Knowledge Organiser_Year 9

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 values 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

What is Character? 1.1

Character is who you are. It is what you believe in and how you act with others. It is your values and virtues.

Virtue A behaviour showing high moral standards. 1.3 Moral Concerned with the principles of right and wrong behaviour.

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 Habitual Doing something constantly or regularly.

1.6 Value Principles or standards of behaviour.

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

Subject

English

What is my action plan?: What is my action plan?:

Glossary of key terms: Throughout your Character journey through Kings’ you will be challenged to grow, shape and develop your Character for life after Kings’. Here you will find a summary of the key terms that underpin your Character Curriculum throughout this academic year.

Key term Definition

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.

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. 1 2 3 4 5

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. 1 2 3 4 5

Summarising and Elaborating

Why?

Every topic contains more detailed information than you can recall. Condensing a large body of knowledge down to some big ideas or key stages in a process can then help you to build up the details.

Why?

FACE IT!

If you're confronted with a large amount of material to revise, it's natural to feel overwhelmed. To help with this, Parliament Hill School has developed the FACE it method, designed to offer guidance and encouragement. Each letter of FACE represents specific actions, organised by increasing difficulty, to ensure you don't avoid the study process. Start with the easier tasks and gradually move on to the more challenging parts.

Scan

• Why are they in that order? 1

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?

F(ACTS)

Go through the process again! Be proud of your achievements. 1 2 3 4 5

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

1. Why this book?

Written in 1954 this classic novel explores human nature through the guise of a group of schoolboys isolated from society and freed from adult supervision. The book raises moral questions and highlights that society depends on the ethical nature of individuals, rather than political systems.

3. Characters

Ralph leader, ineffective, confident, protagonist, immature, democratic, passive

Piggy victim, intelligence, guide, caring, lower class, unchanged

Jack violent, bully, leader, antagonist, irresponsible, dictator, active, animalistic

Simon sacrifice, perceptive, weak, appreciative of the natural world

Sam n Eric identity, hopelessness

Roger sadistic, reckless, brutal, irresponsible

6. Symbols

4. Themes

Civilisation vs. Savagery

The central themes is a conflict between two competing impulses within all human beings – the inclination towards living by rules, acting peacefully (civilisation) and the impulse towards gratifying desires and acting violently (savagery). The boys battle between these two forces throughout.

Innocence The boys on the island progress from well-behaved, orderly young boys who seek rescue, into bloodthirsty hunters who have no desire to return to civilisation.

Golding does not paint this as a result of some external driving force, but rather as resulting naturally from innate desires.

2. Plot

1 Schoolboys have crash landed on a deserted Island. The reader meets Ralph and Piggy. Piggy has asthma. They find a conch and use it to summon any other survivors. Twins SamnEric, Jack and Simon.

2 The boys focus on short term fun. Ralph suggests building a fire to be rescued. Jack just wants to hunt. A boy tells of the beast.

3 Ralph wants to build shelters but only Simon helps whilst the others play and Jack hunts. The fire has been allowed to go out. Simon slips away to meditate.

4 A boat goes past but there is no fire to attract it. Piggy is laughed at for sundials. Jack paints his face and hunts and kills a pig chanting “Kill the Pig. Cut her throat. Spill her blood” Ralph walks away.

5 Ralph calls a meeting, but he and Jack are more apart than ever. There is talk of the beast. Jack just wants to hunt and will not listen to the rules of the conch. Ralph wishes for adults.

6 A dead parachutist floats into the Island. They think it is a beast. Jack finds a rock and some boulders.

The weak and the strong

Golding explores how communities and leaderships evolve in the absence of a determined order.

Immediately after they are marooned on the island, the boys seek a leader (Ralph) and seek to determine some sort of hierarchy. Weaker individuals are cast aside, bullied, and even killed.

4. Themes

Golding’s own experiences heavily shaped the book. He reports having dark thoughts as a child and, by his own admission, acted like a bully during his school years.

Golding served in the British Navy during the Second World War (19391945) and believed that wars were more about human nature than politics. He was affected profoundly by his service in the Navy and said the war “really changed his view of what people were capable of, and therefore what human nature was.” Golding worked as a schoolteacher before and after his navy career, and noticed how cruel children could be to each other.

7 Jack and Ralph continue to clash as they search for the beast. Ralph kills a boar and is flushed with excitement. Roger is almost killed in the reenactment.

8 Jack declares himself chief of his own group. Simon meditates alone and learns what the beast is. The savages dance around as they kill a sow.

9 A storm comes and they have no shelter. Simon emerges from the forest and is killed by the other boys who think he is the beast.

10 Jack’s gang have moved to castle rock. Ralph, Piggy and SamnEric remain but cannot keep the fire going alone. Jack steals Piggy's glasses whilst the others protect the conch.

11 The boys go to castle rock to confront Jack. Piggy is killed by a boulder pushed by Roger. Jack attempts to kill Ralph with a spear.

12 SamnEric are tortured into revealing Ralph’s hiding place. Jack vows to burn down the forest to find him. The smoke attracts a boat. The officer finds the boys and asks if they are playing at war. All of the boys cry whilst the officer looks back at his ship.

1. Why this book?

A non-fiction text: a memoir based on real events. Informing us of some of the atrocities of the Holocaust. This is a text studied by Year 9 in RS. The novel involves Eliezer pondering God's existence and nature in the face of the untold brutality of the Holocaust.

2. Plot

• 1944, Eliezer Wiesel and the remaining Jews in Sighet, are herded away to Auschwitz, a concentration camp

• The conditions on the train to Auschwitz are unbearable.

• Eliezer and his father are separated from his mother and sister during a “selection.” They lie about their ages and are sent to the barracks.

• Eliezer avoids having his gold tooth removed. Idek beats Eliezer.

• Eliezer questions his faith and religion in general. His father somehow survives another selection. Eliezer has surgery on his foot and the camp is evacuated.

• Eliezer and his father arrive at the Gleiwitz Camp. They travel through German towns for ten days without being fed and are harassed by German citizens. They arrive at Buchenwald, twelve passengers survive.

• The journey to Buchenwald thoroughly depletes and eventually kills Eliezer’s father, relieving an ashamed Eliezer.

• On April 10th, right before the Nazis can destroy the remaining Jews, the Americans arrive and free the prisoners at Buchenwald.

• Eliezer views himself in a mirror for the first time since leaving Sighet and is surprised by how much his appearance has changed.

4. Context

Concentration camp A camp in which people are imprisoned or confined, commonly in large groups, without trial.

Kapo A Nazi concentration camp prisoner who was given privileges in return for supervising prisoner work gangs.

Sighet Sighet (known today as Sighetu Marmatiei), a town in Transylvania, was part of Romania following World War I. The town was part of Hungary between 1940 and 1944.

5. Themes

3. Characters

Eliezer The narrator. His story is intensely personal, but also representative of the experiences of hundreds of thousands of Jewish teenagers.

Shlomo Eliezer’s father. Respected by the entire Jewish community, and by his son. He and Eliezer desperately try to remain together throughout their ordeal.

Moishe Eliezer’s teacher of Jewish mysticism. A poor Jew who lives in Sighet. He is deported before the rest of the Sighet Jews but escapes and returns to tell the town what the Nazis are doing to the Jews.

Akiba Drumer A Jewish Holocaust victim who gradually loses his faith in God as a result of his experiences in the concentration camp.

Madame Schächter

A Jewish woman from Sighet who is deported in the same cattle car as Eliezer. Taken for a madwoman when she screams that she sees furnaces.

Juliek A young musician whom Eliezer meets in Auschwitz.

Tibi and Yosi Two brothers with whom Eliezer becomes friendly in Buna.

Dr. Josef Mengele

Cruel doctor who managed the selection of arrivals at Auschwitz. Known as the “Angel of Death,” he sentenced countless prisoners to death.

Idek Eliezer’s Kapo (a prisoner conscripted by the Nazis to police other prisoners).

Franek Eliezer’s foreman at Buna.

Rabbi Eliahou A devout Jewish prisoner whose son abandons him.

Zalman One of Eliezer’s fellow prisoners.

Meir Katz Eliezer’s father’s friend from Buna.

Stein Eliezer’s relative from Antwerp.

Hilda, Béa, Tzipora Eliezer’s sisters.

Faith in a benevolent God Eliezer’s struggle with his faith is a dominant conflict in Night. At the beginning, his faith in God is absolute. His belief in an omnipotent, benevolent God is unconditional, and he cannot imagine living without faith in a divine power. But this faith is shaken by his experience during the Holocaust.

Inhumanity After experiencing such cruelty, Eliezer can no longer make sense of his world. Everything he experiences in the war shows him how horribly people can treat one another—a revelation that troubles him deeply. Eliezer also becomes aware of the cruelty of which he himself is capable.

1. Why this book?

In Year 8 English, the myth of Perseus and Medusa is studied. This relatable version of the tale gives the female character a voice; raising questions about gender politics. It reminds the reader of the importance of perspective and raises questions about the reliability of a narrator. Medusa is a relevant story for all those who feel judged and valued solely because of their appearances. This is a novel about learning to reclaim one’s own life despite what outsiders want you to think about yourself.

2. Characters

Medusa The narrator of the story. mortal daughter of minor sea deities. For the past four years has been living on a remote island with her sisters. When she speaks to Perseus she hides her appearance because of her ‘deformity’ and says her name is Merina.

Perseus Son of Zeus. Arrives at the island with some impressive weaponry and his dog. Perseus’ reason for his quest is to help his mother (Danae) who is subject to King Polydectes’ unwanted advances.

Stheno and Euryale Immortals. Winged and spend most daylight hours fishing for food.

Poseidon God of the seas. He threatened, harassed and abused Medusa. Saved Perseus and his mother after they had been thrown into the sea.

Athena The Goddess who cursed Medusa and her sisters out of jealousy. She turned Medusa’s hair into snakes and had her sisters grow wings from their backs.

Argentus Medusa’s dog.

Zeus King of the Gods. Perseus’ father.

Orado Perseus’ dog.

3. Themes

Misogyny (prejudice against women) and female suffering

Reliability of the narrator

Medusa is a woman wronged; her selfreliance and beauty result in scorn and objectification from the townsfolk. Their misogyny contributes to Medusa’s curse and banishment. But Medusa herself is vulnerable, wistful, and scared; she struggles with self-esteem. Her conversations with Perseus draw out her confidence and feminist beliefs. Medusa's story explores female dynamics and female power against patriarchal (male controlled) forces. Medusa is a symbol of female empowerment.

Burton’s retelling of the Greek Myth allows us to hear the story from a perspective we might not have considered. It invites the reader to question how reliable a narrator is and reminds us to “be careful who tells your story.”

4. Vocabulary

mythology A collection of stories from a particular culture (e.g. Greek, Roman, Norse) which explain creation and carry moral messages.

indignation Anger or annoyance triggered by what is seen as unfair treatment.

exiled An act or instance of being forced to leave one's country or home.

perceive / perception 1. Become aware or conscious of (something); come to realise or understand.

2. Interpret or regard (something or someone) in a particular way.

banishment The punishment of being sent away from a country or other place. The action of getting rid of something unwanted.

Duality of being

As hinted at by the word "dual" within it, duality refers to having two parts, often with opposite meanings, like the duality of good and evil. If there are two sides to a coin, metaphorically speaking, there's a duality.

Empowerment Empowerment means gaining strength, confidence, and control over your own life. It often involves standing up for yourself, finding your voice, and challenging unfair expectations or limitations.

1. Felt Food Construction

1.1 design

The plan of what you intend to create.

1.2 template A shape used to draw around, so pieces are cut correctly.

1.3 felt

A non-woven fabric with fibres that have been matted together.

1.4 wadding A soft substance that is used for padding or stuffing.

1.5 applique A technique where pieces of material are joined on to another piece of material.

2. Stitching

2.1 thread Used to sew fabric together.

2.2 needle

2.3 running stitch

A small slender piece of metal with an eye that is used for sewing.

The simplest stitch. Small even stitches which have a gap between that run across the cloth without overlapping.

2.4 back stitch Stitches in a line with no gaps.

2.5 whip stitch

A stitch that goes over the edge of one piece of fabric to join it to another piece of fabric.

2.6 blanket stitch A stitch used to reinforce the edge of thick materials.

2.7 cast off

A neat way to seal off the stitches so that they do not unravel.

Extension tasks:

1. Surrealism

1.1 Surrealism Beyond reality – dreamlike. Something that looks realistic but cannot be real.

1.2 Salvador Dali Spanish Surrealist Artist.

1.3 Rene Magritte Belgian Surrealist Artist.

1.4 Realism Art that portrays the world as it really is.

1.5 Abstract art Art that does not represent real world things. It uses shapes, colours, forms, textures and lines.

1.6 Composition The arrangements of elements within a work of art.

1.7 Painting techniques How to apply paint in different ways.

1.8 Perspective Creating depth in a composition.

3. Artist information – Rene Magritte

3.1 Nationality Belgian.

3.2 Style of art Surrealist – depicting familiar objects in unfamiliar or unexpected contexts.

3.3 Inspiration The relationship between reality and illusion.

3.4 Most notable work The Son of Man.

3.5 Famous for painting Bowler hats.

2. Artist information – Salvador Dali

2.1 Nationality Spanish.

2.2 Style of art Surrealist – renowned for his technical skill, precise draftsmanship, and the striking, bizarre images in his work.

2.3 Inspiration Dreams and the unconscious mind. Symbolism. Food and eating.

2.4 Most notable work The Persistence of Memory.

2.5 Famous for painting Melting clocks.

Melting Can study

https://www.youtube.com/embed/7l-gRG0fJx4

1.1 .EPS (vector) Most common vector type standard for sharing in print publishing industry.

1.2 .SVG (vector) Scalable without image quality reduction international standard for vector graphics.

1.3 .PDF (vector) Widely supported by many devices. Free to view and small file size.

1.4 .DXF Standard format used for Computer Aided Design (CAD).

types

2.1 .JPG (bitmap) Compress well, so creates smaller files sizes. Reproduces millions of colours.

2.2 .TIFF (bitmap) Lossless file format. Reproduces millions of colours.

2.3 .GIF (bitmap) Lossless file format. Enables animations.

2.4 .PNG (bitmap) Lossless file format. Excellent transparency in images.

2.5 .BMP (bitmap) Works in many devices. Lossless file format.

Images are represented pixels (Picture Elements).

TV's and monitors produce pixel colours using Red, Green and Blue light (RGB).

All screen colours can be produced just from RGB.

3.1 lossy compression

3.2 lossless compression

• Data is removed from the file to reduce the size of the file

• The process cannot be reversed

• Increased compression introduces a greater reduction of image quality

• Ideal for communication over the internet and viewing on small screens

• All original image quality is retained, hence no loss

• Slight decrease in file size

• Ideal for achieving images to retain original quality

• Used for large images, such as posters and billboards

What is Pixel Density?

Pixel density is calculation that returns the number of physical pixels per inch on a screen.

4.1 layers

4.2 gradient

4.3 pixelated

Layers are used in digital image editing to separate different elements of an image. Layers can be moved above and below each other to aid image composition.

An image gradient is a directional change in the intensity or colour in an image.

In computer graphics and digital photography, to cause (an image) to break up into pixels.

1. Vector image file types

3. File size compression

2. bitmap (raster) image file

4. Key Words

1. KeyWords

1.1 algorithm

An algorithm is a 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 program Code complied together to perform a specific function.

2. Printing

2.1 To print out a statement or a variable we use the code below:

Printing a new message: print(“Hello World”)

Printing the value of a variable: print(x)

Printing a message with variables included: print(“Hello”,name,”you are”,age,”years old today”)

3. Variables

3 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 =

4. Data Types

4.1 string

A Variable data type that can store a combination of letters, characters and numbers.

4.2 integer A Variable data type that can store whole numbers.

4.3 float A Variable data type that can store decimal numbers.

4.4 boolean A Variable data type that stores either TRUE or FALSE.

5. Selection

5.1 selection Is used to allow the program to make a choice and take a different path.

5.2 if

5.3 elif

5.4 else

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

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.

6. Iteration

6.1 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.

6.2 while

6.3 for

Checks if a condition is true and while it is true will keep repeating it.

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

Stretch your vocabulary – Graphics

a.1 composition The deliberate positioning of elements within an image.

a.2 balance & proportions

a.3 colour balance

a.4 path

Consideration is given to the size and positioning of elements in relation to each other.

Adjustment of the intensities of the colours (typically red, green, and blue primary colours.

Vector graphics are comprised of paths, which are defined by a start and end point, along with other points, curves, and angles along the way.

a.5 filter (FX) In Photoshop and other graphic applications, a filter is a particular effect that can be applied to an image or part of an image. Examples include: Glow, Emboss, Glass effect.

a.6 point Moving the anchor point or the direction point, will change Creating Digital Images to the shape of the vector graphic.

4.1 string

A Variable data type that can store a combination of letters, characters and numbers.

4.2 integer A Variable data type that can store whole numbers.

4.3 float A Variable data type that can store decimal numbers.

4.4 boolean A Variable data type that stores either TRUE or FALSE.

Stretch your vocabulary – Python

Graphic Software Cost

Photopea Online Free Photoshop £238 approx.

Procreate App £10 approx.

1. Using computers safely, effectively and responsibly

1.1 social media

1.2 online safety

1.3 harassment

1.4 impersonating someone

Digital Resilience

Age recommendation for a range of popular apps. How to behave when using social media. Consider what constitutes cyberbullying, how to prevent it and when to report it.

Staying safe online. Making sure that people are protected from harm of using any electronic device for online purposes.

Using text messaging, instant messaging and email to harass, threaten or embarrass the target.

Developing a screen name that is similar to the victim’s screen name and then posting rude or hurtful remarks while pretending to be the victim.

1.5 inappropriate content Content images online that contains personal information about others, hateful or malicious content and/or sexually explicit material.

1.6 peer pressure

1.7 cyberbullying

1.8 digital footprint

Influence from members of one’s peer group.

Use of phones, instant messaging, e-mail, chat rooms or social networking sites to harass, threaten or intimidate someone.

The trail of data you leave when using the internet.

1.9 grooming Is when someone builds a relationship, trust and emotional connection with a child or young person so that they can manipulate, exploit and abuse them.

1.11 trolling To antagonise (others) online by deliberately posting inflammatory, irrelevant, or offensive comments or other disruptive content.

1.12 social engineering Tricking someone into giving away their personal details.

1.13 PEGI rating Provides age classifications for video games.

2. Key Vocabulary

2.1 sexting

2.2 sad fishing

Sending sexually explicit photographs or messages via mobile phone.

Social media users seek for sympathetic reactions and comments by posting sad stories.

2.3 cat fishing The process of luring someone into a relationship by means of a fictional online persona.

2.4 social networking Apps that allow the sharing of digital content.

2.5 consent Permission for something to happen or agreement to do something.

2.6 portray Describe something in a particular way.

2.7 bystander A person who is present at an event or incident but does not take part.

2.8 fake news

False or misleading information presented as news. Often the aim is to damage the reputation of a person.

3. If you experience anything inappropriate online

3.1 Block, delete and report.

3.2 The process to do this will be different depending on which social network you are using – make sure you know how when you first sign up.

3.3 Viewing inappropriate content can be very upsetting but you don’t need to go through it alone, speak to a trusted adult. Support can also be sought with Child Line – 0800 1111.

3.4 Report to CEOP using the report button.

Knowledge Base: Computing SketchUp 3D Design

1.1 laser cutter

1.2 Computer Aided Design (CAD)

1.3 Computer Aided Manufacturing (CAM)

Works by directing the output of a high-power laser through lenses onto a material. Typically woods or plastics.

The use of computers to aid in the creation or modification of a design idea. 2D Design/SketchUp.

The use of software and computer controlled machinery to automate a manufacturing process.

4. Key icons to remember

2.1 Advantages of CAD

• Reduces human error

• Saves time

• Save and edit ideas

• More accurate than hand drawn

2.2 Disadvantages of CAD

• Staff training costs

• The software is expensive

• A PC is required

3.1 SketchUp

3.2 Advantages of SketchUp

3D computer program used in architecture, interior design, landscape architecture, civil and mechanical engineering, film and video game design.

1. It’s easy to draw your design because it’s designed to behave like an extension of your hand.

2. Simple-to-learn 3D drawing tool.

3. SketchUp is accurate and precise.

Select Use this tool to "select" the parts of your model you want to work with.

Paint Bucket Use this tool to assign materials and colours to pieces of your model.

Eraser Use the Eraser tool to delete entities. The Eraser tool can also be used to hide and soften edges.

Rectangle Use this tool to draw rectangular pieces in your model.

Circle Use this tool to draw circles in your model.

Line Use this tool to draw edges or lines in your model.

Freehand Use this tool to draw irregular handdrawn lines in the form of curves.

Arc Use this tool to draw arcs in your model.

3D Text Use this tool to create 3 dimensional geometry from text.

Push/Pull Use this tool to push and pull surfaces in your model, allowing you to add or subtract volume from the pieces in your model.

Rotate Use this tool to rotate, stretch, distort, or copy entities along a rounded path.

Follow Me Use this tool to duplicate the profile of a face along a path.

Scale Use this tool to resize and stretch pieces in your model.

Tape Measure Use this tool to measure distances, create guide lines or points, or scale a model.

Offset Use this tool to create copies of lines and faces at a uniform distance from the originals.

Move Use this tool to move, stretch and copy pieces of your model. This tool can also be used to rotate components and groups.

2. Computer Aided Design (CAD)

Stretch your vocabulary

a.1 architecture

The process and the product of planning, designing and constructing building and other structures.

a.2 product design To create a new product to be sold by a business to its customers.

a.3 ergonomics The study of people's efficiency in their working environment.

a.4 prototype

A prototype is an early sample or mock-up of the product you wish to build. A prototype is a quick model explaining the actual plans for the final product.

Stretch your vocabulary

a.1 biometrics

Used to identify an individual digitally including fingerprint and retina scanning.

a.2 hacking Third party activity that compromises computer hardware, devices and networks.

a.3 fomo Fear of missing out.

a.4 dark web The part of the World Wide Web that is only accessible by means of special software, allowing users and website operators to remain anonymous or untraceable.

a.5 avatar an icon or figure representing a particular person in a video game, internet forum.

a.6 night shift mode To reduce this blue light emission and the strain on eyes.

Data Science & App Development

1. Data Science

1.1 data science Is extracting meaning from large data sets in order to gain insights to support decision making.

1.2 data visualisations

Are visual representation of data intended to help an audience process the information more easily and get a clear idea about the data at a glance.

1.3 infographics Are visual representations of data, often involving pictures that reflects patterns and help tell a story.

1.4 The investigative (PPDAC) cycle

Is a framework for us to follow when asking and answering real-world problems using data.

1.5 data collection Is the process of gathering and measuring information on targeted variables in an established system, which then enables one to answer relevant questions and evaluate outcomes.

1.6 data analysis Is a process of inspecting, cleansing, transforming, and modelling data with the goal of discovering useful information, informing conclusions, and supporting decision-making.

The PPDAC cycle

2. Mobile App Development – App Lab

2.1 mobile application

2.2 App Lab

2.3 decomposition

2.4 Graphical User Interface (GUI)

2.5 debugging

2.6 WYSIWYG (What you see is what you get)

Most commonly called an app, is a type of application software designed to run on a mobile device, such as a smartphone or tablet computer.

App Lab is a programming environment where you can create simple apps directly in the browser using JavaScript blocks.

This involves breaking down the task into smaller more manageable parts to start with.

The GUI needs careful design consideration so that the user experience is a positive one, so they want to continue to use it.

Enables errors to be corrected and improvements to be made. The console in App Lab helps with this.

Is a system in which editing software allows content to be edited in a form that resembles its appearance when printed or displayed as a finished product.

2.7 web app Is application software that runs in a web browser.

2.8 native app Are those that were designed to run on a particular operating system.

2.9 home screen

The introductory visual interface displayed on a device or computer program, from which a user is able to access particular functions.

2.10 milestone A significant stage or event in the development of something.

2. Key Words

2.1 abstraction

Identify the important aspects to start with.

2.2 algorithm Precise sequence of instructions.

2.3 computational thinking Solving problems with or without a computer.

2.4 blocks Scratch bricks that we can use to code algorithms.

2.5 execute A computer precisely runs through the instructions.

2.6 iteration Doing the same thing more than once.

2.7 selection Making choices.

2.8 sequence Running instructions in order.

2.9 variable

Data being stored by the computer.

2. Key Words

2.1 abstraction Identify the important aspects to start with.

2.2 algorithm Precise sequence of instructions.

2.3 computational thinking Solving problems with or without a computer.

2.4 blocks Scratch bricks that we can use to code algorithms.

2.5 execute A computer precisely runs through the instructions.

2.6 iteration Doing the same thing more than once.

2.7 selection Making choices.

2.8 sequence Running instructions in order.

2.9 variable

Data being stored by the computer.

Books in the library

1. Word Classes

1.1 noun

1.2 proper noun

1.3 abstract noun

1.4 concrete noun

1.5 verb

1.6 adjective

1.7 comparative adjective

A name, place or thing.

A noun used to indicate a particular name (Jane, Wednesday) or place (Winchester). Proper nouns should have a capital letter.

A noun that refers to a non-physical thing such as a feeling, idea or concept e.g. freedom, happiness, honesty.

A noun that refers to a physical thing e.g. pen, table.

A word indicating an action.

A word which describes a noun or pronoun.

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.

2. Literary Terminology

2.1 simile

2.2 metaphor

2.3 extended metaphor

2.4 alliteration

2.5 sibilance

2.6 personification

2.7 onomatopoeia

1.8 superlative adjective

1.9 adverb

1.10 prefix

1.11 suffix

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.

A word which can describe an action or modifies a verb, adjective or another adverb. e.g. He accidentally dropped the ball.

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.

2.8 pathetic fallacy

2.9 symbolism

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.

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.

Metaphor or group of metaphors that continue throughout a text.

The repetition of the same letter or sound a the beginning of words next to or close to each other.

The repetition of the “s” sound at the beginning of words next to or close to each other.

Applying human characteristics to non-human things eg; animals, objects, nature.

A word which means the sound it makes, e.g. “crash”, “buzz”, “zoom”

Using nature and weather conditions to develop or establish a mood or tone, e.g. dark, rainy night.

Using symbolic images and indirect suggestion to express mystical ideas, emotions, and states of mind, e.g. butterflies

2.10 perspective

2.11 juxtaposition

A particular attitude towards or way of regarding something: a point of view.

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.

3.1 Possessive apostrophes: An apostrophe can be used to show that one thing belongs to (or is connected to) something. This is called a possessive apostrophe

Singular possession - when something belongs to only one person/thing.

Example: The cat's tail was fluffy.

Cat is a singular noun so you need to add an apostrophe and 's' to show that the tail belongs to the cat.

Example: Charles' cat was naughty.

Charles is a singular noun that ends in an 's', so you only need to add an apostrophe to show that the cat belongs to Charles.

Plural possession - when something belongs to more than one person/thing.

Example: The brothers' feet were muddy.

Brothers is a plural noun that ends in an 's', so you don't add another 's' after your apostrophe. You can just add an apostrophe to show the feet belong to the brothers.

Example: The children's toys were broken.

Children is a plural noun but it doesn't end with an 's' so you need to add an apostrophe and 's' to show that the toys belong to the children.

4. Grammar

4.1 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:

3.2 Apostrophes for contractions:

You can use apostrophes to show that you have omitted (left out) some letters when you are joining words together.

Example: You can join the words ‘you’ and ‘are’ together You + are = you’re.

The apostrophe takes the place of the removed letters. In this example, the letter 'a’.

Sometimes, you will need to rearrange the letters a bit when you contract the words.

Example: Will + not = won’t.

Using contractions like these makes your writing more informal.

3.3 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.

4.2 Would have/would of

• 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

4.3 Capital Letters

• 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’.

3. 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 friend. 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 varied volume and expression. The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.

Phrasing Reads word by word in a monotone voice. Reads in two or three word phrases, not adhering to punctuation, stress and intonation.

Reads with a mixture of run-ons, mid sentence pauses for breath and some choppiness. There is reasonable stress and intonation.

Reads with good phrasing, adhering to punctuation, stress and intonation.

5. Sentence stems for discussion prompts

5.1 “I would like to build on …’s point…”

5.2 “I would like to challenge this because…”

5.3 “I think we also need to consider…”

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

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

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

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

5.8 “Can you expand upon your point?”

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

5.10 “I agree with… because…”

Smoothness Frequently hesitates while reading, sounds out words, and repeats words or phrases. Reads with extended pauses or hesitations. The reading has many “rough spots”. Reads with occasional breaks in rhythm. The reader has difficulty with specific words and/or sentence structures. Reads smoothly with some breaks, but self correct with difficult words and/or sentence structures.

Pace Reads slowly and laboriously. Reads moderately slowly.

Reads fast and slow throughout reading. Reads at a conversational pace throughout the reading.

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

The pupil includes references to the poets’ backgrounds which enhances their understanding and analysis of the poems.

Use of comparative connectives indicates where the pupil is comparing how the theme within the question is presented in both poems.

Writing a topic sentence

Introducing evidence

Model example

Compare the ways poets suggest that belonging to a particular culture or cultures is important in ‘Presents from my Aunts in Pakistan’ and ‘Hurricane hits England’. Both poems explore the importance of identity and belonging; they address a variety of viewpoints and they all have what it means to ‘belong’ at their core.

In ‘Presents from my Aunts’, Alvi is writing about her lack of belonging and her feeling that she has no real identity. The reason for this she gives is that she came to England as a child and despite spending most of her life in this country, she does not feel at home here. Whatever she does, she still feels “alien” and far removed from British culture. Similarly, as she has no real recollection of living in Pakistan, she has no feeling of being part of that country either. She still feels that she has “no fixed nationality”. However, whilst in ‘Hurricane hits England’, Grace Nichols feels the importance of belonging and culture as acutely as Moniza Alvi, whereas Alvi mourns the loss of her identity, Nichols has very much kept hold of hers, and feels desperately sad because she misses it. She explains that the fact that she was without it for ten years only made her longing and homesickness worse.

To Nichols, identity is your reason for being and when she left Guyana to come to England she felt that she had totally lost it, and that without it she did not exist. She spent ten years feeling desperately homesick. Nichols begins the poem addressing herself as “she”. The use of the impersonal pronoun reveals her lack of belonging, it is as if she does not exist. Furthermore, this reiterates sentiments presented in Alvi’s poem; without knowing what your identity is, you are nothing.

Accurate and correct use of literary terminology.

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

The end sentence refers back to the topic sentence. It begins with a connective to explain the writer’s intentions and concludes the pupil’s point.

Use words and phrases from the question or task to write your topic sentence. Remember to write using full sentences.

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

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 symbolises evokes reiterates

Extending and justifying points because but so furthermore consequently in addition

The writer’s intention: criticises, challenges, undermines, satirises, condemns, exaggerates

Making comparisons both, also, similarly, equally, likewise, however, alternatively, whereas

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

Poems Poets

6.1 Limbo

Edward Kamau Brathwaite: A Caribbean poet and scholar.

6.2 Nothing's Changed Tatamkhulu Afrika: Ismail Joubert, commonly known as Tatamkhulu Afrika, which is Xhosa for Grandfather Africa, was a South African poet and writer.

6.3 Island Man

6.4 Blessing

Grace Nichols: A Guyanese poet who moved to Britain in 1977, before which she worked as a teacher and journalist.

Imtiaz Dharker: A Pakistan-born British poet, artist and video film maker.

6.5 Two Scavengers in a Truck Lawrence Ferlinghetti: An American poet, painter, social activist.

6.6 Night of the Scorpion Nissim Ezekiel: An Indian Jewish poet, actor, playwright, editor and art critic.

6.7 Vultures

6.8 Half-Caste

Chinua Achebe: A Nigerian novelist, poet, and critic.

John Agard: An Afro-Guyanese playwright, poet and children's writer, now living in Britain. Context

7.1 slave ships Ships used during transatlantic slave trade. 7.2 apartheid Policy or system of segregation or discrimination on grounds of race.

7.3 District Six A former inner-city residential area in Cape Town, South Africa.

7.4 Caribbean

The Caribbean is a region of the Americas that consists of the Caribbean Sea, its islands and the surrounding coasts.

7.5 India A country in South Asia. It is the seventh largest country by area, the second-most populous country.

7.6 San Francisco A city in the State of California in the United States of America.

similarly / likewise / as well as equally / in the same way also / both / in comparison / while in contrast / whereas / however / on the other hand / alternatively / but

Pablo

common evergreen shrub or small tree.

Haute Cuisine A French term that literally translates as “high cooking”. It is characterised by the meticulous preparation and careful presentation of food at a high price. 8.5 bunny chow A fast food dish consisting of a hollowed-out loaf of white bread filled with curry.

8.3 Quasimodo A fictional character from the novel The Hunchback of Notre-Dame by Victor Hugo. He was born with a hunchback and feared by the towns people as a sort of monster.

Comparative Connective Table

8. Additional Information

8.1 Picasso

Picasso was Spanish and known as the most dominant and influential artist of the 1st half of the 20th century.

8.4 Port Jackson Trees A

8.2

9. Authors and texts studied

9.1 Charles Dickens (1812-1870) Born in Portsmouth and lived in London. His father went to prison when he was 10 and had to work in a shoe blacking factory which inspired a lot of his work.

9.2 George Eliot (1819-1880) Born in Warwickshire but moved to Coventry in later life. Wrote under a pseudonym as her real name was Mary Ann Evans.

9.3 Thomas Hardy (1840-1928). Born and lived in Dorset. Many of his books are set along the south west coast under the fictional title ‘Wessex’.

9.4 Jane Austen (1775-1819) Born in Basingstoke and lived in Alton and Winchester. Wrote romantic fiction about the gentry (well born families) and incorporated realism into her work.

9.5 Charlotte Bronte (1816-1855) Born and lived in Yorkshire. Wrote under the pseudonym Currer Bell.

9.6 Emily Bronte (1818-1848) Born and lived in Yorkshire. Wrote under the pseudonym Ellis Bell.

9.7 Robert Louis Stevenson (1850-1894) Born and lived in Edinburgh until later life when he moved to Samoa, an island in the Pacific.

10. Themes

10.1 motherless children Between 1 and 5 children died before their 5th birthday. 50% of deaths were due to infection.

10.2 women Until the 1882 Marriage Property Act, upon marriage, everything a woman owned would be passed to her husband, including their children.

10.3 education Children of wealthy families tended to be educated at home by a governess.

10.4 1834 Poor Laws The Poor Law ensured that the poor were housed in workhouses, clothed and fed.

11. Vocabulary

11.1 pseudonym (noun) A fictious name, often used by a writer.

11.2 countenance (noun) Appearance, especially the look or expression of the face.

11.3 benevolent (adj.) Expressing goodwill or kindly feelings.

11.4 lamentable (adj.) Unfortunate, regretable circumstances or event

11.5 lamentable (adj.) Unfortunate, regretable circumstances or event

12.1 Industrial Revolution A rapid major change in an economy marked by the general introduction of power-driven machinery or by an important change in the usual types and methods of use of such machines.

12.2 The Workhouses Workhouses were where poor people who had no job or home lived. They earned their keep by doing jobs in the workhouse. Also in t he workhouses were orphans (children without parents) and abandoned children, the physically and mentally sick, the disabled, the elderly and unmarried mothers.

12.3 Darwin's Theory of Evolution Charles Darwin was a British naturalist who proposed the theory of biological evolution by natural selection. Darwin defined evolution as "descent with modification“, the idea that species change over time, give rise to new species, and share a common ancestor.

12.4 Penny Dreadful Shilling Shocker A short novel characterised by sensational or criminal incidents and shocking writing, especially popular in late Victorian England and originally costing one shilling.

12.5 Jack the Ripper Jack the Ripper was an English serial killer. Between August and November 1888, he murdered at least five women - all prostitutes - in or near the Whitechapel district of London's East End. Jack the Ripper was never identified or arrested.

12. Context

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.

Uses analytical verbs “reiterated” and “evokes” to indicate that deeper thought is happening as the pupil explores the quotation in relation to the conditions of the workhouse.

The pupil includes one sentence which demonstrates their contextual knowledge of the workhouses.

Critical Writing: Some useful sentence starters

Writing a topic sentence

Introducing evidence

Model example

Refer to the extract from ‘Oliver Twist’ by Charles Dickens. What impression does Dickens create of the conditions in the workhouse?

Conditions in the workhouses for children were bleak. Oliver and his companions were often hungry and “suffered the tortures of slow starvation” which is reiterated by the fact that the “the bowls never wanted washing”. The sibilant line evokes the slow, creeping sensation of hunger and exaggerates the suffering these boys endured.

Here, Dickens seems to condemn and criticise the workhouses for the poor care and treatment given to these often abandoned children because they were forced to work long days and complete labourious and arduous physical labour. Overall, Dickens seemingly wanted to provide a voice for these unheard orphans and how bleak their experiences were.

The end sentence refers back to the topic sentence. It begins with a connective to explain the writer’s intentions and concludes the pupil’s point.

Accurate and correct use of literary terminology.

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

The pupil uses phrasing such as “condemn” and “criticise” to show they are exploring the writer’s viewpoint and stance on the topic. There is evidence here of authorial intent.

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 symbolises evokes reiterates

Extending and justifying points because but so furthermore consequently in addition

Writing an end sentence

The writer’s intention: criticises, challenges, undermines, satirises, condemns, exaggerates

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.

13. Characters

13.1 Othello The protagonist and tragic hero. The general of the armies of Venice. He is married to Desdemona. Othello is an eloquent and physically powerful figure, respected by most of those around him.

13.2 Desdemona Othello’s wife. The daughter of the Venetian senator Brabantio. Desdemona and Othello are secretly married before the play begins.

13.3 Iago

The antagonist. He works for Othello and wants to lead Othello to his downfall because Othello didn’t promote him. He is a manipulative and destructive character.

13.4 Roderigo A jealous suiter of Desdemona. Young, rich, and foolish, Roderigo is convinced that if he gives Iago all his money, Iago will help him win Desdemona’s hand.

13.5 Brabantio Desdemona’s father. A rich and important Venetian politician. Accuses Othello of ‘stealing’ his daughter at the start of the play.

13.6 Emilia Iago’s wife and Desdemona’s attendant. A cynical, worldly woman, she is deeply attached to her mistress and distrustful of her husband.

13.7 Cassio Othello’s lieutenant. Cassio is a young and inexperienced soldier, whose high position is much resented by Iago. Iago uses Cassio’s youth, good looks, and friendship with Desdemona to play on Othello’s insecurities about Desdemona’s fidelity.

13.8 Bianca A prostitute who is deeply infatuated with Cassio.

14. Context

14.1 Elizabethan or Jacobean England Shakespeare wrote his plays during the reign of Queen Elizabeth I and after her death, King James I. We call these time periods the Elizabethan(1558-1603) and Jacobean(1603-1625) eras. Othello was written in 1604.

14.2 Prejudice Racism and sexism were prevalent in Shakespearean England. Africans were seen as strange, exotic and enemies of Christianity who practiced witchcraft and voodoo. They were viewed with suspicion and hostility by the English; almost seen as an ‘unknown’.

14.3 Warfare

Othello is set against the backdrop of the wars between Venice and Turkey that raged in the latter part of the sixteenth century. Cyprus, which is the setting for most of the action, was a Venetian outpost attacked by the Turks in 1570 and conquered the following year.

15. Techniques

15.1 soliloquy Lines spoken by a character that only the audience can hear.

15.2 stage directions Instructions that guide the actors how to move/speak. These are normally in [square brackets].

15.3 metaphor

15.4 aside

15.5 iambic pentameter

Describing/comparing something to something else - "Beware the green-eyed monster".

A short comment by a character that is not intended to be heard by other characters.

A rhythm used in poetry and Shakespeare which consists of 10 syllables per line, with each line following the pattern of unstressed syllable followed by stressed syllable.

15.6 prose Ordinary written English.

15.7 blank verse Unrhymed iambic pentameter that closely resembles spoken English.

15.8 dramatic irony

16. Vocabulary

16.1 Moor

A device that enables the audience to know more than some of the characters.

The ‘Moors’ were Muslim people who lived in Northern Africa. These people had mixed heritage. The term Moor was often used broadly to refer to any person who was not white.

16.2 cuckold Noun – a man whose wife has had an affair.

Verb – to have one's partner be unfaithful'.

16.3 duplicitous

Deceitful, pretending to have feelings that actions contradict. Iago is a duplicitous character as he lies to various characters.

16.4 Machiavellian Cunning, scheming and devious. Iago is a Machiavellian character.

16.5 patriarchal Male controlled and dominated. A patriarchal society may involve women appearing inferior to men.

16.6 archetypal Very typical of a certain kind of person or thing. Othello was an archetypal soldier at the start of the play.

16.7 antagonist A person who opposes someone, usually the protagonist in a book or a play. Iago is the antagonist in Othello.

16.8 hamartia A character’s fatal flaw which leads to their downfall

17. Texts and writers

17.1 Dulce et Decorum est Wilfred Owen: An English poet and soldier. He was one of the leading poets of the First World War.

Regeneration Pat Barker: An English writer and novelist. Her work centres on themes of memory, trauma, survival and recovery. 17.3 Charlotte Gray Sebastian Faulkes: A British novelist, journalist and broadcaster. He is best known for his historical novels set in France. 17.4 The Things They Carried Tim O'Brien: An American novelist. 17.5 What Were They Like? Denise Levertov: A famous British-born American poet. 17.6 Lament for Syria Amineh Abou Kerech: Syrian refugee and poet, left her wartorn country at the age of seven. 17.7 The Right Word Imtiaz Dharker: Pakistan-born British poet, artist, and video film maker.

18. Vocabulary

18.1 fatigue Extreme tiredness resulting from mental or physical exertion or illness.

18.2 bombardment A continuous attack with bombs, shells, or other missiles.

18.3 lament A passionate expression of grief or sorrow.

18.4 catastrophe An event causing great and usually sudden damage or suffering; a disaster.

18.5 resurgence An increase or revival after a period of little activity, popularity, or occurrence.

18.6 gratitude The quality of being thankful; readiness to show appreciation for and to return kindness.

18.7 regret The emotion of wishing one had made a different decision in the past.

Vietnam A Southeast Asian country, the capital is Hanoi. 19.2 Northern Ireland A part of the United Kingdom that is in the northeast of the island of Ireland.

19.3 Syria A country located on the east coast of the Mediterranean Sea in southwestern Asia.

19.4 India Officially named the Republic of India; a country in South Asia.

19.5 The Arctic The Arctic is a polar region located at the northernmost part of Earth.

19.6 Soviet Union A Communist state that spanned much of Eurasia from 1922 to 1991.

20.1 mustard gas Sulphur mustard is a type of chemical warfare agent that was first used during the first World War.

20.2 Luftwaffe Component of the German armed forces tasked with the air defense of Germany.

20.3 paddy fields A flooded field of arable land used for growing semiaquatic crops, most notably rice.

20.4 guerrilla warfare A form of irregular warfare in which small groups of combatants, fight a larger and less-mobile traditional military.

19.1

20. Extra

Using simile to present the weather as an antagonistic force.

Using repetition to present the tiresome nature of the job.

Use of metaphor to exaggerate the pain of the situation the speaker is in.

Use of fragment sentences to present a straightforward emotion or feeling to a situation.

21. Upgrade your sentences

Model example

Like a banshee across the endless white expanse, the wind howled, a symphony of frosted teeth gnashing at my exposed skin. I pulled my hood lower, the thin wool offering scant protection against the Arctic bite. My breath came out in ragged gasps, each one a tiny white prayer flag whipping away in the gale. Eight hours. Eight, godforsaken, hours slogging through this frozen wasteland, my feet numb blocks encased in heavy boots. But the gnawing in my gut wasn't just hunger. It was anticipation, a cold, metallic thrill that pulsed through my veins alongside the icy wind. They were out here. Somewhere, beneath the bruised purple twilight bleeding into the horizon, the enemy were huddled. Fools for underestimating the cold, for thinking they could hide in this desolate expanse. They'd underestimated me too. They probably pictured a scared rookie, shivering in his parka. Wrong. The cold didn't scare me. It invigorated me. It sharpened my senses, honed my instincts to a razor's edge. They'd hear me coming alright. Not the crunch of boots, no. They'd hear this howling wind, carrying a new melody - the song of a hunter closing in for the kill.

21.1 Simile starter Like rubies glistening in a cave, the strawberries waited to be picked.

21.2 Double adjective start Bright and vibrant, the strawberries waited to be picked.

21.3 Triple noun/ adjective colon Fresh, sweet and delicious: the strawberries waited to be picked.

21.4 Not only but also Not only were the the strawberries waiting to be picked but they also looked tantalising.

21.5 So, so So vibrant, so tempting, the strawberries waited to be picked.

21.6 Adverb comma Tantalisingly, the strawberries waited to be picked.

21.7 Verb beginning Beckoning, the strawberries waited to be picked.

Use of adjectives to build an image of the surrounding.

Use of words like "metallic" and "honed" reflect the soldier's feelings towards the upcoming conflict or how he subconsciously views himself.

Use of words like "bruised" and "bleeding" to describe the surroundings could be used to foreshadow later events.

The use of the word "sog" to show his final feelings about the job to come.

22. Sensory Description

22.1 Visual words bruised bleeding azure

22.2 Auditory words howled symphony gasps

22.3 Words linked to taste and smell odour stench acrid

22.4 Tactile words (linked to feel and texture) gnawing gnashing soothing

A study of social media with a focus on non-fiction writing

23. Tone (For non-fiction writing)

23.1 sarcastic (sarcasm) The use of words that mean the opposite of what you really want to say. Used to insult someone, or to show irritation, or just to be funny.

232 cynical (cynicism) A critical tone with an intention to question morals and ethics of somebody or something.

23.3 satirical (satire) The use of humour and sarcasm to criticise and ridicule someone or something. Often used in political pieces.

23.4 emotional Writing created to evoke an emotional response from a reader, perhaps aiming to shape their opinion or make them want to act upon their feelings.

23.5 aggressive A hostile style of writing, used to heavily criticise someone or something that the writer disagrees with.

23.6 comedic A humorous piece of writing, perhaps without the more serious underlying message of a satirical piece. Light-hearted.

23.7 motivational Writing designed to inspire an action from the reader.

23.8 cathartic Written to vent feelings. To 'get something off the writer's chest'.

25. Types of Media Outlet

25.1 newspaper A printed publication covering major events.

25.2 website An online source for news and information.

25.3 blog A regularly updated website, usually run by an individual, written in a conversational style.

25.4 vlog Like a blog but using video rather than written text. Became hugely popular with the success of YouTube.

25.5 online forum A social media site with a discussion-based structure, e.g; Reddit. Can be public or private.

24. Vocabulary

24.1 media The main means of mass communication (broadcasting, publishing, and the internet) regarded collectively.

24.2 data Facts and statistics collected for reference or analysis. This now includes our personal data charting our online usage.

24.3 user An individual who uses a service; in this case an online site or application.

24.4 clickbait Content posted online with the purpose of generating 'clicks' and attention. Often misleading or purposefully controversial.

24.5 influencer A person with the ability to influence potential buyers of a product or service by promoting or recommending the items on social media.

24.6 trend/trending A popular and widely discussed topic or video. On YouTube, for example, if a video is trending, it appears on the home page. Trending will result in a large increase in views and interactions.

26. Stretch your vocabulary

26.1 algorithm (In social media) a set of rules and signals that automatically ranks content on a social platform based on how likely each individual user is to view and interact with it.

26.2 phishing The fraudulent practice of sending emails or other messages, purporting to be from genuine companies.

26.3 echo chamber An environment where a person only encounters information or views that mirror and reinforce their own.

26.4 confirmation bias The tendency to process information by only looking for, or interpreting, information that is consistent with one's existing beliefs.

26.5 editorial A newspaper article expressing the editor's opinion on a topical issue.

26.6 objectivity Presenting a neutral perspective. Unbiased information.

26.7 subjectivity The quality of being based on or influenced by personal feelings.

Anecdote to build ethos and credibility with the audience.

Use of a humorous tone to build a relationship with the audience.

Use of appropriate colloquialism to create a "friendly" tone.

Use of fragment sentences to build a sense of foreboding.

27.1 consequently

Model example

I overheard some pupils the other day talking in endless in what felt like code. How this person was "sus", how some had to "hold on a sec" while they "yeeted" their rubbish in the bin, how their new English teacher failed the "vibe check". It all made me feel old and terrified for the future. This whole new language being created by the brain bludgeoning impact of social media.

This bleak exchange is just the tip of the iceberg. Constant short videos gradually rotting the brains of today's youth, so they walk slump shoulder around staring at their small black boxes. I wouldn't even be surprised if the grunted exchanges they have with adults turned into murmuring "brains" and trying to attack slow walkers and the elderly. I'd call this bleak existence a nightmare but it's worse. It's real.

Introducing something that has happened because of the previously mentioned point.

27.2 conversely Introducing an idea that juxtaposes or opposes the previous point.

27.3 furthermore To build and add weight to the point you are making.

27.4 however Introducing an idea that contrasts one previously made.

27.5 Nevertheless/ nonetheless Despite an opposing point, an argument remains valid.

Use of the word "bludgeoning" exaggerate the extent of the damage social media does to the brain.

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

The pupil uses phrasing such as “rotting” and “grunting” to create a semantic field of devolution.

Use of alliteration to build a clear sense of the impact that the situation is having on young people.

27. Discourse Markers

Adaptations to Watch:

Books to read:

Books to read:

Films to watch:

Books to read:

Films to watch:

Autumn Term 2: 19th Century Literature

Autumn Term 1: Poetry From Around the World

Spring Term: Othello

Summer Term 2: Opinion Writing for the Spoken Language

Summer Term 1: Conflict

Knowledge Base: Food Technology Making Choices

2. Religion and food choice

Movement

3. Where food comes from

3.1 food provenance Where foods have been grown, reared or caught.

3.2 intensive farming Farming that produces a high yield.

3.3 organic farming Natural farming method that uses natural pesticides and fertilisers. Chemicals are avoided.

3.4 free-range farming A natural farming methods where animals have freedom to roam.

4. Sustainable diets

4.1 food seasonality The season in which foods are harvested.

4.2 food miles The distance that foods have travelled from their origin to your plate.

4.3 vegetarian diet A diet that excludes meat or fish.

4.4 vegan diet A diet that excludes meat, fish and all animal products.

4.5 pescetarian diet A diet that excludes meat, but includes fish.

5. What Is taste?

Taste influences the food that we choose to eat. Taste is detected by the taste buds on the tongue which recognise five different tastes – sweet, sour, bitter, salty or umami (savoury).

6. Taste testing

6.1 sweet Sweets, honey, golden syrup.

6.2 salty Crisps, anchovies, bacon.

6.3 bitter Coffee, cocoa powder, green tea.

6.4 sour Citrus fruit, rhubarb, gooseberries.

6.5 umami Meat, gravy, mushrooms.

1. Factors affecting food choice

7. Essential components of food packaging

7.1 name of product Must be accurate and clear on packaging.

7.2 manufacturer’s contact details For enquiries or complaints.

7.3 description of the product Simple explanation of what the product is.

7.4 weight Accurate weight in grams or kilograms.

7.5 ingredients list Listed in descending order. Allergens in bold

7.6 cooking instructions How to cook the food.

7.7 shelf life Use-by or best-before dates.

7.8 storage instructions How to store the food safely.

7.9 place of origin Where the food was grown, reared or caught.

7.10 allergens and intolerances Labelled clearly in bold in ingredients list.

7.11 back of pack nutrition label Energy (kcal/kJ), fat (g), saturates (g), carbohydrates (g), sugars (g), protein (g) and salt (g) must be listed per 100g/ml.

9. Practical skills

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

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

9.3 knead To massage and push a dough to stretch and develop the gluten.

9.4 reduction sauce A sauce that uses boiling and simmering to thicken it.

9.5 preserving Using a method of cooking to extend the shelf life of a food e.g. making jam, curing and dehydrating.

9.6 making a roux sauce

A white sauce (Béchamel) made with flour, butter and milk. The starch thickens the sauce.

8. Food science

8.1 dextrinisation The browning of starch in the presence of dry heat.

8.2 raising agent Something that makes a mixture rise. They can be biological, chemical or mechanical.

8.3 gelatinisation When starch molecules swell in the presence of heat. This thickens a liquid.

8.4 pectin The natural setting agent in fruit.

10. Nutrition requirements of teenagers

What are their special dietary and energy needs? Which nutrients should they have more of?

Follow the Eatwell Guide Protein Calcium and vitamin D Iron and vitamin C Teenagers have growth spurts and are very active, so high energy needs.

Increased appetite means increased portion sizes are needed.

Stretch your vocabulary

a.1 commodity A type of food group.

a.2 saturated fat Usually from animal sources: can be harmful to health.

a.3 Non-starch Polysaccharide (NSP)

A complex sugar found in the cell walls of plants. Helps to aid digestion.

a.4 convection Heat travels through air or water.

a.5 Basal Metabolic Rate (BMR) The rate at which a person uses energy when resting.

Nutrients is a nutrition software available to use on school computers.

You can design nutrition labels and cost out your dishes.

Books to read:

Stretch your vocabulary

a.1 commodity

a.2 saturated fat

a.3 Non-starch Polysaccharide (NSP)

a.4 convection

a.5 Basal Metabolic Rate (BMR)

A type of food group.

Usually from animal sources: can be harmful to health.

A complex sugar found in the cell walls of plants. Helps to aid digestion.

Heat travels through air or water.

The rate at which a person uses energy when resting.

1. Social media / Les réseaux sociaux

Je vais sur ma page perso I go on my home page

Je lis mes messages I read my messages

Je poste des messages I post messages

Je modifie mes préférences I update my likes

J’invite mes copains I invite my friends

Je fais des quiz I do games

Je joue à des jeux I play games

Je regarde des photos I look at photos

Je commente des photos I leave comments on photos

Je passe des heures… I spend hours…

On organise des sorties We arrange to go out

On partage des photos We share photos

On s’envoie des liens vers des vidéos We send each other video links

4. When?

ce matin/ce soir this morning/evening

cet après-midi this afternoon

demain matin tomorrow morning

samedi après midi Saturday afternoon

dimanche soir Sunday evening

hier yesterday

samedi dernier last Saturday

le weekend dernier last weekend

l’année dernière last year

2. Adjectives

arrogant(e) arrogant

beau/belle

good-looking/beautiful

charmant(e) charming

drôle funny

égoïste selfish

généreux/généreuse generous

gentil(le) kind

jaloux/jalouse jealous

joli(e) pretty

lunatique moody pénible a pain timide shy

5. Going out

Je suis sorti(e) I went out

Je suis allé(e) I went

J’ai bavardé I chatted

J’ai bu I drank

J’ai fait les magasins I went shopping

J’ai mangé I ate

J’ai regardé I watched

J’ai bien rigolé I had a real laugh

Je suis resté(e) I stayed

3. Invitations

Je vais/On va... I’m going/we’re going to...

aller au cinéma go to the cinema

aller à la patinoire/à une fête go to the ice rink/to a party

faire les magasins go shopping faire un piquenique have a picnic

Tu viens avec moi/nous? Are you coming with me/us?

Tu veux m’/nous accompagner? Do you want to come with me/us?

Ça t’intéresse? Are you interested?

On se retrouve où/à quelle heure? Where/when shall we meet?

Chez moi/toi At my/your house

Il y a une séance... There’s a showing at À plus See you later

À demain/samedi See you tomorrow/on Saturday

6. How did it go?

C’était… It was… cool/génial cool/geat intéressant interesting marrant funny romantique romantic sympa nice affreux terrible bizarre weird ennuyeux boring horrible horrible nul rubbish un désastre a disaster

7. High Frequency Words

très very assez quite un peu a little trop too carrément completely vraiment really avec with normalement normally en général in general d’habitude usually de temps en temps from time to time quelquefois sometimes souvent often tous les jours every day tous les weekends every weekend tout le temps all the time une fois/deux fois once/twice par jour/semaine/ mois a day/week/month

8. High Frequency Words normalement normally en général in general d’habitude usually de temps en temps from time to time quelquefois sometimes souvent often tous les jours every day tous les weekends every weekend tout le temps all the time une fois/deux fois once/twice par jour/semaine/ mois a day/week/month

1. Parts of the body

la bouche the mouth

le bras the arm le corps the body

le dos the back

l’épaule the shoulder les fesses the buttocks

le front the forehead le genou the knee

la jambe the leg

la main the hand le nez the nose

les oreilles the ears le pied the foot

la tête the head

le visage the face

les yeux the eyes

2. Le sport et le fitness / Sport and fitness

Pour arriver en forme, il faut…

In order to get fit, you must…

avoir un bon programme. have a good schedule.

bien manger. eat well.

bien dormir. sleep well.

être motivé(e). be motivated.

faire du sport tous les jours. do sport every day.

jouer dans une équipe. play in a team.

Tu aimes le sport? Do you like sport?

Le sport… Sport… diminue le stress. decreases stress.

est bon pour le moral. is good for morale.

est important dans la vie. is important in life.

ça me fatigue. it makes me tired.

Il faut apprendre à suivre les règles.

You must learn to follow rules.

À mon avis… In my opinion...

Moi, je trouve ça très ennuyeux de… (+inf)

I find it very boring to…

Je crois fermement que… I firmly believe that…

3. Manger sain / Healthy eating

les boissons gazeuses fizzy drinks

les céréales (fpl) cereals

les chips (fpl) crisps

l’eau (f) water

les fruits (mpl) fruit

les gâteaux (mpl) cakes

les légumes (mpl) vegetables

les légumes secs (mpl) pulses

la nourriture salée salty food

les oeufs (mpl) eggs

le pain bread

le poisson fish

les pommes de terre (fpl) potatoes

les produits laitiers dairy products

le repas meal

le sel salt

les sucreries (fpl) sweets/confectionery

la viande meat

manger équilibré to have a balanced diet

4. Pour être en forme…/ In order to keep fit…

Je ferai du sport. I will do sport.

Je ferai trente minutes d’exercice par jour.

I will do 30 minutes’ exercise a day.

J’irai au collège à vélo et pas en voiture. I will go to school by bike and not by car.

Je jouerai au foot. I will play football.

Je mangerai équilibré. I will eat a balanced diet.

Je marcherai jusqu’au collège. I will walk to school.

Je ne boirai jamais de boissons gazeuses.

Je ne jouerai plus à des jeux vidéo.

Je ne mangerai plus de frites / hamburgers.

I will never drink fizzy drinks.

I won’t play with video games any more.

I will not eat chips/ hamburgers any more.

Je ne prendrai pas le bus. I will not take the bus.

Je prendrai les escaliers. I will take the stairs.

Je prendrai des cours d’arts martiaux. I will take martial-arts classes.

5. Les mots essentiels / High-frequency words alors so / then

au moins at least c’est-à-dire that is to say ce qui veut dire which means chaque each d’abord first de bonne heure early deux fois par semaine twice a week donc so ensuite then finalement finally où where peut-être perhaps pour le futur for the future quand when tous les jours every day oilà!

That’s that! / Here you are! / There you go!

6. The future tense

To talk about the future tense, you can use the:

- near future tense, aller + the infinitive (going to)

- future tense (will…)

À l’avenir, je prendrai les escaliers. In the future, I will take the stairs.

The future tense is formed using the future stem and the appropriate endings.

je mangerai I will eat

tu mangeras you will eat (singular)

il / elle / on mangera he / she / we will eat

nous mangerons we will eat

vous mangerez you will eat (plural)

ils / elles mangeront they will eat avoir, être, aller and faire have irregular future stems, but take the same endings:

j’aurai I will have je serai I will be

j’irai I will go

je ferai I will do

1. Les emplois / Jobs

Qu’est-ce que tu veux faire plus tard? What do you want to do later?

Je veux être… I want to be a …

avocat(e) lawyer

botaniste botanist

chanteur / chanteuse singer

chauffeur de taxi / camion taxi / lorry driver

comptable accountant

diplomate diplomat

directeur / directrice de magasin store manager

footballeur footballer

guide touristique tourist guide

infirmier / infirmière nurse

ingénieur(e) engineer

interprète interpreter

journaliste journalist juge judge

médecin généraliste doctor

pilote pilot

professeur teacher

sociologue sociologist

vétérinaire vet

webdesigner web designer

2. Les opinions / Opinions

C’est mon rêve! It’s my dream!

Ce serait bien. It would be good.

Pas vraiment. Not really.

Ce serait ennuyeux. It would be boring.

Pourquoi pas? Why not?

Tu rigoles! You’re joking!

Ça ne m’intéresse pas du tout. That doesn’t interest me at all.

3. Le monde du travail / The world of work acheter to buy

aimer le contact avec les gens / les autres to like contact with people / others discuter to discuss

rencontrer to meet respecter to respect rigoler to have a laugh (informal) vendre to sell voir to see voyager to travel

4. Le travail / Work le boulot job (informal)

l’emploi (m) job (more formal) le métier job / profession la profession profession un stage training course / work placement un poste post un candidat candidate

créatif / créative creative varié(e) varied

5. L’importance des langues / The importance of languages

C’est un avantage It’s an advantage

C’est essentiel It’s essential

C’est un plus It’s a plus

6. Quand j’étais plus jeune / When I was younger

j’étais I was j’avais I used to have j’aimais I used to like

je faisais I used to do

je jouais I used to play

je regardais I used to watch

je n’aimais pas I didn’t use to like

7. Á l'avenir / In the future

Je quitterai le collège. I will leave school.

Je ferai un apprentissage. I will do an apprenticeship.

Je ferai le tour du monde. I will go round the world.

Je voyagerai. I will travel.

Je travaillerai. I will work.

Je tomberai amoureux / amoureuse de quelqu’un. I will fall in love with someone.

J’habiterai… I will live…

J’aurai une Ferrari. I will have a Ferrari.

Je serai… I will be…

8. Des questions / Questions

Qu’est-ce que tu fais dans la vie?

Est-ce que tu as beaucoup d’expérience?

Quelle est ta journée typique?

What do you do for a living?

Do you have a lot of experience?

What is your typical day like?

Quelles sont tes responsabilités? What are your responsibilities?

Quelles sont les qualitiés ce métier? requises pour What qualities are required for this profession?

Quelles langues parles-tu? Which languages do you speak?

Que feras-tu à l’avenir? What will you do in the future?

9. Être game designer / Being a game designer communiquer to communicate coordonner to coordinate créer to create fonctionner to work / function inventer to invent savoir to know how travailler en équipe to work in a team attentif / attentive attentive frustrant(e) frustrating motivant(e) motivating poli(e) polite rapide quick solide solid stimulant(e) stimulating

Côté formation,… As far as training is concerned, ... pour ma part for my part ma propre boîte my own company

10. Les mots essentiels / Keywords car for comme as lorsque when par contre on the other hand par exemple for example puisque since / as si if surtout especially

1. Les vacances / Holidays

Je vais en vacances… I go on holiday… au bord de la mer to the seaside à la campagne to the countryside à la montagne to the mountains

J’y vais… I go there… avec ma famille with my family

J’y reste… I stay there…

une semaine/quinze jours/ un mois one week/a fortnight/a month

Je pars en colo. I go to a holiday camp.

Je pars en classe de neige. I go on a winter-sports holiday.

On fait du camping. We go camping.

3. Mes rêves / My dreams

Je voudrais…/J’aimerais… I would like to… descendre l’Amazone en canoë. go down the Amazon in a canoe.

essayer des sports extrêmes. try some extreme sports. faire un safari en Afrique. go on a safari in Africa. passer des vacances sur une île déserte. spend the holidays on a desert island.

traverser le Sahara à dos de chameau. cross the Sahara by camel.

visiter tous les parcs d’attractions du monde. visit all the theme parks in the world.

voir des gorilles en liberté. see gorillas in the wild.

2. Les activités de vacance / Holiday activities

Je fais... I do/go.... de l’équitation horse riding de l’escalade climbing des randonnées dans la forêt hiking in the forest

Je vais à la pêche. I go fishing.

Je prends des cours de ski. I have skiing lessons.

J’ai fait un stage (de voile). I did a (sailing) course.

Il n’y a pas grand chose à faire. There’s not much to do.

Je fais… I do/go… du canoë-kayak canoeing du VTT mountain biking du ski nautique water skiing du snowboard snowboarding de la plongée sous-marine scuba diving de la voile sailing de la planche à voile windsurfing

4. Les verbes pronominaux / Reflexive verbs

Je me baigne. I swim.

Je me coiffe. I do my hair.

Je me couche. I go to bed.

Je me douche. I have a shower.

Je me fais bronzer. I sunbathe.

Je me fais piquer. I get stung.

Je m’amuse. I have fun.

Je m’ennuie. I get bored.

5. Les mots essentiels / High-frequency words avec qui? with whom? combien de? how much/how many? que? what?

quel/quelle/quels/quelles which/what? toujours always prochain(e) next qu’est-ce que? what? pourquoi? why? y there

6. Les affaires de vacances / Holiday items un adaptateur an adaptator un chargeur (pour mon mp3) a charger (for my mp3) un chapeau de paille a straw hat un tuba a snorkel un sac à dos a rucksack une bombe anti-insectes an insect-repellent spray une lampe de poche a torch de la crème solaire sun cream du gel coiffant hair gel des lunettes de plongée (fpl) swimming goggles des palmes (fpl) flippers des tongs (fpl) flip-flops plein de bouquins (mpl) loads of books

7. Qu’est-ce que tu as fait? / What did you do?

J’ai…/On a… I…/We…

fait du tir à l’arc. did archery.

fait de la planche à voile. went windsurfing.

fait du trampoline. did trampolining.

fait de la baignade. went swimming.

fait une balade en barque. went on a boat ride.

joué aux boules. played boules.

joué sur des structures gonflables. played on a bouncy castle.

loué un pédalo. hired a pedalo.

8. T’as passé de bonnes vacances? / Did you have a nice holiday?

Pas vraiment. Not really.

C’était un désastre. It was a disaster.

Je suis resté(e) trop longtemps au soleil. I stayed in the sun too long.

J’ai pris un coup de soleil. I got sunburnt.

Il a plu tout le temps. It rained all the time.

L’eau est entrée dans la tente. Water came into the tent.

Je suis tombé(e) à l’eau. I fell in the water.

J’ai été malade. I was ill.

On a tous été malades. We were all ill.

C’est dommage. What a shame.

C’est pas drôle ça. That’s not funny.

1.

Mes droits / My rights

J’ai le droit de/d’… I am allowed to…

aller au MacDo avec mes copains go to McDonald’s with my friends

aller sur des forums go onto forums aller sur Facebook go on Facebook jouer à des jeux vidéo play video games

regarder la télé jusqu’à onze heures du soir watch TV until 11pm

sortir avec mes copains le weekend go out with my friends at the weekend

sortir seul(e) go out by myself

surfer sur Internet une heure par jour surf the net for one hour per day

4. Les réactions / Reactions

Mais ce n’est pas juste! But it’s not fair!

C’est tout à fait normal. That’s quite right. Ce n’est pas du tout normal. That’s not right at all.

C’est fou! That’s crazy!

On te traite comme un enfant! They are treating you like a child.

Mais révolte-toi! Rebel!

Tes parents exagèrent! Your parents are going too far!

2. Les conditions / Conditions

si j’ai aidé à la maison

si j’ai fini mes devoirs

if I have helped around the house

if I have finished my homework

si j’ai mon portable sur moi if I have my phone on me

si je rentre avant dix heures du soir

si je veux

si mes parents savent avec qui je suis

si mes parents savent où je vais

if I get back before 10pm

if I want

if my parents know who I am with

if my parents know where I am going

5. Les mots essentiels / Key words à mon avis in my opinion au lieu de instead of avant tout above all comment how complètement completely être d’accord to agree franchement frankly malheureusement unfortunately malgré in spite of même even plein de loads of pour (+ infin) in order to pourtant however

3. Les expressions avec ‘avoir’ / Expressions with ‘avoir’ avoir le droit de to be allowed to (literally: have the right to) avoir faim to be hungry

avoir soif to be thirsty

avoir froid to be cold avoir chaud to be warm

avoir raison to be right

avoir tort to be wrong

avoir envie de to want to en avoir marre de to be fed up of

6. Faire des achats / Shopping bon marché cheap

cher/chère expensive le commerce équitable fair trade les conditions de travail working conditions écolo green

l’éthique sur l’étiquette ethical labelling l’ouvrier/ouvrière worker le produit product

7. Qu’est-ce qui est important pour toi dans la vie? / What is important for you in life?

Ce qui est important pour moi, c’est… What is important for me is…

Qu’est-ce qui te préoccupe dans la vie? What worries you in life?

Ce qui me préoccupe, c’est… What worries me is…

l’argent (m) money

la cruauté envers les animaux cruelty to animals

l’état de la planète the state of the planet mes études (fpl) my studies

la faim dans le monde hunger in the world l’injustice (f) injustice

la musique music

la pauvreté dans le monde poverty in the word ma santé my health la violence violence le racisme racism

8. Des verbes utiles / Useful verbs acheter to buy

adopter to adopt agir to act

consommer to consume

énerver to get on someone’s nerves exploiter to exploit fabriquer to make faire attention to pay attention devenir membre to become a member participer (à) to take part (in) penser to think protéger to protect respecter to respect

9. Qu’est-ce que c’est pour toi, le bonheur? / What does happiness mean for you?

Qu’est-ce qui te rend heureux/heureuse? What makes you happy?

Ce qui me rend heureux, c’est de/d’(+ infin) What makes me happy is to…

Ce qui me rend heureux, c’est le/la/les (+ noun) What makes me happy is…

Le bonheur, c’est quand… Happiness is when… accro hooked

l’amitié (f) friendship apprécier to appreciate déprimé(e) depressed

10. Les mots essentiels / Key words decédé(e) passed away/deceased oublier to forget rester au lit to stay in bed réussir to succeed se retrouver to meet up se sentir to feel rigoler to have fun (informal)

Knowledge Base: French

1. Present tense

Year 9 | Summer Term 2

Regular (all regular verbs follow this pattern). Irregular verbs (there are more but these you must learn by heart).

Nous

2. Perfect tense

Regular past participles with ‘avoir’. Irregular past participles with ‘avoir’

Jouer (-ER) To play

(-IR) To finish Attendre (-RE) To wait bu (drank) fait (made/did)

écrit (wrote)

Regular past participles with ‘être’ (add ‘e’ if the subject is feminine, add ‘s’ if the subject is masculine plural, add ‘es’ if the subject is feminine plural.

Irregular past participles with ‘être’.

Je/j’ ai joué (played) fini (finished) attendu (waited)

Tu as es

lu (read) pris (took) reçu (received) vu (saw)

Il/Elle/On a est

Nous avons sommes

Vous avez êtes

Ils/Elles ont sont

Same pattern: Arriver, Entrer, Rentrer, Monter, Rester, Tomber

Same pattern: Sortir

To remember which verbs take ‘être’ as the auxiliary you can use the mnemonic: MRS VAN DER TRAMP

Monter, Retourner, Sortir, Venir, Arriver, Naître, Descendre, Entrer, Rentrer, Tomber, Rester, Aller, Mourir, Partir

3. Imperfect tense

Regular – take the ‘nous’ form of the present tense and remove –ons. Then you have your stem (e.g. nous habitons →habit- + imperfect ending).

Jouer (-ER) To play Finir (-IR) To finish Attendre (-RE) To wait

Irregular stem

Je/j’ jouais finissais attendais étais

Tu jouais finissais attendais étais

Il/Elle/On jouait finissait attendait était

Nous jouions finissions attendions étions

Vous jouiez finissiez attendiez étiez

Ils/Elles jouaient finissaient attendaient étaient

5. Future tense

Manger (-ER) To eat Finir (-IR) To finish Apprendre (-RE) To learn

Je/j’ mangerai finirai apprendrai

Tu mangeras finiras apprendras

Il/Elle/On mangera finira apprendra

Nous mangerons finirons apprendrons

Vous mangerez finirez apprendrez

Ils/Elles mangeront finiront apprendront

This is basically the infinitive + the correct ending. It translates as ‘I will…’, You will…’ etc. For –RE verbs you drop the ‘e’ to make the stem.

4. Near future tense

Aller To go + Infinitive

Tu vas

Il/Elle/On va

Nous allons

Je/j’ vais manger aller boire acheter visiter parler to eat to go to drink to buy to visit to talk

Vous allez

Ils/Elles vont

This is the equivalent of ‘I am going to…’ or ‘You are going to…’ etc… in English. It is the most straightforward way of referring to future events.

6. Conditional tense

Manger (-ER) To eat Finir (-IR) To finish Apprendre (-RE) To learn

Je/j’ mangerais finirais apprendrais

Tu mangerais finirais apprendrais

Il/Elle/On mangerait finirait apprendrait

Nous mangerions finirions apprendrions

Vous mangeriez finiriez apprendriez

Ils/Elles mangeraient finiraient apprendraient

This is also the infinitive + the correct ending. It translates as ‘I would…’, You would…’ etc. For –RE verbs you drop the ‘e’ to make the stem.

Knowledge Base: Geography Year 9 |

1. Structure of the Earth and plate boundaries

1.1 crust

1.2 plate

1.3 mantle

1.4 convection currents

1.5 core of the Earth

1.6 destructive boundary

1.7 constructive boundary

1.8 subduction

1.9 conservative boundary

3. Effects (impacts)

3.1 effect

3.2 primary effect

3.3 secondary effect

The outermost layer of the Earth.

A moving section of the earth’s crust.

The dense, mostly solid layer of the earth between the outer core and the crust.

Restless Planet

2. Volcanoes and earthquakes

2.1 composite

The circular currents of heat in the mantle.

A liquid outer and solid inner core at the centre of the Earth composed of iron.

Where two plates are moving towards each other resulting in one plate sinking beneath the other.

Where two plates are moving apart.

When oceanic crust sinks under continental crust at a destructive margin.

Where two plates are sliding alongside each other.

Neither creating nor destroying the crust.

What happens as a result of an event.

The immediate effects of a hazard, caused directly by it.

e.g. Nepal 2015 = 9,000 deaths.

The after effects that occur as an indirect effect of a hazard on a longer timescale. e.g. Nepal 2015 = loss of tourism.

3.4 social Affects how people relate to each other.

3.5 economic Affects how people make money.

3.6 environmental Affects our physical surroundings.

A steep-sided volcano that is made up of a variety of materials, such as lava and ash.

2.2 shield A gentle sloped volcano that is mostly made up of lava.

2.3 super volcano

A massive volcano that erupts at least 1,000km³ of material.

2.4 magnitude The energy released by an earthquake.

2.5 focus

The point in the earth’s crust where the earthquake begins.

2.6 epicentre The point at the earth’s surface directly above the focus.

2.7 Richter scale

2.8 Mercalli scale

2.9 tsunami

4. Responses

4.1 response

4.2 immediate responses

4.3 long term responses

A scale ranging from 0-10 used for measuring earthquakes, based on scientific recordings of the amount of movement.

A means of measuring earthquakes by describing and comparing the damage done.

A special type of wave where an event, often an earthquake, displaces the entire depth of the water above it.

What people do either before, during or after an event to reduce the negative effects.

How people react during a disaster and straight afterwards. e.g. Nepal 2015 = ½ million tents from UNICEF.

Later reactions that happen in the weeks, months and years after the event. e.g. Stricter building codes after Nepal 2015.

5. Managing the risk of living in a tectonic area

5.1 preparing

5.2 protecting

5.3 predicting

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

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

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

6. Eyjafjallajokull (E16) Case Study

6.1 Background E16 is a composite volcano located in Iceland (Eyja meaning island; fjalla meaning mountain; and jokull meaning glacier) The volcano is covered by an ice cap that covers an area of about 100 square.

6.2 When did it erupt?

6.3 primary effects

Between March and May 2010

• 10km high ash plume, containing sulphur, was emitted.

• Glacial meltwater caused the Jökulhaup river to flow at 100x its normal capacity leading to flooding and detroeyd roads and homes

• Homes and roads were damaged

• Crops were destroyed by ash

• European airspace was forced to close due to ash cloud causing airlines to lose around £130m per day.

Stretch your vocabulary

a.1 basaltic lava

a.2 andesitic lava

6.4 secondary effects

6.5 immediate responses

6.6 long term responses

• The ash made Icelandic soil fertile

• Fluoride deposits on grazing land poisoned cattle

• The ash contaminated drinking water supplies.

• Ash caused respiratory illnesses for some locals

• Kenya’s flower industry lost $1.3m a day in lost shipments to Europe.

• Tourism increased - New hotels & visitor attractions built to make the most of tourism

• Texts were sent to locals with a 30 minute warning.

• 500 people evacuated due to the flooding from the melted glacier

• Air exclusion zone created.

• The Icelandic government rebuilt higher river banks to prevent future flooding

a.3 lithosphere

a.4 asthenosphere

Basalt is a rock that is usually found on ocean floors and is formed by erupted runny lava from fissures or shield volcanoes at a constructive plate boundaries.

Andersite is a rock that is usually found on high mountain ranges such as the Andes in South America and is formed by erupted sticky lava from explosive composite volcanoes at destructive plate boundaries.

The rocky outer part of the Earth. It is made up of the brittle crust and the top part of the upper mantle.

The mechanically weak and ductile region of the upper mantle of Earth. It lies below the lithosphere, between approximately 80 and 200 km deep. Books

1. Climate issues

1.1 global commons

1.2 atmosphere

1.3 climate

1.4 climate graph

1.5 climate change

Areas – and their potential economic resources – that lie beyond national jurisdiction: the atmosphere, the high seas, Antarctica, and outer space.

The layer of gases surrounding the Earth’s surface.

The average weather conditions experienced in an area measured over a long period of time.

A graph that shows the mean average temperature and rainfall for each month of the year.

Change to the long term weather patterns around the world.

2. Antarctic, Plastic & Food Miles

2.1 waste hierarchy

2.2 food miles

2.3 Antarctica

2.4 low income country (LIC)

2.5 newly emerging economy (NEE)

Ranks all of the different waste management options into an order of what is best for the environment.

The distance food has travelled to get to your plate.

The large, frozen southern continent surrounded by the Southern Ocean.

A poor country with GNI per capita below $1,035.

A country that has begun to experience high rates of economic development (GNI between $1,036 -$12,776).

1.6 global warming

1.8 the greenhouse effect

1.9 climate conferences

Increases in the world’s temperature caused by human activities that increase the amount of greenhouse gases in the atmosphere.

The trapping of heat within the Earth’s atmosphere by an insulating layer of gases. (Greenhouse gases e.g., CO2.)

Climate Change Conferences advance global climate talks and mobilise action. They look at the impacts of climate change as well as innovation and solutions.

2.6 high income country (HIC)

2.7 poverty

2.8 sustainability

2.9 microplastics

A country with a GNI per capita above $12,775.

Lack of access to basic needs, such as food, shelter, water and education. Extreme poverty is a very high level of poverty.

Meeting our needs today whilst allowing the needs of future generations to be met.

Plastic particles that are too small to be seen with the human eye.

1.10 adaptation

1.11 mitigation

1.12 pollution

1.13 natural resources

Changing our behaviour to live with the consequences of increased temperatures and reduced or increased rainfall.

Taking action to try to stop the human causes of climate change. by reducing CO2 in the atmosphere. E.g. planting trees, carbon capture, international agreements

The introduction of harmful materials into the environment. These harmful materials are called pollutants. They can be natural (e.g. ash) or man made.

Materials that occur naturally and can be extracted or exploited to make money. E.g. coal, oil, wood, minerals, metals

2.10 recycling

1.14 greenhouse gases

Greenhouse gases are gases in the earth's atmosphere that trap heat and cause the greenhouse effect. E.g carbon dioxide, methane.

2.11 design solutions

The action or process of converting waste into reusable material.

The approach to creating products and services that have considered the environmental, social, and economic impacts from the initial phase through to the end of life.

3.

Solutions to plastic waste in the ocean

Advantages

Sea Bin (filtration system- Australia)

• Easy to use technology – small scale

• Easily emptied & plastic can be recycled

Floating Boom (Ocean Clean Up)

• Collects large amounts of plastic in the open ocean

• Depths of 3metres deep

• Reduces disturbance to wildlife

• Waste is recycled into useable objects e.g sunglasses

Edible Seaweed Packaging (Indonesia)

Bottle Banks (Norway)

• Recyclable / edible packaging

• Reduces need for plastic

• Reduces landfill

• Reduces plastic in sea

• People encouraged to return and recycle plastic bottles by paying a deposit for the bottle

• Saves finite resources

4. Is Planet Thanet sustainable?

Advantages

• 500 jobs created in an area of high unemployment

• Bees are used for pollination and natural predators are used as pest control reducing the use of chemical pesticides.

• Reduced imports, reduces air miles which is better for the environment.

• British salad crops can be grown all year round, reducing imports

• The hydroponic system is automated meaning the plants get exactly the right nutrients limiting the fertiliser needed.

Limitations

• Small scale only

• Near shore – so doesn’t collect ocean plastic

• Might fill up quickly

• Does not reduce waste

• Expensive - $35 million

• Does not reduce waste

Books to read:

Things to watch:

• Expensive vs plastic cling film

• Not as durable

• Not widely available

• Not widely available

• Doesn’t completely reduce plastic pollution

• Voluntary for people / companies to get involved with – not compulsory

Stretch your vocabulary

Disadvantages

• Natural habitats have been lost and ecosystems disrupted

• Greenhouses are artificially lit creating light pollution.

• Money generated goes to large investment companies and not the local communities.

• A large area of farmland has been built on

a.1 SWOT Analysis The identification of the strengths and weaknesses, (determined by the internal environment) and opportunities and threats (determined by external factors such as: social, technological, economical, ecological and political).

a.2 supranational Having power or influence that transcends national boundaries or governments.

a.3 troposphere The lowest region of the atmosphere, extending from the earth's surface to a height of about 6–10 km.

1. General terms

1.1 natural resources

1.3 abundance

Materials that occur naturally and can be extracted or exploited to make money.

A lack of a particular resource in any one place and/or at any one time. Scarcity could be a temporary problem.

An over-supply of an energy resource at any one place and/ or at any one time. Might only be a temporary advantage.

1.4 renewable energy

1.5 non-renewable energy

1.6 energy mix

Renewable resources are an energy source that cannot be depleted and are able to supply a continuous source of clean energy. E.g. solar energy.

Non-renewable resources are an energy source that will be depleted and eventually run out. E.g. coal, oil and gas.

The combination of different energy sources used to meet a country's total energy consumption. It's an important part of energy security, and varies from country to country.

3.1 fracking

1.7 energy insecurity

1.8 energy deficit

Energy insecurity occurs when there is an energy deficit, where the amount of energy consumed is greater than the amount of energy produced.

When energy demand exceeds production, there is an energy deficit and the country suffers from energy insecurity. 1.9 energy surplus

If energy supply exceeds demand then a country has an energy surplus and the country has energy security. 1.10 water stress

Occurs when the demand for useable water exceeds the available amount of water for a period of time.

2.1 sustainability Meeting our needs today whilst allowing the needs of future generations to be met.

climate change

Change to the long term weather patterns around the world – there are natural e.g volcanic activity) and human (burning fossil fuels) causes

3.2 geothermal energy

3.3 hydroelectric energy

Fracking, or hydraulic fracturing, is the process of extracting natural gas from shale rock layers deep within the earth. Fracking makes it possible to produce natural gas in shale areas that were once unreachable with conventional technologies.

A type of renewable energy that uses the Earth’s natural heat to heat homes and businesses or generate electricity.

A form of energy that harnesses the power of water in motion—such as water flowing over a waterfall—to generate electricity.

3.4 tidal energy

3.5 solar energy

3.6 wind energy

3.7 wave energy

Is power produced by the surge of ocean waters during the rise and fall of tides. Tidal energy is a renewable source of energy.

Any type of energy generated by the sun. Solar energy can be harnessed directly or indirectly for human use.

Kinetic energy produced by the movement of air, able to be converted to mechanical power.

Waves contain kinetic energy. By using turbines, the kinetic energy of waves can be transferred into electrical energy.

3.8 bio fuels

Any fuel that is derived from biomass—that is, plant or algae material or animal waste. Since such feedstock material can be replenished readily, biofuel is considered to be a source of renewable energy, unlike fossil fuels such as petroleum, coal, and natural gas.

3.9 nuclear fission

Nuclear fission is the splitting of a large atomic nucleus such as uranium into smaller nuclei with the release of energy.

3.10 nuclear fusion

The process where two light nuclei merge to form a single heavier nucleus. This process releases massive amounts of energy, but is not yet technologically or practically viable.

3. Energy sources

2. Environmental issues

2.2

Knowledge Base: Geography Year

1. How does a river shape the landscape?

1.1 erosion The wearing away of rock and soil found and banks.

1.2 transportation How rivers picks up and carries material downstream. 1.3 deposition

This is when a river drops (deposits) carrying –It usually occurs when the and energy is reduced. 2. What are the 4 erosional processes? 2.1 hydraulic action

The force of the river against the banks can cause air to be trapped in cracks and crevices. The pressure weakens the banks and gradually wears it away.

4. What are the characteristics of rivers?

4.1 river course

4.2 source

4.3 mouth

2.2 abrasion

The force of the water in the river carrying stones and other materials grinds the bedload like a piece of sandpaper.

2.3 attrition Rocks being carried by the river smash together and break into smaller, smoother and rounder particles. 2.4 solution Soluble particles are dissolved by weak acids in the water.

solution Minerals are dissolved in the water and carried along in solution (in the water).

suspension Fine light material is carried along in the flow of the water.

3.3 saltation Small pebbles and stones are bounced along the river bed.

3.4 traction Large boulders and rocks are rolled along the river bed.

Books to read:

The path of a river across the surface of the land, usually to the sea. It flows in a channel.

Where the river begins. This is usually in hills or mountains where water collects from natural springs.

Where a river ends and enters another larger body of water e.g. the sea.

4.4 tributaries A freshwater stream that feeds into a larger stream or river.

4.5 confluence The point where a tributary meets the mainstream.

4.6 long profile A way of displaying the slope of a river along its entire course.

4.7 drainage basin

The area of land drained by a major river and its tributaries. All rivers flow from the source (often in the mountains) to the mouth (the sea).

Sudden drop of a river or stream over a vertical or very steep slope - It often forms where the river meets a band of softer rock after flowing over an area of harder rock.

A narrow, steep sided valley, often formed as a waterfall retreats upstream. 5.3 valley

Low lying areas of land between hills or mountains, normally with a river running through them.

5.4 meander A bend in a river.

5.5 oxbow lake

An arc-shaped lake which has been cut off from a meandering river.

Occurs when river volume is larger than the size of the channel and water spills out onto the floodplain and other areas creating flood risk.

5. What typical landforms will I find on a river?

5.1 waterfall

6. How do rivers effect human populations? 6.1 flood

South America Africa North America

1.0 Meine Routine / My routine

Ich wache auf I wake up

Ich stehe (um …) auf I get up (at …)

Ich dusche mich I shower

Ich wasche mich I wash myself

Ich frühstücke I have breakfast

Ich putze mir die Zähne I clean my teeth

Ich ziehe mich an I get dressed

Ich entspanne mich I relax

Ich ziehe mich aus I get undressed

Ich schlafe ein I fall asleep

Ich gehe ins Bett I go to bed

Ich bin (um …) aufgestanden I got up (at …)

Ich habe mich geduscht I showered

Ich habe mich angezogen I got dressed

Ich habe mich entspannt I relaxed

Ich bin ins Bett gegangen I went to bed

Ich bin eingeschlafen I fell asleep

1.2 Meine Schulroutine / My school routine

Ich gehe zur Schule I go to school

Die Schule beginnt um ... School begins at ...

Nach dem Mittagessen After lunch

Nach der Pause After the break

Nach der Schule After school

Ich gehe in die InformatikAG I go to computer club

Ich gehe in die Mensa I go to the canteen

Ich mache meine Hausaufgaben I do my homework zuerst first dann then später later schließlich finally

1.3 Wollen wir…? / Shall we…?

Willst du ...? Do you want to ...?

Wollen wir ...? Shall we ...?

… angeln gehen go fishing

… Backgammon spielen play backgammon

… ein Videospiel machen play a video game

… einkaufen go shopping

… in den Park gehen go to the park

… in die Stadt gehen go to town

… ins Café gehen go to the café

… Skateboard fahren go skateboarding

Es tut mir Leid I am sorry

Leider kann ich nicht Unfortunately I cannot

Ja! Gerne! Yes I’d love to

Das ist schade That’s a shame

Ich habe kein Geld I have no money

Ich muss meine I have to do my Hausaufgaben machen homework

Ich muss mit meinem Hund spazieren gehen. I have to walk the dog

1.4 in + Akkusativ / in + accusative

Ich gehe in den Park (masculine) I go to the park

Ich gehe in die Stadt (feminine) I go to the town

Ich gehe ins Kino (neuter) I go to the cinema

2.0 Familienbeziehungen / Family relationships

Ich komme gut mit meiner Familie aus I get on well with my family

Ich verstehe mich gut mit meiner Mutter I get on well with my mother

Ich habe ein gutes Verhältnis mit meinem Vater I have a good relationship with my father

Ich streite mich oft mit meinem Bruder I often argue with my brother

Ich streite mich nie mit meiner Schwester I never argue with my sister

2.1 Gesund leben / Living healthily

Man muss… You have to…

Man soll… You should…

… aktiv sein be active

... eine Pause machen … take a break

… genug schlafen … sleep enough

… gesund essen … eat healthily

… nachts nicht auf das … not look at your phone

Handy gucken at night

… positiv denken … think positively

… Sport treiben … do sport

… Yoga machen … do yoga

… vielWasser trinken … drink lots of water

… Zeit mit Freunden verbringen … spend time with friends

2.2 Ich helfe zu Hause / I help at home

Ich arbeite im Garten I work in the garden

Ich räume mein Zimmer auf I tidy my room

Ich bügele I iron

Ich decke den Tisch I lay the table

Ich helfe zu Hause I help at home

Ich mache das Bett I make the bed

Ich putze das Badezimmer I clean the bathroom

Ich sauge Staub I vacuum

Ich bereite das Essen vor I prepare food

Ich führe den Hund aus I take the dog out

Ich füttere die Katze I feed the cat

Ich wasche das Auto I wash the car

Ich bringe den Müll raus I take the rubbish out

Ich gehe für meine Familie einkaufen I go shopping for my family

Ich koche I cook

2.3 Warumhilfst du? / Why do you help?

Ich spare für … I am saving for …

Ich kriege Geld dafür I get money for it

Meine Eltern arbeiten My parents work

Mein Vater hat sehr viel zu tun My father has a lot to do

Meine Mutter kommt spät nach Hause My mother gets home late

Ich finde das fair I think that’s fair

Ich finde das unfair I think that’s unfair

2.4 Wie wirst du in der Zukunft helfen? / How will you help in the future?

Ich werde mein Zimmer aufräumen I will tidy my room

Ich werde einkaufen gehen I will go shopping

Ich werde kochen I will cook jedes Wochenende every weekend

öfter more often

1.0 Was trägst du gern? / What do you like to wear?

das Kleidungsstück item of clothing

Welches Kleidungsstück trägst du nie/immer? What item of clothing do you always/never wear?

Ich trage gern... I like wearing...

Ich trage immer/nie... I always/never wear...

das Cap cap

das Hemd shirt

die Hose trousers

die Jeans jeans

die Jacke jacket der Kapuzenpullover hoodie

das Kleid dress der Mantel coat

der Pullover jumper/sweatshirt der Rock skirt

die Stiefel (pl) boots

das T-Shirt T-shirt

die Turnschuhe (pl) trainers

2.0 Wie ist dein Stil? / What’s your style?

Ich trage lieber... I prefer wearing...

Ich trage am liebsten... I like wearing... best.

die Mode fashion

das Accessoire accessory

die Armbanduhr watch

der Hut hat

die Kette chain/necklace

die Krawatte tie

die Ohrringe (pl) earrings

der Ring ring

die Sonnenbrille sunglasses

die Tasche bag

3.0 Adjektive / Adjectives

bunt colourful gestreift striped golden gold groß large kariert checked kurz short lang long alternativ alternative cool cool/trendy furchtbar awful klassisch classic lässig relaxed/casual sportlich sporty

4.0 tragen / to wear

ich trage I wear

du trägst you wear er/sie trägt he/she wears wir tragen we wear ihr tragt you all wear sie tragen they wear

5.0 Adjective endings

6.0 Fragen und Antworten / Questions and Answers

Wie ist dein Modestil? What is your style?

Mein Modestil ist... My style is...

Wie findest du meinen Stil? How do you find my style?

Ich finde deinen Stil... I find your style...

Wie sehe ich aus? How do I look?

Die siehst … aus. You look...

7.0 Wo kaufst du lieber diene Klamotten? / Where would you prefer to buy your clothes?

Wo gehst du am liebsten shoppen?

Where do you most like to go shopping?

Wo kaufst du lieber deine Klamotten? Where do you prefer to buy your clothes? die Klamotten Clothes (colloquial) die Kleidung clothing

Ich gehe am liebsten ... Most of all I like shoppen shopping...

Ich gehe nicht gern... I don't like shopping...

Ich kaufe lieber meine I prefer to buy my Klamotten... clothes...

Meine Eltern kaufen allen My parents buy all my meine Klamotten. clothes. auf den Flohmarkt From the flea market im Einkaufszentrum In a shopping centre im Internet online in Boutiquen In boutiques in Designerläden In designer shops in großen Städten In big cities in kleinen Läden In small shops in Secondhandläden In second hand shops

8.0 Shoppen / Shopping

Die Jacke wird teuer sein. The jacket will be expensive.

Ich möchte zuerst (+ acc)… finden. First I would like to find...

Ich möchte (+acc) … aussuchen. Clothes (colloquial)

Ich suche einen/eine/ein... I'm looking for...

Ich werde einen/eine/ein... suchen. I will look for a...

Ich werde ganz viel Geld für... ausgeben. I will spend a lot of money on...

Das könnte interessant sein. That could be interesting.

Das muss (alternativ) werken. It has to look alternative.

1.0 Das Kino / The cinema

Was für Fernsehsendungen siehst du gern?

What kind of TV programmes do you like? die Dokumentarsendung documentaries der Krimi Crime drama die Nachrichten The news die Reality-TV-Serie Reality TV show die Sportsendung Sports show der Zeichentrickfilm cartoon der Abenteuerfilm Adventure film der Bollywoodfilm Bollywood film der fremdsprachige Film Foreign-language film der Horrorfilm Horror film die romantische Komödie Romantic comedy der Science-Fiction-Film Sci-fi film

1.1 sehen / to watch

ich sehe I watch du siehst you watch

er/sie sieht he/she watches wir sehen we watch ihr seht you all watch sie sehen they watch Sie sehen you (Mr/Mrs) watch

1.1 Das Kino / The cinema

Für mich sind (Horrorfilme) zu... For me, (horror films) are too

blöd stupid

faszinierend fascinating furchtbar awful gruselig scary

interessant interesting kindisch childish kompliziert complicated langweilig boring lustig funny nervig annoying romantisch romantic schrecklich terrible spannend exciting

unrealistisch unrealistic

unterhaltsam entertaining

2.0 Musik liegt in der Luft / There's music in the air

Was für Musik hörst du (nicht) gern? What music do you like to/ not like to listen to?

Wer ist dein Lieblingssänger/deine Lieblingssängerin?

Who is your favourite singer?

Wann/wie/wo hörst du Musik? When/how/where do you listen to music?

Was hast du als letztes gehört? What was the last thing you listened to?

Wann bist du zuletzt auf ein Konzert gegangen? When did you last go to a concert?

die Dance-Musik Dance music der Deutschrap German rap der Hip-Hop Hip hop die klassische Musik Classical music der Pop pop die Rockmusik Rock music der Schlager German pop die Volksmusik terrible spannend exciting unrealistisch unrealistic unterhaltsam entertaining

2.1 Musik liegt in der Luft / There's music in the air

(Hip-hop) hat einen tollen Rhythmus (Hip-hop) has a great rhythm beliebt popular

entspannend relaxing laut loud

lebendig lively, upbeat die Melodie melody, tune melodisch tuneful rhythmisch rhythmic die Texte (pl) the lyrics

5.0 Gefällt dir X? ? Do you like X?

X gefällt mir I like X

Ich mag X I like X

Ich liebe X I love X

Ich hasse X I hate X

Ich kann X nicht leiden I can’t stand X

Ich finde X super I think X is great

Meine Lieblingsgruppe My favourite group

Mein(e) Lieblingssänger(in) My favourite singer (m/f)

3. Sicher im Internet / Safe on the internet

Wie oft benutzt du das Internet? How often do you use the internet

Ich benutze das Internet (zwei Stunden) pro Tag. I use the internet for (two hours) a day.

Ich benutze das Internet nie. I never use the internet.

Was machst du im Internet?

What do you do on the internet?

Computerspiele spielen To play computer games

Klamotten kaufen To buy clothes mit Freunden/der Familie chatten To chat with friends/family

Musik herunterladen To download music

Soziale Medien benutzen To use social media der Vorteil advantage der Nachteil disadvantage

4. Adverbs of frequency immer always

jeden Tag every day jeden Abend every evening oft often manchmal sometimes ab und zu now and then selten rarely nie never

6.0 Wie oft machst du das?/ How often do you do that?

Ich sehe jeden Tag fern I watch TV every day

Ich gehe selten ins Kino I rarely go to the cinema

Ich höre oft Musik I often listen to music

Ich benutze immer mein Handy I always use my mobile phone

Ich kaufe manchmal Kleidung im Internet I sometimes buy clothes online

1.0 Deutsche Orte / German places

Berlin Berlin

Wien Vienna

München Munich

Hannover Hanover

Köln Cologne

Genf Geneva

Ostsee Baltic Sea

Donau Danube

Rhein Rhine

Nürnberg Nuremberg

3.0 Wann? / When?

normalerweise normally jetzt now heute today gestern yesterday letzteWoche last week letztes Wochenende last weekend neulich recently vor drei Jahren three years ago morgen tomorrow nächsteWoche next week in der Zukunft in the future

2.0

Berlin nach 1945 / Berlin after 1945

Die Mauer The wall

Der Mauerfall Fall of the Berlin Wall

Die Alliierten The Allies

Die Luftbrücke Airlift

Der kalter Krieg Cold War

getrennt separated

DDR GDR (East Germany)

BRD FRG (West Germany_

Reichstag German Parliament Building

Der Trabant East German type of car

2.1 Berlin today

Fernsehturm TV Tower

Kurfürstendamm (Ku'damm) Famous Berlin shopping street

KDW (Kaufhaus des Westens) Large and famous department store

Grunewald Large green forest area

Der Brandenburger Tor Brandenburg Gate

Der Tiergarten Very large park, containing a zoo

4.0 Using a range of tenses with appropriate time markers

In German we use four tenses.

Use a time marker when you are switching between tenses to make your writing clear.

Present: Jeden Tag höre ich Musik.

Perfect: Letzes Jahr habe ich eine Bootsfahrt gemacht. Imperfect: Als ich jünger war, spielte ich Klavier.

Future: Nächstes Jahr werde ich auf ein Konzert gehen.

Knowledge Base: German

5.0 Word Order

1.1 Put verbs second and/or last:

eg. Ich spiele jeden Tag Tennis. Ich habe jeden Tag Tennis gespielt OR Jeden Tag spiele ich Tennis. Jeden Tag habe ich Tennis gespielt

Form the verb in second position according to who the sentence is about.

1.2 Time, Manner, Place:

Put the “when” at the beginning, the “where” at the end and anything else in between.

It doesn’t matter if there are only two of these details, the rule is the same.

eg. Am Montag fahre ich mit dem Bus in die Stadt. Ich fahre mit dem Bus in die Stadt. Am Montag fahre ich in die Stadt.

6.0 Checklist for written work

• Have I written about all the bullet points?

• Is the start of each paragraph directly relevant?

• Is my work clear?

• Are verbs correctly formed?

• Are tenses correct?

• Word order – verb 2nd / last?

• CAPITAL LETTERS ON NOUNS

• Genders

• Adjective endings

• Spellings – ei/ie

• Is there a good variety of different vocabulary?

• Have I given opinions and explained them at least twice?

7.0 Giving opinions

Ich mag Deutsch (nicht) I (don’t) like German.

Ich finde Deutsch toll. I find German great.

Deutsch ist einfach. German is simple.

Deutsch gefällt mir (nicht). I (don’t) like German.

Meiner Meinung nach ist Deutsch interessant.

In my opinion German is interesting.

You can give an opinion about anything using these structures. Just change what you are talking about and the adjectives.

8.0 Explaining opinions

Ich mag Deutsch. Es ist interessant. Ich mag Deutsch nicht, denn es ist langweilig. Deutsch gefällt mir, weil es interessant ist.

Deutsch gefällt mir nicht, da es langweilig ist “weil” and “da” send the verb to the end. “denn” does not change the word order. They all mean because.

This is how to add extra detail: Deutsch gefällt mir, weil die Lehrerin hilfsbereit ist. Es ist interessant und ich bekomme gute Noten.

Mein Lieblingstag ist Donnerstag, denn ich habe Sport. Ich bin sehr sportlich und spiele gern Rugby.

9.0 Subordinating conjunctions bevor before da because damit so that dass that nachdem after ob whether obwohl although seit since weil because wenn when/if/whenever

Verb is sent to the end: Ich mag Pizza, weil sie lecker ist. I like pizza because it is tasty.

10.0 Prepositions

Dative case, for indirect objects or with the following words: aus, ausser, bei, gegenüber, mit, nach, seit, von, zu

Accusative case, for direct objects or with the following words: bis, durch, für, gegen, ohne, um

These prepositions take accusative when there is movement and dative when there is no movement: an, auf, entlang, hinter, in, über, unter, vor, zwischen

11.0 Coordinating conjunctions bevor before da because damit so that dass that Word order stays the same:

Mein Bruder ist freundlich, aber meine Schwester ist nervig. My brother is friendly but my sister is annoying.

Ich bin kreativ und ich male oft. I am creative and I often paint.

12.0 Question words was? what? wo? where? wer? who? wann? when? warum? why? welche? which? wohin? where to? woher? where from? wie viel? how much? Put the verb second: Was ist das? What is that?

Knowledge

13.0 Present tense – regular verbs

One verb in second position. Take off the –en from the infinitive and add the following endings:

ich spiele I play

du spielst you play

er/sie/es spielt he/she/it plays

wir spielen we play

ihr spielt you all play

sie/Sie spielen they play

Sie spielen you (Mr/Mrs) play

13.1 Present tense – irregular verbs

You will need to learn these. They are irregular for “du” and “er/sie/es” but otherwise regular, except for modal verbs and the verb “sein” – to be.

sein to be

ich bin I am

du bist you are

er/sie/es ist he/she/it is wir sind we are

ihr seid you all are

sie sind they are

Sie sind you (Mr/Mrs) are

Wir sind laut. We are loud

Bist du müde? Are you tired?

14.0 Modal verbs

ich muss I have to

ich darf I am allowed to

ich soll I ought to

ich will I want to

ich mag I like to

ich kann I am able to

Sie spielen you (Mr/Mrs) play

These go with an infinitive verb. The infinitive goes to the end:

Ich soll putzen. I ought to clean.

Ich will lesen. I want to read.

Ich mag schwimmen. I like to swim.

Darf ich gehen? May I go?

15.0 Imperfect tense

Past tense used in formal writing or in these common expressions:

ich war / es war I was / it was ich hatte I had es gab there was/were

One verb goes second. Regular verbs: there is a “t” before the present tense endings. Many irregular verbs: aß ate las read fuhr travelled sah saw ging went trug wore

16.0 Perfect tense with haben

Correct form of “haben” goes second (called the “auxiliary verb”, past participle to the end. Past participle (regular verbs): take the –en off the verb, add a ge- at the start and a –t at the end.

spielen > gespielt

wohnen > gewohnt

ich habe wir haben

du hast ihr habt

er/sie hat sie/Sie haben

Ich habe Tennis gespielt.

I played tennis.

16.1 A few irregular past participles

gegessen eaten getrunken drunk besucht visited benutzt used gesehen seen

17.0 Conditional

ich würde wir würden

du würdest ihr würdet

er/sie würde sie/Sie würden

Infinitive to end:

Ich würde gern nach Italian fliegen. I would like to fly to Italy.

16.2 Perfect tense with sein

ich bin wir sind du bist ihr seid

er/sie/es ist sie/Sie sind

Use the correct form of sein as auxiliary verb. Use sein with verbs of movement. gekommen come gegangen gone gefahren travelled geflogen flown geblieben stayed gewesen been Ich bin geschwommen. I swam / I have swum. Er ist in die Stadt gegangen. He went / He has gone to town.

18.0

Future tense

Correct form of “werden” and infinitive to end:

ich werde wir werden

du wirst ihr werdet

er/sie/es wird sie/Sie werden gewesen been Ich werde ins Kino gehen. I will go to the cinema.

Knowledge Base: History Year 9

1. Timeline of the modern world

1.1 The industrial revolution started in Britain and spread across Europe and then the world.

c. 1750 to c. 1850 CE

1.6 Start of the First World War (WWI). The conflict involved many peoples from all over the world.

1914 CE

1.11 In WWI Britain’s armed forces included Africans and Asians. Women fought for Russia on the front lines.

1914-18 CE

1.16 Adolf Hitler of the Nazi Party became dictator of Germany. USSR and Italy were also led by dictators.

1933-34 CE

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

1.2 Charles Dickens wrote A Christmas Carol. Dickens was one of many ‘social reformers’.

1843

1.7 Easter Rising in Dublin. During WWI, Irish nationalists rebelled against British rule in Ireland.

1916 CE

1.12 UK Women aged 30 and over who paid taxes on property were granted the right to vote equal to men.

1918 CE

1.17 The Second World War (WW2) was fought across the world, arguably starting with Japan’s invasion of China in 1937.

c. 1937 to 1945 CE

1.3 Karl Marx wrote Das Kapital and the Communist Manifesto, two books arguing for socialism.

1840s CE

1.8 Russian Revolution. In February the autocracy was replaced by democracy.

1917 CE

1.13 The Treaty of Versailles was signed, ending WWI. Germany was stripped of land and made to pay the winners for the damage done.

1919 CE

1.18 China’s civil war raged throughout the 1930s and 1940s. Nationalists and Communists fought for control.

c. 1929 to 1949 CE

1.4 A wave of revolutions and rebellions swept across Europe, including Ireland.

1848-49

1.9 Russian Revolution. In October the democracy was replaced by socialists aiming for communism.

1917 CE

1.14 Stalin became leader of the USSR and tried to create a workers’ paradise. He changed farming with Collectivisation, but millions died.

1928 CE

1.19 Colonies of the British, French, Spanish and other European empires fought for their independence.

c. 1950s and 1960s CE

1.5 Suffragists and Suffragettes campaigned for women to have voting rights equal to men.

1897 to 1928 CE

1.10 End of fighting in WWI. The ceasefire (armistice) started at 11:00am on 11th November.

1918 CE

1.15 All UK women were granted the right to vote equal to men. Campaigners like Fawcett and Pankhurst had succeeded.

1928 CE

1.20 Homosexual acts were decriminalised in the UK. This was part of a series of reforms during a movement for social reform.

1967 CE

France The revolution of 1848 in France was a movement of workers who were unhappy with the monarchy. They wanted the right to vote.

2.3 German states The revolution of 1848 in Germany was a movement across the 39 German states of workers and the middle classes rising up against the monarchies. Workers fought for better pay and conditions. Middle classes fought for democracy.

2.4 Italian states Revolutions of 1848 in the Italian states were caused mainly by nationalism. Italians in the north wanted to be free from Austrian rule, and across Italy people fought to become one unified country.

2.5 American Civil War Many states separated from the USA, calling themselves the Confederate States of America. After a civil war, they were forced to re-join the USA.

2.6 Meiji Restoration A group of Samurai (traditional warrior class) rose up against Japan’s military government and replaced it with an emperor who shared their values.

2.7 Chinese Civil War Nationalist forces fought against Communist forces before, during, and after WW2. The Communist Party of China had control by 1947, led by Mao Zedong.

2. Revolutions and civil wars from 1848

2.1 Austria and Russia In the Austrian and Russian Empires, revolutions in 1848 were caused mainly by nationalism. Groups within these empires wanted independence.

2.2

Knowledge Base: History

3. Key People

3.1 Charles Stewart Parnell An Irish politician who argued that Ireland should have ‘Home Rule.’ He led the Irish Home Rule movement, made up of nationalists and democrats.

3.2 Emmeline Pankhurst Leader of the Suffragettes. Not to be confused with Emily Davison, the Suffragette who died at the Epsom Derby horse racing in 1913.

3.3 Kitty Marion A stage performer who joined the campaigns for women’s suffrage as a Suffragette. She used militant tactics and aimed to gain equality for women.

3.4 Tsar Nicholas II An autocrat who ruled Russia and its empire. His family, the Romanov dynasty, had ruled for 300 years. Most people in his empire were peasants.

3.5 Vladimir Ulyanov (Lenin) A middle class lawyer who was convinced by the ideology of communism. He became dictator of the USSR after leading the second 1917 revolution.

3.6 Josef Dzhugashvili (Stalin) A Georgian who became dictator of the USSR after Lenin’s death. His bold policies led to millions of deaths from starvation and murder.

3.7 Adolf Hitler A nationalist dictator of Germany and leader of the Nazi Party. He came to power in 1933, led Germany into WW2, and was defeated by 1945.

3.8 Mao Zedong Communist dictator of China from the 1940s until his death in 1976. His policies led to millions of deaths from starvation and murder.

4. Left Wing politics

4.1 social reform Changing the law to improve the lives of poor or vulnerable people.

4.2 socialism Making society more equal by taxing rich people and using the money to improve the lives of poor or vulnerable people.

4.3 communism An ideology that explains history as a struggle between different social classes (e.g., rich vs poor).

5. Right Wing politics

5.1 nationalism When people put their country first above all other loyalties they might have.

5.2 autocracy When one person (king or emperor) holds all the powers. Whatever they say is the law. They rule with violence.

5.3 monarchy A king or queen who is head of state in a country. They might leave governing to others, such as a parliament.

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.

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

6.4 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.

6.5 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. 6.6 similarity Something that two different peoples/nations have in common. ‘They were both Islamic nations.’

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

6. Key

Knowledge Base: History

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

6. Key Words continued...

6.8 change When something starts happening, stops happening, happens more, or happens differently.

6.9 continuity When something carries on happening. People allow it or encourage it to carry on happening.

6.10 ideology A set of ideas that helps someone understand how the world works, and how it can be improved.

6.11 social reformer An influencer (such as an author or journalist) who argues for changes in the way poor or vulnerable people are seen by society, or a treated in law.

6.12 revolution A radical change to how things are done. Usually, the whole system of government is replaced.

6.13 patriotism Showing loyalty and support for your country. This could be joining the armed forces in times of war, or keeping within the laws.

6.14 nationalism When people put their country first above all other loyalties they might have.

6.15 socialism Making society more equal by taxing rich people and using the money to improve the lives of poor or vulnerable people.

6.16 communism An ideology that explains history as a struggle between different social classes (e.g., rich vs poor).

6.17 autocracy When one person (king or emperor) holds all the powers. Whatever they say is the law. They rule with violence.

6.18 democracy When people vote for the leader they want to represent them. Democrats respect the law, and step aside to let someone else rule if voted out.

6.19 dictatorship When one person (dictator) holds all the powers. They rule with violence. They often claim to rule on behalf of the people.

6.20 monarchy A king or queen who is head of state in a country. They might leave governing to others, such as a parliament.

6.21 republic An independent country where power is given by the people to an elected leader, not inherited. A republic is also not a colon y (controlled by an empire).

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

6.23 reform A change in the law, or change to a system of government, that is designed to make life better for some people or everyone in the country.

6.24 suffrage The legal right to vote in elections. Women had to overcome many inequalities in addition to this, but suffrage was the main focus of their campaigns.

6.25 movement When an idea/aim becomes very popular and people start taking action to try to make it happen.

6.26 recruitment When people are shown adverts and persuasive images/articles encouraging them to enlist.

6.27 conscription When the law demands that people enlist in (join) the armed forces when they are called upon.

6.28 conscientious objector Someone who refused to be conscripted (join the armed forces) due to their beliefs. Siegfried Sassoon is a famous example. After becoming a war hero for Britain in WWI, he witnessed his friend’s death, and his view of the war changed. He wrote a letter to MPs arguing the war was not achieving justice.

6.29 campaign A planned set of activities and tasks that a person or group do to try to achieve their goal.

6.30 alliance When two or more countries or groups agree to work together, join the same side in a war, or to share resources.

6.31 secret police A police force that is not in uniform and has powers to arrest, interrogate and torture people. This is used to keep control in an autocracy or dictatorship.

6.32 capitalism When a country’s trade and industry are controlled by private businesses who invest in machines and raw materials, and try to make a profit.

Knowledge Base: Italian La Mia Giornata Tipica

1. Giornata tipica presente / Typical Day present

1.0 mi alzo I get up

1.1 mi lavo I have a wash

1.2 mi sveglio I wake up

1.3 mi preparo I get ready

1.4 mi cambio I get changed

1.5 mi addormento I fall asleep

1.6 mi spazzolo i denti I brush my teeth

1.7 faccio colazione I have breakfast

1.8 pranzo I have lunch

1.9 ceno I have supper

1.10 vado a scuola I go to school

1.11 torno a casa I return home

2. La Paghetta / Pocket money

2.0 la paghetta pocket money

2.1 ricevo cinque sterline I receive five pounds

3. Giornata tipica passato / Past Daily Routine

3.0 mi sono vestito/a I got dressed

3.1 mi sono cambiato/a I got changed

3.2 ho fatto colazione I had breakfast

3.3 ho pranzato I had lunch

3.4 ho cenato I had supper

3.5 mi sono fatto/a la doccia I had a shower

3.6 mi sono preparato/a I got ready

3.7 ho preso l’autobus I took the bus

3.8 sono andato/a a piedi I went on foot

3.9 sono tornato/a a casa I returned home

3.10 ho finito i compiti I finished my homework

4. Potere & Dovere / To be able to/To have to

posso I can

puoi you can

può he/she can 4.3 possiamo we can 4.4 potete you lot can

2.5 ogni tanto now and again

2.6 metto da parte I put aside

2.7 risparmio I save

possono they can 4.6 devo I must 4.7 devi you must 4.8 deve he/she must 4.9 dobbiamo we must 4.10 dovete you lot must

4.11 devono they must

5. Posso? Can I?

5.0 posso svegliarmi alle 9 I can wake at 9

5.1 devo lavarmi I must have a wash

5.2 voglio cambiarmi I want to get changed

5.3 puoi prepararti? can you get ready?

5.4 devi alzarti you must get up

5.5 vuoi vestirti qui? do you want to get dressed here?

5.6 non posso alzarmi presto I can’t get up early

5.7 non voglio svegliarmi alle 5 di mattina I don’t want to wake up at 5 in the morning

5.8 devi prepararti subito you need to get dressed straight away

5.9 non puoi alzarti alle 10 you can’t get up at 10

5.10 posso tornare a casa? can I go home?

5.11 devi svegliarti presto? do you need to get up soon?

5.12 vuoi prepararti a casa mia? do you want to get ready at my house?

1.7 scatto le foto I take photos

3. Giornata tipica passato / Daily Routine past

3.0 il mio migliore amico my best friend - male 3.1 la mia migliore amica my best friend - female 3.2 i miei migliori amici my best friends - male 3.3 le mie migliori amiche my best friends - female 3.4 è he/she is 3.5 sono I am/they are 3.6 ha he/she has 3.7 hanno they have 3.8 chiacchierone/a chatty 3.9 estroverso/a outgoing

3.10 proprio simpatico/a really nice

4. Il future IRE / Future Tense IRE

Futuro ERE/ARE / Future tense ERE/ARE

5.0 venderò I will sell

5.1 mangerò I will eat

5.2 prenderai you will take

5.3 venderai you will buy

5.4 leggerà he/she will read

5.5 scriverà he/she will write

5.6 avremo we will have

5.7 risponderemo we will reply

5.8 riderete you lot will laugh

5.9 leggerete you lot will read

5.10 prenderanno they will take

5.11 rideranno they will laugh

5.12 mangerò I will eat

5.13 guarderò I will watch

5.14 studierai you will study

5.15 comprerai You will buy

you lot will

2.9 a che ora andremo at what time will we go?

5.16 andrà he/she will go

5.17 comprerà he/she will buy

5.18 viaggeremo we will travel

5.19 visiteremo we will visit

5.23 guarderanno they will watch 2. In futuro / In the future 2.0

5.20 ballerete you lot will dance

5.21 nuoterete you lot will swim

5.22 andranno they will go

1. La musica / Music

1.0

2. Le feste / Celebrations 2.0

2.6 un

2.7

2.8

2.11

3. La foto / The photo

3.0 in questa foto c’è in this photo there is 3.1 in questa foto ci sono in this photo there are

3.2 sembrano they seem

3.3 portano they are wearing

3.4 studiano they are studying

3.5 sono turisti they are tourists

3.6 sono giovani they are young

3.7 sono in centro they are in the centre

3.8 sono in campagna they are in the countryside

3.9 a destra c’è on the right there is

3.10 a sinistra c’è on the left there is

3.11 in fondo c’è In the background there isthere is

3.12 in primo piano In the foreground there is

4. Il condizionale / The conditional

4.0 prenderei I would take

4.1 sarei I would be

4.2 avrei I would have

4.3 studierei I would study

4.4 guarderei I would watch

4.5 comprerei I would buy

4.6 andrei I would go

4.7 visiterei I would visit

4.8 ascolterei I would listen to

4.9 suonerei I would play

4.10 mangerei I would eat

4.11 berrei I would drink

4.12 scriverei I would write

4.13 leggerei I would read

4.14 farei I would make/do

4.15 lavorerei I would work

5.

Connetivi / Connectives

5.0 a parte questo apart from this 5.1 altrimenti Otherwise 5.2 inoltre Also

5.3 sopratutto above all

5.4 forse perhaps

5.5 perciò so

1. Il gioco di ruolo / Role play

1.0 vorrei I would like

1.1 posso avere can i have?

1.2 mi piacerebbe I would like to

1.3 sarebbe possibile would it be possible to...

1.4 quanto costa? how much does it cost?

1.5 quanto costano? how much do they cost?

1.6 mi sa dire? can you tell me?

1.7 a che ora apre/chiude at what time does it open/close?

1.8 dov’è where is ...?

1.9 quanto dista? how far is ...?

1.10 si può pagare in contanti? can we pay in cash?

1.11 la carta di credito credit card

1.12 sto cercando I am looking for

1.13 mi dica can I help you?

1.14 preferisco I prefer

1.15 mi può dare? can you give me...?

1.16 mi può dire? can you tell me...?

1.17 che cosa? what?

1.18 chi? who?

1.19 quando? why?

1.20 con chi? with whom?

2. Al ristorante / At the restaurant

2.0 vorrei un tavolo per quattro a table for 4 please

2.1 alle otto e mezza at eight thirty

2.2 un tavolo libero a free table

2.3 un posto a place

2.4 siamo complete a quell’ora we are full at that time

2.5 in giardino in the garden

2.6 ci sono? are there...?

2.7 piatti tipici della zona local specialities

2.8 piatti vegetariani vegetarian dishes

2.9 un menu fisso a fixed price menu

2.10 uno sconto per studenti a discount for students

2.11 il pesce fish

2.12 la carne meat

2.13 il dolce pudding

2.14 l’aperitivo aperitif

2.15 l’antipasto starter

2.16 il primo piatto first course

2.17 il secondo piatto second course

2.18 il conto the bill

2.19 uno sbaglio a mistake

3. I negozi / Shops

3.0 un negozio di scarpe a shoe shop

3.1 un negozio di abbigliamento a clothes shop

3.2 un negozio di regali a gift shop

3.3 una libreria a book shop

3.4 un maccelleria a butcher’s shop

3.5 il fruttivendolo a greengrocer’s

3.6 una gelateria an ice cream parlour

3.7 un centro commerciale a shopping centre

3.8 un bar a bar/cafe

3.9 un supermercato a supermarket

3.10 un ipermercato a hypermarket

3.11 l’ufficio postale the post office

3.12 l’ufficio turistico the tourist office

3.13 a buon mercato cheap

3.14 costoso expensive

3.15 un cliente a customer

3.16 un’edicola a kiosk

3.17 un grande magazzino a department store

3.18 un negozio di generi alimentar grocer’s shop

3.19 un negoziante a shopkeeper

1. I paesi / Holiday destinations

1.0 vado a Roma I go to Rome (city)

1.1 sono andato in Francia I went to France (country)

1.2 andrò I will go

1.3 in Italia to Italy

1.4 in Inghilterra to England

1.5 negli Stati Uniti to America

1.6 in Francia to France

1.7 in Spagna to Spain

2. I trasporti Transport

2.0 in macchina by car

2.1 in aereo by plane

2.2 in bicicletta by bike 2.3 in motorino by scooter

in metro by metro 2.5 in treno by train 2.6 in autobus by bus 2.7 in pullman by coach

2.8 in traghetto by ferry

2.9 a piedi on foot

2.10 a cavallo on horseback

2.11 i mezzi pubblici public transport

2.12 viaggiare to travel

3. Attività in vacanza / Activities on holiday

3.0 fare l’equitazione to go horse riding

3.1 vedere i monumenti storici to see monuments

3.2 andare in bicicletta to go cycling

3.3 conoscere nuove persone to meet new people

3.4 fare acquisti to go shopping

3.5 fare/scattare foto to take photos

3.6 fare una passeggiata to go for a walk

3.7 fare un giro in barca to go for a boat trip

3.8 rilassarsi to relax

3.9 mangiare al ristorante to eat in a restaurant

3.10 girare per la città to go around the city

3.11 pescare to fish

3.12 prendere il sole to sunbathe

3.13 comprare souvenir to buy souvenirs

3.14 scoprire nuove culture to discover new cultures 3.15 divertirsi to enjoy oneself

4. Il tempo (imperfetto) / The weather (Imperfect)

4.0 faceva freddo it was cold

4.1 faceva caldo it was hot

4.2 era nuvoloso it was cloudy

4.3 c'era vento it was windy

4.4 pioveva it was raining

4.5 nevicava it was snowing

5. Prenotare un’albergo / Booking a hotel

5.0 vorrei I would like

5.1 prenotare to book

5.2 una camera singola a single room

5.3 una camera a due letti a room with 2 beds

5.4 una camera matrimoniale a room with a double bed

5.5 è compresa la colazione? is breakfast included?

5.6 c’è ..? is there?

5.7 ci sono..? are there?

5.8 un ascensore a lift

5.9 con doccia/bagno with a shower/bath

5.10 per quante notti? for how many nights?

5.11 per una notte for 1 night

6. Comprare biglietti / Buying tickets

6.0 a che ora parte il treno? what time does the train leave?

6.1 a che ora arriva l'autobus? what time does the bus arrive?

6.2 quanto costa un biglietto di sola andata? how much is a single ticket?

6.3 quanto costa un biglietto di ritorno? how much is a return ticket?

6.4 quanto dura il viaggio? how long is the journey?

1. Oggetti smarriti in vacanza / Lost items on holiday 1.0 ho perso I have lost 1.1 ho lasciato I have left 1.2 mi hanno rubato someone has taken 1.3 le mie chiavi my keys 1.4 il mio passaporto my passport 1.5 la mia borsa my bag 1.6 la mia carta di credito my credit card 1.7 la mia macchina fotografica my camera 1.8 il mio telefonino/ cellulare my mobile 1.9 il mio zaino my rucksack 1.10 i miei soldi my money

2. I problemi in vacanza / Problems on holiday

2.0 non funziona it doesn’t work

2.1 la luce the light

2.2 il riscaldamento the heating

2.3 la doccia the shower

2.4 manca there isn't

2.5 mancano there aren't any

2.6 non c’è there isn’t

2.7 non ci sono there aren't

2.8 la carta igenica toilet paper

2.9 il sapone soap

2.10 l’acqua calda hot water

2.11 la finestra the window

2.12 un asciugamano towel

2.13 è sporco it’s dirty

2.14 è rotto/guasto it’s broken

2.15 dà sul parcheggio Looks out onto the carpark

2.16 costa troppo it costs a lot

2.17 non funziona l'aria condizionata the air conditioning isn't working

2.18 non posso chiudere la finestra I can’t close the window

3. Fare un reclamo / To make a complaint

3.0 c’è un problema there is a problem

3.1 mi dispiace I’m sorry

3.2 posso avere …? can I have…?

3.3 uno sconto a discount

3.4 mi fa uno sconto? can you give me a discount?

3.5 vorrei un rimborso I would like a refund

3.6 vorrei vedere ll direttore I would like to see the manager

3.7 lo scontrino the receipt

3.8 posso cambiarlo/la? can I change it?

3.9 che schifo! how awful!

3.10 che rabbia! I’m furious!

3.11 che albergo! what a hotel!

3.12 non è possibile It’s not possible

3.13 mi dica can I help you?

3.14 non sono contento/a I am not happy

4. L'imperfetto / The Imperfect

4.0 andavo I used to go

4.1 andavi you used to go

4.2 andava s/he used to go

4.3 andavamo we used to go

4.4 andavate you lot used to go

4.5 anda+ they used to go

Knowledge Builder: Latin Greek and Roman Mythology: The Iliad and the Odyssey

Year 9 | Autumn Term

Books to read:

Knowledge Base: Latin Nouns and Verbs

1st conjugation verbs

Present tense Imperfect tense Perfect tense

I pugn - o pugna - bam pugnav - i

You pugna - s pugna - bas pugnav - isti

He/she/it pugna - t pugna - bat pugnavi - it

We pugna - mus pugna - bamus pugnav - imus

You (pl) pugna - tis pugna - batis pugnav - istis

They pugna - nt pugna - bant pugnav - erunt

The verb ‘to be’

Present tense Imperfect tense Perfect tense

I am sum I was eram I have been fui

You are es You were eras You have been fuisti

He/she/it is est He/she/it was erat He/She/it has been fuit

We are sumus We were eramus They have been fuimus

You (pl) are estis You were eratis You have been fuistis

They are sunt You were erant They have been fuerunt

Present tense Imperfect tense Perfect tense

I time - o time - bam timu - i

You time - s time - bas timu - isti

He/she/it time - t time - bat timu - it

We time - mus time - bamus timu - imus

You (pl) time - tis time - batis timu - istis

They time - nt time - bant timu - erunt

Meaning of the tenses

Present tense Imperfect tense Perfect tense pugn – o I fight pugna - bam I was fighting pugnav - i I fought/ I have fought 2nd conjugation verbs

NOUNS

1st declension (usually) feminine 2nd declension masculine 2nd declension neuter

Nom puell - a puell - ae serv - us serv -

Acc. puell - am puell - as serv - um serv -

- um templ - a

Gen. puell - ae puell - arum serv - i serv - orum templ - i templ - orum

Dat. puell - ae puell - is serv - o serv - is templ - o templ - is

Abl puell - ã puell - is serv - o serv - is templ - o templ - is singular plural singular plural

Knowledge

aedificō, -āre, -āvī ambulō, -āre, -āvī

amō, -āre, -āvī audiō, -īre, -īvī clāmō, -āre, -āvī cantō, -āre, -āvī dēleō, -ēre, dēlēvī dō, dare, dedī festīnō, -āre, -āvī habeō, -ēre, -uī habitō, -āre, -āvī intrō, -āre, -āvī iubeō, -ēre, iussī labōrō, -āre, -āvī laudō, -āre, -āvī maneō, -ēre, mānsī moneō, -ēre, -uī moveō, -ēre, mōvī nāvigō, -āre, -āvī necō, -āre, -āvī oppugnō, -āre, -āvī parō, -āre, -āvī portō, -āre, -āvī pugnō, -āre, -āvī respondeō, -ēre, respondī rogō, -āre, -āvī spectō, -āre, -āvī stō, -āre, stetī sum, esse, fuī superō, -āre, -āvī teneō, -ēre, -uī terreō, -ēre, -uī timeō, -ēre, -uī videō, -ēre, vīdī vocō, -āre, -āvī

I build I walk I love I hear I shout I sing I destroy I give I hurry I have I live I enter I order I work I praise I stay I warn I move I sail

I kill I attack

I prepare I carry I fight I reply I ask I watch I stand I am I overcome I hold I frighten I fear I see I call

ager, agrī, agricola, -ae

amīcus, -ī ancilla, -ae aqua, -ae aurum, -ī auxilium, -ī bellum, -ī caelum, -ī cōnsilium, -ī captīvus, -ī cēna, -ae cibus, -ī dea, -ae deus, -ī domina, -ae dominus, -ī epistula, -ae equus, -ī

fēmina, -ae fīlia, -ae fīlius, -ī forum, -ī gladius, -ī Graecia, -ae hasta, -ae hortus, -ī incola, -ae īnsula, -ae īra, -ae liber, librī lībertus, -ī locus, -ī magister, magistrī marītus, -ī

field farmer friend slave-girl water gold help war sky plan captive dinner food goddess god mistress master letter horse woman daughter son forum sword Greece spear garden inhabitant island anger book freedman place teacher husband wall

mūrus, -ī

nauta, -ae

nūntius, -ī oppidum, -I patria, -ae

pecūnia, -ae perīculum, -ī poēta, -ae proelium, -i puer, -ī

rēgīna, -ae

Rōma, -ae sagitta, -ae

scūtum, -ī servus, -ī silva, -ae terra, -ae turba, -ae unda, -ae via, -ae vīlla, -ae

wall sailor messenger town homeland money danger poet battle boy queen Rome arrow shield slave wood, forest land, earth crowd wave street house m m n

altus, -a, -um bonus, -a, -um clārus, -a, -um fessus, -a, -um Graecus, -a, -um

īrātus, -a, -um laetus, -a, -um magnus, -a, -um malus, -a, -um miser, -a, -um multus, -a, -um noster, -ra, -rum nōtus, -a, -um novus, -a, -um parvus, -a, -um

Rōmānus, -a, -um

Trōiānus, -a, -um

high, deep good famous, clear tired Greek angry happy big, great bad unhappy many, much our well known new small Roman Trojan

ā/ab (+abl) ad (+acc) contrā (+acc) cum (+abl) dē (+abl) ē/ex (+abl) in (+abl) in (+acc) per (+acc) prope (+acc) trans (+acc) from, by to, towards against with down from, about out of, from in, on into, onto through near across

Adverbs and Conjunctions

bene deinde diū fortiter iam ibi igitur itaque iterum magnopere mox numquam ōlim saepe semper sed well then for a long time bravely now, already there therefore and so again greatly soon never once often always but sīc statim subitō tamen tandem ubi thus immediately suddenly however at last, finally when, where

Knowledge Base: Latin Grammar

3rd conjugation verbs

Present tense Imperfect tense Perfect tense

I reg - o rege - bam rex - i

You regi - s rege - bas rex - isti

He/she/it regi - t rege - bat rex - it

We regi - mus rege - bamus rex - imus

You (pl) regi - tis rege - batis rex - istis

They regu - nt rege - bant rex - erunt

4th conjugation verbs

Present tense Imperfect tense Perfect tense

I audi - o audie - bam audiv - i

You audi - s audie - bas audiv - isti

He/she/it audi - t audie - bat audiv - it

We audi - mus audie - bamus audiv - imus

You (pl) audi - tis audie - batis audiv - istis

They audiu - nt audie - bant audiv - erunt

future tense

1st conjugation 2nd conjugation future 3rd conjugation 4th conjugation sum, esse, fui

I ama - bo time - bo rex - am aud - iam ero

You ama - bis time - bis rex - es aud - ies eris

He/she/it ama - bit time - bit rex - et aud - iet erit

We ama - bimus time - bimus rex - emus aud - iemus erimus

You (pl) ama - bitis time - bitis rex - etis aud - ietis eritis

They ama - bunt time - bunt rex - ent aud - ient erunt

Infinitives

1st conjugation 2nd conjugation 3rd conjugation 4th conjugation

to ___ amare timere regere audire

Infinitives

1st conjugation 2nd conjugation 3rd conjugation 4th conjugation

sg ama time rege audi

pl amate timete regite audite

absum, abesse, afui accipio, -ere, accepi adsum, adesse, adfui advenio, -ire, adveni audio, -ire, ivi bibo, -ere, bibi capio, -ere, cepi colligo, -ere, collegi constituo, -ere, constitui consumo, -ere, consumpsi conspicio, -ere, conspexi curro, -ere, cucurri defend, -ere, defendi dico, -ere, dixi discedo, -ere, discessi dormio, -ire, dormivi duco, -ere, duxi effugio, -ere, effugi facio, -ere, feci

I am not here I accept, recieve I am here I arrive I hear, listen I drink I take I collect I decide I eat I catch sight of I run I defend I say I leave, withdraw

I sleep

I lead

I escape

I do, make

fugio, -ere, fugi gero, -ere, gessi iacio, -ere, ieci invenio, -ire, inveni lego, -ere, legi ludo, -ere, lusi mitto, -ere, misi occido, -ere, occisi ostendo, -ere, ostendi pereo, -ire, perii pono, -ere, posui possum, posse, potui punio, -ire, punivi redeo, -ire, redii reduco, -ere, reduxi rego, -ere, rexi ruo, -ere, rui scribo, -ere, scripsi trado, -ere, tradidi transeo, -ire, transii venio, -ire, veni vinco, -ere, vici

I flee

I wage, wear

I throw

I find

I choose, read I play

I send I kill

I show I die I put, place I am able

I punish I go back, return I lead back

I rule

I rush, charge

I write

I hand over I go across I come

I conquer

Pronouns

I/We/Us You/You pl.

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.

3rd declension NOUNS

Knowledge Builder: Latin Grammar

Nouns –case system Terminology

Nominative Subject (doer) of verb

With the verb to be servus laborat. The slave is working.

Marcus est servus. Marcus is a slave.

Vocative Person spoken to serve, quid facis?

Slave, what are you doing?

Accusative object (receiver of verb)

after prepositions like ad time ‘for how long’ servum punio. I am punishing the slave. ad servum currit. He is running towards the slave. multas horas ambulabam. I was walking for many hours.

adjectives adverbs agreement

These are words that describe nouns: bonus (good)

These are words that describe verbs: fortiter (bravely), statim (immediately)

nouns and adjectives must agree in case, number, gender: bonus servus, bona puella, bonum templum

case nominative (subject), vocative (person spoken to), accusative (object), genitive (of), dative (to or for), ablative (by, with or from)

conjugation conjunction declension

a family of verbs. There are 4 conjugations in Latin, each with a different spelling pattern shown in the 2nd principle part (amare, monẽre, regere, audire)

A joining word: et (and), sed (but)

A family of nouns. There are 3 main declensions. The declension is shown in the genitive case and gives the spelling pattern for the noun: puella, -ae (1), servus/puer/bellum, -i (2), rex, regis (3)

Genitive Owner of another noun in the sentenceunrelated to the verbkey word: of dominus servi est saevus. The master of the slave is cruel. gender imperative All nouns have a gender: masculine, feminine or neuter. It never changes. an order: audi! ‘Listen!’

Dative Used if something is being given to or being done for another nounkey words: to/for pecuniam servo dat. He gives money to the slave.

infinitive noun number

Ablative A variety of meaningskey words: ‘by’, ‘with’, ‘from’ after prepositions like ex time ‘when’ puerum gladio vulnerat. He wounds the boy with his sword. ex oppido ambulabam. I was walking out of the town. media nocte discessit. He left in the middle of the night. person prepositions principle parts tense

a to word, the second principle part of a verb, usually ending –re: amare ‘to love’

a person, place or thing

whether a noun or verb is SINGULAR or PLURAL

Who is doing a verb- 1st person (I, we), 2nd person (you), 3rd person (he, she, it/they)

Little words like ad (to, towards) that show location: some are followed by accusative nouns, some by ablative (ad templum – towards the temple; in templo – in the temple)

The building blocks of verbs: amo, amare, amavi The 1st principle part is the dictionary entry and ‘I’ form; the 2nd principle part is the infinitive and gives the conjugation (- are = 1st conjugation); the 3rd principle part gives the perfect tense, which usually has a spelling change - amavi

The time of the verb- present. future, imperfect, perfect or pluperfect

Achilles:

• Peleus, a warrior king, marries Thetis, a sea-nymph. Zeus wanted to marry Thetis, but she was fated to bear a son stronger than his father. All the gods and goddesses are invited to the wedding except Eris, the goddess of Strife.

• Eris decides to take revenge by throwing a golden apple amidst the guests. The words on the golden apple are ‘for the fairest’.

• Three goddesses assume the apple is for them: Hera, Athena and Aphrodite. Zeus keeps the apple safe, waiting for a suitable person to make the judgement.

• Peleus and Thetis have a son, Achilles. Thetis is allowed to dip him once into the river Styx to make him immortal. However, since she is holding Achilles by the ankle, this spot remains vulnerable.

• Thetis worries for Achilles’ safety and hides him on the island of Skyros as a woman so that he will not be called up to fight.

• After Paris runs away with Helen, the Greeks go to war against the Trojans. A soothsayer claims that the Greeks will not win without Achilles. Odysseus is sent to fetch him from Skyros.

The Trojan War

• When Menelaus realises that Paris has taken Helen, he calls upon his brother, King Agamemnon, to rally the Greek army and declare war on Troy.

• After locating Achilles, Agamemnon leads the entire Greek army to Troy.

• When the Greeks realise that they are unable to penetrate the walls of Troy, they camp outside the city, conquering nearby towns and islands.

• During one of these raids, Agamemnon captures the daughter (Chryseis) of a priest (Chryses) of the god Apollo. Chryses prays to Apollo, who punishes the Greeks by showering them with poisonous arrows.

• Achilles, the most powerful Greek warrior, begs Agamemnon to let Chryseis go. Out of spite, Agamemnon takes Achilles’ own slave-girl to replace his own.

• Achilles is furious and refuses to fight any more. The Greeks cannot win without him.

Paris:

• Queen Hecuba of Troy, pregnant with her fiftieth son, has a dream that she gives birth not to a baby but to a blazing torch.

• She is told that the dream means that her son will be the destruction of Troy. King Priam decides that he must kill the baby as soon as it is born.

• However, nobody is able to kill baby Paris. He is left upon a mountainside but, suckled by a she-bear, he survives. He is finally allowed to live and is raised as a shepherd.

• One day, Hermes, the messenger god, appears to Paris, now a young man, and tells him that he must award the golden apple to either Hera, Athena or Aphrodite, whoever is the most beautiful.

• Each goddess offers a prize to Paris if he chooses them: hera offers land and wealth, Athena offers wisdom and victory in every battle, and Aphrodite offers a beautiful wife.

• Paris chooses Aphrodite. She takes him to Sparta to claim his wife – Helen, the wife of Menelaus. Helen falls in love with Paris at once and the sail away together.

Achilles and Hector

• Patroclus, Achilles’ best friend, is upset by the number of Greek fighters being wounded or killed. He puts on Achilles’ armour and goes into battle disguised as Achilles to raise morale.

• Patroclus is killed by Hector, the leader of the Trojans and brother of Paris. Hector takes the armour off Patroclus’ corpse and keeps it as a trophy.

• When Achilles finds out, his anger is overwhelming. His mother, Thetis, provides new armour made by the gods, but tells him that if he returns to battle, he will die in Troy.

• Achilles returns to battle, kills Hector and ties his dead body to the back of his chariot. He drives several times around the walls of Troy.

• King Priam, Hector and Paris’ father, goes to the Greek camps to pay ransom to recover Hector’s body.

• The battle continues: Paris kills Achilles by shooting an arrow into his heel. Odysseus realises that they will never be able to break down the walls of Troy. He builds a large wooden horse and fills it with Greek soldiers. The Greek army pretends to admit defeat and sail away. The Trojans bring the wooden horse inside the gates of the city and are ambushed by the Greek troops. The Greeks burn the city and win the war.

• Some relics are saved by the Trojan prince, Aeneas, who flees Troy and later settles in Italy. His descendants found the city of Rome.

Here is a list of the topics you will be studying this year and the key skills you will be tested on. You may want to use this as a revision checklist!

25 Patterns and Sequences

26 Powers and Roots

Finding the term-to-term rule of different sequences

Finding the nth term of arithmetic sequences

Using the nth term rule of a sequence

Using the laws of indices

Simplifying surds

Converting numbers to and from standard form

Using Pythagoras theorem to find lengths

27 Pythagoras and Trigonometry

28 Rearranging Equations

Using trigonometry to find lengths (sin, cos, tan)

Using trigonometry to find angles

Work with inequalities

Work with and rearrange formulae

Change the subject of an equation

Calculate probability as a fraction, decimal or percent

29 Combined events

Recognise if events are independent or not

Construct and use sample space diagrams

Finding bearings

30 Bearings and Scale

Calculations with bearings

Using and calculating with scale factors

The symmetry of 3D shapes

31 Calculations with 3D Shapes

32 Interpreting Data

Finding the volume of a prism

Finding the surface area of a prism

Calculating averages from tables

Calculating averages from grouped data

Drawing and interpreting pie charts and other diagrams

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

• Find and use sequences and types of sequences

• Find and use term to term rule of sequences

• Find and use position to term rule of sequences

• Find and use geometric sequences

• Find and use sequences and patterns

• Find and use real life sequences

Important things to remember:

1) Substitute a number for n to find the number term

2) Linear nth term is of the form an+b

3) Geometric sequence is of the form a×rn-1 , where a is the first term and r is the common ratio (multiplier)

Worked examples

Sequence

Position

Term-to-term rule

An ordered list of numbers, called terms, which often follow a pattern 2,5,8,11,… is a sequence

A number that counts the terms, in order, starting from 1

An instruction for how to get from one term in a sequence to the next term

Position-toterm rule

Geometric sequence

A rule which works out the value of any term from its position in the sequence

The first term has position 1, the second term has position 2 etc.

For the sequence above the rule is +3

For the sequence above, the term in the nth position is given by 3n-1

A sequence in which the term-toterm rule is multiplied by a fixed number 2, 6, 18, 54, 162, … Each term is 3× the previous term

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

• Find square and cube numbers

• Finding the square and cube roots of numbers

• Write numbers as indices

• Understand the laws of indices

• Simplify surds

• Solve calculations involving surds

Important things to remember:

1) When multiplying numbers involving indices you have to add the indices but when dividing you subtract the indices

2) Before simplifying a surd , look for the factor which is the largest square number

Worked examples

Language Meaning

Square root

Square number

Cube number

Index/ power

The square root of any number is the number which, when multiplied by itself, gives the starting number.

The cube root of any number is the number which, when multiplied by itself and then multiplied by itself again, gives the starting number.

Example

The square roots of 81 is 9 because 9 x 9 is 81.

The cube root of 27 is 3 because 3 x 3 x 3 is 27.

A number that equals a whole number multiplied by itself. 1, 4, 9, 16, 25 1= 1 x 1 , 4= 2 x 2, etc.

A number which is found by multiplying an integer by itself three times.

The index or power tells you how many time to multiply a number itself.

A root that cannot be written as a whole number or a fraction

27= 3 x 3 x 3= is the cube of 3.

In the index/power is 3. This represents 4 x 4 x 4.

Is in surd form = the decimal value cannot be given completely.

Cube root

Surd

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

• Identify and construct different types of triangle

• Use angle properties of different types of triangle

• Understand Pythagoras theorem

• Use Pythagoras theorem to find missing lengths

• Understand that ratios of lengths are sin cos and tan

• Use trigonometry to find missing lengths and angles

Important things to remember:

1) The interior angles of a triangle add up to 180°

2) c2 = a2 + b2 where c is the hypotenuse

3)

Worked examples

Language Meaning Example

Pythagoras theorem

Hypotenuse

The longest side of a rightangled triangle. (Always opposite the right-angle.)

Opposite side

Adjacent side

The side in a right-angled triangle directly opposite the angle that is being considered.

The side in a right-angled triangle adjacent to the angle that is being considered.

By the end of this module you should be able to:-

• Simplify expressions

• Solve multi-step equations

• Solve simple inequalities

• Recognise identities

• Work with formulae

• Rearrange formulae

• Change the subject of a formula

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 Meaning Example

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

Equation An algebraic statement which has particular solutions 4x – 7 = 5 has only one solution x = 3

Inequality An inequality is where one side is greater than the other 7 < 8 is the same as 8 > 7

Identity An algebraic statement which is true for all solutions 2(x+4) = 2x + 8 For every possible value of x

Formula An algebraic statement that connects things (plural formulae) Area of a circle

Substitute Replace variables with numerical values

Substitute a = 4 in a2 - 2a gives16 – 8 = 8

Solve To solve an equation means to find the value of the unknown Solve 2x – 5 = 13 2x = 18 x = 9

Change the Subject Rearrange a formula so that a different ‘variable’ is on its own v = c rearranged to make b the subject gives b = √vk

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

• Calculate probability as a fraction, decimal or percent

• Recognise if events are independent or not

• Construct and use sample space diagrams

• Construct and use tree diagrams

• Recognise sets and display using venn diagrams

• Understand and use set notation to calculate probability

Important things to remember:

1) Probability of an event is written as P(A)

2) P(A) = Number of outcomes belonging to event

Total number of equally likely outcomes

3) Probability of event not happening = 1 - P(A)

Worked examples

Language

Probability

Mutually exclusive

A measure of how likely an event is to occur.

Events that cannot both happen together.

Outcome Possible result of a trial.

Event A set of outcomes.

Experimental

Probability

Theoretical

Probability

The number of favourable outcomes divided by the total number of outcomes in an experiment.

Assuming all outcomes are equally likely, the number of favourable outcomes divided by the total number of outcomes.

The probability of it raining tomorrow is 30%.

Raining and not raining are mutually exclusive results.

The possible outcomes of rolling a dice is 1, 2, 3, 4, 5, 6.

'Rolling an even number' on a dice is an event.

If a coin is tossed 50 times and comes up heads 23 times, then the experimental probability is

For a regular dice, the theoretical probability of obtaining a factor of 6 (that is 1, 2, 3 or 6) is

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

• Interpret scale drawings

• Calculate angles in parallel lines

• Measure and state bearings

• Understand where a bearing is from including back bearings

• Calculate bearings using angle rules

• Use ratios to interpret scale drawings

Important things to remember:

1) When calculating the bearings you need to start on the north line

2) When constructing the perpendicular bisector of a line make sure to leave in construction lines

Language Meaning Example

Construct

To draw a shape accurately using a ruler, protractor and pair of compasses.

Bisect To divide into two equally.

Perpendicular bisector

Drawing an SAS triangle is a construction.

Midpoint of a straight line bisects it.

A line that cuts a second line at 90°. See example below.

Locus (plural loci) The locus of an object is its path.

Bearing

Scale drawing

An angle, measured clockwise from north and quoted using three figures, used to describe a direction.

A diagram which is used to accurately represent real life objects.

A circle is the locus of points equidistant from a fixed point.

East has a bearing 090° West has a bearing 270°

Architects’ plans are scale drawings of buildings. Worked examples

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

• Name and state properties of 3D shapes

• Find symmetry in 3D shapes

• Calculate the volume of a prism

• Draw the net of a prism

• Calculate the surface area of a prism

Important things to remember:

1) Volume of a prism = Area of cross-section × length

2) Surface area of a prism = Sum of the area of all its faces

3) Draw the net of a shape from the bottom up

Worked examples

Language Meaning Example

Here is a triangular prism.

Prism

A 3D solid with the same cross section throughout its length.

Face A flat surface of a solid.

Edge The line where two faces meet.

Vertex

Net

A point where three of more edges meet.

A cube has 6 faces, 12 edges and 8 vertices.

Here is the net for a cube.

A 2D shapes that can be folded to form a 3D solid.

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

• Understand and work out averages and range.

• Find averages from tables

• Draw frequency tables for continuous data

• Find averages from grouped data

• Plot and interpret pie charts

• Interpret statistical diagrams

Language Meaning Example

Average

A measure of the typical valueof data. The mode, median and mean are averages.

Frequency tables Used to show the amount of data in each group.

Important things to remember:

1) To find an estimate of the mean from group frequency data use the midpoint of each group

2) To compare groups of data use an average to compare typical values and the range to show the spread of data

Worked examples

Scatter diagram A graph showing paired data plotted (x, y) points.

Correlation

A relationship between two variables, that can be positive or negative.

As the temperature increases, the number of ice creams sold increases. This is a positive correlation.

Year 9 focuses on stylistic conventions.

1.4 timbre The quality of tone distinctive to a particular voice or instrument. Example: bright, mellow

1.5

The variation in loudness between notes or phrases. Loud / Soft (piano, forte, crescendo, diminuendo)

Elements of Music

This can create tension in music.

1.8 melody A melody is a succession of pitches in rhythm.

1.9 rhythm A rhythm is a pattern of sounds of different lengths.

2. Note lengths

4. Notes on the stave

3. Notes on the keyboard

Caribbean music styles

5.1 Reggae Developed from mento, ska and rocksteady.

Year 9 focuses on stylistic conventions.

5.2 mento Acoustic instruments, 1940s-1950s, folk dance style.

5.3 ska Fast tempo, dance style, 1950s, fusion of mento & R'n'B.

5.4 rocksteady Steady, straight rhythms, vocal dance style.

6. Reggae – musical features & stylistic conventions

6.1 Offbeat rhythm & chords - "skank" and "bubble" rhythms.

6.2 Sung lyrics, often accompanied with backing singers in harmony.

6.3 Slow, relaxed tempo, with rhythmic emphasis on beats 2 and 4.

6.4 4/4 Metre (4 beats in the bar).

6.5 Use of primary triads – chords I, IV & V (tonic, subdominant and dominant).

6.6 Heavy, prominent bass lines that play bass riffs.

7. Caribbean Music – key vocabulary

7.1 riff A repeated bass pattern.

7.2 metre Number of beats in the bar.

7.3 rim shot Hitting the edge of a snare drum.

7.4 backbeat Emphasis of the 2nd and 4th beats of the bar.

7.5 syncopation A rhythm in which strong notes are not on the main beat.

8.1 What religious movement is Reggae closely associated with?

8.2 What are Reggae lyrics often about?

Reggae is closely associated with Rastafarianism (a religious movement worshipping Haile Selassie as the Messiah and that black people are the chosen people and will eventually return to their African homeland).

The lyrics of Reggae songs are strongly influenced by Rastafarianism and are often political. They may include themes such as love, brotherhood, peace, poverty, anti-racism, optimism and freedom.

8.3 Which artist is considered one of the main pioneers of Reggae?

Bob Marley; his musical career was marked by fusing elements of reggae, ska, and rocksteady, as well as his distinctive vocal and songwriting style.

5.

8. Reggae

Shanty use of call & response; emphasis on vocal harmonies; simple verse chorus structure; use of repetitive rhythms (ostinato) 13.2 Disco 4/4 steady drum pattern; use of 'hooks'; steady tempo suitable for dancing (120bpm); syncopated bass line

13.3 Fanfares Brass and percussion instruments such as trumpet, cornet and snare drum; loud dynamics; melody centred around major triads; short

13.4 Hall of fame use of orchestral instruments such as the violin, flute and French horn; varied texture, articulation, dynamics and melodic movement

13.5 Gospel strong use of vocal harmony; syncopated rhythms; use of call & response; often upbeat; dominated by vocals (use of choirs)

13.6 Blues Blue notes/blues scale (C, Eb, F, F#, G and Bb); use of syncopation and swing rhythm; improvisation; 12 bars structure using the primary chords (I, IV & V)

13.7 Folk emphasis on the vocal line, thin texture; use of acoustic instruments; added vocal harmony; flexible tempo; simple chord patterns

13.8 Carribean slow tempo; emphasis on beats 2 & 4 (chords); bass drum on beat 3; heavy bass line; use of syncopation; 'skank' rhythm (accented off beat)

13.9 Rock high energy; fast tempo; heavy feel with aggressive sound; use of distorted guitar sounds; use of bass guitar, drum kit and loud vocals

making

After the age of 10, a child can be prosecuted in a court of law for committing a crime. Before the age of 10, a child is known as “doli incapax”, or unable to be prosecuted.

A record of your criminal activity after you have been prosecuted in court, can last for years.

4.2 grooming

4.3 cuckooing

4.4 vulnerable

4.5 trafficking

5. Issues/Questions

Drug-running operations managed by inner-city gangs coming out to rural and market towns using children or vulnerable adults as carriers.

Treating a child with gifts and money in order to make him/her take part in usually criminal activities such as county lines.

Taking over a vulnerable person’s house/flat/accommodation to run drugs or other criminal activities.

Weak or without protection within society, which can lead to exploitation by criminal gangs.

Illegally moving vulnerable people from one place to another without their consent, often linked to modern slavery.

Is shop-lifting a petty and victimless crime?

5.1

5.2

Shop lifting is theft/stealing from a shop, it means the shopkeeper loses money and may have to raise prices on his other goods to make up for the loss of income. It is serious and not a victimless crime.

How can I resist peer pressure?

Listen to your gut feelings, plan for possible situations where you suspect peer pressure is going to happen. Arrange a “bail-out” code with your parents or a trusted adult and learn to feel comfortable saying no. You can “blame” your parents for not letting you do something and if the situation is dangerous, contact a trusted adult.

Is it true I cannot go on overseas holidays if I have a criminal record?

5.3

5.4

5.5

Some countries will not allow you to enter them or give you a visa if you have a criminal record.

Will carrying a knife protect a young person from crime?

Usually the opposite, carrying a knife can encourage the holder to use it and therefore commit a crime, or it can be taken off the carrier and used against them.

Can children be convicted of a crime?

Yes, if they are over the age of 10 years.

1. Career keywords

1.1 career

An occupation undertaken for a significant period of a person's life and with opportunities for progress.

1.2 employability The quality of being suitable for paid work.

1.3 aspiration Working to achieve full potential and beyond.

1.4 stereotype A fixed idea about a group or type of person.

1.5 personal presentation

1.6 selfawareness

1.7 positive attitude

1.8 transferrable skills

The way you present yourself in everyday situations.

Is your ability to perceive and understand the things that make you who you are as an individual, including your personality, actions, values, beliefs, emotions, and thoughts.

A state of mind that expects good results and recognises opportunities.

The skills that you use in every job, no matter the title or the field.

3.1 What is an apprenticeship?

2. Transferrable skills

2.1 communication (speaking and listening)

2.2 teamwork

2.3 leadership

2.4 problem solving

2.5 adaptability

2.6 creativity

2.7 proactivity

2.8 resilience

The ability to communicate orally, in writing, or via electronic means, in a manner appropriate to the audience.

Being a constructive team member, contributing practically to the success of the team.

Being able to motivate and encourage others, whilst taking the lead.

Thinking things through in a logical way in order to determine key issues, often also including creative thinking.

The ability to adjust to new or changed conditions quickly, without experiencing stress or negative emotions.

The use of imagination and the generation of new ideas, and building the confidence to improve these ideas on your own and by collaborating with others.

The ability to set clear goals and prioritise tasks to achieve them, as well identifying when to take the initiative instead of reacting to external event.

The ability to use tactics and strategies to overcome setbacks and achieve goal.

An apprenticeship is a paid job where the employee learns and gains valuable experiences. Alongside on-the-job training, apprentices spend at least 20% of their working hours completing classroombased learning with a college, university or training provider which leads to a nationally recognised qualification.

3.2 What are A levels?

Advanced level qualifications (known as A levels) are subject-based qualifications that can lead to university, further study, training, or work. You can normally study three or more A levels over two years. Terminal exams are sat after 2 years of study.

3.3 What are BTEC qualifications?

BTEC stands for the Business and Technology Education Council. BTECs are specialist work-related qualifications. They combine practical learning with subject and theory content. BTEC Nationals are similar standard to A levels.

3.4 What are T Levels?

T Levels are an alternative to A levels, apprenticeships and other 16 to 19 courses. Equivalent in size to 3 A levels, a T Level focuses on vocational skills and can help students into skilled employment, higher study or apprenticeships.

3. Common questions about further education pathways available after GCSE’s.

1. Mental Health and emotional well-being

1.1 health

1.2 emotional wellbeing

A complete state of physical, mental and emotional well -being, not merely the absence of disease.

The ability to produce positive emotions, moods, thoughts, and feelings, and adapt when confronted with adversity and stressful situations.

2. Strategies

2.1 What are the four types of mental health disorders according to the NHS? Mood, anxiety, personality and psychotic.

2.2 What are examples of unhealthy coping strategies? Self-harm and eating disorders.

3.3 What are examples of healthy coping strategies?

1.3 mental health

1.4 resilience

Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make healthy choices.

The ability to adapt to change positively, recover from difficulties and persist in facing challenges.

1.5 circles of support

These are people that surround us that can offer help and advice, such as, family and friends, teacher, tutor, welfare staff, Childline, The Brook centre etc.

• Express emotions – cry, scream, shout.

• Explore ways to express feelings such as through poetry/art.

• Seek professional; help and support, such as counselling.

• Find people who have had a similar experience through support groups.

• Talk to a family member, friend, teacher, or other trusted adult.

• Create a memory box, scrap book, or similar to remember good times.

• Spend time with family or friends, go to the park/cinema

• Write in a diary or letter

• Establish and stick to a regular routine (eat, sleep, school, exercise).

2.4 How do I develop resilience?

• Make meaningful connections

1.6 trusted adult

1.7 stigma

1.8 discrimination

This can be any grown-up whose actions and words make you feel safe.

A set of negative and unfair beliefs that a society or group of people have about something. For example, the stigma associated with mental illness.

The practice of treating one person or group of people less fairly or less well than other people or groups. 1.9 peer pressure

The strong influence of a group, especially of children, on members of that group to behave the same as everybody else.

• Develop a sense of purpose by supporting my community or moving towards goals

• Embrace change as a normal part of living

• Avoid seeing disappointments and setbacks as problems which cannot be overcome

• Develop a positive sense of self by focusing on strengths and accomplishments

• Gain self-confidence by embracing new challenges

• Keep things in perspective

• Maintain a positive outlook

• Take care of myself emotionally and physically This

1. Relationships

1.1 respect When you take into account other people’s feelings, wishes and rights.

1.2 boundaries Guidelines, rules and limits a person has to make them feel safe.

1.3 privacy

Ownership of personal space and keeping feelings or thoughts to yourself.

1.4 consent Asking for and giving permission freely.

1.5 conflict

1.6 risky behaviour

1.7 peer pressure

Disagreement between two people or groups of people.

These are actions that potentially expose people to harm, or significant risk of harm.

The pressure to behave in a certain way because friends or people in a group expect it.

2. Relationship questions

2.1 What does a healthy relationship look like?

Healthy relationships involve honesty, trust, respect and open communication between partners and they take effort and compromise from both people. There is no imbalance of power. Partners respect each other's independence, can make their own decisions without fear of retribution or retaliation, and share decisions.

2.2 What are examples of unhealthy coping strategies? Self-harm and eating disorders.

2.2 What does an unhealthy relationship look like?

Lying, cheating, jealousy, and disrespect are signs of an unhealthy relationship. So is trying to control a partner. That includes: keeping track of where they are and who they hang out with.

2.3 How do I break up respectfully?

• Think over what you want and why you want it.

• Even if the other person might be hurt by your decision, it's OK to do what's right for you.

• Think about what you'll say and how the other person might react.

• Have good intentions.

• Be honest — but not brutal.

• Say it in person.

• If it helps, confide in someone you trust.

3. What does the law say about sexual consent?

3.1 What does ‘capacity to give consent’ mean?

‘Whether a person has the mental skills needed to process information to make decisions and has the ability to understand the meaning, consequences or implications of their decisions.’ This includes a mental disorder, age, intoxication.

3.2 What does ‘freedom to give consent’ mean?

‘He/she is in a position to make the choice freely’. A person must have the freedom to consent’. No coercion, threats or intimidation.

3.3 What does ‘consent is not given or withdrawn’

Law – a person has the right to withdraw consent at any time before or during sex/sexual activity.

3.4 What does ‘consent’ mean?

‘He/she agrees by choice, and has the freedom and capacity to make that choice’. Law – non-consensual sex or sexual activity is an offence.

4. Relationship and online issues

4.1 What is the age of sexual consent and what does this mean?

‘Consent’ means to say yes. So, the ‘age of consent’ is when the law says you’re able to make the decision to say ‘yes’ to sex. In the UK, the age of consent is 16.

4.2 What is sexting?

Sexting is sending, receiving, or forwarding sexually explicit messages, photographs, or videos, primarily between mobile phones. It's a criminal offence to create or share explicit images of a child, even if the person doing it is a child.

4.3 What is online sexual harassment?

Online sexual harassment is any unwanted sexual behaviour that occurs online. It can happen on any online platform and could include content such as photos, videos, posts, web pages, messages or fake profiles. Even if the harassment was intended as a joke, or was a misunderstanding, it is the experience of the victim that defines whether it is sexual harassment or not.

4.4 What is the impact of viewing harmful content?

Sexually explicit material eg. Pornography presents a distorted picture of sexual behaviours, can damage the way they see themselves in relation to others and negatively affect how they behave towards sexual partners. Law – non-consensual sex or sexual activity is an offence.

4.5 What is sexual abuse?

Sexual abuse is when someone is forced, pressurised or tricked into taking part in any kind of sexual activity with another person.

5.

Contraception facts

5.1 condom

5.2 contraceptive pill

5.3 contraceptive patch

5.4 contraceptive injection

5.5 contraceptive Implant

5.6 IUD

5.7 cap/diaphragm

5.8 femidom

6. STI facts

A barrier method of contraception worn on a penis to prevent sperm entering the cervix.

A daily pill for women that contains hormones to prevent an egg being released.

A small sticky patch that releases hormones into the women’s body through her skin to prevent an egg being released.

A monthly injection releases the hormone progestogen into a woman’s bloodstream to prevent an egg being released.

The implant is a small, soft piece of plastic placed under the skin in a woman’s upper arm containing the hormone called progestogen. This stops an egg being released.

An intrauterine device (IUD) is a small plastic T-shaped device used for birth control. It is inserted into the uterus where it releases a hormone to prevent pregnancy.

A circular dome made of thin, soft silicone that's inserted into the vagina before sex to prevent sperm entering the cervix.

A barrier method of contraception worn inside the vagina to prevent sperm entering the cervix.

6.1 STI Sexually transmitted infection

6.2 Chlamydia

6.3 Gonorrhoea

Is a bacterial infection which, if left untreated, can lead to infertility. It has few symptoms.

Is a bacterial infection which, if left untreated, can lead to infertility. It has few symptoms.

6.4 Herpes Is a viral infection which causes small, painful blisters around the genital area.

6.5 Genital warts

Is a viral infection which causes small warts around the genital area. They are not painful, just unsightly.

6.6 Hepatitis B Hepatitis B is caused by a virus, it is highly contagious and attacks the liver.

6.7 HIV

Human Immunodeficiency Virus (HIV) is a virus that damages the body’s immune system so it cannot fight off infections. If left untreated, it develops into AIDS, which is incurable.

1.1 online harassment

1.2 personal boundaries

1.3 online consent

Something which causes alarm or distress to the victim. (You can harass someone without making threats and telling lies. You can even tell the truth about them but if it is unwanted and repeated, it is harassment.)

Personal boundaries are the limits and rules we set for ourselves within relationships.

Consent online can be broken down into two parts: giving permission for your content to be used and asking permission to use other peoples.

2.1 marriage A legal union between a man and a woman, or a same sex couple.

2.2 civil partnership A relationship which can be registered by two people of the same sex or opposite-sex couples.

2.3 long-term relationship

This means a relationship that has continued, to the exclusion of any other relationship, for a period of at least two years.

2.4 co-habiting Living together as a couple without being married or civil partners.

2.5 ceremony

1.4 healthy relationships

Healthy relationships involve honesty, trust, respect and open communication between partners. They take effort and compromise from both people. There is no imbalance of power. Partners respect each other's independence, can make their own decisions without fear of retribution or retaliation, and share decisions.

1.5 public behaviour

1.6 private behaviour

Public behaviour can be defined as anything that is heard, seen, or witnessed by other people in a public place which can include the internet e.g. a Twitter post.

Private behaviour can happen in Internet chat rooms and other private online spaces (a Facebook post could count as private behaviour depending on context).

1.7 online abuse

Online abuse is any type of abuse that happens on the internet. It can happen across any device that's connected to the web, like computers, tablets and mobile phones. It can happen anywhere online, including: social media.

4. What was the recent change to the law concerning the minimum age of marriage in the UK?

The Marriage and Civil Partnership (Minimum Age) Act 2022, which gained Royal Assent in April last year, came into effect on the 27/2/2023. It means that 16 and 17 year olds will no longer be allowed to marry or enter a civil partnership, even if they have parental consent.

A formal religious or public occasion, especially one celebrating a particular event, achievement, anniversary.

3. Issues within relationships

3.1 What is coercive control?

Coercive control is an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim. This controlling behaviour is designed to make a person dependent by isolating them from support, exploiting them, depriving them of independence and regulating their everyday behaviour. It is a criminal offense.

3.2 What is domestic abuse?

It is an incident or pattern of incidents of controlling, coercive, threatening, degrading and violent behaviour, including sexual violence, in the majority of cases by a partner or ex-partner, but also by a family member or carer.

3.3 What does a ‘forced marriage’ mean?

A forced marriage is where one or both people do not or cannot consent to the marriage and pressure or abuse is used to force them into the marriage. It is also when anything is done to make someone marry before they turn 18, even if there is no pressure or abuse. Forced marriage is illegal in the UK. It is a form of domestic abuse and a serious abuse of human rights.

1. Online relationships

2. Family life

How do the Abrahamic and Dharmic Traditions differ when dealing with suffering?

1. What are the differences between the Abrahamic and Dharmic Traditions?

1.1 Abrahamic religions

1.2 Dharmic traditions

1.3 dharma

A group of religions centred around the worshipping of the God of Abraham (Judaism, Christianity and Islam).

Spiritual philosophies from the India, including Hinduism, Buddhism, Jainism and Sikhism. They share a commitment to dharma and various forms of spiritual liberation.

Universal truths - in Buddhism, this includes the teachings of the Buddha.

1.4 samsara The continual process of life, death and rebirth.

1.5 karma The moral law of cause and effect and the nature of the universe.

1.6 awakening

Sometimes called enlightenment. Understanding the truth about life which can lead to liberation and nirvana.

1.7 nirvana Being free from the cycle of samsara.

2.1 The Tibetan Wheel of Life

A representation of the cycle of existence. Can be viewed literally, but more commonly viewed symbolically.

2.2 Three Poisons • Greed • hatred • ignorance

2.3 duhkha

One of the three marks of existence meaning suffering, pain or unsatisfactoriness.

2.4 Sanskrit The ancient Indian language used by Mahayana Buddhists.

2.5 Mahayana Buddhism

The largest of the two major traditions of Buddhism, now practiced in China, Tibet, Japan, and Korea.

2.6 Theravada Buddhism The second-largest branch of Buddhism, practiced in Thailand, Myanmar, Sri Lanka, Laos and Cambodia.

2.7 anicca One of the three marks of existence meaning impermanence.

2.8 anatta

One of the three marks of existence meaning 'non-self'. There is no permanent unchanging substance that could be called a soul.

3. Buddhist beliefs - samsara

3.1 samsara The continual process of life, death and rebirth.

3.2 karma The law of cause and effect. What happens to a person, happens because they caused it with their actions.

3.3 Three Poisons • greed (the rooster)

• hatred (the snake)

• ignorance (the pig)

3.4 4 Noble truths The basis of the Buddha’s teachings:

• All creatures suffer.

• Suffering is called by selfish desire.

• Suffering can be ended.

• The way to end suffering is to follow the Eightfold path.

3.5 The Middle Way Taking a path of moderation, taking a middle way between extremes. Taking neither the easy or hard way.

5. Stretch your vocabulary – beliefs and practices

5.a lotus A flower and key symbol in Buddhism.

5.b mantra A sacred phrase chanted through meditation.

5.c bardo In Tibetan Buddhism, the state of being that exists between death and rebirth.

5.d jhana A state of absorption – a stage on the path to nirvana through meditation.

5.e parinirvana A state of complete bliss, entered into by souls not reborn.

2. What do Buddhists believe about life?

Books to read:

5. Stretch your vocabulary – beliefs and practices

5.a lotus

5.b mantra

5.c bardo

5.d jhana

5.e parinirvana

A flower and key symbol in Buddhism.

A sacred phrase chanted through meditation.

In Tibetan Buddhism, the state of being that exists between death and rebirth.

A state of absorption – a stage on the path to nirvana through meditation.

A state of complete bliss, entered into by souls not reborn.

Born

Met

Rejecting their teachings he found the “Middle Way”

Reached enlightenment and died aged 80

King Asoka sent out missionaries, 300BCE Theravada Buddhism spread south

Worldwide there are 500m Buddhists, 2020

Siddhartha Gautama born, 563BCE

a prince, he first saw the outside world aged 29

six ascetics who tried to teach him

Mahayana Buddhism spread north

1. How do we know what is real?

1.1 philosophy

The study of the fundamental nature of knowledge, reality, and existence, especially when considered as an academic discipline.

1.2 philosopher A person engaged or learned in philosophy.

1.3 Heraclitus

An Ancient Greek Philosopher who inspired Plato. ‘No man ever steps in the same river twice, for it is not the same river and he is not the same man.’ Heraclitus (500 BCE)

1.4 reality What we perceive to be real.

1.5 senses Our senses can deceive us. How can we trust them?

2. What did Plato think about reality?

2.1 Plato

2.2 analogy

2.3 rationalism

The Athenian philosopher Plato (c.428-347 B.C.) was one of the most important figures of the Ancient Greek world and the entire history of Western thought.

A comparison between one thing and another, typically for the purpose of explanation or clarification.

The theory that opinions and actions are based on reason and knowledge rather than on religious belief or emotional response.

2.4 The Cave Realm of Appearances – the visible world.

2.5 Outside the Cave Realm of Forms – the truth.

2.6 Forms Abstract, perfect, unchanging concepts or ideals that transcend time and space.

2.7 Particulars Imperfect representations of The Forms.

2.8 Shadows Opinions/illusions.

2.9 Prisoners Human condition.

2.10 freed prisoner Philosopher.

2.11 a priori Knowledge based through reason or knowledge, rather than from observation/ senses.

2.12 abstract Existing in the mind but not having a physical or concrete existence.

2.13 innate Existing in, belonging to, or determined by factors present in an individual from birth.

2.14 soul

The spiritual or immaterial part of a human being or animal, regarded as immortal (does not die).

3. What did other scholars say about reality?

3.1 Descartes

Descartes believed that we cannot be sure that any thing is real - we might be in a dream or being deceived by an evil demon.

3.2 Freud Freud believed that only in our dreams can we really be ourselves.

4. How did Aristotle explain existence?

4.1 Aristotle

4.2 empiricism

A Greek Philosopher (384-322B.C) who was taught by Plato.

The theory that all knowledge is based on experience derived from the senses.

Aristotle identified four causes which he believed explained the existence of all physical things:

Material - the physical stuff from which a thing is made.

4.3 The Four Causes

4.4 metaphysics

Efficient - the agent that brings about the change.

Formal - the plan or specification to which something is made.

Final - the purpose for which an object is created.

The branch of philosophy that studies the fundamental nature of reality.

4.5 a posteriori Knowledge based from observation or appearance.

1. Arguments for the existence of God

1.1 Thomas Aquinas

13th Century philosopher who demonstrated that faith was reasonable through the First Cause Argument. He later went on to argue that the apparent order and complexity in the world is proof of a designer and that this designer is God.

1.2 Fallacy of CompositionDavid Hume

1.3 First Cause/ Cosmological argument

The claim that it is wrong to assume that what is true of somethings parts must also be true of the whole.

As everything in the universe needs a cause, so the universe must have a cause, that cause must be God.

1.4 infinite regress An endless sequence of cause with no beginning.

1.5 logical fallacy A statement or argument that is logically flawed.

1.6 Design/Teleolo gical argument

1.7 William Paley

1.8 evolution

The world around us looks as though it has been designed. Designed things need an intelligent designer. The intelligent designer of the world is God.

Used an analogy to demonstrate agreement with the design argument. If one came across a mechanical watch on the ground, they would assume that its many complex parts fitted together for a purpose and that it had not come into existence by chance. There must be a watchmaker.

The process by which different life forms are believed to have developed from other, earlier life forms over time- developed by Charles Darwin.

1.9 Anthropic Principle

1.10 New Atheists

The idea that the universe is just right for life to come into existence and the process of evolution supports the idea of a designer God.

The name for a group of modern philosophers who believe that religion is irrational and should be argued against.

2. The Nature of God

2.1 attributes of God God’s characteristics. What he is like.

2.2 eternal Without beginning or end.

2.3 free will

The ability to choose between right and wrong, some believe this ability is given by God.

2.4 immanent The belief that God is close to humanity world.

2.5 immutable Unchangeable.

2.6 omnipotent The belief that God is all-powerful.

2.7 omnibenevolent The belief that God is all-loving and good.

2.8 omniscient The belief that God is all-knowing.

2.9 omnipresent The belief that God is present everywhere.

2.10 transcendent Beyond our understanding.

2.11 The Trinity

2.12 Apophatic Theology

The belief that God is one God existing as three entities: The Father, Son, Holy Spirit, as demonstrated in The Apostles Creed.

Some philosophers argue that we cannot accurately describe the nature of God because our language is too limited to express the essence of God. Therefore, some Christians think that they should only talk about what God is NOT, rather than what he is.

3. The Problem of evil and suffering

3.1 theodicy

An argument to justify the existence of God, despite the existence of evil in the world.

3.2 Augustinian theodicy God is not responsible for evil, it is a lack of goodness introduced through human freewill due to the Original Sin in Genesis 3.

3.3 Irenaean theodicy

3.4 Inconsistent triad

Humans were created imperfect and therefore, God created evil so that humans can grow their souls into becoming children of God.

The existence of suffering alongside an all-loving (omnibenevolent) and all-powerful (omnipotent) God are argued to be contradictory.

What is real? & There are no good reasons to believe in God

Books to read:

Argument words using evidence for example, indicated by developing arguments additionally, furthermore, moreover, as well, thus, due to this, therefore contrasting nevertheless, conversely, however showing limitation although, yet most important crucial, vital, fundamental making judgements In conclusion, overall, in summation

Stretch your vocabulary atemporal - outside of space and time infallible - incapable of making mistakes

1.1 The Holocaust Also known as the Shoah, was the genocide of European Jews during World War II.

Shoah The Jewish name given to genocide of European Jews. 1.3 Antisemitism Hostility to or prejudice against Jewish people. 1.4

The unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, sex, or disability.

3. Antisemitism

3.1 scapegoat

3.2 Ghettos

1.5 prejudice

Preconceived opinion that is not based on reason or actual experience. 1.6 genocide

The systematic and widespread slaughter of an entire national, racial, religious, or ethnic group.

A member of the people and cultural community whose traditional religion is Judaism and who trace their origins through the ancient Hebrew people of Israel to Abraham.

1.8 Roma & Sinti

Largest European minority who have lived in Europe for over 1000 years. They enjoy a nomadic way of life.

3.3 Nuremberg

A person who is blamed for the wrongdoings, mistakes, or faults of others.

Neighbourhoods of European cities in which Jews were permitted to live.

Antisemitic and racist laws that were enacted in Nazi Germany in order to restrict Jewish freedoms.

3.4 persecution

To treat someone unfairly or cruelly over a long period of time because of their race, religion, or political beliefs.

2.5 Assimilated Jews

2.6 Bund

The

a

the Torah.

Jews who did not live separately from the non-Jewish community but had adopted the language, dress and culture of the non-Jewish society in which they lived.

A Jewish movement in Poland dedicated to bettering the conditions of the Jewish working class and celebrating a Yiddish culture.

2.7 Zionism A Jewish movement dedicated to establishing a Jewish homeland in Palestine.

2.8 Yom Kippur The day of Atonement, a day of fasting.

2.9 Rosh Hashanah Jewish New Year, the anniversary of creation.

Knowledge Builder

Books to read:

2. Pre-war Jewish life

Knowledge Base: Religious Studies

1.1 Hasidic

1.2 Orthodox

A Jewish sect founded upon mysticism, prayer, ritual strictness.

A major branch of Judaism which teaches adherence to Jewish law including over 600 rules governing religious and everyday life.

1.3 shtibl A Jewish house of prayer.

1.4 Shekinah in exile

1.5 Kabbalah

1.6 Talmud

The Shekinah (presence of God) goes into exile (leaving home) with Israel and will return with them at the end of days.

Form of Jewish mysticism offering insights into divine nature.

A record of the oral tradition - holy sayings of the Rabbis relating to Jewish law, ethics, customs and history.

1.7 Torah

The written tradition - the law of God revealed to Moses and recorded in the first five books of the Hebrew scriptures.

1.8 synagogue A Jewish house of worship.

1.9 Temple

Refers to the First Jewish Temple in Jerusalem which was destroyed by the Babylonians in 586BCE.

1.10 Maimonides Major Jewish theologian (teacher).

1.11 mysticism

The study of how to reach a divine communion (relationship) with God.

1.12 Gestapo German secret police under Nazi rule

1.13 Passover Jewish festival that commemorates the exodus of the Jews from Egypt.

1.14 Auschwitz Site of Nazi concentration camp in Poland.

1.15 Birkenau A death camp- part of Auschwitz.

2. Religion and Worldviews

2.1 worldview

A worldview is a collection of attitudes, values, stories and expectations about the world around us, which inform our every thought and action.

2.2 values Principles or standards of behaviour and what individuals consider important in life

2.3 religion

The belief in and worship of a superhuman controlling power, especially a personal God or gods. A particular system of faith and worship.

2.4 theist A person who believes in the existence of a god or gods.

2.5 atheist

2.6 agnostic

People who are atheist are described as people who do not need religious explanations or the promise of an afterlife to see value in the human experience. They do not believe in a God or gods.

Someone who holds the view that it is impossible to know the truth about some things, such as God's existence or the afterlife.

3. Dimensions of religion

3.1 Ninian Smart

3.2 Narrative

3.3 Doctrinal

He defined religion by looking at 7 dimensions: narrative/mythological, doctrinal, ethical, institutional, material, ritual and experiential.

Stories (often regarded as revealed) that provide a meaning or explanation for the world as it is or should be.

Systematic formulation of religious teachings in an intellectually coherent form. May be found in sacred scriptures e.g. theodicies.

3.4 Ethical Rules about human behaviour (often regarded as revealed from supernatural realm).

3.5 Institutional Rules for identifying community membership, roles, identities and participation, e.g. Leaders, teachers/gurus.

3.6 Material

3.7 Ritual

Objects or places that symbolize or manifest the sacred or supernatural, e.g. Icons, churches, clothing.

Symbolic actions done collectively or privately that transform the experience of the world from profane to sacred.

3.8 Experiential

A change in consciousness, emotion, sensation, bodily states brought about through religious practices of any sort, including ritual, meditation, music, or social interaction.

1. Elie Wiesel - Night

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

Equipment Drawing Purpose

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

For transferring very small volumes of liquid from one container to another

4. Make sure your working area is safe (bags and coats tucked under benches).

clamp stand To support other pieces of equipment and glassware

Clamp To support other pieces of equipment and glassware

tripod

evaporating dish

Bunsen burner

Safely supporting objects above a Bunsen burner

For the evaporation of solutions

5. Never run in the lab.

6. Don’t eat or drink in the lab.

Beaker For holding larger volumes of liquid

gauze

To heat up substances or objects

7. Do not taste or sniff chemicals.

8. Never leave an unattended Bunsen burner on a blue flame.

conical flask To contain or mix liquids

measuring cylinder

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

9. Do not touch the electrical sockets without permission.

10. In the case of accidents, tell an adult.

3. Hazards, Risks and Precautions

What is a hazard? Something that can cause you harm

What is risk? How likely a hazard will cause harm

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? Hazard symbol

Give the meaning and typical hazard associated with the following hazard symbols:

Harmful to the environment – could cause damage

4.1 What are the missing labels from the Bunsen burner?

4.2

4.3

What are the five steps for safely lighting a Bunsen

1. Place a Bunsen burner on a heat resistant mat

2. Turn the collar to ensure the air hole of the Bunsen burner is closed.

3. Hold a lit splint 1-2 cm above the top of the barrel of the burner.

4. Turn on the gas at the gas tap, and the Bunsen burner will burn with a yellow flame.

5. Extinguish the splint by placing it on the heat-resistant mat (do not blow it)

Name three safety precautions that should be taken when using a Bunsen burner

Tie your hair back, tuck your tie in, wear safety goggles 4.4 What colour will the of the Bunsen burner be when it is first lit? Yellow 4.5 Why is the yellow flame of the Bunsen burner referred to as the safety flame?

4.6 How can you change the colour of the flamer on a Bunsen burner?

4.7

Which flame of the Bunsen burner should be used for heating?

It is easier to see and less hot than the blue flame

By twisting the collar which opens and closes the air hole

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? The factor that you change.

5.4 What is the dependent variable in an investigation? The factor that you measure (as a result of making the change).

5.5 What are the control variables in an investigation?

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? A line graph should be used when the independent and dependent variables are continuous.

6.6 What type of graph is best to display discrete? Discrete or categoric data can also be shown on a pie chart.

6.7 How should you draw a scale?

Choose scales for the axes so that the graph is as big as possible on the page. The scale should span the range of results (or from 0 to the highest number) in an even & repeating pattern

6.8 When drawing a graph, what variable should go along the x-axis? Independent variable (the factor that you change)

6.9 When drawing a graph, what variable should go up the y-axis? Dependent variable (the factor that you measure)

6.10 What is a line of best fit? A smooth line on a graph that goes through the middle of as many points as possible. This can be a curve

6.11 Should we consider anomalies when drawing a line of best fit?

Anomalies should be ignored when drawing the line of best fit

7. Analysing & interpreting data

7.1 What does repeatable mean?

7.2 What does reproducible mean?

If the original experimenter repeats the investigation using same method and equipment and obtains the same results.

If the measurements are very similar when repeated by a different person or group, using different equipment and/or methods.

7.3 What is a valid conclusion? A conclusion supported by valid data, obtained from an appropriate experimental design and based on sound reasoning.

7.4 What are the 2 main types of error?

Systematic & random error

7.5 What is systematic error? Errors caused by inaccurate equipment, like equipment that doesn’t zero properly or by problems with a method.

7.6 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.

State what the graph shows, such as if there is a relationship between the two variables. A good way of describing the relationship is to say what happens to one variable as the other one increases or decreases. Try to include data in your conclusion.

7.15 Write a conclusion for this graph

7.16 Write a conclusion for this graph

7.17 What is directly proportional?

7.18 Which ruler is more precise?

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 extension increases, so does the force. This shows a directly proportional relationship.

As one quantity increases, the other increases at the same rate. It can be represented as y ∝ x.

Resolution = 1mm Resolution = 1cm The ruler with 1mm resolution (higher) is more precise. 10

8. Command words

Calculate Use numbers given in the question to work out the answer.

Compare Describe the similarities and/or differences between things, not just write about one.

Define Specify the meaning of something.

Describe Recall some facts, events or process in an accurate way.

Design Set out how something will be done.

Determine Use given data or information to obtain and answer.

Evaluate Use the information supplied, and your own their knowledge and understanding, to consider evidence for and against when making a judgement.

Explain Make something clear, or state the reasons for something happening, using scientific evidence.

Justify Use evidence from the information supplied to support an answer.

Plan Write a method. Use ‘bossy’ words to logically sequence the steps of the experiment. State what equipment will be used. If asked to describe how you would make it a fair test, state what you need to control (keep the same).

Show Provide structured evidence to reach a conclusion.

Suggest Apply their knowledge and understanding to a new situation.

Use The answer must be based on the information given in the question. You might be asked to use their own knowledge and understanding.

9. Equations needed for Y9

10. Using equations

Solving equations using:

Worked examples:

11. Prefixes & converting between

11 Convert the following units:

a) 12kW into W

b) 1.5mm into nm

c) 42 000 kJ into GJ

d) 5800 mA into A

a) 12 x 1000 = 12 000 W

b) 1.5 x 1000 x 1000 = 1 500 000 nm

c) 42 000 ÷ 1000 ÷ 1000 = 0.042 GJ

d) 5800 ÷ 1000 = 5.8 A

12. Additional math for science skills

12.1 What is the mode? The number in a data set that appears the most (most frequent).

12.2 What is the median? Place the numbers from the data set in order of size. The number in the middle is the median.

Here is a data set:

12.3 What is the mode? 1.7

12.4 What is the median? - Place numbers in size order:

- There are 2 numbers in the middle: 1.4 and 1.6. Add the middle values together and divide by 2

- 1.4 + 1.6 = 3.0 - 3.0 ÷ 2 = 1.5

12.5 Round the following numbers to 2 significant figures (s.f)

a) 3527

b) 3.179

c) 0.007847

d) 7093

12.6 Round these numbers to 2 decimal places:

a) 0.156

b) 56.847

c) 1.0052

12.6 Put the following numbers into standard form:

a) 0.00001

b) 134000

c) 0.00000026

12.8 Convert these numbers out of standard form:

a) 1.2 x 10-3

b) 5.0 x 106

c) 8.0 x 10-4

a) 3530

b) 3.18

c) 0.00785

d) 709

Remember: If a number starts with zeros, these do not count as as significant figures. Ex: 0.00627 only has 3 significant figures

If a zero is in-between two numbers, it is significant. Ex: 802 has 3 s.f.

a) 0.16

b) 56.85

c) 1.01

a) 1.0 x 10-5

b) 1.34 x 105

c) 2.6 x 10-7

a) 0.0012

b) 5 000 000

c) 0.0008

1. Eukaryotes and Prokaryotes

1.1 What is a cell? The basic unit of a living thing.

1.2 What are eukaryotic cells? Cells with a nucleus.

1.3 What are prokaryotic cells? Cells without a nucleus.

1.4 Give two examples of eukaryotic cells. Animal or plant cells.

1.5 Give an example of a prokaryotic cell. Bacteria.

1.6 What form does the genetic material in a prokaryotic cell take?

A single DNA loop (and rings of DNA called plasmids).

1.7 Give two differences between prokaryotic and eukaryotic cells. Eukaryotic cells have a nucleus and are much bigger.

1.8 Draw a labelled diagram of a bacterial cell.

2. Animal and Plant Cells

2.1 What are the five sub-cellular structures that are present in both animal and plant cells? Nucleus, cell membrane, cytoplasm, mitochondria and ribosomes.

2.2 What are the three sub-cellular structures that may be present only in plant cells? Cell wall, permanent vacuole and chloroplasts.

2.3 What is the function of the nucleus? Controls the activities of the cell.

2.4 What is the function of the cell membrane? Controls what enters and leaves the cell.

2.5 What is the function of the cytoplasm? Where most of the chemical reactions take place.

2.6 What is the function of the mitochondria? Where respiration takes place.

2.7 What is respiration? A chemical reaction that releases energy from glucose.

2.8 What is the function of the ribosomes? Where protein synthesis takes place.

2.9 What is the function of the cell wall? It strengthens and supports the cell.

2.10 What is the function of the permanent vacuole? It contains cell sap (to keep the cell rigid).

2.11 What is the function of the chloroplasts? Where photosynthesis takes place.

2.12 Draw a labelled diagram of a bacterial cell. How plants use light to make glucose.

2.13 In plant cells, what is the cell wall made from? Cellulose.

2.14 Draw a labelled diagram of a plant cell.

2.15 Draw a labelled diagram of an animal cell.

3. Cell Specialisation

3.1 What is a specialised cell? A cell with a specific function.

3.2 Name three specialised animal cells. Sperm cell, nerve cell, muscle cell.

3.3 What is the function of a sperm cell? To swim to the egg and fertilise it.

3.4 Give two ways sperm cells are specialised.

• Tail – for swimming.

• Lots of mitochondria – to release energy for swimming.

3.5 What is the function of a nerve cell? To carry electrical messages around the body.

3.6 Give two ways nerve cells are specialised.

• Dendrites – to connect to other nerve cells.

• Very long – to carry electrical messages over long distances.

3.7 What is the function of a muscle cell? To contract and relax to allow movement of the body.

3.8 Give two ways muscle cells are specialised.

• Lots of mitochondria – to release energy for contraction.

• Lng – to allow space for contraction (getting shorter).

3.9 Name four specialised plant cells. Root hair cells, xylem cells, phloem cells.

3.10 What is the function of root hair cells. To absorb water and mineral ions from the soil.

3.11 Give two ways root hair cells are specialised.

• Large surface area – for maximum absorption.

• No chloroplasts – as no photosynthesis can take place underground.

3.12 What is the function of xylem cells? To transport water.

3.13 Give two ways xylem cells are specialised.

• Cells arranged to form a dead hollow tube – to create a column for water to move through.

• Made from lignin – strengthens the xylem and prevents it from bursting.

3.14 What is the function of a phloem cell? To transport sugars.

3.15 Give two ways phloem cells are specialised.

Composed of:

• sieve tubes which are arranged end to end to form a tube – to create a column for sugar to move through.

• companion cells – provide the sieve tubes with energy for the movement of the sugars.

Sperm Cell

Nerve Cell

Muscle Cell

Root Hair Cell

4. Microscopy

4.1 Name two types of microscope. Light and electron.

4.2 What is magnification? Making something small look bigger.

4.3 What is resolution? The ability of a microscope to distinguish detail.

4.4 Name two advantages of electron microscopes (compared to light microscopes).

4.5 Name two disadvantages of electron microscopes (compared to light microscopes).

4.6 How have electron microscopes allowed biologists to see and understand many more subcellular structures?

4.7 What is the equation for calculating the size of an image produced by a microscope?

Higher magnification, higher resolving power (resolution).

Much larger, more expensive, cannot view living specimens.

High magnification and resolution allows scientists to study cells in much finer detail.

5. Using a Light Microscope

5.1 Where should you place a prepared slide on a microscope? On the stage.

5.2 What is the function of the nose piece on a microscope? To select the objective lens.

5.3 Which objective lens should you begin with when using a microscope? The lowest power objective lens.

5.4 How can you adjust the position of the stage on a microscope? By turning the coarse adjustment knob.

5.5 When adjusting the position of the stage on a microscope, how can you avoid the lens coming into contact with the slide?

Image size = actual size x magnification

4.8 If an image size of a cell is measured 4.5mm, how long is the cell in micrometres? 4.5mm x 1000 = 4500μm

4.9 A cell measured 1cm when it was magnified x250. Calculate the actual size in micrometres.

4.10 A cell measured 3.2mm when it was magnified x100. Calculate the actual size in micrometres.

By looking from the side (not down the eyepiece).

5.6 How can you bring an image into focus on a microscope? By looking down the eyepiece and turning the coarse adjustment knob and then the fine adjustment knob.

5.7 How can you find the total magnification of an image produced by a microscope?

Objective lens magnification x eyepiece magnification.

6. Diffusion & surface area

6.1 What is diffusion? The spreading out of particles of any substance in a gas or solution resulting in a net movement from an area of higher concentration to an area of lower concentration.

6.2 What is meant by net movement? The overall movement of particles.

6.3 What is meant by concentration gradient?

The difference in concentration between two regions.

6.4 Why is diffusion important to cells? It allows substances to be transported in and out of cells.

6.5 Name two substances transported by diffusion in gas exchange. Oxygen and carbon dioxide.

6.6 What is the name of the substance transported by diffusion from cells into blood plasma (for excretion in the kidney)? Urea.

6.7 Name three factors which affect the rate of diffusion. Difference in concentration (concentration gradient), temperature, surface area of membrane.

6.8 What effect will increasing the concentration gradient have on the rate of diffusion? It will increase – due to the larger difference in concentration.

6.9 What effect will increasing the temperature have on the rate of diffusion? It will increase - the particles have more energy so move around faster.

6.10 What effect will increasing the surface area of a membrane have on the rate of diffusion? It will increase - more particles pass through at once.

6.11 Does a single celled organism have a large or small SA:V (surface area: volume ratio)? Large.

6.12 What is the benefit of single celled organisms having a large SA:V?

6.13 Why do multicellular organisms require exchange surfaces and a transport system?

6.14 Name four ways the effectiveness of an exchange surface can be increased.

Sufficient transport of molecules into and out of the cell by diffusion.

Small surface area to volume ratio, so cannot rely on diffusion alone.

• Having a large surface area.

• Thin membrane – to provide a short

diffusion path.

• Having an efficient blood supply (in animals only).

• Being ventilated (in animals, for gaseous exchange only).

6.15 Name four ways alveoli are specialised for diffusion.

6.16 Name two ways villi in the small intestine are specialised for diffusion.

6.17 Name three ways leaves are specialised for diffusion.

Large SA (surface area), moist lining, thin walls, efficient blood supply.

Increased SA for quick absorption, efficient blood supply.

Stomata for gas exchange, flattened shape, air spaces to increase SA.

6.18 Name four ways gills in fish are specialised for diffusion. Filaments (large SA), lamellae (large SA), thin surface layer, blood flow.

6.19 Calculate the surface area of a cube with 1cm sides

6.20 Calculate the volume of a cube with 1cm sides

SA = (length x width) x number of sides

SA = (1cm x 1cm) x 6

SA = 6cm2

Volume = length x width x height

V = 1cm x 1cm x 1cm

SA = 6cm2

6.21 Calculate the SA:V of the cube 6:1

6.22 Calculate the SA:V of a cube with 2mm sides, in its most simplest form

SA = (2x2) x6 = 24mm2

V = 2x2x2 = 8mm3

24:8 → simplified to 3:1

7. Osmosis

7.1 What is osmosis?

The movement of water particles from a dilute solution to a concentrated solution through a partially permeable membrane.

8. Osmosis in Plant Tissues

8.1 When preparing plant tissue to investigate osmosis, why should you use a cork borer to cut the plant tissue (e.g. potato)?

8.2 What measurements should be taken to investigate osmosis in plant tissue?

8.3

7.2 How can you calculate the percentage change in mass? change in mass ---------------------------- x 100 starting mass making measurements.

Name two ways to reduce error when investigating osmosis in plant tissue.

So each piece of plant tissue has the same diameter (to act as a control variable).

8.6 Explain what is happening to the carrot cell in Figure 6 at salt concentration of 0.8 mol/dm3

Mass of the carrot decreased, as the cells lost water due to osmosis. The water moved out of the cell as the concentration of the salt within the carrot cells is greater than the concentration of the salt solution.

8.4 Why is it important to calculate the percentage change in mass of the plant tissue when investigating osmosis?

8.5 Explain what is happening to the carrot cell in Figure 6 at salt concentration of 0.1 mol/dm3

So each piece of plant tissue has the same diameter (to act as a control variable).

• Blot the plant tissue dry so excess water/ solution is removed before

• Place a bung on the tube to prevent the evaporation of water (which would change the concentration of the solution).

Difficult to control the starting mass of the plant tissue.

8.7 Use the graph (Figure 6) to determine the salt concentration in the plant cell. Explain why.

Q = 0.3 mol/dm3

There is no overall movement of water, showing that the concentration of the salt solution is equal to the concentration of salt inside the cell.

9. Active Transport

9.1 What is active transport? The movement of substances from a dilute solution to a more concentrated solution (against a concentration gradient).

Mass of the carrot increased, as the cells gained water due to osmosis. The water moved into the cell as the concentration of the salt solution is greater than the concentration of salt in the carrot cells.

9.2 What does active transport require? Why? Energy from respiration - moving against the concentration gradient.

9.3 Name an example of a substance that is moved by active transport in plants. Mineral ions moving from dilute solutions in the soil into the root hair cell.

9.4 Name an example of a substance that is moved by active transport in animals.

Sugar molecules moving from lower concentrations in the gut to higher concentrations in the blood.

B1: Cell Biology

10. Cell Differentiation

10.1 What is cell differentiation? The process of a cell becoming specialised.

10.2 What happens to a cell as it differentiates? It acquires different sub-cellular structures to enable it to carry out certain functions.

10.3 Which type of cells only differentiate at early stages? Animal cells.

10.4 Which type of cells retain the ability to differentiate throughout life? Plant cells.

10.5 In mature animals what is the purpose of cell division? Repair and replacement.

11. Chromosomes

11.1 What is found in the nucleus of a cell? Chromosomes made of DNA molecules.

11.2 What is a gene? A section of DNA found on a chromosome.

11.3 How are chromosomes arranged in the nuclei of body cells? They are normally found in pairs.

12. Mitosis and the Cell Cycle

12.1 What is the cell cycle? A series of stages in which a cell divides to make new cells.

12.2 What is mitosis? The stage in the cell cycle in which the nucleus divides.

12.3 What is the purpose of the cell cycle? For growth and repair.

12.4 What must happen to a cell before it can divide?

• The number of sub-cellular structures doubles (e.g. ribosomes and mitochondria).

• The DNA replicates to form two copies of each chromosome.

12.5 What happens to the chromosomes and the nucleus during mitosis?

12.6 What happens in the last stage of the cell cycle (following mitosis)?

One set of chromosomes is pulled to each end of the cell and the nucleus divides.

The cytoplasm and cell membrane divide to form two identical cells.

13.1

What is a stem cell?

13.2 What is the function of embryonic stem cells?

13.3 Why are embryonic stem cells important in medical research?

13.4

Where can stem cells be found in adults?

13.5 What can adult stem cells differentiate to form?

13.6 What plant tissue can differentiate into any type of plant cell?

13.7

Name two medical conditions that could be treated with stem cells.

13.8 What is therapeutic cloning?

13.9 What is the benefit of therapeutic cloning?

13.10

Name two potential problems with the use of stem cells in therapeutic cloning.

13.11 What can stem cells from meristems in plants be used to produce?

13.12 What is the benefit of using meristems to produce clones of plants?

B1: Cell Biology

An undifferentiated cell, capable of giving rise to many more cells of the same type which can differentiate into specialised cells.

To differentiate into all types of body cell.

They can be cloned and made to differentiate into most different types of human cell.

Bone marrow.

Blood cells and some other cells.

Meristem tissue.

Diabetes and paralysis.

When an embryo is produced with the same genes as the patient.

Stem cells from the embryo are not rejected by the patients body.

Transfer of viral infection, ethical/ religious objections.

Clones of plants (quickly and economically).

Rare species can be cloned to protect from extinction, cloning disease resistant plants.

Knowledge Builder – Osmosis required practical:

14.1 Describe a method that to carry out the experiment shown in Figure 1.

1. Cut three pieces of potato to the same length.

2. Dry each piece on a paper towel.

3. Weigh each piece using a top-pan balance.

4. Place each piece in a different concentration of sugar solution.

5. Leave all three pieces for 2 hours.

6. Remove the three pieces of potato from the solutions.

7. Dry each piece on a paper towel.

8. Measure the length and mass of each piece of potato.

9. Calculate the percentage (%) change in mass of each piece.

10. Repeat steps 1-8 multiple times and calculate a mean.

11. Record results in a table & represent in a line graph.

14.2 What is the independent variable?

14.3 What is the dependent variable?

14.4 What are 3 control variables?

The factor you change is the concentration of sugar solution.

The factor you measure is the percentage change in mass.

The factors that you keep the same are volume of plant tissue, time left in solution, temperature of the solution, type of plant tissues and surface area of the plant tissue.

13. Stem Cells

1. Energy Stores 1.1 What is energy? The ability to do work. 1.2 What is the unit of energy? Joules (J).

1.3 Name 8 stores of energy. Kinetic, gravitational potential, chemical, elastic, magnetic, electrostatic, nuclear, thermal.

1.4 What store of energy would an object have if it is raised off the floor? Gravitational potential.

1.5 What store of energy would an object have if it is moving?

1.6 What store of energy would an object have because of the chemical bonds it has?

1.7 What store of energy would an object have because of its temperature?

1.8 What store of energy would an object have if it has been stretched or squashed?

potential. 1.9 What store of energy is present in food, our bodies, batteries and fuels?

1.10 What is a system? An object or group of objects.

1.11 What stores of energy change when an object is projected upwards? Gravitational potential store increases, chemical store decreases.

1.12 What stores of energy change when a moving objects hits an obstacle? Kinetic store decreases, thermal store increases, kinetic store of obstacle may increase. 1.13 What stores of energy change when an objected is accelerated with a constant force?

Kinetic store increases, chemical store decreases.

1.14 What stores of energy change when a vehicle slows down?

1.15 What stores of energy change when water is brought to the boil in a kettle?

2. Energy Transfers

Kinetic store decreases, thermal store increases.

Chemical store decreases, thermal store increases.

2.1 Name four ways energy can be transferred in a system. 1. Heating

2. Work done by forces (mechanical)

3. Work done when a current flows (electrical)

4. Radiation

2.2 What transfer would take place when energy is transferred in a battery powered torch to the bulb when it is switched on?

Work done when a current flows (electrical).

2.3 What transfer would take place when energy is transferred as you throw a ball into the air? Work done by forces (mechanical).

2.4 What energy transfer would take place when a hot cup of tea transfers energy to the surroundings? Heating.

2.5 What energy transfer takes place when a TV screen transfers energy to the surroundings because light and sound are being emitted? Radiation.

3. Conservation of Energy and Efficiency

3.1

What is a closed system? A system where no energy can be transferred to or from the surroundings - the total energy in the system stays the same.

3.2 What is the law of conservation of energy?

Energy cannot be created or destroyed; it can only be transferred from one store to another.

3.3 What is dissipated energy? Energy that has been transferred to a store that is not useful (wasted energy).

3.4

3.5

What is the most common store that energy is dissipated into?

Name two methods of reducing unwanted energy transfers.

3.6 If a material has high thermal conductivity, what does this mean?

3.7 If a material is a thermal insulator, what does this mean?

3.8

Name two factors which affect the rate of cooling of a building.

3.9 How can energy efficiency be calculated?

3.10 How can efficiency be expressed as a percentage?

Worked example questions:

A device transfers 30 J of useful energy every second. The total energy transferred to the device each second is 50 J. Calculate its efficiency in percentage.

A device transfers 20 J of useful energy every second. It has an efficiency of 80%. What is the total energy transferred to the device each second?

Thermal store of the surroundings.

1. Lubrication (to reduce friction).

2. Thermal insulation.

The rate of energy transfer by conduction across the material is very high.

The rate at which energy is transferred through the material by heating is very low.

1. Thickness of the walls.

2. Thermal conductivity of the walls.

Energy efficiency = useful output energy total input energy

Multiply the energy efficiency by 100.

4. Gravitational Potential Energy

4.1 When will energy will be transferred to the gravitational store of an object? When it is raised above the ground.

4.2 What is the equation to calculate the energy in the gravitational potential store? Gravitational energy store = mass x gravitational field strength x height (Ep = mgh).

4.3 What is the unit for mass? kilograms (kg)

4.4 What is the unit for gravitational field strength? newtons per kilogram (N/kg)

4.5 What is the gravitational field strength on Earth? 9.8N/kg

4.6 What is the unit for height? metres (m)

Worked example questions:

A ball with a mass of 0.5kg is kicked into the air. Calculate the store of gravitational potential energy stored in the ball when it is 4m above the ground. Assume g = 9.8N/kg.

A drone is hovering 15m above the ground and has store of 36.75J of potential energy. Assume g = 9.8N/kg. Calculate the mass of the drone.

Year 9 Knowledge Base: Science

5. Kinetic Energy

5.1 When will energy will be transferred to the kinetic store of an object? When the object starts moving.

5.2 What is the equation to calculate the energy in the kinetic store? Kinetic energy store = 0.5 x mass x velocity2 (Ek=½mv2)

5.3 What is the unit for mass? kilograms (kg)

5.4 What is the unit for velocity? metres per second (m/s)

Worked example questions:

A car is moving at a speed of 25m/s and has a mass of 990kg. Calculate the kinetic energy stored in the car as it moves.

A bird with a mass of 200g is flying at a speed of 5m/s. Calculate the kinetic energy stored in the

Sam is riding his bike and has a kinetic store of 1440J.

The mass of Sam and his bike is 80kg. Calculate Sam’s speed.

6. Elastic Potential Energy

6.1 When will energy will be transferred to the elastic store of an object? When it is stretched or compressed.

6.2 What is the equation to calculate the energy in the elastic store? Elastic energy store = 0.5 x spring constant x extension2 (Ee=½Ke2)

6.3 What is spring constant? How difficult it is to extend or compress an elastic object (the larger the spring constant, the more force required).

6.4 What is the unit for spring constant? Newtons/metre (N/m).

6.5 What is the unit for extension? Metres (m).

6.6 How is the extension of a spring measured? extension = extended length - original length

Worked example questions:

A trampoline spring has a spring constant of 150N/m. It is extended by 0.2m. Calculate the elastic store of energy in the spring.

A spring has a spring constant of 12N/m. It is extended and stores 0.06J of elastic potential energy. Calculate the extension of the spring.

bird as it flies.

7. Work Done and Power

7.1 What is work done? A measure of the energy transferred from one store to another.

7.2 What is the unit for work done? Joules (J)

7.3 What is power? The rate at which energy is transferred or the rate at which work is done.

7.4 How is power calculated? power = energy transferred ÷ time power = work done ÷ time

7.5 What is the unit for power? Watts (W)

7.6 What is the unit for time? Seconds (s)

Worked example questions:

Two electric motors are used to lift a weight to the same height. 5J of energy is now stored in each weight. Motor one does this in 5 seconds. Motor two does this in 10 seconds. Calculate the power of each motor.

8. Renewable Energy Resources

8.1 What are the three main uses of energy resources? Transport, electricity generation and heating.

8.2 What is a renewable energy resource? An energy resource that can be replenished at the same rate or at a faster rate than it is being used.

8.3 What are the main renewable energy resources that we use on Earth? Bio-fuel, wind, hydroelectricity, geothermal, tidal, solar, waves.

8.4 What are the advantages and disadvantages of renewable energy resources? See the next page.

Why is motor one more powerful?

A hairdryer has a power of 800W. It is used for 45 seconds. How much energy is transferred in this time?

9. Non-Renewable Energy Resources

9.1 What is a non-renewable energy resource? An energy resource that is being used at a faster rate than it can be replenished.

9.2 Name two examples of nonrenewable energy resources. Fossil fuels (coal, oil and natural gas), nuclear fuel.

9.3 What is a fossil fuel? A fuel formed from the remains of living organisms (plants and animals) millions of years ago.

9.4 What are the advantages and disadvantages of non-renewable energy resources? See the next page.

Fossil fuels (oil, coal and natural gases)

carbon dioxide (causes global warming)

Radioactive waste (needs to be disposed of safely)

Takes up large areas that could be used for farming, some people say windmills spoil the view

Local habitats are affected by the large areas that need to be flooded to build dams

Potentially

but hard

Tidal barrages can block sewage which needs to go out to sea

1. Atoms, Elements and Compounds

1.1 What is an atom? The smallest part of an element that can exist.

1.2 What is an element? A substance made of only one type of atom.

1.3 How are atoms of each element represented?

Using a chemical symbol e.g. the chemical symbol for oxygen is O and the chemical symbol of sodium is Na.

1.4 What is found in the Periodic Table? A list of around 100 different elements which have been arranged.

1.5 What is a compound? A substance made of two or more different elements chemically combined in fixed proportions.

3. Mixtures

3.1 What is a mixture? A substance consisting of two or more elements or compounds not chemically combined together.

3.2 Name four ways of separating a mixture. Filtration, crystallisation, distillation and chromatography.

3.3 How does distillation separate mixtures?

This separates substances according to their boiling points.

3.4 How does filtration separate mixtures? This separates insoluble substances in the mixture.

3.5 How does crystallisation separate mixtures? This separates soluble substances in the mixture.

2. Chemical equations

2.1 How are compounds formed? By the reaction of different elements.

2.2 How are compounds separated back into their elements? By chemical reactions.

2.3 What is a chemical reaction? A chemical change in which one or more new substances are formed. It often involved a detectable energy change (e.g. a change in temperature).

2.4 Name two ways of representing chemical reactions. Word equations and symbol/formula equations.

2.5 Why do equations need to be balanced? Due to the law of conservation of mass the total mass of the reactants is equal to the total mass of the products

2.6 Balance this equation by using blob diagrams Zn + O2 → ZnO

2.7 Balance this equation by using blob diagrams Mg + 2HCl → MgCl2 + H2

4. Atoms and Subatomic Particles

4.1 Name the three particles that make up atoms (subatomic particles).

4.2 Which particles are found in the nucleus?

4.3 State the relative masses of the subatomic particles.

4.4 State the relative charges of the subatomic particles.

4.5 What is the atomic number of an atom?

4.6 What is the mass number of an atom?

4.7 Why is the number of electrons in an atom equal to the number of protons?

4.8 How do you calculate the number of neutrons in an atom?

Worked example:

4.11 How large is the nucleus of an atom compared to the size of the atom?

Protons, Neutron, Electrons

Protons and neutrons.

5. The Development of the Model of the Atom

Protons: 1, neutrons: 1, electrons: very small.

Protons: +1, neutrons: 0, electrons: -1

The number of protons in an atom.

The number of protons + the number of neutrons in an atom.

Atoms have no overall charge (the charge of protons cancel out the charge of the electrons).

Mass number – atomic number.

4.9 How many protons, electrons & neutrons does Sodium have?

4.10 How small is an atom?

Atoms are very small, having a radius of about 0.1 nm (1 x 10-10 m).

The radius of a nucleus is less than 1/10 000 of that of the atom (about 1 x 10-14m).

5.1 Name the four models of the atom. Dalton, plum pudding, nuclear, electron shell (Bohr model).

5.2 Draw the four models of the atom.

5.3 What was the Dalton model of the atom? Atoms are tiny spheres that can not be divided.

5.4 What was the plum pudding model of the atom? The atom is a ball of positive charge with negative electrons embedded in it.

5.5 What did the alpha particle scattering experiment prove?

• The mass of the atom is concentrated at the centre (the nucleus).

• The nucleus is charged.

5.6 What was the nuclear model of the atom? Atoms have a positive nucleus which electrons orbit.

5.7 How did Niels Bohr adapt the nuclear model? He suggested that electrons orbit the nucleus at specific distances.

5.8 What name was given to positive charges found in the nucleus? Protons.

5.9 What did James Chadwick discover? The neutron.

6. Electronic Structure

6.1 How are the electrons arranged in atoms? Orbiting the nucleus in shells.

6.2 How many electrons can go in the first shell? 2

6.3 How many electrons can go in the second and third shells? 8

6.4 Write the electronic structure for this electron shell diagram. 2,8,1

6.5 Draw the electron shell diagram using the following electronic structure: 2, 8, 2

Science

C1: Atomic Structure and the Periodic Table

7. Relative Atomic Mass and Isotopes

7.1

What are isotopes?

7.2 What is the relative atomic mass of an element?

7.3 What formula is used to calculate the relative atomic mass of an element?

7.4 Copper has two stable isotopes. Cu-63 has an abundance of 69.2% and Cu-65 has an abundance of 30.8%. Calculate the relative atomic mass (Ar) of Copper to 1 decimal place.

Atoms of the same element with a different number of neutrons.

An average value of mass that takes account of the abundance of the isotopes of the element.

9. Development of the Periodic Table

9.1 How were elements arranged in early versions of the periodic table? In order of atomic weight.

9.2 Why were early versions of the periodic table not generally accepted? They were incomplete and some elements were placed in inappropriate groups if the strict order of atomic weights was followed.

9.3 Name two ways Mendeleev improved the early version of the periodic table.

8.1 How are elements in the periodic table arranged? In order of atomic (proton) number. 8.2 What is a group in the periodic table? A column of elements which have similar properties 8.3 What is a period in the periodic table? A row of elements.

8.4 Why is the periodic table so called?

8.5 What can the group number tell you about the electrons in an atom?

8.6 What can the period tell you about the electrons in an atom?

Because similar properties occur at regular intervals.

How many electrons are in the outer shell of the atom. E.g. carbon is in group 4 so has 4 electrons in the outer shell

How many shells an atom has. E.g. carbon is in the second period

9.4 Copper has two stable isotopes. Cu-63 has an abundance of 69.2% and Cu-65 has an abundance of 30.8%. Calculate the relative atomic mass (Ar) of Copper to 1 decimal place.

11. Group 0

• He placed the elements in groups based on similar properties.

• He left gaps for undiscovered elements.

• In some places he changed the order based on atomic weights.

• Mendeleev correctly predicted the properties of undiscovered elements.

• Discovery of isotopes confirmed he was right not to strictly order elements using their atomic weights.

11.1 What is the name of elements in group 0? In order of atomic (proton) number.

11.2 Why are elements in group 0 unreactive? Because their atoms have stable arrangements of electrons (they have full outer shells).

11.3 What is a period in the periodic table? 8.

11.4 Why is the periodic table so called? The boiling point increases as you go down group 0.

8. The Periodic Table

10. Ions and Metals and Non-Metals

10.1 What is an ion? A charged atom resulting from the loss or gain of electrons.

10.2 If an atom gains electrons, what charge will it have? Negative.

10.3 If an atom loses electrons, what charge will it have? Positive.

10.4 What is the definition of a metal? Elements that react to form positive ions.

10.5 What is the definition of a nonmetal? Elements that do not form positive ions.

10.6 Are most of the elements on the periodic table metals or non-metals? Metals.

10.7 Where are metals found on the periodic table?

10.8 Where are non-metals found on the periodic table?

To the left and bottom of the table.

To the right and top of the table.

Knowledge Builder: Predicting properties

What does this graph show us about the melting and boiling points of halogens?

The melting and boiling points increase going down the group, which affects their state at room temperature.

Which halogen is most likely to be a gas at room temperature? Fluorine because of its low melting and boiling points

Knowledge Base: Science C1:

12. Group 1

12.1 What is the name of elements in group 1?

12.2 Why do elements in group 1 have very similar properties?

The alkali metals.

They all have one electron in their outer shell.

12.3 Describe the trend in reactivity as you go down group 1. Reactivity increases.

12.4 Why does reactivity change as you go down group 1?

12.5 What is produced in a reaction between a group 1 metal and water?

12.6 What is produced in a reaction between a group 1 metal and oxygen?

12.7 What is produced in a reaction between a group 1 metal and chlorine?

As you go down the group:

• the distance between the outer electron and the nucleus increases.

• the attraction between the positive nucleus and the negative outer electron decreases.

• the outer electron is more easily lost.

Metal hydroxide and hydrogen (gas).

Metal oxide (white solid).

Metal chloride (white solid).

12.8 Describe the reaction of a group 1 element with water. A vigorous reaction in which the metal floats and moves around the surface of the water fizzing.

12.9 Why do group 1 elements tarnish in the air?

Group 1 elements are very reactive with oxygen in the air and form a dull metal oxide layer on their surface.

12.10 Describe the reaction of a group 1 element with chlorine. A very vigorous reaction.

13. Group 7

13.1 What is the name of elements in group 1? The halogens.

13.2 Why do elements in group 7 have very similar properties? They all have seven electrons in their outer shell.

13.3 Name two properties of group 7 elements.

• Non-metals.

• Consist of molecules made of pairs of atoms.

13.4 When group 7 elements react with non-metals, what is formed? Molecular compounds.

13.5 When group 7 elements react with metals, what is formed? Salts.

13.6 Describe the trend in reactivity as you go down group 7. Reactivity decreases.

13.7 What type of reaction would be occurring if a more reactive halogen reacted with the salt of a less reactive halogen? A displacement reaction.

13.8 Describe the trend in melting and boiling point as you go down group 7. Melting and boiling point increases.

13.9 Explain the trend in melting and boiling point as you go down group 7. As you go down group 7:

• Molecular mass increases.

• Strength of attraction between molecules increases.

• More energy is required to overcome the forces of attraction.

1. Levels of Organisation

1.1 What are cells? The basic building blocks of all living organisms.

1.2 What is a tissue? A group of cells with a similar structure and function.

1.3 What is an organ? A group of tissues performing specific functions.

1.4 What is an organ system? A group of organs working together to form organisms.

2. Digestive System

2.1 What is the function of the digestive system? To break down food.

2.2 What happens to food molecules during digestion? Large food molecules are broken down into small molecules and are absorbed into the bloodstream.

2.3 What is the function of the salivary glands in digestion? Produce saliva (containing amylase enzyme).

2.4 What is the function of the stomach in digestion? Churns food with its muscular walls, mixes food with acid.

2.5 What is the function of the liver in digestion? To produce bile.

2.6 What is the function of the gall bladder in digestion? Stores bile before it's released into the small intestine.

2.7 What is the function of the pancreas in digestion? To produce and secrete enzymes.

2.8 What is the function of the small intestine in digestion? To produce enzymes and to absorb nutrients from the digested food.

2.9 What is the function of the large intestine in digestion? Absorb excess water.

2.10 State two functions of bile in digestion Emulsify fat, neutralise stomach acid before food moves into the small intestine.

2.11 State two functions of the stomach acid Kills bacteria and creates an acidic environment

2.12 How is the small intestine adapted to absorb nutrients?

• It is very long

• Villi provide a large surface area

• Villi are one cell thick

• Efficient blood supply

• Cells have many mitochondria

2.13 What are the labels in this diagram of the digestive system?

3. Food Tests

3.1 How can you prepare a sample of food for a food test?

Crush the food (using a pestle and mortar), add a few drops of water and mix well.

3.2 What is the name of the chemical used when testing for starch in a food sample? Iodine solution.

3.3 What colour is iodine and what colour does it turn in the presence of starch? Brown, turns black/ dark blue if starch is present.

3.4

What is the name of the chemical used when testing for lipids in a food sample? Ethanol.

3.5 What colour is ethanol and what happens to it in the presence of lipids? Colourless, solution turns cloudy if lipids are present.

3.6 What is the name of the chemical used when testing for sugar in a food sample? Benedict's solution.

3.7 What colour is Benedict's solution and what colour does it turn in the presence of sugar? Blue, turns orange/ red if sugar is present.

3.8 What extra experimental step is required when testing for sugar?

Heat the solution in a boiling water bath at 75°C for 5 minutes.

3.9 What is the name of the chemical used when testing for protein in a food sample? Biuret solution.

3.10 What colour does biuret solution turn in the presence of protein? Purple.

4. Enzymes

4.1 What is an enzyme? A biological catalyst which is a protein.

4.2 Name the three different groups of enzymes involved in digestion. Carbohydrases, proteases, lipases.

4.3 Which group of enzymes break down carbohydrates? Carbohydrases.

4.4 Which group of enzymes break down proteins? Proteases.

4.5 Which group of enzymes break down lipids? Lipases.

4.6 What products are carbohydrates broken down into? Simple sugars, e.g. glucose.

4.7 What products are proteins broken down into? Amino acids.

4.8 What products are lipids broken down into? Fatty acids and glycerol.

4.9 What are the products of digestion used for, in the body? To build new carbohydrates, proteins and lipids, some glucose is used in respiration.

4.10 What is the lock and key model? The specific shape of the active site matches the specific shape of its substrate molecules.

4.11 What does denatured mean? When the shape of the enzymes active site changes and the substrate no longer fits.

4.12 Name two environmental conditions that cause an enzyme active site to change. Temperature increase, increase or decrease in pH.

5. Rate of Enzyme Action

5.1 Name two factors which affect the rate of enzyme action. Temperature, pH.

5.2 What product does amylase break starch down into? Glucose.

Practical: Does pH effect the rate at which starch is broken down by the enzyme amylase?

5.6 Why must a water bath be used during the practical? To control the temperature.

5.7 What is the independent variable in this investigation? The pH.

5.8 What is the dependent variable in this investigation? The time taken for starch to fully breakdown.

5.9 What are the control variables in this investigation?

• Volume of amylase solution

• Volume of starch solution

• Concentration of amylase solution

• Concentration of starch solution

• Temperature

5.10 What is the purpose of iodine in this investigation? To test for the presence of starch to determine if it has been broken down.

5.11 Why is continuous sampling used in this investigation? To test for the presence of starch in a sample at regular intervals.

6. The Lungs

6.1 What structure protects the lungs? Rib cage.

6.2 What are the structures called where gas exchange happens? Alveoli.

6.3 Name substances that are exchanged in gas exchange at the alveoli. Oxygen moves into the blood stream and carbon dioxide moves into the alveoli.

6.4 How do substances move between the alveoli and bloodstream? By diffusion.

6.6 State the pathway of air from the atmosphere to the blood.

6.7 How are lungs adapted for gas exchange?

6.8 How does moving air in and out of the lungs aid the diffusion of gases?

6.9 How does having many alveoli aid the diffusion of gases?

6.10 How does a large capillary network around the alveoli aid the diffusion of gases?

6.11 How does the alveoli and the capillaries being one cell thick aid the diffusion of gases?

Nose/ mouth → trachea → bronchi → bronchioles → alveoli → blood.

• Breathing moves air in and out.

• Many alveoli.

• Large capillary network around the alveoli.

• Alveoli and capillaries are one cell thick.

Maintains the concentration gradient.

Provides a large surface area.

Maintains the concentration gradient.

Provides a short diffusion path.

B2: Organisation in animals

7. Blood Vessels

7.1 Name the three types of blood vessels. Arteries, veins, capillaries.

7.2 What is the function of arteries in the body? To transport high pressure blood away from the heart.

7.3 What is the function of capillaries in the body? To transport blood from the arteries to the tissues and allow the exchange of substances.

7.4 What is the function of veins in the body? To transport low pressure blood back to the heart.

7.5 How are arteries adapted to their function?

7.6 How are veins adapted to their function?

Thick layer of muscle, thick layer of elastic tissue, narrow lumen.

Thin layer of muscle, thin layer of elastic tissue, wide lumen, have valves.

7.7 How are capillaries adapted to their function? One cell thick.

8. Blood

8.1 What is the function of blood? To transport substances around the body.

8.2 Name the four components of blood. Red blood cells, white blood cells, plasma, platelets.

8.3 What is the function of red blood cells?

8.4 How are red blood cells adapted to their function?

8.5 What is the function of white blood cells?

8.6 How are white blood cells adapted to their function?

Transport oxygen from the lungs to all the cells in the body.

Biconcave shape provides a large surface area, no nucleus to carry more oxygen, contain haemoglobin which binds to oxygen.

Defend against infection.

Some can change shape to engulf pathogens, some can produce antibodies, some can produce antitoxins.

8.7 What is the function of plasma? To transport substances.

8.9 Name examples of substances transported in the plasma.

8.10 What is the function of platelets?

Carbon dioxide, water, glucose, amino acids, fatty acids and glycerol, hormones, antibodies, lactic acid, vitamins, minerals.

To help the blood to clot.

9. Heart

9.1 What is the function of the heart? To pump blood.

9.2 Why is the heart described as a double pump? The right side of the heart pumps blood to the lungs and the left side of the heart pumps blood around the body.

9.3 Which blood vessel brings blood back from the body to the heart? Vena cava.

9.4

9.5

Which chamber of the heart does blood enter on return from the body? Right atrium.

Which blood vessel takes blood from the heart to the lungs? Pulmonary artery.

9.6 Which chamber of the heart does blood leave from to go to the lungs? Right ventricle.

9.7 Which blood vessel brings blood back from the lungs to the heart? Pulmonary vein.

9.8 Which chamber of the heart does blood enter on return from the lungs? Left atrium.

9.9 Which blood vessel takes blood from the heart to the body? Aorta.

9.10 Which chamber of the heart does blood leave from to go to the body? Left ventricle.

9.11 What is the function of valves in the heart? To prevent the backflow of blood.

9.12 Where are the cells found that control the natural resting heart rate? Right atrium.

9.13 What is an artificial pacemaker? An electrical device used to correct irregularities in the heart rate.

9.14 What is stroke volume? Volume of blood pumped out of the heart per beat.

9.15 How can you calculate cardiac output (blood flow) per minute?

Cardiac output per minute = heart rate in beats per minute x stroke volume per beat.

10. Coronary Heart Disease

10.1 What is the function of the coronary arteries? To supply blood to the heart tissue.

10.2 What is coronary heart disease? Where layers of fatty material build up inside the coronary arteries, narrowing them.

10.3 What can happen to the heart, if the blood flow is restricted causing a lack of oxygen to the heart muscle? Heart attack.

10.4 How can coronary heart disease be treated? Stents, statins.

10.5 What is a stent? A wire mesh tube than can be inserted inside arteries to widen them or keep them open.

10.6 List the advantages of stents. They are effective for a long time, the recovery time from surgery is relatively quick.

10.7 List the disadvantages of stents There is a risk of complications during the operation, risk of infection from surgery, risk of developing a blood clot.

10.8 What are statins? Drugs that can reduce the amount of cholesterol present in the bloodstream.

10.9 List the advantages of statins Reduce the risk of strokes, coronary heart disease and heart attacks.

10.10 List the disadvantages of statins They are a long-term drug that must be taken regularly, side effects, it takes time for their effect to kick in.

10.11 What are the consequences of faulty valves in the heart? Blood doesn't circulate as effectively as normal

10.12 How can faulty heart valves be treated? Replace the valve with a biological valve or a mechanical valve

10.13 How can doctors treat heart failure? Heart transplant, artificial heart.

10.14 Name one advantage of artificial hearts.

10.15 List the disadvantages of artificial hearts.

10.16 State the risks associated with surgical intervention in the treatment of heart disease.

Less likely to be rejected by the body's immune system than a donor heart.

Surgery can lead to bleeding and infection, they don't work as well as healthy natural hearts, requires drugs to thin the blood.

Death, rejection of organ transplant, clotting problems, thrombosis, infection.

11. Health and Disease

11.1 What is health? The state of physical and mental well-being.

11.2 What is the major cause of ill health? Diseases.

11.3 What are communicable diseases? Diseases that can be transmitted from one organism to another, caused by pathogen.

11.4 What are non-communicable diseases? Diseases that are not caused by infectious pathogens and are generally caused by lifestyle factors.

11.5 What is a risk factor? Something that can increase the chances of developing a non-communicable disease.

11.6 What is a correlation? A relationship between two sets of data, such that when one changes you would expect the other to change.

11.7 What is smoking a risk factor for? Cardiovascular disease, lung disease, lung cancer, foetal abnormalities (during pregnancy).

11.8 What is alcohol a risk factor for? Liver damage, brain damage, foetal abnormalities (during pregnancy).

11.9 What is obesity a risk factor for? Type 2 diabetes.

11.10 State three risk factors of cardiovascular disease Poor diet, smoking, lack of exercise.

11.12 What are carcinogens and ionising radiation a risk factor for? Cancer.

11.13 Why might someone be more likely to suffer from infectious diseases? Due to defects in the immune system.

11.14 What can trigger someone developing allergies such as skin rashes or asthma? Immune reactions initially caused by a pathogen.

11.15 What can severe physical ill health potentially lead to? Depression and other mental illness.

12. Cancer

12.1 What is cancer? Uncontrolled cell growth and division of cells resulting in tumours.

12.2 What are benign tumours? Growths of abnormal cells which are contained in one area, usually within a membrane.

12.3 What are malignant tumours? Malignant tumour cells are cancers, they are able to spread around the body and cause secondary tumours.

12.4 Which type of tumours can invade neighbouring tissues and spread to different parts of the body? Malignant tumours.

12.5 How do some tumours spread to different parts of the body? In the blood.

12.6 What are the two types of risk factors that can cause different types of cancer?

12.7 Give examples of lifestyle risk factors that can cause different types of cancer.

Lifestyle risk factors and genetic risk factors.

Smoking, obesity, UV exposure, viruses living in cells.

1. Drawing circuits

1.1 In what type of circuit are all the components in one loop? Series

1.2 In what type of circuit are the components in multiple loops? Parallel

1.3 In a circuit, one component breaks and all the components stop working, what type of circuit is it? Series

1.4 In a circuit, one component breaks and all the other components still work. What type of circuit is it? Parallel

2. Charge and current

2.1 What is needed for an electrical charge to flow? A complete circuit and a source of potential difference.

2.2 What does the word rate mean? Per second

2.3 Define current. The rate of flow of charge

2.4 What symbol is used instead of writing the word "current"? I

2.5 State the unit of current. Amps or A

2.6 What symbol is used instead of writing the word "charge"? Q

2.7 What is the unit of charge? Coulombs or C

2.8 What is meant by 1 Amp? 1 Coulomb per second

2.9 State the equation that links charge, current and time. Charge flow = current x time

2.10 Give the symbol equation that links charge flow, current and time. Q=It

2.11 State the current rule for components connected in series. The current is the same through each component.

2.12 State the current rule for components connected in parallel. The total current of the circuit is the sum of the current through each branch of the circuit.

Worked example question:

A battery charger passes a current of 2A through a cell over 30 minutes.

How much charge is transferred to the cell?

Knowledge Base/Builder: Science

3. Current, potential difference and resistance

3.1 What symbol is used instead of writing the words "potential difference"? V

3.2 What is the unit of potential difference? Volts or V

3.3 What symbol is used instead of writing the word "resistance"? R

3.4 What is the unit of resistance? Ohms or Ω

3.5 State the equation that links current, potential difference and resistance. Potential difference = current x time

3.6 Give the symbol equation that links current, potential difference and resistance. V=IR

Worked example question:

A 4.0Ω resistor in a circuit has a potential difference of 6.0V across it. What is the current through the resistor?

3.7 State the potential difference rule for components connected in series. Potential difference of the power supply is shared between the components.

3.8 State the potential difference rule for components connected in parallel. The potential difference is the same across each branch of the circuit.

4. Knowledge Builder – Resistance required practicals: Resistance Part 1

Describe a method to carry out an experiment to investigate how resistance is affected by the length of the wire.

1. Set up the circuit as shown in figure 1 below, using crocodile clips to attach to the wire.

2. Place a meter ruler behind the length of wire.

3. Attach crocodile clips to the wire at 0m and at 0.1m so that 0.1m of wire is connected in the circuit.

4. Close the switch and record the current on the ammeter and the potential difference on the voltmeter.

5. Switch and wait 30 seconds.

6. Repeat steps 4 and 5, 2 more times to collect repeat measurements.

7. Keep repeating the process, increasing the distance between the crocodile clips by 0.1m each time until you have reached 1m.

8. Calculate the mean current and potential difference for each length and use the means to calculate resistance using the equation.

Figure 1:

Circuit diagram for required practical "resistance part 1."

5. Investigating resistance

5.1 What is the independent variable? The factor you change is the length of the wire

5.2 What is the dependent variable? The factor you measure is the resistance, by measuring the potential difference and current.

5.3 What are 3 control variables?

The factors that you keep the same are thickness of the wire, density of the wire, potential difference of the battery.

5.4 Name 1 control variable that is difficult to control.

The factor that is difficult to keep the same is the temperature of the wire.

5.5 When current passes through wires and components, what happens to them? They heat up.

5.6 How does the temperature of a wire affect its resistance?

5.7 Why do we switch circuits off between readings?

5.8 How are resistance and current related when potential difference is constant?

5.9 How are potential difference and current related when resistance is constant?

5.10 How do we check that 2 variables are directly proportional?

5.11 How do we check that 2 variables are inversely proportional?

As temperature increases, resistance increases.

So the wires don't heat up and cause the resistance to increase.

Inversely proportional OR as resistance increases, current decreases.

Directly proportional OR as potential difference increase, current increases.

Divide the variables at least 3 times. Answer should be the same every time.

Multiply the variables at least 3 times. Answer should be the same every time.

5.12 What is a variable resistor? A component whose resistance can be changed.

5.13 State the relationship between the length of a wire and its resistance.

5.14 What does directly proportional look like on a graph?

Directly proportional.

Straight line through the origin.

6. Knowledge Builder – Resistance required practicals: Resistance Part 2

Describe a method to carry out an investigation into resistors in series circuits.

1. Set up the circuit as shown in the diagram below.

2. Use a voltmeter to measure the potential difference across the battery and across each resistor.

3. Use the ammeter to record the current in the circuit.

4. Calculate the resistance through each resistor and through the battery.

5. Repeat for different values of resistors to identify a relationship.

6. Repeat this investigation for the second diagram.

6.1 How is a voltmeter connected in a circuit? In parallel, across the component / components you are measuring.

6.2 When resistors are connected in series, the total resistance is... The sum of the resistances of the individual resistors.

6.3 When resistors are connected in parallel, the toral resistance is...

Less than the resistance of the lowest resistor.

7. Resistors

7.1 State the relationship between current and potential difference for an ohmic conductor.

Current is directly proportional to potential difference at a constant temperature.

7.2 State an example for an ohmic conductor. A wire or a fixed resistor.

7.3 Why are resistors and wires ohmic conductors? Filament lamp and a diode.

7.4 Why are filament lamps and diodes not ohmic conductors?

7.5 Why does the resistance of a filament lamp change as the potential difference across it increases?

The resistance stays constant as current changes.

The resistance changes as current changes.

7.6 State the properties of a diode. Current increases so temperature increases so resistance increases.

7.7 State the properties of a diode. Current only flows through a diode in one direction.

7.8 Describe the resistance properties of a thermistor. As temperature increases, the resistance of the thermistor decreases

7.9 What happens to the resistance of a thermistor as it gets colder? It increases.

7.10 Describe the resistance properties of an LDR. As light intensity increases, the resistance of the LDR decreases.

7.11 What happens to the resistance of an LDR as it gets darker. Increases.

7.12 What happens to the resistance of an LDR as it gets lighter. Decreases.

7.13 State an example of an application of a thermistor in a circuit. A thermostat.

7.14 State an example of an application of an LDR in a circuit. Automatic lighting.

8. Power Worked examples

8.1 Define power. Energy transferred per second

8.2 State the equation linking current, potential difference and power using words. Power = current x potential difference

8.13 An electric toaster is powered by the mains supply at 230V. 6.5A of current is supplied to the toaster, calculate its power.

8.3 State the equation linking current, potential difference and power using symbols.

8.4 What symbol is used instead of writing the word "power"?

8.5 State the unit of power. Watts or W

8.6 State the equation linking current, resistance and power using words. Power = current2 x resistance

8.7 State the equation linking current, resistance and power using symbols.

8.8 What 2 factors determine the amount of energy transferred by an appliance?

Power of the appliance and time it is on.

8.9 State the equation linking time, energy and power using words. Energy = power x time

8.10 State the equation linking time, energy and power using symbols.

8.11 State the equation linking Energy, Charge flow and potential difference using words

Energy = Charge flow x potential difference

8.12 State the equation linking Energy, Charge flow and potential difference using words E = Q x V

8.14 A 75W ceiling fan is powered by the mains supply at 230V, calculate the current supplied to the fan.

8.15 A small fan is run from a computer's USB port. It has a power of 2.5W and draws a current of 0.5A. Calculate its resistance.

8.16 A child is playing with a battery powered toy car. She turns it on for 20 seconds. The power of the car is 50W, calculate the energy transferred.

8.17 A mobile phone charger has a potential difference of 12V. If 3kJ of energy are transferred, calculate the charge flow.

10.

The National grid

10.1 What is the purpose of the national grid? To provide electricity to all homes and businesses across the UK.

10.2 What are the two parts of the national grid? Cables and transformers.

10.3 What do step-up transformers do? Increase potential difference which reduces current.

10.4 What do step down transformers do? Decrease potential difference which increases current.

10.5 How do step up transformers increase the efficiency of energy transfers in the national grid?

Reducing current means less energy is wasted to thermal energy stores of the cables and surroundings.

10.6 Why are step down transformers needed? To make sure potential difference is safe level to use.

10.7 What is the equation that links the current and potential difference across primary and secondary coils in a transformer?

10.8 If the potential difference in the primary coils is 5000V and the current is 3A, calculate the current in the secondary coils when the potential difference is reduced to 250V.

1. Opiniones / Opinions

¿Qué cosas te gustan? What things do you like?

¿Qué cosas te encantan/ te chiflan/ te flipan/ te molan? What things do you love?

Me gusta(n)… I like…

Me encanta(n)/ me

chifla(n)/ me flipa(n)/ me

mola(n)… I love…

No me gusta(n) (nada)… I don’t like… (at all)

el baile dance

el cine cinema

el deporte sport

el dibujo drawing el racismo racism

el teatro theatre

la moda fashion

la música music

la naturaleza nature

la pesca fishing

la violencia violence

los cómics comics

los insectos insects

los lunes Mondays

las artes marciales martial arts

las injusticias injustice

las tareas domésticas household chores

los animales animals

2.Expresiones de frecuencia / Expressions of frequency

a veces sometimes

dos veces a la semana twice a week

muy a menudo very often

casi todos los días almost every day

todo el tiempo all the time

siempre always

3.¿Cómo organizas tu semana? /

How do you organise your week?

Bailo Zumbar I dance Zumbar

Cocino para mi familia I cook for my family

Escribo canciones I write songs

Juego en mi consola I play on my games console

Leo revistas/ libros I read magazines/ books

Monto en bici I ride a bike

Navego por Internet I surf the Internet

Preparo la cena I prepare dinner

Saco fotos I take photos

Toco el teclado I play keyboard

Veo un partido de fútbol I watch a football match

4.Cartelera de cine / What’s on at the cinema?

Voy a ver… I am going to see…

una comedia a comedy

una película de acción an action film

una película de animación an animated film

una película de aventuras an adventure film

una película de ciencia ficción a science-fiction film

una película de fantasía a fantasy film

una película de superhéroes a superhero film

una película de terror a horror film

¿Vas a venir? Are you going to come?

¿Vamos a ver…? Are we going to see…?/ Shall we see…?

5.¿Qué tipo de películas te gustan? / What type of films do you like?

Me encantan las comedias I love comedies

No me gustan las películas de terror I don’t like horror films

Mi película favorita es… My favourite film is…

¿Qué tipo de película es? What type of film is it?

Es una comedia It is a comedy

En mi opinión… In my opinion…

Creo/ Pienso que… I think (that)…

1. Los trabajos en el hotel / Hotel jobs

Soy… I am…

camarero/a a waiter

cocinero/a a cook

dependiente/a a shop assistant

esteticista a beautician

jardinero/a a gardener

limpiador(a) a cleaner peluquero/a a hairdresser

recepcionista a receptionist

2. ¿En qué consiste tu trabajo? / What does your job involve?

Tengo que… I have to… contestar al teléfono y ayudar a los clientes answer the phone and help the customers

cortar el pelo a los clientes cut customers’ hair cuidar las plantas look after the plants

hacer manicuras do manicures limpiar habitaciones clean rooms preparar comida prepare food servir la comida en el restaurante serve food in the restaurant

vender productos en la tienda sell products in the shop

3. Opiniones / Opinions

¿Te gusta tu trabajo? Do you like your job?

(No) me gusta (nada) mi trabajo porque es… I (don’t) like my job (at all) because it is…

difícil difficult duro hard estimulante stimulating estresante stressful

interesante interesting monótono monotonous repetitivo repetitive

¿Cómo es tu jefe? What is your boss like?

Mi jefe/a (no) es muy educado/a

My boss is (not) very polite

¿Cómo son los clientes? What are the customers like?

Los clientes son exigentes/ maleducados The customers demanding/ rude

4. ¿Cómo eres? / What are you like?

En mi opinión, soy… In my opinion, I am…

Creo/ Pienso que soy… I think I am…

Soy muy/ bastante… I am very/ quite…

ambicioso/a ambitious creativo/a creative independiente independent inteligente intelligent organizado/a organised paciente patient práctico/a practical responsable responsible serio/a serious sociable sociable trabajador(a) hard-working

5. ¿En qué te gustaría trabajar? / What job would you like to do?

Me gustaría ser… I would like to be…

Quiero ser… I want to be…

abogado/a a lawyer cantante a singer

diseñador(a) a designer

enfermero/a a nurse

mecánico/a a mechanic

periodista a journalist policía a police officer

taxista a taxi driver

Me gustaría… I would like…

No me gustaría (nada)… I wouldn’t like… (at all)

trabajar al aire libre to work in the open air

trabajar con animale s to work with animals

trabajar con niños to work with children

trabajar en equipo to work in a team

trabajar en una oficina to work in an office

trabajar solo/a to work alone

hacer un trabajo creativo to do a creative job

hacer un trabajo manual to do a manual job

1. ¿Llevas una dieta sana? / Do you have a healthy diet?

Llevo una dieta sana I have a healthy diet

Me gusta (bastante/ mucho) el pan I (quite/ really) like bread

Me gustan las galletas I like biscuits

No me gusta(n) (nada)… I (really) don’t like… (at all)

el arroz rice

el pan bread

el pollo chicken

el pescado fish

la carne meat

la ensalada salad

la pasta pasta

la pizza pizza

los caramelos sweets

los huevos eggs

los pasteles cakes

las galletas biscuits

las verduras vegetables

Como/ Comí verduras I eat/ ate vegetables

Bebo/ Bebí agua I drink/ drank water

2. ¿Conqué frecuencia comes pescado? / How often do you eat fish?

Lo/La como… I eat it…

Los/Las como… I eat them…

tres veces al día three times a day

cada día/ todos los días every day

dos veces a la semana twice a week

los fines de semana at weekends

una vez al mes once a month

muy a menudo very often

a veces sometimes

de vez en cuando from time to time

(Casi) nunca lo/la como I (almost) never eat it.

(Casi) nunca los/las como I (almost) never eat them.

3.¿Qué haces para estar en forma? / What do you do to keep fit?

Me gusta mucho hacer deporte I really like doing sports

Hago artes marciales I do martial arts

Hago atletismo I do athletics

Hago footing I do jogging

Hago gimnasia I do gymnastics

Hago natación I go swimming

Juego al baloncesto I play basketball

Juego al ping-pong I play table tennis

Juego al rugby I play rugby

Juego al tenis I play tennis

Juego al voleibol I play volleyball

Juego a la pelota vasca I play pelota (Basque ball game)

… en el parque ... in the park

… en el gimnasio … in the gym

Voy al polideportivo I go to the sports centre

Soy miembro de un club I belong to a club

Voy a clases de baile I go to dance classes

Prefiero jugar al fútbol I prefer playing football

Es mi deporte preferido It is my favourite sport

Empecé (a jugar)… a los (diez) años I started (playing)… at the age of (ten)

Voya empezar a (hacer)… I am going to start (doing)…

4.¿Cuál es tu rutina diaria? / What is your daily routine?

me despierto (muy tempra no/ a las siete)

me levanto (enseguida)

I wake up (very early/ at 7 o’clock)

I get up (straight away)

me lavo los dientes I brush my teeth

me ducho I shower

me visto I get dressed

me acuesto I go to bed desayuno I have breakfast meriendo I have an afternoon snack ceno (…) I have (… for) dinner

salgo (a correr) I go out (running)

corro (veinte kilómetros)

I run (twenty kilometres)

entreno I exercise/ train voy al insti/ trabajo I go to school/work

6.¿Qué tal estás? / How are you?

¿Qué te duele?

¿Te duele el estómago?

Me duele elbrazo/ el estómago/ el pie

Me duele la cabeza/ la espalda/ la garganta

Me duele la mano/ la pierna

Me duelen los dientes

Me duelen los oídos

Me duelenlos ojos

What hurts? Tengo catarro I have a cold

Does your stomach hurt? Tengo náuseas I feel sick/ nauseous

My arm/ stomach/ foot hurts Tengo quemaduras de sol I have sunburn

My head/ back/ throat hurts Tengo tos I have a cough

My hand/ leg hurts Estoy cansado/a I’m tired

My teeth hurt Estoy enfermo/a I’m ill

My ears hurt/ I have earache No me encuentro bien I don’t feel well

My eyes hurt

5. Consejos para estar en forma / advice for keeping fit/in shape

Para estar en forma… To keep fit/ in shape… No se debe… You/ One must not…

Se debe… You/ One must… beber alcohol drink alcohol

beber agua frecuentemente drink water frequently beber muchos refrescos drink lots of soft drinks

comer más fruta y verduras eat more fruit and vegetables comer comida basura eat junk food

comer menos chocolate/ caramelos eat less chocolate/ fewer sweets fumar smoke

dormir ocho horas al día sleep for eight hours a day Soy adicto/a al/ a la/ a/ los/ a las… I am addicted to…

entrenar una hora al día train for one hour a day A partir de ahora, voy a… From now on, I am going…

Mis derechos / My rights

Tengo derecho a I have the right to

al amor y a la familia to love and family

al juego to play

a la educación to education

a la libertad de expression to freedom of expression

a vivir en harmonía to live in harmony

dar mi opinion give my opinion

salir solo/a go out alone

dormir sleep

ir al instituto go to school

jugar con mis hermanos play with my siblings respirar breathe

Nacionalidades / Nationalities

boliviano/a Bolivian

colombiano/a Colombian

mexicano/a Mexican

norteamericano/a North American

inglés/inglesa English

español (a) Spanish

paquistaní Pakistani

Reciclamos / Let’s recycle

Para proteger el medio ambiente… In order to protect the environment…

Se debería… You/we should…

ahorrar energía en casa save energy at home

apagar la luz turn off the light cerrar el grifo trun off the tap

conserver agua save water

desenchufar los aparatos eléctricos unplug electrical devices

ducharse en vez de bañarse have a shower instead of a bath

ir en bici(cleta) go by bike

reciclar el papel / el plástico /el vidrio recycle paper / plastic / glass

usar transporte público use public transport

No se debería… You / We shouldn’t…

malgastar el agua waste water tirar la basura al suelo throw rubbish on the ground usar bolsas de plástico use plastic bags

Mi ciudad antes / My city before Antes… Before…

era aburrida it used to be boring era peligrosa it used to be dangerous

estaba sucia it used to be dirty

había mucha basura there used to be a lot of rubbish

había mucha violencia There used to be a lot of violence

no había medios de transporte público there didn’t used to be means of public transport

no había nada para los jóvenes the didn’t used to be anything for young people

Mi ciudad ahora / My city now

Ahora Now

está limpia it is clean

hay menos basura there is less rubbish

hay menos contaminación there is less pollution

hay parques y espacios públicos muy bonitos there are very nice parks and public spaces

hay una red de transporte muy buena there is a very good transport network

hay muchas cosas para los jóvenes there are lots of things for young people

no tiene barrios peligrosos it doesn’t have dangerous neighbourhoods

Te presento a ... / Let me introduce you to ...

este es mi padre/mi madre This is my father/mother

estos son mis hermanos/ hermanas These are my brothers/sisters

encantado/a /İMucho gusto! Pleased to meet you

¿Qué tal fue el viaje? How was the journey?

¿Tienes hambre/sed/sueño? Are you hungry/thirsty/sleepy

(No) Tengo hambre/sed/sueño I am (not) hungry/ thirsty/sleepy

Quiero I want to...

¿Puedo...? Can I …?

acostarme Go to bed

ducharme Have a shower

High frequency words primero first luego then después afterwards más tarde later tal vez perhaps más more menos less

De

Tiendas / Shopping

Voy a comprar ... I am going to buy

Quiero un/una ... I want a...

¿En qué puedo ayudarle? How can I help you?

¿Cuánto es? How much is it?

Son …. euros It is …. euros

Me lo/la/los/las llevo I'll take it/them

Me da/Póngame Can I have...?

Cien gramos A hundred grams

Medio kilo Half a kilo

Un cuarto de A quarter kilo of

Un kilo de tomates A kilo of tomatoes

¿Algo mas? Anything else?

Nada más That's it.

¿Cuánto cuesta la botella de agua? How much is the bottle of water?

caro expensive barato cheap

Es demasiado caro It is too expensive

Reserva de hotel / Booking a hotel room

Quisiera reservar I would like to book

Una habitación individual A single room

Una habitación doble A double room

¿Para cuántas noches? For how many nights?

Para tres noches, del 3 al 6 de agosto For three nights, from the 3rd to the 6th of August

Son cien euros por noche It is a hundred euros per night

¿Hay aire acondicionado/wifi/ as censor? Is there air condicioning/ wifi/a lift?

Comprando billetes de tren / Buying train tickets

¿Qué quiere usted? What would you like?

Quiero dos billetes para …, por favor I want two tickets to...,please

¿Solo de ida o de ida y vuelta? Single or return?

¿Cuánto es ? How much is it?

Son … euros It … euros

¿A qué hora sale/llega el tren? What time does the train leave/arrive?

Sale/Llega a las It leaves/arrives at ...

¿De qué andén sale? Which platform does it leave from?

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

Preferir = To want (e>ie)

Prefiero I want Preferimos We want

Prefieres You (s) want Preferís You (pl) want

Prefiere He/she wants Prefieren They want

Ducharse - To shower (oneself)

Me ducho I shower

Te duchas You (s) shower

Se ducha He/she showers

Nos duchamos We shower

Os ducháis You (pl) shower

Se duchan They shower

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.

IRREGULAR VERBS

Some verbs just don’t follow the usual patterns.

Rule: Learn each one by heart!

-AR verbs Eg: Hablar = To talk

(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

-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

The Near Future Tense – Talking about what you are going to do.

Voy a comer = I’m going to eat

Vas a salir = You (sg) are going to go out

Va a jugar al fútbol = He/she is going to play football Van a hablar = They are going to talk 1 + 2 + 3 Part of IR a Infinitive

Vamos a ir a una fiesta = We are going to go to a party

Vais a chatear = You (pl) are going to chat

REGULAR VERBS

Rule:

1. Take off the infinitive ending (-ar, -er, –ir).

2. Replace with the endings shown in bold f–AR follow one pattern, –ER / -IR another.

IRREGULAR VERBS

Some verbs just don’t follow the usual patterns.

Rule: Learn each one by heart!

The Imperfect Tense – Talking about what something used to be like / what you used to do.

-AR verbs

Eg: Hablar = To talk

(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

IR (To go)

Iba I used to go / was going

Ibas You (s) used to go/ was going

Iba He/she/it used to go/ was going

Íbamos We used to go/ were going

Ibais You (pl) used to go/ were going

Iban They used to go / were going

1 + 2

Infinitive ending

-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

SER (To be)

Era I used to be / was being

Eras You (s) used to be / was being

Era He/she/it used to be / was being

Éramos We used to be / were being

Erais You (pl) used to be / were being

Eran They used to be / were being

The Simple Future Tense – Talking about what you will do.

Tomaré = I will take

Tomarás = You (sg) will take

Tomará = He/she/it will take

Tomaremos = We will take

Tomaréis = You (pl) will take

Tomarán = They will take

-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

Useful to know!

Había = there was/ were/ used to be

VER (To see)

Veía I used to see / was seeing

Veías You (s) used to see / was seeing

Veía He/she/it used to see / was seeing

Veíamos We used to see / were seeing

Veíais You (pl) used to see / were seeing

Veían They used to see / were seeing

Tomar = To take

Tomaré = I will take

Metals & Alloys / Crumble Programmable components

1. Metals & Alloys

1.1 ferrous This group of metals all contain iron (ferrite) and are magnetic.

1.2 non-ferrous This group of metals do not contain iron and are not magnetic.

1.3 alloys Alloys are a mixture of at least one pure metal and another element.

1.4 aluminium High strength to weight ratio. Used to manufacture aircraft, car body panels and many other items.

1.5 copper

Ductile and malleable. Used to manufacture plumbing supplies and electrical cable.

1.6 mild steel Tough and ductile. Commonly used in construction.

1.7 high carbon steel Less ductile than mild steel but harder. Commonly used to manufacture tools.

1.8 riveting

Riveting is a semi-permanent and non-thermal joining method that involves using a mechanical fastener/rivet (a metallic part with a dome-shaped head) to join sheet metal parts.

1.9 ball peen hammer It has two heads, one flat and the other, called the peen, rounded. The peening face is used for rounding off rivets.

2.1 sequence How code is run in order from top to bottom, running each line in turn.

2.2 input & output Something taken in, or received by the processor/program, or something put out by the processor/program.

2.3 Crumble The Crumble is an easy-to-use programmable controller produced by Redfearn Electronics to teach KS3 D&T in schools.

2.4 Scratch The Crumble software is Inspired by MIT Scratch, programs are simply built by snapping blocks together on screen.

2.5 Sparkles The Sparkle is one of the most popular and satisfying Crumbs (components) for the Crumble. It is an easy -to-use RGB LED, and as such, allows a variety of different colours to be produced.

2.6 ldr The light-dependant resistor (LDR) is a type of input device, which can be used to monitor light levels. Its resistance changes depending on the amount of light.

2. Programmable Components – Crumble kits

Crumble controller

Set & Snap Tool

Coat Hook

Snaphead Rivet Cross & Draw Filing Cordless Drill Countersink

Ball peen Hammer

Crumble kits Sparkles

Stretch your vocabulary- STEM Symbols

An orthographic projection is a way of representing a 3D object by using several 2D views of the object.

Stretch your CAD skills- Bitmap Image Editing Tutorial