (score marking – sfz)

13.7 Glissando A slide of notes

1. Identity and diversity

1.1 sex The physical state of being either male or female, or intersex.

1.2 race A group of people who share the same language, history, physical characteristics etc.

1.3 religion Belief in and worship of a god or gods, or any such system of belief and worship.

1.4 belief A feeling of certainty that something exists or is true.

1.5 Protected characteristics Personal characteristics that cannot be used as a reason to discriminate against someone.

1.6 diversity Having a range of people with different racial, ethnic, socioeconomic and cultural backgrounds with various lifestyles, experience and interests.

1.7 identity Characteristics a person has that distinguish them from others. 2.

and

2.1

Descriptions of groups of people who have something in common, such as their age, religion, sex or nationality. The description applied to everyone in the group and ignores individual differences between people.

Allowing other people to do or say as they like even if you do not agree or approve of it.

2.3 prejudice An opinion formed of someone before meeting them.

2.4 equality Having the same status, rights and responsibilities as other members of society.

2.5 Equality Act 2010

An act of Parliament ensuring that all people in the UK are treated equally.

Knowledge Builder: Issues/Questions

3. British Values and British Identity

3.1 democracy System of government in which people choose their rulers by voting for them in elections.

3.2 rule of law The situation where people in a society obey its laws enabling it to function properly.

3.3 respect Unbiased consideration towards and regard for the rights, values, beliefs and property of all people.

3.4 personal freedom Being aware of your own place in the world, taking responsibility for it, and deciding for yourself how best to act.

3.5 British values The values inherent in Britain. A part of being British: democracy, rule of law, personal freedom, tolerance of belief and mutual respect.

A person who moves from one place or country to another, usually in search of work.

People who have been forced to leave their homes or country because of their religious, political beliefs or war.

4.3 racism Prejudice, discrimination, or antagonism by an individual, community, or institution against a person or people, on the basis of their membership of a particular racial or ethnic group.

4.4 radicalisation Being led to believe that drastic changes need to be made to society, often involving violence and extremism.

4.5 extremism Wanting to bring about political change through violent and extreme methods.

5.1 What makes up your identity? All of your characteristics: where you are born, what language(s) you speak, where you live, family, friends, school, interests...

5.2 How can stereotypes be negative? Stereotypes can be negative if they form part of prejudice and discrimination, treating a person differently and not with equality.

5.3 What are the nine protected characteristics? Age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex and sexual orientation. They are set out in the Equality Act 2010.

5.4 What is the difference between a migrant and a refugee? A migrant is someone who has moved from their home or country voluntarily in search of a new life or job. A refugee is someone who has been forced out of their home or country because of their religious or political beliefs, or war.

Stereotyping

prejudice

4. Issues around immigration and race

1. Important drug vocabulary

1.1 substance (drug) This term includes alcohol and other drugs that may be legal or illegal.

1.2 controlled substance (drug) These are illegal drugs. The manufacture, possession and use is regulated by the government.

1.3 medicines A drug or remedy that may be prescribed by a doctor or bought over the counter in a pharmacy or other shop.

1.4 side effects

1.5 dependency

An effect of a drug (including medicines) that is additional to its intended effects.

A state in which a person relies on a substance to feel or function as normal, this can be physical and/or psychological.

1.6 experimental Experimental drug use is the first stage of substances use. It is the time when a person will begin to explore what drugs are.

1.7 recreational Occasional use of an illegal drug, for example at a party or just at the weekend.

1.8 binge A drug binge is classed as taking large quantities in one session.

2.What are some of the different classifications (types) of drugs?

2.1 depressants These slow down the body’s systems and slow reactions.

2.2 stimulants These speed up the body’s systems and increase energy.

2.3 hallucinogens These alter perceptions or cause hallucinations, can cause anxiety or panic.

2.4 opioids These cause pleasure or pain relief and can lead to loss of consciousness.

2.5 steroids These increase body mass and speed recovery from exercise, can cause paranoia.

2.6 cannabinoids These can cause feelings of relaxation or giggliness, linked to paranoia and memory loss

3. County Lines

3.1 What does ‘County lines’ mean?

County Lines is where illegal drugs are transported from one area to another, often across police and local authority boundaries (although not exclusively), usually by children or vulnerable people who are coerced into it by gangs. The 'County Line' is the mobile phone line used to take the orders of drugs.

3.2 What does grooming mean?

Grooming is when someone builds a relationship, trust and emotional connection with a child or young person so they can manipulate, exploit and abuse them.

3.3 What is ‘cuckooing’?

Cuckooing is when drug gangs take over the home of a vulnerable person through violence and intimidation, using it as their base for selling/making drugs.

4. Questions about behaviour and drug use.

4.1 What is risky behaviour?

These are actions that potentially expose people to harm, or significant risk of harm, which prevent them from reaching their potential in life and which can cause significant morbidity or mortality.

4.2 What are the effects of taking illegal substances?

Drugs have different effects depending on the drug itself, the person taking it and their surroundings. It means how your body processes drugs and about the short-term and long-term effects, including physical and mental health.

4.3 How can I resist peer 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.

1. First Aid

1.1 first aid

1.2 primary survey

1.3 heart/pulse rate

1.4 respiratory rate

1.5 recovery position

1.6 choking

Medical attention that is usually administered immediately after the injury occurs and at the location where it occurred. It often consists of a one-time, short-term treatment and requires little technology or training to administer.

Checking the situation to see if it is safe to help a casualty and then assessing the casualty and providing basic life support.

The number of beats the heart makes in one minute –between 60-80 is normal.

The number of times somebody breathes in a minute –around 6 is normal.

The recovery position is when someone is rolled onto their side if they are breathing but unconscious.

Severe difficulty in breathing because of a constricted or obstructed throat or a lack of air.

1.7 fracture Cracked or broken bone.

1.8 casualty

Someone who has been injured by an event and is in need of medical attention.

2.1 CPR CPR stands for cardiopulmonary resuscitation. It can help save a life during cardiac arrest, when the heart stops beating or beats too ineffectively to circulate blood to the brain and other vital organs.

2.2 chest compression

2.3 rescue breaths

2.4 AED

Squeezing the heart by pressing on the chest whilst performing CPR.

During rescue breathing, you blow air into a person's mouth to supply them with vital oxygen. Rescue breathing can be done alone or as a part of cardiopulmonary resuscitation.

Automated external defibrillator, is used to help those experiencing sudden cardiac arrest – delivers a shock to the heart.

3. Basic Life Support actions

3.1 How do you carry out a primary survey?

1. D – danger – check for risks.

2. R – response – tap/shake shoulder and say ‘hello, can you hear me?’

3. S – shout – alert other people.

4. A – airway – check the airway is clear, check tongue and mouth.

5. B - breathing – check breath and chest rising.

6. C – circulation - if breathing normally, check for bleeding.

3.2 Emergency numbers 999/112

‘Is the casualty breathing?’ is the first question to answer, then give the location and any other information that could be helpful.

3.3 Why is it important to put a casualty in the recovery position?

Putting someone in the recovery position will keep their airway clear and open. It also ensures that any vomit or fluid won't cause them to choke. This is to ensure they keep breathing until help arrives.

4. How to identify serious injury

4.1 How can you tell if someone is choking?

• One or both hands clutched to the throat.

• A look of panic, shock or confusion.

• Inability to talk.

• Strained or noisy breathing.

• Squeaky sounds when trying to breathe.

• Cough, which may either be weak or forceful.

• Skin, lips and nails that change colour turning blue or grey.

• Loss of consciousness.

4.2 How can you tell if someone has broken a bone?

The signs are often pain, swelling and possibly deformity, for example: a limb at a strange angle.

4.3 How can you tell if someone is having an allergic reaction?

They could be sneezing, have a runny or blocked nose and red eyes. They could be coughing, their face may swell up and they may have difficulty breathing.

5.Well-known first aid organisations

5.1

The St John Ambulance Association was founded in 1877 to provide first aid training. In 1887, the St John Ambulance Brigade was founded to provide uniformed medics at public events. The organisation covers many major events across England including the London Marathon and Hyde Park concerts, as well as smaller and charitable events such as fetes and local fairs.

The British Red Cross is one of the leading providers of first aid training in the United Kingdom. It trains people both on a community and commercial basis. The commercial training teams run nationally recognised First aid courses specifically designed to provide skills for use at work. The British Red Cross have been running these courses for 25 years and over 120,000 people are trained each year. Courses range from a basic Emergency Life Support to a three day First Aid at Work (FAW).

St John Ambulance Association

5.2 British red Cross

1.1 government

1.2 parliament

1.3 democracy

This is formed by the party which wins the most seats in a general election, the government runs the country and is consists of the Prime Minister, the Cabinet and junior ministers, supported by civil servants.

Parliament is made up of the House of Commons, the House of Lords and the Monarch. The Government cannot make new laws or raise taxes without Parliament’s agreement.

Democracy means 'rule by the people'. In the UK this means the Government is elected through voting by the adult population in a General Election.

2. Questions about Our Parliament

2.1 What is the role of an MP?

There are 650 elected Members of Parliament (MPs) They have all been elected to represent a part of the country known as a constituency. People who want to be MPs will have to campaign in their local area to try to gain votes. MPs have two major roles: 1 – Representing constituents in their local constituency by listening to their problems and trying to make the local area better. 2 –Working on UK law and policy in the House of Commons.

2.2 Where and what is the Palace of Westminster?

1.4 House of Commons

1.5 House of Lords

1.6 prime minister (PM)

1.7 cabinet

This is where the elected Members of Parliament (MP’s) work. They belong to a variety of political parties.

The members who sit in this chamber are mostly appointed for life rather than elected. Many have been chosen because of their achievements and experience and many do not belong to a political party.

The leader of the party which gained the most votes in the General Election. This person is in charge of the Government and is elected by the Party not the population of the country.

This is the senior decision-making body of His Majesty's Government.

A committee of the Privy Council, it is chaired by the PM and its members include secretaries of state and other senior ministers.

1.8 minister A Minister is someone who takes charge of a Government department, for example, the Minister for Education runs the department for Education and is responsible for schools, colleges, teaching staff, pupils and other related educational issues.

1.9 opposition

1.10 MP (member of parliament)

1.11 general election

This is usually the political party with the second-largest number of seats in the House of Commons. The Leader of the Opposition takes the lead role in questioning the PM in Parliament.

This person has been elected to represent the population in a specific area of the country called a constituency.

A countrywide election held every five years to elect MPs to the House of Commons.

The Palace is in London and home of the Houses of Commons and Lords. The Palace lies on the north bank of the River Thames in the City of Westminster, close by other government buildings in Whitehall. The oldest part of the Palace still in existence, Westminster Hall, dates from 1097.

2.3 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; and not be subject to any legal incapacity to vote.

2.4 What is an Act of Parliament?

This is a Law which has been passed by both the House of Commons and House of Lords. It begins life as a White Paper. White papers are policy documents produced by the Government that set out their proposals for future legislation. White Papers are often published as Command Papers and may include a draft version of a Bill that is being planned. This provides a basis for further consultation and discussion with interested or affected groups and allows final changes to be made before a Bill is formally presented to Parliament.

1. Parliament and Government

How did we get here? Can the biblical

accounts of creation be true?

1.1

1.4 Genesis Chapter 1

1.5 Genesis Chapter 2

being that caused, controls, commanded and sustains creation, which is seen as being "good".

The first creation story

Written as a poem

God created the universe in a specific order over 6 days and rested on the 7th. Thought to have been written during the 7/6 centuries BCE.

The second creation story written in the Bible, Older than the first, probably written in the 8th century BCE. A narrative story that shows God interacting with creation. It has a different order of creation, with man being created and crafted first.

2.1 “So God created mankind in his own image.” (Genesis 1:27)

• Mankind was created differently from the rest of creation

• Man is given responsibilities to “rule over the land”.

3.1 Big Bang theory • 14 billion years ago, matter expanded rapidly. Stars, galaxies and planets formed.

• 4.6 billion years ago Earth was formed.

• The theory put forward in the 1920s and is still our best understanding of how the universe came to exist.

3.2 Charles Darwin • In 1859 Charles Darwin published On the Origin of Species.

• Based on his studies of creatures he had encountered on his travels the Galapagos Islands.

3.3 The theory of evolution

2.2 “Then the LORD God formed a man from the dust of the ground and breathed into his nostrils the breath of life.” Genesis 2:7)

• Mankind was created through the breath of God.

• Man is given responsibility to name the animals and “to take care” over creation.

• All living creatures that exist including human beings, have evolved from primitive life forms over a period of millions of years.

• Evolution happens by natural selection - survival of the fittest.

4. Can science and religion agree about creation?

4.1 Albert Einstein • Einstein was a scientist.

• He wrote, “Science without religion is lame, religion without science is blind.”

• This quote is used to show how religion and science can be compatible and have mutual interdependence.

2.3 literal interpretation

or opinion of what something means.

• The belief that the Bible is the actual word of God.

• Genesis 1 and 2 are true and accurate descriptions of how the world was created.

• Literalists reject scientific theories.

2.4 liberal interpretation The belief that the Bible can be interpreted metaphorically. Liberalists accept that the Bible will have contradictions as it was written by humans and so is imperfect. Liberalists will accept scientific theories about the origins of the universe.

2.

given to man?

2. Bible verses

2. Who was responsible for sin?

1. What is the Holy Trinity?

1.1 God Creator. A special relationship with mankind. 1.2 eternal God has always been and will always be.

omnipotent God is all-powerful. 1.4 omnipresent God is everywhere at the same time.

1.5 omniscient God is all-knowing.

1.6 omnibenevolent God is all-loving and good.

1.7 The Holy Trinity The three parts of the one Christian God.

1.8 God the Father God the Father is the creator. This is shown in the stories in Genesis chapter 1 and 2.

1.9 God the Son God in human form. Jesus.

1.10 God the Holy Spirit God that is active through people in the world today.

1.11 The baptism of Jesus This story in the Bible shows the three parts of the Holy Trinity: The voice of God, Jesus being baptised and the Holy Spirit as the dove.

John:1:1 - Jesus was present at the beginning

“In the beginning was the Word and the Word was with God and the Word was God.”

Jesus taking on human form. The human form of God. Jesus is both human and God.

“For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.”

4. Why did Jesus have to die?

4.1 The Fall

4.2 Original Sin

4.3 exile

The first sin, resulting in Adam and Eve no longer being perfect.

Known as The Fall, the concept of Original Sin was created by St Augustine.

Humans being sent away from God because of their sin.

4.4 crucifixion Jesus’ death on the cross.

4.5 sacrifice Jesus gave up his life so that humans could be saved from sin.

4.6 resurrection Jesus’ return from death.

4.7 atonement Something which is done to pay for something wrong.

4.8 forgiveness To pardon someone from their wrong doings.

4.9 repentance Saying sorry to God for sin.

4.10 salvation Being saved from eternity in hell through repentance and Jesus’ death on the cross.

4.12 reconciliation The mending of the broken relationship (with God).

4.13 agape

4.14 grace

Sacrificial love that places God and other people above yourself.

Unconditional love that God shows to people who do not deserve it.

3.2 Micah: 5: 3

3.3 Isaiah 7: 14

3.4 Isaiah: 53:1-12

The promised deliverer of the Jewish nation as prophesised in the Jewish Bible. Jesus was considered by Christians to be the Messiah.

“Bethlehem Ephrathah, who are too little to be among the clans of Judah, from you shall come forth for me one who is to be ruler in Israel.”

“Therefore, the Lord himself will give you a sign. Behold, the virgin shall conceive and bear a son, and shall call his name Immanuel.”

“But he was pierced for our transgressions; he was crushed for our iniquities; upon him was the chastisement that brought us peace, and with his wounds we are healed...”

No religion People who indicated on the census that they had no religion.

spiritual but not religious

People who indicated on the census that they were spiritual but didn't follow a religion. 5.3 spiritual

An individuals search for a sacred meaning and purpose in life, usually a belief in the supernatural.

A non-religious worldview that believes we can find meaning and value in humanity and the natural world without a belief in the supernatural or anything beyond.

2. Who was Jesus?

3. Is Jesus the Messiah?

Islamic worldview? Knowledge Base: Religious Studies

3. What are the Shi’a beliefs of Islam? (Usul ad-Din)

3.2

3.3

3.4

3.5

4. What are the Sunni beliefs of Islam? (Six Articles of Faith)

4.1 Tawhid There is only one God; Allah.

4.2 Angels They communicate the message of God to humans.

4.3 Prophets A person who proclaims the messages of God.

4.4 The Qur’an The most important writing and highest authority in Islam.

4.5 The Day of Judgement Judgement day When all of humanity will be judged by God and sent to paradise or hell

4.6 Predestination Allah knows and makes happen everything that happens.

How

5.1 Five Pillars Five most important duties for all Muslims: to believe the Shahadah, to pray, to give to charity, to fast and to go on pilgrimage.

5.2 Shahadah The declaration of faith. "There is one God, Allah, and Muhammad is his messenger" (and Ali is the friend of God is added in Shi'a Islam).

5.3 Salat Prayer performed under conditions set by Muhammad.

5.4 Zakat Charity - "that which purifies". Giving 2.5% of savings each year to the poor.

5.5 Sawm Fasting from dawn until dusk during the 9th month of Islamic calendar – Ramadan.

5.6 Hajj Pilgrimage; the annual pilgrimage to Makkah that every Muslim should try to make at least once in their lifetime.

5.7 ummah The Islamic community.

5.

do Muslims show their beliefs?

Who is the Christian God?

His Dark Materials Trilogy: Phillip Pullman. Novel Interpretation of the Adam and Eve story

What is the Islamic worldview?

6. What are the challenges to Islam?

6.1 Jihad Literally means to struggle; this can be spiritually or physically.

6.2 Lesser Jihad A spiritual struggle inside oneself.

6.3 Greater Jihad An outward jihad creating a good and fair Muslim society, which could include war.

6.4 Qur'an 25: 52 Do great jihad with the help of the Qur'an.

Abraham leaves Ur, 2000BCE for the Promised Land

Ismail flees to Mecca Muhammad born in Mecca, 570CE Muhammad marries Khadijah, 595 Muhammad has the Night of Power, 610 Muhammad flies to Jerusalem to meet the Prophets Muhammad’s followers join him in Medinathe Hijrah, 622

Muhammad conquers Mecca, 629 Muhammad dies, 632; Islam splits into Sunni and Shi’a, 6320-61

1. Scientific Equipment

What is the drawing and purpose for the following pieces of scientific equipment?

Equipment Drawing Purpose

test tube

boiling tube

Mixing chemicals to observe chemical reactions

Thermometer

stirring rod

Heating chemicals to observe chemical reactions

Measuring the temperature in oC

2. Scientific safety

What are the 10 basic rules of working in a Science lab?

Stirring chemicals to speed up dissolving or a chemical reaction

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.

pipette

test tube rack For safely holding test tubes and boiling tubes

clamp stand

To support other pieces of equipment and glassware

Clamp To support other pieces of equipment and glassware

tripod

evaporating dish

Bunsen burner

For transferring very small volumes of liquid from one container to another

Safely supporting objects above a Bunsen burner

For the evaporation of solutions

Beaker For holding larger volumes of liquid

conical flask

To contain or mix liquids

gauze

measuring cylinder

To heat up substances or objects

Safely supporting objects above a Bunsen burner and to spread the heat

For accurately measuring volumes of liquid

spatula For transferring small quantities of solid from one container to another

heatproof mat

Protecting the bench and safely storing hot objects

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.

7. Do not taste or sniff chemicals.

10. In the case of accidents, tell an adult. Equipment

8. Never leave an unattended Bunsen burner on a blue flame.

9. Do not touch the electrical sockets without permission.

3. Hazards, Risks and Precautions

What is risk? How likely a hazard

3.3 What is a precaution? A control measure we can put in place either to reduce the risk or the severity of the hazard

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?

Give the meaning and typical hazard associated with the following hazard symbols:

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

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?

Tie your hair back, tuck your tie in, wear safety goggles

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

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.

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

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?

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?

6.8

When drawing a graph, what variable should go along the x-axis?

6.9 When drawing a graph, what variable should go up the y-axis?

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

Independent variable (the factor that you change)

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?

7.3 What is a valid conclusion?

7.4 What are the 2 main types of error?

7.5 What is systematic error?

7.6

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.

A conclusion supported by valid data, obtained from an appropriate experimental design and based on sound reasoning.

Systematic & random error

Errors caused by inaccurate equipment, like equipment that doesn’t zero properly or by problems with a method.

What is random error? 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

7.16

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

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.

1.1

Base: Science

pH

What is the pH of a neutral solution (neither acidic or alkaline)?

Acids and Alkalis

If a solution had a pH of 6 would it be acidic or alkaline?

1.6 Which is more alkaline: a solution pH 12.

1.7 Give two ways of determining the pH of a solution. Using an indicator or a pH meter.

colour does litmus

go in

Describe the colour change with universal indicator as you move up the pH scale.

What colour would a neutral solution turn with universal indicator?

1.13 What is the advantage of using universal indicator over litmus paper? Universal indicator can show us how strongly acidic or alkaline a solution is, not just that the solution is acidic or alkaline.

1. What is an acid and an alkali?

1.14 Can you determine the pH of a solid? No, pH can only be measured for water based solutions.

1.15 What is the word used to describe water based solutions? Aqueous.

1.16 Do soaps and cleaning products tend to be acidic or alkaline? Alkaline.

1.17 Estimate the pH of the following solutions and whether they are acidic or alkaline:

Blood / Bleach / Tomato / Stomach acid / Milk / Soap

2.1 Name the 3 common laboratory acids and give their chemical symbols.

Blood – pH 8 (slightly alkaline)

Bleach – pH 12 (alkaline)

Tomato – pH 4 (slightly acidic)

Stomach acid – pH1 (very acidic)

Milk – pH 6 (slightly acidic)

Soap – pH 8-10 (alkaline)

Hydrochloric Acid (HCl), Sulfuric Acid (H2SO4), Nitric Acid (HNO3).

2.2 Name a common laboratory alkaline and give its symbol. Sodium Hydroxide (NaOH). 2.3 Which vegetable can you make an indicator from and what colour does it go in acid and alkali? Red

indicator goes red in acid and yellow in alkaline.

3.1 True or False: A chemical reaction happens when you mix an acid and an alkali.

3.2 What is the chemical reaction between an acid and an alkali called? A neutralisation reaction.

3.3 How can you neutralise an acid? React it with an alkali.

3.4 How can you neutralise an alkali? React it with an acid.

2. Making Indicators

cabbage

3. How can we neutralise an acid?

True.

Knowledge Base: Science

4. What is a neutralisation reaction?

4.1 What are the products of a neutralisation reaction between an acid and an alkali?

8.2 Acids and Alkalis

A metal salt and water.

4.2 Write a word equation for a neutralisation reaction. Acid + Alkali → Salt + Water.

4.3 Describe how to make salt crystals from a neutralisation reaction.

5.1 What are the rules for naming salts?

5.2 What ending will salts made from the following acids have:

a) Hydrochloric acid

b) Sulfuric acid

c) Nitric acid

There are two parts to a salt name:

1. The first word is a metal, taken from the alkali.

2. The second word ends in ~ide or ~ate, taken from the acid.

a) A salt made from hydrochloric acid will end in chloride.

b) A salt made from nitric acid will end in nitrate.

c) A salt made from sulfuric acid will end in sulphate.

5.3 What is the name of the salt made from potassium hydroxide and hydrochloric acid? Potassium chloride.

5.

5.4 What is the name of the salt made from potassium hydroxide and hydrochloric acid? Potassium chloride.

5.5 What is the name of the salt made from calcium hydroxide and nitric acid? Calcium nitrate.

5.6 What is the name of the salt made from copper hydroxide and sulfuric acid? Copper sulphate.

5.7 What acid and what alkali would you need to react together to get sodium chloride?

Sodium Hydroxide and Hydrochloric acid.

5.8 Write the word equation for the neutralisation reaction between hydrochloric acid and sodium hydroxide.

5.9 Write the word equation for neutralisation reaction between sulfuric acid and calcium hydroxide.

Hydrochloric Acid + Sodium Hydroxide → Sodium Chloride + Water

Sulfuric Acid + Calcium hydroxide → Calcium Sulphate + Water

Below is a symbol equation for a neutralisation reaction. Colour the atoms in the reactants either blue or yellow to show how the atoms rearrange to form the products.

Naming Salts

5. Naming Salts

1. Aerobic Respiration

1.1 List three things your body needs energy for Movement, growth, keeping warm.

1.2 What is respiration? A chemical reaction that occurs in cells to release energy.

1.3 Give the word equation for aerobic respiration glucose + oxygen → water + carbon dioxide

1.4 Where in cells does aerobic respiration occur? In the mitochondria.

1.5 Where does the glucose needed for aerobic respiration come from? Our food.

1.6 Where does the oxygen needed for aerobic respiration come from? Oxygen entering our lungs when we breathe in.

1.7 How does the glucose and the oxygen travel round our body to get to every cell? In our blood.

1.8 Carbon dioxide is a toxic waste product of respiration. How do we get it out of our bodies? Travels in our blood to our lungs where it is expelled when we breathe out.

2.

2.2 What is the purpose of cartilage in the trachea? To hold the trachea open and stop it collapsing.

2.3 What does the trachea split into? Bronchi (which lead into each lung).

2.4 What do the bronchi split into? Thousands of smaller tubes called bronchioles.

2.5 What is found at the end of each bronchiole? Microscopic air sacs called alveoli.

2.6 What is the function of the diaphragm? Muscle that moves up and down to move air in and out of the lungs.

Which gas diffuses into the blood from the alveoli in the lungs?

3.2 Which gas diffuses out of the blood into the alveoli in the lungs?

3.3 What do we mean by gas exchange in the lungs? Oxygen diffusing into the blood and carbon dioxide diffusing out of the blood.

3.4 Where in the lungs does gas exchange take place? In the alveoli.

2.1 Label the structures of the respiratory system.

3.5 What are the three features of the alveoli which makes them good at exchanging gasses?

1. They create a large surface area.

2. They have thin walls that are one cell thick.

3. They have a good blood supply.

Respiratory System

2. Respiratory System

3. Gas Exchange

Dioxide.

4. Breathing

4.1 What is breathing? The movement of air in and out of the lungs.

4.2 What is lung volume? The volume of air you can breathe into your lungs in a single breath.

4.3 What is the scientific term for ‘breathing in’? Inhaling.

4.4 What is the scientific term for ‘breathing out’? Exhaling.

4.5 Which muscles are used when we breath in and out? The diaphragm and the muscles between the ribs.

4.6 During inhalation, how is air drawn into the lungs?

1. The muscles between the ribs contract causing the ribcage to move up and out.

2. The diaphragm contracts and moves down.

3. The volume of the chest cavity increases, which decreases the pressure.

4. Air is drawn into the lungs.

4.7 During exhalation, how is air squeezed out of the lungs?

1. The muscles between the ribs relax pulling the ribcage down and in.

2. The diaphragm relaxes and moves up.

3. The volume inside the chest decreases, which increases the pressure.

4. Air is pushed out of the lungs.

5. Anaerobic Respiration

5.1 How is anaerobic respiration different from aerobic respiration? Anaerobic respiration does not require oxygen.

5.2 When does our body use anaerobic respiration to release energy? When there is insufficient oxygen in our cells eg during high intensity exercise.

5.3 What is the word equation for anaerobic respiration?

Glucose → Lactic Acid

5.4 Why is anaerobic respiration only used by our bodies in emergencies? It is less efficient at transferring energy from glucose and produces toxic lactic acid.

5.5 What does a build up of lactic acid in our muscles cause?

6. The Heart

Muscle cramp.

6.1 What is the function of the heart? To pump blood to the lungs and to the rest of the body.

6.2 Why does blood need to be pumped around the body?

To provide cells with oxygen and glucose for respiration.

6.3 Why is the heart made mostly of muscle tissue? The muscle tissue contracts causing blood to be pumped.

6.4 How many chambers does the heart consist of? Four.

6.5 What is the name of the chambers at the top of the heart? Atria.

6.6 What is the name of the chambers at the bottom of the heart? Ventricles.

6.7 What is the function of the chambers at the top of the heart?

6.8 What is the function of the chambers at the bottom of the heart?

To collect blood and pump it into the ventricles.

To pump the blood to the body and the lungs.

8.3 Breathing and Respiration 8.4 Motion

1. Energy and Energy Stores

7.1 What effect does exercise have on the rate of aerobic respiration in our muscle cells? Increases to release more energy.

7.2 During exercise what do our muscle cells need more of? Oxygen and glucose (for aerobic respiration).

7.3 During exercise what happens to our breathing and why? We breathe:

1. More frequently.

2. More deeply (greater volume). This allows more oxygen to enter the blood and travel to our muscles.

7.4 During exercise what happens to our heart rate and why? It increases to pump more oxygenated blood to our muscle cells.

7.5 State two effects of regular exercise.

1. Strengthens muscles between ribs and diaphragm to breath more deeply.

2. Increase the number of alveoli in the lungs to increase gas exchange.

8.1 What type of respiration occurs in plants and microorganisms in low oxygen environments? Anaerobic respiration.

8.2 What is fermentation? When anaerobic respiration occurs in plant or microorganisms.

8.3 What is the word equation for fermentation? Glucose → ethanol + carbon dioxide

8.4 What can the products of fermentation be used for?

Ethanol is used to make beer and other alcohol, carbon dioxide is used to make bread rise.

1. Speed

1.1 What is speed? A measure of how fast an object is moving.

1.2 What are the typical speeds for moving objects?

1.3 What two things do you need to know about an object to calculate its average speed?

at cruising

1. The distance it has travelled.

2. The time it has taken to travel that distance.

1.4 What is the unit for distance? Metres (m)

1.5 What is the unit for time? Seconds (s)

1.6 What is the unit for speed? Metres per second (m/s)

1.7 What is the equation used to calculate average speed? Average speed (m/s) = distance (m) ÷ time (s)

1.8 How does a speed camera work? The camera takes two photos of a vehicle taken at a certain time apart or a certain distance apart. They then use the average speed equation to calculate the speed of the car.

8. Fermentation

2. Measuring Speed

You conduct an experiment in which you measure the time taken to travel a distance of 20m. In the first condition you run, in the second you walk and in the third you hop. You measure the time taken to complete each condition three times. You then use your results to calculate your average speed.

2.1 What is the independent variable in this experiment?

2.2 What is the dependent variable in this experiment?

2.3 Name one thing that you would want to control in this experiment?

2.4 Why can we discuss the precision of the results?

The method of travel: running,walking or hopping.

The time taken to travel 20m. Measured in seconds.

The distance of 20m.

Because they conducted 3 trials of each condition and calculated a mean. You can then see how close each trial result is to the mean.

2.5 What is an anomaly? A result that does not fit the trend.

4. Relative Motion

4.1 What is relative motion? How fast one object is travelling compared to another.

4.2 How do you calculate the relative speed of objects moving in the same direction? relative speed = fastest speed – slowest speed

4.3 How do you calculate the relative speed of objects moving in different direction? relative speed = speed of object 1 + speed of object 2

3. Distance-time Graph

3.1 What is plotted on the x axis of a distance-time graph? Time taken (s)

3.2 What is plotted on the y axis of a distance-time graph? Distance travelled (m)

3.3 What does a diagonal line show on a distance-time graph?

3.4 What does a horizontal line show on a distance-time graph?

The object is moving at a constant speed.

The object is stationary.

3.5 How do you calculate the gradient of a line? gradient = change in the y axis ÷ change in x axis

3.6 What does the gradient of the line tell us on a distance -time graph?

3.7 If you have a steeper line in one section of a distance time graph, what does that show?

3.8 Here is a distance time graph.

a) Calculate the constant speed of the object in the first 4 seconds of the journey (section A).

b) What do you know about the motion of the object between 4-7 seconds.

c) Which part of the journey did the object travel the fastest: A, B or C and how do you know?

The constant speed of the object for that stage of the journey.

The object is travelling faster in that section.

a) Speed = distance ÷ time Speed = 5 ÷ 4 Speed = 1.25m/s

a) The line is horizontal therefore the object must be stationary.

b) The gradient of the line is steepest in section A and therefore the object must be travelling faster than in section C.

1.1 When a metal and oxygen react what do they form? A metal oxide.

1.2 When a metal reacts with oxygen, what do we call this type of reaction? Oxidation reaction.

1.3 Copper reacts with oxygen to form which compound? Copper Oxide.

1.4 What is the word equation for the reaction between copper and oxygen? Copper + Oxygen → Copper Oxide

1.5 Balance the symbol equation for the oxidation of copper and draw a particle diagram so show that no atoms have been lost or created during the reaction.

Cu + O2 → CuO

2. Metals + Acid

2.1 When metals react with an acid, what two products do they form?

A salt + hydrogen

2.2 Give the general word equation for the reaction of a metal and an acid. metal + acid → salt + hydrogen

2.3 What two things would you observe in a reaction between a metal and an acid?

2.4 How could you prove that hydrogen gas is released in the reaction?

1. Bubbles or fizzing.

2. Metal would get smaller as it is used up.

Insert a lit split into the reaction test tube and a squeaky pop sound is heard.

2.5 What are the rules for naming salts? There are two parts to a salt name:

1. The first word is the metal.

2. The second word ends in ~ide or ~ate,

1.6 Which metal reacts more vigorously with oxygen, magnesium or iron? Magnesium taken from the acid.

2.6 What ending will salts made from the following acids have:

a) Hydrochloric acid

b) Sulfuric acid

c) Nitric acid

2.7 Write the word equation for the reaction between calcium and hydrochloric acid.

2.8 Write the word equation for the reaction between zinc and sulphuric acid.

2.9 Balance the symbol equation for the reaction between magnesium and hydrochloric acid. Draw particle diagrams to show that no atoms have been lost or created during the reaction.

Mg + HCl → MgCl2 + H2

A salt made from:

a) hydrochloric acid will end in chloride

b) sulfuric acid will end in sulphate

c) nitric acid will end in nitrate

Calcium + Hydrochloric Acid → Calcium Chloride + Hydrogen

Zinc + Sulfuric Acid → Zinc Sulphate + Hydrogen

1. Metals + Oxygen

Knowledge Base: Science

3.1 Metals that easily take part in a chemical reaction are called ________ Reactive.

3.2 Metals that don’t easily take part in a chemical reaction are called ________ Unreactive.

3.3 Magnesium and acid produces vigorous bubbling whereas zinc and acid produces slow bubbling. Which metal is more reactive? Magnesium.

3.4 What is the reactivity series? A list of metals from the most reactive down to the least reactive.

3.5 Write out the reactivity series from the most to the least reactive metal.

3.6 Which metal would you use for jewellery – silver or zinc – and why? Silver because it is less reactive and so will not react with the oxygen in the air.

4. Displacement Reactions

4.1 What is a displacement reaction? Where a more reactive metal takes the place of a less reactive metal in its compound during a chemical reaction

4.2 Give two examples of evidence that a displacement reaction is taking place.

4.3 Use the reactivity series to predict the products of the following reactions

a) copper oxide + magnesium →

b) aluminium + silver chloride →

c) sodium chloride + aluminium →

d) lead chloride + iron →

4.4 Balance the symbol equation for the following displacement reaction. Draw particle diagrams to show that no atoms have been lost or created during the reaction.

Al + AgCl → AlCl3 + Ag

• The reacting metal ‘disappearing’

• Change of colour of solution

• Deposit of new metal appearing (product)

• Change in temperature

a) magnesium oxide + copper

b) aluminium chloride + silver

c) No reaction

d) iron chloride + lead

3. Reactivity Series

5.1

List the first 3 elements going down group 1 and give their symbols.

5.2 Are group 1 elements metals or non-metals? Metals.

5.3 What is the name for group 1 metals and why? Alkali metals because they react with water to produce an alkaline solution.

5.4 How does the melting and boiling point change as you go down the group?

5.5

Describe the trends in reactivity as you go down group 1.

5.6 Which is the most reactive metal – Lithium, Sodium or Potassium?

Melting and boiling point increase.

Reactivity increases as you go down the group.

(K)

Are group 0 elements metals or non-metals? Non-metals.

7.3 What is the name for group 0 elements? Noble gasses.

7.4 What state are group 0 at room temperature? Gas.

7.5 Do noble gasses form compounds easily? No. They are extremely unreactive.

6.1 List the first 4 elements going down group 7 and give their symbols.

Fluorine (F), Chlorine (Cl), Bromine (Br) , Iodine (I).

6.2 What is the name for the group 7 elements? Halogens.

6.3 Are halogens metals or non-metals? Non-metals.

6.4 When halogens form a compound their ending changes from -ine to ________ -ide

6.5 At room temperature what state are the halogens? Solid, liquid or gas?

6.6 How does the melting and boiling point of the halogens change as you go down the group?

6.7 Describe the trends in reactivity as you go down group 7.

Fluorine (F) – gas

Chlorine (Cl) – gas

Bromine (Br) – liquid

Iodine (I) – solid

Melting and boiling point increases.

Reactivity decreases.

6.8 Which is the most reactive halogen? Fluorine (F).

6.9 Is Chlorine more reactive than Bromine? Yes.

6.10 Use your knowledge of the reactivity of halogens to predict which displacement reactions will take place and what their products will be.

a) chlorine + sodium bromide → b) Bromine + potassium bromide →

a) sodium chloride + bromide

b) No reaction as bromine is less reactive than potassium.

5. Trends in the Periodic Table – Group 1

Lithium (Li), Sodium (Na), Potassium (K)

Potassium

6. Trends in the Periodic Table – Group 7

7. Trends in the Periodic Table – Group 0

7.1 List the first 3 elements going down group 0 and give their symbols.

Helium (He), Neon (Ne), Argon (Ar).

7.2

1.1 Name four health conditions caused by an unbalanced diet. Starvation, obesity, vitamin and mineral deficiencies. 1.2 What health problems can someone have if they are underweight? Poor immune system, tiredness.

1.3 What is obesity? The abnormal or excessive accumulation of fat in the body.

1.4 What health problems can someone have if they are overweight? Heart disease, strokes, diabetes, some cancers.

3.1 What is asthma? A condition that affects the airways carrying air into and out of the lungs.

3.2 What effect does asthma have on lung volume? Lung volume is decreased.

3.3 Which part of the respiratory system is affected by asthma? Bronchioles.

3.4 What are the symptoms of asthma? Coughing, wheezing, chest tightness, shortness of breath.

3.5 What causes the symptoms of asthma?

• Constriction – the tightening of the muscles surrounding the airways .

• Inflammation – the swelling and irritation of the airways.

• Build up of mucus in the trachea.

3.6 How is asthma treated? Using drugs called relievers that help to open up the airways.

2.6 How can smoking cause emphysema? Weakens the walls of the alveoli so they do not inflate properly and may burst during coughing.

2.7 How can smoking cause respiratory infections? Stops the cilia from moving mucus up the trachea.

1. Unbalanced Diet

3. Asthma

2.

4.1 What is the name of the drug found in alcohol? Ethanol.

4.2 How does the drug in alcohol travel to the brain?

4.3 What effect does the drug in alcohol have on the body?

4.4

Name four short term effects of alcohol on the body

4.5 What is an alcoholic?

4.6 What diseases can be caused from drinking too much alcohol?

4.7 What are the potential consequences of drinking alcohol during pregnancy?

4.8 What is a drug?

4.9 Drugs can be categorised into two groups. What are the two groups?

4.10

Name two examples of legal recreational drugs

4.11 What causes addiction to a drug?

4.12 What may happen is a person with a drug addiction tries to stop taking drugs?

Through the bloodstream.

Acts as a depressant, slowing down the body’s responses.

Sleepiness, loss of balance and muscle control, blurred vision , slurred speech, vomiting.

Someone who is addicted to alcohol.

Stomach ulcers, heart disease, brain damage, liver damage.

Can damage the developing organs and nervous system of the foetus, can lead to foetal alcohol syndrome.

A chemical substance that affect the way the body functions.

Medicinal (to benefit health) and recreational (used for enjoyment, relaxing or to stay awake).

Alcohol (ethanol) and tobacco.

When the body becomes dependent on the drug.

They may experience withdrawal symptoms like headaches, anxiety or sweating.

1. Metals, Ores, Mining and Quarrying

1.1 How do most metals in the Earth’s crust exist? As metal compounds found in rocks

1.2 In the Earth’s crust, which element are metals most commonly bonded to?

Oxygen

1.3 What is an ore? A naturally occurring rock that contains enough metal to make it worthwhile extracting

1.4 Why is gold found as a pure metal in the ground? It is not very reactive

1.5 Name two ways of extracting ores from the Earth’s crust

1. Mining - extracting ores from deep underground

2. Quarrying - extracting ores from the surface

1.6 Give two advantages of mining and quarrying (aside from obtaining metals)

1.7 Give two disadvantages of mining and quarrying

Creates jobs, supports local economy

2. Extraction of metals

2.1 What is the purpose of extracting metals from their ores?

1. Blasting can cause noise

2. Pollution of local habitat and

3. Air pollution from lorries and dust

4. Destruction of habitats

2.2 What are the two main stages in extraction of metals from their ores?

Metals are very useful materials and have many uses e.g. construction, building planes and cars, electrical wires

1. Separate the metal oxide from the compounds it is mixed with

2. Use a chemical reaction to extract the metal from the metal oxide

8.7 Materials

Materials Knowledge Base: Science

2. Extraction of metals

2.3 Which element do we heat the metal oxide with when extracting the metal? Carbon

2.4 Complete the sentence: any metal that is ________ than carbon in the reactivity series can be extracted from their ores by reacting with carbon

2.5 Why can you not use carbon to extract aluminium from its ore?

2.6 Complete the equation to show the extraction of copper from its ore copper oxide: Copper oxide + carbon →

3. Alloys, Ceramics, polymers and composites

3.1 What is an alloy?

Aluminium is more reactive than carbon

Copper oxide + Carbon → Copper + Carbon dioxide

3.10 What is a synthetic polymer? A polymer that is developed and made in a laboratory

3.11 Name an example of a synthetic polymer Plastics

3.12 What is a composite? A mixture of materials which combines the properties of the materials it is made up of

3.13 Are composites synthetic or natural? Synthetic

4. Recycling resources

4.1 If a resource is finite, what does this mean? There is a limited supply and it could eventually run out

4.2 How can we make finite resources last longer? Reuse or recycle them

A metal with other elements in small quantities mixed in

3.2 Name four examples of alloys Steel, bronze, brass, stainless steel

3.3 In what way is steel better than iron? It is stronger

3.4 Why is stainless steel useful and where is it used? It does not tarnish (rust); used in cutlery. 3.5 What are ceramics made from?

Clay (found in the ground)

3.6 What are polymers? Chains of repeating units

3.7 What is the name of the repeating units found in polymers? Monomers

3.8 What is polymerisation?

The process of joining monomer units together is a chemical reaction 3.9 Naturally occurring polymers are biodegradable. What does this mean?

The ability for a material to be broken down naturally by the organisms in an ecosystem, therefore avoiding pollution

4.3 What does recycling mean? Processing materials so that they can be used again

4.4 Give three examples of materials that can be recycled Paper, some plastics, aluminium

4.5 Give two examples of reusing materials Reusing plastic bags (bags for life), buying second hand items

4.6 Which is preferable and why: recycling or reusing? Reusing as it uses less energy

4.7 Give two advantages of recycling over making new items 1.Uses less energy 2.Less polluting than extracting raw materials from the earth

4.8 Give two disadvantages of recycling 1.Can be expensive and energy intensive 2.Not all items can be recycled

4.9 What is the most effective way to save resources? Reduce the number of new things we buy (reduce consumption)

1.1 How does light travel? In waves that are straight lines.

1.2 What happens if light hits a solid object? It will cast a shadow.

1.3 How can light travel through a vacuum? Because light is a transverse wave and waves do not need particles (a medium) to travel through.

1.4 What is the speed of light? 300,000,000 m/s.

1.5 What travels faster: light or sound? Light.

1.6 What is a light year? The distance light travels in one year.

1.7 What does it mean if an object is luminous? It emits its own light.

1.8 Give an example of a source of light. The Sun or a light bulb.

1.9 What does it mean if an object is non-luminous? It will not produce its own light, instead it will reflect light.

2. Reflection

2.1 What is reflection? When light bounces off an object and into your eyes.

2.2 What is the ray of light called that leaves the light box and hits a mirror? The incident ray.

2.3 What is the ray of light called that reflects off the mirror and into your eyes? The reflected ray.

2.4 What is the normal? An imaginary line drawn at 90o to the mirror.

2.5 Draw and label a diagram to show light reflecting off a mirror.

2.6 What is the law of reflection? The angle of incidence is equal to the angle of reflection.

1. Light

3.1 What is specular reflection? When all of the light hitting an object is reflected off a surface at the same angle.

3.2 What is diffuse reflection? When all of the light hitting an object is reflected off a surface at different angles and is scattered.

3.3 What type of reflection is needed to see an image in the object (e.g a mirror or glass)? Specular reflection.

3.4 Describe the surface that specular reflection occurs on. Smooth, shiny.

3.5 Describe the surface that diffuse reflection occurs on. Rough, dull.

3.6 Draw a diagram to show specular reflection.

3.7 Draw a diagram to show diffuse reflection.

Electromagnetic Waves

4.1 What is frequency?

The number of waves that pass a point each second.

4.2 What is the unit for frequency? Hertz (Hz).

4.3 What is a spectrum?

A series of similar waves arranged in order of wavelength or frequency.

4.4 What is the order of colours in the visible light spectrum from the lowest frequency to the highest? Red, orange, yellow, green, blue, indigo, violet.

4.5 What is an opaque object?

4.6 Describe why an object will appear red.

An object that does not allow light to travel through it.

4.7 Describe why an object will appear white.

4.8 Describe why an object will appear black.

3. Shiny and Dull Materials

4. Colour

8.8 Electromagnetic Waves Knowledge Base: Science

5. Filters

5.1 What is a transparent object? An object that transmits light and allows it to pass through.

5.2 How does a coloured filter work? They will transmit some wavelengths of light and absorb others.

5.3 Describe how a green filter works. If a white light is shone at a green filter, it will transmit green wavelengths light, but will absorb all red and blue wavelengths of light.

6. Refraction

6.1 What happens to light if it travels from a less dense to a more dense medium? It will slow down and change direction towards the normal. 6.2 What happens to light if it travels from a more dense to a less dense medium? It will speed up and change direction away from the normal.

6.3 What is dispersion? When light is split, allowing you to see the separate colours.

6.4 Draw and label a diagram to show refraction through a glass block.

7. Vision

7.1 What part of the eye refracts the light so that it focuses on the back of your eye? The lens.

7.2 What part of your eye has lots of specialized cells that convert light into electrical signals? The retina.

7.3 What is the hole called in the middle of your iris? The pupil.

7.4 What part of the eye is a muscle that controls the size of your pupil? The iris.

7.5 How can you describe the image that is formed at the back of your eye?

A real image, upside-down (inverted) and very small (diminished).

7.6 The eye is similar to what type of camera? A pinhole camera.

8.8 Electromagnetic Waves

8. Electromagnetic Waves

8.1 Light is a form of what type of wave?

8.2 What is the order of the electromagnetic spectrum from the wave with the longest wavelength to the shortest?

An electromagnetic wave.

8.3 What properties do all electromagnetic waves have in common? All of the electromagnetic waves can be reflected and refracted, they all travel at the speed of light and they can all travel through a vacuum.

Knowledge builder: Using electromagnetic waves

9.1 Describe the use and hazards of the electromagnetic waves.

EM Wave Use

radio waves Broadcasting and Communications.

Hazards

Very small rise in temperature. Usually not harmful to humans.

microwaves Cooking food. Can cause internal heating of body tissues.

infrared waves Heaters and night-vision equipment. Burns due to heating.

visible light Vision, photography, optical fibres. Intense visible light (laser) can damage the retina at the back of the eye.

ultraviolet Fluorescent lamps to check bank notes. Can damage skin cells and lead to skin cancer, premature aging and damage to your eyes.

X-rays Medical equipment to see bones. Damage to cells in the body. DNA can be damaged and can lead to cancer.

gamma waves Sterilise food/ medical equipment and treating cancer. Damage cells inside the body. DNA can be damaged and can lead to cell death and cancer.

1. Biodiversity and Classification

1.1 What is a species?

1.2 What is biodiversity?

1.3 Why do scientists classify organisms?

1.4 What are the five kingdoms?

1.5 Give an example of an organism in each of the five kingdoms

1.6 What are the five classes of vertebrates

1.7

1.8

1.9

1.10

1.11

A group of organisms that can interbreed to have fertile offspring

A measure of the range of living organisms within a habitat

To understand the characteristics organisms have in common and the relationship between different organisms.

Animals, plants, fungi, protists, prokaryotes

Animals (cat) Plants (all green plants) Fungi (moulds, mushrooms, yeast) Protists (amoeba, chlorella and plasmodium) Prokaryotes (Bacteria, Blue-green algae)

Mammals, birds, reptiles, amphibians, fish

State which class of vertebrate have fur and young that feed on milk Mammals

State which class of vertebrate have feathers and lay eggs Bird

State which class of vertebrate have dry scales and lay eggs Reptiles

State which class of vertebrate have smooth moist skin and lay eggs without shells in water Amphibians

State which class of vertebrate have wet scales, gills and lay eggs without shells Fish

1.13 What 2 groups can be plants be divided into?

1.14 What 3 characteristics can be used to identify plants

Those with seeds and those without seeds

Seeds, Flowers, Leaves

2. Biodiversity Survey : Collecting data

2.1 What is sampling?

2.2 What is a quadrat?

2.3 Give three uses of a quadrat

A type of scientific surveying that looks at a section of the population of an organism to make an estimate.

A square frame used for sampling

1. Count the number of a single species

2. Count the number of different species

3. Count the percentage of a quadrat taken up by one species

2.4 What type of sampling is a quadrat normally used for?

2.5 What other equipment can be used for sampling?

Random or systematic sampling of plants.

Sweep nets, pitfall traps and pooters

4. Food Chains

4. Food Chains

Example of a food chain

8.9 Ecosystems Knowledge Base: Science

5. Food webs and interdependence

5.1

Define the term ecosystems

5.2

Define the term interdependence

5.3 What is a food web?

5.4 Explain why a food web is made up of many food chains

An ecosystem is all the living organisms interacting with their physical environment

When organisms in an ecosystem depend on each other for resources

It shows how all organisms in an ecosystem interact

Most consumers eat more than one organism in an ecosystem

5.5 Name the producers in the food web below Plants

5.6 Name the carnivores in the food web below.

5.7 Explain why the slug population might decrease if a disease wiped out snails

5.8 Explain why the slug population might increase if a disease wiped out snails

Ground beetles and Centipedes

Because Ground Beetles would not have as many snails to eat and would eat more slugs.

Because Snails would not be eating the plants so Slugs would have more food.

6. Pollination and food security

6.1 What is pollination?

6.2 What is food security?

Example of a food web

The process where pollen is transferred to the female organs of a plant, to enable seeds to be made

The whole population having access to a sufficient quantity of affordable & nutritious food

6.3 Why are producers important? All consumers, including humans, depend upon producers for their food.

6.4 Why is pollination important? We depend upon pollination by insects (including the honey bee) for many of our crops. Without them, the security of our food would be threatened

6.5 Why have bees and other pollinating insect populations declined in the last 50 years?

6.6 What are some factors that can affect food security?

• Destruction of insect habitats

• Pests

• Diseases

• Use of insecticides

• Rising food prices

• Increased cost of farming

• Conflict in some parts of the world

• Increasing human population

• New pests & pathogens affecting farming

• Changing diets

• Environmental changes

7. Bioaccumulation

7.1 State 4 changes that might affect the organisms in an environment

A new predator, habitat destruction, use of pesticides, pollution.

7.2 What is pollution? The release of harmful or poisonous chemicals called toxins into the environment.

7.3 State 3 types of pollution Land, water, air

7.4 What is bioaccumulation? The increasing concentration of toxin from one trophic level to the next trophic level up.

7.5 Give 3 examples of harmful toxins Insecticides, mercury, microplastics

1.1 What are the two types of charged particles? Positive and negative particles.

1.2 What is the overall charge of an atom and why? At atom is neutral because it has an equal number of positive and negative particles.

1.3 Can the positive particles in an atom move?

1.4 Can the negative particles in an atom more?

1.5 What happens if an object loses negative particles?

1.6 What happens if an object gains negative particles?

No, they are fixed in the atom.

Yes, they can be transferred from one place to another.

The overall charge of the object will be positive.

The overall charge of the object will be negative. 3. Magnetic Materials

3.1 What is a permanent magnet? A magnet that is always magnetic.

3.2 What are the magnetic materials? Iron, cobalt, nickel and steel. 4. Poles and Magnetic Fields

4.1

2. Forces and Fields

2.1 What is created around a charged object? An electric field.

What is the force that acts between two charged particles? Electrostatic force 2.3 Is electrostatic force a contact or a non-contact force? It is a non-contact force.

2.4 What happens when two particles with like charges are near each other? They will repel.

2.5 What happens when two particles with different charges are near each other? They will attract.

2.6

Give an example of static electricity.

Rubbing a balloon on your hair and it standing on end.

What are the poles of a permanent magnet?

4.2 What is a magnetic field?

4.3

4.4

What direction does a magnetic field act in?

How do we know that a magnetic field is strong?

4.5 What does the magnetic field look like around a permanent bar magnet?

The ends of the magnet called the north pole and south pole.

The region around a magnet where magnetic materials experience a force.

From north to south.

The field lines are close together.

Electricity

5. Magnetic Interactions

5.1 What will happen if two north poles are brought together? They will repel.

5.2 What will happen if two south poles are brought together? They will repel.

5.3 What will happen if a north and a south pole are brought together? They will attract.

5.4 What happens if a permanent bar magnet is split in half?

6. Earth

6.1 What is the Earth’s core made of?

Both halves become new bar magnets with their own north and south poles.

6.2 What does the magnetic field of the Earth look like? It looks like the magnetic field that is created around a bar magnet.

6.3 Where would you find the Earth’s magnetic south pole? At the Earth’s geographic north pole.

6.4 What way does a compass always point? Towards the Earth’s geographic north pole.

6.5 Why does a compass point towards the geographic north pole of Earth? The compass needle is a small bar magnet. The point is the north pole. This will be attracted to the Earth’s magnetic south pole which is found at the Earth’s geographic north pole.

7. Electromagnets

7.1 What is produced around a current carrying wire? A magnetic field.

7.2 How can you increase the strength of the magnetic field around a wire? Create a coil.

7.3 What is an electromagnet? A coil of wire with an iron core.

7.4 What happens to the magnetic field around a wire when the current is not flowing? There is no magnetic field.

7.5 How can you increase the strength of an electromagnet?

7.6 Why are electromagnets sometimes used instead of a permanent magnet?

8. Using Electromagnets

1. Increase the number of turns in the wire.

2. Increase the current flowing through the wire.

1. Electromagnets can be turned on and off.

2. Electromagnets are usually stronger.

8.1 Give three uses of electromagnets. 1. The Maglev train

2. Sorting metal in scrap yards

3. The school bell

8.2 Some appliances have spinning components. What causes these components to spin? A motor

8.3 What is the motor effect? When a DC current is passed through a wire placed in a magnetic field, it will cause the wire to move.

8.4 How does a motor work?

• Both the permanent magnet and the current-carrying wire have a magnetic field around them.

• The permanent magnet and the wire exert a force on each other.

• This makes the coil spin.

1.2 Which layer of the earth is made up of huge plates which move very slowly? Crust

1.3 Which layer makes up around 85% of the earths volume? Mantle

1.4 What state is the rock in the mantle? Semi-liquid

1.5 Which layer of the earth is made mainly of iron with some nickel? Inner and Outer Core

1.6 What is the name of the semi-molten rock that forms the mantle? Magma

1.7 What kind of currents in the mantle cause the tectonic plates to move?

1.8 Which part of the earth is the hottest?

1.9 Which part of the earth is liquid? Outer core

1.10 From which layer do we mine useful compounds and elements? Crust

2. Rocks

2.1 Name the three types of rock? Sedimentary, Igneous and Metamorphic

2.2 Describe the three types of weathering of rocks.

1. Physical – rocks being broken by freezing and thawing of trapped water or the action of water.

2. Chemical – rocks being broken up because substances in rainwater, rivers and seawater or the air, react with the minerals in the rocks

3. Biological – rocks being broken up by plants or animals

2.3 Weathering breaks rocks into smaller pieces called ________ Sediments

2.4 What type of rock is made from layers of ocean sediment?

2.5 What would you observe when looking at sedimentary rock?

3. Sedimentary

Made up of different grains arranged in layers

2.6 Describe how igneous rock is formed. When molten rock cools and crystallises

2.7 Describe how metamorphic rock is formed.

From existing rocks which have been changed by heat or pressure

2.8 What is the rock cycle? A continuous process where rocks are transformed from one type to another over long periods of time

2.9 Name the process that changes metamorphic rock into magma Melting

2.10 Name the processes that change magma into igneous rock Cooling and freezing

2.11 Identify the stages in the rock cycle below

A.Weathering and erosion

B.Transportation and Deposition

C.Sedimentation

D.Compaction and Cementation

E.Burial, high temperature and pressure

F.Melting

G.Slow uplift

4. Climate Change

3.1 Which gases is the atmosphere mostly made up of?

3.2 Which two gases in the atmosphere are essential for life?

Nitrogen (78%) and Oxygen (21%). Other gases are found in smaller proportions, such as carbon dioxide and water vapour.

Carbon Dioxide and Oxygen

3.3 Why is oxygen needed? Respiration of plants and animals

3.4 Why is carbon dioxide needed?

Photosynthesis in plants and to keep the earth warm.

3.5 What happens to the level of carbon dioxide in the atmosphere? It is constantly changing

3.6 What are two processes that add carbon dioxide to the atmosphere?

3.7 What are two processes that remove carbon dioxide from the atmosphere?

Respiration and Combustion

Photosynthesis and Dissolving in the Oceans

3.8 What is the carbon cycle? Shows how carbon dioxide enters and leaves the atmosphere and how carbon and its compounds enter and leave carbon stores.

3.9 What are the six carbon stores?

Atmosphere, oceans, sedimentary rocks, fossil fuels, plants and animals, soil.

3.10 What is decomposition? The process of breaking down material to release nutrients back into the soil.

3.11 How do dead organisms return carbon to the atmosphere? Dead organisms are decomposed by bacteria and fungi, and the carbon in their bodies is returned to the atmosphere as carbon dioxide.

4.1 What is climate change? A long-term change in weather patterns

4.2 Give two ways the humans add more carbon dioxide to the atmosphere than is removed. Burning fossil fuels and deforestation

4.3 Why do humans burn fossil fuels? To generate electricity, heat homes and fuel vehicles

4.4 What is deforestation? Cutting down forests or burning them

4.5 Why does deforestation mean an increase in carbon dioxide? There are less trees to absorb carbon dioxide

4.6 What would happen if there was no carbon dioxide in the atmosphere? The earth would be too cold for life

4.7 What is the greenhouse effect? The trapping of the sun's energy due to gases in the Earth's atmosphere.

4.8 What are greenhouse gases? Gases such as water vapour, carbon dioxide, and methane in the Earth’s atmosphere that trap heat.

4.9 What term do we give to increasing global temperatures Global Warming

4.10 Give 5 effects of global warming Sea levels rising, oceans warming up, more extreme weather events, changes to habitats, more tropical diseases.

3. The Carbon Cycle

1. Photosynthesis

1.1 What are the reactants in photosynthesis? Carbon dioxide and water.

1.2 What are the products in photosynthesis? Oxygen and glucose.

1.3 Write the word equation for photosynthesis. Carbon dioxide + water → glucose + oxygen.

1.4 Where in the plant cell does photosynthesis take place? In the chloroplasts.

1.5 What is the name of the green pigment found inside chloroplasts? Chlorophyll.

1.6 What is the function of chlorophyll? To absorb sunlight.

2. Comparing photosynthesis & respiration

2.1 Glucose is produced in photosynthesis. What do plants use glucose for?

• Used in respiration to create energy

• Converted to starch for storage

• Making amino acids (proteins)

• Making fats and oils

• Making cellulose

2.2 What colour does iodine turn if there is starch present? Turns from brown to blue-black.

2.3 Why do plants need to respire? To release energy.

2.4 When green plants and algae respire, is carbon dioxide used up or produced? Produced.

2.5 When do plants respire? All the time (day and night)

2.6 When green plants and algae photosynthesise, is carbon dioxide used up or released? Used up.

2.7 When do plants photosynthesise? In the day (light).

3.1 Why do plants need water? For photosynthesis.

3.2 Where does water diffuse into plants? Root hair cells in the roots.

3.3 What structures transport water around the plant? Xylem.

3.4 How is water drawn up through the plant? By water evaporating from the leaves.

3.5 Where do plants get the minerals they need? From the soil.

3.6 Why do plants need nitrates? For healthy growth.

3.7 Why do plants need phosphates? For healthy roots.

3.8 Why do plants need potassium? For healthy leaves and flowers.

3.9 Why do plants need magnesium? For making chlorophyll.

3. Plant Structure

4.1 Label the cross section of a leaf.

4.2 What are stomata? Small holes on the lower surface of the leaf.

4.3 Why do leaves have a large surface area?

4.4 Which layer of the plant contains to most chloroplasts and why?

4.5 Photosynthesis uses up carbon dioxide gas and releases oxygen gas. How do these gasses enter and leave the leaf?

4.6 Why is the top of the leaf covered in a waxy layer?

To absorb as much light as possible for photosynthesis.

The palisade layer because the upper surface of the leaf receives the most light.

Through the stomata.

5. Gas Exchange in Plants

5.1 What is the function of the stomata? To allow gases to diffuse in and out of the leaf.

5.2 Which gas diffuses into the leaf? Carbon dioxide.

5.3 Which gas diffuses out of the leaf? Oxygen.

5.4 Why are there air spaces inside the leaf? To allow the gases to move easily between the leaf cells.

5.5 What is the role of guard cells? To open and close stomata.

5.6 When are stomata open? During the day.

5.7 When are stomata closed? At night.

5.8 What is this picture showing? The stomata on the bottom of a leaf under the microscope

To reduce the amount of water evaporating out of the leaf.

4. Leaves

1.1 What is mass? The mass of an object is how much matter that it contains.

1.2 What are the units of mass? Kilograms (Kg)

1.3 What is weight? The weight of an object is how the mass is affected by gravity

1.4 What are the units of weight? Newtons (N)

1.5 What is gravity? Is a non-contact force

1.6 What is a gravitational field? An area surrounding an object where the force of gravity is felt.

1.7 What happens to the gravitational field as an object gets larger? It gets stronger

1.8 How does the weight change on different planets? How does this compare to mass?

Weight is not constant; it will change depending on the strength of the gravitational field that the object is in. But Mass is constant. It does not change.

1.9 How do you calculate weight? weight (N) = mass (kg) x gravitational field strength (N/kg).

1.10 Calculate the weight of an object on Earth. The gravitational field strength on Earth is 10N/kg. The mass is 2.5kg

1.11 Calculate the mass of an object on Earth. The gravitational field strength on Earth is 10N/kg. The weight of the object is 40N

weight (N) = mass (kg) x gravitational field strength (N/kg)

Weight = 10N/kg x 2.5kg

Weight = 25N

weight (N) = mass (kg) x gravitational field strength (N/kg)

40N = mass x 10N/kg

Mass = 40N ÷ 10N/kg

Mass = 4kg

2.1 What is the Big bang theory? The most agreed theory of how our universe was created. It suggests that 13.7 billion years ago, everything in our universe was squashed into a single tiny point. This expanded rapidly (and is still expanding).

2.2 What is the universe? The universe is everything. It includes all of space, matter and energy.

2.3 How do we look at objects in our universe? Telescopes – these are instruments that lets us see distance objects

2.4 What are optical telescopes? Telescopes that we use on Earth. These come in various different sizes.

2.5 What are some advantages of using optical telescopes? They are cheap and easy to use.

2.6 What are some disadvantages of using optical telescopes? Can only be used at night and cannot be used if the weather is poor/ cloudy.

2.7 What are space telescopes? Telescopes that are sent into space to observe objects.

2.8 What are some advantages of using space telescopes? They can observe the whole sky and can operate at night and during the day. They can also be used to detect different frequencies of waves on the electromagnetic spectrum other than light.

2.8 What are some disadvantages of using space telescopes? They are expensive to launch and maintain and if anything goes wrong they may not be able to be fixed.

1. Gravity

2. Universe

3.1 What is a galaxy? a collection of stars. 3.2 What galaxy is Earth in? Milky Way galaxy. 3.3 How are the stars in our galaxy held together? All of the stars are held together by the force of gravity.

3.4 What is the sun? The star at the centre of the solar system

3.5 What is a star? A large object that produces its own light (and heat).

3.6 Are all stars the same size? Our sun looks big because it is closest to us. Other stars further away are much bigger than our Sun. For example, Betelgeuse is about 900 times bigger than our Sun

3.7 Can planets produce their own light like stars?

Planets cannot produce their own light. Light is reflected off the surface of a planet so that we can see it.

3.8 What will happen to the sun when it comes to the end of its life? Our Sun will eventually form a white dwarf: A dense, dim smaller star.

3.9 Do all stars have the same life cycle?

Other stars that are much bigger than ours, will have a different life-cycle. They may form black holes or supernovas.

4.

4.1 What makes up our solar system? the Sun, 8 planets and the asteroids belt.

4.2 What are the 4 inner planets? The inner planets (rocky planets) are: Mercury, Venus, Earth and Mars.

4.3 What are the 4 outer planets? The outer planets (gas giants) are: Jupiter, Saturn, Uranus, Neptune

4.4 What is the asteroid belt? Where is the asteroid belt?

4.5 What do the planets in our solar system orbit around?

Between Mars and Jupiter is the Asteroid Belt, which is made up of pieces of rock and dust.

All of the planets orbit around the sun and are held in place by gravity.

4.6 Is Pluto a planet? No, it is now classified as a dwarf planet.

5. Days & Years

5.1 What is the Earth’s axis?

5.2 What is a day?

5.3 When is there day-time on Earth?

5.4 When is there night-time on Earth?

5.5 What is a year?

5.6 Do all planets have the same time for orbiting the Sun?

An imaginary line through the centre of the Earth, which the Earths spins around. The Earth’s axis is tilted at 23.5o .

How long it takes for the Earth to complete one full rotation on it’s axis – 24 hours

The side of the Earth that is facing the Sun will be in daytime because the light rays hit the surface of the Earth.

The side of the Earth that is facing away from the Sun will be in night time because it is in the shadow of the Earth. None of the light rays can reach the surface on this side.

One year on Earth is 365.25 days. This is how long it takes to complete one whole orbit around the Sun.

Different planets have different time periods to orbit the sun, depending on how far away they are from the Sun. The further away, the longer it takes

3. The Milky Way & the Sun

Our solar system

6. Seasons

6.1 What are the 2 hemispheres? Northern & southern

6.2 What separates the 2 hemispheres? The equator

6.3 What is the equator? an imaginary line that goes around the middle of a planet.

6.4 What are the 4 seasons? spring, summer, autumn, winter.

6.5 Why do we have seasons? because the Earth is tilted on an axis and it is orbiting around the Sun.

6.6 If the northern hemisphere was tilted towards the Sun, what season would it be?

6.7 If the northern hemisphere was in Summer, what season would the southern hemisphere be in?

6.8 If the southern hemisphere was tilted away from the Sun, what season would it be?

6.9 Why is it hotter in the summer? Because he Sun’s rays are spread over a much smaller area

6.10 Why are the days longer in the summer? Because he Sun’s rays can reach the surface of that hemisphere for longer

6.11 Why is it colder in the winter? Because the Sun’s rays are spread over a much larger area.

6.12 Why are the days shorter in the winter? Because the Sun’s rays reach the surface of that hemisphere for less time

6.13 Why do the poles of the Earth have extreme day lengths during the different seasons?

7. Moon

7.1 What is a moon?

7.2 Do all planets have the same numbers of moons?

7.3 How long does it take for our moon to orbit around the Earth?

7.4 The moon doesn’t produce its own light – how can we see it?

7.5 What are the phases of the moon?

7.6 What is a new moon?

7.7 What is a full moon?

7.8 What are the order of the phases of the moon?

A large round object that orbits around a planet, it is held in place by gravity.

On Earth we have 1 moon. Other planets have more moons. Jupiter has 60 moons.

It takes 27 days and 7 hours to orbit the Earth once.

Half of the Moon is always lit up by the Sun

As the Moon orbits the Earth, it has different shapes from the Earth

When the side of the Moon facing the Earth is in shadow, you see a New Moon (black)

When the side of the Moon facing the Earth is fully lit by the Sun, you see a Full Moon.

New Moon, Waxing Crescent, First Quarter, Waning Gibbous, Full Moon, Waning Crescent, Last Quarter, Waning Gibbous.

7.9 What is a solar eclipse? When the Moon comes between the Sun and the Earth it makes a shadow in the Earth’s surface.

7.10 What is a lunar eclipse? When the Earth comes between the Sun and the Moon we experience a lunar eclipse.

Because of the tilt of the Earth

1. Chromosomes, Genes and DNA

Where is genetic information stored in eukaryotic cells?

What is DNA? The chemical that your genetic material is made from 1.3 Give two features of DNA DNA has a double helix shape and Is made up of 4 bases

1.4 What are chromosomes? A coiled structure of DNA found in the nucleus of cells.

1.5

How many chromosomes in an adult human cell?

1.6 How many chromosomes in a human gamete

1.7 Why do gametes contain only half the genetic material

During fertilisation, half of each parents' genetic material is passed on

1.8 What is a gene? A small section of DNA that codes for a protein

1.9 Why are genes important? They determine which traits are passed down from parent to child

3. Genetic and Environmental Variation

3.1 What is variation? The difference between individuals of the same species

3.2 Identify two ways variation can occur Inherited and Environmental

3.3 What is inherited variation?

Variation that is passed on from the parents to offspring, via genes during reproduction.

3.4 Give 3 examples of inherited variation Eye colour, blood group, attached ear lobes.

3.5 What is environmental variation? Variation that is the result of differences in the surroundings or what an individual does.

3.6 Give 3 examples of environmental variation Tatoos, scars, language spoken.

3.7 Give 3 examples of variation because of both environmental and inherited variation Height, weight, size of a plant

3.8 Explain one reason why variation is important

Who were the 4 key scientists involved in the discovery of DNA?

2.2 When did work on the structure of DNA first begin?

2.3 What contribution did Rosalind Franklin make in the discovery of DNA? She took the first photograph of the structure of DNA

2.4 What was controversial about the role of Wilkins in the discovery of DNA?

2.5 Which scientists received the Nobel prize for the discovery of DNA?

Wilkins gave Franklins photograph to Watson and Crick without permission

Wilkins, Watson and Crick

If all individuals of a species were genetically identical, they would be vulnerable to the same disease. A single disease could wipe out a species.

2. Discovery of DNA

2.1

Watson, Crick, Wilkins and Franklin

4.9 How is discontinuous data usually presented?

In bar charts or pie charts with no line of best fit

5. Competition and Adaptation

5.1 What is meant by competition? The struggle between organisms for the same limited resources

5.2 What do animals compete for? Food, water, mates and territory

5.3 What do plants compete for? Light, water, minerals, space

5.4 What is an adaptation? Features of a living organisms that allow them to survive

5.5 Give some examples of adaptations that predators have in common

5.6 Give some examples of adaptations that prey have in common

5.7 Give some examples of adaptations that animals in cold habitats have in common

5.8 Give some examples of adaptations that animals in hot habitats have in common

5.9 Give 3 ways a cactus is adapted to survive the desert

5.10 Give 3 ways a polar bear is adapted to survive the arctic

Good eyesight, sense of smell and hearing. Eyes at the front of their head. Sharp claws. Fast. Intelligent Hunt in Packs.

Good eyesight, sense of smell and hearing. Eyes at the side of their head. Fast. Camouflage. Warning colours or noises. Poisons or spines.

Thick fur for warmth, a thick layer of fat for insulation, large feet to spread weight on the ice, small ears to reduce heat loss.

Mostly thin fur, large ears to increase heat loss, nocturnal to avoid hunting in heat, small feet to reduce contact with hot surfaces.

Stems that can store water, widespread root system, spines to prevent them being eaten and less pores to reduce water loss.

White fur to camouflage in snow, large feet to walk on ice and sharp claws to break ice and catch fish

6. Natural Selection and Evolution

6.1 What does variation between species and individuals of the same species cause? Some organisms to compete more successfully than others

6.2

What is natural selection? A process by which a species changes over time

6.3 Give the two factors that natural selection happens in response to Changes in the environment or competition between organisms

6.4 Describe the process of natural selection The members of the species with the most desirable characteristics for their environment are most likely to survive and reproduce.

6.5 What happens if a species is unable to adapt? They become extinct

6.6

Give 4 reasons species may need to adapt New predators, new diseases, destruction of habitats, increased competition for resources.

6.7 Describe how natural selection leads to evolution

1. Individual organisms with the best

adaptations are most likely to survive and reproduce.

2. Inheritance means these adaptations are likely to be passed to offspring

3. Less adapted organisms are less likely to pass on their adaptations

4. Over many generations small differences add up to the formation of a new species by evolution

7. Maintaining Biodiversity

7.1 What is biodiversity? A measure of the range of living organisms within a habitat

7.2 What is a gene pool? The range of DNA in a species

7.3 What is deforestation and why is it done? The removal of forests, often to make space for farming, industry, settlements, roads and use of wood and fuel

7.4 What is conversation? The process that preserves and protects organisms and their habitats and so maintains biodiversity

7.5 Give three methods humans are using to maintain biodiversity Zoos and breeding programmes, protecting areas using national parts, and reducing the use of fossil fuels.

8. Extinction

8.1 What is extinction? When all organisms of a species dies out

8.2 How does extinction happen? When organisms are unable to adapt to their environment and therefore do not compete successfully and do not reproduce.

8.3 How can we protect species from extinction? Preserve genetic material for use in the future using gene banks

8.4 Give 2 examples of gene banks Seed banks and cryobanks

6.8

Give one cause of variation Small changes in DNA called mutations

6.9 Who first proposed the theory of evolution? Charles Darwin

6.10 Why was it many years before the theory of evolution was published? The theory challenged religious ideas about evolution

6.11 What do scientists' study as evidence for evolution? Fossil records

1. Density

1.1 What is density? A measure of how much mass there is in a set volume

1.2 Which state of matter has the greatest density and why?

1.3 Which state of matter has the lowest density and why?

1.4 What is the equation to calculate density?

Solid because the particles are close together and therefore there are lots of particles in a set volume

Gas because the particles are spread out and therefore there are very few particles in a set volume

Density = mass ÷ volume

1.5 What is the unit for density? g/cm3

2. Pressure

2.1 When you stand on a surface why do you exert a downwards force? Due to your weight

2.2 What is pressure? A measure of how much force is applied over a certain area

2.3 At what angle does pressure act? 90o to the surface

2.4 What is the equation for pressure? Pressure = force ÷ area

2.5 What is the unit for pressure? N/m2

2.6 Which type of shoe will exert more pressure on the ground and why?

3. Gas Pressure

3.1 What causes gas pressure? When gas particles collide with each other and the walls of their container

3.2 Name two ways you can increase gas pressure

3.3 How does decreasing the volume of a container cause an increase in gas pressure?

Decreasing the volume Increasing the temperature

Decreasing the volume decreases the amount of space the particles are occupying. This results in more frequent collisions between the particles

3.4 How does increasing the temperature of a gas cause an increase in gas pressure?

3.5 What is atmospheric pressure?

3.6 How does atmospheric pressure change as you move above sea level?

3.7 How does the density of air particles change as you move above sea level?

3.8 Why is atmospheric pressure greater at the surface of the earth?

Increasing the temperature will increase the energy of the particles and they will move quicker. This results in more frequent collisions between the particles

The force exerted on a surface by the air above it as gravity pulls it to Earth

Atmospheric pressure decreases as the height above sea level increases

The density of air particles decreases as you move above sea level

The air particles are closer together (have a higher density) and therefore there are more particles exerting a force on the surface

Figure 1: Distribution of particles above sea level

How does liquid pressure change with increasing depth?

Why does liquid pressure change with increasing depth?

4.3 Why does the jet from the bottom of this bucket travel further sideways?

Liquid pressure increases the deeper you go

Liquid pressure increases with increasing depth because the weight of liquid above increases

The water at the bottom of the bucket is at the highest pressure and therefore is forced out of the hole more

5. Convection

5.1 What is a fluid?

5.2 What is convection?

5.3 When fluids are heated, why do they take up more space?

5.4 When fluids are heated, what happens to their density?

5.5 What will happen to fluids that have a lower density than the fluid they are surrounded by?

5.6 What will happen to fluids that have a higher density than the fluid they are surrounded by?

5.7 What is a convection current?

5.8 Why does heating air in a hot air balloon cause it to rise?

A substance which can flow (liquids and gases)

A heating transfer of energy that occurs in fluids

The particles gain more energy and move more, taking up more space

Their density decrease because the particles are now occupying more space

They rise to the top

They will fall to the bottom

The process of fluids rising and falling due to differences in density

Air is a fluid. When it is heated it’s density decreases. This causes the air in the balloon to rise above the surrounding air.

4.4 What is upthrust? The pressure that liquids (and gases) exert on the surface of an object

4.5 How and why does the force of upthrust change as an object sinks?

As an object sinks, the liquid pressure increases, which means the force of upthrust increases

4.6 Why do some objects float? When the force of upthrust exerted by the liquid is equal and opposite to the object’s weight

4.7 Why do some objects sink? If the object’s weight is greater than the force of upthrust exerted by the liquid

5.9 Draw arrows to show the direction of fluid movement in this pan of water which is heated

4. Liquid Pressure

1. ¿Qué hiciste? / What did you do?

¿Qué hiciste en tus vacaciones de verano? What did you do on your summer holiday?

Bailé I danced

Compré una camiseta I bought a T-shirt

Descansé en la playa I relaxed on the beach

Mandé SMS I sent texts

Monté en bicicleta I rode my bike

Nadé en el mar I swam in the sea

Saqué fotos I took photos

Tomé el sol I sunbathed

Visité monumentos I visited monuments

No nadé en el mar I didn’t swim in the sea

Elúltimo día de tus vacaciones, ¿qué hiciste?

What did you do on the last day of your holiday?

Bebí una limonada I drank a lemonade

Comí paella I ate paella

Conocí a un chico guapo I met a goodlooking boy

Conocí a una chica guapa I met a goodlooking girl

Escribí SMS I wrote texts

Salícon mi hermano/a I went out with my brother/sister

Viun castillo interesante I saw an interesting castle

2. De vacaciones / On holiday

¿Adónde fuiste de vacaciones? Where did you go on holiday?

el año pasado last year

el verano pasado last summer

Fui a… I went to…

Escocia Scotland

España Spain

Francia France

Gales Wales

Grecia Greece

Inglaterra England

Irlanda Ireland

Italia Italy

¿Con quién fuiste? Who did you go with?

Fui con… I went with…

mis amigos/as my friends

mi clase my class

mi familia my family

mis padres my parents

¿Cómo fuiste? How did you get there?

Fui/Fuimos en… I/We went by…

autocar coach

avión plane

barco boat/ferry

coche car

tren train

No fui de vacaciones I didn’t go on holiday

3. Exclamaciones / Exclamations

¡Qué bien! How great!

¡Qué bonito! How nice!

¡Qué divertido! What fun!/ How funny!

¡Qué guay! How cool!

¡Qué rico! How delicious/ How tasty!

¡Qué suerte! What luck/ How lucky!

¡Qué rollo! How annoying!

¡Qué horror! How dreadful!

¡Qué lástima! What a shame!

¡Qué mal! How bad!

¡Qué aburrido! How boring!

4. ¿Cuándo? / When?

luego then más tarde later después afterwards el primer día (on) the first day

el último día (on) the last day otro día another day

por la mañana in the morning por la tarde in the afternoon

5. ¿Cómo te fue? / How was it?

Fue divertido It was fun/funny

Fue estupendo It was brilliant

Fue fenomenal It was fantastic

Fue flipante It was awesome

Fue genial It was great

Fue guay It was cool

Fue regular It was OK

Fue un desastre It was a disaster

Fue horrible It was horrible

Fue horroroso It was terrible

Fue raro It was weird

Me gustó I liked (it)

Me encantó I loved (it)

¿Por qué? Why?

porque because

Hizo buen tiempo The weather was good

Comí algo malo y vomité I ate something bad and vomited

Llovió It rained

Perdí mi pasaporte/ mi móvil I lost my passport/ my mobile

1.¿Qué haces con tumóvil? / What do you do with your mobile?

Chateo con mis amigos I chat with my friends online

Comparto mis vídeos favoritos I share my favourite videos

Descargo melodías o aplicaciones I download ringtones or apps

Hablo por Skype I talk on Skype

Juego I play

Leo mis SMS I read my texts

Mando SMS I send texts

Saco fotos I take photos

Veo vídeos o películas I watch videos or films

2. ¿Qué tipo de música te gusta? / What type of music do you like?

el rap rap

el R’n’B R’n’B

el rock rock

la música clásica classical music

la música electrónica electronic music

la música pop pop music

¿Qué tipo de música escuchas? What type of music do you listen to?

Escucho rap I listen to rap

Escucho la música de … I listen to …’s music

Escucho de todo I listen to everything

3. Opiniones / Opinions

Me gusta... (mucho) I like… (very much)

Me encanta… I love…

No me gusta (nada)… I don’t like… (at all)

la letra the lyrics

la melodía the tune

el ritmo the rhythm

porque es guay/ triste/ horrible because it is cool/ sad/ terrible

¿Te gusta la música de…?

Do you like …’s music?

Me gusta la música de… I like …’s music

mi canción favorita my favourite song

micantante favorito/a my favourite singer

mi grupo favorito my favourite group

En mi opinión… In my opinion…

4. Prefiero las comedias / I prefer comedies

un programa de deportes a sports programme

una comedia a comedy

un concurso a game show

un documental a documentary

un reality a reality show

una serie policíaca a police series

el telediario the news

una telenovela a soap opera

más… que… more… than… divertido/a funny informativo/a informative interesante interesting aburrido/a boring emocionante exciting

5. ¿Con qué frecuencia? / How often?

todos los días everyday

dos o tres veces a la semana two or three times a week

a veces sometimes de vez en cuando from time to time nunca never

6. ¿Qué hiciste ayer? / What did you do yesterday?

Bailé en mi cuarto I danced in my room

Fui al cine I went to the cinema

Hablé por Skype I talked on Skype

Hice gimnasia I did gymnastics

Hice kárate I did karate

Jugué en línea con mis amigos/as I played online with my friends

Jugué tres horas I played for three hours

Monté en bici I rode my bike

Vi una película I watched a film

Salí con mis amigos/ as I went out with my friends

No hice los deberes I didn’t do my homework ayer yesterday luego later/then por la mañana in the morning por la tarde in the afternoon

un poco más tarde a bit later

1. ¿Qué te gusta comer y beber? / What do you like to eat and drink?

¿Qué no te gusta comer/beber?

What don’t you like to eat/drink?

Me gusta(n) mucho… I really like…

Me encanta(n)… I love…

No me gusta(n) nada… I don’t like… at all

Odio… I hate…

Prefiero… I prefer…

elagua water

el arroz rice

los caramelos sweets

la carne meat

la fruta fruit

las hamburguesas hamburgers

los huevos eggs

la leche milk

el marisco seafood/shellfish

el pescado fish

el queso cheese

las verduras vegetables

2. ¿Qué desayunas? / What do you have for breakfast?

Desayuno… For breakfast I have…

cereales cereal

churros churros (sweet fritters)

tostadas toast

yogur yoghurt

café coffee

Cola Cao Cola Cao (chocolate drink)

té tea

zumo de naranja orange juice

No desayuno nada I don’t have anything for breakfast

¿Qué comes? What do you have for lunch?

Como… I eat…/For lunch I have…

un bocadillo a sandwich

¿Qué cenas? What do you have for dinner?

Ceno… For dinner I have… patatas fritas chips

pollo con ensalada chicken with salad

¿A qué hora desayunas/ comes/ cenas?

Atwhat time do you have breakfast/ lunch/ dinner?

Desayuno a las siete I have breakfast at 7:00

Como a las dos I have lunch at 2:00

Ceno a las nueve I have dinner at 9:00

3. En el restaurante / At the restaurant

Buenos días Good day/ Good morning

¿Qué va a tomar (usted)? What are you (singular) going to have?

¿Qué van a tomar (ustededs)? What are you (plural) going to have?

¿Y de Segundo? And for the main course?

¿Para beber? To drink?

¿Algo más? Anything else?

Voy a tomar…. I’ll have …. de primer plato As a starter de segundo plato For main course de postre For dessert

Tengo hambre I am hungry

Tengo sed I am thirsty

La cuenta, por favour The bill, please

Nada más Nothing else

4. Lo siento, pero no entiendo / I’m sorry, but I don’t understand

¿Qué significa ‘…’? What does ‘…’ mean?

¿Puedes repetir? Can you repeat that?

¿Puedes hablar más despacio, por favor? Can you speak more slowly, please?

5. ¿Y tú? ¿Qué opinas? / And you? What do you think?

Pues… Well…

Depende… It depends…

No sé… I don’t know…

Eh… Er…

A ver… Let’s see…

Bueno/Vale… OK…

Knowledge Base: Spanish

1. ¿Te gustaría ir al cine? / Would you like to go to the cinema?

¿Te gustaría ir…? Would you like to go…?

a la bolera to the bowling alley

a la cafetería to the café

al centro comercial to the shopping centre

al museo to the museum

al parque to the park

a la pista de hielo to the ice rink

al polideportivo to the sports centre

¿Te gustaría venir a mi casa? Would you like to come to my house?

2. Reacciones / Reactions

¡Ni hablar! Noway!

¡Ni en sueños! Not a chance!/ Not in your wildest dreams!

No tengo ganas I don’t feel like it

¡Qué aburrido! How boring!

De acuerdo All right

Sí, me gustaría mucho Yes, I’d like that very much

Muy bien Very good

¡Genial! Great!

3. ¿Dónde quedamos? / Where do we meet up?

al lado de la bolera next to the bowling alley

delante de la cafetería in front of the café

detrás del centro comercial behind the shopping centre

enfrente del polideportivo opposite the sports centre

¿Qué hacemos?

4. ¿A qué hora? / At what time? a las… at…

seis 6 o’clock

seis y cuarto quarter past 6

seis y media half past 6

siete menos cuarto quarter to 7

siete menos diez ten to 7

5. Lo siento, no puedo / I’m sorry, I can’t

¿Quieres salir? Do you want to go out?

Tengo que… I have to…

cuidar a mi hermano look after my brother hacer los deberes do my homework

lavarme el pelo wash my hair

ordenar mi dormitorio tidy my room

pasear al perro walk the dog salir con mis padres go out with my parents

No quiero I don’t want to

No tengo dinero I don’t have any money

No puedo salir He/She can’t go out

6. ¿Cómo te preparas? / How do you get ready?

¿Cómo te preparas cuando sales de fiesta?

How do you get ready when you go to a party?

Me baño I have a bath

Me ducho I have a shower

Me lavo la cara I wash my face

Me lavo los dientes I brush my teeth

Me visto I get dressed

Me maquillo I put on make-up

Me peino I comb my hair

Me aliso el pelo I straighten my hair

Me pongo gomina I put gel on my hair

9. ¡No es justo! / It’s not fair!

Estoy de acuerdo… I agree… con tu madre/tu padre/tus padres with your mother/ father/parents contigo with you

Eres demasiado joven You’re too young

En mi opinión, tienes razón In my opinion, you’re right

¿Tú qué opinas? What do you think?

7. ¿Qué vas a llevar? / What are you going to wear?

¿Qué llevas normalmente los fines de semana? What do you normally wear at weekends?

Normalmente los fines de semana llevo… At weekends I normally wear…

una camisa a shirt

una camiseta a T-shirt

un jersey a jumper

una sudadera a sweatshirt

una falda a skirt

un vestido a dress

una gorra a cap

unos pantalones some trousers

unos vaqueros some jeans

unas botas some boots

unos zapatos some shoes

unas zapatillas de deporte some trainers

8. Los colores / Colours

amarillo/a yellow marrón brown rojo/a red azul blue morrado/ a purple rosa pink blanco/a white Naranja orange verde green gris grey negro/a black de muchos colores multi-coloured

¿Vas a salir esta noche? Are you going to go out tonight?

Voy a ir al/a la… I am going to go to the…

Voy a llevar… I’m going to wear…

1. ¿Qué casa prefieres? / Which house do you prefer?

Esta casa es… This house is…

Este piso es… This flat is… amplio/a spacious antiguo/a old bonito/a nice/pretty cómodo/a comfortable enorme enormous

feo/a ugly grande big maravilloso/a marvellous moderno/a modern pequeño/a small

La casa/ El piso está… The house/ The flat is… cerca de la playa near the beach en el centro in the centre en la montaña in the mountains

más… que more… than menos... que less… than Prefiero… I prefer…

porque because

2. La casa / The house

Tiene… It has…

una cocina a kitchen

un comedor a dining room

un cuarto de baño a bathroom

un dormitorio a bedroom

un salón a living room

una chimenea a fireplace

un jacuzzi a hot tub

un jardín a garden

una piscina a swimming pool

una terraza a balcony, a terrace

vistas al mar views of the sea

Operación verano

3. ¿Qué se puede hacer en…? / What can you do in…?

Se puede(n)… You can… hacer actividades náuticas do water sports

hacer artes marciales do martial arts

hacer senderismo go hiking

ir a la bolera go bowling

ir al cine go to the cinema

ir de compras go shopping

ir de paseo en bicicleta go on a bike ride

ir a la playa go to the beach

ir al restaurante go to the restaurant

jugar al golf play golf

jugar al voleibol play volleyball

jugar al tenis play tennis

ver la catedral see the cathedral

visitar un castillo visit a castle

5. Expresiones de tiempo (Time expressions) ayer yesterday hoy today

el fin de semana last weekend mañana tomorrow el verano pasado last summer este fin de semana this weekend el año pasado last year el verano que viene next summer hace dos años two years ago el año que viene next year

4. ¿Dónde está…? / Where is…?

la catedral the cathedral la estación de tren the railway station el minigolf the minigolf el parque de atracciones the theme park el parque acuático the water park la pista de karting the go-kart track el zoo the zoo

Sigue todo recto Keep straight on

Dobla a la derecha Turn right

Dobla a la izquierda Turn left

Toma la primera a la derecha Take the first on the right

Toma la segunda a la izquierda Take the second on the left

Cruza la plaza Cross the square

Está a la derecha It’s on the right

Está a la izquierda It’s on the left

6. Opiniones / Opinions

Me gusta… I like…

Me encanta… I love…

Me gustaría mucho… I would really like…

Me encantaría… I would love…

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.

IRREGULAR VERBS

Some verbs just don’t follow the usual patterns.

Rule: Learn each one by heart!

-AR 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 (ue>u)

Juego I play Jugamos We play

Juegas You (s) play Jugáis You (pl) play

Juega He/she plays Juegan They play

TENER (To have)

Tengo I have

Tienes You (s) have

Tiene He/she has

Tenemos We have

Tenéis You (pl) have

Tienen They have

-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

Poder = To be able to (ue>o)

Puedo Podemos

Puedes Podéis

Puede Pueden

SER (To be)

Soy I am

Eres You (s) are

Es He/she is

Somos We are

Sois You (pl) are

Son They are

IR (To go)

Voy I go

Vas You (s) go

Va He/she goes

Vamos We go

Vais You (pl) go

Van They go

REFLEXIVE VERBS These include a reflexive pronoun because they’re actions you to do yourself.

-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

Querer = To want (uie>ue)

Quiero I play Queremos We want

Quieres You (s) play Queréis You (pl) want

Quiere He/she plays Quieren They want

Lavarse (To wash oneself)

Me lavo I wash myself

Te lavas You (s) wash yourself

Se lava He/she washes himself

Nos lavamos We wash ourselves

Os laváis You (pl) wash yourselves

Se lavan They wash themselves

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.

IRREGULAR VERBS

Some verbs just don’t follow the usual patterns.

Rule: Learn each one by heart!

(yo) hablé I talked

(tú) hablaste You (sg) talked (él/ella) habló He/she/it talked (nosotros) hablamos We talked (vosotros) hablasteis You (pl) talked (ellos/ellas) hablaron They talked

TENER (To have)

Tuve I have

Tuviste You (s) have

Tuvo He/she/it has

Tuvimos We have

Tuvisteis You (pl) have

Tuvieron They have

The Present Tense – Talking about actions happening now ‘in the present’. The Near Future Tense – Talking about

-ER verbs Eg: Comer = To eat (yo) comí I ate

(tú) comiste You (sg) ate (él/ella) comió He/she/it ate (nosotros) comimos We ate (vosotros) comisteis You (pl) ate (ellos/ellas) comieron They ate

HACER (To Do/ To make)

Hice I did/made

Hiciste You (s) did/made

Hizo

He/she/it did/made

Hicimos We did/made

Hicisteis You (pl) did/made

Hicieron They did/made

-IR verbs

Eg: Escribir = To write (yo) escribí I wrote

(tú) escribiste You (sg) wrote (él/ella) escribió He/she/it wrote (nosotros) escribimos We wrote (vosotros) escribisteis You (pl) wrote (ellos/ellas) escribieron They wrote

SER (To be) and IR (To go) are identical in the preterite SER IR

Fui I was I went

Fuiste You (sg) were You (sg) went

Fue He/she/it was He/she/it went

Fuimos We were We went

Fuisteis You (pl) were You (pl) went

Fueron They were They went

Voy a comer = I’m going to eat

Va a jugar al fútbol = He/she is going to play football Van a hablar = They are going to talk 1 + 2 + 3

Vamos a ir a una fiesta = We are going to go to a party

Vas a salir = You (sg) are going to go out Vais a chatear = You (pl) are going to chat

Electrical & Electronic systems –

1. Polymers

1.1 polymer

The D&T terminology for all plastics. 1.2 thermoplastic Polymers that can be recycled by reheating and reforming.

thermoset Designed to withstand high temperatures but cannot be recycled.

1.4 vacuum forming A deforming process, whereby a sheet of HIPS is heated and then pulled around a single mould using suction.

1.5 (HIPS) High Impact Polystyrene Sheet

1.6 polypropylene

1.7 epoxy resin (ER) araldite

1.8 urea formaldehyde (UF)

A thermoplastic that is flexible and resistant. It can be food safe and is used for vacuum forming.

A thermoplastic that is flexible, tough and light weight. It is used in many kitchen, medical and stationery products.

A thermoset plastic supplied as two liquids; a resin and a hardener. It is used as glue to bond different materials together.

A thermoset plastic that is heat resistant and commonly used in electrical fittings.

4. Electronics Fabrication

4.1 printed circuit board (PCB)

A ceramic board used to connect electrical components together.

4.2 resistor Reduces electrical current flow.

4.3 light emitting diode (L.E.D)

A semiconductor diode which glows when a voltage is applied.

4.4 capacitor Stores electrical energy.

4.5 integrated circuit Processes information.

4.6 digital signal

4.7 analogue signal

A Digital Signal that is either on or off (one or naught) e.g. a switch.

A continuous signal with an infinite range of values between minimum and maximum points.

vocabulary

1 trebuchet

Tool

A trebuchet (French: trébuchet) is a type of catapult that uses a long arm to throw a projectile.

2 catapult A catapult is a ballistic device used to launch a projectile a great distance without the aid of gunpowder or other propellants.

3 structural elements Tie, Strut, Compression, Tension, Potential Energy, A-Frame.

4 Specification

5 3D printing

6 product analysis

7 biodegradable

A design specification is a list of criteria your product needs to address.

Enables physical objects to be formed from reels of Thermoplastics.

Product analysis allows designers to understand how products work and how they could be improved. This then helps them to produce better designs of their own.

The term used to describe materials or substances that will naturally break down over time.