KS4 Need to Know Book 2023-2024

Outcomes Focused, Child Centred

Name:

Academy:

Tutor Group:

NEED TO BOOK

KS4

2023 - 2024

Photography

Science - Biology

Performing Arts

Science - Chemistry

Science - Physics

Knowledge Retrieval Sheet

What are Knowledge R etrieval Sheets?

We think it is really important that you know what the essential knowledge is for each subject for this half-term so that you can start to remember it.

Using Knowledg eRetrieval Sheets:F iveT op T ips:

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it. By using your Knowledge Retrieval Sheets each week you will be able to transfer your knowledge from your short-term memory, and . Within each lesson you complete online, there will be an opportunity for you to quiz your knowledge and see how much you have remembered. .

‘Look, cover, say, write, check’-L ook at an individual fact on the front of your Knowledge Retrieval Sheet, cover it up with your hand or a piece of paper, say it out loud, write the fact down without checking and then uncover and check if you have got the fact correct.

- Quiz yourself by covering up facts on your Knowledge Retrieval Sheet. For example, key vocabulary and try to remember what the key vocabulary means or vice versa.

How to use your Knowledge Retrieval Sheets

We have designed your Knowledge Retrieval Sheets so they are simple for you to use. You can even get others to help you. On the right are some tips on how to make the knowledge stick in your brain so that you will be able to remember it.

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Quick l ow-stakes quizzing - Use back of each Knowledge Retrieval Sheet to test yourself or be tested by somebody else.

Make Knowledge Retrieval Sheet.

You can then check your k nowledge by doing the following:

Flashcard Revision Game Fan -n-Pick 4

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KS4 KRS 1- GCSE Art and Design

Key vocabulary:

1 Artists Research To study and document inspirational artists and their techniques

2 Artist Influence To be influenced by the power of artwork

3 Perception An opinion or belief based on how things seem at first glance

4 Contextual study To study the historical or social and economical background of an artists’ work

5 Experimentation To explore and experiment with a range of materials and processes

6 Techniques A systematic procedure to show a certain style

7 Develop To grow or change into something more advanced

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11 End Point (Optimal) The best or most desirable point (Final piece)

12 Exhibit To present for viewing

Artists Research: What to include:

• Title - Must be clear and neat.

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials. Drawings/artwork in the style of the artist

• A personal explanation of what inspires you about the artist and their work.

Using a wide range of materials such as:

1

Annotation: To support the visual journey

• Who?

• When ?

• Why ?

• How? ART 6

KS4 KRS 1 - GCSE Art and Design

Key vocabulary:

1 W hat is artist research?

2 W hat is artist influence?

3 W hat is perception?

4 W hat is a contextual study?

5 W hat is experimentation?

6 W hat are techniques in art?

7 W hat is development in art?

8 W hat is annotation?

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10

11

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What should an artists research page contain?

Is a title important?

Should students add a personal opinion paragraph to their research?

14 Experimentation

What materials can be used during experimentation?

15 Ideas

• How many ideas are needed?

• What needs to be explored during idea development?

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W hy is annotation important?

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What project elements should a final piece cover?

Is a final piece important?

Year 10 KRS 1.1 Computer Science: Systems Architecture

Key Terms | Vocabulary

1 Central Processing Unit

The primary componentof a computerthatprocesses instructions

Arithmetic Logic Unit (ALU) – performsthelogicalor mathematicaloperationsthatoccurinsidethe CPU Control Unit(CU) – directandcontrolsthefunctionofthe CPU.

2 Components

Characteristics | CPU Performance

•A small amount of memory which is a part of the CPU, closer to the CPU than RAM It is used to predict and preload instructions and data that the CPU is likely to reuse

9 Cache

• Cache memory stores instructions the processor may require next, which can then be retrieved faster than if they were held in RAM

•A measurement of data processing speed per second. Measured in hertz, 1 hz would represent 1 FDE cycle of the CPU 3.8Ghz would be 3.8 Billion FDE cycles per second

Sendscontroland timing signals to allhardware in a computer Registers (REG) - Small piecesof memory to store datafor processing

3 Embedded System

A smallsystem with a specific role that is partof a larger system.

“A system within a system”

Used to processinstructions within the CPU

10 Clock Speed

•A higher clock speed, means you can compute calculations quicker and applications will run faster and seem smoother

An individual processor within a CPU Many computers today have multi-core processors, meaning the CPU contains more than one core

4 FDE Cycle

• Theinstruction will be fetched from RAM andstored within the correct registerinsidethe CPU

• Theinstruction will be decoded andunderstood

• Beforetheinstruction is executed

5 Instruction A binary command thatthe CPU wouldexecute

11 Cores

• Multiple cores will allow a computer to run multipleprocesses at the same time with greater ease, increasing your performance when multitasking or under the demands of powerful apps and programs

• Not all software is programmed to support multiple cores and will just run on a single core which could have a slower clock speed

Characteristics | Embedded Systems

6 RAM

Random access memory (RAM) is a general-purpose memory which storestheuserdata,runningprogramsandtheoperating system. RAM memory is volatile in thesensethat it cannotretain data in theabsenceofpower.

A smallamountofmemory within the CPU

• PC (Program Counter)holdstheaddressofthe next instruction,

7 Registers

• MAR (Memory AddressRegister)holdstheaddressofthe nextinstructionordata to befetched from RAM,

• MDR (Memory Data Register)holdsthedataonce itis fetched from RAM,

• ACC (Accumulator) holdsdatabeforeorafterarithmetic operatorshavehappened

8 Von Neumann Architecture Thedesignupon which manygeneral-purposecomputers are based

Computer Science: Systems Architecture

Key Terms | Vocabulary

1 State the purpose of a CPU in a computer system.

Characteristics | CPU Performance

9 Describe the purpose of “Cache”. State an + advantage to a system having Cache.

2 State the components found in a CPU.

10 Describe the meaning of the term “Clock Speed”. State an + advantage of CPU having a high clock speed.

3 Describe an embedded system.

4 State the stages in the FDE cycle.

11 Describe the meaning of the term “Cores”. State an + advantage to a CPU having multiple cores. State an - disadvantage that may occur for a multi core CPU.

Characteristics | Embedded Systems

5 Describe an instruction.

6 State what is held in RAM.

7 State the registers that are used in Von Neumann Architecture.

8 Describe the Von Neumann Architecture.

1.2

– Computer Science: Storage and Memory

Key Terms | Vocabulary

1 Binary A base-2 number system that is madeupofonly two numbers:0 and 1. Used to representdata in a computer system

Characteristics | Storage Technology

• Large storage capacity.

• Cost per GB.

2 Binary Shift

To divide a number by 2, move all the digits in the binary number along to the right, To multiply a number by 2 move all the digits in the binary number along to the left

3 BIOS Basic InputOutput System,used to hold start-upproceduresthat are accessed whenthecomputer is turnedon

4 Decimal A base 10 number system that is made up ofonly10numbers:0 to 9.

5 Hexadecimal A base 16 number system that is made up ofonly16numbers:0 to 15

6 Non-volatile Memory A type of computer memory that can retainstoredinformation even afterpower is removed.

7 Order of magnitude Arrangementof a datavolume sizes b,n,B,KB,MB,GB,TB,PB

8 Primary Storage Memory Memory that is accesseddirectlyby the CPU, data is fetched to completethe FDE cycle RAM/ROM/Cache

15 Magnetic HDD Hard Disk Drive

• Large in physical size and heavy.

• Moving parts if this device is moved or knocked it will cause the disk to crash, losing all data held on it.

• Slow data read and write speeds.

• Portable

• Cheap to produce

16 Optical CD, DVD, Blu Ray

• Compatible with all computer systems.

• Easy to damage / Scratch

• Slow data read write speed

• Write data once

• Lightweight and compact form factor.

17 Solid State / Flash SSD Disk Drive

• Super fast data read and write speeds.

• Expensive per GB compared with magnetic storage.

• Less data capacity than magnetic storage.

• Limited read & write cycles.

Characteristics | Secondary Storage Memory

9 RAM

Randomaccess memory (RAM) is a general-purpose memory which storestheuserdata,runningprogramsandtheoperating system. RAM memory is volatilein the sense that it cannotretaindata in the absenceofpower

10 ROM Read only memory (ROM) providespermanentstoragefor instructionsneededduring start up It does so bystoringthe BIOS

11 Secondary Storage Memory

12 Storage Technology

Non-volatile memory, long-term storage It is used to keepprograms anddataindefinitely Withoutsecondarystorageallprogramsand datawouldbelostthemomentthecomputer is switchedoff

Storage is a processthrough which digitaldata is saved within a data storagedevicebymeansofstoragetechnology

13 Virtual Memory

Memorycreatedtemporarily in thesecondarystorage It is created when a computer is running many processesatonceand primary storage(physical RAM) is runninglow

14 Volatile Memory A type of computer memory that cannot retainstoredinformation afterpower is removed

Computer Science: Storage and Memory

Key Terms | Vocabulary Character Sets

1 ASCII & Extended ASCII

A character set that supports 256 unique characters due to the use of 8 bits to represent each character within the character set. 2^8 = 256.

Key Terms | Vocabulary Images

14 Bitmap / Raster Composed of a map of coloured blocks commonly referred to as pixels (bitmap)

Number of bits indicates how many colours are available for each pixel

2 Binary codes

Each character in any character set is represented using binary codes ranging from 8 bit up.Example “a” = 0100 0001

15 Colour Depth

A palette of 256 colours would have a colour depth of 8 bits 2^8 = 256.

3 Character Set

A collection of characters used to represent of data on screen for a user. Each character is represented by a binary code.

16 Colour Palette Available colours for representing an image, set by the colour depth

4 Unicode

A character set that uses between 8 and 32 bits per character, so it can represent characters from languages from all around the world. It is commonly used across the internet.

Key Terms | Vocabulary Sound

5 Analogue Recording analogue waves / signals directly to an analog medium (not digital)

6 Bit Rate Numberofbitspersecond. Calculated from:

( Sample Frequency x Sample Size) x Channels = BitRate

7 Channels Numberof streams recorded when recording sound Mono =1, Stereo =2

8 Digital Recordingofanaloguewaves / signals,thenconvertthem to a digitalrepresentation (1’s &0’s) beforesaving to a digitalmedium

9 Duration Time takenforrecording (in seconds)

10 Sample Size

11 Sampling Frequency

A measureofhowmanybits a sample contains which is directly a measureofquality Commonly128b or320b persample

The numberofsamplestakenof a soundpersecond,measured in hertz

Characteristics | High Quality Sounds

17 Metadata Data held about the image data Resolution Colour depth, Time created, Author

18 Pixel

The smallest portion of an image or display that a computer is capable of printing or displaying. Each pixel will represent one colour.

How many pixels are displayed in an image

19 Resolution

Image height in pixels x Image width in pixels = Image Resolution

20 Vector Images that are built by mathematical formulas that establish points on a grid.

Characteristics | High Quality Images

Characteristics | Compression

Computer Science: Storage and Memory

Key Terms | Vocabulary Character Sets

1 State the number of characters available in the Extended ASCII character set.

Key Terms | Vocabulary Images

14 Describe how a bitmapimage is created

15 State how colour depth would affect the image and the file size of the image...

2 Describe what happens when a key is pressed.

16 Describe why the palette size indicates the colour depth of an image...

3 Describe the term character set.

4 State the difference between extended ASCII and Unicode character sets.

Key Terms | Vocabulary Sound

5 Describe the term “Analogue”

6 State the formula for calculating Bit Rate.

7 Describe the term “Channels”.

8 Describe the term “Digital”.

9 Define the term “Duration”.

10 State how sample size is measured. (What units)

11 State how sample rate is measured. (What units)

Characteristics | High Quality Sounds

Describe how to highest quality sound recording possible and how the recordings sample size and sample rate would affect the recordings file size.

17 Describe the term “Metadata”...

18 Describe the term “Pixel” and its role in a digital image...

19 State the formula for an images resolution...

20 Describe how a vectorimage is created

Characteristics | High Quality Images

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Describe how to highest quality image possible and how the images resolution and colour depth would affect the images file size...

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Characteristics | Compression

State an + advantage ofusing lossy compression to compressanimage

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State a - disadvantage ofusing lossy compression to compressanimage.

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State an + advantage ofusing lossless compression to compressanimage

State a - disadvantage ofusing lossless compression to compressanimage

Characteristics | Network Topologies

Identify + advantages associated with the use of a Star topology…

1 STAR

Identify - disadvantages associated with the use of a Star topology... 2 MESH

Identify + advantages associated with the use of a Mesh topology…

Identify - disadvantages associated with the use of a Mesh topology...

Key Terms | Vocabulary

1 Describe the term bandwidth.

2 State the difference between a client and server role on a network.

3 Identify the services available on the cloud.

4 State the process involved in the use of DNS.

5 State the purpose of Encryption.

6 Identify the purpose of hosting data.

7 Describe the term internet.

8 State the why we need IP addresses on the internet.

9 Identify the meaning of the abbreviation LAN.

10 Describe the term latency.

11 Identify the purpose of a network layer.

12 State where MAC addresses are used to transfer data.

15 Describe the role of a peer on a peer to peer network.

16 State the purpose of a Protocol.

17 State the purpose of a router on a network.

18 State why Standards are important for communication of data.

19 State the purpose of a switch on a network.

20 Describe the term topology.

21 State the purpose of a transmission medium.

22 Identify the meaning of the abbreviation URL.

Computer Science: Network Security

Key Terms | Vocabulary “Forms of Attack”

1 Brute Force Attack Using analgorithm to try everypossiblecombinationof characters to ‘guess’theuserspassword

Key Terms | Vocabulary “Prevention Methods”

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2 Data Interception and theft

Theuseofsoftware to lookateverypieceofdatabeing transmitted in the local area to findonesthatmeetthe hacker’s criteria. Often donebycreating‘fake’wireless networks to record usersdetails.

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3 Denial of Service Attack DOS / DDOS

Hackersflood a network with hugeamountsoffakedataand requests in anattempt to overloadthe systemso that it crashes.

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4 Hacking Attempting to bypass a system’s securityfeatures to gain unauthorised access to a computer

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5 Malware

Malicioussoftware,loadedonto a computer with theintention to causedamageor to stealinformation Viruses are a type of malware

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6 Phishing A common way to try to stealinformation like passwords. Emails are sent,requestingtheuserlogsinto a website,but the siteis a fake,andtheusersdetails are logged.

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7 Social Engineering

“People are theweakestpointofany system” If a hackercan convince a user to give overtheirdata,this is theeasiest way into a secure system.

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8 SQL Injection

Embedding SQL statementsintodatainput forms, a database management system (DBMS) will executecommandsand providedata to a hacker.

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Key Terms | Vocabulary “Forms of Attack”

1 Describe a brute force attack.

Key Terms | Vocabulary “Prevention Methods”

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2 Identify how to prevent data interception and theft.

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3 State the intended purpose of a DOS attack / DDOS attack.

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4 Identify how to prevent the hacking of a system.

5 State the intent of Malware.

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14

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6 Describe the act of phishing.

7 Complete the sentence social engineering show that “People are the _______________________ of a system”.

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8 State how to prevent SQL commandsbeinginjectedinto a database system

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Computer Science: System Software

Key Terms | Vocabulary

1 Application Software A softwareprogramthatallows a user to perform a specifictask.

2 Authentication Theprocessof verifying theidentityof a personordevicebefore access is given

3 CLI CommandLineInterface, thisis a text-onlyinterface with feedback from the OS appearingas text

4 Driver Device driverscontainsoftware(instructions)onhow to communicate andcontrol a device. Eachconnecteddevicehas its own driver.

5 GUI Graphical User Interface, sometimes knownas WIMP (Windows,Icons, Menus,Pointers)interfaceuses WYSIWYG icons(What you see is what you get)

Features / Characteristics of an OS

13 Manage CPU / Multitasking

Managesapplicationexecutionandcancelsprocesses Multitasking needsmanagingasmultipleapplicationscanbeexecuted simultaneously. Theprocessorshares its FDE cycles between programs.

14 User Interface Thepartof a computerprogram withwhich theusercaninteract,these include GUI,CLI, Menudriveninterfaces.

15 Memory Management

16 Peripheral Management

Transfersprogramsintoandoutof primary memory, allocates free spacebetweenprograms,andkeeps track ofprimary memory usage Thisalsoapplies to secondarystoragememory

Managingtheinstallationanduseofhardwaredevices such as a monitor,printer,scanneror camera To operate a peripheral,the operating system uses a programcalled a devicedriver.

17 Security Providessecuritythroughtheauthenticationofuseraccountsand passwords. Security is alsoprovidedthroughtheuseofuser access levels.

6 Hardware Hardware is thephysicalcomponentsofthecomputer

Types & Characteristics of Utility Software

7 Operating System

An operating system (or 'OS') controlsthegeneraloperationof a computer,andprovides a platformthatallowssoftware to interact with hardware

8 Peripheral A pieceofhardwarethatconnects to a computer,eg a mouse, keyboard,printerorscanner.

9 Software Theprograms,applicationsanddata in a computer system Anyparts of a computer system thataren'tphysical

10 System Software A type ofcomputerprogram that is designed to run as a platform between a computer’shardware,applicationprogramsanduser

18 Compression

A methodofreducing file sizes, particularly in digitalmedia such as photos,audioandvideo. Also used to senddataacross a network.

+ Significantreduction infile size which make it easier/faster to send andreceive

- Qualityof compressed file degrades with high ratio ofcompression Dependingon type andseverityofcompression sometimesuser cannotgetoriginalcontent

Files that are encryptedhave been alteredusing a secret codeand are unreadable to unauthorisedparties

11 User Access Levels

Allow the system administrator to allocatespecificprivilege to groupsof usersandprotectspersonal files andprograms from unauthorised access

12 Utility Software A softwareprogram which performsimportantmaintenance

19 Encryption

+ If data is encrypted, all data is secure regardlessofhow it is transmitted / also if stolen.

- If you losethekey tothe encryption you will losethedataassociated with thekey

Theprocessofreordering files storedon a hard disk so thattheir segments run contiguously

20 Defragmentation

+ Data is loadedfasterdue to a files databeinggroupedtogetheron thedisk.

- Will significantlyreducethelifespanof SSD drivesdue to limited data readand writes.

1.5 Computer Science: System Software

Key Terms | Vocabulary

Computer Science: Ethical,

Cultural and Environmental Impacts of Digital Technology

Key Terms | Vocabulary

1 Cultural issues These are issuesthataffectsociety.

Characteristics of Software licenses

Proprietarysoftware is softwarethat is copyrighted, which means it can onlybeobtainedbypayingfor a license.

2 Digital divide

3 Environmental issues

Thedividebetweenpeople/groups who have andcanusetechnology andthose who donotandcannotusetechnology.

These are theissuesthatcanpositivelyandnegativelyaffectthe environment. These are causedthroughcomputercreation,useor waste.

4 Ethical issues These are theissuesthatpeoplecanhave a moral issue about.

5 Legal issues

These issues that could lead to a crime and involve the legislation i.e. hacking. Due to Data Protection / Misuse / Copyright legislation.

6 Software licences A documentthatprovideslegallybindingguidelinesfortheuseand distributionofsoftware Proprietary / Opensource

7 Stakeholders

Thepeople who are directlyorindirectlyaffectedby a problem Examplesofstakeholderscanbeindividualpeople,businesses i.e. teenagers,parents,shopowners

8 Technology

Any type ofcomputersystem/digitaldevice i.e.a mobilephone, computers,harddrives cars

Content | Legislation

9 Computer Misuse Act 1990

10 Copyright Designs and Patents Act

Protects personal data held by organisations from unauthorised access and modification The act makes the following illegal: Unauthorised access to computer material This refers to entering a computer system without permission (hacking)

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+Theproductshouldbe free ofbugs If bugs still exist, updatesknown aspatches are oftenprovided free ofcharge, which fix thesebugs

+ Help canbesought from theorganisation who suppliedthesoftware if problemsoccur

+ Featureupdates which extendthesoftware's facilities are often available,althoughusuallyat a cost.

+ Proprietarysoftwarethat is in widespreaduseoftenhassupport available from manysources.

- There is an initial orongoing(subscription) cost

- Softwarecannotbeadapted to meettheneedsoftheuser Onlythe machinecodeversionofthesoftware is distributed, which cannotbe edited

- It canbe limited to a single computer ornetwork, so unlessthe license allows it, a usermaynotredistributethesoftware.

Opensourcesoftware is softwarethat is free ofcopyright

+ It costs nothingandprovides the sourcecode so thatanyonecan modifythesoftwarefortheir own purposes

+ It canhavemanyauthors. This enablesprogrammers to contribute to thedevelopmentof a programover time, refiningandimproving it and adding extra features.

13 Open Source

+A modifiedversion,knownas a derivative, must alsobemadefreely availableforanyoneelse to useoradapt

-There is noguaranteethat it works properlyasthere is norequirement foranyone to ensure itis bug free

- Supportmightnotbereadilyavailable,especially if theprogram is not in widespreaduse.

Content | Data Protection Act 2018 Rules

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Year 10 KRS 1.6 – Computer Science: Ethical, Legal, Cultural and Environmental Impacts of Digital Technology

Key Terms | Vocabulary

1 State who cultural issues effect.

Characteristics of Software licenses

2 State the cause of a digital divide.

3 Identify environmental issues caused by the use of technology.

12 State an + advantage of a Proprietary software license State a - disadvantage of a Proprietary software license

4 Describe ethical issues.

5 State legislation that could cause a user legal concerns.

6 State the purpose of a software license.

7 State who would be a stakeholder in any given scenario.

8 Define the term technology.

Content | Legislation

9 Describe the Computer Misuse Act 1990.

13 State an + advantage ofanOpensourcesoftwarelicense State a - disadvantage ofanOpensourcesoftwarelicense...

Content | Data Protection Act 2018 Rules

10 Describe the Copyright Designs and Patents Act 1988.

14 State a rule that is part of the Data Protection Act 2018 Legislation...

11 State thepurposeofthe Data Protection Act 2018

Computer Science: Algorithms

Key Terms | Vocabulary

1 Abstraction Processof filtering out(essentiallyignoring)thecharacteristicsofproblemsthat are not needed in order to concentrateonthosethat are needed

2 Algorithm A set ofinstructionsthat are arranged in sequence to complete a task with a desiredoutcome.

3 Computational Thinking

It allowsus to take a complexproblem,understandwhattheproblem is anddeveloppossible solutions Thesesolutionscan then bepresented in a way that a computer, a human,orboth,can understand Two importantelementsofcomputationalthinking are: decomposition,abstraction

Characteristics of Search's

+ Simplestsearchmethod

+ Easy to codeandimplement

16 Linear Search

+ Datasetdoesnotneed to sorted beforedataset is searched

+ Not affectedbynewlyinserteddataintodataset

- Not efficientatsortingdata

- Takes greater time to searchlargedatasetsdue to notbeingefficient

4 Binary Search

A binarysearch is anefficientmethodofsearchinganordereddataset. Thedataset is repeatedly halvedsubject to a condition,this is a divideandconquerapproach.

+Very efficient search method (especially for large datasets)

17 Binary Search

+Removes large amount of data

5 Bubble Sort

A sortingalgorithmthatrepeatedlypassesover a dataset, compares adjacentelementsand swaps them if they are in thewrongorder; thelargestnumberbubbles to thetopofthedataset Thepass overthedataset is repeateduntilallelements in thedataset are sorted

6 Dataset A collectionofrelateddataelementsheld in a singledata structure like an array

7 Decomposition

The processofbreakingdown a complexproblemor system into smallerpartsthat aremore manageableandeasier to understand The smaller partscanthenbeexaminedandsolved, or designedindividually,asthey are simpler to workwith

8 Flowchart A graphicalrepresentationofanalgorithm Using shapes to helprepresentcommands

9 Insertion Sort

10 Linear Search

A sorting algorithm in which the elements of an unsorted dataset are inserted / transferred one at a time to a sorted dataset.

A linearsearch is the simplest methodofsearching a dataset Startingatthebeginningofthedataset, eachitemofdata is examineduntil a match is made. Oncetheitem is found,thesearchends.

11 Logic Error

Logic errors occurwhenthere is a fault in themath / orderofcommands in analgorithm Logic errors donotusuallycause a program to crash. However,logic errors cancause a program to produce unexpectedresults.

12 Merge Sort A sortingalgorithmthat usesdivide andconquer to split a datasetintosingleelementsthenrebuilt andsorted.

13 Pseudocode An informal way of writing codethatdoesnot require anyprogramminglanguage syntax. Used for initial programplanning.

14 Syntax Error

Syntax errors occur when the “grammar” rules of a programminglanguagehavenotbeenfollowed. Syntax errors will cause a program to crash due to thecomputernotbeingable to interpret the command

15 Trace Table A manual datatracingtechniqueused to testalgorithmsinternaloperation This is used to track logic errors

-Datasetneeds to sortedbeforebeingsearched

- More complex to programcompared with linear search

Characteristics of Sort’s

+It's a simple algorithmthatcanbeimplemented on a computer

+Efficient with smalldatasets

+Efficient if dataset is partiallysorted

18 Bubble Sort

+Doesn'tusetoomuchmemory

+Doesn’t split thedataset,moveselements within dataset.

-It's aninefficient way to sort a largedataset.

-Due to beinginefficientthebubble sort algorithm is slowfor very largedatasets

+Efficient with smalldatasets

+Doesn'tusetoomuchmemory

19 Insertio n Sort

+Doesn’t split thedataset,moveselements within dataset

- Poorperformance with largedatasets.

+It is quickerforlarger lists becauseunlike insertionandbubble sort it doesn'tgothroughthe whole list severaltimes

20 Merge Sort

+It has a consistentrunning time

-Slowercomparative to theother sort algorithms forsmallerdatasets.

-Goesthrough the wholeprocesseven if the dataset is sorted.

Computer Science: Algorithms

Key Terms | Vocabulary

1 Describe abstraction.

Characteristics of Search's

16 State a characteristic of a linear search.

2 Define the term algorithm.

3 Identify the skills that form algorithmic thinking.

4 Describe a binary search.

5 Describe a bubble sort.

6 Define the term dataset.

7 Describe decomposition.

8 Identify the method used when creating a flowchart.

9 Describe an insertion sort.

10 Describe a linear search.

11 Describe the cause of a logic error.

12 Describe a merge sort.

13 Identify the purpose of pseudocode.

14 Identify the cause of a syntax error.

15 Identify the type of error that trace tables are used to resolve.

17 State a characteristic of a binary search.

Characteristics of Sort’s

18 State a characteristic of a bubble sort.

19 State a characteristic of an insertion sort.

20 State a characteristic of a merge sort.

Year 11 KRS 2.2 - Computer Science: Programming Fundamentals

Key Terms | Vocabulary

1 Algorithm

An algorithm is a setofinstructionsthat are arranged in sequence to complete a task with a desiredoutcome

2 Comparison Operator

Operators are usedbetween two operands whose values are beingcompared. Comparisonoperators are used in conditionalstatements,especially in loops,wherethe resultofthecomparisondecideswhetherexecutionshouldproceed

3 Conditional Expression

A conditionalexpressionuses two operands in conjunction with a comparisonoperator. Theconditionalexpression is evaluated,andtheresult will form thecontrolofseveral programmingcontrolstructures such as if statementsand while loops

4 File Handling Reading and writing data to an external file, used to achieve persistent storage of data.

Content | Programming Concepts

10 Sequence

A set ofinstructionsthat are executed in orderoneafter another,top to bottom The flow ofthealgorithm is notaltered in anywayand will beexecuted in series

11 Selection

A fork in theflowofthealgorithm,thisconcept is linked with if statements. This providesanalternatepathofexecution, allowingselectedinstructions to beexecuted while others are missed / jumpedover Pythonusesindents to showthecode that is to beexecuted if thecondition is met

5 Indentation

Used to showblocksofcodeand to conveyprogram structure. Indentationclearlyshows thecontentsand extent of a control structure while also making code more accessible and readableforhumans

12 Iteration

An identifiedblockofcode is repeated to achieve a desired outcome This increasestheefficiencyofanalgorithm as identicalrepeatedcode is removed in placeof a looping/repeating structure. Linked with forand while loops. Pythonusesindents / indentation to showthecodethat is to berepeatedlyexecuted if thecondition is met

Content | Testing

1

6 Operand

A term used to describeanydatathat is capableofbeingusedforarithmetic,being manipulatedorcompared

Thelogicalorderofinstructions for thealgorithm to function correctly andgivethe correct outcome Content | Comparison Operators

7 Order of Precedence

Content | Arithmetic Operators

Content | Data Types

Integer 4 Wholenumberdata Example34

Float 4.3

Decimal numberdatathat have a decimalpoint Example 1.2

String “Hello world”

15

Character “A”

Boolean True orFalse

Textualdata, a collectionofcharacters stored in order Stringscanbewords, sentencesor just anycombinationof keyboardsymbolscontainedbetween quotation marks Example“Hello”or “Hello everybody”

A singleletterorsymbolbetween quotation marks Example “g” or “$”

Simply True or False. The first letter is also a capitalandnoquotation marks are needed

Integer 4 Wholenumberdata. Example34

Year

11

KRS 2.2 - Computer Science: Programming Fundamentals

Key Terms | Vocabulary

1 Define the term algorithm

Content | Programming Concepts

11 Describe the term sequence.

2 State where comparison operators are used.

3 State where conditional expressions are used.

4 Identify the location of data when performing file handling.

12 Identify the control structure that is linked with the term selection.

5 State when to use indentation.

6 Describe an operand.

7 State the meaning of order of precedence.

8

Identify eachcomparisonoperator

9

Identify eacharithmeticoperator.

13 State the two forms of iteration used in Python.

Content | Testing

14 Identify wheniterativetestingoccurs

15 Identify whenfinaltestingoccurs

Content | Data Types

10 Identify the data type and give an example of the data.

Computer Science: Programming Fundamentals

Content | Data Structures

1 1D Array

Can store multiple pieces of data under one name/pointer The data is given an index position that starts at 0 and it is accessed by giving the name then the position in the list names[3] would give the name in position 3 in the names array

Content | Selection : Algorithm Control

2 2D Array Simply an array of arrays and would usecoordinates to access thedataheld within names[1][2] firstarray, secondindexposition

9 Logic Error

An error that occurs when there is a fault in the math / order of commands in an algorithm. They do not usually cause a program to crash. However, can cause a program to produce unexpected results.

3 Constant

A position in thecomputer's memory that yougive a name, this nameallows a user to access thedataheld in thatlocationwhenneeded Thedata in this locationcannotchangeand stays constant/same when thealgorithm is executed.A constantonlyholdsonepieceofdata

Content | Iteration : Algorithm Control

10 for Loop

A control structure, which allows a block of code to be executed repeatedly. for loops are typically used when the number of iterations is known before entering the loop.

4 Control Variable Holds a valuelinked with thenumberofiterations / repetitionsperformed This value is incrementedby a stepvalueaftereveryloop

11 while Loop

5 Variable

A position in thecomputer's memory that yougive a name, this nameallows a user to access thedataheld in thatlocationwhenneeded. Thedata in this locationcanchangeandvaries/changes when thealgorithm is executed.A variableonlyholdsonepieceofdata

Content | Errors

6 Logic Error

An error that occurs when there is a fault in the math / order of commands in an algorithm. They do not usually cause a program to crash. However, can cause a program to produce unexpected results.

7 Run time Error A program error thatoccurs while theprogram is running

A control structure consists of an indented block of code and a conditional expression. The conditional expression is evaluated, and if the result is True, the indented code is executed. This repeats until the conditional expression becomes False.

Content | Sub Programs

12 Function A sub-program that performs a single task when called and returns data to main program.

13 Parameter Passing The act of passing data to and from a procedure or function.

8 Syntax Error

An error thatoccurswhenthe“grammar” rules of a programminglanguage havenot been followed Will cause a program to crash due to thecomputernot beingable to interpretthecommand

14 Procedure

A subprogram, a small program that performs a single task when called. A procedure returns no data to the main program.

Year 11 KRS 2.2 - Computer Science: Programming Fundamentals

Content | Data Structures

1 State the purpose of an array.

Content | Selection : Algorithm Control

9 Describe an if statement.

2 Describe how to access data in a two dimensional array.

3 Describe a constant data structure.

Content | Iteration : Algorithm Control

10 Describe the difference between a while loop and a for loop.

4 Describe why a control variable is used.

5 State the key difference between a variable and a constant.

Content | Errors

6 Describe a logic error.

11 State why a while loop needs a conditional Boolean expression to function.

Content | Sub Programs

12 Describe a function.

13 Describe parameter passing.

7 Describe when a runtime error would occur.

14 Describe a procedure.

8 Describe how syntax errors occur.

Year 11 KRS 2.3 - Computer Science: Producing Robust Programs

Key Terms | Vocabulary

1 Anticipating Misuse

Protectionagainstunexpecteduserinputsoractions, such as a user entering a letterwhere a number was expected. Thiscanbeachieved throughinputvalidation

2 Authentication Theprocessof verifying theidentityof a userbeforeallowingthem to access a programor system

3 Input Validation

Thetestingofanyinputteddata from a user to ensureaccuracyand validity.

Characteristics of a Maintainable Algorithm

Small programsthat are written within a larger,mainprogram. The purposeof a subprogram is to perform a specific task. This task may need to bedone more thanonceatvariouspoints in the main program

4 Logic Error

An error thatoccurwhenthere is a fault in the math / orderof commands in analgorithm Theydonotusuallycause a program to crash However, cancause a program to produceunexpectedresults

12 Use of Sub Programs

There are two typesofsubprogram: procedures,functions

Subprograms also providemodularity,theylet you break a program down intomanageable, well-definedmodules. Subprogramspromote reusabilityandmaintainability Once validated, a subprogramcanbe used with confidence in anynumberofapplications

5 Maintainability

Theease withwhich analgorithmcanbekeptup to dateby: correctingdefectsortheircause,repairing,refiningorreplacecode with minimaladditionalcode

6 Refine Algorithm Theactofimprovingtheexistingcodebyimproving its efficiency.

7 Runtime error A program error thatoccurs while theprogram is running

13 Naming Conventions

This is animportantaspect in making yourcodereadable. Naming variablesfollow a simple idea: Createvariablesthatdescribetheir functionand which follow a consistentthemethroughoutyourcode

Reasonsforusing a namingconvention (as opposed to allowing programmers to chooseanycharactersequence)includethefollowing: To reducetheeffortneeded to readandunderstandsourcecode; to enablecode reviews to focuson more importantissuesthanarguing oversyntaxandnamingstandards

8 Syntax Error

An error thatoccurswhenthe “grammar” rulesof a programming language have notbeenfollowed Will cause a program to crash due to thecomputernotbeingable to interpretthecommand.

9 Testing

Using a testplan a developer tests algorithms to remove anyidentified bugsand to ensurethat the programfunctions as intended.A developer performancebothiterativetestingandfinaltestingbeforethealgorithm is published

14 Indentation

To maketheprogram more readableandunderstandable It saveslots of time while we revisit thecodeanduse it Code within selectionsor iterationsshouldbeindented This allowstheprogrammer to easily see which code fallswithin theselectionoriteration,andwhere it ends.

10 Test Plan

Keeps track ofpossible tests that will be run on the system aftercoding. It ensures all success criteriaare implementedandfunctionas intended Theplanshouldbecreatedprior to thecreationofthecodeor application

11 Trace Table A manualmethodthathelps a developer to determinethepoint in a programoralgorithmwherean error hasoccurred

15 Developer Commenting

Comments are lines in programsthatprovideinformationaboutwhat thedifferentpartsofthe program do They serve no otherpurpose, andarenotexecuted when theprogram is run - theprogram simply ignoresthemandmoveson to thenext line ofcode.

Year 11 KRS 2.3 - Computer Science: Producing Robust Programs

Key Terms | Vocabulary

1 State the user actions a developer is trying to anticipate.

Characteristics of a Maintainable Algorithm

12 Describe why subprograms are used to make an algorithm maintainable.

2 State the purpose of authentication.

3 State the purpose of data validation.

4 Describe the conditions that would cause a logic error to occur.

13 Describe why naming conventions are used to make an algorithm maintainable.

5 Describe why programs should be developed with maintainability in mind.

6 State why an algorithm might be refined.

7 Describe the conditions that would cause a runtime error to occur.

14 Describe why indentation is used to make an algorithm maintainable.

8 Describe the conditions that would cause a syntax error to occur.

9 State the forms of testing that should take place while developing an algorithm.

10 State what a test plan should look to ensure are met.

15 Describe why developer comments are used to make an algorithm maintainable.

11 Describe the purpose of a trace table.

2.4 - Computer Science: Boolean Logic

Key Terms | Vocabulary

1 AND Gate Bothinputshave to bepositive (1) beforetheoutput is alsopositive (1).

Characteristics of Boolean Logic Gates

2 Binary A number system thatonly uses two digits:1 and 0. All informationthat is processedby a computer isin the form of a sequenceof 1s and 0s.

11 AND Gate “Conjunction”

3 Boolean Logic Statement

A written form that is used to represent a Booleanlogic circuit

4 Logic circuit Two or more logicgatescombined in series.

5 Logic Gate A visualrepresentationof a transistor switch

12 OR Gate “Disjunction”

6 Logic symbol A symbolsthat is used to represent a logicgates in a Booleanstatement. Eachsymbolrepresents a differentBooleanlogicgate.

7 NOT Gate Inverses (flips) thecurrentoutput,thereforepositive (1 or ON) becomes negative (0 or OFF), whilst negative (0 or OFF) wouldbecomepositive (1 or ON)

8 OR Gate At leastoneinputhas to bepositive (1) to give a positiveoutput (1 or ON) Bothinputscouldalsobepositive

13 NOT Gate “Negation”

9 Transistor Switches

The simple switch operationoftransistors is whatenablesyourcomputer to complete massively complex tasks In a computerchip, transistors switch between two binarystates, 0 and 1.

10 Truth tables Showsthepossibleinputsandoutputsfor a givenBooleanlogicgateor circuit using 1 or 0.

2.4 - Computer Science: Boolean Logic

Key Terms | Vocabulary

1 State the conditions with which an AND gate will output a 1.

Characteristics of Boolean Logic Gates

2 State the limitations of binary.

3 Describe what is meant by a Boolean logic statement.

11 Show the symbol used for an AND gate.

4 Describe a Boolean logic circuit.

5 State the purpose of a Logic gate.

6 Identify when you would use the symbols for each logic gate.

12 Show the shape used to represent an OR gate.

7 State the rule for a NOT gate.

8 State the rule for a OR gate.

9 State where Transistor switches would be found within a computer system.

13 State the number of inputs and outputs for a NOT gate.

10 State the purpose of a Truth table.

2.5 - Computer Science: Programming Languages and Integrated Development Environments

Key Terms | Vocabulary

1 Assembly

Assembly language is betweenmachinecodeandhigh-level language Assembly languageusesmnemonics(shortabbreviations) Eachmnemonicdirectlycorresponds with a binarymachinecode instruction

2 Debug Testing a program,'debugging' is theremovalofanyfoundbugs in the program.

3 Developer A developerengages in identifying,designing,installingand testing a software system theyhavebuilt to meet a specificclientsneed

4 High level programming language Languagesthat are close to naturallanguage,thespokenand written languageofhumans

5 Integrated development environment (IDE)

6 Low level programming language

7 Machine code

IntegratedDevelopmentEnvironment (IDE) is anapplication used by developers to createsoftware. IDEs have a numberofdifferent featuresandfunctionsthat assist a developer in thecreationof software

Languagesthat are close to a cpu’sinstructionset An instruction set is thesetofinstructionsthattheprocessorunderstands Two typesof low-levellanguage are: machinecode,assemblylanguage

Machinecode is thebinarylanguagethat a CPU understandsdirectly andcaninstantlyactupon.A program written in machinecodewould consist ofonly 0s and 1s.

Characteristics of an IDE

11 Bracket matching

Used forlanguagesthatusepairsofbrackets to mark out blocks of code. If you forget to close a bracket while writing,colouredsections mayhelp you to detect missing brackets.

A breakpoint in an IDE is a usefultoolthatallows you to pause a programat a specific line of code to checkthevalueofvariables

12 Breakpoints

Usually, a breakpointcanbeinsertedintothecodeeditorby clicking on the line numberontheleft. They are generallyidentifiedas red circles overthe line number

13 Code Completion This is designed to save time while writing code As you start to type the first partof a function, it suggestsorcompletesthecommand

14 Run-time environment This is where you will beable to run theprogramandsee the output from theprogramsas well asrespond to anyinputsthat are needed.

15

Similar to breakpointsasthey will pausetherunningofthecodeat a specific line,buttheyalsoallow you to manually run thecode line by line bypressing a specifickeyonthekeyboard

8 Run time

Theperiodof time when a program is running It begins when a program is opened (or executed)andends with theprogram is quitor closed

9 Source code

Sourcecode is a list ofhuman-readableinstructionsthat a developer writes in order to createanalgorithm. Sourcecodecannotbeexecuted without a translatorprogram.

10 Translator

A translator is a programthat is used to compile orinterpret a developerssourcecode.

Key Terms | Vocabulary

20 Interpreter Translatesandexecutesone line at a time , takesmore time to executeaseachinstruction is translatedbefore itis executed,must be installedonthecomputer to run theprogram,usercanseethesourcecodeandcouldmodifyorcopy it.

21 Compiler

Translatesthe whole program to producemachinecode, a compiled programexecutesfasteras it already isin machinecode,noneedforthecompiler to bepresent whenthemachinecode is run,users who haveboughtcommercialsoftwarecannotseethesourcecodewhentheybuy it so cannotcopyormodify it

2.5 - Computer Science: Programming Languages and Integrated

Development Environments

Key Terms | Vocabulary

1 State between what languages assembly sits.

Characteristics of an IDE

11 State the benefit gained from using bracket matching.

2 Describe the purpose of debugging.

3 Describe the process of developing.

4 Identify the intended audience for high level languages.

12 State the benefit gained from using breakpoints.

13 State the benefit gained from using code completion.

14 Describe why a runtime environment is included in an IDE.

5 Identify the user of an IDE.

Key Terms | Vocabulary

15 Describe how a stepper / step at a time debugger functions.

16 State the benefit gained from using syntax highlighting.

17 Describe why text editor is important for an IDE.

18 Identify why a translator would be needed in an IDE.

19 State the benefit gained from using a variable window during runtime.

KS4 KRS 1 - Core Physical Education: Warm ups and Cool Downs

Content: Warm Up

1 Stages of a warm up

Pulse raiser, mobiliser, preparation stretch

Knowledge: Adapting a Warm Up

3

2 Pulse Raiser Mobiliser

The pulse raiser increases muscle temperature, loosens joints and increases breathing and heart rate.

Activities that take the joints through their range of movement starting with small movements and then larger movements.

4 Preparation Stretch

Activities to stretch the main muscles that will be used in the physical activity.

11 Adapting warm-ups for different categories of participants

1. Vary intensity of activities

2. Low impact and high impact options

3. Vary timing of warm -up –longer time frame for beginners, participants with low fitness levels and those aged 50 plus

12 Adapting the warm-up to make it specific to a physical activity

1. Introduction of equipment in the warm-up that is specific to the physical activity

2. Using movements and activities from the physical activity in the warm-up

5 Response of cardiorespiratory system to pulse raiser

1. Increased heart rate

2. Increased breathing rate

3. Increased depth of breathing

4. Increased supply of oxygen to the working muscles

5. Increased removal of carbon dioxide.

6 Response of muscular system to pulse raiser

1. Increased temperature of the muscles

2. Increased pliability of the muscles

3. Reduced risk of muscle strain

7 Response of cardiorespiratory system to mobilising stretches?

1. Slight drop in heart rate as intensity of exercise lowers

2. Slight drop in breathing rate as intensity of exercise lowers.

4. Types of stretch used – simple stretches for beginners, compound stretch for moderate to advanced participants

Content: Cool Down

13 Stages of a cool down

Pulse lowering, stretching, refueling

3. Stretching the main muscles required for the specific physical activity.

8 Response of the musculoskeletal system to the mobiliser

1. Increased production of synovial fluid in the joints to increase lubrication of joint and increase range of movement at the joint.

9 Response of the cardiorespiratory system to the preparation stretch

1. Slight drop in heart rate and breathing rate for static stretches

2. Maintained elevated heart and breathing rate for dynamic stretches

10 Response of the musculoskeletal system to the preparation stretch

1. Extending muscles so that they are fully stretched and less likely to tear during the sport or activity session

14 Pulse lowering 15 Stretching 16 Refueling

A lowering in intensity to return heart and breathing rate to normal.

Static stretches should be held for 30 seconds. This helps muscles recover and remove waste products.

Consuming carbohydrates, proteins and fluids after exercise to replace energy.

KS4 KRS 1 - Core Physical Education: Warm ups and Cool Downs

Content: Warm Up

1 Stages of a warm up

What are the different stages of a warm up?

Knowledge: Adapting a Warm Up

3

2 Pulse Raiser Mobiliser

4 Preparation Stretch

What is the pulse raiser? What is the pulse raiser? Activities to stretch the main muscles that will be used in the physical activity.

What are mobilisers? What are preparation stretches?

11 Adapting warm-ups for different categories of participants

How can we adapt warm ups for different categories of participants (i.e. children or older adults)?

12 Adapting the warm-up to make it specific to a physical activity

How can we adapt warm ups to make them specific to a physical activity?

5 Response of cardiorespiratory system to pulse raiser

What are the responses of the cardiorespiratory system to a pulse raiser?

6 Response of muscular system to pulse raiser

What are the responses of the muscular system to a pulse raiser?

7 Response of cardiorespiratory system to mobilising stretches?

What are the responses of the cardiorespiratory system to mobilising stretches?

Content: Cool Down

13 Stages of a cool down

What are the different stages of a cool down?

8 Response of the musculoskeletal system to the mobiliser

What are the responses of the muscular system to mobilising stretches? .

9 Response of the cardiorespiratory system to the preparation stretch

What are the responses of the cardiorespiratory system to preparation stretches?

10 Response of the musculoskeletal system to the preparation stretch

What are the responses of the musculoskeletal system to mobilising stretches?

14 Pulse lowering 15 Stretching 16 Refueling

What is pulse lowering?

What does stretching involve?

What is refuelling?

2 - Core Physical Education: Components of Fitness

Key Vocabulary: Physical Fitness

1 Body Composition

Skill-Related Components of Fitness

Vocabulary

Frequency Frequency is how often you train.

Body composition is the relative ratio of fat mass to fat-free mass in the body allowing variation in body composition dependent on the sport

7 Agility is the ability to change direction quickly to allow performers to outmanoeuvre an opponent.

Intensity Intensity is how hard you train.

Type Type is the exercise and training method used.

2 Speed Speed is the distance divided by time to reduce time taken to move the body or a body part in an event or game.

3 Flexibility Flexibility is the range of motion possible at a joint to allow improvements in technique.

4 Muscular Endurance Muscular Endurance is where a muscle can contract over a long period of time.

5 Muscular Strength Muscular Strength – the maximum force that can be generated by a muscle or muscle group to improve forceful movements within an activity.

6 Aerobic endurance Aerobic endurance is the ability of the heart and lungs to provide oxygen to the muscles over a period of time.

8 Balance is the ability to maintain centre of mass over a base of support, useful to maintain positions in performance sports (static balance) or when on the move in any other sporting situation (dynamic balance)..

9 Coordination is the ability to move two or more body parts at the same time smoothly and efficiently, to allow effective application of technique.

10 Reaction time is the time taken between a stimulus and the start of a response, useful in fastpaced sports to make quick decisions about what to do..

Time Time is how long you train.

Specificicity Specificity is choosing a training method aimed at improving a specific component of fitness

Progressive Overload Progressive Overload is the training gradually becoming harder over time so the muscles or body systems are being pushed by working harder.

Overtraining Overtraining is when there is a sudden, intensity or volume change in the programme. It can also occur through inadequate rest or excessive fatigue.

Reversibility Reversibility is decrease in fitness due to stopping training.

11 Power is the product of speed and strength to allow for explosive movements in sport

Differences and Needs

Differences and needs refer to the choosing a component of fitness based on fitness data. They are also linked to personal goals and competition schedule.

Training Zones

Training Zones are the correct intensity at which a person should be training at for a targeted component of fitness.

KS4 KRS 2 - Core Physical Education: Components of Fitness

Key Vocabulary: Physical Fitness

1 Body Composition What is body composition?

Skill-Related Components of Fitness

7 What is agility?

Vocabulary

8 What is balance?

2 Speed What is speed?

9 What is coordination?

3 Flexibility What is flexibility?

4 Muscular Endurance What is muscular endurance?

10 What is reaction time?

5 Muscular Strength What is muscular strength?

6 Aerobic endurance What is aerobic endurance?

11 What is power?

Physical Education: Muscular System

Key Vocabulary

Key Vocabulary:

1 Deltoid The Deltoid covers the shoulder.

2 Rotator Cuffs The Rotator Cuffs are found within the shoulder joint.

8 Abdominals The Abdominal muscles are found on the stomach located between the ribs and the pelvis on the front of the body.

9 Hip Flexors Hip Flexors are a group of muscles near the top of the thigh connecting the hip to the upper leg.

10 Gluteus Maximus The Gluteal muscles are a group of three muscles which make up the buttocks.

11 Quadricep group The Quadriceps are split into 4 and cover the front of the upper leg.

3 Trapezius The Trapezius extends from the back of the head and neck to the shoulder and upper back area.

4 Biceps The Biceps are found on the top of the upper arm.

12 Hamstring group The Hamstrings are a group of muscles found on the back of the upper leg.

13 Gastrocnemius The Gastrocnemius, also known as the calf is in the back part of the lower leg.

14 Soleus The Soleus is in the lower calf, below the Gastrocnemius.

15 Tibialis Anterior The Tibialis muscle runs down the front of the shin from the knee to the first metatarsal (toe bone).

5 Triceps The Triceps are on the back of the upper arm.

Benefits of Training

6 Pectorals The Pectorals are on the front of the chest.

16 Muscular Endurance Training 1. Adaptations to the muscular system 2. Capillarisation around muscle tissues

7 Latissimus Dorsi The Latissimus Dorsi stretches from the middle to the lower back.

17 Muscular Strength and Power Training 1. Adaptations to the muscular and skeletal systems

2. Muscle hypertrophy o increased tendon and ligament strength 3. Increased bone density

KRS 3 - Core Physical Education: Muscular System

Key Vocabulary:

1 Where is the Deltoid?

Key Vocabulary

8 What muscles are on the front of the stomach?

9 Where are the Hip Flexors?

2 Where are the Rotator Cuffs?

10 What is the muscle found in the buttocks?

11 What is the name of the muscle found at the front of the upper leg?

3 What muscle is found at the back of the neck?

12 Where are the Hamstrings?

13 Where is the Gastrocnemius?

4 Which muscle is found on top of the upper arm?

1 14 Which muscle is found below the Gastrocnemius?

15 Where is the Tibialis Anterior found?

5 Where are the Triceps?

Benefits of Training

6 What muscle is found in the chest?

16 Muscular Endurance Training What are the adaptations to the body after muscular endurance training?

7 Where is the Latissimus Dorsi?

17 Muscular Strength and Power Training What are the adaptations to the body after muscular strength/power training?

KS4 KRS 4 - Core Physical Education: Skeletal System

Content: Bone names and locations

Cranium

Content:

1 The skeleton has 206 bones.

2 The ankle is made up of the Tibia, Fibula and Tarsals.

3 The knee is made up of the Femur, Tibia and Fibula.

Ribs

Vertebral column

4 The hip is made up of the Pelvis and Femur.

5 The shoulder is made up of the Scapula and Humerus.

6 The elbow is made up of the Radius, Ulna and Humerus.

7 The wrist is made up of the Radius, Ulna and Carpals.

8 The neck is made up of the vertebral column and the Cranium.

Carpals

Metacarpals

Talus Metatarsals

9 The chest is made up of the Sternum and ribs.

Content:

10 Flexion is a decrease in the angle at a joint.

11 Extension is an increase in the angle at a joint.

12 Abduction is the movement of a limb away from the midline of the body.

13 Adduction is the movement of a limb towards the midline of the body.

14 Circumduction is a combination of flexion, extension, abduction and adduction and it produces a circular movement.

15 Rotation is movement around a fixed point.

KS4 KRS 4 - Core Physical Education: Skeletal System

Content: Bone names and locations

Cranium

Content:

1 How many bones are there in the skeleton?

2 Which bones make up the ankle?

3 Which bones make up the knee?

Ribs

Vertebral column

4 Which bones make up the hip?

5 Which bones make up the shoulder?

6 Which bones make up the elbow?

7 Which bones make up the wrist?

8 Which bones make up the neck?

Carpals

Metacarpals

9 Which bones make up the chest?

Content:

10

11

12

13

14

Talus

15

KS4 KRS 5 - Core Physical Education: The Effects of Exercise on the Body

Key Vocabulary: Exercise Intensity

1 Rating of perceived exertion

2 Rating of perceived exertion scale

The Rating of Perceived Exertion (RPE) is a scale used to measure intensity level You rate how tired you are during or after your exercise session

The Rating of Perceived Exertion scale ranges from 6-20. 6 being resting state to 20 being exhaustion.

3 Training Zone A training zone is the correct intensity at which a person should exercise in order to experience fitness improvement.

4 4 Training zones

There are four training zones used to determine exercise intensity. Warm up zone (50-60%) of maximum heart rate, fat burning zone (60-70%), aerobic zone (70-80%) and anaerobic zone (80100%)

Content: Long Term Effects on the Energy Systems

10 Aerobic energy system This system uses oxygen and is responsible for providing energy during low intensity, long distance events. With regular exercise this system increases the amount of energy produced meaning athletes can perform for longer.

11 Anaerobic energy system

This system does not need oxygen and provides our body with a quick burst of energy in sports such as javelin or 100m sprint. With regular exercise there is an increased aerobic capacity, meaning you can work for longer without oxygen.

Content: Long Term Effects of Exercise on the Musculoskeletal System

12 Core muscles The muscles that make up your core are; abdominals, back muscles and muscles around the pelvis. With regular exercise these muscles strengthen, making any sporting movement easier to perform.

13 Muscle Hypertrophy

Content: Long Term Effects of Exercise on the Cardiorespiratory System

During training, stress is placed on the muscles, resulting in microtears. When these tears heal the muscle becomes bigger and stronger. This is called muscle hypertrophy.

14 Good posture Posture is the position someone holds their body. Regular training improves core muscle stability, and therefore improves your posture. Good posture helps you move more easily and reduces injury.

5 The heart With regular exercise the left ventricle becomes bigger and stronger, meaning that more blood can be pumped around the body with every beat.

6 Resting heart rate

7 Blood viscosity

On average an adult resting heart is between 60-100 beats per minute. The fitter you are, the lower your resting heart rate. Some elite athletes have a resting heart rate of 29 beats per minute.

Blood viscosity is a measure of the thickness and stickiness of blood. With regular exercise there is a decrease in blood viscosity, meaning that blood can move through the vessels easier.

8 Vital Capacity This is the maximum amount of air that can be forced out of the lungs after taking a deep breath in. Vital Capacity increases with regular exercise.

9 Gaseous Exchange

The exchange of Oxygen and Carbon Dioxide in the lungs. This happens more efficiently with regular exercise.

KS4 KRS 5 - Core Physical Education: The Effects of Exercise on the Body

Key Vocabulary: Exercise Intensity

1 What is rating of perceived exertion?

Content: Long Term Effects on the Energy Systems

10 How does an increase in the aerobic energy system benefit the performer?

2 What is the number range on the rating of perceived exertion scale?

3 What is a training zone?

11 Name a sporting activity/event that uses the anaerobic energy system

Content: Long Term Effects of Exercise on the Musculoskeletal System

4 What are the four different training zones?

Content: Long Term Effects of Exercise on the Cardiorespiratory System

5 What happens to the left ventricle with regular exercise?

6 What is a lower resting heart rate an indication of?

7 Why is decreased blood viscosity important?

8 What is Vital Capacity?

9 What is Gaseous Exchange?

12 What muscles make up your core?

13 How does muscle hypertrophy occur?

14 Why is good posture important for sport

KRS 6 - Core Physical Education: Diet and

Vocabulary: Components of a Balanced Diet

1 Components of diet There are 7 components of a balanced diet.

2 Carbohydrate Provide the body with a slow release of energy

3 Protein Builds and repairs muscle

4 Water Keeps the body hydrated

Healthy Lifestyle

Content: Eatwell Guide and Food Sources

14 The Eatwell Plate 1 15 It is recommended that we eat at least 5 pieces of fruit and veg each day.

1 16 We should try to avoid eating saturated fat.

5 Vitamins Keep organs healthy and help to fight infections

6 Minerals Builds and repairs cells such as hair, bones and fingernails

7 Fat Provides energy and warmth

8 Fibre Keeps the digestive system healthy

Content: Features of a Healthy Diet

9 The recommended daily intake of water is 2 litres.

Without water the body does not function efficiently.

10 70% of our body is made up of water All major organs contain water.

11 50-60% Carbohydrates It is recommended that 50-60% of our daily intake is made up of carbohydrates.

12 30% fat It is recommended that 30% of our daily intake is made up of fat.

13 12-15% protein It is recommended that 12-15% of our daily intake is made up of protein.

The Eatwell Plate is a pictorial summary of the main food

Fruit and vegetables help to build and repair the body

Fats, oils and spread should be reduced as they lead to weight groups and their recommended proportions for cells. gain and an increase in cholesterol. a healthy diet.

Content: Exercise Recommendations

17 Children and young people should participate in two forms of physical activity; aerobic exercises, and exercises to strengthen their muscles and bones.

Age Recommended Government guidelines per day

3- 4 years 3 hours

5-18 years 1 hour

18 Older adults should participate in activities that improve strength, balance and flexibility.

Content: Health

19-64 years 1hr 50 mins each week

65+ years 1hr 50 mins each week

19 Body Mass Index (BMI) is a measure of body fat based on height and weight.

20 Peak Flow Peak flow is a measure of how quickly you can blow air out of your lungs. You measure peak flow by blowing as hard as you can into a peak flow meter. This tells you how well your airways are working.

21 Blood Pressure Blood Pressure (BP) is the pressure of blood in the arteries.

22 Pulse rate The number of times the heart beats in one minute

KS4 KRS 6 - Core Physical Education:

Vocabulary: Components of a Balanced Diet

1 How many components make up a balanced diet?

2 Why do we need Carbohydrates?

3 Why do we need Protein?

4 Why do we need water?

5 Why do we need Vitamins?

6 Why do we need Minerals?

Diet and Healthy Lifestyle

Content: Eatwell Guide and Food Sources

14 The Eatwell Plate 1 15 Fruit and Veg 1 16 We should try to avoid eating saturated fat.

What is the Eatwell Plate? How many pieces of fruit and veg should we eat each day?

Content: Exercise Recommendations

17 What type of exercise is recommended for children and young people?

What type of fat should we try to avoid?

7 Why do we need Fat?

8 Why do we need Fibre?

18 What type of exercise is recommended for older adults?

Age Recommended Government guidelines per day

3- 4 years

Engineering: Designing Processes - Design Strategies

1 Design strategies We constantly strive to make the world around us more liveable. Our creativity ensures that we are always trying to improve products that we use in our everyday lives.

The design process is used in industry to enable a systematic approach that ensures we consider different methods to solve a design problem.

Research, design ideas, prototypes and evaluation are all part of this process. The final end product should result from the full design procedure being followed.

2 Linear design Linear design – this process follows a strict procedure or series of phases. Each phase must be completed before going on to the next. Any errors are addressed at each phase. The linear method is easy to understand, but it will only work effectively if each phase is followed.

5 User-centred design User-centred design is an iterative process that designers use to ensure that they are focused on their users’ needs during each stage.

Designers can carry out surveys or interviews with users to gain their views on the design. This will involve positive and negative feedback.

The feedback is then interpreted by the designers and used to develop their designs further.

The end result should be a design that meets the users’ needs.

6 Sustainable design There are a variety of factors to consider when choosing a suitable material. Sustainable design tries to remove any environmental impacts by considering choices of materials and manufacturing processes. This method can be used not only on products but also on structures. Whenusingsustainabledesign,thedesigner will:

1.Thinkabouttheamountand type ofmaterials to use – are theyrenewable?

2. Aim to usematerialsthat are non-toxic.

3.Lookatwhether the qualityoftheproduct is affectedbyusingsustainable materials

4.Thinkaboutwhetherthematerialscanberecycledorreused

5.Consider waste-free manufacturing

6.Lowerenergyandwaterconsumptionthroughthedesign cycle

7. Use carbon-neutral activities

3 Iterative design

This method uses a continuous cycle approach to how a product is designed. The design is improved at each stage by:

a) carrying out regular testing

b) engaging with the client’s feedback

c) using focus groups

d) testing of materials

e) manufacturing and testing prototypes

f) developing the design

g) continuous evaluation

h) producing a fully developed final design.

4 Inclusive design When designing a product, the designer considers the target audience. Getting the design wrong will exclude a number of potential users. Products must be accessible to all, including users who may have less ability. The inclusive design method aims to be accessible to all without the need for major design changes. However, this is not always possible, so a range of products may need to be produced.

7 Ergonomic design What is ergonomics? In simple terms, it is the process of designing a product or system to fit the people who will use it. There should be no risk of injury or harm when using the product. There are various factors to consider, in particular anthropometrics. Anthropometrics measures the size of the human form. Products are designed to take account of our size and shape.

1 Design strategies

1 - Engineering: Designing Processes - Design Strategies

What are design strategies and why do we use them?

5 User-centred design What is user-centred design?

Who does it focus on?

How do designers ensure that the product meets the needs of the user?

2 Linear design What is linear design?

3 Iterative design What is iterative design?

What are the stages within an iterative design process?

6 Sustainable design

What is sustainable design?

What will designers think about to ensure their design is sustainable?

4 Inclusive design

What is inclusive design?

What is it important?

Who does it focus on?

7 Ergonomic design

What is ergonomics?

How/why do designers use ergonomic data to design products?

- Engineering: Designing Processes - Stages in the Design Process

8 Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach

Design

Analysis of the design brief

Methods of researching the product requirements

Production of an engineering design specification

Generation of design ideas by sketching and modelling

Make

The reasons for the use of modelling

Virtual modelling of the design idea

Physical modelling of the design idea

Manufacture or modification of the prototype

11

Primary vs Secondary Research

Primary research

Secondary research

Original data collected

By you

By someone else

Examples Surveys

Focus groups

Interviews

Observations

Experiments

The act of looking for existing data is secondary research

9 The design brief

The design brief is the starting point to any design problem or situation. The brief will outline the problems that need to be solved.

The brief should be followed throughout the design process to ensure that you continually focus on the problems that need to be resolved.

Qualitative or quantitative?

Can be either Can be either

Advantages Specific to your needs You control the quality

Disadvantages Usually costs more Takes longer

Usually cheap and quick

Data can be out of date or not specific to your needs

10 Methods of researching the product requirements

Primary research is carried out by you. You collect your own data based on the objectives you have identified from a design brief. You could carry out a survey, conduct user groups or carry out an experiment.

Secondary research has already been collected by someone else, so you could find this in books, on the internet or somewhere similar. You will use this in your own research but the data is not your own.

- Engineering: Designing Processes - Stages in the Design Process

8 Stages of the iterative design process, and the activities carried out within each stage of this cyclic approach

What are the stages of iterative design?

What are the different outcomes that a designer can produce in the ‘Make’ stage?

11

Primary vs secondary research

Primary research

Secondary research

Original data collected By whom? By whom?

Examples Name some examples? Name some examples?

Qualitative or quantitative? Is this qualitative or quantitative? Is this qualitative or quantitative?

Advantages What are the advantages? What are the advantages?

9 The design brief What is the design brief?

What should the design brief be used?

Disadvantages What are the disadvantages? What are the disadvantages?

10 Methods of researching the product requirements

What are the different categories of research?

12 Methods of researching the product requirements

Designing Processes - Methods of Researching the Product

A good starting point is to undertake market research. This is the process of gathering information about the needs and preferences of customers who might buy the product.​

The client will generally have an idea about the target market (people they expect to buy the product) when they work with the designer to produce the design brief.​ The product might need to appeal to a wide range of people, or the target market might be very specific.​

13 Focus groups A focus group may be given prototypes of the product to review.​

The people in the group would be selected because of their specific profile.​

The participants are often people who the designer and client think will be potential customers.​

Feedback from the focus group needs to be used carefully as the participants might not fully represent the target market.

14 Surveys​ Surveys are series of questions that can be distributed to potential customers to gain views and opinions.​

They can be face to face, on written documents or shared online.

Surveys are cost-effective.​

They can focus on key groups or be circulated more widely.​

A survey that gathers information from a broad range of different people is called a crosssectional study.​

Surveys conducted over a long period of time are called longitudinal studies.​

Surveys vary in duration and can be done quickly or over a longer time period.

15 Needs of the target market​

The results from focus groups and surveys, along with other information, can be used to define the needs of the target market.​ Understanding the needs of the target market is crucial. For example, the target market may require a low-cost solution.​

If the needs of the target market are misunderstood, the product might not generate the sales expected when it becomes available.

16 Changing consumer trends​

A trend is a pattern that occurs in the sales of particular products or in the behaviours of consumers.​

A product that is currently on trend will be extremely popular on the market and so generate high sales.

Consumer trends are dynamic.​ This means they change and evolve and can last for different periods of time.​

It is critical that designers and their clients understand current trends and how they change over time.​

For example, wearable technology and smart watches are a popular consumer trend.​

As technology continues to develop, this consumer trend may change.

Designers and clients must try and predict how the market will evolve.

17 Strengths and weaknesses of competitors’ products​

Many products are not completely new inventions – they are variations of existing products.​

For example, consider the amount of different smart phones on the market.

Designers will often look at competitors’ popular products to understand how they work and what features they have.​

18 Analysis of competitors designs

Analysis of these designs can include the strengths and weaknesses of the product and might involve:

● aesthetics​

● functions and functionality​

● manufacturing processes.

19 Competitive advantage If designers clearly understand the strengths and weaknesses of competitors’ products, they can generate new and better solutions to appeal to customers.​

This can be used to gain a ‘competitive advantage’ (become more popular and sell more products).

20 Anthropometric data

Ergonomics uses anthropometric data to design products or systems that are comfortable for people to use.

Anthropometrics looks at the way the human body moves and takes measurements of the body. This is called data. The data is normally presented in a table or diagram. This data is used to design the product.

12 Methods of researching the product requirements

Engineering: Designing Processes - Methods of Researching the Product

Why do designers carry out research? What will the client usually inform you of?

15 Needs of the target market​ How can you identify the needs of the target market?

Why is it important to understand these needs?

16 Changing consumer trends​ What is meant by the term trends?

Why are they described as being dynamis?

What are some examples of changing consumer trends?

13 Focus groups What is a focus group?

What are the advantages and disadvantages?

14 Surveys​ What are surveys?

What are the advantages and disadvantages?

17 Strengths and weaknesses of competitors’ products​

Why do designers look at competitors products?

18 Analysis of competitors designs What features might a designer analyse when researching competitors products?

19 Competitive advantage What is competitive advantage?

20 Anthropometric data What is anthropometric data? Why is it used?

21 Analysing products through disassembly

Engineering: Designing Processes - Analysing Products through Disassembly

By carrying out a practical activity and physically looking at the product. You can review things such as:​

● components​

● assembly methods​

● materials​

● production methods and manufacturing processes​

● maintenance.

24 Materials​ An analysis of materials considers:​

● which different materials have been used in the design and manufacture of the product​

● why different materials have been used – for example, for their properties, robustness or aesthetics.

25 Production methods/manufacturing processes​

An analysis of production methods and manufacturing processes considers:​

● What production methods (i.e. scales of production) could have been used to make the product (or parts of it), such as one-off, batch or mass production.​

● Which manufacturing processes have been used to make the product, such as moulding, pressing and forming, material shaping, machining and finishing.

26 Maintenance​ Maintenance means how the product can be maintained in good working order.​

This could be by:​

● cleaning​

● replacing broken or worn parts​

22 Components​ Components are the parts that make up the product.​

We can find out:​

● which components are used in the design and manufacture of the product​

● how many components are used​

● the dimensions of the components​

● the complexity of the design.

23 Assembly methods​ Assembly methods covers:​

● how the product has been assembled​

● whether permanent or temporary fixing methods have been used​

● whether standard components have been used or fixings are designed into the components themselves​

● how easy it is to take apart the product and reassemble it.

● replacing consumable parts such as batteries and bulbs​

● checking and topping up lubricants such as oil (the photo shows a bike chain being oiled).

4 - Engineering: Designing Processes - Analysing Products through Disassembly

21 Analysing products through disassembly

What can be analysed by completing a product disassembly?

24 Materials​

What can you find out about the materials through product disassembly?

25 Production methods/manufacturing processes​

What does the analysis of production methods and manufacturing processes consider?

26 Maintenance​ What does maintenance mean?

What are examples of maintenance?

22 Components​ What are components?

What can you find out about these components throughout the disassembly process?

23 Assembly methods​ What could you find out about a products assembly methods?

27 Production of an engineering design specification

Engineering: Designing Processes - Design Brief and Specification

The design brief and the design specification are directly related.​

The designer will use the design brief, along with further research, to define specific details for the product.​

Once they have gathered all this information, the designer will produce a more detailed design specification, ensuring it meets the needs of the client and user.

It is worth noting the different types of relationship between the client and the designer.​

The designer may work within the company that is producing the product, so the client would work in another department in the same company.​

The client may work for another company unrelated to the designer’s company.​

Designers can also work on their own or in teams of designers, each with different specialisms.

30 Further research (if required) Further research may be necessary to see if the design is even feasible.​

Feasibility of the design means finding out if it can actually be manufactured with the materials available and within the agreed time and budget.

31 Final brief from which design specification will be developed​

A ‘final’ design brief can then be developed and agreed upon by the client and designer.​

Both client and designer will need to understand and agree on any changes made and how they impact the project.

Once the client and designer have reached an agreement, the designer will take the final design brief and use this, along with other information, to create a detailed design specification.​

28 Client provides initial brief

The design brief is presented by the client to the designer at the beginning of the process.​

It sets out the basic aims of what the product should do.​

It may also contain specific information, such as target market, working environment, branding, etc.

29 Discussion between client and designer

The client and the designer will discuss the details of the design brief to ensure they are both clear about what the final product should achieve.​

It is critical that the expectations of both designer and client are clear. The designer must be clear on what is required

27 Production of an engineering design specification

Engineering: Designing Processes - Design Brief and Specification

Are the design brief and the design specification directly related?​

What will the designer use to define specific details for the product.​

What will the designer ensure the design brief and specification meets?

30 Further research (if required)

Why might further research be necessary?

What does feasible mean?

31 Final brief from which design specification will be developed​

Why is a ‘final’ design brief developed and agreed upon?

What is then created once this is agreed?

28 Client provides initial brief

When is the design brief presented and by whom?

What does the design brief set out?

What other information may it contain?

29 Discussion between client and designer

What will the client and the designer discuss?

What is critical during this discussion?

Engineering: Designing Processes - Design Brief and Specification

32 Aesthetics What should it look like?

What will the texture, shape, colour, and so on be?

What style will it follow?

Does it have a quality finish? What finish should be applied?

33 Cost What is the estimated production cost?

What is the expected selling price?

What is the relationship between the two?

Is it affordable?

Is it good value for money?

Does the price reflect social and moral considerations (such as Fairtrade?)

34 Customer Who would buy this product?

Who is the target market?

How would they use it?

What value does it add to their lifestyle?

35 Environment What impact should the product have on the environment?

What should the impacts of manufacturing, use, distribution, packaging and disposal when the product is no longer needed be?

36 Safety What safety issues and features need to be considered? Should the product meet safety standards? Which ones?

37 Size What is the physical size parameters of the product?

What should the weight, area, volume, density and supply voltage be? Should the product be comfortable to use (anthropometrics and ergonomics)?

38 Function How should the product work? How easy should it to use?

Shoud it have any additional features to make it function in different ways?

39 Materials What materials should the product be made from?

What impact should the choice of materials have on the environment?

What scale of production will you use?

Which manufacturing processes will you use to produce the different components?

Engineering: Designing Processes - Design Brief and Specification

40 Generation of design ideas through sketching and modelling

Engineering: Designing Processes - Modeling Design Ideas

Design sketching is used to demonstrate the interpretation of the design brief and specification by the designer.

The sketching methods are generally freehand and will be used to develop full working drawings and prototype modelling.

Design sketches contain a range of pictorial views with labelling and annotation to indicate the look of the product and provide information on key areas.

Models are used by the designer as a physical or virtual interpretation of the intended product, before full manufacture takes place.

The client will use these to confirm that they are acceptable or to make any further changes.

43 The reasons for the use of modelling

Design ideas come in different forms and are generally either virtual or physical models.

The purpose of models is to show the client how the proposal meets the design brief and specification.

Models are used for analysis to ensure any errors are designed out or to make further improvements. The size and proportions are checked to confirm the products are accurate. The scale and function of each part is tested to ensure it performs as required.

Some benefits of using models are that they:

● eliminate errors

● confirm the design meets the specification

● identify any design issues

● can be used for testing purposes

● allow for modifications to take place

● are cost-effective.

44 Physical modelling

A physical model is a cost-effective method of producing a prototype.

A physical model is produced so that it can be analysed in detail and tested. Any problems will be highlighted so the model can be redesigned. A number of physical models will be made before full manufacture commences.

Numerous types of materials can be used for a model, such as card, wood, polystyrene and plastics. The later models will be far more realistic than the initial design ideas.

41 Advantages of virtual modelling

● Simulations can be run on screen.

● Changes can be made instantly.

● There is no material wastage.

42 Advantages of prototype modelling

● It shows a physical representation of the client’s requirements.

● It can be used for testing

40 Generation of design ideas through sketching and modelling

Engineering: Designing Processes - Modeling Design Ideas

Why is design sketching used?

What do design sketches contain?

Why are models used? .

What will the client do with these sketches and models?

43 The reasons for the use of modelling

Design ideas come in different forms and are generally either virtual or physical models.

What are the purpose of models?

How are models used?

What are the benefits of using models?

44 Physical modelling

A physical model is a cost-effective method of producing a prototype.

Why is a physical model produced?

What type of materials can be used for a model?

41 Advantages of virtual modelling

What are the advantages of virtual modelling?

42 Advantages of prototype modelling

What are the advantages of prototype modelling?

Engineering: Design Requirements - Specification

45 Needs and wants

When designing a product, there is a difference between what a client wants the product to be and what the end user actually needs. Unless the client/designer asks potential users what they need, the product may not actually be required.

For example, a client wants a mass-produced car to be designed that can be driven off-road and can travel up to 250 mph.

In reality, potential customers may just need a fast off-road car but not one that travels at this speed. Number of seats may be more important than speed.

The designer needs to establish the actual needs for the market and encompass the design brief into a design proposal.

47 Reasons for the product criteria included in the design specification (ACCESS FM)

Using ACCESS FM to design a product results in a number of issues that will need to be clarified. Some of the requirements will be finalised using both quantitative and qualitative data. Here are some of the key questions that the designer will need to consider:

● Aesthetics – Is the look correct? Right colour? Correct shape?

● Cost – How many will we sell? What will it cost to make? What is the expected profit?

● Customer – Who do we expect to sell the product to? What age group? Adult or child? Male, female or both? What percentage will buy the product?

● Environment – Will the environment be damaged during manufacture or use? Will materials be environmentally friendly?

● Size – What will the size of the product be? How much will it weigh?

● Safety – What are the safety features of the product? Sharp edges or corners? Emergency power off?

● Function – What should the product do? How do you expect the product to perform?

● Material – What will the product be made of? Are the materials sustainable? Are the materials easy to work with?

46 Quantitative and qualitative criteria

These are two distinct types of data:

● Quantitative data is information about quantities, and so uses numbers. This type of data can be measured, such as height, length and volume.

● Qualitative data is descriptive and cannot be measured. Data can be observed, such as colour, texture or smell. This method looks at the quality only (information obtained about the product).

Quantitative Qualitative

Deals with numbers. Data can be measured. Uses descriptions. Data cannot be measured.

The colour is yellow. There is a smooth body. The finish is glossy. It looks sleek and streamlined.

● Manufacturing – What method will be used to make the product? Will it be made by hand or machine?

Engineering: Design Requirements - Specification

45 Needs and wants

What is the difference between a need and a want?

What is an example of a need and a want?

47 Reasons for the product criteria included in the design specification (ACCESS FM)

Using ACCESS FM what key questions will the designer need to consider?

● Aesthetics?

● Cost?

● Customer?

● Environment?

● Size?

● Safety?

● Function?

● Material?

● Manufacturing?

46 Quantitative and qualitative criteria

What are the two distinct types of data?

● What is Quantitative data?

● What is Qualitative data?

48

Engineering: Design Requirements -

Scale of manufacture can be:

1.One-off

2.Batch

3.Mass

When looking at a design brief, the scale of manufacture needs to be considered as this could impact on the design of the product, in particular how it is made and the speed to produce it.

The scale of manufacture could be one item or it could be thousands of mass-produced items.

Production Methods

51 Mass manufacture

Many products are manufactured continuously over a long period of time. Each mass-produced item is exactly the same. Mass manufacture is normally is done on a production line with significant computer control throughout. The manufacturing of products will continue 24 hours a day without a break. These systems require a significant amount of investment in machinery and computer control. The quality of the products is maintained at all times.

49 One-off manufacture

Only one product or object is manufactured, such as a ship or engagement ring. They are often used for prototype models before full manufacture commences. When making one-off products, items tend to be made by hand, so specialist skilled workers are needed. Handmade one-off products tend to be more expensive due to the skill level needed and products tend to take longer to produce.

There will be a high level of quality control during this manufacturing process to ensure all parts are correct.

50 Batch manufacture Batch production tends to take place on a production line, which consists of many areas all working on the same product until it is completed. Hundreds or thousands of products are made at any one time. Every item manufactured will be exactly the same –in size, shape, colour, etc.

An example of batch production is food manufacturing. Each batch of food produced will have the same use-by date added to the packaging and will be identified by a bar code.

How manufacturing considerations affect design

9 - Engineering: Design Requirements - Production Methods

48 How manufacturing considerations affect design

What are the scales of manufacturing?

How can the scale of manufacture impact on the design of the product?

51 Mass manufacture

What is mass manufacturing?

What are the advantages and disadvantages?

49 One-off manufacture

What is one-off manufacturing?

What are the advantages and disadvantages?

50 Batch manufacture What is batch manufacturing?

What are the advantages and disadvantages?

52 Manufacturing processes –Wasting

Engineering: Design requirements -

When a workpiece is reduced in size or shape, material is removed through a machining process called wasting. Shards, shavings or dust are generally thrown away as waste.

Shaping of the materials can be carried out using processes such as sawing, filing, turning and milling.

If wasting by hand, various tools can be used, such as a saw, file, chisel, die or plane. The material removed is referred to as waste.

The most common types of machinery are a lathe, pillar drill and milling machine. These can be operated manually or by a skilled worker.

Alternative machinery using computer control offers the ability to work to far greater tolerances and accuracy. Waste materials will still be produced.

Companies want to produce as little waste as possible. The possibility of reusing any waste material could contribute to a company’s profits.

Production Processes

53 Manufacturing processes – Shaping

Shaping is designed to removal material from a workpiece.

When shaping a workpiece, the main difference in the machining operation is that the cutting tools rotate and the billet remains still.

Shaping changes the size and shape of the workpiece by removing material. A rotating cutting tool is used to alter the workpiece shape.

54 Manufacturing processes – Forming

Forming is a process whereby the shape of the material is changed through deformation.​

This includes bending and stretching the material.​

The photograph shows a sheet of metal being bent in a bending machine.

55 Manufacturing processes – Joining

The designer needs to consider how to join different parts of a product together. The structural integrity could be adversely affected if the wrong design choices are made.

56

The most common method of assembly in a product is connecting each part together using a nut and bolt fixing. This is a semipermanent method of fixing, allowing parts to be replaced if needed as they can be easily removed.

The advantage of this method is that the whole product does not need to be replaced, increasing the product’s life span. However, there are additional costs due to the price of the fasteners and assembly time.

57

W elding is a permanent method of joining parts together. It provides a strong, lightweight connection. This activity requires a skilled worker with specialist equipment. Welding takes a long time to carry out, and so will increase production costs.

58 Permanent method

Riveting is another method of fixing two parts together. While the process is similar to bolted connections, a rivet is a solid piece with its flush ends sitting against each face. Rivets are a cost-effective method due to the speed of installation. A weakness is that each rivet point is a potential failure point.

Semi-permanent method

Permanent method -Welding

-Riveting

10 - Engineering: Design requirements -

52 Manufacturing processes –Wasting

What is wasting?

Which processes can be used?

Which hand tools could be used?

What are the most common types of machinery?

Why would companies want to produce as little waste as possible?

Production Processes

53 Manufacturing processes – Shaping

What is shaping?

54 Manufacturing processes – Forming

What is forming?

55

What is joining?

56 Semi-permanent method What is the most common method of assembly in a product?

What are the advantages?

W hat is permanent joining and what are the advantages and disadvantages?

W hat is riveting? Why is riveting used?

What are the advantages and disadvantages?

Engineering: Design Requirements - Production Processes

59 Manufacturing processes –Finishing

The process of finishing is carried out once the part has been machined and formed. The finishing method alters the surface appearance of the workpiece to achieve a specific characteristic.

There are numerous finishes that can be applied to the workpiece, such as paints, varnish and lacquer.

Once applied, the finish changes the characteristics of the surface to improve the aesthetic appearance, wear resistance, hardness, etc.

61 Production costs Production costs are the direct and indirect costs that a business incurs for manufacturing a product or providing a service. These costs include:

● Labour costs – wages, holiday pay, pension, tax

● Materials – raw material costs

● Consumables – things that get used and discarded, such as disposable gloves

● Overheads – building rent, electric costs, insurance, etc.

60 Manufacturing processes – Assembly

The assembly process is how individual parts are put together to form an end product.

A typical example is on a production line, such as manufacturing of cars. As assembly starts, the individual sections are worked on, and then the sections move along the line to the next stage. One section could be fitting the dashboard, and the next section installing the seats. Workers have a set period of time to complete their task. Any machines or equipment needed will be in place to ensure the process is carried out as speedily and accurately as possible.

Assembly of products could be by using push fit methods (think of a Lego brick), or welded connections to bolted connections, all of which take different amounts of time to complete.

The designer should consider the most suitable assembly method for the product.

62 Capital costs

Adding all of these together results in the total cost to manufacture a specific product.

Capital costs are fixed and are incurred by a company in order to bring a product or project to the market. Capital costs are key items such as:

● Cost of buying land – for building of premises, storage of products, etc.

● Cost of premises – building costs

● Investment in equipment and machinery – costs to purchase any machinery or equipment that could be needed to manufacture a new part or product

These will be one-time expenses incurred by the company. The designer will need to consider the existing operation of a company to ensure costs are kept within budget.

11 - Engineering: Design Requirements - Production Processes

59 Manufacturing processes –Finishing

What is the finishing process?

What are examples of finishing?

What are the benefits to applying a finish to a material?

61 Production costs

Production costs are the direct and indirect costs that a business incurs for manufacturing a product or providing a service. These costs include:

● Labour costs – wages, holiday pay, pension, tax

● Materials – raw material costs

● Consumables – things that get used and discarded, such as disposable gloves

● Overheads – building rent, electric costs, insurance, etc.

60 Manufacturing processes – Assembly

What is the assembly process?

What are examples of assembly?

62 Capital costs

Adding all of these together results in the total cost to manufacture a specific product.

Capital costs are fixed and are incurred by a company in order to bring a product or project to the market. Capital costs are key items such as:

● Cost of buying land – for building of premises, storage of products, etc.

● Cost of premises – building costs

● Investment in equipment and machinery – costs to purchase any machinery or equipment that could be needed to manufacture a new part or product

These will be one-time expenses incurred by the company. The designer will need to consider the existing operation of a company to ensure costs are kept within budget.

Engineering: Design Requirements - Standards

63 Market pull Market pull refers to a new product, new design or improvements identified by the needs of the marketplace. It is driven by customers’ demands – their needs and their requirements.

Focus groups and market research are carried out to fully identify the needs before redesigning a product or releasing a new product range.

A current example of market pull is the emphasis on climate change and emissions, resulting in the demand for more electric cars, rather than relying on fossil fuels, which damage the environment.

64 Technological push This occurs when there are constant changes to technology and developments in design and materials.

There is little input from market pull at this stage. Instead, a company develops a new innovation and uses it within new product lines. Any new developments are subsequently applied to new products or designs.

An example of technology push is the smartphone. Advances in technology improved the mobile phone to include touchscreen technology, giving users instant access to a range of apps and functions.

British and International Standards

65 British and International Standards

Standards are in place to cover all parties involved, from the manufacturer through to the end user, to ensure product standardisation and safety. There are two main standards used across the world, the British Standard and the European Standard.

66 British Standards The BSI (British Standards Institution) is a regulatory body that provides quality standards for products to meet. Products are tested against the standards and if they meet the requirements, they are awarded the BSI Kite Mark and a certificate of conformance. Each standard has a BS prefix, followed by a number, e.g. BS8888. BSI’s services are used by small companies through to multinational global businesses and government.

67 European Standards European Standards are technical standards that relate to products or services, providing a set of rules and guidelines that each must meet. Each standard has a reference code which starts with EN. Products and services are tested against a set of criteria to confirm their performance and quality.An example is the CE. CE marking indicates that a product has been assessed by the manufacturer and deemed to meet EU safety, health and environmental protection requirements.

68 Legislation Legislation is passed by a governing body. It is in place to ensure that products, services or operations are governed by law.

In engineering, it regulates everything from manufacturing methods to health and safety.

Legislation can also be used to regulate how operations work to ensure safety and to protect consumers.

12 - Engineering: Design Requirements - Standards

63 Market pull What is market pull?

How can designers identify a need in the marked?

What is a current example of market pull?

British and International Standards

65 British and International Standards

Why do we have British and International Standards?

64 Technological push

What is technological push?

What is an example of technology push?

66 British Standards

What is the BSI (British Standards Institution)?

What is it often referred to as?

Who uses BSI’s services?

67 European Standards

What are European Standards?

What is the CE marking on products?

68 Legislation What is Legislation?

How doe sit link to engineering?

Engineering: Design Requirements - Sustainability

69 Planned obsolescence

Planned obsolescence is when a product is designed for a specific life span, so it will only last for a short length of time to match the customer’s specific need.

The product will still be designed to carry out its function well and to meet any regulations or standards.

This type of product will need replacing, meaning the customer will have to buy a similar or updated version.

An example of planned obsolescence is a battery designed to power a watch for 12 months. At the end of this period, the watch battery may run out of power and will need to be replaced.

The battery will be designed so that it lasts for the full 12 months. If the battery fails before the 12-month period, it has not fulfilled what it was designed for.

The

72 Rethink As a designer, you should consider whether specific items, shapes, sizes, etc. are required. Can products be made simpler, maybe using thinner materials? Are resources limited? As a consumer, you should ask yourself if you really need it.

73 Refuse When purchasing a product, you should consider the object. For example, is there too much packaging? Where is the product made? You can choose what to purchase and make a difference to the environment. A designer should think about the packaging and consider using readily available, reusable materials.

74 Reduce This is about reducing how much you need and trying to reduce the amount of waste generated. For example, a number of shops have removed plastic carrier bags from their stores, thus reducing the amount going into landfill.

70 Sustainable design (6Rs) Sustainable design is a method of designing a product or service taking into account the environmental impact throughout the product’s life.

The design phase is important when considering the potential environmental impact. Designers need to be creative to ensure that any products or services they provide replace any current pollutants that are available in the marketplace today.

75 Reuse Can the designed product be used for something else? Rather than throwing it away, can it be used again in a different way? The easy option is to throw it away, but products should be designed so there is an option to reuse them – for example, printer cartridges.

Sadly, not all materials can be recycled or reused as they cannot be processed.​ These materials will usually go to landfill, where they are buried in the ground or burnt.​ This creates a big environmental problem.​

Products often contain a wide range of materials – some of which are harmful to human beings, wildlife and the environment.​

In the UK, there are strict laws regulating waste disposal, particularly for hazardous waste materials.​

76 Repair Can the product be repaired before throwing it away? Far too many electrical items are thrown away, ultimately ending up in landfill, because of newer models being produced. Could the product be updated rather than replaced? Repairing extends the life without damage to the environment. The designer needs to ensure a product can be repaired if needed.

77 Recycle Most products can be recycled, including a number of plastics. Most households have their refuse collected weekly, with separate bins for recyclables. These items are sent to treatment centres for repurposing, reducing landfill. By recycling, we reduce the impact on natural resources, which are slowly being used up. A good example is paper, which can be recycled and reused up to five times!

71 Disposing of nonrecyclable materials​

Engineering: Design Requirements - Sustainability

69 Planned obsolescence

What is planned obsolescence?

Does this mean that the product will be poorly designed?

What is an example of planned obsolescence?

70 Sustainable design (6Rs) What is sustainable design?

71 Disposing of nonrecyclable materials​

What happens to materials that can not be recycled?

What is the impact of disposing of non-recyclable materials?

The 6 Rs

72 Rethink What does this mean?

What questions could you ask when designing a new product?

73 Refuse What does this mean?

What questions could you ask when designing a new product?

74 Reduce What does this mean?

What questions could you ask when designing a new product?

75 Reuse What does this mean?

What questions could you ask when designing a new product?

76 Repair What does this mean?

What questions could you ask when designing a new product?

77 Recycle What does this mean?

What examples can you think of that are easily recycled?

78 Types of drawing used in engineering

Communicating

● Freehand sketching

● Isometric drawing

● Oblique drawing

● Orthographic drawing

● Exploded views

● Assembly drawings

● Block diagrams

● Flowcharts

● Circuit diagrams

● Wiring diagrams

- Types of Drawings

79 Freehand sketching

This is a method of producing a drawing without using any specialist equipment. It is generally used to sketch out proposals for a design, usually not to scale, to determine initial thoughts on a solution to a design brief.

Advantages: Quick to produce No specialist equipment needed

Can be in both 2D and 3D

Disadvantages: Not accurate in scale or size

Difficult to correct mistakes

Can’t be layered

80 Isometric drawing

An isometric drawing shows three-dimensional views of an object or design. It is generally produced to accurate sizes. The angled lines are all set at 30 degrees.

Advantages:

Shows proportion and scale of the object on three faces

Accurately produced

Multiple views are not needed

Disadvantages:

Difficult to produce curved shapes

Shape and angles of the object could appear distorted

81 Oblique drawing An oblique drawing shows three-dimensional views of an object or design. It is generally produced to accurate sizes. The angled lines are all set at 45 degrees. The front face is flat.

Advantages:

Shows proportion and scale of the object on three faces

Accurately produced

Multiple views are not needed

Disadvantages:

Difficult to produce curved shapes

Shape and angles of the object could appear distorted

78 Types of drawing used in engineering

79 Freehand sketching

Communicating Design Outcomes - Types of Drawings

What are the maid drawing techniques used in engineering?

80 Isometric drawing

What is freehand sketching?

What are the advantages?

What are the disadvantages?

What is isometric drawing?

What are the advantages?

What are the disadvantages?

81 Oblique drawing

What is oblique drawing?

What are the advantages?

What are the disadvantages?

KRS 15 - Engineering: Communicating Design Outcomes - Types of Drawings

82 Orthographic drawing

This drawing demonstrates different views of an object in three different 2D views. The general views show the front, side and top.

Advantages:

Accurate in size and scale

Can show hidden views, such as holes on an opposite face Can be annotated to show finish, material, etc.

Disadvantages:

Need understanding of how to draw in this view as there are two types – 1st angle and 3rd angle methods

Can be difficult to produce if you don’t fully understand the topic you are drawing Does not show 3D views of the object so a full view of the object is not shown

83 Exploded views

This can be a diagram, picture, schematic or technical drawing. It shows the individual component parts of an object and their relationship with each other. Each part is separated from the other.

Advantages:

Accurate in scale of the component parts

All parts named or numbered

Demonstrates the order of the parts being assembled Shows how the parts fit together Can be used to explain a concept or idea

Disadvantages:

Over-simplifies the assembly process

Takes a long time to produce

84 Assembly drawings

An assembly drawing shows all parts of the product and how they will fit together. The drawings can be in 2D or 3D. They often include instructions, lists of parts or part numbers.

Advantages:

Demonstrates how to put together the product parts Contains a large amount of detail

Disadvantages:

Difficult to produce accurately

Time-consuming

85 Block diagrams

A block diagram is a specialised flowchart used to design or improve existing systems. It includes key information, such as key components and important working relationships.

Advantages:

Identifies points of interest or trouble spots

Focus is on input and outputs of system

Simple to produce and construct

Disadvantages:

Does not offer enough detail to demonstrate complex planning

No information on product construction

82 Orthographic drawing

What is orthographic drawing?

What are the the general views show?

What are the advantages?

What are the disadvantages?

83 Exploded views

Why would an engineer use exploded views?

What are the advantages?

What are the disadvantages?

84 Assembly drawings

What do assembly drawings show?

What are the advantages?

What are the disadvantages?

85 Block diagrams

What are block diagrams?

What are the advantages?

What are the disadvantages?

86 BS 8888

BS 8888 is the standard that defines the exact requirements and technical specification that designers need to work to when producing technical drawings. The drawings could be in 2D, 3D or created using CAD.

BS 8888 is the one reference source that allows designers, architects or engineers to access a specific set of technical information relating to engineering drawings.

Within the standard, it explains how drawings should be presented with the technical layout and includes all of the symbols and information that must be included on any drawings produced.

BS 8888 ensures drawings are produced using a recognised format, reducing the chance of misinterpretation and ensuring greater precision and accuracy.

87 Third angle orthographic projection

Third angle orthographic projection drawing produces detailed designs in 2D form. Three faces are normally shown: front view, side view and plan view. Accuracy is important when producing this type of drawing.

The layout is structured using object lines that are projected to a 45 degree line. This ensures the position of each sketch is in the correct place. Dimension lines are added to confirm sizes. Layout and position are confirmed in BS 8888.

88 Meaning of line types

Line types are used throughout engineering drawings to differentiate parts of the product. Users of the drawings must be able to understand their meaning to enable them to accurately interpret the requirements. Line types standardise the creation of a physical technical drawing.

86 BS 8888

What is BS 8888?

Could the drawing be in 2D, 3D or created using CAD?

What does it explain within the standard?

What does BS 8888 ensure?

87 Third angle orthographic projection

What form is third angle orthographic projection?

What three faces are normally shown?

How is the layout structured?

88 Meaning of line types

Why are different line types used throughout engineering drawings?

89 Title block

According to BS 8888, the title block should be positioned in the lower right-hand portion of the drawing page, and should be touching the page border. When completing the title block, there are a maximum number of characters that can be used, such as:

Date (10)Drawing no. (16)

Title (25) Approval (20)

Creator/By (20) Revision (2)

90 Metric units of measurements

Unless otherwise stated, all engineering drawings are produced in millimetres.

91 Scale

The scale allows the designer to produce large drawings on one page. The scale of the drawing is stated in the title block, but the dimension line will state the physical size of the end product. Fullsize drawings are referenced in the title block as 1:1; if the drawing is half-size, then the scale will be 1:2.

92 Tolerance

The tolerance tells the manufacturer the smallest and largest sizes that the product must be made to. Products must be made within the tolerance or this could have implications with component parts fitting together. Tolerance can be either smaller or larger and within a range stated on the drawing, normally indicated with a +/- symbol. For example, length 10 +/- 0.3. Here, the length must be between 9.7 and 10.3 to be in tolerance.

93 Linear measurements

These are defined as the distance between two points and are indicated using a dimension line. A dimension line states the size in mm. Arrowheads indicate the start and end point that the dimension refers to.

94 Radius and diameter

The size of any circular part is dimensioned by either a diameter or a radius size. The dimension is prefixed by ‘R’ for the radius or by the symbol ⌀ for diameter.

95 Surface finish BS 1134 is the standard that defines the specific requirements relating to surface finishes. The surface finish could look flat on a drawing, so the use of correct symbols and annotation informs the manufacturer of the physical requirements. The abbreviation Ra stands for roughness and is recorded in microns. If adding a rough surface finish, the height and depth of the rough area must also be included – the abbreviation for the depth and height of the trough is Rzi. The surface finish symbols would need to be included on any drawing.

89 Title block According to BS 8888 where should the title block be positioned?

What should be in the title block?

90 Metric units of measurements

What units should your working drawing be in?

91 Scale

What does scal mean and can you give two examples?

92 Tolerance What does tolerance tell the manufacturer?

What are the implications of not following tolerance?

What symbol indicates tolerance?

Can you give an example of a measurement and acceptable measurements if the tolerance is +/0.2?

93 Linear measurements

What are linear measurements?

What do the arrowheads indicate?

94 Radius and diameter What is the difference between the radius and diameter?

What does radius and diameter look like as a symbol?

95 Surface finish What is BS 1134?

What does the abbreviation Ra stand for?

What is the abbreviation for the depth and height of the trough?

- Working Drawings: Abbreviations, Representations of Mechanical Features and CAD Drawings

96 Abbreviations

Abbreviations are applied to drawings to reduce the amount of written content. They are used to detail the specific characteristics of a drawing. The use of abbreviations also standardises the meaning, reducing potential confusion between different designers and workers. Abbreviating specific items reduces the amount of space used on a drawing.

97 Representat ions of mechanical features

When engineering drawings are produced, significant amount of detail is added to ensure the product matches the design brief and specification. Prefixes and abbreviations on a drawing can relate to: materials, size, weight, tolerances, etc.

98 Threads These can be detailed on a drawing. Abbreviations allow simplified drawings to be produced. M stands for metric thread and is followed by a series of numbers. For example, a bolt could be M3 × 1.25 × 30, meaning the bolt is 3 mm diameter, the thread pitch is 1.25 mm and the length of the thread is 30 mm. The drawing would not need this level of detail because of the abbreviation.

103 Advantages and limitations of using CAD drawing software compared to manual drawing techniques

104 Hand-drawn methods v CAD drafting methods

Drawings are produced to show how a product looks but also to provide information for the manufacture of the design.

Drawings are used for every type of product, from something as simple as a peg through to a combustion engine. Apart from showing the visual appearance of the product, technical information will also be produced.

Drawings can be produced by hand or using CAD.

Hand-drawing is an important skill. It allows you to fully understand how to produce a drawing and the technical knowledge needed to design and develop a product. However, CAD has a number of advantages when compared to hand-drawn methods:

● CAD can initially be expensive, and the cost of computer software and training of workers needs to be considered. However, over time, other than software upgrades, CAD becomes far cheaper than hand-drawing due to the speed of producing the drawings. This reduces design costs.

99 Holes These are shown on a drawing using two different methods. Either the hole is drawn to its size and position and dimensioned accordingly or it is indicated by a cross, with suitable dimensions and annotation included. Holes that go through the entire material are called through holes. Holes that do not go all the way through are called blind holes. The size of the hole will include the radius or diameter symbol before the number.

100 Chamfers These are used to provide a chamfered slot to a round hole, allowing a screw head to sit flush to the surface level of the material, giving your work a neat finish. The abbreviation CSK should be used on a drawing.

101 Knurls These are machined onto a piece of material, usually by using a lathe, and consist of straight lines that cross each other to leave an indented pattern. These patterns are often used on the handle of a tool to provide additional grip.

102 Surface finish BS 1134 is the standard that defines the specific requirements relating to surface finishes. The surface finish could look flat on a drawing, so the use of correct symbols and annotation informs the manufacturer of the physical requirements. The abbreviation Ra stands for roughness and is recorded in microns. If adding a rough surface finish, the height and depth of the rough area must also be included – the abbreviation for the depth and height of the trough is Rzi. The surface finish symbols would need to be included on any drawing.

● CAD drawings can be saved in a virtual library, allowing designs to be downloaded and improved at any time.

● Accuracy of drawings is extremely important – CAD is error-free, apart from the human aspect. Hand-drawn methods rely entirely on the designer, thus human error occurs more frequently.

● Design changes are far simpler using CAD: the drawing is simply opened up, edited, then saved. A hand-drawn amendment could result in a full re-draw, so would be far more costly to produce.

● Drawing by hand requires specialist equipment, such as a drawing board and T square, all of which take up valuable space. Along with storage of the CAD drawings, computers can literally be used anywhere, with immediate sharing of drawings

18 - Engineering: Communicating Design Outcomes - Working Drawings: Abbreviations, Representations of Mechanical Features and CAD Drawings

96 Abbreviations What are abbreviations and why are they applied to drawings?

97 Representat ions of mechanical features

When engineering drawings are produced, what should they match? What do prefixes and abbreviations on a drawing relate to?

98 Threads How are threads shown or abbreviated on a drawing?

99 Holes What do you call holes that go through the entire material? How is the size of the hole shown on a drawing?

100 Chamfers What is a chamfer? Why are they used?

What is the abbreviation?

101 Knurls What are knurls and how are they added to a material?

102 Surface finish What are examples of surface finishes?

103 Advantages and limitations of using CAD drawing software compared to manual drawing techniques

104 Hand-drawn methods v CAD drafting methods

Why are drawings produced?

What type of products are drawings used for?

What do drawings show?

How can drawings be produced?

CAD has a number of advantages when compared to hand-drawn methods. Can you explain these?

● Cost

● A virtual library

● Error-free

● Design changes

● Specialist equipment

105 Methods of evaluating design ideas

There are numerous methods available to the designer to evaluate a design idea and they fall into three main areas:

● Pass and fail – measured against the design brief and specification.

● Design matrix – ideas are measured against a set of points and given a ranking number.

● SWOT analysis – the strengths, weaknesses, opportunities and threats of the design.

These can be carried out in a number of ways to evaluate the design effectively.

Methods of Evaluating Design

109 Quality function deployment (QFD)

The average customer has an idea of what they are looking to purchase when they go shopping. They will have a list of key things that they will consider when they purchase the product, such as a maximum price or particular brand. Above all, customers expect value for money.

Companies want to remain competitive and will often listen to their customers to ensure they continue to provide products that will sell.

Quality function deployment (QFD) is the method of taking the consumers’ views and offering products that match their needs. It is used to measure customer satisfaction with a product or service.

106 Production of models

Producing models is essential for a designer to determine size and scale but also for them to visualise and carry out testing to determine if the product is acceptable to the client and the target market.

Production of models can be time-consuming and expensive, but it enables a person to touch, hold and physically view the object.

Numerous materials are used, initially card and wood, and as the design process continues, more expensive and accurate materials are used.

110 Product definition

Apart from taking on board consumers’ views, there are additional benefits to QFD:

● Focus is on the wants and needs of the customer.

● Comparison is made against competitors’ products.

● It reduces the chance of design changes as customers’ requirements have already been identified, saving time, resources and money.

● Records are kept of all projects and decisions are made during the development process.

107 Qualitative comparison with the design brief and specification

A design brief is the outline of a product or project that is given to the designer to interpret.

A specification is a list of clear points that the product must meet. This method looks at the design idea and compares this with the design brief and specification. It measures the degree to which the item meets the requirements. The measures could be simply ‘Pass’ or ‘Fail’ or the item could be given a number rating, maybe out of 10. The results determine the viability of the design idea.

111 Product development

Customer data is collected, identifying their needs and wants, and is translated into a product specification. This includes identifying features of competitors’ products. Initial designs are based on this data.

Any critical parts, assembly methods or product parts are identified with the key points to each one.

112 Process development

The designer looks at how the parts and product will be manufactured and identifies the plan of making and any critical control points.

108 Ranking matrices

A matrix is used to rank the key points of a design idea/product against the specification or design criteria. Each specific key point is measured to confirm its compatibility with the requirements.

113 Process quality control

Before production commences, any critical parts and specific process points are identified. Specific quality control points that may affect the production process are identified. Then, full production commences.

105 Methods of evaluating design ideas

There are numerous methods available to the designer to evaluate a design idea, what are the three main areas?

106 Production of models Why do designers produce models?

What are the disadvantages of producing models? What materials are used to produce models?

109 Quality function deployment (QFD)

What is Quality function deployment (QFD)?

Apart from taking on board consumers’ views, what are the additional benefits to QFD?

110 Product definition How do we define a product and decide what to base our ideas on?

111 Product development Which part of a product is developed?

107 Qualitative comparison with the design brief and specification

What is a qualitative comparison with the design brief and specification?

108 Ranking matrices What is a ranking matrices?

112 Process development What is process development?

113 Process quality control When are the quality control points identified in the process of a product?

20 - Engineering: Evaluating Design Ideas: Types of Modeling

114 Virtual modelling (3D CAD) Virtual 3D modelling takes an initial idea and re-processes it into a computer-generated image. Drawings are produced to an accurate size. As parts of the design are drafted on the computer, the images build into a virtual model which can be viewed in multiple views. Simulation can be carried out on the image.

119 Card modelling

Card models are produced using a range of readily available materials such as paper and various types of card. It is a simple method of producing a model to demonstrate the design, shape and scale of an object. The process starts with the production of the design drawings. These are then made into a simple model to view the look and scale of the product.

115 Information it can provide How a product performs under differing conditions Stress and strain information

120 Information it can provide How a product looks compared to initial design ideas

Gives an idea of scale

116 Equipment required Suitable CAD software, computer and associated hardware

121 Equipment required Pens, pencils, paper, glue, card, scissors, cutting knife, cutting board, compass, guillotine

117 Advantages Designs are quick and accurate to produce Simulations can be carried out Changes to design can be carried out on screen Can be drafted to international standards Can be linked to suitable CAM and CNC machinery for manufacturing

118 Disadvantages Work can be lost if not saved or can become corrupt Hackers could jeopardise any design work High cost of purchasing the system

122 Advantages Models are quick to produce Cost-effective to make due to cheap materials Not labour-intensive

Range of colours can be used Can be scaled up or down

123 Disadvantages Work needs to be reproduced if the design is not accurate Cannot be used for simulation purposes

Limited strength

20 - Engineering: Evaluating Design Ideas: Types of Modeling

114 Virtual modelling (3D CAD) What is virtual 3D modelling?

119 Card modelling What are card models? What is the process?

115 Information it can provide What information can virtual modeling provide?

120 Information it can provide What information can card modeling provide?

116 Equipment required What equipment is required to produce virtual models?

121 Equipment required What equipment is required to produce card models?

117 Advantages What are the advantages?

122 Advantages What are the advantages?

118 Disadvantages What are the disadvantages?

123 Disadvantages What are the disadvantages?

KRS 21 - Engineering: Evaluating Design Ideas: Types of Modeling

124 Breadboarding Breadboarding is used in the development of electronic circuits and products. The boards contain a series of holes that run parallel to each other. Electronic components can be pushed into each hole to determine the circuit layout. An initial design is required showing the component position and track layout.

125 Information it can provide The component position

How the components function during operation

126 Equipment required Breadboard cut to size, circuit wire, electronic components

130 3D printing 3D printing is the process of manufacturing a component or product from a computer-generated image or file. 3D printing is also called additive manufacturing. The 3D models are made by laying down layers of a particular material until the final object is complete.

131 Information it can provide Accurate size of the product Model can be produced to work

Can show weak points

132 Equipment required Suitable CAD software, computer and associated hardware, 3D printer, additive material

127 Advantages Quick to assemble as holes are already drilled Easy to adjust components Demonstrations can be carried out No soldering is required

128 Disadvantages Circuit is temporary

Heavier than a normal printed circuit board Unreliable due to human error

133 Advantages Can be quick to design and make a prototype

Objects are accurate when produced

No waste materials

Can produce complex working models

Good quality maintained throughout

134 Disadvantages Takes a long time to produce single one-off products

Limited to the size of the printer bed

129 Block modelling Block modelling is used in design to help determine the shape and size of a potential product.

A block model is produced before manufacture commences and is used by the designers to review their drawings.

A block model can also be used to look at ergonomic factors as well as potential surface finishes that could be applied.

KRS 21 - Engineering: Evaluating Design Ideas: Types of Modeling

124 Breadboarding Why is breadboarding used?

What do the boards contain?

130 3D printing What is 3D printing?

How are 3D printed models made?

125 Information it can provide

What information can breadboarding provide?

131 Information it can provide

What information can 3D printing provide?

126 Equipment required

What equipment is required to produce breadboard models?

127 Advantages What are the advantages?

132 Equipment required What equipment is required to produce 3D printed models?

128 Disadvantages What are the disadvantages?

133 Advantages What are the advantages?

129 Block modelling What is block modelling?

When is block modeling used and why?

What other factors would a designer look at when producing a block model?

134 Disadvantages What are the disadvantages?

Engineering: Evaluating Design Ideas: Methods of Measuring the Dimensions and Functionality of the Product

135 Methods of measuring the dimensions and functionality of the product

The measurements of a product need to be taken accurately. This is to confirm that they meet the requirements of the design brief, specification and drawings.

Many product parts are designed to fit into other parts that work together to make one product, such as those parts that go into an engine of a car or a bolt and nut.

The tolerance for a number of parts may be designed to fit within 0.001 mm, so the tools and equipment used to manufacture and measure these products must be capable of working to a small tolerance.

138 Vernier calipers Vernier calipers are used to measure linear dimensions of an object. There are two jaws that move along a sliding scale to indicate the size of the object.

Advantages:

A large range of sizes is available

Fewer moving parts compared to digital and dial calipers

Rarely gets damaged

No batteries needed

Disadvantages:

Not as accurate as digital versions or dial calipers

Not as easy to read as a digital vernier

136 A digital vernier caliper

A digital vernier caliper is a precise and accurate measuring instrument. It is operated by moving a pair of jaws that touch each edge of the object. The measurement between the jaws is displayed in the window.

Advantages:

Multiple measuring scales, such as mm and cm

Can measure inner and outer holes as well as depths

Can measure different shaped objects

Well made so robust and durable

Inexpensive to buy

More accurate than dial or standard vernier calipers

Disadvantages:

Small reading window, so good vision is needed to read the sizes Batteries need replacing

137 A dial caliper A dial caliper is an accurate measuring tool. The central dial revolves when the jaws open and close. To read the size, it is combined with the measurement on the sliding scale.

Advantages:

More accurate than standard vernier caliper

Easier to read than a vernier caliper

No batteries needed

Disadvantages:

Normally no larger than 300 mm in length

Can be affected by dust and dirt

Difficult to repair

Only available in either metric scale or inches

Only one scale per tool

139 A micrometer A micrometer provides sizes up to an accuracy of 0.01 mm. It has two scales: a primary scale on the barrel and a secondary scale on the thimble. Values from each scale provide the total measurement. It can measure to an accuracy of 1/100 of a millimetre.

Advantages:

Provides extremely accurate measurements

Extremely durable as made using strong materials

Different types available that are used for varying applications

Disadvantages:

Limited range, generally only used on products up to 30 mm Difficult to use on circular objects

Hard to understand and read

140 Measuring functionality

The function of a product is what the product does. It should perform to the same standard throughout its lifetime. So how do you evaluate the function of a product?

141 User groups User groups – products are given to consumers who will use them. They give feedback on the product and ratings of its level of performance.

142 Virtual testing Virtual testing – this can be carried out initially using the virtual method on a computer. A range of simulation tests can be performed on a design. The outcomes are then measured before full manufacture commences.

143 Product testing Product testing – these tests are carried out in a controlled environment. Tests are performed on the product to ensure that it functions correctly. Materials are reviewed as well to confirm their suitability.

KS4 KRS 22 - Engineering: Evaluating Design Ideas: Methods of Measuring the Dimensions and Functionality of the Product

135 Methods of measuring the dimensions and functionality of the product

Why do the measurements of a product need to be taken accurately?

Why do the tools and equipment used to manufacture and measure these products by accurate and must be capable of working to a small tolerance?

138 Vernier calipers What is a vernier caliper?

How do they differ from digital vernier calipers?

What are the advantages?

What are the disadvantages?

139 A micrometer What is a micrometer?

136 A digital vernier caliper

What is a digital vernier caliper?

What are the advantages?

What are the disadvantages?

137 A dial caliper What is a dial caliper?

What are the advantages?

What are the disadvantages?

What are the advantages?

What are the disadvantages?

140 Measuring functionality What is the function of a product?

141 User groups Why are user groups used when testing a products function?

142 Virtual testing What is virtual testing?

143 Product testing How are products tested?

23 - Engineering: Evaluating Design Ideas: User Testing

144 User testing

User testing is carried out throughout the design process to determine the views of the end user. User testing benefits the design of a product as it identifies users’ needs and wants and whether there are any issues when using the product.

Advantages:

Can save money – for example, avoiding additional features on a product that are unnecessary

Uses the feedback to develop and improve the design Identifies any operational problems

Disadvantages:

Users selected to carry out the tests may not be representative of all users

Could be confidentiality issues

145 Reasons for identifying potential modifications and improvements to the design

There are many reasons to identify possible improvements and modifications to a product. Companies are in business to make money – they only make this from sales, so any product being considered must meet customers’ needs and requirements. If a customer doesn’t like how the product looks, feels, operates or functions, there is less chance of the product being a success.

Advantages:

Can save money if the changes are made at the design stage

Could improve sales of the product

Fewer customer complaints

Disadvantage:

Can be expensive to change the item if it is already in production

146 Quantitative comparison with the design brief and specification

Quantitative comparison relies on the use of data to compare and contrast. For example, if we had designed a new kettle, we would use this data to confirm if the product meets the design brief and specification.

Advantages:

Large sample size can be used to carry out the comparison, giving accurate data results

Information is collected quickly

Uses random samples for the collection of data

Possible to focus on specific areas to evaluate

Disadvantages:

Research can be expensive to carry out

Relies on honest answers during the survey

Surveys are random but not always a true reflection

144 User testing

When is user testing is carried out? Who benefits from user testing?

What are the advantages of user testing?

What are the disadvantages of user testing?

145 Reasons for identifying potential modifications and improvements to the design

146 Quantitative comparison with the design brief and specification

What are the reasons to identify possible improvements and modifications to a product?

What are the advantages?

What are the disadvantages?

What does quantitative comparison rely on?

What are the advantages of quantitative comparison?

What are the disadvantages of quantitative comparison?

1 Imagery The use of descriptive or figurative language Often simile, metaphor or personification

2 Semantic field A group of words related to a common topic.

3 Juxtaposition

Two things being seen or placed close together with contrasting effect.

4 Alliteration

5 Sensory language

6 Symbolism

The repetition of the same sounds, often at the beginning of words. When repeating ‘s’ sounds, known as sibilance

Words that describe the five senses (sight, touch, hearing, smell and taste).

The use of described items, places or people to represent or stand for an idea.

Structure Terminology:

Useful Vocabulary for Analysis:

Shows

16

Connotes, conveys, demonstrates, expresses, illustrates, implies, suggests.

17

Perspective

Angle, opinion, perception, reaction, viewpoint.

Possible Themes and Concepts:

19 Power and Control

18

Effect

Consequence, impact, impression, outcome, result.

Summary Vocabulary

• The power or powerlessness of an individual.

• The acquisition or abuse of power.

• The power of time, memory and nature.

• Conflict between people.

• Conflict within a family or organization.

20 Conflict

• Internal conflict.

• Violence or warfare.

21 Relationships

• Relationships between people.

• Relationships between people and places.

• Positive and negative relationships.

• Self reflection.

• Responsibility.

22 Identity

• Motivations and choices.

• Influences on an individual or group.

23 Society

• Inequalities in society.

• Conventions and stereotypes.

• Groups of people and the behaviour of groups.

Absolute, authority, dominance, exploitation, inferior, judgement, misuse, oppression, powerlessness, superior

Antagonism, betrayal, deception, dispute, hatred, hostility, inequality, inner turmoil/internal friction, opposition, savagery, tension, violence.

Adoration, alliance, devotion, disconnection, domestic, family, femininity, friendship, infatuation, inferior, intimacy, masculinity, maternal, paternal, union, superior.

Accountability, alternative, character, context, duty, freedom, individual, liberation, obligation, person, personality, preference, repression, restriction, self.

Convention, custom, duty, dominance, femininity, freedom, liberation, masculinity, patriarchy, principle, privilege, restriction

Can

Possible Themes and Concepts:

19 Power and Control

• How could the theme of Power and Control be presented?

• Which words link to it?

20 Conflict

• How could the theme of Conflict be presented in fiction?

• Which words link to it?

Possible Themes and Concepts:

21 Relationships

• How could the theme of Relationships be presented in fiction?

• Which words link to it?

22 Identity

• How could the theme of Identity be presented in fiction?

• Which words link to it?

23 Society

• How could the theme of Society be presented in fiction?

• Which words link to it?

Descriptive Techniques:

Sentences and Structure:

15 One- Sentence Paragraph Writing a powerful sentence as a stand-alone paragraph.

16 Dialogue Speech between characters.

17 Short sentence Used to create tension or emphasis. Can work well as a one-sentence paragraph.

18 Complex sentence A longer sentence with a subordinate clause (often indicated through commas).

19 Cyclical structure Linking the opening and closing of a piece.

20 Triplet A succession of three similar words or ideas.

21 Setting

22 Narrative Hook

Character and Setting:

• Appearance

• Voice / speech

• Movement

28 Characters

Ingredients:

29 Setting

• Personality

• Age

• Backstory

• Weather (pathetic fallacy)

• Open/enclosed

• Time of day

• Location

• Time period

• Surrounding area

The area, time or weather in which a narrative or description takes place. Often symbolic.

An engaging opening that grabs the reader’s attention immediately, often by withholding information.

23 Time Shift Moving forwards or backwards in time, often to link events (flashback, flash-forward).

Synonyms and Semantic Fields:

24

Casual, composed, dignified, docile, dynamic, eager, fervent, forthcoming, garrulous, gracious, lively, outgoing, passionate, passive, personable, serene.

Aggressive, agitated, aloof, antagonistic, dejected, depressed, despondent, dismal, distraught, distressed, imposing, selfindulgent, withdrawn, wretched.

Fertile, lush, abundant, fruitful, luxuriant, vibrant, vivid, dazzling, glowing, radiant, energetic, alive, flawless, tranquil, peaceful, serene, relaxed, soothing, unsoiled, immaculate.

Garish, harsh, barren, austere, severe, inhospitable, lifeless, hushed, muted, bleak, steely, leaden, overcast, wintry, isolated, secluded, solitary, desolate.

Gleam, illumination, radiance, cloudless, sapphire, translucent, sheer, limpid, weightless, insubstantial, wispy, feathery, flimsy, delicate, heavens, vast, extensive, space, limitless, incalculable, immeasurable.

Melancholy, drab, dull, foggy, dreary, bleak, steely, sombre, overcast, torrent, deluge, barrage, drizzle, downpour, drenched, sodden, soggy, saturated, tempest, outbreak, eruption.

Dawn, dazzling, luminous, incandescent, radiant, gleaming, shimmering, enflamed, wakeful, stirring, aware, rise, life, alive, thriving, flourishing, energetic, animated, buzzing, bustling.

Dusk, sunset, twilight, nocturnal, shadows, exhausted, drained, drowsy, fatigued, weary, lethargic, slumber, doze, grey, steely, leaden, ashen, dull, grim, gloomy.

Descriptive Techniques:

Can you suggest 5 positive adjectives to describe people?

Can you suggest 5 negative adjectives to describe people?

Can you suggest 5 positive adjectives to describe places?

Can you suggest 5 negative adjectives to describe places?

Can you suggest 5 positive adjectives to describe weather’?

Can you suggest 5 adjectives to describe morning?

Can you suggest 5 negative adjectives to describe weather’?

Can you suggest 5 adjectives to describe evening?

Comparison Skills:

Similarity

13

Something that the two texts or two people have in common, things that connect and make them comparable.

14

Something that is different between the two texts or two people.

Contrast 15

Perspective

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

Possible Themes and Concepts: Summary

16 Power and Control

• The power and powerlessness of an individual.

• The acquisition or abuse of power.

• The power of time, memory and nature.

• Conflict between people.

17 Conflict

• Conflict within a family or organization.

• Internal conflict.

• Violence or warfare.

• Relationships between people.

18 Relationships

• Relationships between people and places.

• Positive and negative relationships.

• Self reflection.

• Responsibility.

19 Identity

• Motivations and choices.

• Influences on an individual or group.

• Inequalities in society.

• Conventions and stereotypes.

20 Society

• Groups of people and the behaviour of groups.

Absolute, authority, dominance, exploitation, inferior, judgement, misuse, oppression, powerlessness, superior

Antagonism, betrayal, deception, dispute, hatred, hostility, inequality, inner turmoil/internal friction, opposition, savagery, tension, violence.

Adoration, alliance, devotion, disconnection, domestic, family, femininity, friendship, infatuation, inferior, intimacy, masculinity, maternal, paternal, union, superior.

Accountability, alternative, character, context, duty, freedom, individual, liberation, obligation, person, personality, preference, repression, restriction, self.

Convention, custom, duty, dominance, femininity, freedom, liberation, masculinity, patriarchy, principle, privilege, restriction

Comparison Skills:

•

•

•

•

•

•

•

•

•

•

Common Topics:

Vocabulary

Key Characters:

1 Macbeth

Wins battle. Listens to the witches. Dominated by his wife. Murders Duncan. Arranges murder of Banquo. Orders murder of Macduff’s family. Killed by Macduff.

2 Lady Macbeth Dominates and controls her husband. Cannot bring herself to kill Duncan. Loses sanity and kills herself.

3 Duncan Appoints Malcolm as his heir. Trusts Cawdor and Macbeth. Murdered by Macbeth.

4 Malcolm Flees his father’s murder to England. Arranges an army to re-claim Scotland.

5 Banquo Listens to witches. Trusts and is murdered by Macbeth.

6 Macduff Discovers Duncan’s body. Mistrusts Macbeth. Persuades Malcolm to return. Family murdered by Macbeth. Kills Macbeth.

7 The Witches Predict the future. Manipulate Macbeth.

Key Narrative Moments:

1

• First appearance of the witches: 1.1

• Battle: 1.2

• First appearance of Macbeth / meeting with the witches: 1.3

• First appearance of Lady Macbeth: 1.5

Context and Key Details: Technical Vocabulary:

8 Protagonist The main character. In a tragedy, the ‘tragic hero’. Here, Macbeth. Opposed by an antagonist

9 Dramatic Irony Where the audience know things that characters don’t.

10 Soliloquy Extended speech in which a character voices their thoughts, witnessed by the audience.

11 Theme An idea or issue explored in a text through the narrative. Often represented by images.

12 Image

Where something is described, often using a metaphor or simile, resulting in it becoming symbolic.

Themes and Concepts:

22 Theme 1: Consequence

23 Theme 2: Power / Ambition 24

13 Context

Macbeth based on real Scottish king Jacobean beliefs about kingship (chain of being, divine right) Gunpowder plot

King James (Scottish, new to throne, scared of witches, believed Banquo was his ancestor)

14 When 1606, 17th century, Jacobean

15 Genre Tragedy (downfall of a central character due to their fatal flaw / actions)

16 Setting Scotland

Summary

Coping with the results of one’s actions, dealing with the aftermath… including guilt.

Over-riding motivation for Macbeth and Lady Macbeth. Fatal flaw leading to downfall.

Theme 3: Natural / Unnatural 25

Tension between the ‘natural’ order of things and the unnatural actions of Macbeth and Lady Macbeth.

Theme 4: Gender

View of masculinity as dominant, violent. View of femininity being weak, subservient. Tensions for characters trapped by these.

2

• Dagger speech: 2.1

• Macbeth has doubts: 1.7 18 Act

• Macbeth and Lady Macbeth after the murder: 2.2

Symbols

Blood, Banquo’s ghost, light and dark Crown, throne, weapons, light and dark

Birds, night and day, spirits, plants, the weather, Duncan’s horses Milk, growth and fertility

3

• Murder of Banquo: 3.3

• Duncan’s body is discovered: 2.3 19 Act

• Banquo’s ghost appears to Macbeth: 3.4

4

• Macbeth meets the witches again: 4.1

• Murder of Macduff’s family: 4.2

• Macduff meets Malcolm: 4.3

5

• Lady Macbeth sleep-walks: 5.1

• Macbeth hears of his wife’s death: 5.5

• Macduff kills Macbeth: 5.8

• Malcolm becomes king: 5.8

Vocabulary

Aftermath, effect, outcome, result, significance, ramification, repercussion.

Authority, capacity, command, control, country, dominance, dominion, force, kingship, sovereignty, subjugation, supremacy.

Abnormal, convention, custom, environment, monstrous, normal, order, structure, tradition, twisted, warped, wildlife.

Ambiguity, female, femininity, fluidity, identity, ladylike, macho, male, man, manly, mannish, masculinity, woman, womanly, virile.

English Literature: William Shakespeare, Macbeth

Key Characters:

1 What are Macbeth’s key actions in the text, and what happens to him?

2 What are the key things that Lady Macbeth does in the play?

3 What are Duncan’s key actions in the play?

4 What are the key things that Malcolm does in the text?

5 What happens to Banquo during the course of the play?

6 What does Macduff do during the play?

7 What are the Witches’ key actions in the text?

Key Narrative Moments:

Context and Key Details: Technical Vocabulary:

8 What is a protagonist, and who is it in Macbeth?

9 How can we define dramatic irony?

10 What is a soliloquy?

11 What is a theme and how do they often relate to images?

13 What aspects of the context have influenced the play?

14 When was the play written, and what do we call the period?

15 What is the genre of the play, and what does this mean?

16 Where is the play set?

Themes and Concepts:

12 What is an image, and what kinds of image are there? 22 Theme 1: Consequence 23 Theme 2: Power / Ambition 24 Theme 3: Natural / Unnatural 25 Theme 4: Gender

Summary

How is the theme of consequence presented in the play?

How is the theme of power and ambition presented in the play?

How is the theme of the natural and the unnatural presented in the play?

How is the theme of gender presented in the play?

17 Act

1 Which key events happen in Act 1, and in which scene do they occur? 18 Act

2 When is Duncan murdered, when do we hear about it, and in which scene is his body discovered? 19 Act

3 Who is murdered in Act 3, and in which scene do we meet their ghost?

20 Act

4 Which key events happen in Act 4, and in which scene do they occur?

21 Act 5 When do Macbeth and Lady Macbeth die, and how?

Symbols Which images and symbols link to the theme of consequence?

Vocabulary

Which images and symbols link to the theme of power and ambition?

Which images and symbols link to the theme of natural and the unnatural?

Which images and symbols link to the theme of gender?

Can you suggest vocabulary that links to the theme of consequence?

Can you suggest vocabulary that links to the theme of power and ambition?

Can you suggest vocabulary that links to the theme of natural and the unnatural?

Can you suggest vocabulary that links to the theme of gender?

– English Literature: William Shakespeare, Macbeth

Act 1 Quotations:

1 Fair is [……], and [……] is fair: / Hover through the [……] and filthy air.

2

Act 2 Quotations:

[……] Macbeth-well he deserves that name- / Disdaining [……], with his brandish'd steel, / Which smoked with bloody [……], / Like valour's minion carved out his passage

3 So [……] and [……] a day I have not [……]

4

My thought, whose [……] yet is but fantastical, / Shakes so my single state of [……] that function / Is smother'd in surmise, and [……] is / But what is not.

5 He was a [……] on whom I [……] / An absolute [……]

6 The Prince of Cumberland! that is a [……] / On which I must [……] down, or else [……]

7 Stars, hide your [……]; / Let not [……] see my black and deep [……]

8 I fear thy [……]; / It is too full o' the [……] of human [……]

9

Come, you [……] / That tend on mortal thoughts, [……] me here, / And fill me from the crown to the toe top-full / Of direst [……]!

10

What’s missing?

12

Art thou not, fatal [……], sensible / To feeling as to sight? or art thou but / A dagger of the mind, a false [……], / Proceeding from the heat-oppressed [……]?

13 I am [……] to [……] what I have done

14 Will all great Neptune's [……] wash this [……] / Clean from my [……]?

15

My hands are of your [……]; but I [……] / To wear a heart so [……]

Act 3 Quotations:

16

17 We have scotch'd the [……], not [……] it

18

19

What’s missing? Who says it? When ?

Act 5 Quotations:

11

Look like the [……] [……], / But be the [……] under't

I have no [……] / To prick the sides of my [……], but only / Vaulting [……], which o'erleaps itself

Be [……] of the [……], dearest chuck, / Till thou applaud the [……]

I am in [……] / Stepp'd in so far that, should I [……] no more, / Returning were as [……] as go o'er

To be thus is [……]; / But to be [……] thus. What’s missing?

Act 4 Quotations:

20 from this [……] / The very firstlings of my [……] shall be / The firstlings of my [……]

21

22

Not in the legions / Of horrid [……] can come a [……] more damn’d / In evils to top [……]

Your castle is [……]; your wife and [……] / Savagely [……]

What’s missing? Who says it? When ?

24 [……], and [……], and [……], / Creeps in this petty pace from day to day / To the last syllable of recorded time

25 Out, out, [……] [……]!

26

Life's but a walking [……], a poor player / That struts and frets his hour upon the [……] / And then is heard no more: it is a tale / Told by an idiot, full of sound and [……], / Signifying [……]

27

28

I have no [……]: / My voice is in my [……]: thou bloodier [……] / Than terms can give thee out!

Lay on, [……], / And [……] be him that first cries, 'Hold, enough!'

23 What, will these [……] ne'er be [……]? What’s missing? Who says it? When ?

29 This dead [……] and his [……]-like queen

Key Characters:

1 Who is Romeo Montague, and to whom is he related?

2 Who is Juliet Capulet, and to whom is she linked?

3 Who is Friar Lawrence, and why is he significant?

4 Who is the Nurse, and why is her character significant in the play?

5 Who is Lord Capulet and how does he relate to Juliet?

6 Who is Tybalt and why is he significant?

7 Who is Mercutio and to whom is he related in the play?

8 Who is Benvolio, and what’s significant about his role?

9 Who is Prince Escalus, and why is he significant in the play?

10 Who is Paris, and what happens to him?

Context and Key Details:

Summary

Themes and Concepts:

11 Theme 1: Love 12 Theme 2: Family 13 Theme 3: Honour and Violence

How is the theme of love and relationships presented throughout the play?

19

Symbols

Which images and symbols link to the theme of love?

How is the theme of family presented throughout the play?

How are honour and violence presented throughout play?

14 Theme 4: Fate

How is the theme of fate presented throughout the play?

Vocabulary

Can you suggest vocabulary that links to the theme of love?

Which images and symbols link to the theme of family?

Can you suggest vocabulary that links to the theme of family?

Technical Vocabulary:

Which images and symbols link to the theme of honour and violence?

Can you suggest vocabulary that links to the theme of honour and violence?

20 What is a prologue, and why has Shakespeare used them in the play?

21 What is foreshadowing?

22 What is involved in a tragedy?

23 What does juxtaposition mean, and how do we see it in the play?

24 What is a sonnet, and where might we find them in the play?

Which images and symbols link to the theme of fate?

Can you suggest vocabulary that links to the theme of fate?

Narrative Structure:

26 What are monologues and soliloquies, and how are they different?

27 What are motifs and symbols?

What are the key things to remember in terms of the big picture?

key things that happen in Act 3? 31

4 What happens in Act 4?

5

32

What happens in Act 5, and in what order?

English Literature: William Shakespeare, Romeo and Juliet

Act 1 Quotations:

1 A pair of star-crossed lovers take their life. Prologue

2 Part, fools! Put up your swords. You know not what you do.

3 Peace? I hate the word, as I hate hell, all Montagues, and thee.

4 If ever you disturb our streets again, your lives shall pay the forfeit of the peace.

5

Away from light steals home my heavy son, and private in his chamber pens himself, shuts up his windows, locks fair daylight out, and makes himself an artificial night.

6 Feather of lead, bright smoke, cold fire, sick health, still-waking sleep, that is not what it is. This love feel I…

7 Let two more summers wither in their pride ere we may think her ripe to be a bride.

8 It is an honour that I dream not of.

9 I’ll look to like if looking liking move

10 I talk of dreams, which are the children of an idle brain.

11 Did my heart love till now? Forswear it sight, for I ne’er saw true beauty till this night.

12

If I profane with my unworthiest hand, this holy shrine, the gentle fine is this: my lips, two blushing pilgrims, ready stand to smooth that rough touch.

13 I will withdraw, but this in intrusion shall, now seeming sweet, convert to bitt’rest gall.

Act 2 Quotations:

15

Act 4 Quotations:

Benvolio 1.1

Tybalt 1.1

Prince 1.1

Montague 1.1

Romeo 1.1

Capulet 1.1

Juliet 1.3

Juliet 1.3

Mercutio 1.4

Romeo 1.5

Romeo 1.5

Tybalt 1.5

14 My only love sprung from my only hate! Juliet 1.5

I conjure thee by Rosaline’s bright eyes, by her high forehead and her scarlet lip

16

17

18

19

20

21

But, soft! What light through yonder window breaks? It is the east, and Juliet is the sun.

What’s Montague? It is nor hand, nor foot, nor arm, nor face, nor any other part belonging to a man. O, be some other name!

It is too rash, too unadvised, too sudden, too like the lightning

For nought so vile that on the earth doth live but to the earth some special good doth give

Now art thou sociable, now art thou Romeo; now art thou what thou art

These violent delights have violent ends and in their triumph die, like fire and powder, which as they kiss consume

Act 3 Quotations:

22 The day is hot

23

Boy, this shall not excuse the injuries that thou hast done me.

A plague o’both your houses! They have made worms’ meat of me.

O sweet Juliet, thy beauty hath made me effeminate.

O serpent heart, hid with a flowering face! Did ever dragon keep so fair a cave?

Thou canst not speak of that thou dost not feel

Methinks I see thee, now thou art below, as one dead in the bottom of a tomb

An' you be mine, I’ll give you to my friend; and you be not, hang, beg, starve, die in the streets

2.1

30

2.2

31

32

33

34

… I will do it without fear or doubt, to live an unstain’d wife

Go thou to Juliet, help to deck up her; I’ll not to bed to-night; let me alone; I’ll play the housewife for this once.

Romeo, Romeo, Romeo! Here’s drink. I drink to thee.

4.1

4.2

4.3

O hateful day! Never was seen so black a day as this. Nurse 4.5

Death lies on her like an untimely frost Upon the sweetest flower of all the field.

Act 5 Quotations:

35 Is it even so? Then I defy you stars!

36 The world is not thy friend nor the world’s law

37 O, here will I set up my everlasting rest, and shake the yoke of inauspicious stars

38 O happy dagger.

39

Capulet 4.5

3.2

Capulet 3.5

See, what a scourge is laid upon your hate, that heaven finds means to kill your joys with love. And I for winking at your discords too have lost a brace of kinsmen: all are punish’d

40 O brother Montague, give me thy hand.

5.3

5.3

English Literature: William Shakespeare, Romeo and Juliet

Act 1 Quotations:

Act 2 Quotations:

Act 4 Quotations:

2 Part, […]! Put up your […]. You know not what you do.

3 Peace? I hate the […], as I hate hell, all […], and thee.

4 If ever you disturb our streets again, your […] shall pay the […] of the peace.

5 Away from […] steals home my heavy son, and private in his chamber pens himself, shuts up his windows, locks fair […] out, and makes himself an artificial […]

6 Feather of lead, […] smoke, cold fire, sick health, still-waking sleep, that is not what it is. This […] feel I…

7 Let two more summers wither in their pride ere we may think her […] to be a […]

8 It is an […] that I […] not of.

9 I’ll […] to […] if looking liking move

10 I talk of […], which are the children of an idle […].

11 Did my heart love till now? Forswear it […], for I ne’er saw true […] till this night.

1 A pair of […] lovers take their […] What’s

12

If I profane with my […] hand, this holy shrine, the gentle fine is this: my lips, two blushing pilgrims, ready stand to smooth that […] touch.

13 I will […], but this in intrusion shall, now seeming sweet, convert to bitt’rest […]

14 My only […] sprung from my only […]!

15

16

17

18

19

20

21

I conjure thee by Rosaline’s bright […], by her high forehead and her […] lip

But, soft! What […] through yonder window breaks? It is the east, and Juliet is the […]

What’s Montague? It is nor hand, nor foot, nor arm, nor face, nor any other […] belonging to a man. O, be some other […]!

It is too rash, too unadvised, too […], too like the […]

For nought so vile that on the […] doth live but to the earth some special […] doth give

Now art thou […], now art thou […]; now art thou what thou art

These […] delights have […] ends and in their triumph die, like fire and powder, which as they kiss consume

Act 3 Quotations:

22 The day is […]

23

[…], this shall not excuse the […] that thou hast done me.

24

25

26

What’s missing? Who says it? When ?

30

31

32

33

34

… I will do it without […] or doubt, to live an […] wife

Go thou to […], help to deck up her; I’ll not to bed to-night; let me alone; I’ll play the […] for this once.

Romeo, Romeo, Romeo! Here’s drink. I […] to […]

O […] day! Never was seen so […] a day as this.

Death lies on her like an untimely […] Upon the sweetest […] of all the field.

Act 5 Quotations:

35 Is it even so? Then I […] you […]!

36 The world is not thy […] nor the world’s […]

37

O, here will I set up my everlasting […], and shake the yoke of inauspicious […]

What’s missing? Who says it? When ?

A […] o’both your […]! They have made worms’ meat of me.

O sweet Juliet, thy […] hath made me […]

O […] heart, hid with a […] face! Did ever dragon keep so fair a cave?

27

Thou canst not […] of that thou dost not […] 28

Methinks I see thee, now thou art below, as one […] in the bottom of a […]

29

An' you be […], I’ll […] you to my friend; and you be not, hang, beg, starve, die in the streets

What’s missing? Who says it? When ?

38 O […] dagger.

39

See, what a […] is laid upon your hate, that heaven finds means to kill your joys with love. And I for winking at your discords too have lost a brace of kinsmen: all are […]

40 O […] Montague, give me thy […]

What’s missing? Who says it? When ?

English Literature: Charles Dickens, A Christmas Carol

Key Characters:

1 Ebenezer Scrooge Protagonist. Businessman. Anti -social miser. Symbolises greed and selfishness of society.

2 Bob Cratchit Scrooge’s clerk. Family man. Represents working class.

3 Tiny Tim Bob’s son. Ill and innocent. Victim.

4 Fred Scrooge’s nephew, Fan’s son. Represents family and happiness.

5 Belle Scrooge’s fiancée. Rejected in favour of money. Represents Scrooge’s chance of family.

6 Fan Scrooge’s sister. Innocent. Represents family / joy.

7 Fezziwig Scrooge’s previous employer. Represents the ideal of the wealthy, generous Victorian.

8 Jacob Marley Scrooge’s partner. Returns as a ghost. Represents Scrooge’s fate.

9 The Ghosts Spirits of Christmas Past, Christmas Present, and Christmas Yet to Come.

Context and Key Details:

Summary

Key Narrative Moments:

19 STAVE 1 (PRESENT): Introduction of Scrooge. Fred visits. Portly gentlemen visit. Marley’s ghost appears.

20

STAVE 2 (PAST): Ghost of Christmas Past appears. Scrooge sees his unhappy childhood (and Fan). Scrooge sees his apprenticeship with Fezziwig. Scrooge sees his break -up with Belle. Scrooge sees Belle surrounded by her family.

Technical Vocabulary:

Vocabulary

21

STAVE 3 (PRESENT): Ghost of Christmas Present appears. Scrooge sees Christmas on the streets, in homes, and in lonely places. Scrooge sees Fred celebrating Christmas. Scrooge sees the Cratchits, including Tiny Tim. Scrooge is shown Ignorance and Want. 22

23

STAVE 4 (FUTURE): Scrooge hears businessmen discussing a dead man. Scrooge sees Mrs Dilber and others selling stolen items. Scrooge is alone with the dead body. Scrooge sees people relieved at the death, and the Cratchits mourning. Scrooge realises he is the dead man and promises to change.

STAVE 5 (PRESENT): Scrooge wakes up, a changed man. Scrooge sends a turkey to the Cratchits. Scrooge gives money to the portly gentleman. Scrooge visits Fred and joins the party. Scrooge gives Bob a pay-rise and promises to help his family.

Themes and Concepts:

24 Theme 1: Christmas Spirit

Christmas as a time for enjoyment, togetherness, forgiveness, and redemption.

25 Theme 2: Action and Consequence

Importance of individual responsibility, learning from the past, and considering future consequences.

26 Theme 3: Family and Society

Importance of family and friendships, but also generosity and sympathy, engaging with society.

27 Theme 4: Wealth and Value

Wealth as a means to an end. Importance of enjoying and sharing wealth. Value based on people, not things.

Symbols Food, physical size Light, dark, chains Warmth, Tiny Tim Laughter, money

Delight, enjoyment, pleasure, happiness, indulgence, forgiveness, mercy, compassion, generosity, redemption.

Accountable, aftermath, memory, obligation, outcome, ramification, recall, recollection, remembrance, reminiscence, repercussion, responsibility.

Benevolence, commiseration, compassion, condolence, empathy, generosity, maternal, parental, paternal, social class, tradition, understanding.

Acquisitive, affluence, avaricious, charitable, covetous, generous, greedy, importance, materialistic, miserly, prosperity, significance, utility, value, wealth, worth.

Key Characters:

1 Who is Scrooge and what does he represent?

2 Who is Bob Cratchit and what does he symbolise?

3 Who is Tiny Tim, and what’s his role in the novel?

4 Who is Fred, and what does he represent?

5 Who was Belle, and what does she symbolise?

6 Who was Fan, and what’s her role in the novel?

7 Who was Fezziwig, and what does he represent?

8 Who was Jacob Marley, and what does he symbolise?

9 Who are the ghosts, and what role do they play in the novel?

Context and Key

Key Narrative Moments:

19 When does Stave 1 take place, and what are the key events that occur in it?

20 When does Stave 2 take place, and which significant events take place in it?

21 When does Stave 3 take place, and what are the key narrative moments that occur in it?

22 When does Stave 4 take place, and what are the key events that occur in it?

23 When does Stave 5 take place, and which significant events take place in it?

24 Theme 1: Christmas Spirit 25 Theme 2: Action and Consequence

Summary How is the theme of Christmas Spirit presented in the text?

Symbols Which key symbols link to the theme of Christmas Spirit?

Vocabulary Can you suggest any vocabulary that would link to the theme of Christmas Spirit?

How is the theme of Action and Consequence presented in the text?

Which key symbols link to the theme of Action and Consequence?

Can you suggest any vocabulary that would link to the theme of Action and Consequence?

26 Theme 3: Family and Society

How is the theme of Family and Society presented in the text?

Which key symbols link to the theme of Family and Society?

Can you suggest any vocabulary that would link to the theme of Family and Society?

27 Theme 4: Wealth and Value

How is the theme of Wealth and Value presented in the text?

Which key symbols link to the theme of Wealth and Value?

Can you suggest any vocabulary that would link to the theme of Wealth and Value?

2a – English Literature: Charles Dickens, A Christmas Carol

Stave 1 Quotations:

1

…he was a tight-fisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!

Stave 3 Quotations:

Stave 5 Quotations:

Describing Scrooge

2 …Foggier yet, and colder! Piercing, searching, biting cold. Describing the weather

3 ‘Every idiot who goes about with 'Merry Christmas' on his lips should be boiled with his own pudding, and buried with a stake of holly through his heart.'

4 ‘Are there no prisons? […] and the Union workhouses?’

5 ‘If they would rather die […] they had better do it, and decrease the surplus population.’

6 ‘I wear the chain I forged in life. I made it link by link.’

7 The chain was made of cashboxes, keys, padlocks, ledgers, deeds and heavy purses wrought in steel.

Stave 2 Quotations:

8 ‘What!’ exclaimed the Ghost, "would you so soon put out, with worldly hands, the light I give?’

9

Scrooge to Fred

Scrooge to the Portly Gentlemen

Scrooge to the Portly Gentlemen

Marley to Scrooge

Describing Marley

12

13

14

15

16

17

…there is nothing in the world so irresistibly contagious as laughter and good humour.

‘A merry Christmas to us all, my dears. God bless us!’

Describing Fred

Bob to the Cratchits

‘God bless us, every one!’ said Tiny Tim, the last of all. Tiny Tim

They were a boy and a girl. Yellow, meagre, ragged, scowling, wolfish; but prostrate, too, in their humility…

Describing Ignorance and Want

‘This boy is Ignorance. This girl is Want.’ Ghost of Christmas Present

‘Have they no refuge or resources?’ cried Scrooge. Scrooge

Stave 4 Quotations:

18

The Phantom slowly, gravely, silently approached. When it came, Scrooge bent down upon his knee; for in the very air through which this Spirit moved it seemed to scatter gloom.

19

'The school is not quite deserted,' said the Ghost. 'A solitary child, neglected by his friends, is left there still.‘

10

11

‘He has the power to render us happy or unhappy; to make our service light or burdensome’ ‘…the happiness he gives is quite as great as if it cost a fortune.’

Ghost of Christmas Past

Ghost of Christmas Past

Scrooge describing Fezziwig

‘What Idol has displaced you?” he rejoined. ‘A golden one.’ Scrooge and Belle

Why wasn’t he natural in his lifetime? If he had been, he’d have had somebody to look after him when he was struck with Death, instead of lying gasping out his last there, alone.

20

21

22

23

24

It is not that the hand is heavy and will fall down when released; it is not that the heart and pulse are still; but that the hand WAS open, generous and true; the heart brave, warm and tender.

Describing the Ghost of Christmas Yet to Come

Mrs Dilber describing Scrooge

Describing the Dead Man

‘Spirit.’ he said, ‘this is a fearful place. In leaving it, I shall not leave its lesson, trust me.’ Scrooge

‘Let me see some tenderness connected with a death,’ said Scrooge. Scrooge

Spirit of Tiny Tim, thy childish essence was from God!

Describing Tiny Tim

'I will honour Christmas in my heart, and try to keep it all the year. I will live in the Past, the Present and the Future.’ Scrooge

25

Really, for a man who had been out of practice for so many years, it was a splendid laugh, a most illustrious laugh. The father of a long, long line of brilliant laughs.

Describing Scrooge 26

‘I am as light as a feather, I am as happy as an angel, I am as merry as a schoolboy. I am as giddy as a drunken man. A merry Christmas to everybody. A happy New Year to all the world. Hallo here. Whoop. Hallo.’

Scrooge 27

Running to the window, he opened it, and put out his head. No fog, no mist; clear, bright, jovial, stirring, cold; cold, piping for the blood to dance to; Golden sunlight; Heavenly sky; sweet fresh air; merry bells.

28

29

Scrooge was better than his word. He did it all, and infinitely more; and to Tiny Tim, who did not die, he was a second father.

Describing Scrooge

Describing Scrooge

And so, as Tiny Tim observed, God Bless Us, Every One! Narrator

KS4 KRS 2a – English Literature: Charles Dickens, A Christmas Carol

Stave 1 Quotations:

1

…he was a [……] hand at the grindstone, Scrooge! a [……], wrenching, grasping, scraping, clutching, [……] old sinner!

2 [……] yet, and [……]! Piercing, searching, [……] cold.

3

‘Every [……] who goes about with 'Merry Christmas' on his lips should be [……] with his own pudding, and [……] with a stake of holly through his heart.'

4 ‘Are there no [……]? […] and the Union [……]?’

5 ‘If they had rather [……] then they better do it, and [……] the [……] population.’

6 ‘I wear the chain I [……] in life. I made it [……] by link.’

7 The chain was made of [……], keys, padlocks, ledgers, deeds and heavy [……] wrought in steel.

Stave 2 Quotations:

8

What’s missing? Who/what is it about? Where/when is it from?

Stave 3 Quotations:

12

13

…there is nothing in the world so irresistibly [……] as [……] and good [……].

‘A merry [……] to us all, my [……] [……] bless us!’

14 ‘[……] bless [……], every one!’

15

16

They were a boy and a girl. Yellow, meagre, ragged, scowling, [……]; but [……], too, in their [……]…

‘This boy is [……]. This girl is [……].’

17 ‘Have they no [……] or [……]?’ cried Scrooge.

Stave 4 Quotations:

18

The Phantom slowly, [……], [……] approached. When it came, Scrooge bent down upon his [……]; for in the very air through which this Spirit moved it seemed to scatter gloom.

19

What’s missing? Who/what is it about? Where/when is it from?

Stave 5 Quotations:

25

Really, for a man who had been out of practice for so many years, it was a splendid [……], a most [……] laugh. The [……] of a long, long line of brilliant laughs.

‘I am as light as a [……], I am as happy as an angel, I am as merry as a [……]. I am as giddy as a [……] man. A merry Christmas to everybody. A happy New Year to all the world. Hallo here. Whoop. Hallo.’

Running to the window, he opened it, and put out his head. No [……], no mist; clear, bright, jovial, stirring, cold; cold, piping for the blood to dance to; [……] sunlight; [……] sky; sweet fresh air; merry bells.

28

Why wasn’t he [……] in his lifetime? If he had been, he’d have had somebody to look after him when he was struck with [……], instead of lying gasping out his last there, [……].

‘What!’ exclaimed the Ghost, ‘would you so [……] put out, with [……] hands, the [……] I give?’

9

'The school is not quite [……],' said the Ghost. 'A [……] child, [……] by his friends, is left there still.‘ 10

‘He has the [……] to render us happy or unhappy; to make our service [……] or burdensome’

‘…the happiness he gives is quite as great as if it cost a [……].’ 11

‘What Idol has [……] you?” he [……] ‘A [……] one.’

What’s missing? Who/what is it about? Where/when is it from?

20

It is not that the hand is [……] and will fall down when released; it is not that the heart and pulse are still; but that the hand WAS [……], generous and true; the heart brave, [……] and tender.

21

22

23

24

‘Spirit.’ he said, ‘this is a [……] place. In leaving it, I shall not leave its [……], trust me.’

‘Let me see some [……] connected with a [……],’ said Scrooge.

Spirit of Tiny Tim, thy [……] essence was from [……]!

'I will honour [……] in my heart, and try to keep it all the year. I will live in the [……], the Present and the [……].’

What’s missing? Who/what is it about?

29

Scrooge was better than his [……] He did it all, and [……] more; and to Tiny Tim, who did not die, he was a second [……].

And so, as Tiny Tim [……], God Bless [……], Every One!

Where/when is it from?

What’s missing? Who/what is it about?

Where/when is it from?

English Literature: Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde

Key Characters:

1 Dr Jekyll

Context and Key Details: Technical Vocabulary:

2 Mr Hyde

3 Mr Utterson

4 Dr Lanyon

A medical doctor with an interest in the supernatural. Creates a potion that transforms him into Mr Hyde. Leaves a diary explaining the truth of his relationship with Mr Hyde that becomes Chapter 10 of the novella.

Alter-ego of Dr Jekyll: a cruel, selfish and violent man. Grows stronger as Dr Jekyll transforms into him more frequently. Kills himself (and therefore Jekyll).

A lawyer and friend of Dr Jekyll. Most of the story is revealed from his point-of-view as he investigates Jekyll and Hyde’s relationship.

A doctor and friend of Dr Jekyll’s who dies of shock after seeing him transform into Hyde. Chapter 9 of the novella is told through a letter he wrote.

5 Mr Enfield Mr Utterson’s cousin, he introduces him to the mystery of Mr Hyde.

6 Sir Danvers Carew

A sophisticated older man, brutally murdered by Mr Hyde.

7 Poole Dr Jekyll’s butler: a loyal and faithful servant until he believes Dr Jekyll to be dead.

Key Narrative Moments:

8 Symbol Where something stands for or represents an idea, concept, character or theme.

9 Epistolary Structure Where the narrative told through letters, as in the final two chapters of Jekyll and Hyde

10 Protagonist The leading character in a novella.

11 Context Background influences on the text – who wrote it, when, why, life at the time, etc.

12 Setting A location where the events of a narrative occur.

13 Context

Atmosphere of Victorian London (foggy streets, divide between rich and poor, etc.)

Science – Darwin’s theory of evolution, pharmacology and psychology Gothic Literature

14 When 1886

15 Genre Gothic fiction/Mystery

16 Setting London

Summary

17

- Mr Utterson gains an interest in Mr Hyde after hearing a terrible story about him ‘trampling’ a girl in the street. (Chapter 1)

- Utterson confronts Hyde and finds him as unpleasant as Enfield suggested. (Chapter 2) 18

- Jekyll is introduced to the story, refusing to discuss his relationship with Mr Hyde. (Chapter 3)

22 Theme 1: Duality 23

The plot hinges on the duality of human beings: that we can have a noble side and a selfish side.

Theme 2: Good / Evil 24

Closely linked to duality, evil is personified in the character of Hyde.

Theme 3: Appearance / Reality 25

Few things are as they seem in the novella –apparently innocent people and objects can be deceiving.

Theme 4: Science

There are two views of science in the novella: a practical, rational view, and a more mystical view.

Symbols

Jekyll and Hyde, doors, weather. Hyde, Sir Danvers Carew, acts of kindness. Jekyll/Hyde, letters. Jekyll/Lanyon, Jekyll’s laboratory and drugs.

- Hyde murders an innocent man, Sir Danvers Carew. Mr Utterson investigates. (Chapter 4) 19

- Mr Utterson finds evidence that the relationship between Dr Jekyll and Mr Hyde is deeper and more suspicious than he thought. (Chapter 5)

- Dr Lanyon dies after receiving a terrible shock at Dr Jekyll’s house. (Chapter 6) 20

Vocabular y Opposition, difference, dichotomy.

Righteous, moral, principled; immoral, sinful, unholy.

Air, aspect, mien; truth, existence, actuality.

Evolution, psychology, pharmacology.

- Dr Jekyll is seen for the final time at the window of his cabinet . (Chapter 7)

- Mr Utterson goes to confront Dr Jekyll. Mr Hyde kills himself. (Chapter 8) 21

- Dr Lanyon’s letter reveals he supplied Mr Hyde with chemicals and witnessed his transformation into Dr Jekyll. (Chapter 9)

- Dr Jekyll’s statement reveals the truth of the story – he lost control of a scientific experiment which enabled him to transform into Mr Hyde. (Chapter 10)

English Literature: Robert Louis Stevenson, The Strange Case of Dr Jekyll and Mr Hyde

Key Characters:

1 Who is Dr Jekyll, and how is he significant to the plot of the novella?

2 Who is Mr Hyde, and how is he significant to the plot of the novella?

3 Who is Mr Utterson, and how is he significant to the plot of the novella?

4 Who is Dr Lanyon, and how is he significant to the plot of the novella?

5 Who is Mr Enfield, and how is he significant to the plot of the novella?

6 Who is Sir Danvers Carew, and how is he significant to the plot of the novella?

7 Who is Poole, and how is he significant to the plot of the novella?

Key Narrative Moments:

Context and Key Details: Technical Vocabulary:

8 What is a symbol? Can you give any examples from the text?

9 What is an epistolary structure? Does Jekyll and Hyde have one?

10 What is a protagonist? Who is the protagonist of Jekyll and Hyde?

11 What is a context? What contexts or details are relevant to Jekyll and Hyde?

12 What is a setting? What are some of the important settings in Jekyll and Hyde?

Themes and Concepts:

22 Theme 1: Duality 23

13 What are some of the ways in which the context has influenced the novella?

14 When was the novella written?

15 What is the genre of the novella, and what does this mean?

16 Where is the novella mainly set?

Theme 2: Good / Evil 24

Theme 3: Appearance / Reality 25

Theme 4: Science

17 Ch. 1 & 2 What happens in Chapters 1 and 2? Which characters are introduced? 18 Ch. 3 & 4 What happens in Chapters 3 and 4?

Summary

How is the theme of duality presented in the novella?

How is the theme of good / evil presented in the novella?

How is the theme of appearance / reality presented in the novella?

How is the theme of science presented in the novella?

characters are introduced?

is murdered, and who is to blame? 19 Ch. 5 & 6 What happens in Chapters 5 and 6?

20 Ch. 7 & 8

What does Mr Utterson discover?

Which character dies, and why?

What happens in Chapters 7 and 8?

What does Mr Utterson do?

Which character dies, and how?

21 Ch. 9 & 10 What happens in Chapters 9 and 10?

From which characters’ points-of-view do we see the story?

Symbols

What is symbolic of the theme of duality in the novella?

What is symbolic of the theme of good / evil in the novella?

What is symbolic of the theme of appearance / reality in the novella?

What is symbolic of the theme of science in the novella?

Vocabulary

What key vocabulary do you need to know when discussing the theme of duality?

What key vocabulary do you need to know when discussing the theme of good / evil?

What key vocabulary do you need to know when discussing the theme of appearance / reality?

What key vocabulary do you need to know when discussing the theme of science?

English Literature: J. B. Priestley, An Inspector Calls

Key Characters:

1 Arthur Birling Factory owner. Eva’s former employer. Father of Sheila and Eric, Sybil’s husband.

2 Sybil Birling Helps with a charity. Wife of Arthur, mother of Eric and Sheila.

3 Sheila Birling Daughter of Arthur and Sybil, sister of Eric, fiancée of Gerald.

4 Eric Birling Son of Arthur and Sybil, brother of Sheila. Alcohol problem.

5 Gerald Croft Sheila’s fiancé, son of a wealthy factory owner.

6 Inspector Goole Police inspector… it seems. Investigating the suicide of Eva Smith.

7 Eva Smith

Key Narrative Moments:

18 Act 1: The Birlings celebrate Sheila and Gerald’s engagement. An inspector arrives, investigating a suicide. Birling fired Eva from his factory two years ago for leading a strike.

19 Eva found work in a clothes shop. Sheila had her fired due to jealousy and her own bad mood.

20 Act 2:

21

Young woman fired by Arthur Birling, caused to be fired by Sheila. Had an affair with Gerald (as ‘Daisy’), became pregnant by Eric, turned away by Sybil Birling (using the name ‘Mrs Birling’). Killed herself… it seems.

Context and Key Details:

8 Context World Wars 1 and 2, Capitalism and Socialism, Industrialisation, Class.

9 When Set in 1912; written in 1945

10 Genre ‘Drawing Room drama’, murder mystery.

11 Setting Brumley, the Birlings’ house.

12 Socialism Priestley as a committed Socialist, believing in the rights of workers and resisting capitalist exploitation.

Technical Vocabulary:

13 Symbol Where something stands for or represents an idea, concept, character or item.

14 Dialogue Spoken interactions between characters.

15 Cyclical structure A narrative structure where the ending loops back to or connects back with the opening.

16 Inference The skill of identifying and interpreting underlying meanings and ideas.

17 Context Background influences – who wrote it, when, why, life at the time etc.

24

Gerald admits to having had an affair with ‘Daisy’, as Eva now called herself, the previous year after he met her in a bar.

Mrs Birling turned a pregnant Eva away from her charity after Eva lied and used the name Mrs Birling’. Mrs Birling blames the child’s father, whoever he is.

22 Act 3: Eric met Eva in a bar, (is implied to have) raped her, continued some kind of relationship with her, and stole money to support her when she became pregnant.

23

The inspector reprimands the whole family and then leaves. The inspector is discovered to be a fake, the Birlings argue about whether this changes anything, and the whole process begins again.

Themes and Concepts:

Theme 1: Personal Responsibility

25

Summary

The importance of each character accepting and admitting what they’ve done… and feeling sorry.

Theme 2: Collective Responsibility

The importance of everyone accepting that they are all part of the same problem, each contributing, however small.

Vocabulary

26

Theme 3: Exploitation and Class

The idea that strength and weakness comes from class and wealth, and that society should be changed to prevent the weak being exploited by the strong.

27

Theme 4: Sympathy and Empathy

The importance of engaging personally with those around us, understanding their feelings and perspectives

Accountable, answerable, conscience, contrition, duty, individual, obligation, personal, remorse, shame.

Accountable, aftermath, collective, communal, confession, effect, obligation, outcome, public, repercussion, responsibility, result, revelation, social.

Abuse, authority, control, dominance, impose, influence, judgement, limitation, mistreatment, misuse, oppression, ownership, possession, power, prejudice, restriction, social class, stereotype, strength, weakness.

Acknowledgement, awareness, compassion, concern, consideration, empathy, kindness, pity, understanding.

English Literature: J. B. Priestley, An Inspector Calls

Key Characters:

1 Who is Arthur Birling and to whom is he related?

2 To whom is Sybil Birling connected, and what else does she do?

3 Who is Sheila Birling related to, and to whom is she engaged?

4 Who is Eric Birling related to?

5 Who is Gerald Croft linked to from the Birling family?

6 Who is Inspector Goole, and what is he doing in the play?

7 Who was Eva Smith, and what happened to her at the hands of the Birling family and Gerald?

Context and Key Details:

Technical Vocabulary:

Key Narrative Moments:

18 Act 1: How does the play begin, and how was Birling involved in Eva Smith’s life?

19 What happened between Sheila and Eva, where, and why?

20 Act 2: Where did Gerald meet Eva, what name was she using, and what happened between them?

21 How did Eva and Mrs Birling cross paths, what happened, and why?

22 Act 3: Where did Eric meet Eva and what happened between them?

23 What happens when and after the inspector leaves, and how does the play end?

Themes and Concepts:

24 Theme 1: Personal Responsibility 25 Theme 2: Collective Responsibility 26 Theme 3: Exploitation and Class 27 Theme 4: Sympathy and Empathy Summary

How is the theme of personal responsibility presented in the play?

How is the theme of collective responsibility presented in the play?

How is the theme of exploitation and class presented in the play?

How is the theme of sympathy and empathy presented in the play?

Can you suggest any vocabulary linked to the theme of personal responsibility?

Can you suggest any vocabulary linked to the theme of collective responsibility?

Can you suggest any vocabulary linked to the theme of exploitation and class?

Can you suggest any vocabulary linked to the theme of sympathy and empathy?

English Literature: J. B. Priestley, An Inspector Calls

Act 1 Quotations:

1 ‘There isn’t a chance of [……]’

2 ‘Absolutely [……]’

3 ‘A man has to mind his own [……] and look after [……] and his own – and’

4

‘When you’re married, you’ll realise that men with [……] work to do sometimes have to spend nearly all their time and energy on their [……]. You’ll have to get [……] to that, just as I had.’

5 ‘She’d been taken there this afternoon because she’d swallowed a lot of strong [……] [……] her inside out, of course’

6

‘If we were all [……] for everything that happened to [……] we’d had anything to do with, it would be very [……], wouldn’t it?’

7 ‘These girls aren’t [……] labour –they’re [……].’

8

‘He [……]. Of course he [……]. And I hate to think how much he knows that we don’t know yet. You’ll [……].’

What’s missing? Who says it? What does it mean? When does it occur?

Act 2 Quotations:

‘You seem to have made a great [……] on this [……], Inspector.’

9

‘We often do on the young ones. They’re more [……].’

10

11

12

13

14

15

‘You mustn’t try to [……] up a kind of [……] between us and that girl’

‘I hate those hard-[……] dough-[……] women.’

‘She wanted to be [……][……] – and not [……][……].’

‘She looked [……] and [……] and [……] and altogether out of place’

‘She was [……] and [……] and warmhearted -and intensely [……]’

‘You and I aren’t the same [……] who sat down to [……] here.’

16 [……] men, Mr. Birling, have [……] as well as [……].’

17

‘She was claiming elaborate fine feelings and [……] that were simply [……] in a girl in her position.’

18

‘I wasn’t in [……] with her or anything – but I liked her – she was [……] and a good [……]’

19

‘I [……] -it seems. I'm not very clear about it, but afterwards she told me she didn't want me to go in but that -well, I was in that [……] when a chap easily turns nastyand I [……] to make a row.’

20

21

22

‘And that's when [……] happened. And I didn't even [……] -that's the hellish thing. Oh -my God! -how [……] it all is!’

‘Each of you [……] to [……] her.’

‘One Eva Smith has gone – but there are [……] and millions and millions of Eva Smiths and [……][……] still left with us’

‘…their lives, their hopes and fears, their suffering, and chance of happiness, all intertwined with our lives, with what we [……] and [……] and [……].’ 24

23

‘We don’t live alone. We are [……] of one body. We are [……] for each other.’ 25

‘The time will soon come when, if men will not learn that [……], then they will be taught it in fire and [……] and [……].’

‘…the girl’s [……] and we all helped to [……] her’ 27

26

‘Everything we [……] had happened really [……]’ 28

‘So nothing really happened. So there’s [……] to be sorry for, [……] to learn. We can all go on behaving just as we did.’ 29

‘I remember what he said, how he looked and what he made me feel. [……] and [……] and [……].’

Key Characters:

1 John Tate A tyrannical leader. Often uses threats and violence to instill fear in others.

2 Phil A corrupt political leader. Leads with more intelligence and thought than the other leaders.

3 Cathy

A sadistic and cruel leader. Combines the failed leadership methods of John Tate and Phil to highlight the lack of change within the gang.

4 Leah The moral compass - is often victimised due to her moral views.

5 Brian

Context and Key Details: Technical Vocabulary:

11 Stage direction

12 Cyclical structure

A victim of intimidation and torment – his life is destroyed by the gang’s actions.

6 Adam The ultimate victim of the gang’s actions. He is sacrificed so they can save themselves.

7 Jan and Mark Act as the narrators. Their speech hooks the audience in. They also highlight the crime and lack of redemption within the gang.

8 Richard Highlights people’s willingness to change in order to fit in.

9 Danny Highlights the innate selfishness within people.

10 Lou Willing to follow whoever displays strength or offers the most protection.

Key Narrative Moments:

1

Act

2

Act

3

Act

• The gang believe they have killed someone and try to protect themselves by creating a fake person to blame for their crime.

• John Tate fails as leader and hands his power over to Phil.

• The gang have to make a new plan when a real postman is arrested by the police.

• Phil forces Brian to go and falsely identify the postman.

• Adam is found to be alive.

• Phil sends Cathy to ensure Adam never returns.

• Leah leaves the gang.

4

• Phil is sitting in the field alone.

• Richard joins him and summarises where the gang all are by the end of the play.

• Cathy is the new leader of the gang.

An instruction in a play indicating the movement or position of an actor, or the sound effects and lighting

Where the narrative is built from a series of ideas that repeat in a cycle. Usually something at the end is very similar to the beginning.

13 Nonfluency features

14 Paralinguis tic features

15 Setting

A lack of fluency in speech. Can include: false starts, fillers, hesitations and repetition.

Physical, non-verbal actions or movements by characters (typically shown in stage directions).

A location where something happens. Often adds to the tone and atmosphere and may also symbolize something.

Themes and Concepts:

24 Theme 1: Power 25 Theme 2: Bullying 26

16 Contextual Influences

Questions the attitudes of modern society and looks at whether certain behaviours are learned or naturally within us. Aims to make modern society reflect on their own choices.

17 When First staged in 2008.

18 Genre Modern play.

19 Setting

3 main settings: street, field, wood. Has no specific location to reflect wider society.

Theme 3: Morality 27

Theme 4: Violence

Summary

Characters want power as a way to be dominant and to feel safe within the gang. The hierarchy changes multiple times throughout the play.

Symbols The wood, Phil eating, violence.

Vocabulary Control, restriction, self-interest, selfishness, corruption.

Bullying is carried out as a way to assert power and gain control. Can be physical, emotional or verbal.

The gang do not value morality or responsibility. Those who try to act in moral ways become victims to the characters with power.

Violence is used to highlight the criminal and brutal methods the gang use to control others and protect themselves.

The street, the field, the wood, Adam, the grille, Phil’s silence.

Destruction, harm, hurt, control, secrecy, consequence.

The street, the field, Leah, Brian.

Decency, goodness, honesty, integrity, principles.

Chimps and bonobos, Adam, the grille, John Tate, Phil, Cathy.

Power, control, bullying, dominance, damage.

Key Characters:

1 Who is John Tate and what does he represent?

2 Who is Phil and what does he represent?

3 Who is Cathy and what does she represent?

4 Who is Leah and what does she represent?

5 Who is Brian and what does he represent?

6 Who is Adam and what does he represent?

7 Who are Jan and Mark and what do they represent?

8 Who is Richard and what does he represent?

9 Who is Danny and what does he represent?

10 Who is Lou and what does she represent?

Key Narrative Moments:

11

12

13

Context and Key Details: Technical Vocabulary:

What are stage directions? Can you give any examples from the play?

What is a cyclical structure? Does DNA have one? How?

What are non-fluency features? Which characters often speak in this way?

14

What are paralinguistic features? Why would a playwright include these?

15

What is a setting? What are the important settings in DNA?

16

What contextual factors influenced the writing of the play?

17 When was the play first staged?

18

What genre of text is DNA?

19

What are the main settings of the play, and what do they represent?

24

Theme 1: Power 25

Theme 2: Bullying 26

Theme 3: Morality 27

Theme 4: Violence

20 Act

1 What happens in Act 1? What does the gang believe they have done? Who is leader in Act 1? 21 Act

2 What happens in Act 2? Who is arrested and therefore puts the gang in danger of facing the consequences of their actions?

3 What happens in Act 3? Who is found? Who leaves the gang?

4 What happens in Act 4? Who has isolated themselves from the gang? Who is the new leader?

Summary

How is the theme of ‘Power’ presented?

How is the theme of ‘Bullying presented?

How is the theme of Morality’ presented?

How is the theme of ‘Violence’ presented?

Symbols

What key symbols link to this theme?

What key symbols link to this theme?

What key symbols link to this theme?

What key symbols link to this theme?

Vocabul ary

What key vocabulary links to this theme?

What key vocabulary links to this theme?

What key vocabulary links to this theme?

What key vocabulary links to this theme?

English Literature: Dennis Kelly, DNA

Act 1 Quotations:

Act 2 Quotations:

Act 4 Quotations:

12

‘It’s Jerry. I killed him. I took him out of his cage, I put the point of a screwdriver on his head and I hit it with a hammer.’

13 ‘We showed initiative.’

14

‘They look at me like I’m lying and it makes me cry. … And then, because I cry, they think I’m telling the truth, but I’m crying because I’m lying and I feel terrible inside.’

15

‘We’ll take you up the grille now.’

16 ‘You’ll land on Adam’s corpse and you’ll rot together.’

Act 3 Quotations:

17 ‘I’m going. I’m out of here, I’m gone, I’m, I’m, this is it.’

18 ‘I threatened to gouge one of his eyes out.’

19 ‘She loves violence now.’

20

2.2

2.3

25 ‘Come on, Phil. Come back to us.’ Richard 4.2

26

‘John Tate’s found God. Yeah, Yeah I know. He’s joined the Jesus Army.’ Richard 4.2

27 ‘Brian’s on stronger and stronger medication.’ Richard 4.2

2.3

28

29

2.3

‘Cathy doesn’t care. She’s too busy running things.’ Richard 4.2

‘She cut a first year’s finger off.’ Richard 4.2

‘I found my place where I live, and that’s where I live now, I live there.’

‘Do you want to come back? … Or do you want to stay? Are you happy? Here?’

3.3 22 ‘I’m in charge. Everyone is happier. What’s more important; one person or everyone?’

23 ‘Phil places the bag over Brian’s head.’

directions 3.3 24

‘Suddenly she stops chewing and spits the sweet out. Gets up, stares at Phil. Storms off.’

directions 3.4

Act 1 Quotations:

1 ‘What are […] going to […]?’

What’s missing, who says it, and when?

2 ‘Do I […] you? I do. No, I […].’

What’s missing, who says it, and when?

3 ‘I can’t get […] up in this. I’m gonna be a […].’

What’s missing, who says it, and when?

4 ‘Alright. New […]; that word is […].’

What’s missing, who says it, and when?

5

‘And if anyone says it I’m going to have to, you know, […] their face. Or […].’

What’s missing, who says it, and when?

6 ‘[…] than […] life.’

What’s missing, who says it, and when?

7 ‘That just leaves you, […]. You crying little piece of […].’

What’s missing, who says it, and when?

8 ‘And someone’s […] a […] at him.’

What’s missing, who says it, and when?

9 ‘[…] says you’re […]. So. What do we do?’

What’s missing, who says it, and when?

10

‘A fat Caucasian male, […] say, with thinning hair and a […] uniform, sad eyes, softly spoken’

What’s missing, who says it, and when?

‘[…] are evil. They murder each other … They kill and sometimes […] each other to find a better position within the social structure’

What’s missing, who says it, and when?

12

13

Act 2 Quotations:

‘It’s Jerry. I […] him. I took him out of his cage, I put the point of a […] on his head and I hit it with a […].’

What’s missing, who says it, and when?

‘We showed […].’

What’s missing, who says it, and when? 14

15

16

‘They look at me like I’m lying and it makes me […]. … And then, because I cry, they think I’m telling the truth, but I’m crying because I’m lying and I feel […] inside.’

What’s missing, who says it, and when?

‘[…] take you up the grille […].’

What’s missing, who says it, and when?

‘You’ll land on Adam’s […] and you’ll […] together.’

What’s missing, who says it, and when?

Act 3 Quotations:

Act 4 Quotations:

‘Come on, […]. Come […] to us.’

What’s missing, who says it, and when?

‘John Tate’s found […]. Yeah, Yeah I know. He’s joined the Jesus […].’

What’s missing, who says it, and when?

‘Brian’s on […] and stronger […].’

What’s missing, who says it, and when?

‘[…] doesn’t care. She’s too busy […] things.’

What’s missing, who says it, and when?

‘She […] a first year’s […] off.’

What’s missing, who says it, and when?

17

18

19

‘I’m going. I’m out of […], I’m gone, I’m, I’m, this is […].’

What’s missing, who says it, and when?

‘I […] to […] one of his eyes out.’

What’s missing, who says it, and when?

‘She […] […] now.’

What’s missing, who says it, and when? 20

‘I found […] place where I live, and that’s where I […] now, I live there.’

What’s missing, who says it, and when?

‘Do you want to come […]? … Or do you want to […]? Are you […]? Here?’

What’s missing, who says it, and when?

‘I’m in […]. Everyone is […]. What’s more important; one person or […]?’

What’s missing, who says it, and when? 23

‘Phil places the […] over Brian’s […].’

What’s missing, who says it, and when?

‘[…] she stops chewing and spits the […] out. Gets up, stares at Phil. […] off.’

What’s missing, who says it, and when?

English Literature: Power and Conflict Poetry

Key Information:

Poem Poet Topic

1 Ozymandias

Percy Bysshe Shelley Crumbling statue of a king (Pharaoh) / Power.

2 London William Blake London / Poverty / Power.

3 The Prelude William Wordsworth Theft of a boat / Adulthood and consequence.

4 My Last Duchess Robert Browning Painting of Duke’s wife / Patriarchal dominance, power, gender / A negative relationship

5 The Charge of the Light Brigade Alfred, Lord Tennyson Military disaster in Crimean war / Heroism and patriotism.

6 Exposure Wilfred Owen War and weather / Experience of soldiers and sacrifice

7 Storm of the Island Seamus Heaney A storm on an island / People and power / Power of nature.

8 Bayonet Charge Ted Hughes Soldier charging across battlefield / Warfare and survival.

9 Remains Simon Armitage A soldier’s actions during a war / Consequence and aftermath.

Grouping by Theme: Technical Vocabulary:

16 Stanza

A group of lines in a poem (like a paragraph for poetry).

17 Motif An image or symbol that appears throughout the poem.

18 Enjambment

The continuation of a sentence from one line to the next without interruption by punctuation.

19 Caesura A pause near the middle of the line.

20 Theme An idea or issue explored in the poem.

21 Volta The turning point in a poem.

22 Semantic Field A group of words about the same topic.

23 Abuse of Power Ozymandias, London, My Last Duchess, Checking Out Me History.

24 Power of Memory / The Past

The Emigree Remains, Kamikaze, The Prelude, Checking Out Me History, Tissue

25 Conflict Between Humanity and Nature Exposure, Storm on the Island, The Prelude, Ozymandias

26 Futility of War

Exposure, Bayonet Charge, Remains, War Photographer, Poppies, Kamikaze.

27 Inner Conflict

28

Themes and Concepts:

Objectification of People

29 Concept 1: War 30 Concept 2: Nature

London, The Prelude, The Charge of the Light Brigade, Storm on the Island, Bayonet Charge, Poppies, War Photographer, Kamikaze, Checking Out Me History.

Ozymandias, London, My Last Duchess, The Charge of the Light Brigade, Exposure, Remains, War Photographer, Tissue, Checking Out Me History.

31 Concept 3: Humanity

Messages

Futility of war, military conflict, glorification of war, the group vs the individual

Destructive power of nature, transcendent power of nature, conflict between humanity and nature.

Conflict, control, authority, aggression, trauma, violence, objectification

Transcendent, fertile, sterile, destructive, omnipotent, industrialisation, urbanisation

Corruption, oppression, exploitation, submission, authority, class, gender

Objectification of people, the group and the individual, abusive nature of power. Vocabulary

Key Information:

1 Ozymandias Who wrote it? What is the poem about?

2 London Who wrote it? What is the poem about?

3 The Prelude Who wrote it? What is the poem about?

Grouping by Theme: Technical Vocabulary:

16 What is a stanza?

17 What is a motif?

18 What is enjambment?

19 What is caesura?

20 What is a theme?

21 What is a volta?

23

Which poems present the abuse of power?

24

Which poems present the power of memory?

25

4 My Last Duchess Who wrote it? What is the poem about?

5 The Charge of the Light Brigade Who wrote it? What is the poem about?

6 Exposure Who wrote it? What is the poem about?

7 Storm on the Island Who wrote it? What is the poem about?

8 Bayonet Charge Who wrote it? What is the poem about?

9

Which poems present the conflict between humanity and nature?

26

Which poems present the futility of war?

22 What is a semantic field?

27 Which poems present inner conflict?

28

Themes and Concepts:

Messages

Which poems present the objectification of people?

29 Concept 1: War 30 Concept 2: Nature 31 Concept 3: Humanity

How is the theme of war presented in these poems?

How is the theme of nature presented in these poems?

How is the theme of humanity presented in these poems?

Vocabular

y Can you suggest vocabulary that links to the theme of war?

Can you suggest vocabulary that links to the theme of nature?

Can you suggest vocabulary that links to the theme of humanity?

‘Ozymandias’:

1 ‘My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!’

2 Round the decay

Of that colossal wreck, boundless and bare, The lone and level sands stretch far away.

‘London’:

3 In every voice, in every ban, The mind-forged manacles I hear

4 Blasts the new-born infant’s tear, And blights with plagues the marriage hearse.

‘The Prelude’:

5 It was an act of stealth And troubled pleasure

6 A huge peak, black and huge, As if with voluntary power instinct, Upreared its head.’

‘My Last Duchess’:

7 The faint Half-flush that dies along her throat

8 This grew; I gave commands; Then all smiles stopped together.

‘The Charge of the Light Brigade’:

9 Theirs not to make reply, Theirs not to reason why, Theirs but to do and die

10

Honour the charge they made! Honour the Light Brigade, Noble six hundred.

‘Exposure’:

11 We only know war lasts, rain soaks, and clouds sag stormy.

12

For God's invincible spring our love is made afraid; Therefore, not loath, we lie out here; therefore were born, For love of God seems dying.

‘Storm on the Island’:

13

We are prepared: we build our houses squat, Sink walls in rock and roof them with good slate.

14 Strange, it is a huge nothing that we fear.

‘Bayonet Charge’:

15

16

In what cold clockwork of the stars and the nations Was he the hand pointing that second?

King, honour, human dignity, etcetera Dropped like luxuries in a yelling alarm

‘Remains’:

17

I blink

and he bursts again through the doors of the bank. Sleep, and he’s probably armed, possibly not.

18

He’s here in my head when I close my eyes, dug in behind enemy lines, not left for dead in some distant, sun-stunned, sandsmothered land

‘Poppies’:

19

I was brave, as I walked with you, to the front door, threw it open, the world overflowing like a treasure chest.

20

I listened, hoping to hear your playground voice catching on the wind.

‘War Photographer’:

21

22

He sought approval without words to do what someone must and how the blood stained into foreign dust.

A hundred agonies in black-and-white from which his editor will pick out five or six for Sunday’s supplement.

‘Tissue’:

23

Paper thinned by age or touching

24

‘The

25

26

Paper smoothed and stroked and thinned to be transparent, turned into your skin.

Emigree’:

It may be at war, it may be sick with tyrants, but I am branded by an impression of sunlight.

My city hides behind me. They mutter death, and my shadow falls as evidence of sunlight.

‘Kamikaze’:

27

Gradually we too learned to be silent, to live as though he had never returned

28 Sometimes, she said, he must have wondered which had been the better way to die.

‘Checking Out Me History’:

29

30

Bandage up me eye with me own history

Blind me to me own identity

Dem tell me wha dem want to tell me But now I checking out me own history I carving out me identity.

What’s missing? Which poem?

1 ‘My name is [……], king of kings: Look on my works, ye Mighty, and [……]!’

2 Round the decay Of that colossal [……], boundless and bare, The [……] and [……] sands stretch far away.

What’s missing? Which poem?

3 In every voice, in every ban, The [……]-[……] [……] I hear

4 [……] the new-born infant’s tear, And blights with [……] the marriage hearse.

What’s missing? Which poem?

5 It was an act of [……] And [……] pleasure

6 a huge [……], black and huge, As if with voluntary power instinct, Upreared its [……].’

What’s missing? Which poem?

7 The faint Half-[……] that dies along her [……]

8 This grew; I gave [……]; Then all [……] [……] together.

What’s missing? Which poem?

9 Theirs not to make [……], Theirs not to reason why, Theirs but to [……] and [……]

10 [……] the charge they made! [……] the Light Brigade, [……] six hundred.

What’s missing? Which poem?

11 We only know war [……], rain [……], and clouds sag [……]

12

For God's [……] spring our love is made afraid; Therefore, not loath, we lie out here; therefore were [……], For love of God seems [……].

What’s missing? Which poem?

13 We are [……]: we build our houses [……], [……] walls in rock and roof them with good slate.

14 Strange, it is a [……] [……] that we fear.

What’s missing? Which poem?

15 In what [……] [……] of the stars and the nations Was he the [……] pointing that second?

16

King, honour, human [……], [……] Dropped like luxuries in a yelling [……]

What’s missing? Which poem?

17

18

I blink and he [……] again through the doors of the bank. Sleep, and he’s [……] armed, [……] not.

he’s here in my head when I close my eyes, [……] in behind enemy lines, not left for dead in some distant, sun-[……], sand-[……] land

What’s missing? Which poem?

19

20

I was [……], as I walked with you, to the front door, threw it open, the world overflowing like a [……] [……]

I listened, hoping to hear your [……] [……] catching on the [……]

What’s missing? Which poem?

21 he sought approval without words to do what someone must and how the blood [……] into [……] [……]

22

A [……] [……] in black-and-white from which his editor will pick out five or six for Sunday’s [……]

What’s missing? Which poem?

23 [……] thinned by age or [……]

24 paper [……] and stroked and thinned to be transparent, turned into your [……].

What’s missing? Which poem?

25 It may be at war, it may be sick with [……], but I am branded by an impression of [……]

26 My city [……] behind me. They mutter death, and my [……] falls as evidence of [……]

What’s missing? Which poem?

27 gradually we too learned to be [……], to live as though he had never [……]

28 sometimes, she said, he must have [……] which had been the better way to [……]

What’s missing? Which poem?

29 [……] up me eye with me own [……] Blind me to me own [……]

30 [……] tell me wha dem want to tell me But now I checking out me own history I [……] out me identity.

English Literature: Unseen Poetry

Language Devices:

1 Imagery The use of descriptive or figurative language. For example: simile, metaphor and personification

Structural Devices:

6 Rhyme scheme

The ordered pattern of rhymes at the ends of the lines of a poem.

7 Volta The turn of thought or argument in a sonnet. Like a shift.

8 Circular / cyclical Structure Where there is a clear link between the beginning and end of a poem.

9 Enjambment

5

Possible Themes and Concepts:

The continuation of a thought from one line to another without interruption by punctuation.

10 Caesura A rhythmical pause in a line.

Useful Discourse Markers:

Key Words:

Vocabulary

16 Theme 1: Power 17 Theme 2: Conflict

The power of an individual.

The abuse of power. The power of nature/time/memory.

Authority, control, dominance, powerlessness, exploitation, absolute, oppression.

Conflict between people. An internal conflict. Violence / warfare.

Tension, betrayal, inequality, inner turmoil/internal friction, hostility, savagery.

18 Theme 3: Love

Romantic love. Family love. Unrequited love. Complicated and damaging love.

Adoration, devotion, passion, paternal, maternal, disconnection, frailty, corrosive, manipulative.

Relationships between people.

19 Theme 4: Relationships Summary

Relationships between people and places.

Masculinity, femininity, inferior, superior, friendship, romance, family, tension.

The poet’s message. What do they value and or criticise?

5 – English Literature: Unseen Poetry

Linguistic Poetic Devices:

1 What is imagery?

2 What is a semantic field?

3 What is symbolism?

4 What is word class?

5 What is pathetic fallacy?

Sound Features:

11 What is alliteration and sibilance?

12 What is sibilance?

13 What is onomatopoeia?

14 What is rhyme?

15 What is rhythm?

Structural Poetic Devices:

6 What is a rhyme scheme?

7 What is a volta?

8 What is circular structure?

9 What is enjambment?

10 What is a caesura?

Useful

20 What words could you use to show you are listing?

21

What words could you use to show you are developing your analysis?

22 What words could you use to show you are contrasting?

23 What words could you use to show you are comparing?

24 What words could you use to show you are emphasising?

25 What words could you use to show you are inferring?

26 What words could you use to show you are concluding?

Key Words:

Themes and Concepts:

16 Theme 1: Power 17 Theme 2: Conflict 18 Theme 3: Love

• What types of Power could be presented in the unseen poem?

• Which words link to it?

• What types of Conflict could be presented in the unseen poem?

• Which words link to it?

• What types of Love could be presented in the unseen poem?

• Which words link to it?

19 Theme 4: Relationships

• What types of Relationships could be presented in the unseen poem?

• Which words link to it?

Where plate edges meet a plate margin is formed:

● Conservative: plates move past each other

● Destructive: plates move towards each other and one is subducted

● Constructive: plates move away from each other

KS4 KRS 1 - Geography: Natural Hazards: Tectonic Hazards

Key

12 Name the four layers of the earth

13 What are the pieces of crust called?

14 Where do convection currents happen?

15 What do convection currents cause?

Contrasting earthquake case studies:

17

Nepal 2015 (LIC) Chile 2010 (HIC)

Give two primary effects of the Nepal 2015 earthquake

Describe the plate movement at the following plate margins:

● Conservative

● Destructive

● Constructive

What were the immediate responses to the Nepal 2015 earthquake?

What were the long term responses to the Nepal 2015 earthquake?

Give two primary effects of the Chile 2010 earthquake

Management of Tectonic Hazards: Living with the risk in Iceland:

25

26

Give two secondary effects of the Chile 2010 earthquake

What were the long term responses to the Chile 2010 earthquake?

How do people plan for tectonic hazards?

How do people predict tectonic hazards?

27 How can buildings be protected from tectonic hazards?

28 What kind of energy is in Iceland?

29 What does scenery in Iceland attract?

30 How is volcanic ash useful?

GEOGRAPHY 130

KS4

2 - Geography: Natural Hazards: Weather Hazards

KS4 KRS 2 - Geography: Natural Hazards:Weather Hazards

1

2

5

35

6

KS4 KRS 3 - Geography: Natural Hazards: Climate Change

Effects of Climate Change:

21 Increased disease e.g. skin cancer

Winter deaths decrease with milder winters.

22 Increased crop yields in Northern Europe

23

Droughts reduce food and water supply in subSaharan Africa Water scarcity in South East UK – water metering to be introduced

24 Increased flood risk; 70% of Asia is at risk of increased flooding

Environmental

25 Lower rainfall causes food shortages for orangutans in Borneo

26

Sea level rise (80cm by 2100) leads to flooding and coastal erosion

27 Ice melts threaten habitats of polar bears

28

Coral bleaching and decline in marine biodiversity due to ocean acidification

Managing

• Alternative energy

• Planting Trees

29

• Carbon Capture

• International

• Changes in agricultural systems

• Managing water supplies

• Constructing defenses such as the Thames Flood Barrier or restoring mangrove forests, or raising

KS4 KRS 3 - Geography: Natural Hazards:Climate Change

Key

1 Define the term ‘adaptation’

Evidence

11

Effects of Climate Change:

Social

2 Define the term ‘climate change’

3 What is the ‘greenhouse effect’?

4 What is meant by the term ‘mitigation’?

5 What is meant by the term ‘orbital changes’?

Causes

6 What is the ‘quaternary period’?

7 What is a ‘sunspot’?

8 What does the term ‘renewable’ mean?

9 What are

21

22

23

How will climate change affect sub-Saharan Africa? How will climate change affect water supply in the UK?

24

27

28

KS4 KRS 4 - Geography: Living World: Ecosystems

KS4 KRS 4 - Geography: Living World: Ecosystems

KS4 KRS 5 Geography: Living World: Tropical Rainforests

34

KS4 KRS 5 - Geography: Living World: Tropical Rainforests

Key Vocabulary:

1 Define ‘adaptation’

Characteristics of Tropical Rainforests:

13 Location Where are tropical rainforests located?

Deforestation in the Amazon Rainforest:

Causes of deforestation

24 25 26

2 Define ‘biodiversity’

3 Define ‘commercial farming’

4 Define ‘conservation’

5 Define ‘deforestation’

6 Define ‘interdependence’

7 What is ‘logging’?

8 Define ‘predator’

9 Define ‘prey’

14 Climate

15

Describe the temperatures in tropical rainforests

Describe the precipitation levels in tropical rainforests

16 Soil Describe tropical rainforest soil

17 Biodiversity

Interdependence:

Describe biodiversity in tropical rainforests

18 How do tropical rainforest plants rely on climate?

19 How do tropical rainforest animals rely on plants?

20 How do tropical rainforest plants rely on soil?

21 Name one example of a symbiotic relationship in a tropical rainforest

Adaptations in the Rainforest:

What kind of power is generated in the Amazon?

Name a mine in the Amazon What kind of farming takes place at Mato Grosso?

27 28 29

Name a hardwood being logged in the Amazon

Name a road being built through the Amazon

Impacts of deforestation

What is happening to population in Manaus?

30 31 32

What is happening to the soil in the Amazon?

Why are temperatures increasing?

Name a positive impact of deforestation

Rainforest Sustainable Management:

33

What is happening to deforestation rates?

10 What is ‘subsistence farming’?

11 Define ‘sustainable management’ 12 Define ‘symbiotic’

22 23

Name the adaptations of plants in tropical rainforests Name the adaptations of animals in tropical rainforests

34

What is selective logging?

35

What is sustainable about ecotourism resort Yachana lodge?

36 What is debt reduction?

37 What is an international agreement?

KS4 KRS 6 - Geography: Living World – Hot Deserts

Characteristics of Hot Deserts:

Opportunities and Challenges in the Thar

26 Energy production - 75 wind turbines in Jaisalmer produce renewable energy

27 Tourists visit Jaisalmer from Pakistan in the winter

28 Minerals are extracted - gypsum, limestone and coal

29 Agriculture can take place using irrigation from the Indira Gandhi canal. Cotton can now be grown.

30 Temperatures exceed 50°C

31 Less than 250mm of precipitation

Interdependence:

20 Vegetation relies on soil for nutrients

21 Soil relies on vegetation for shade

22 Humans rely on the soil for agriculture

23 Ground squirrels and other small rodents rely on succulent plants

32 Poor accessibility and very few roads

Desertification in areas on the fringe of hot deserts:

27

29

30

31

Interdependence:

32

KS4 KRS 7 - Geography: Physical Landscapes in the UK: Rivers

Key Vocabulary:

1 Abrasion Rocks wear down the bed & banks

2 Attrition Rocks smash and break into smaller, smoother, rounder pieces

3 Cross profile Side to side cross-section of a river channel

4 Deposition River loses energy and drops sediment

5 Discharge The volume of water in a river at one given moment

6 Erosion A process which wears away and removes material by a force such as wind, water or air

Erosional (upper course) 16 Interlocking spurs Series of ridges

Alternate sides of a valley Cross Fell, River Tees 17

Sudden drop of a river Water flows over the hard rock eroding soft rock underneath High force, River Tees

18 Gorge (upper course)

A narrow, steep sided Formed when a waterfall retreats

Outcomes Focused, Child Centred

KS4 KRS 7 - Geography: Physical Landscapes in the UK: Rivers

Key Vocabulary:

Landforms:

Factors affecting flood risk:

25 How is precipitation a physical factor of flood risk?

26 Why do rivers flood quicker when the relief of the land is steep?

5

2

38 How can geology affect flood risk?

27 Why does urbanisation increase flood risk?

28 How can deforestation lead to increased flood risk?

Flood management: Banbury:

30 What is afforestation?

31 How can flood warning help reduce the impact of river flooding?

32 What is floodplain zoning?

33 How does channel straightening help reduce the risk of flooding?

34 What is a flood relief channel?

35 How can levees reduce flood risk?

36 Why was flood management needed in Banbury?

37 What were the flood management schemes introduced?

38 What were the social benefits?

39 What was the economic cost?

29 Why does agriculture affect flood risk? 24

40 What were the environmental costs?

Outcomes Focused, Child Centred

KS4 KRS 8 - Geography: Physical Landscapes in the UK: Coasts

26 Needed to ensure a balance between nature and the needs of people

27 Hard engineering

• Much more expensive

• Made from man-made materials

Erosional

28 Examples of hard engineering strategies: groynes, sea wall, rock armour

29 Soft engineering

• Less expensive

• Made from more natural materials

30 Examples of soft engineering: Dune creation, Beach nourishment, Managed retreat

31 Mappleton - village on the Holderness Coastline needs protecting due to approximately 2m of erosion per year

32 £2 million was spent on two rock groynes and rock

Advantages: B1242 road has been protected → people can still travel

of the village

50 properties on the cliffs tops been saved from collapsing into the sea

33

Disadvantages: Further south the rate of erosion has increased significantly

Outcomes Focused, Child Centred

GEOGRAPHY 143

KS4 KRS 8 - Geography: Physical Landscapes in the UK: Coasts

26

27

29

32

Outcomes Focused, Child Centred

1 What is an economic opportunity?

10 Causes What are the three causes of urbanisation?

Challenges need to be managed:

2 Define the term megacity

11 Trends How many people lived in urban areas in HICs and LICs in 2020? Rio de Janeiro – Location and growth:

19

3 What is the multiplier effect?

12 Location Describe the location of Rio using CLOCC

Challenges Solutions List 5 challenges of urban growth in Rio

Explain how these 5 challenges are being managed

Improving the quality of life:

4 What is sanitation?

13 Growth Give three reasons for the rapid growth of RIo Rio de Janeiro – Importance of the city:

20 Problems in the favelas

5 What is a squatter settlement?

14 Local Explain why Rio is important to the local area

15 Regional Explain why Rio is important to the region

6 What is a favela?

16 Global Explain why Rio is important to the rest of the world

21 Favela Bairro Project

Where are most houses built?

What are crime rates like in the favelas?

What is sanitation like in the favelas?

What has happened to hillside houses?

How is crime being dealt with?

7 What is urbanisation?

How many hospitals are in Rio?

How is poor sanitation being managed?

8 What is a push factor? Give an example

How many schools are there in Rio?

17 Social

9 What is a pull factor? Give an example

What percentage of the population have access to water supply and the power grid?

18 Economic What is the impact of the economic opportunities in Rio?

22

Problems with the Favela Bairro Project

Why has the removal of houses created a problem elsewhere?

What are the issues with the Pacifying Police Unit?

What economic problems has the project faced?

10 - GEOGRAPHY: Urban Issues and Challenges - Newcastle

GEOGRAPHY: Urban Issues and Challenges - Newcastle

1 What is a brownfield site?

2 What is dereliction?

3 What is deindustrialisation?

13 Describe the global population distribution

14 Which area of the UK is densely populated?

15 What type of migration is happening

Challenges in Newcastle:

24 What has caused unemployment in Newcastle?

25 List three ways inequalities that exist within Newcastle

26 Where are deindustrialised sites found in Newcastle?

16 In which region is Newcastle located?

4 What is gentrification?

5 What is a greenfield site?

6 What is an integrated transport system?

7 What is the rural-urban fringe?

8 What is social deprivation?

9 What is sustainable urban living? 10 What is urban greening?

11 What is urban regeneration?

12 What is an urban sprawl?

17

Why does Newcastle position on the River Tyne make it regionally important?

List two attractions that make Newcastle regionally important

What is Newcastle the ‘largest contributor’ towards?

27 Name an example of urban sprawl in Newcastle

Newcastle-Gateshead Quayside regeneration:

18

What educational institutions are found in Newcastle?

How are people from across the world able to access Newcastle?

28

Which organisation was responsible for the scheme?

List two facts about the regeneration project in Newcastle

19

Key Vocabulary: Urban change in the UK: Newcastle - Location and importance: Opportunities in Newcastle:

Where does global scientific research take place in Newcastle?

29

30

List three positives of the regeneration project in Newcastle

List two negatives of the regeneration project in Newcastle

Urban areas are becoming more sustainable:

20 Give an example of Newcastle’s cultural mix

21 Give an example of an integrated transport system in Newcastle

22 Which running event takes place in Newcastle? Which sports club is based in Newcastle?

23 What is Newcastle’s employment rate?

31 Explain how changing energy sources is making urban areas more sustainable

32 Explain how urban greening is making urban areas more sustainable

33 Explain how adding more bus lanes is making urban areas more sustainable

Outcomes Focused, Child Centred

KS4 KRS 11 - Geography: The Changing Economic World (1:3)

KS4 KRS 12 - Geography: The Changing Economic World (2:3)

Shell in Nigeria:

24 Positives

• Companies provide employment

• Local businesses benefit as factories buy their resources

25 Negatives

• Local workers often low paid

• W orking condition are often poor

• Much of profit goes back to HICs

26 Health clinics for pregnant women

2.7%

27 Provide scholarships to young people

Does Nigeria still need aid?

28

29 Net for Life is a charity which provides

→ education on how to prevent malaria

→ gives out anti-mosquito nets

30 2014 the World Bank gave US $500million

→ fund development projects

→ give grants to businesses

Evaluating development in Nigeria:

31 2008/2009 large oil spills devastated town of Bodo

32

KS4 KRS 12 - Geography: The Changing Economic World (2:3)

1 Define ‘Employment structure’

2 What is meant by ‘globalisation’?

3 What is ‘industrialisation’?

4 What is ‘manufacturing’?

5 Define ‘national’

6 What is the ‘quaternary sector’?

7 What is the ‘tertiary sector’?

Is Nigeria developed?

12 What is Nigeria’s GNI per capita?

13 What is the birth rate in Nigeria?

14 What is the life expectancy in Nigeria?

15 What percentage of people live in poverty in Nigeria?

Shell in Nigeria: Nigeria – Characteristics:

12 Describe the location of Nigeria

13 Describe the climate of North and South Nigeria

14 What percentage of people in Nigeria work in agriculture?

15 What is the economy in Nigeria like compared to the rest of Africa?

16 What % of oil worldwide comes from Nigeria?

17

Key Vocabulary: Global development is uneven:

18

Which country is Nigeria’s biggest buyer of oil? Why did this change recently?

Why has the demand for agricultural produce declined in Nigeria? Who buys most of Nigeria’s cotton?

19 What is Nigeria a part of?

Nigeria’s changing industrial structure:

20 How has Nigeria’s primary industry changed since 1990s?

21 How has the secondary industry changed in Nigeria?

22

How has the tertiary industry changed in Nigeria? Give two examples.

23 What % of Nigeria’s GDP comes from manufactured goods?

24 Give three advantages of TNCs

25 Give three disadvantages of TNCs

26 How do Shell help young women?

27 How do Shell help young people?

Does Nigeria still need aid?

28 Why does Nigeria still require aid?

29 How do Nets For Life help Nigeria to develop?

30

How much money did the World Bank give to Nigeria in 2014 and for what purpose?

Evaluating development in Nigeria:

31 What happened in Bodo in 2008/09?

32 How does industrialisation in Nigeria cause water pollution?

33 How has life expectancy changed in Nigeria?

34

How has percentage of people with access to safe water changed?

Outcomes Focused, Child Centred

13 - Geography: The Changing Economic World - UK (3:3)

KS4

13 - Geography: The Changing Economic World - UK (3:3)

Key Vocabulary:

1

UK Economic Change:

Rural Change in the UK:

2

6

3

5

4

Improving

- Geography: Resource Management

Water in the UK:

Exploitation of resources

Key Vocabulary:

1 What is ‘agribusiness’?

Food in the UK:

11 How and why has the demand for food changed in the UK?

Water in the UK:

23

Why is there a changing demand for water in the UK?

2 What is a ‘carbon footprint’?

3 What is the energy mix of a country’?

4 What does ‘export’ mean?

5 What are ‘food miles’?

12 What are the positive impacts of this change in demand for LICs?

13 What are the negative impacts of this change in demand for LICs?

14 What is organic food and how has it’s demand changed?

15 Why is there a larger carbon footprint related to changing demand for food?

24 How is water quality is managed?

25 What are the key pollutants of water?

26 Does the highest population of the UK have the biggest water supply?

27 What % of Southern England relies on groundwater?

6 What does ‘import’ mean?

16 In response to this larger carbon footprint, what is there now a push for?

28

7 What does ‘malnourishment’ mean?

17 What is the main aim of agribusiness and what are the impacts of it?

29

8 What does ‘organic produce’ mean?

Energy in the UK:

18 How has the UK’s energy mix changed?

Exploitation of resources

9 What is resource management’?

19 What is the UK now investing in?

20 What is now happening to oil reserves?

21 What has caused the decrease in fossil fuel use?

10 What does ‘undernourishment’ mean?

22 Why is less energy being used in the UK?

Outcomes Focused, Child Centred

KS4 KRS 15 - Geography: Managing Water

Impacts of Water Insecurity:

Key

Impacts of Water Insecurity:

China Large Scale Water Transfer Scheme:

31 How many people in the North now have a reliable supply?

32 W hat did the scheme provide water for?

33 How many people were displaced?

34 What may happen to the South of the country?

Managing Water Supply: Sustainable Future:

35 How can water conservation help support a sustainable future?

36 How can groundwater management help support a sustainable future?

37 How can recycling help support a sustainable future?

38 How can grey water help support a sustainable future?

Kitui, Kenya Sustainable Water Scheme:

Factors Affecting Water

39 Where is the project and what is it called?

40 How much does it cost to construct a dam?

41 Where does the water from the dams come from?

42 What type of technology is used?

43 What can the water be used for?

44 Why do women and children have more time?

45 Children in rural areas can go to school What can children do with the time?

KRS1 - Health and Social Care: Component 1 A1 - Human growth and development across life stages

1 Life Stages Are distinct phases of life that each person passes through

2 Growth Describes increased body size such as height and weight

3 Development Involves gaining new skills and abilities

4 Physical development Describes growth patterns and changes in mobility of the large and small muscles in the body

5 Intellectual development Describes how people develop their thinking skills, memory and language

6 Emotional development Describes how people develop their identity and cope with feelings

12 Infancy 0-2 years

● physical: rapid growth of weight and height, development of gross and fine motor skills

● intellectual: rapid development of language and thinking skills such as memory/recall

● emotional: attachments are formed, emotional wellbeing is based on bonding/attachment, security and contentment

● social: strong dependence on adults/carers, socialisation through family

13 Early childhood 3-8 years

● physical: continued growth of weight and height, mastery of gross and fine motor skills

● intellectual: increased curiosity, language fluency develops, strong grasp of memory/recall

● emotional: increased independence, wider range of relationships are formed, emotional wellbeing is based on attachment, security and contentment

● social: social circle widens and close friendships are formed, socialisation continues through family and also friends/carers, social play develops

14 Adolescence 9-18 years

● physical: onset of puberty, differences between males and females, primary and secondary sexual characteristics

● intellectual: complex and abstract thinking develops

● emotional: independence increases, more freedom to make own decisions, concerns over self-image and self-esteem may increase

● social: wide range of formal/informal relationships develop and have influence, intimate relationships are formed

15 Early adulthood 1945 years

● physical: peak physical fitness, full height reached, sexual maturity reached, women at their most fertile

● intellectual: mastery of abstract and creative thinking, careers become important, may return to education

● emotional: independent living and control over own lives, emotional wellbeing is based on attachment, security and contentment

● social: intimate and long-lasting relationships are formed

16 Middle adulthood 46-65 years

● physical: at the end of this life stage the ageing process begins, menopause occurs for women

● intellectual: can use knowledge and experience for complex decision making, may retire

● emotional: may experience changes in self-image and self-esteem linked to retirement or ageing process,

● social: may have more time to socialise

17 Later adulthood 65 years +

● physical: ageing process continues, decline in strength and fitness, loss of mobility, loss of muscle tone and skin elasticity

● intellectual: may experience decline in cognitive ability such as loss of memory/recall

● emotional: may start to become more dependent on others, emotional wellbeing is based on attachment, security and contentment

● social: may experience bereavement and reduction of social circle.

AND SOCIAL CARE

1 What are Life stages?

2

3

4 What is physical development?

5 What is intellectual development?

6 What is emotional development?

7

8

9

11

0-2 years

12 Infancy Infancy 0-2 years

Artists Research: What to include

Key Content

• Title - Must be clear and neat.

What are the expected key characteristics during infancy?

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials.

12 Infancy 0-2 years

Early childhood 3-8 years

Artists Research: What to include

• Title - Must be clear and neat.

What are the expected key characteristics during early childhood?

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials.

12 Infancy 0-2 years

Adolescence 9-18 years

Artists Research: What to include

• Title - Must be clear and neat.

What are the expected key characteristics during adolescence ?

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials.

12 Infancy 0-2 years

Early adulthood 19-45 years

Artists Research: What to include

• Title - Must be clear and neat.

What are the expected key characteristics during early adulthood?

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials.

Middle adulthood 46-65 years

Infancy 0-2 years

Artists Research: What to include

• Title - Must be clear and neat.

What are the expected key characteristics during middle adulthood?

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials.

12 Infancy 0-2 years

Later adulthood 65 years +

Artists Research: What to include

• Title - Must be clear and neat.

What are the expected key characteristics during later adulthood?

• Visuals- Must be un-pixilated and clear.

• Artists information- Information about the style, techniques and materials.

KS4 KRS2 - Health and Social Care: Component 1 A2 - Factors affecting growth and development

Key Content: Factors affecting human growth and development

Key Vocabulary

1 Factors Circumstances that influence the way people develop. These factors may relate to a person’s physical/personal make-up, social and cultural experiences and economic situation.

2 Physical Relates to the body and its ability to function

3 Lifestyle Involves the choices made that affect health and development such as diet

4 Emotional Relates to how a person feels

5 Social Relates to relationships and inclusion/exclusion from society/communities.

6 Culture The ideas, customs and behaviour of a particular people or society.

7 Environmenta l Relates to a person's location, surroundings or condition of where a person lives.

8 Economic Involves a person’s income and wealth. Including material possessions.

9 Genetic inheritance The genes inherited by a person’s biological parents

10 Gender roles and expectations

They are how society expects a person to act, dress and think based on their biological sex

11 Role Model Someone a person admires and strives to be liked

12 Material possessions Things owned by a person such as a car

13

Physical factors

These include:

● inherited conditions

● illness and disease

● mental ill health

● physical ill health

● disabilities

● sensory impairments

15

Emotional factors

14

Lifestyle factors

These include:

● Nutrition

● physical activity

● smoking

● alcohol

● substance misuse

16 Social factors

This includes:

● supportive and unsupportive relationships

● social inclusion / exclusion

● bullying

● discrimination

18

Environmental factors

This involves housing needs, condition and location, home environment and pollution

17

These include:

● fear

● anxiety

● sadness

● grief/bereavement

● contentment

● security

Cultural factors

This includes:

● religion

● gender roles and expectations

● gender identity

● sexual orientation

● community participation

● race

19

Economic factors

This includes a person's employment situation and financial resources such as income, inheritance and savings

KS4 KRS2 - Health and Social Care: Component 1 A2 - Factors affecting growth and development

KRS 3 - Health and Social Care: Component 1 B1 - Different Types of Life Events

1 Life Events Are expected or unexpected events that can affect development

2 Expected Is a belief that something is likely to happen

3 Unexpected Is not thought of as likely to happen

4 Physical Event Make changes to your body, physical health or mobility

5 Relationship Change Impact on formal and intimate relationships

6 Life circumstances Impacts on day-to-day life and the choices you make

10 Marriage, civil partnership, long term relationship A legal relationship which can be registered by two people. A longterm relationship is a relationship lasting more than one year 1

KS4 KRS 3 - Health and Social Care: Component 1 B1 - Different Types of Life Events

Key Vocabulary

1 What are life events?

Key

2 What are expected life events?

3 What are unexpected life events?

4 What are physical events?

5 What are relationship changes?

8

6 What are life circumstances?

Key

AND SOCIAL CARE

KS4 KRS 4 - Health and Social Care: Component 1 B2 - Coping with change caused by life events

Key Vocabulary: The character traits that influence how individuals cope:

1 Resilience

The ability to tolerate or to recover quickly from difficulties

2 Self-esteem How we feel/how much we value ourselves

3 Emotional intelligence

4 Disposition

The ability to manage both your own emotions and understand the emotions of people around you

The positive or negative way in which a person views the world.

Key Content: The sources of support that can help individuals adapt:

5 Informal Support Support from friends, family, neighbours and partners. It is usually the first source of support that a person will receive or use and given by someone who is not necessarily paid/trained to give advice/support.

6 Professional care services This is support that is given by trained professionals. They have the skills, experience and knowledge needed to provide specific support based on a persons needs. E.g. Doctors/nurses, counsellors, teachers, social workers, carer

7 Voluntary support Voluntary organisations are groups with the purpose of helping people instead of making money, usually run by volunteers. Example - Home-Start, Family Lives

8 Multi agency working This source of support is when professionals from more than one service work together to help the individual. E.g. teachers from education service working with social workers from social services.

9 Multi disciplinary working

This is when healthcare professionals from the same service but with different roles all come together to provide support to an individual rather than working separately. E.g. a GP and a health visitor are both from the Health care service.

10 Community Groups Community Groups are usually organised by volunteers in the local area. The allow people who have experienced a similar life event to come together and support each other. Example -Barwick Widowed/Divorced Social Group, Greenlinks

11 Faith Based organisations Groups formed by people with the same religious beliefs. Supporting people within their faith and the wider community. Example – A way out

The type of support that can help individuals adapt:

12 Emotional Support

A person being caring, reassuring or simply listening to someone's worries. Some people may need emotional support from professionals such as counsellors if it was a particular difficult life event.

13 Information, advice, endorsed apps

When a person receives useful information and advice. This could be informal advice from family/friends or information from professionals. It could also be through apps recommended by professional services.

14 Practical help Practical Help - When a person gets assistance with something that they struggle with on their own. This could include financial help, support with childcare, chores and transport.

KS4 KRS 4 - Health and Social Care: Component 1 B2 - Coping with change caused by life events

Key Vocabulary: The character traits that influence how individuals cope:

1 What is resilience?

2 What is self esteem?

3 What is emotional intelligence?

4 What is disposition?

Key Content: The sources of support that can help individuals adapt:

5 Informal Support What is informal support?

6 Professional care services What are professional care services?

The type of support that can help individuals adapt:

12 Emotional Support What is emotional support?

7 Voluntary support What is voluntary support?

8 Multi agency working What is multi-agency working?

9 Multi disciplinary working

What is multi-disciplinary working?

10 Community Groups What are community groups?

13 Information, advice, endorsed apps

What is information, advice and endorsed apps?

14 Practical help What is practical help?

11 Faith Based organisations What are faith based organisations?

5 - Health and Social Care: Component 2 A1 - Healthcare Services

Key Content: Healthcare Services

1 Healthcare services

• Primary care

• Secondary care

• Tertiary care

• Allied health professionals

2 Primary care A person’s first contact in the healthcare system when they need care. E.g. GP surgeries, dental care, out-of-hours services, A&E departments.

3 Primary care explained Primary healthcare services have a broad knowledge of different health problems. They can provide advice and treatment themselves or may refer patients to specialists.

4 Secondary care Provide specialist medical care. People are usually referred to secondary care services by primary care workers. E.g. rheumatology, respirator medicine, cardiology

5 Secondary care explained Secondary care workers have in-depth knowledge in a specific medical area and can give patients more specific information and treatments than primary care workers.

6 Tertiary care Tertiary care are experts in a specific medical area and can provide complex treatments.

7 Tertiary care explained Tertiary care are experts in a specific medical area and can provide complex treatments.

8 Allied health professionals Help people recover from or adapt to injuries and health conditions.

9 Allied health professionals examples

Physiotherapists, speech and language therapists, occupational therapists, dieticians

10 Multidisciplinary team working When different healthcare services work together. For example, this could include referrals between healthcare services (e.g. a GP referring a patient with arthritis to a rheumatologist for specialist care).

5 - Health and Social Care: Component 2 A1 - Healthcare Services

Key Content: Healthcare Services

1 Healthcare services List the four healthcare services

6 Tertiary Care What is tertiary care?

2 Primary care What is primary care?

7 Tertiary care explained What does tertiary care provide?

3 Primary care explained What does primary care provide?

8 Allied health professionals What are allied health professions?.

4 Secondary care What is secondary care?

9 Allied health professionals examples

Provide example of allied health professionals

10 Multidisciplinary team working What is multidisciplinary team working?

5 Secondary care explained What does secondary care provide?

Health and Social Care: Component 2 A1 - Healthcare Services

Key Content: Health Conditions

1 Cardiovascular Conditions Coronary heart disease

Cerebral vascular accident

2 Coronary Heart Disease When arteries that supply blood to the heart get blocked by layers of fatty material building up. Arteries then become narrow so blood flow is reduced and less oxygen can get to the heart – causing a heart attack.

3 Cerebral Vascular Accident

Also known as a stroke. This happens when the blood supply to part of the brain is cut off. Without the oxygen and nutrients provided by the blood, brain cells begin to die. This can lead to brain damage, disability and other lifethreatening complications.

4 Type 2 Diabetes When the body’s cells don’t respond properly to insulin (a hormone that reduces blood glucose levels). This can cause blood sugar to rise to dangerous levels.

5 Dementia A syndrome that causes a gradual decrease in brain function. It can cause problems with thinking, memory, communication and mobility.

6 Obesity When a person become very overweight with a lot of body fat. It can cause a lot of other conditions such as Type 2 Diabetes, Coronary Heart Disease and some cancers.

7 Arthritis Causes joints to swell which can lead to joint pain and stiffness. Symptoms usually worsen with age.

8 Respiratory conditions Asthma

Chronic Obstructive Pulmonary Disease (COPD)

9 Asthma Asthma is a condition where the airways become narrow and swollen which can make it difficult to breathe, Common symptoms include coughing, wheezing, chest tightness and breathlessness.

10 Chronic Obstructive Pulmonary Disease (COPD)

A group of conditions that cause breathing difficulties. The most common conditions are emphysema (damage to air sacs in lungs) and chronic bronchitis (inflammation of the airways)

Key Content: Healthcare Services for Health Conditions

12 Coronary Heart Disease –healthcare services

13 Cerebral Vascular Accident – healthcare services

Primary care – GPs may prescribe medicines (e.g. statins).

Secondary care – a cardiologist may need to insert a stent

Tertiary care – heart bypass surgery or a heart transplant

Primary care – doctors may prescribe medicine to prevent blood clots, reduce blood pressure, reduce cholesterol

Tertiary care – a neurosurgeon may be needed to perform surgery to remove blood clots/reduce brain swelling

Allied health professionals – physiotherapists, occupational therapists, speech and language therapists

14 Type 2 Diabetes –healthcare services

15 Dementia –healthcare services

16 Obesity –healthcare services

Primary care – GPs can prescribe medicine to lower blood glucose

Secondary care – a diabetes nurse will explain how to take the medicine and give advice on lifestyle changes

Primary care – a GP may prescribe medicine to reduce symptoms

Allied Health professionals – occupational therapists, physiotherapists

Primary care – GPs may recommend medicine to reduce the amount of fat absorbed during digestion

Secondary care – Psychologists can help an individual understand why they overeat and to cope with craving and overeating triggers

17 Arthritis –healthcare services

18 Asthma –healthcare services

Primary care – GPs prescribe medicine for symptoms

Secondary care – may need joint replacement surgery

Allied health professionals – physiotherapists, occupational therapists

Primary care – GPs will prescribe medicine (e.g. inhalers)

Secondary care – asthma nurses will create an action plan with a patient which explains the dose of medicine, how often it should be taken and what to do if symptoms get worse.

19 Chronic Obstructive Pulmonary Disease (COPD) –healthcare services

20 Sensory impairment –healthcare services

Primary care – GPs will prescribe medicines and inhalers

Tertiary care – surgeons may perform lung surgery or a lung transplant

Allied health professionals – physiotherapists or dieticians provide pulmonary rehabilitation (a specific programme of exercise and education

Primary care – optometrists will prescribe vision aid (glasses)

Secondary – Hearing specialist (audiologist) will fit hearing aids

Allied health professionals – occupational therapists

11 Additional Needs Sensory impairment

Physical impairment

Learning disability

21 Physical impairment –healthcare services

22 Learning disability – healthcare services

Primary care – GPs can prescribe medicine for pain

Allied health professionals – physiotherapists help people improve their mobility.

Primary care – GPs do annual health checks

Allied health professionals – speech and language therapists can help people improve their communication skills.

HEALTH AND SOCIAL CARE

KRS 6 - Health and Social Care: Component 2 A1 - Healthcare Services

7 - Health and Social Care: Component 2 A2 – Social Care Services

Key Content: Social Care Services

1 Social care Help with day-to-day living because of illness, vulnerability or disability.

2 Foster care

• Foster carers provide a family environment in their own home

• Give children and young people a safe and stable place to live when they can’t stay with their own families

• Some individual may only need to stay in foster care temporarily

• Foster carers are responsible for supporting all aspects of the growth and development of the child they are taking care of

Key Content:

12

3 Residential care

• Provides care for children and young people who can’t live at home with their own family

• Provides a safe place for people to stay rather than living in their own home (older adults)

• It is helpful for adults and children who have specific needs that make it difficult for them to manage everyday tasks

• Care is provided by teams of professional staff who work in shifts

• Staff are available 24 hours a day and they are trained to work with individuals who have specific needs.

13

4 Youth work

• A service for young people aged 11-25.

• It can be based in a variety of community settings including youth centres, schools, colleges and places of worship

• Youth workers organise activities that support young people with their personal and social development.

14

5 Respite care

• Family members often act as the main caregivers for relatives with specific needs. This can be tiring and they often require time for themselves.

• Respite care provides trained carers, which allows the usual caregiver to take a break.

• Respite care is short-term, ranging from a few hours a week to an extended period including overnight stays.

•It can take place in a person’s own home, day centres or at residential care homes.

6 Domiciliary care

• Helps people with daily tasks and personal care in their own home.

• People will have a trained carer visit their home to help them with personal care, laundry, medication etc.

• Carers may visit once a week, to several visits a day. Some carers may even stay overnight.

7 Additional care

• Informal care

• Voluntary care

8 Informal care

• Given by partners, friends, relatives and neighbours

• Informal carers help people with household tasks and personal care

• They can also offer emotional support and companionship.

9 Voluntary care

• Given by community groups, faith-based organisations and charities

• For example, Age UK

Care Services

Key Content: Social Care Services

1 Social care What is social care?.

2 Foster care What is foster care?

3 Residential care What is residential care?

Key Content: Services for Groups of Individuals

12

4 Youth work What is youth work?

13

5 Respite care What is respite care?

6 Domiciliary care What is domiciliary care?

7 Additional care List the two forms of additional care that all individuals may receive

14

8 Informal care What is informal care?.

9 Voluntary care What is voluntary care?

Health and Social Care: Component 2 A3 – Barriers to accessing services B1 B2 B3 – Understand the skills, attributes and values required to give care

Key Content: Barriers

1 Physical barriers

2 Sensory barriers

• An individual may have issues getting into and around the facilities

• Ways to overcome physical barriers: ramps, wider doorways, accessible toilets/rooms, stair lifts, hoists

• Hearing and visual difficulties can make it difficult for a person to get to a service

• Ways to overcome sensory barriers: hearing loops, British Sign Language (BSL) interpreters, communication cards, large print leaflets, braille leaflets, staff collecting vulnerable service users from waiting areas

Key Content: Services for Groups of Individuals

8 Skills Problem solving, observation, dealing with difficult situations, organisation

9 Attributes An attribute is a characteristic of a person. Certain attributes are needed by a care professional: empathy, patience, trustworthiness, honesty

10 6cs Care, compassion, competence, communication courage, commitment

11 Care Receiving correct and consistent care

3 Social and cultural barriers

• People from different social and cultural backgrounds can have barriers due to lack of awareness, differing cultural beliefs, social stigma, fear of loss of independence.

• Ways to overcome social and cultural barriers: awareness campaigns, posters and leaflets, well women and well men clinics, choice of service provider (e.g. if a male or female is preferred), collaboration with community and faith groups

12 Compassion Empathy, respect and dignity

13 Competence Skills and knowledge to deliver effective care, based on research

14 Communication Involving individuals and/or carers and listening

15 Courage Doing the right thing and speaking up when concerns arise

16 Commitment To improve care and experience for individuals.

4 Barriers to people that speak English as an additional language/ speech impairments

5 Geographical barriers

• People who experience language as a barrier may find it difficult to communicate with health and social care workers.

• Ways to overcome language barriers: literature in other languages, face-to-face and telephone interpretation services, health and wellbeing group meetings for speakers of other languages, longer appointments, use of advocates, staff training and awareness of common speech and language difficulties

• People may have geographical barriers if they live far away from a service or if there are poor transport links.

• Ways to overcome geographical barriers: local community transport schemes for disabled or elderly service users, home/community visits, community clinics, telehealth schemes

Key Content: Obstacles individuals requiring care may face

17 Obstacle Something personal to an individual that blocks a person moving forward or when action is prevented or made difficult.

18 Potential Obstacles

• Emotional/psychological – lack of motivation, low self-esteem, acceptance of current state, anxiety, stress

• Time constraints – work and family commitments

• Availability of resources – financial, equipment, amenities

• Unachievable targets – unachievable for the individual or unrealistic timescale

• Lack of support – from family and friends

• Other factors specific to individual – ability/disability, health conditions, addiction.

6 Barriers for people with learning disabilities

• An individual with learning difficulties may not be able to access text.

• Ways to overcome intellectual barriers: use of Health Passports and All About Me documents, use of advocates, use of Learning Disability Nurses (LDNs) and support workers, ‘Quiet Clinics’, quiet waiting areas, longer appointment times, use of communication cards, adhering to The Accessible Information Standard and providing low text ‘easy read’ leaflets

7 Financial barriers

•Some people can’t afford to pay for the services they need (charging for services, cost of transport, loss of income while accessing services)

• Ways to overcome financial barriers: NHS exemption certificates, NHS Low Income Scheme, NHS vouchers for eye tests, glasses and lenses, NHS Healthcare Travel Costs Scheme (HTCS), charitable schemes such as community transport.

19 How skills, attributes and values benefit individuals when receiving care

Individuals will:

• Be supported to overcome their own personal obstacles

• Receive high quality care

• Receive person-centred care based on individual wishes

• Be treated with respect

• Not be discriminated against

• Be empowered and have independence

• Be involved in care decisions

• Be protected from harm

• Feel comfortable to raise complaints

• Have their dignity and privacy protected

• Have their confidentiality protected

• Have their rights promoted.

HEALTH AND SOCIAL CARE

Key Content: Barriers

1 Physical barriers

What are physical barriers? List ways to overcome physical barriers

Key Content: Services for Groups of Individuals

8 Skills List the four skills required by care professionals

9 Attributes What is an attribute? List the four attributes required by care professionals

10 6cs List the 6Cs

2 Sensory barriers What are sensory barriers? List ways to overcome sensory barriers

11 Care What is care?

12 Compassion What is compassion?

13 Competence What is competence?

14 Communication What is communication?

3 Social and cultural barriers

What are social and cultural barriers? List ways to overcome social and cultural barriers

15 Courage What is courage?

16 Commitment What is commitment?

Key Content: Obstacles individuals requiring care may face

17 Obstacle What is an obstacle?

4 Barriers to people that speak English as an additional language/ speech impairments

5 Geographical barriers

What are barriers to people that speak English as an additional language/have speech impairments? List ways to overcome these barriers

18 Potential Obstacles List potential obstacles that an individual may face when they require care

6 Barriers for people with learning disabilities

What are geographical barriers? List ways to overcome geographical barriers

What are barriers for people with learning disabilities? List ways to overcome these barriers

7 Financial barriers What are financial barriers? List ways to overcome financial barriers

19 How skills, attributes and values benefit individuals when receiving care

List how skills, attributes and values may benefit individuals when receiving care

KS4 KRS 8 - Health and Social Care: Component 2 A3 – Barriers to accessing services B1 B2 B3 – Understand the skills, attributes and values required to give care

and Social Care: Component 3 A1 - Factors affecting health and wellbeing

1 Health and wellbeing What is the definition of health and wellbeing?

2 Factors What are the 6 factors that affect health and wellbeing?

3 Inherited conditions What are the five physical inherited conditions?

4 Physical and mental ill health

What are three examples of physical or mental ill health?

5 Physical disability What is a physical disability?

Environmental factors

What are the three environmental factors?

Environmental factors What are the three types of pollution one may be exposed to?

6 Lifestyle factors What are the five lifestyle factors?

7 Social factors What are the four social factors?

8 Economic factors What are the two economic factors?

9 Cultural factors What are the five cultural factors?

Physical factors affects on growth and development

How can disabilities affect growth and development?

Social factor affects on growth and development

How can social factors affect growth and development?

Health and Social Care: Component 3 A1 - Factors affecting health and wellbeing

1 Health and wellbeing

A combination of physical health and social and emotional wellbeing, and not just the absence of disease or illness.

10 Environmental factors

• Housing needs, conditions and location

• Home environmental

• Exposure to pollution

2 Factors

• Physical

• Lifestyle

• Social

• Cultural

• Economic

• Environmental

3 Inherited conditions

4 Physical and mental ill health

• Sickle cell disease

• Cystic fibrosis

• Obesity - physical

• Type 2 diabetes - physical

• Anxiety - mental

• Stress - mental

5 Physical disabilities Physical disabilities limit a persons ability to move or control their body e.g. muscular dystrophy

6 Lifestyle factors

• Nutrition

• Physical activity

• Smoking

• Alcohol

• Substance misuse

Environmental factors

• Air

• Noise

• Light

7 Social factors

• Relationships with others e.g. family and friends

• Social inclusion and exclusion

• Bullying

• discrimination

Physical affects on growth and development

• Physical – reduce mobility, growth impact

• Intellectual – decreased concentration levels, difficulty to work

• Emotional – low self-esteem, lack independence

• Social – less friends, lack independence, less chance to socialise

8 Economic factors

• Employment situation

• Financial resources e.g. income, inheritance and savings

13

Social factor affects on growth and development

9 Cultural factors

• Religion

• Gender roles and expectations

• Gender identity

• Sexual orientation

• Community participation

• Physical – lack of appetite, physical harm

• Intellectual – decreased concentration levels, lower grades

• Emotional – low self-esteem, decrease selfimage

• Social – less friends, less chance to socialise

Health and Social Care: Component 3 B1 B2 - Interpreting

Health Indicators

1 Physiological Indicators Indicators may be physiological, such as: resting heart rate, heart rate recovery, blood pressure, BMI

2 Resting Heart Rate The number of heart contractions in a minute

3 Heart Rate Recovery The difference between the heart rate at the end of physical activity and one minute after

4 Blood Pressure Measures the pressure of blood as it circulates the body

5 BMI Indicates proportion of body fat using measurements of height and weight

6 Systolic Pressure The maximum pressure in the blood vessels as the heart ejects blood

7 Diastolic Pressure The minimum pressure in the blood vessels when the heart relaxes between beats

8 Heart Disease The heart working much harder to pump blood around the body - chronic condition

9 Kidney Disease The pressure in the arteries causes weakness, so not enough blood can get to the kidneys

10 Stroke Increases pressure causes blood vessels to weaken, if one bursts in the brain it will bleed into surround tissue. Blood supply may also be blocked to the brain.

11 Vascular Dementia Narrowing of the arteries in the brain can mean a lack of oxygen to cells, so they begin to die

12

Factors that affect Resting Pulse Rates:

• Gender – Men often have a lower RPR than women

• Age – Babies and children usually have a higher RPR than adults

• Size – Overweight people have a higher RPR than lean people

• Level of Physical Activity – Fitter people often have a lower RPR than less active people

13

Possible causes of high blood pressure:

• Lifestyle – Use of drugs, smoking, alcohol

• Nutrition – Unhealthy diet

• Genetics – Being predisposed to high blood pressure

• Lack of physical activity leading to obesity

14

A balanced diet includes:

• Fruit and vegetables

• Starchy foods

• Protein

• Dairy

• Unsaturated oils, fats and spreads

15

Benefits of Physical Activity:

• 40% less chance of developing type 2 diabetes

• 35% less chance of cardiovascular disease

• 30% less chance of depression

• 25% less chance of cancer

16

BMI Limitations:

BMI does not take into account waist size, muscle mass, bone density, age, sex

10 - Health and Social Care: Component 3 B1 B2 - Interpreting

Health Indicators

11 - Health and Social Care: Component 3 C1 - Person-Centred Approach

1 Person centred approach Working in a way that places the individual at the centre of all care decisions.

2 Needs The physical, intellectual, emotional and social needs of an individual.

3 Wishes The preferences and choices of an individual.

4 Circumstances The age, ability, location, living conditions, support and health of an individual.

6 Importance of a person centred approach

• Makes them more comfortable

• Greater confidence

5 Principles of personcentred approach

• Individuals should be treated with dignity, compassion and respect

• Services and professionals should coordinate with each other

• Individuals should receive personalised care, support & treatment

• Individuals should be helped to develop their abilities so they can live independently.

• Ensures personal needs are met

• Increases support available

• Improves independence

• More likely to follow recommendations

• Greater motivation to make positive behaviour changes

• Feeling happier and more positive

7 Benefits for Health & Social Care Workers

• Improves job satisfaction

• Saves time

• Saves money

• Reduces complaints

11 - Health and Social Care: Component 3 C1 - Person-Centred Approach

1 Person centred approach What is the person-centred approach?

2 Needs What are needs of an individual?

3 Wishes What are wishes of an individual?

4 Circumstances What are circumstances of an individual?

5 Principles of personcentred approach List four principles of the person -centred approach

7 Benefits for Health & Social Care Workers

Why is the person-centred approach important?

• What are the benefits of a person -centred approach for health and social care wrokers?

Health and Social Care: Component 3 C2 - Recommendations &

Actions to Improve Health & Well-Being C3 - Barriers & Obstacles to Following Recommendations

1 Recommendations A suggestion or proposal as to the best course of action.

2 Resting Heart Rate The number of times your heart beats per minute when you are at rest.

3 Recovery Rate The time period between the end of exercise and the heart rate returning to a resting rate (see above)

4 Consumption The action of using up a resource

5 Substance misuse When you continue to take substances which change the way you feel and think, such as alcohol, cigarettes, drugs or food.

6 Barriers Something that prevents an individual accessing a service.

7 Obstacles Something personal to an individual that stops them moving forward or when action is prevented or made difficult.

8 Formal Support Includes the services provided by professional, trained employees, typically paid for their work,

9 Informal Support Includes the support provided by a social network and community, friends/family

10 Sensory disability Affects one or more of the senses: sight, hearing, smell, touch, taste or spatial awareness.

11 Psychological Affecting, or arising in the mind; related to the mental and emotional state of a person

12

Established recommendations for helping to improve health and wellbeing:

oImproving resting heart rate and recovery rate after exercise

oImproving blood pressure

oMaintaining a healthy weight

oEating a balanced diet

oGetting enough physical activity

o Quitting smoking

oSensible alcohol consumption

o Stopping substance misuse.

13

Support available when following recommendations to improve health and wellbeing:

o Formal support from professionals, trained volunteers, support groups and charities

o Informal support from friends, family, neighbours, community and work colleagues.

14

Potential barriers as appropriate to the individual and the recommendation:

o Physical barriers

oBarriers to people with sensory disability

oBarriers to people with different s ocial and cultural backgrounds

oBarriers to people that speak English as an additional language or those who have language or speech impairments

o Geographical barriers

oResource barriers for service provider

o Financial barriers.

15

Potential obstacles as appropriate to the individual and the recommendation:

oEmotional/psychological

oTime constraints

oAvailability of resources

oUnachievable targets

oLack of support.

Actions to Improve Health & Well-Being C3 - Barriers & Obstacles to Following Recommendations

KS4 KRS 1 - History: America 1920-1973: American People and the ‘Boom’

Key Vocabulary:

1 Republican The political party in charge in the 1920s: their policies included laissez-faire , low taxes, high tariffs, little government help

2 Isolationism

Why was there a ‘Boom’?:

10 Government policies 11 Business actions 12 Cycle of prosperity

1. high tariffs on foreign goods

2. low taxes

3. Laissez-faire

America avoided getting involved in European affairs after the First World War

3 Tariff

A tax on foreign goods

4 Laissez-faire

‘Leave it alone’

5 Economic boom When the vast majority of businesses are doing well, sales are high, wages increase and unemployment is low

6 Mass production Producing lots of the same product cheaply and quickly

7 Consumer goods Goods that people buy, such as vacuum cleaners, radios and telephones

8 Hire purchase ‘Buy now, pay later’

9 Stock Market Where ‘shares’ in companies are bought and sold

• Hire purchase encouraged poorer people to buy products

• Mass production made products cheaper

The Impact of the ‘Boom’: Inequalities in Wealth’:

13 26 million cars on the road by 1929

1 car made every 10 seconds through mass production

14 20 million telephones purchased by 1929

15 10 million radios purchased by 1929

Social and cultural developments:

16 Countryside

• The government encouraged people to spend money.

• This created demand for products.

• This created jobs which gave more people money to spend.

• This created more demand.

• New machinery meant more food was made, but there was less demand after WW1

• 600,000 farmers lost their farms in 1924

17 Traditional Industries

• Coal mines closed as gas and electricity became more popular

• The cotton and wool industry suffered due to popularity of man-made fibres such as rayon

18 African Americans

• Many worked on farms as labourers They were hard hit as they were already desperately poor.

19 Jazz 20 Cinema 21 Sport 22 Women

• African-American jazz musicians such as Louis Armstrong and Duke Ellington became popular

• Weekly audiences grew to 100 million in 1930.

• Charlie Chaplin and Clara Bow became household names.

• The Jazz Singer (1927) was the first ‘talkie’.

• Sportspeople such as Babe Ruth (baseball) and Bobby Jones (golf) became celebrities.

• Flappers were mainly middle- and upperclass women from the Northern states, who went out dancing

• Divorce rate doubled in the 1920s

1 - History: America 1920-1973: American People and the ‘Boom’

Key Vocabulary:

Why was there a ‘Boom’?:

10 Government policies 11 Business actions 12 Cycle of prosperity

How did the Republicans try to encourage Americans to buy American products?

How did the policy of laissez-faire help the economy?

How did hire purchase help to create a boom?

How did mass production help to create a boom?

The Impact of the ‘Boom’: Inequalities in Wealth’:

13 How many cars were on America’s roads by 1929?

How often were cars produced?

14 How many telephones were purchased by 1929?

15 How many radios were purchased by 1929?

Social and cultural developments:

Describe the cycle of prosperity.

16 Countryside Why was there poverty in the countryside in the 1920s?

How many farmers lost their farms in 1924?

17 Traditional Industries Why did coal mines close?

Why did the cotton and wool industry suffer?

18 African Americans Why did African-Americans suffer in the 1920s?

19 Jazz 20 Cinema 21 Sport 22 Women

Where was jazz music popular?

Name two jazz musicians.

How much did weekly audiences grow to in 1930?

Name two household names in the 1920s.

What was the name of the first ‘talkie’?

Name 2 famous sportspeople

What background did most flappers come from?

- History: America 1920-1973: Divided Society in 1920 America

Key Vocabulary:

1 Prohibition The nationwide ban on the production, transportation and sale of alcohol (1920 -1933)

2 Prohibition Agents Police agents tasked with enforcing the ban on alcohol

3 Speakeasies Illegal bars, there were over 200,000 speakeasies in America during Prohibition

4 Bootlegging Smuggling alcohol in by sea or over the border

The experiences of immigrants:

11 1917 Literacy Act 12 1921 Immigration Quota Act 13 1924 National Origins Act

Immigrants over 16 had to read a 40 word sentence to enter the USA.

Only 350,000 immigrants allowed in enter each year.

Prohibition and its impact on society:

14 Prohibition Agents

• First only 1,500 Prohibition Agents, to enforce the law.

• This doubled to 3,000, but was still not enough.

• The USA has 18,600 miles of coastline and land border to patrol.

Only 150,000 immigrants allowed in each year, reducing Eastern European and Asian immigration.

Racial tension - Ku Klux Klan:

18 By 1925, KKK membership had reached around 5 million

5 Moonshine A home-made spirit

15 Organised Crime

• Criminal gangs ran speakeasies and sold moonshine.

19 Mostly poor white people, from rural areas of Southern and Western states.

6 Immigrant A person who comes to live permanently in the country from a foreign country

7 Sacco and Vanzetti Two Italian immigrants who were wrongly executed in 1927

8 Segregate To keep separate

16 Al Capone

• The gangs avoided arrest and prosecution because they bribed the police officers, Agents and judges.

• One of the best-known ‘gangsters’ who operated in Chicago during Prohibition

• Al Capone made $2 million a week

20 They saw themselves as ‘defenders’ of the Protestant faith, against AfricanAmericans, Jewish people, Catholics and immigrants.

9 Red Scare The widespread fear of a potential rise in communism (“Reds”) in America – the first ‘Red Scare’ followed the Russian Revolution of 1917

10 Palmer Raids The raids ordered by Alexander Mitchell Palmer in which 6,000 suspected communists were arrested across 33 cities

17 Impact on Society

• By 1933 it was clear Prohibition was not working (In New York there were more Speakeasies than bars).

• Prohibition made America a more violent place (gangsters)

• In 1933 President Roosevelt repealed the Prohibition act

21 Dressed in white hoods and carrying US flags, they intimidated through whipping, branding with acid, kidnapping, castration and lynching

2 - History: America 1920-1973: Divided Society in 1920 America

Key Vocabulary:

1 Prohibition What was Prohibition?

The experiences of immigrants:

11 1917 Literacy Act

12 1921 Immigration Quota Act

13 1924 National Origins Act

2 Prohibition Agents What was the role of a Prohibition Agent?

3 Speakeasies What were speakeasies?

What did the Literacy Act do? How many immigrants did the 1921 Immigration Quota Act allow to enter the US each year?

Prohibition and its impact on society:

14 Prohibition Agents How many Prohibition Agents were there initially?

How many immigrants did the National Origins Act allow to enter the US each year?

Racial tension - Ku Klux Klan:

18 By 1925, how many KKK members were there?

4 Bootlegging What’s bootlegging?

How many Prohibition Agents were there eventually?

How long is the USA’s coastline and land border?

19 Where did most KKK members come from?

5 Moonshine What’s Moonshine?

15 Organised Crime What activities did criminal gangs get involved in?

Who did the gangs bribe?

20 What did the KKK see themselves as ‘defenders’ of?

6 Immigrant What do we mean by an immigrant?

7 Sacco and Vanzetti Who were Sacco and Vanzetti?

16 Al Capone How much was Al Capone making at the height of his power?

21 Give three examples of acts of violence carried out by the KKK.

8 Segregate What does it mean to segregate?

17 Impact on Society What evidence was there that Prohibition was not working?

Who ended Prohibition?

9 Red Scare What was the Red Scare?

10 Palmer Raids What were the Palmer Raids?

KS4 KRS 3 - History:

America 1920-1973:

Americans’

Experiences

of the Depression and the New Deal American society during the Depression:

Key Vocabulary:

1 Wall Street Crash Major stock market crash that occurred on the 24th October 1929 that led to the Great Depression

2 Great Depression Economic crisis following the Wall Street Crash in 1929 and lasted for most of the 1930s.

3 Hooverville Slum areas nicknamed after the President

4 Democrat An American politician that believes the government should help people

5 New Deal Roosevelt’s plan to rebuild the American economy

6 Lend Lease America’s policy to ‘lend’ weapons to countries fighting Hitler

7 Stock market Where investors buy and sell shares American stock market is on Wall Street, New York

1930s Popular culture:

8 Literature Steinbeck’s ‘Grapes of Wrath’ showed the struggles of the Depression

9 Sport Women were given free tickets to encourage families to watch live sport

10 Cinema Films had a more optimistic tone. Fred Astaire’s dancing was popular

11 Unemployed

Over 13 million people had lost their jobs by 1932

Around 250,000 people were evicted from their homes and lived in Hoovervilles

12 Farmers

Drought and poor farming turned the land into a dust bowl

By 1932 1 in 20 lost their farms

13 Businessmen

By 1932 20,000 companies had closed down

Hoover’s response to the Great Depression:

14 Low taxes

Hoover tried to lower taxes to encourage spending but they were already so low this had little effect

The New Deal:

17 ReliefFirst Hundred Days

18 Recovery

15 High tariffs

Hoover raised tariffs even higher. But when other countries did the same, less American goods were sold abroad

• FERA provided $500m to the poor.

• 5000 banks reopened

• ‘Fireside chats’ communicated to the public the progress of the New Deal

• AAA helped farmers get better prices.

• CCC created 2.5m jobs for 18-25 year olds

• TVA built 16 hydroelectric dams and brought hydroelectric power to Tennessee.

16 Bonus Army

In 1932 army veterans marched to Washington and peacefully asked for their army pensions early Hoover refused and used the police to violently break them up.

Social and economic change during WWII:

20 Lend Lease created $50bn for the economy, selling weapons and food to Britain and France on a “cash and carry” basis.

21 Between 1940-45 the number of women in work rose from 12 million to 19 million 350,000 joined the WAC (Women’s Army Corps)

22 2 million African Americans got jobs in factories 1m joined the army.

19 Reform

• NRA ensured fair wages and holidays, limited working hours and improved working conditions.

• Child labour was banned.

• Trade unions were legalised.

23 By 1944 unemployment had dropped to just 670,000

KS4 KRS 3 - History: America 1920-1973: Americans’ Experiences of the Depression and the New

Deal

Key Vocabulary:

1 What was Wall Street Crash?

2 What was the Great Depression?

3 What was a Hooverville?

American society during the Depression:

11 Unemployed 12 Farmers 13 Businessmen

How many people were unemployed by 1932?

How many people were living in Hoovervilles?

Why did farmers suffer in the Depression?

How many farmers lost their farms by 1932?

How many companies had closed down by 1932?

Hoover’s response to the Great Depression:

14 Low taxes

Why did Hoover want to lower taxes?

Why did lowering taxes have little effect?

15 High tariffs

16 Bonus Army

What did Hoover do with tariffs? Why did this policy backfire? When was the Bonus Army march? What were the aims of the Bonus Army? How did Hoover respond?

4 What do Democrats believe in?

5 What was the New Deal?

The New Deal:

17 ReliefFirst Hundred Days

Social and economic change during WWII:

6 What was Lend Lease?

7 What is the stock market?

1930s Popular culture:

8 Literature What does literature tell us?

9 Sport How did people watch sports?

10 Cinema What happened in cinema?

How much did FERA provide to the poor?

How many banks reopened? What were the ‘fireside chats’?

18 Recovery What did the AAA do? How many jobs did the CCC create?

How many hydroelectric dams did the TVA build?

19 Reform What did the NRA do? What was banned under the New Deal?

What did the New Deal do with Trade Unions?

20 How much money was made by Lend Lease?

21 What did the number of women in work rise to between 1940 and 1945?

How many women joined the armed forces?

22 How did life change for African Americans?

23 How many people were unemployed in America by 1944?

KS4 KRS 4 – History: Post War America: 1945-73

Key Vocabulary:

1 GI Bill Roosevelt put aside $15bn to provide training for veterans

2 Suburb The richer areas on the outskirts of towns where people moved after WWII

3 McCarthyism The hunt for Communists. 1m people ended up on Joe McCarthy’s blacklist

4 The American Dream The goal of having a wife and children, a good job and a house in the suburbs

Social Policies of Kennedy and Johnson:

5 President Kennedy’s New Frontier

Cut taxes

Made $900m to businesses

Minimum wage increased

Social Security Act increased benefits

Peace Corps was set up

However, new equipment in factories meant fewer workers were needed

6 President Johnson’s Great Society

Operation Headstart gave money to poor schools in cities

Minimum hourly wage increased from $1.25 to $1.40

Medicare was created to fund healthcare for the elderly and poor

However, Johnson was criticised for spending too much

7 Brown vs. Board 1954

First legal challenge against segregation.

Segregation in schools was ordered to end.

8 Little Rock 1957

9 African-American students were refused entry to school.

This showed that the South was unwilling to desegregate

Major developments in the Civil Rights Movement: Civil Rights Acts:

9 Greensboro Sit Ins 1960

First example of direct action.

70,000 frustrated young people directly challenged segregation in restaurants such as Woolworths

10 March on Washington 1963

Martin Luther King spoke to 250,000 people.

This gained national attention for the Civil Rights Movement

11 1964 Civil Rights Act 12 1965 Voting Rights Act 13 1968 Fair Housing Act

Civil Rights Act banned discrimination based on race and gender.

Banned literacy tests. African Americans became involved in politics.

Made it illegal for landlords to discriminate based on race.

African-American people were allowed to move into any house they could afford.

The Feminist Movement: Black Power Movement:

14 Fight for Equal Pay Report on the workplace showed women earned 60% less than men

15 Roe vs Wade 1973 A court decision which made abortions legal

16 Equal Rights Amendment In 1972 ERA was approved which gave women equality of rights.

17 National Organisation for Women

A feminist group that fought for equality for women. They had 40,000 members

18 Black Power was a violent movement which wanted equality ‘by any means necessary’

19 Black culture was celebrated eg. ‘Black is beautiful’

20 In 1966 the Black Panthers formed. They had around 5000 members by 1968

21 Malcolm X assassinated 1965

KRS 4 – History: Post War America: 1945-73

Major Developments in the Civil Rights Movement: Key Vocabulary:

1 What was the GI Bill?

2 What is a Suburb?

3 What was McCarthyism?

4 What was the American Dream?

Social Policies of Kennedy and Johnson:

5 President Kennedy’s New Frontier

7 Brown vs. Board 1954 8 Little Rock 1957 9 Greensboro Sit Ins 1960 10 March on Washington 1963

What did the Supreme Court rule about segregation in schools?

How many AfricanAmerican students attended Little Rock High in 1957?

Name a store where students conducted a sit-in

How many students took part in the sit-ins?

How many people attended the march on Washington in 1963?

6 President Johnson’s Great Society

What did JFK do to try and improve unemployment?

What did JFK do to tackle poverty?

What were the criticisms of the New Frontier programme?

What did LBJ do to try and improve education?

What did LBJ do to try and improve healthcare?

What did LBJ do to tackle poverty?

What were the criticisms of the Great Society programme?

11 1964 Civil Rights Act 12 1965 Voting Rights Act 13 1968 Fair Housing Act

What did this achieve for AfricanAmericans? What did this achieve for AfricanAmericans?

What did this achieve for AfricanAmericans?

The Feminist Movement: Black Power Movement:

14 Fight for Equal Pay What did the Report on the workplace show?

15 Roe vs Wade 1973 What was Roe vs Wade 1973?

16 Equal Rights Amendment What was the Equal Rights Amendment?

18 What were the aims of Black Power?

19 How did Black Power celebrate black people?

20 What was the Black Panther group?

How many members did they have?

17 National Organisation for Women

How many members did they have?

21 When was Malcom X assassinated?

KS4 KRS 5

– History: Conflict and Tension: The Inter-War Years 1918-39 – Part One: Peacemaking

Aims of the Peacemakers

10 Georges Clemenceau

1. Revenge on Germany

2. Germany to pay £10 billion in reparations

3. Regain Alsace-Lorraine

11 David Lloyd George

1. Maintain trade with Germany

2. Maintain naval supremacy

3. Maintain colonies

The Terms of the Versailles Settlement:

13 B.A.R.T.

Blame

● Article 231 - Germany to accept all blame for WW1.

Arms restrictions

● 100,000 men

● 15,000 navy

● 6 battleships

● 0 submarines, 0 tanks

● No air force

● Rhineland was demilitarised

● Conscription banned Reparations

● £6.6 billion to be paid to the Allies

Territory

● Lost the Saar

● Lost Alsace-Lorraine

● No more Anschluss

● Polish Corridor

● Lost Danzig

12 Woodrow Wilson

1. All countries to disarm

2. League of Nations

3. Self-determination

Reactions to the treaty:

14 15 16

Believed Versailles was not harsh enough

British people generally thought the treaty was fair on Germany

17

Wider settlement:

19 Bulgaria

20 Hungary

21 Turkey

USA believed the Treaty was too harsh

History: Conflict and Tension: The Inter-War Years 1918-39 – Part One: Peacemaking

Aims of the Peacemakers

Key Vocabulary:

1 What was the armistice?

2 Where did the Peacemakers meet to discuss peace after WW1?

3 Who were the Peacemakers?

10 Who was the Prime Minister of France?

11 Who was the Prime Minister of Britain?

12 Who was the President of America?

4 What was the purpose of the League of Nations?

6 What was the Versailles settlement?

What were the three aims of the French Prime Minister?

What were the three aims of the British Prime Minister?

The Terms of the Versailles Settlement:

13 B.A.R.T.

What article forced Germany to take blame for starting World War 1?

7 What does demiliterised mean?

How many men was Germany’s army reduced to?

How many men was Germany’s navy reduced to and how many ships were they allowed?

What were the three aims of the American President?

Reactions to the treaty:

14 15 16

What was the French reaction to the treaty?

What was the British reaction to the treaty?

What was the USA’s reaction to the treaty?

17 What was the German reaction to the treaty?

8 What was the name of the union between Austria and Germany?

9 What are reparations?

How many tanks and what airforce was Germany allowed?

What land was demiliterised and what was banned?

How much was Germany ordered to pay back in reparations?

What were the people called who signed the treaty?

Wider settlement:

18 Austria Treaty of St Germain

What happened to Austria’s land?

Who were Austria forbidden to unite with?

What land was lost to the League of Nations?

What land was lost to France?

What union was banned?

Which area of land split Germany in half?

What city was taken from Germany?

19 Bulgaria Treaty of Neuilly

20 Hungary Treaty of Triannon

21 Turkey Treaty of Sevres

How much did Bulgaria have to pay in reparations?

How many soldiers was Hungary restricted to?

What happened to Turkey’s empire?

History: Conflict and Tension -The Inter-War Years 1918-1939: Part Two: The League of Nations and International Peace (Organisation and Powers)

Formation of the League

1 The Assembly 2 The Council

42 members in 1920

Met once a year

Key Vocabulary

Four permanent members -Britain, France, Italy, Japan

Met five times a year

6 Veto The power to overrule a decision

7 Plebiscite Where a whole country votes on a single question

8 Pact A formal agreement or treaty

9 Sanction A formal punishment

10 Unanimous Where all members must agree

11 Moral condemnati on

Challenging someone because their actions are wrong

12 Collective security Where all members work together to defend each other

13 Geneva A city in Switzerland where the League HQ was based

Diplomacy outside the League

22 Washington Naval Conference 1921

• Conference held in America to decide size of international navies.

• All members of the Council attended

3 Permanent Court of International Justice

The court settled international disputes and offered advise to member nations.

4 The Secretariat

Experts that organised the running of the League day-to- day

1920s Successes and Failures

14 Vilna 1920

• Poland invaded the capital of Lithuania.

• The League did nothing, Poland was an ally against Germany

5 The Special Commissions

Experts assigned to specific issues such as slavery and refugees

The powers of the League

19 M Membership

15 Upper Silesia 1921

16 Aaland Islands 1921

17 Corfu 1923

• Germany and Poland disagreed over Upper Silesia.

• A plebiscite was held, and the region split.

• Sweden and Finland disagreed over ownership.

• Given to Finland

• Italy attacked Corfu after the death of a diplomat.

• The League supported Italy Greece had to pay reparations.

• Germany and Russia weren’t members until 1926 and 1934.

• The USA never joined, meaning countries could use them to trade.

20 Military

• The League didn’t have an army to enforce decisions.

• Members refused to use their own soldiers

21 Economic

• The Great Depression damaged international economies.

18 Bulgaria 1925

• Greece attacks Bulgaria over a border dispute.

• The League ordered Greece to stop the war.

23 The Locarno Pact 1925

• Germany accepted the Treaty of Versailles and changes to its borders.

• Pleased France and allowed Germany into the League

• The League were unable to enforce economic sanctions

24 Kellogg-Briand Pact 1928

• Signed between 65 countries, including France and the USA.

• Countries promised never to go to war again.

History: Conflict and Tension - The Inter-War Years 1918-1939: Part Two: The League of Nations and International Peace (Organisation and Powers)

Formation of the League

1 The Assembly 2 The Council

Which part of the League had 42 members and met once a year?

Key Vocabulary

Who were the four members of the Council?

6 What power did the Council have over other members?

7 What is a vote on a single issue?

8 What is a formal agreement or treaty called?

9 What formal punishment could the League use?

10 What is a decision made by every member called?

11 Which power did the League use to challenge aggressive behaviour ?

12 What is the final power of the League, where members defend each other?

13 Where were the League Headquarters?

Diplomacy outside the League

22 Washington Naval Conference 1921

Who organised the 1921 Washington Naval Conference?

3 Permanent Court of International Justice

What gave the League the ability to legally settle issues?

4 The Secretariat

Which part of the League organized its day to day running?

1920s Successes and Failures

14 Vilna 1920 Where did Poland invade in 1920? Why weren’t they punished?

15 Upper Silesia 1921

16 Aaland Islands 1921

Who disagreed over Upper Silesia? How was this dealt with?

Who disagreed over the Aaland Islands? How was this dealt with?

17 Corfu 1923 Why did Italy attack Corfu in 1923? Who did the League side with? What was the end result?

18 Bulgaria 1925 Why was there strife between Greece and Bulgaria? How did the League deal with this?

23 The Locarno Pact 1925

Who signed the Locarno Pact? Why was the Locarno Pact important?

5 The Special Commissions

What dealt with problems such as slavery and drug abuse?

The powers of the League

19 Membership Which two major nations were not allowed to join? When did they eventually join?

Why did the absence of the USA weaken the League?

20 Military Why couldn’t the League enforce decisions? What were members unwilling to provide?

Give an example of a nation the League couldn’t stand up to?

21 Economic When did the Great Depression start? How did the Great Depression weaken the League?

24 Kellogg-Briand Pact 1928

How many countries signed the Kellogg-Briand Pact? What did the Pact agree?

History: Conflict and Tension - The Inter-War Years 1918-1939: Part Two: The Collapse of the League

Key Vocabulary:

1 Mukden Incident Japan blew up its own railway at Mukden and blamed China

2 Manchukuo Japan renamed Manchuria this

3 Lytton Report The investigation carried out by the League. Took over a year to write

4 Wal-Wal Incident Italian troops clashed with Abyssinian soldiers at Wal-Wal

5 Heile Selassie The emperor of Abyssinia

6 Suez Canal A water route above Africa which was owned by Britain

7 Hoare-Laval Pact 1936 Secret agreement between Britain and France to give 2/3 of Abyssinia to Italy

8 Benito Mussolini The Fascist leader of Italy

9 Stresa Front 1935 An agreement between Britain, France and Italy to unite against German aggression

10 Credibility How trustworthy something is

Effects of the Depression:

11 Oct 1929 US economy crashed causing a worldwide economic depression

12 1929 -32 The Depression brought vast unemployment, homelessness and starvation.

13 Jan 1933 Hitler gets voted in as Chancellor of Germany after promising to end the Depression

Manchurian Crisis 1931-33

14 Cause 15 Chronology 16 Consequence

• Japan suffered greatly from the Great Depression and looked to Manchuria to steal natural resources.

• 1931 an explosion on a Japanese owned railway in Manchuria (Mukden incident)

• Japan used this as an excuse and invaded Manchuria

• China appealed to the League for help

• League was reluctant to act against Japan

• League sent Lord Lytton to investigate

• Lytton report took over a year and morally condemned Japan.

• Japan ignored the League and invaded the rest of China

• Japan left the League of Nations

• Gave dictators such as Hitler and Mussolini the confidence that they could challenge the League too

Abyssinian Crisis 1935-36

17 Cause 18 Chronology 19 Consequence

• Mussolini wanted to rebuild the Roman Empire

• Lots of natural resources in Abyssinia

• Italian troops clashed with Abyssinians at Wal Wal

• October 1935 Italy invaded

Failure of the League to avert war:

• Imposed trade sanctions on Italy (but not steel, oil or coal)

• Britain and France didn't close the Suez canal

• Hoare Laval Pact was a secret agreement to give 2/3 of Abyssinia to Italy

20 Collective Security The League had no army. The League’s members were unwilling to send soldiers to defend China because it was so far away

• Hoare Laval pact was leaked by the press damaging the League’s reputation

• Hitler used this time to re-militarise the Rhineland

21 Economic concerns Britain was unwilling to stop trading coal with Italy because it would cause unemployment in Britain.

22 America America was not a member so Italy was still able to trade

23 Hitler Britain and France were worried Mussolini would join Hitler. This meant they were unwilling to stand up to Mussolini.

History: Conflict and Tension - The Inter-War Years 1918-1939: Part Two: The Collapse of the League

Key Vocabulary:

1 What gave Japan an excuse to invade Manchuria?

2 What did Japan rename Manchuria to?

3 What was the name of the League’s investigation into Manchuria?

4 What gave Italy an excuse to invade Abyssinia?

5 Who was the emperor of Abyssinia?

6 What was the water route above Africa that Britain owned?

7 What was the 1936 secret agreement between Britain and France?

8 Who was the leader of Italy?

9 What was the agreement between Britain, France and Italy to unite against German aggression?

10 What means something is trustworthy or reliable?

Effects of the Depression:

11 Oct 1929

12 1929 -32

13 Jan 1933

Manchurian Crisis 1931-33

14 Cause 15 Chronology

How did the Great Depression impact Japan?

What was the Mukden incident?

How did the League respond to the Manchurian Crisis?

16 Consequence

What did Japan do?

What impact did this crisis have on other world leaders?

Abyssinian Crisis 1935-36

17 Cause 18 Chronology 19 Consequence

Why did Mussolini want to invade Abyssinia?

Where did Italian and Abyssinian troops clash?

When did Italy invade?

Failure of the League to avert war:

20 Collective Security

21 Economic concerns

22 America

23 Hitler

Why did collective security fail?

What was Britain unwilling to stop trading?

Why were the League’s trade sanctions limited?

What did Britain and France not close?

What was the Hoare Laval Pact?

What effect did the Hoare- Laval Pact have on the League?

What did Hitler do at the same time as the Abyssinian Crisis?

How did America’s absence cause the League to fail?

Why were Britain and France unwilling to stand up to Mussolini?

8 - History: Conflict and Tension: The Inter - War Years 1918-1939: Part 3: Causes of the Second World War

Causes of the Second World War:

Key Vocabulary:

1 Re-militarise To place soldiers into a restricted area

2 Appeasement To give someone what they want to avoid conflict

3 Anschluss ‘Union’ between Germany and Austria

4 Dollfuss Affair 1934 Hitler had the Austrian Chancellor, Dollfuss, assassinated

5 Plebiscite A vote

6 Anglo-German Naval Agreement 1935

Britain allowed Germany to build 35 ships for every 100 Britain had

7 Rome-Berlin Axis 1936 Germany and Italy became friendlier

8 Anti-Comintern Pact 1937 Japan and Germany allied against Russian Communism

9 Pact of Steel 1939 Germany and Italy became allies

Hitler’s aims:

10 Lebensraum Gain living space in the East for Germany, including Poland and Russia.

11 Overturn the Treaty of Versailles

The Treaty made Germany weak.

12 Unite German Speaking people Hitler wanted to unite all German speaking people into a Greater Germany

13 Destroy Communism Hitler saw communism as the greatest threat to Germany.

14 Rearmament In 1935 conscription was introduced and the Luftwaffe developed.

15 S Saar Plebiscite (January 1935)

90% voted to join Germany

16 C Conscription (March 1935)

Hitler publicly announced he was rearming including conscription to the German army

17 R Rhineland (March 1936)

Hitler marched 22,000 troops into the Rhineland

18 A Anschluss (March 1938)

A rigged plebiscite suggested 99.75% of Austrians wanted Anschluss with Germany.

19 M Munich (September 1938)

Hitler claimed the German population (20%) of the Sudetenland (part of Czechoslovakia) was being persecuted. Chamberlain agreed to hand over the Sudetenland to avoid a war.

20 C Czechoslovakia (March 1939)

Hitler invaded the rest of Czechoslovakia.

21 U USSR (August 1939)

Stalin signed the Nazi-Soviet Pact with Germany including a secret agreement to invade and divide Poland

22 P Poland (September 1939)

Hitler invaded Poland on 1st September

Britain and France had guaranteed to protect Poland and therefore declared war on Germany on 3rd September

Responsibility for the Outbreak of the Second World War:

23 Hitler

His invasion of Poland was the triggered the war.

24 Chamberlain

Chamberlain followed the policy of Appeasement.

25 Stalin

Secretly agreed with Hitler to attack and divide Poland.

8 - History: Conflict and Tension: the Inter-War Years 1918-1939: Part 3: Causes of the Second World War

Causes of the Second World War:

Key Vocabulary:

1 What does re-militarise mean?

2 What is appeasement?

3 What is Anschluss?

4 What happened in the Dollfuss Affair 1934?

5 What is a Plebiscite?

6 How many ships could Germany build with the Anglo-German Naval Agreement?

7 What was the Rome-Berlin Axis?

8 What was the Anti-Comintern Pact?

9 What was the Pact of Steel?

Hitler’s aims:

What were Hitler’s aims in foreign policy? (LOUDER)

15 S What % of the population voted to join Germany in the Saar Plebiscite?

16 C When did Hitler announce he was introducing conscription?

17 R How many troops did Hitler march into the Rhineland? Why was this a problem?

18 A Who invited the Nazis into Austria?

What were the results of the plebiscite?

19 M What percentage of the Sudeten population were German?

Why did Hitler want the Sudetenland?

What did Chamberlain agree to at Munich?

20 C When did Hitler invade the rest of Czechoslovakia?

How did Britain and France respond?

21 U What was the secret agreement in the Nazi-Soviet pact?

22 P When did Hitler invade Poland?

When did Britain declare war?

Responsibility for the Outbreak of the Second World War:

23 Why was Hitler responsible for the Second World War? Why was the invasion of Poland significant?

24 What policy did Chamberlain follow? What impact did this have on Hitler? At Munich what did Chamberlain agree to?

25 Which countries signed the Nazi-Soviet pact?

When was the Nazi-Soviet pact signed?

What was the secret agreement within the pact?

How did the Nazi-Soviet pact make WW2 inevitable?

History: Britain Health and the People c1000AD-Present - Medicine Stands Still

Medieval Medicine – Approaches and Medical Treatment:

12 The Medieval Doctor; training and beliefs.

• All medical training was controlled by the Church

• Doctors read the works of Galen

• Surgery was performed by untrained barber surgeons

• Dissections were banned by the Church

Key Vocabulary:

1

2

3

4

Medical Progress:

15 Christianity in Medieval Medicine

• 700 hospitals built in England by 1500

• 20,000 Lazar Houses built in Europe (Quarantine those with leprosy)

• Monks were encouraged to ‘care’ for the sick

13 Approaches to Medieval Medicine

• Based on Hippocrates’ Theory of the Four Humours

• ‘Care not cure’

• Hygiene was not seen as important

• The Church discouraged any experiments or new medical ideas

16 Importance of Islamic Medicine

• Rhazes wrote over 150 books

• Avicenna’s ‘Canon of Medicine’ listed 760 drugs

• Surgeons were able to remove eye cataracts

• Hospitals had separate wards

7

14 Treatments

Designed to balance the humours or seek forgiveness from God:

• Prayer

• Bloodletting

• Laxatives

• Purgatives (cause vomiting)

• Herbal remedies

17 Surgery

• Blood letting, amputation and tooth extraction were the most common form of surgery.

• Cauterisation was used to stop the flow of blood.

• Surgeons used mandrake root, opium and hemlock as an anaesthetic

• Hugh of Luca- tried using wine to prevent infection in surgery

18 Towns

• Cess pits were used instead of toilets

• Lack of understanding of the causes of disease and infection.

• The king’s government did little to enforce clean towns (Laissez-faire attitude)

19 Monasteries

• Isolated and along rivers.

• Understood the importance of clean water

• Monks cleaned more often- bath once a month, cleaned their feet twice a week.

• Built infirmaries (hospitals)

20 The Black Death

• It arrived in 1348.

• Blamed on the position of stars and planets (Supernatural), miasma (bad air), as a punishment from God or on the Jews.

• It killed 1.5 million people in Britain (1/3 of the population in England)

• Flagellants whipped themselves to apologise to God

Public Health in the Middle Ages: HISTORY

– History: Britain Health and the People

- Medicine Stands Still

Medieval Medicine – Approaches and Medical Treatment:

12 The Medieval Doctor; training and beliefs.

• What did doctors read?

• Who performed surgery?

• Who banned dissections?

Key Vocabulary:

1 Trepanning What is trepanning?

2 Supernatural What does supernatural mean?

Medical Progress:

15 Christianity in Medieval Medicine

How many hospitals were built by 1500?

How many Lazar houses built?

13 Approaches to Medieval Medicine

• Which theory were medical ideas based on?

• What service did church hospitals provide?

• What did the Church discourage?

16 Importance of Islamic Medicine

How many books did Rhazes write?

14 Treatments

How would doctors attempt to balance the humours?

3 Four Humours What was the Four Humours theory?

4 Cauterisation What is cauterisation?

Public Health in the Middle Ages:

How many drugs did Avicenna describe?

17 Surgery

What was used to stop blood loss?

How did Hugh of Luca try to stop infection?

6 Monastery What is a monastery?

7 Barber Surgeon What was a barber surgeon?

8 Blood-letting What is blood letting?

18 Towns

• What was used instead of a toilet?

19 Monasteries

• Where were monasteries built?

20 The Black Death

• When did the Black Death hit England?

9 Dissection What is dissection?

• What attitude did the government have towards public health?

• What did monasteries build to help the sick?

• How many died?

• What did flagellants do?

History: Britain Health and the People c1000AD-Present: The Beginnings of Change

The impact of the Renaissance on Britain:

Key Vocabulary:

1 Ligatures Tying individual blood vessels during surgery.

2 Quack Unqualified doctor who sold medicines and ‘cure-alls’.

3 Apothecaries Sold medicines and potions but had no medical training.

4 Inoculation Using weak but live germs of a disease in a healthy person to build up immunity.

6 Vaccination Using dead germs or one similar to build immunity.

Key Dates:

14 1543 The Fabric of the Human Body was published by Vesalius

15 1628

Harvey published his findings on blood circulation

16 1665 The Great Plague

17 1771

18 1796

19 1853

The Natural History of Teeth by Hunter

Jenner first tested his vaccination for Smallpox

Smallpox vaccination was compulsory

7 Vesalius

● Vesalius did human dissection

● Proved over 200 of Galen's teachings to be incorrect

● Wrote a book called Fabric of the Human Body (1543).

● Faced opposition as his work was against Galen

● Work was translated into English in a book called the Compendiosa (1545)

Dealing with Disease:

10

11

8 Pare

● Battlefield surgeon

● Came up with the 1st antiseptic cream by accident

● Also used ligatures in amputations

● Increased surgeons’ understanding of the anatomy

9 William Harvey

● Proved that blood was circulated around the body by the heart

● Some doctors rejected his findings because they supported Galen

● 50 years to be fully accepted

● The Four Humours were still largely used

● Barber surgeon, apothecaries, the wisewomen or quacks

● Printing press

Prevention of Disease:

20 Inoculation

● Scratching pus or scabs from a smallpox victim onto a healthy person.

● Popular but dangerous

● Made lots of profit for doctorsthey opposed Jenner as a result

● 1665

● Killed 100,000 people

● People believed miasma caused the plague

● Victims were quarantined and a red cross was painted on their door.

12 Hospitals

13 John Hunter

● Medical schools were attached to the hospitals

● Hospital treatment was free for poor people

● Specialist hospitals also opened up e.g. maternity hospitals

● Hunter was a pioneer of scientific surgery

● Hunter experimented on himself in 1767 with gonorrhea germs

● ‘On Venereal Disease’ (1786)

● 3000 specimens

21 Edward Jenner

● 1796- Jenner infected James Phipps with Cowpox. He followed it up with a smallpox inoculation- no disease followed. He named this vaccination.

● Opposition: Jenner could not explain how it worked and therefore many couldn’t accept it. Many doctors made money from inoculation and therefore didn’t want vaccination.

● In 1853 Smallpox vaccination was compulsory.

● In 1980 The disease has been wiped out.

History: Britain Health and the People c1000AD-Present: The Beginnings of Change

The impact of the Renaissance on Britain:

Key Vocabulary:

1 What is a ligature?

2 What is a Quack?

3 What is an Apothecary?

4 What is inoculation?

6 What is vaccination?

7 Vesalius

What did Vesalius do?

How many mistakes did Galen make according to Vesalius?

What was his book called?

Why did he face opposition?

What was the Compendiosa?

Dealing with Disease:

10

What was still used in the 17th and 18th Century?

8 Pare

What was Pare?

What did he develop?

Why did he use ligatures?

What impact did he have?

9 William Harvey

What did Harvey perform dissections on?

What did he prove?

Why did he face criticism?

How long did it take for his findings to be accepted?

12 Hospitals

13 John Hunter

How many people did the Great Plague kill?

What was attached to hospitals?

What did his work do?

Where did most people get treatment?

What impact did the printing press have on medicine?

What did the people believe caused the Great Plague?

How did they deal with the Great Plague?

How else did they try to limit the spread?

Public Health in the Middle Ages:

20

21 Edward Jenner

Who got free hospital care?

Give an example of a specialist hospital.

How many specimens did he have in his museum? 14

What is inoculation?

Who did Jenner test his theory on?

What did he call it?

Give two reasons for opposition.

History: Britain Health and the People c1000AD-Present – A Revolution in Medicine

Key Vocabulary:

1 Spontaneous Generation Microbes appear by magic - germs are the result of disease

2 Germ Theory Theory that bacteria (germs) cause disease

3 Magic Bullet Chemical drug that kills bacteria

4 Anaesthetics Pain relief for use during surgery

5 Antiseptics Chemical applied to a wound to prevent the growth of disease-causing microbes

A Revolution in surgery:

9

1844 N Nitrous oxide (laughing gas)

1846 Ether: used by Robert Liston

Key Dates:

1847 Chloroform: discovered by James Simpson

13 1842 Chadwick Report

14 1847 Simpson discovered chloroform

15 1848 First Public Health Act

16 1854 Snow discovered the links between cholera and contaminated water

17 1861 Louis Pasteur publishes his Germ Theory

18 1867 Joseph Lister publishes his work on carbolic acid in surgery (antiseptics)

19 1875 Second Public Health Act (Compulsory)

The development of Germ Theory and its impact on the treatment of disease:

6 Louis Pasteur

• Before Pasteur people believed that infection came from miasma or by spontaneous generation.

• Pasteur created Germ Theory in 1861 - the idea that bacteria caused infection

• Pasteur found a vaccine for Chicken Cholera in 1879 by chance.

• John Tyndall taught Pasteur’s Germ Theory in Britain

7 Robert Koch

• Koch found ways to stain bacteria

• He discovered 21 different types of bacteria, including Anthrax and tuberculosis

• He also proved that germs made humans ill.

• John Tyndall lectured to British doctors on Koch’s discoveries

8 Paul Ehrlich

In 1909 Paul Ehrlich discovered the first chemical drug that killed bacteriaMagic Bullet. It was called Salvarsan 606 which treated Syphilis.

10

• 1865 - Lister used bandages soaked in carbolic

• acid to mend the fractured leg of a young boy

• Lister reduced the death rate in surgery from

• 50% to 15% in just 3 years

• Some doctors opposed carbolic acid because it irritated hands and took a long time to prepare

Improvements

Back to back housing was common. Overcrowding led to diseases spreading.

Public toilets often overflowed and leaked into the water fountains. The government was Laissez Faire In 1831 cholera killed 50,000 people.

1854 - John Snow- proved that contaminated water pumps caused cholera

11

1890 - Microbe free surgery. Surgeons and doctors were wellscrubbed, wearing gowns and gloves and using sterilised equipment.

1842- The Chadwick report said the streets needed to be cleaned.

1858 Bazalgette created a new sewer system following the Great Stink to clean up London’s streets.

1848 – The First Public Health Act is passed. Not compulsory.

HISTORY 203

11 – History: Britain Health and the People c1000AD-Present – A Revolution in Medicine

Key Vocabulary:

1 What is spontaneous generation?

2 What is Germ Theory?

3 What is a Magic Bullet?

4 What is an anaesthetic?

5 What is an antiseptic?

The development of Germ Theory and its impact on the treatment of disease:

6 Louis Pasteur

When was the Germ Theory published?

Why is the Germ Theory important?

What did Pasteur discover a vaccine for?

Who taught Pasteur's ideas?

A Revolution in surgery:

9

When was Nitrous Oxide used?

When was Ether used?

Who discovered Chloroform?

7 Robert Koch 8 Paul Ehrlich

What did he do to bacteria?

What did he prove about germs?

Who lectured on Koch’s work?

What did Paul Ehrlich discover?

What was it called?

What did he treat?

What did Lister soak bandages in?

What was the impact?

Why did some doctors oppose Carbolic acid?

How did housing look in the industrial revolution?

What impact did this have?

What was the problem with public toilets?

In 1831 how many people died from Cholera?

What did John Snow prove?

When did John Snow make his discovery?

What did Bazalgette do and why?

When did aseptic surgery arrive in England?

How did they try to achieve aseptic surgery?

What did the Chadwick report claim?

When was the First Public Health Act issued?

When was the Second Public Health Act passed?

KS4 KRS 12 – History: Britain Health and the People c1000AD-Present – Modern Medicine

Treatment of disease in the modern day:

1 Alexander Fleming

• 1928 – Fleming discovers penicillin by chance

• He was unable to develop this due to a lack of government investment

2 Florey and Chain

• Florey and Chain developed penicillin

• They received £25 from the British government

• 1941 they got $80m from the American government to mass produce it

• 1945 - 250,000 soldiers treated

• Penicillin has saved over 200 million lives

3 New treatments & antibiotic resistance

• New vaccines e.g TB

• Not all drugs work as germs build up resistance if they are overused e.g. MRSA

4 Alternative treatments

• Examples include: aromatherapy, hypnotherapy, homeopathy and acupuncture.

• 1 in 5 people in Britain have used alternative treatments

The impact of war and technology on surgery and anatomy:

6

5

Public health in the modern day:

20 Booth, Rowntree and the Boer War

• 40% men were unfit to fight in the Boer War

• Booth (report), 1886 - claimed 30% of Londoners were so poor they didn’t have enough money to eat properly

• Rowntree (report), 1901 - 28% of the population did not have the minimum amount of money to survive

21 Liberal Social Reforms

• Liberal Social Reforms aimed to improve public health. They included:

• Pensions

• National Insurance

• Free school meals were introduced and by 1914 158,000 children accessed them.

• Banned back to back housing.

Impact: infant mortality rates decreased

15 Plastic surgery - used during WW1 to treat facial wounds

16 Blood transfusions – used in WW1

Sodium citrate was used to help store blood

17 X-rays - used during WW1 to help doctors locate bullets

18 Transplant surgery - first kidney transplant in the UK was in 1960

19 Modern surgical methods now developed – laser therapy, radiation therapy, keyhole surgery

22 Impact of war

• Evacuation improved public health for children

• Beveridge Report, 1942people had a right to be free of the 5 giants - disease, want, ignorance, idleness and squalor

23 Welfare State and the NHS

• NHS, 1948 – free healthcare from ‘cradle to the grave’

• Family allowance helped with childcare costs and housing improved

• Impact: life expectancy rose for women from 66-83 and men 64-79

• Expensive for government

History: Britain Health and the People c1000AD-Present – Modern Medicine

Treatment of disease in the modern day:

1 Alexander Fleming 2 Florey and Chain

When did Fleming discover penicillin?

How did Fleming discover Penicillin?

Why couldn’t he develop it?

Key Vocabulary:

5 What are Antibiotics?

• How much money did Florey and Chain receive off the British government?

• How much were they given off the US government?

• What were they able to do with this money?

• How many soldiers were treated with penicillin in 1945?

• How many lives has penicillin saved?

Key Dates:

3 New treatments & antibiotic resistance

• Give an example of a new vaccine

• Why do not all drugs work?

4 Alternative treatments

• Give 4 examples of alternative treatments

• What proportion of people in England have used alternative treatments?

The impact of war and technology on surgery and anatomy:

16 What was used to help store blood? What was successfully used in WW1 to help with blood loss?

17 How were X-Rays used in WW1?

14

18 When was the first kidney transplant?

Public health in the modern day:

20 Booth, Rowntree and the Boer War

• What percentage of men were declared unfit for the Boer War?

• When was the Booth report?

• What did the Booth report find?

• When was the Rowntree report

• What did the Rowntree report find?

21 Liberal Social Reforms

• What did the Liberal Social reforms aim to do?

• Give three examples of the welfare reforms

• By 1914 how many children had accessed Free School Meals?

• What was banned as part of the Liberal Social Reforms?

• What was the impact of the reforms?

19 What modern new surgical methods have been developed?

22 Impact of war

• What was the impact of evacuation?

• When was the Beveridge Report?

• What were the 5 giants outlined in the report?

23 Welfare State and the NHS

• When was the NHS set up?

• Complete this quote: ‘the NHS gave free healthcare from the ___ to ____’

• What was the impact of family allowance?

• What did life expectancy rise to for men and women?

• What are the problems of the

HISTORY 206

History: Norman England, c1066-c1100 – Part One: Conquest and Control

Key Vocabulary:

1 Succession The process of choosing who will be the next King or Queen.

2 Claimant to the throne A person who believes they have a right to be the next King or Queen.

3 Motte and Bailey A castle first brought to England by the Normans.

4 Harrying To persistently carry out an attack on an enemy (or area)

5 Witan Anglo-Saxon government (council)

Claimants to the Throne:

6 Harold Godwinson

• Sub-regulus

• Edward’s brother in law

• Good fighter

• Earl of Wessex

• Promised the throne

• Support of the Witan

8 William of Normandy

• Distant cousin of Edwards the Confessor

• Promised the Throne

• Excellent warrior

• Oath of loyalty sworn by Harold Godwinson

The Battles of 1066:

10 Fulford, 20th Sep. 1066

● 300 Viking ships and 10,000 troops landed

● Battle was fought near York, at Fulford Bridge,

11 Stamford Bridge, 25th Sep. 1066

● Between the Anglo-Saxons, led by Harold Godwinson, and the Vikings, led by Harald Hardrada

● Hardrada and Tostig are killed

Why did William win the Battle of Hastings (14th October 1066)?

12 Luck 13 Innovations

Both had 7,000 men

Battle lasted 9 hours

English were tired

Harold was shot in the eye with an arrow

3,000 cavalry (knights on horseback)

William built a castle at Pevensey when he landed

14 Leadership 15 T actics

If Harold waited in London he could have recruited 20-30,00 more men

William gained the Papal Banner

William rallied and inspired his men by removing his helmet

Harold positioned his men in a shield wall on top of Senlac hill

William split his army into 3: archers, infantry and cavalry

7 Harald Hardrada

• Viking warrior

• Supported by Tostig Godwinson

• Father could have been an English King

9 Edgar the Atheling

• Great Nephew of Edward the Confessor

• Too young and inexperienced

Importance of Castles:

16 Administration : Trade, important meetings about law, religion, politics and land.

17 Protection: Used to defend against rebels from Anglo-Saxons or threats from Wales and Scotland.

18 Intimidation: To show power and dominance. Castles were symbols of Norman strength, wealth and control.

19 Control: 500 castles were built to establish control of key areas throughout the land.

20 Social Structure: Castles were a way of showing who was in charge (Normans), and who was not (Anglo-Saxons)

Revolt and Rebellion

Normans used the feigned retreat

21 1068: Eadric the Wild in Shropshire. William personally defeated the rebels.

22 1069: The Harrying of the North. William salted the earth 100,000 people starved to death 80% of Yorkshire was ‘wasteland’

23 1070: Hereward the Wake in Ely, East Anglia. William defeated the rebels Hereward escaped

History: Norman England, c1066-c1100 – Part One: Conquest and Control

Key Vocabulary:

1 Succession The process of choosing who will be the next King or Queen.

2 Claimant to the throne A person who believes they have a right to be the next King or Queen.

3 Motte and Bailey A castle first brought to England by the Normans.

4 Harrying To persistently carry out an attack on an enemy (or area)

5 Witan Anglo-Saxon government (council)

Claimants to the Throne:

6 Harold Godwinson

• What was Harold’s claim to the throne?

The Battles of 1066:

10 Fulford, 20th Sep. 1066

How many Viking ships landed in England? When and where did the battle take place?

11 Stamford Bridge, 25th Sep. 1066

When and where did the battle take place? Who fought at the battle? Who was victorious?

Why did William win the Battle of Hastings (14th October 1066)?

12 Luck 13 Innovations

How many men were in each army?

How long did the battle last? How did Harold die?

How many cavalry did William have at Hastings? Where did William build his first castle?

14 Leadership 15 T actics

How many more men could Harold have recruited?

What did William get from the Pope?

Why did William remove his helmet during the battle?

How did Harold position his men?

How did William position his men?

7 Harald Hardrada

• What was Harald’s claim to the throne?

Importance of Castles:

8 William of Normandy

• What was William’s claim to the throne?

9 Edgar the Atheling

16

A 17 P

Revolt and Rebellion

Who defeated them?

22 What was the Harrying of the North?

How many people died in the Harrying of the North?

What percentage of Yorkshire was recorded as ‘Waste’ in the Domesday Book?

23 Where did Hereward the Wake rebel?

What tactics did the rebels use?

What happened to Hereward?

HISTORY 208

– History: Anglo Saxon and Norman England, 1066-1100 - Part Two: Life Under the Normans

Key Vocabulary:

1 Feudalism Structure that has the King at the top, and peasants at the bottom.

2 Tenants-inchief Under the King and above knights in the feudal system.

3 Primogeniture Introduced by the Normans which meant that land was only passed to the eldest son.

4 Oath A promise to not do a crime. Your family could be punished if you did.

5 Murdrum Fines If a Norman was murdered then people in the area would be heavily fined.

The Feudal System:

6 • The King owned the land. He gave area to tenants in chief (barons) in return for loyalty and troops.

7 • The tenants in chief swore loyalty to the King and gave him troops and taxes. They gave some land to under tenants (knights)

8

• The knights swore loyalty to the tenants in chief. They promised to protect and serve them, and collect taxes

9

• The peasants had to work the land for their Lords and kept some food for themselves

Law and Order:

10 Shire Courts and Hundred Courts

• Castles were built in shire towns.

• The sheriff, courts and administration would be here.

• Some cases had juries introduced.

Life in a Norman Village:

11 Norman legal system

• The Norman legal system was similar to he Anglo-Saxon system.

• Trial by Combat was introduced to the ‘ordeal system’

• Normans also introduced ‘Mudrum’ fines

• Primogeniture (eldest inherits everything)

12 Forest Laws

• Normans banned the right to hunt in forests

• Punishments were severe

13 Village life • Peasants continued to lived in villages, and had to work for their lord, pay taxes to the church and pay rent for their share of land.

• The lord would live in the manor, which was made of stone and would rule over his people. He may have to provide military service for his tenant-in-chief for a period of the year.

14 Peasant’s year

• Spring: peasants sow the fields

• Summer: when the crops are ready, peasants harvest them

• Autumn: peasants plough the fields before planting next years crops

• Winter: people lived off the food harvested earlier in the year

Economic change in Norman England:

15 Growth of towns

• 21 new towns were made.

• London became very important.

• Coastal towns became centers of trade.

• Specialists products (e.g. wool) were sold across Europe

• Salt trade boomed as it was used for cooking and preserving food

• Markets were common (the King gave out 2800 grants for markets)

The Domesday Book:

18

• The Domesday Book created between 1085 and 1086

• This was used by William to collect taxes

16 Castles

• Towns generally had a castle at the centre, and they were areas of trade.

• Inside the castle employment opportunities existed such as blacksmiths/swordsmiths

17 Religion

• Cathedrals were built in the centres of towns (e.g. Winchester and Durham)

• Pilgrimages to cathedrals helped trade

• Church buildings were built in ‘Romanesque’ style, to demonstrate wealth, and religious devotion

14 – History: Anglo Saxon and Norman England, 1066-1100 - Part Two: Life

Under the Normans

Key Vocabulary:

1 What system did the Normans introduce?

2 What is a tenant-inchief?

3 What is primogeniture?

4 What is an oath?

Law and Order:

10 Shire Courts and Hundred Courts

Who was in charge of law and order?

What did some areas introduce?

Life in a Norman Village:

5 What was a ‘murdrum fine’?

The Feudal System:

6 Who was at the top?

What did he distribute?

7 What did the tenants-in-chief have to provide the King?

What did they do with their land?

8 What did the knights have to provide to the tenants-in-chief?

What did they do with their land?

9 What did the peasants have to do?

11 Norman legal system

12 Forest Laws

What laws did the Normans introduce? What was the punishment for hunting in the forest after the Normans arrived?

13 Village life What was expected of peasants?

What was expected of their Lords?

14 Peasant’ s year Spring: Summer: Autumn: Winter:

Economic change in Norman England:

15 Growth of towns

How many new towns were made? What areas became centres of trade? What specialist items were traded? Why did salt sales boom?

How many grants did the King give out for markets?

16 Castles What were castles used for?

What jobs existed within castles?

17 Religion Where were cathedrals built? What style were church buildings built in?

The Domesday Book:

18 When was the Domesday book made?

Why was it made?

History: Anglo Saxon and Norman England, 1066-1100 – Part Three: Church and Monasticism

Key Vocabulary:

1 Tithe A 10% tax collected from locals.

2 Doom paintings Used to teach peasants (couldn’t read and write) about Heaven and Hell.

3 Clergy Workers in the Christian Church.

4 Monastery A building, like a Church, were monks and nuns live there.

5 Latin Language which was used by the Church, law courts and in education.

The role of the Anglo-Saxon Church (before 1066):

6

The Norman reform of the Church:

7 Anglo Saxon Corruption

8 Norman Reforms

• Pluralism: holding multiple jobs in the Church

• Simony: selling positions within the Church

• Nepotism: giving jobs to family members

• Marriage: priests were to remain celibate; did not generally happen in Anglo-Saxon England

• By 1080, only one Anglo-Saxon bishop remained

• Lanfranc was the Archbishop of Canterbury

• Churches and Cathedrals were built in a Romanesque style

• The Church structure was Centralised and dioceses were divided up between deaneries

• By 1076, only the Church courts (synods) could try the clergy

Norman religious buildings:

9 Purpose 10 Style 11 Wealth

• Show devotion to God

• Dominate the landscape

• Show power

• Built in towns to help trade

• Political bases to control rebels

Monastic Life:

• Built in a Romanesque style (rounded arches and vaulted ceilings)

• Built in the shape of a cross to symbolise the crucifixion of Jesus.

12 Simple way of living

• Pilgrims journeyed to Cathedrals and included shrines to important saints or holy relics.

• Durham housed the shrine of St Cuthbert, one of the most revered Anglo-Saxon saints.

• The Church owned 25% of the land

• Peasants were expected to work on Church land for free to avoid punishment by God

• Doom paintings taught people about good and evil

• The Church had its own court ts

• People thought that disease was a punishment for sin

• They encouraged people must pray or give money to the Church to avoid diseases

• Some monasteries and abbeys in England became places for pilgrimage

13 Daily life

They had to give up all wealth and possessions and take vows of celibacy, poverty and obedience

• Monks and nuns lived separate from the rest of society

• Produced their own food and clothes.

• They would spend their day copying texts (scribes), attending to the sick or poor

• Prayed up to 8 times a day

Norman Education:

15

• Introduction of universities, and by the 12th century, England had 40 schools

• French became the common language

• All writing was in Latin

14 Reforms

• Buildings became Romanesque and the monasteries started to follow the Cluniac Order.

• The Cluniacs followed the rules of St Benedict, but they lived to much more strict and centralised standards.

• Girls did not study or attend school

– History: Anglo Saxon and Norman England, 1066-1100 – Part Three: Church and Monasticism

Key Vocabulary:

1 What was a tithe?

2 Why were ‘doom’ painting used?

3 Who were the clergy?

The Norman reform of the Church:

7 Anglo Saxon Corruption

What were the four main problems within the Anglo-Saxon church?

8 Norman Reforms What reforms did the Normans make to the church?

Norman religious buildings:

4 Where did monks and nuns typically live?

5 What language was used by the Normans and the Church?

The role of the Anglo-Saxon Church (before 1066):

6 How much land did the Church own?

What did the Church teach about sin? Why?

9 Purpose 10 Style

11 Wealth

What was their purpose? What style were they built in? What did people do as part of their religious beliefs, that helped generate more income for the Church?

Monastic Life:

12 What did monks/nuns have to give up?

13 Daily life Describe the daily life of monks/nuns:

Norman Education:

15 Why did the Normans want to develop education?

How did peasants try to avoid going to hell?

Where became places for pilgrimages?

14 Reforms What strict rule/order did monks have to follow?

What did they establish?

Who was not allowed an education?

KS4 KRS 1.1 - Hospitality and Catering: Unit 1

1.1 Hospitality & catering provision

1 Hospitality Hospitality is the business of providing accommodation, meals and drinks to people in a variety of places away from their home

2 Catering Catering is providing a food and beverage service to people in a particular location

3 Commercial The commercial sector is the part of the hospitality and catering industry that aims to make a profit from the services it provides. E.g. businesses

4 Non-commercial The non commercial sector is the part of the hospitality and catering industry that does not aim to make a profit. E.g. organisations

5 Residential A place that provides accommodation for people to stay in, as well as catering and hospitality services

6 Non-residential A place that provides catering and hospitality services but not accommodation for people to stay in, for example restaurants, visitor and tourist attractions, airlines

7 Food service Food is served to customers in different ways depending on the establishment where the food is eaten

8 Residential services This include rooms, refreshments, leisure facilities and conference or function facilities

9 Restaurant standards There are 3 main restaurant standards. They can affect the success of an establishment and the cost of services/standards provided

11 Management Managers are responsible for the smooth running of a business. They manage infrastructure, staffing and ensure all legal requirements are met. Example job roles include General Manager, Head Receptionist, Maître d’ (Restaurant Manager), Executive Chef and Head Housekeeper

12 Administrators Support the business to run smoothly through admin tasks, organising, communications and marketing. Example job roles including assistant/deputy manager, cashier, accountant and secretary

13 Front of House

The front of house staff work in direct contact with customers and represent the business. They promote the reputation of the business, therefore it’s success. Example job roles include receptionist, valet/driver, waiter/waitress, bartender, concierge, barista

14 Back of House

The back of house prepares, cleans, maintains and organises the business elements that are not customer facing. This include maintenance, housekeeping and kitchen roles e.g. kitchen brigade, housekeeping, cleaners, maintenance team

15 Kitchen Brigade A system for setting out and explaining the job roles and responsibilities of the people who work in a kitchen. It is usually shown as a hierarchy with the most senior roles at the top.

16 Personal attributes The qualities or personality traits an employer would look for in their employees or workers.

17 Skills Different job roles require different sets of skills in order for the employee to be successful.

10 Hotel & guest house standards

Awarded using a star rating from 1 to 5 stars. They are inspected by organisations who can also provide advice on how to improve services

18 Contract A contract is a formal document outlining the roles and responsibilities of a job, that is designed to protect the employee and employer. Contracts can be permanent or temporary, full or part-time and casual or zero hours.

19 Benefits of contract types

There are a range of advantages for each type of contract. Permanent contracts provide the employee with paid holiday entitlement, sick pay, paid maternity/paternity/adoption leave, regular set hours and job security. Permanent contracts can be full-time or part-time, depending on the hours required to be worked.

20 Rates of pay A wage is the amount of money someone is paid for each hour they work. A salary is a fixed amount of money someone is paid each month in return for the work they do for an employer.

AND CATERING

KS4 KRS 1.1 - Hospitality and Catering: Unit 1

1.1 Hospitality & catering provision

1 Define the term ‘hospitality’ and who may need these services.

2 Explain why catering is different to hospitality and what catering establishments provide.

11 Give 3 examples of management job roles.

12 List 4 admin tasks that support the smooth running of a business.

13 Describe the importance of first impressions by front of house staff.

14 Name 3 ‘back of house’ job roles.

3 Give 3 examples of commercial provisions. What types of services do they provide?

4 Give 3 examples of non-commercial provisions. What types of services do they provide?

5 Define residential provision and the services you would find here.

6 Define non-residential provision and the services you would find here.

7 List different types of food service methods. Include advantages for each.

8 What are examples of residential services offered by accommodation establishments?

9 What are the ways in which restaurant standards are rated?

15 Complete the kitchen brigade diagram, filling in the hierarchy of job roles within the kitchen. Which is the managerial role in the kitchen?

What is the name of a trainee chef?

16 Name 5 personal attributes an employer would look for in a:

• Receptionist

• Waiter

• Chef

18 What are the benefits of a contract for:

• The employer

• The employee

10 Describe the difference in star rating for guest houses and hotels. What does a 1* provision offer compared to a 5*?

17 Outline the skills required to work in a front of house job role.

Suggest skills needed for a job role in the kitchen.

19 Explain the advantages of having a full time permanent contract.

20 What is the difference between a salary and wage?

KS4 KRS 1.2 - Hospitality and Catering: Unit 1

1.1 Hospitality & catering provision

1.2 How hospitality & catering providers operate

21 Factors affecting success

There are various factors that are used to measure the success of a business These factors need to be carefully managed. If a business is not successful it can affect reputation and will result in potential financial and job losses.

30 Technology Businesses should keep up with trends which directly affect their success. This can be achieved through the use of ICT, which can also improve the services and efficiency of the provision. E.g. digital menus, smart devices for taking orders, social media, wi-fi

31 Media Media has a big influence on the success of businesses. This is through advertising via TV, radio, in print such as magazines and newspapers for promotion. Social media can attract new customers and allow customers to leave reviews and has become a popular way of advertising businesses. Social media can however have a positive and negative effect on businesses.

22 Costs

There are a number of costs associated with running a hospitality & catering business. These need to be accounted for when working out how much to charge customers and to ensure profit can be made so the business is a success. Examples of costs include insurances, utilities, breakages, repairs and maintenance, pest control, advertising and marketing.

23 Economy The industry contributes to the UK economy in the form of VAT. The strength of the economy can influence how profitable and successful a business can be.

24 Gross profit The difference between how much ingredients cost and how much a menu item is sold for.

£GP = ingredients cost – selling price

25 Net profit The money left from gross profit after all the costs of running a restaurant have been paid.

£NP = selling price – total costs (overheads)

26 Overheads The essential costs associated with running a business including rent/mortgage, heating, lighting and wages

27 Environment Environmentally friendly practices are becoming increasingly taken into consideration when measuring the success of a business. Environmental standards can be rated in restaurants and sustainable sourcing and cooking methods can all contribute to the success of a business financially and with reputation with customers.

28 Waste Businesses are encouraged to reduce, reuse, recycle the waste they create, this benefits the environment and can help to save the business money, space and improve their reputation with customers

29 Sustainability

Food production and transportation has a huge impact on climate change with the greenhouse gases that are released. Reducing food miles and transport and the amount of meat and dairy foods can contribute towards a lower carbon footprint

32 Customer needs & wants

There are different groups of people who use the services that H&C businesses provide. Each group has different needs and wants and a successful business will provided services for these in order to attract customers

33 Customer service

This is an essential part of the image of a business. Customer service should be of a consistently high standard in all of the services provided to ensure customer satisfaction and repeat business.

34 Couples Likely to require leisure facilities, short stays, reasonably priced accommodation and special packages. Probably visiting out of season at quieter times of the year.

35 Families Require value for money and suitable facilities for children including activities. Catering needs include children's menus, accommodation needs include cots, high-chairs, en-suite toilet/shower/bath.

36 Business customers Visiting for work related purposes, need suitable accommodation for meetings. Need additional facilities such as ICT, business lunches and refreshments available throughout the day.

37 Tourists Require suitable reasonably priced accommodation and facilities. May need flexible food provisions and services.

38 Customer trends

39 Leisure requirements

40 Business/ corporate requirements

The ways in which customers choose and use goods and services has changed over the years. It is important that businesses keep up with these trends, the majority of which are influenced by media and technology.

The H&C industry is a major part of the leisure industry as it provides food, drink and accommodation which are essential customer requirements and expectations. Leisure activities include; sports, holidays, tourism and outdoor pursuits.

Businesses and corporations use the H&C industry for events such as conferences, meetings, exhibitions, awards ceremonies, team building and staff events.

41 Local residents H&C businesses are often located in or near residential areas of cities, towns and villages. They will employ local people and contribute to the local economy therefore need to build and maintain good relationships with local residents.

KS4 KRS 1.2 - Hospitality and Catering: Unit 1

1.1 Hospitality & catering provision

1.2 How hospitality & catering providers operate

21 Give 4 factors that can affect the success of a business.

30 How can technology be used within the H&C industry?

31 Explain what is meantby ‘the media’

Suggest two ways in which socialmediacanhave a positive effecton aH &C business?

22 Explain the costs associated with running a business in the H&C industry.

Suggest two ways in which socialmedia can have a negativeeffecton aH &C business?

32 Explain why is it important to conduct market research and how this helps businesses with customer needs and wants.

23 State two reasons why the economy can have an effect on the success of a business.

24 Explain what gross profit is and how it is calculated.

33 Describe ways in which excellent customer service can be offered.

What is the potential impact of negative customer service?

34 Describe the needs and wants of couples.

25 Explain what net profit is and how it is calculated.

35 Describe the needs and wants of families.

26 Define ‘overheads’.

Give 3 examples of overheads in a restaurant and hotel.

27 Describe the ways in which H&C establishments and the industry is having a negative impact on the environment.

36 List the facilities a business customer would require.

28 Define the 3Rs.

Give four ways in which a business can reduce waste.

29 Explain what sustainability could look like in a hospitality & catering establishment.

37 Give an example of tourist needs when staying in a residential provision.

38 Give an example of a current/modern customer diet trend.

39 Explain what is meant by ‘leisure’ requirements.

40 Why might a business/corporation require additional facilities from a hotel?

41 What advantages can the H&C industry provide for local residents?

1.3 - Hospitality and Catering: Unit 1

1.2 How hospitality and catering providers operate

42 Front of House Operation A range of operational activities take place in the areas in which customers are located (FoH). This includes checking guests in/out and greeting customers which is critical for demonstrating high standards for their first impression.

43 Front of House Workflow Front of house workflow means the way in which food passes from the kitchen as completed meal items to the customer service at the tables in the dining area. This also applies to the drinks service from the bar to the customers.

44 Dress code –Front of House

The dress code for front-of-house employees is more varied. It may be as simple as requiring a particular colour, e.g. all black or there may be a uniform provided. It is important for creating a positive and professional first impression, for food hygiene purposes and to give the employees a sense of being part of a team and being easily identifiable to customers.

45 Back of House Operation Traditionally the kitchen is known as ‘back of house’ where the operational activities are carried out away from the customers. The four main operational activities are: receiving and storing deliveries, preparation, cooking, presentation and plating food, cleaning and maintaining equipment and premises.

46 Workflow For a kitchen to work efficiently and effectively, it needs to have a logical layout so that a good workflow can be established. This means the way food passes through the kitchen from delivery to service in the dining area with as little obstruction as possible and minimal risk of cross-contamination by microbes.

47 Dress code requirementsChefs

The chefs uniform is a recognised symbol of the catering industry. It is traditionally white and designed to protect the body, fit the body comfortably, absorb perspiration and provide a hygienic barrier between the food handler and food while portraying a professional image. Uniform should be changed at their place of work, daily and not be worn outside of the kitchen to prevent cross-contamination.

48 Equipment and materials Good quality equipment and materials are essential for the efficient and safe production of food.

49 Large equipment Includes ovens, walk-in freezers, steamers, grills, floor standing mixers and processors, deep-fat fryers, dishwashers and glass washers.

50 Small hand-held equipment Includes bowls, jugs, whisks, knives, chopping boards, food temperature probes. General kitchen utensils

51 Mechanical equipment Any equipment which is powered such as blenders, electric whisks, food processors, mixers, etc.

52 First aid & safety equipment Essential equipment needed in a kitchen including first-aid kit, safety and emergency signs, fire extinguishers, smoke, gas and carbon monoxide alarms and safety and emergency lighting.

53 Food safety equipment Food safety is a top priority to ensure customers do not become ill. A range of equipment is used to ensure food is prepared safely, e.g. colour coded chopping boards, knives and tongs.

54 Stock control A good stock control system is essential to ensure that a business remains profitable. Monitoring and recording stock across all areas of the business can help with the success of a business.

55 FIFO FIFO stands for First In First Out and is a method of stock rotation which ensures the oldest products with the shortest dates are used before the newer products to reduce waste and prevent an impact on the quality of dishes.

56 Documentation Records and paperwork must be completed and kept for legal purposes. These can be checked by agencies such as EHOs, HMRC and the HSE.

57 Customer requirements & expectations

There are three levels of customer requirements and expectations; essential – the bare minimum a customer would need and expect, desirable – offered in addition to essentials and extras – customers would be delighted to receive but not expected.

58 Customer rights Customers are recognised by law and have certain legal rights to protect them when they buy products or services.

59 Equality & inclusion Laws and regulations that protect customers are: Trade Descriptions Act 1968

Equality Act 2010

The consumer Protection Act 1987

Consumer Rights Act 2015

60 Market research Ways of finding out what customers’ needs, requirements and expectations are. Methods include surveys and feedback.

KS4 KRS 1.3 - Hospitality and Catering: Unit 1

1.2 How hospitality and catering providers operate

42 List four responsibilities and operations you would find in the front of house.

48 Identify what most kitchen equipment is made from. Why?

43 Describe the importance of an efficient front of house workflow.

49 Give three examples of large equipment.

50 Give three examples of small hand-held utensils.

44 Explain why dress code is important in a customer facing role.

Describe the dress code for a:

• Receptionist

• Wait staff

45 Give four examples of responsibilities and operational activities you would find in the ‘back of house’.

51 Describe the features of mechanical equipment.

52 Give two examples of safety equipment found in the back of house.

53 Explain why food safety equipment needs to be easily identified. Give two examples.

54 Why is stock control important when running a business?

55 What is FIFO and why is it important in a kitchen?

46 What are the key features of a safe and efficient kitchen workflow.

What additional features need to be considered when designing a kitchen?

47 Outline the dress code requirements for food handlers.

Explain the main purposes of a traditional chefs uniform.

56 Describe the types of records and documents kept in a business within the H&C industry.

57 What are the different levels of customer requirements and expectations?

Give an example of each.

58 How are customers protected when it comes to products and services?

59 Give 4 examples of legislation covering customers.

60 Explain what market research is and how it can be used to make a business successful.

KS4 KRS 1.4 - Hospitality and Catering: Unit 1

1.3 Health and safety in hospitality and catering provision

61 Safety Employees should be aware of potential safety issues in both front and back of house. These can include the risk of fire, trips/slips/falls, injury from machinery, cuts/burns/scalds, heavy stored items falling.

62 Security Potential security issues for businesses include; theft of personal items (staff area), theft of equipment, theft of ingredients/alcohol/materials, vandalism, issues with alcohol and drug misuse, customer aggression

63 Legislation There are a number of laws around personal safety which protect the employer, employee and customers. These need to be adhered to by all businesses.

64 HASAWA Health and Safety At Work Act

65 RIDDOR Reporting of Injuries, Diseases and Dangerous Occurrences Regulations

66 COSHH Control of Substances Hazardous to Health

67 MHOR Manual Handling Operations Regulations

68 PPER Personal Protective Equipment at work Regulations

Employers role- equipment is tested & maintained correctly, chemicals stored correctly & staff trained. Risk assessments completed, H & S policy given to staff, safety equipment & clothing provided. Training required to be completed.

Employees- must follow rules, wear PPE, report dangers, work safely.

Employers must report workplace incidents to HSE, this includes death or serious injury, work related disease. Any flammable gas incidents & dangerous gas fitting (e.g. cookers), dangerous equipment. Near misses must also be reported and recorded.

Employees must report H&S issues and record incidents in the accident book.

Purpose is to prevent future incidents and injuries and highlight where additional training for staff needs to be provided.

Includes: chemicals, fumes, dust, vapour from chemicals and gases from cookers.

Substances must be stored, handled & disposed of correctly, this is identified in writing and with a risk rating. Labelled as toxic, harmful, irritant, corrosive, explosive or oxidising.

Employees must be trained to use them

Protects employees from injury when they are lifting/moving heavy objects. Risk assessments must be written & training provide and equipment stored safely.

Employees – Trained, bend knees & back straight when lifting, never reach, wear PPE, check for danger, push don't pull, get help if needed.

Employers must provide personal protective equipment which is the correct size and they should train employees on using it. Use reminder signs.

PPE should be good quality & well maintained and kept in suitable storage facilities. Examples include; gloves, goggles, face masks, long sleeves, waterproof aprons, hard hats.

69 Hazard Something that could cause harm to someone’s health or physically injure them.

70 Risk How likely it is that someone may be harmed or injured by a hazard. If something is high risk it is more likely to cause harm or injury than something that is low risk.

71 Control Measure A control measure is an action or activity that is put in place to reduce or prevent the risk of a hazard causing harm or injury. For example storing knives in a knife block.

72 Risk Assessment A process used to identify risks and level of risk with activities carried out, situations and use of equipment. A risk assessment looks at who has potential to be harmed/injured and includes control measures to reduce or prevent these risk being an issue.

73 The Food Safety Act 1990 This legislation applies to all food businesses and also charities. It requires all food businesses to make sure that the food they produce for sale is safe to eat, what people expect it to be and not labelled, advertised or presented in a way that is misleading

74 Food Safety (General Food Hygiene Regulations)

2006 – amended in 2013, these regulations apply to all types of food and drink and their ingredients at all stages of food production. This can be achieved using a HACCP system.

75 HACCP Hazard Analysis and Critical Control Points is a food safety management system that is used to ensure that hazards are identified and critical control points are enforced in order to protect the health of customers.

76 Critical Control Points These are the stages in a food production operation where food safety could go wrong. Critical control points are identified for all potential food safety hazards using a HACCP document.

77 Due diligence All food businesses have a legal duty to protect the health of their customers. Due diligence is being able to prove that reasonable actions have been taken in everyday activities to avoid health risks.

78 Food Premises In order to meet the requirements of the Food Safety Regulations, there are basic requirements for the premises (buildings/rooms) in which food businesses operate. For example having adequate lighting, be well maintained and in good repair, have proper facilities for washing food and equipment etc.

79 Food Handlers According to the Food Hygiene Regulations, anyone who handles food must follow basic hygiene rules in order to control the spread of bacteria. This includes hand washing, wearing clean uniform, not working around food if they are ill, not smoking in a food room, avoiding wearing jewellery or heavy perfumes and scents and following all other food safety and hygiene rules when preparing and handling foods.

KS4 KRS 1.4 - Hospitality and Catering: Unit 1

1.3 Health and safety in hospitality and catering provision

61 Describe the potential safety risks to staff and customers in a H&C establishment.

62 Explain the security risks in the front of house operation.

How could these be managed?

63 Describe the importance of safety legislation to a business.

69 Define hazard.

Name two hazards in a catering kitchen.

Name two hazards in front of house.

70 Explain what a risk is and how risks are measured.

Give an example of a low risk activity in the H&C industry.

Give an example of a high risk activity in the H&C industry.

71 State a range of example control measures that may be found on a risk assessment for:

64 What does HASAWA stand for?

What are the responsibilities of the employer and employee under HASAWA?

65 What does RIDDOR stand for?

Describe the responsibilities of the employer in relation to RIDDOR in the workplace.

66 What does COSHH stand for?

Explain why it is essential to enforce COSHH regulations in a kitchen.

Describe the different types of COSHH symbols and their meanings

67 What does MHOR stand for?

What are the risks associated with incorrect lifting?

68 What does PPER stand for?

Give 4 examples of PPE worn in a catering environment.

What are the rules to follow when using PPE in the workplace?

• Slips/trips/falls

• Burns/scalds

• Cuts

72 Outline the importance of risk assessments to a business.

73 Identify and describe the food legislation that ensures all food is safe to eat, meets expectations and is not misleading to customers.

74 Give an example of a food hygiene management system under the Food Safety (general food hygiene) regulations.

75 What does HACCP stand for and why is it important for a food business to have one?

76 Give examples of critical control points when storing/preparing/cooking and serving foods. Include key times and temperatures.

77 What is the defence of due diligence?

78 Describe the key features of food premises.

79 List the basic hygiene rules all food handlers should follow.

KS4 KRS 1.5 - Hospitality and Catering: Unit 1

1.4 Food-related causes of ill health

80 Food induced ill health

There are three main causes of food-related ill health, these include microbes which may cause food spoilage and contaminate food making it unsafe and unfit to eat, chemicals, metals and poisonous plants and food allergies and intolerances.

81 Microbes Microbe is short for microorganism. These can get into food and under the right conditions they can grow and multiply without being seen. There are different types of microbes, not all are harmful or ‘bad’ some are necessary and present in certain types of foods, such as cheese and yoghurts.

82 Cross contamination

The spread of microbes/bacteria from one source to another, which they then contaminate. Examples of cross-contamination include handling raw meat or poultry then handling cooked foods without washing hands in between, using the same equipment ignoring colour coding, not storing food correctly in locations where raw and cooked foods can touch.

87 Moulds Moulds are tiny fungi that when in the right conditions they can grow and multiply making food unsafe to eat. They send out tiny spores which germinate in the food making it taste and smell unpleasant. It is the toxins (poisons) found in the waste products of spores that can make people ill. These toxins can remain in the food even if the mould you can see is removed.

88 Chemicals Some chemicals and metals are poisonous and can cause a range of symptoms in a short time if they are ingested. Other chemicals gradually build up over time in the body and have potential to cause damage to tissue and organs causing serious illness like cancers and liver or kidney failure

89 Allergens An allergen is something which causes an allergy. By law the 14 major allergens must be prominently identified on food packaging.

83 Food spoilage

Food spoilage can make food unsafe and unfit to eat. If food is incorrectly stored and the correct conditions are present, food can spoil or ‘go off’. Often mould is visible and the quality of the food is compromised significantly and it cannot be consumed.

90 Food Allergies Allergies are a condition where the body’s immune system reacts unusually to specific foods and allergens, causing a range of mild to severe symptoms This includes anaphylaxis.

84 Conditions for bacterial growth

Microbes need certain conditions to grow and reproduce. This includes; temperature – usually within the danger zone, moisture, food, time and the right pH level. If all of these conditions are present, bacterial can divide and multiply every 10-20 minutes, meaning a large number of microbes can be present within a relatively short time frame.

85 High risk foods Foods are grouped according to whether they are high or low risk for allowing the growth and multiplication of food-poisoning bacteria. High risk foods are usually high in protein for example meat and dairy products, or products grown in the ground and in contact with soil. High risk foods should be carefully stored in the fridge at low temperatures to prevent bacterial growth.

86 Food poisoning Food poisoning is a common and unpleasant illness that can lead to serious health problems.

Harmful pathogenic bacteria cause most cases of food poisoning and it is particularly dangerous for certain groups such as pregnant women, young children and the elderly as well as those with weakened immune systems

The most common types of food poisoning bacteria are:

Bacillus Cereus

Campylobacter

Clostridium perfringens

E.coli

Listeria

Salmonella

Staphylococcus aureus

Each type of food poisoning bacteria comes from a variety of sources and can cause visible and non-visible symptoms. The onset time and duration of illness also varies between types

91 Visible symptoms Can be easily seen (or heard) including hives (rash) changes to skin colour, swelling, difficulty breathing causing a wheeze, vomiting and collapse.

92 Non-visible symptoms Happen inside of the body so are not obvious, mouth, tongue and throat swelling, pain in the abdomen and nausea.

93 Intolerances A long-term condition where certain foods cause someone to feel unwell. It is not usually life threatening.

94 Lactose intolerance Can develop at any age where the person cannot digest lactose, a natural sugar found in milk and milk products Requires lactose-free dairy products.

95 Coeliac disease Caused by the immune system reacting to gluten, found in wheat, barley, oats and rye. All products containing gluten must be avoided.

96 Food safety legislation Is in place to make sure that food is safe to eat, protecting both food businesses and consumers.

97 Food labelling regulations The purpose is to inform and educate consumers about food products and protect the customer and manufacturer by including specific required information.

98 EHO Environmental Health Officers enforce food safety legislation by inspecting businesses, providing hygiene ratings and advice. They have legal powers to close businesses if necessary and can issue fines.

KS4 KRS 1.5 - Hospitality and Catering: Unit 1

1.4 Food-related causes of ill health

80 Give three different ways in which food can cause ill health.

87 Explain how moulds can cause illness.

88 Explain how chemicals and metals can cause illness.

81 Describe the types of micro-organism and their functions/purposes.

Highlight the difference in microbes considering whether they are all ‘bad’.

82 Explain how a food handler can prevent cross-contamination in a catering kitchen.

Give 3 examples of good practice when preparing foods to prevent cross contamination.

83 Food spoilage

84 Give the 5 conditions needed for bacterial growth.

89 Where would you find allergen information for food products?

How many major allergens need to be labelled?

90 Explain what food allergies are and the effect they can have on people and their diets.

91 Suggest three visible symptoms of food related illness (food poisoning/allergies/intolerances)

92 Suggest three non- visible symptoms of food related illness (food poisoning/allergies/intolerances)

93 Compare intolerances to allergies. What is similar? What are the differences?

85 Explain what high risk foods are.

Give four examples of high risk foods and how they should be stored to prevent bacterial growth.

86 Explain the range of symptoms for the main food poisoning types.

Define ‘onset time’.

Give three examples of groups who are most likely to be affected by food poisoning.

94 Which group of nutrients do people with lactose intolerance need to avoid? Why?

Describe ways that lactose intolerance can be managed.

95 Explain what coeliac disease is and how it can be managed by diet.

96 What is the main purpose of food safety legislation?

97 What is the main purpose of food labelling regulations?

Describe the main sources of food poisoning bacteria.

98 Describe the role and responsibilities of an EHO. Explain what ‘power of entry’ means.

Give three examples of areas that will be inspected by an EHO.

Key Terms | Vocabulary

1 Asset table

Lists all the sources of information or assets (re)used in a project It provides detailed information about each source / asset

13 Navigation The ways in which users can move through a presentation.

2 Animation

The process of creating the illusion of motion by rapidly displaying a sequence of static images that minimally differ from each other

14 Navigation bars A user interface element that provides a menu or list of options for navigating through a presentation.

15 Properties The characteristics or attributes of a digital file.

3 Bitmap

A type of digital image that is made up of a grid of pixels, each of which is assigned a specific colour or shade

16 Publish To make something publicly available

4 Client Brief

A document that outlines the goals, requirements, and expectations of a project or task that a client wants a service provider to undertake

5 Compatibility Different systems, devices, or programs to work together and interact without issues.

6 Exporting

7 File size

The process of saving or transferring data or files from one software program to another

The amount of storage space a file occupies on a computers storage device.

17 Repurpose

To take existing visual content, such as images, illustrations, or infographics, and modify them in some way to make them suitable for a different purpose.

18 Resolution The number of pixels or dots per inch (dpi) that make up a digital image

19 Roll over button A type of graphical user interface element that changes its appearance when the mouse cursor is moved over it

8 File type

The specific way in which data is stored in a file Different file types are used for different purposes, such as storing text, images, audio and video.

20 Storyboards

A visual representation of a story or concept, typically presented in a sequence of illustrations or images accompanied by notes or descriptions

9 Forms

Can be completed and submitted via an interactive product It allows users to input information, make selections, and provide responses to specific questions or prompts, typically for the purpose of gathering data The specific way in which data is stored in a file Different file types are used for different purposes, such as storing text, images, audio and video.

21 Success criteria Specific and measurable indicators used to evaluate the success of a project or activity.

22 Test plan

A document that outlines methods for testing a project's functionality, usability, and performance

23 Transitions

The visual effects or animations that occur between slides in a presentation. Transitions can be used to create a smooth flow between slides.

10 Hierarchy diagrams

A visual representation of the hierarchical structure of a product It typically shows the levels of navigation

11 House style A set of guidelines for the design and presentation of a product

12 Master page/page template design

A pre-designed slide or set of slides that serve as a blueprint or starting point for creating a presentation in a specific style or format.

24 Vector

A digital graphic that is created using mathematical equations to define the shapes and lines of the image

25 Wire frame

A visual representation of the layout and structure of a product It is a basic, simplified outline of the design that shows the placement and hierarchy of content

KS4 R097 – Interactive Media: Interactive digital media

Key Terms | Vocabulary

1 Describe the content of an asset table.

13 Describe the term navigation and how it links to an interactive product.

14 State the purpose of a navigation bar.

2 Describe how an animation works.

3 Describe how image is represented as a bitmap.

15 State what is meant by a files properties.

4 Describe the purpose and content of a client brief.

16 State what is meant by to publish.

17 Describe the process of repurposing.

5 State the purpose of compatibility.

6 Describe why we would export an interactive product when finished.

18 State what is meant by resolution.

19 Describe what is meant by and the use of a roll over button.

7 State what is meant by file size.

8 State what is meant by file type.

9 Describe why forms would be used in an interactive product.

20 State the purpose of a storyboard.

21 Describe why success criteria are vital for a project.

22 State what a test plan seeks to test.

10 Identify what information is given in a hierarchy diagram.

23 Describe the term transition in relation to a interactive product.

11 State why we would use a house style when constructing an interactive product.

24 Describe how image is represented as a vector.

12 Describe why the use of master slides is important when constructing an interactive product.

25 Describe what a wire frame plan includes and how it should look.

KS4 R094 – Interactive Media: Visual Identity and Digital Graphics

Key Terms | Vocabulary

1 Slogan A shortand striking ormemorablephraseused in advertising

Content

12 Visual identity

• Name,logoandstrapline

• Recognisablethroughthecolourandsymbols

• Designconventionsof a logo are met

• Additionalinformation

• Headlinesandcopy

2 Typography The art andtechniqueofarranging type, or writtentext, in a visually appealingandreadablemanner

13 Layout Conventions

• Imagecontent

• Titles andMastheads

• Applicationofvisualidentity

• Alignment

3 Colour Palette Thecoloursused within thebrand

14 Graphic Design

• Typography

• Theofcolour

• Use of white space.

• Colourdepth

4 Alignment To which side text is aligned to Left,right,centreor justified

15 Graphic Propriety

• Compressionsettings

• Overallquality

• Transparency

5 White space The area around text or images that give the layout definition

• Image/canvas size

• Layouttools

• Drawingtools

• Adjustments to brightness/contrastandcolour

6 Layout convention Standardcontent to includeon a mediaproduct

16 Software Tools

• Use ofselections

• Use oflayersandlayer styles

• Retouching

• Typography

• Filters and effects

7 Image Licencing Thepermissionsrequiredforusingimages from secondary scorces

8 Mind Map A visualdiagramthatrepresentsideas,concepts,or information in a interconnectedmanner. It is usedas a tool forbrainstormingandsummarisinginformation.

9 Mood Board

A visualtoolused to communicatethelookandfeel,or atmosphere,of a project, such as a design,advertisement,or event. It is a collageofimages,textures,colours,andother visualelementsthatconvey a particularmood, style, or theme

10 Concept Sketch

A simplified sketch illustratingthemainaspectsof a concept or system, annotated with concisebutcompletelabelsthat identifythefeatures

11 Proprietary Format Is a nonstandardformattherequiresspecialistsoftware to open It shouldnotbeusedfornormaldistribution

KS4 R094 – Interactive Media: Visual Identity and Digital Graphics.

Key Terms | Vocabulary

KS4 R093 – Interactive Media: Creative iMedia in the Media Industry

Content | Factors influencing

Content | Compression

8 Lossy

A type ofdatacompressiontechnique where some data is lostordiscardedduringthecompression process. This meansthatthecompressed fileis not an exact replicaoftheoriginal file, as some data is permanentlyremoved to reducethe file size.

9

A type ofdatacompressiontechniquethat compresses data in a way thatallowstheoriginal data to be fully recoveredwithoutanylossor degradation in quality

10

Content

Data thathasnotbeencompressedoraltered in any way Uncompressed files retainalloftheir originaldataand are notsubject to anydatalossor degradationthatcanoccurduringthecompression process

KS4 R093 – Interactive Media: Creative iMedia in the Media Industry

Key Terms | Vocabulary

Content | Research Methods

Religious Education - Christianity

Beliefs and Sacred Text: Key Vocabulary:

1 Theist Someone who believes in God

2 Salvation

The saving of human beings from death and separation from God.

3 The Ascension When Jesus rose up to heaven to be with God again.

4 Grace God showing favour to those who haven’t earned it.

5 The Kingdom of God

6 Atonement

The time and place where God rules.

The action of making amends for a wrong or injury. Reparation of explanation of a sin.

12 Bible 13 Heaven and Hell 14 Resurrection

The Bible is the Christian sacred text. It is split into two parts – the Old and New Testaments.

Depending on the version the Old Testaments has at least 39 books. These include the Creation story and the Ten Commandments. These 39 books are Jewish scripture and consider sacred by Jews.

The New Testament is the specifically Christian part of the Bible. Its 27 books include 4 Gospels (Matthew, Mark, Luke and John), which are accounts of Jesus’s life.

Christians believe in Heaven and Hell. Christians believe that God will judge you when you die and you will go to Heaven or Hell.

Heaven is portrayed as a place of great beauty and serenity., a paradise.

Hell is portrayed as a place or torment and pain – the final destination for non believers and those who had led a bad life.

Many Christians believe that Jesus will return in the Second Coming, and everyone who died will be resurrected.

Some believe that all of humanity will be judged at the Last Judgement. Those that God finds acceptable will enter Heaven. The rest will go to Hell.

Some Christians believe in a personal day of judgement straight after a person dies. Their actions will be judged and they will go to heaven or hell straight away.

7 Incarnation

Is the Christian belief that God took human form by becoming Jesus.

8 Traditions 9 Roman Catholics 10 Protestants

Christianity is divided into different traditions.

The different branches of Christianity are called denominations, They share key beliefs, but interpret some points differently and worship in different ways.

Roman Catholics respect the authority of the Bible and the Church tradition, plus the authority of the Pope and his teachings.

The seven sacraments which include the Eucharist are an important part of their faith.

Protestants base their beliefs and practices on the Bible, rather than church tradition or the teachings of the Pope.

In England and Wales, Protestant denominations that are not part of the ‘Anglican Communion” are often called nonconformists. These include Methodists, Baptists, Pentecostals, Quakers and the Salvation Army.

Festivals:

11 Orthodox Christians

Orthodox Christians are mainly found in Eastern Europe, Russia and Greece. They also have 7 sacraments and honour (but don’t worship) icons –pictures of saints.

15 Advent Sunday Advent Sunday is the start of the Christian year.

16 All Saints’ Day – 1 November

All Saints' Day is a festival on 1st November when many western Christian Churches honour and give thanks for both known and unknown Saints/saints?

17 Easter Day Easter Day or Easter Sunday commemorates the resurrection of Jesus.

18 Epiphany – 6 January

The feast of Epiphany celebrates the showing of Jesus to the non-Jewish world.

Life:Religious Education - Christianity

Beliefs and Sacred Text: Key Vocabulary:

1 Someone who believes in God

2 The saving of human beings from death and separation from God.

3 When Jesus rose up to heaven to be with God again.

4 God showing favour to those who haven’t earned it.

5 The time and place where God rules.

6 The action of making amends for a wrong or injury. Reparation of explanation of a sin.

7 Is the Christian belief that God took human form by becoming Jesus.

12 Bible 13 Heaven and Hell 14 Resurrection

How many parts is the Bible split into and what are they called?

What do Christians believe about heaven and hell?

Resurrection plays abig role in Christianity. What is resurrection?

Festivals:

11 Orthodox Christians Christianity is divided into different traditions.

8 Traditions 9 Roman Catholics 10 Protestants

Where do Roman Catholics look for guidance?

What do Protestants base their beliefson? Orthodox Christians are mainly found in which parts of the world?

15

What are the branches of Christianity known as?

16

17

Religious Education - Islam

Beliefs and Sacred Text: Key Vocabulary:

1 Jihad The struggle to be a good Muslim.

2 Wudu The ritual washing of exposed body parts before prayer.

3 Khalifah

The belief that Muslims must look after the Earth as trustees.

4 Barzakh Where souls wait for Yawm ad-Din (the Day of Judgment)

5 Umma

The whole community of Muslims bound together by ties of religion.

11 God 12 The Qur’an 13 Day of Judgement

Islam was founded in the 7th century. It shares some ideas with Judaism and Christianity. Muslims believe in one god, Allah.

Angels are Allah’s messengers. The purpose of angels is to follow Allah’s orders and communicate with humans.

Festivals:

6 Hadith

A collection of traditions containing sayings of the prophet Mohammad, with accounts of his daily practice (the Sunna).

The Qur’an is the Muslim holy book.

Allah revealed the Qur’an to Muhammad.

On Yawm ad-Din, Allah decides how people will spend the afterlife. This based upon what they did during their life.

Allah will judge everyone, not just Muslims.

The idea of judgement encourages Muslims to live their lives in a good way.

14 Id ul-Adha 15 Id ul-Fitr 16 Ashura

This festival celebrates complete obedience to Allah.

Marks the end of Ramadan. Commemorates the Death of Husayn (Muhammad’s grandson.)

7 Traditions 8 Founder 9 Sunni 10 Shia

Islam is divided into two main traditions – Sunni and Shi’as.

They have many similar beliefs. About 80-90% of Muslims are Sunni Muslims.

Muhammad was the founder of Islam.

After Muhammad died Muslims had to choose a new leader (caliph).

There are six articles of faith in Sunni Islam:

1. Belief that Allah is the one and only god (Tawhid)

2. Belief in angels (Malaikah)

3. Belief in holy books

4. Belief in Allah’s prophets (Nubuwwah)

5. Belief in the Day of Judgment

6. Belief that Allah knows and describes everything that’s going to happen (predestination – al-Qadr)

There are five articlesof faith in Shi’a Islam. They are known as the Usul ad-Din –foundations of faith:

1. Belief that Allah is the one and only god (Tawhid)

2. Belief in divine justice (Adalat)

3. Belief in prophet hood (Nubuwwah)

4. Belief in the authority of imans (Imamah)

5. Belief in the Day of Resurrection (Ma’ad)

17 Five Pillars of Islam and Ten Obligatory Acts

Sunni Muslims are required to follow the Five Pillars of Islam:

1.Shahadah – declaration of faith

2.Salah – Prayer five times per day

3.Zakah – charitable giving

4. Sawm – obligation to fast during Ramadan

5. Hajj – pilgrimage to Makkah

Shi’a Muslims follow the Ten Obligatory Acts. Four of these – salah, sawm, zakah and hajj are the same as the Five Pillars. The other are:

1.Khums – annual tax

2.Jihad – ‘Struggle’

3. Amr-bil-Maroof and Nahi Anil Munkar –encourage good deeds and avoid bad ones

4. Tawalla and Tabarra – ‘love’ and ‘aloofness’

Life: Religious Education - Islam

Beliefs and Sacred Text: Key Vocabulary:

1 The struggle to be a good Muslim.

2 The ritual washing of exposed body parts before prayer.

3 The belief that Muslims must look after the Earth as trustees.

4 Where souls wait for Yawm ad-Din (the Day of Judgment)

5 The whole community of Muslims bound together by ties of religion.

11 God

Islam is a monotheistic religion. What does this mean?

Festivals:

6 A collection of traditions containing sayings of the prophet Mohammad, with accounts of his daily practice (the Sunna).

14 This festival celebrates complete obedience to Allah.

12 The Qur’an 13 Day of Judgement

What is the Qur’an and why is it important?

What happens on the Day of Judgement?

15 Marks the end of Ramadan 16

7 Traditions 8 Founder 9 Sunni 10 Shia

Islam is divided into two main traditions what are they?

Muhammad was the founder of Islam. What happened after Muhammad died?

There are six articles of faith in Sunni Islamwhat are they?

There are five articlesof faith in Shi’a Islam.

They are known as the Usul ad-Din – foundations of faith.

What are they?

Commemorates the Death of Husayn (Muhammad’s grandson)

17 Five Pillars of Islam and Ten Obligatory Acts

The Five Pillars of Islam and Ten Obligatory Acts are important key actions for Muslims to follow.

What are they?

Life: Religious Education - Judaism

Key Vocabulary:

1 Kashrut The food laws written in the Torah

Beliefs and Sacred Text:

9 God 10 Torah 11 Talmud

There are different braches of Judaism, but all Jews believe in one God and follow the Torah as a sacred text..

The Torah is the Jewish sacred text. The Torah is the first five books of the Old Testament.

1.Genesis

2 Omnibenevolent Being all - good

3 Shabbat

Also called the Sabbath. The Shabbat is the Jewish day of rest. This takes place each Saturday.

Festivals:

4 Maimonides

A Jewish Scholar who wrote the 13 principles of faith and compiled a lot of the mitzvoth.

5 Traditions 6 Orthodox

There are different branches of Judaism.

• Orthodox

• Progressive

• Masorti

Orthodox Jews believe that the Torah and Talmud came from God.

They believe that they should be followed to the letter and that they should not be changed to adapt for modern day life.

They strictly observe the Shabbat day of rest.

2.Exodus

3.Leviticus

4.Numbers

5.Deuteronomy

The Talmud is a collection of teachings and record of spoken discussion between Torah Scholars. It is made up of two parts – the Mishnah, which explains how the mitzvot (commandments) in the Torah should be applied and the Gemara, which discusses and comments on the Mishnah.

12 Rosh Hashanah 13 Yom Kippur 14 Pesach(Passover)

Rosh Hashanah is the Jewish New Year. It is a time for Jews to consider any wrong doing in the past year and how the next year will be better.

Yom Kippur is a day of atonement. It is the holiest day of the year for Jews. It gives Jewsa chance to ask God to forgive the sins they have committed over the year.

7 Progressive 8 Masorti

Progressive Jews believe that the Torah and Talmud are people’s interpretation of God’s word.

They see Judaism as a religion that is changing and evolving. They are happy to apply the sacred texts to modern day life in a more flexible way that Orthodox Jews.

Masorti (conservative) Jews follow Jewish law, like Orthodox Jews, but with a more liberal interpretation.

Passover commemorates the exodus, the escape from slavery in Egypt.

15 Covenant

Jews believe in a covenant between them and God. A covenant is a formal agreement between two or more people.

God made a covenant with the Jews which defines them as God’s chosen people.

Life: Religious Education - Judaism

Beliefs and Sacred Text: Key Vocabulary:

9 God 10 Torah 11 Talmud

1 The food laws written in the Torah

Judaism is a monotheistic religion.

What does this mean?

The Torah is the Jewish sacred text. The Torah is the first five books of the Old Testament.

What are they?

2 Being all - good

3

Also called the Sabbath. The Shabbat is the Jewish day of rest. This takes place each Saturday.

Festivals:

4 A Jewish Scholar who wrote the 13 principles of faith and compiled a lot of the mitzvoth.

12

The time for Jews to consider any wrongdoing in the past year and how the next year will be better.

What is the Talmud?

13 The day of atonement.

14

Commemorates the exodus, the escape from slavery in Egypt.

There are different branches of Judaism.

What are they?

How do the beliefs of Orthodox Jews differ from those of progressive Jews?

How are the beliefs of Progressive Jews different to Orthodox Jews?

Masorti (conservative) Jews follow Jewish law how are they same or different to the other branches of Judaism?

15

A formal agreement between God and the Jewish people.

Life:Religious Education - Sikhism

What do Sikhs believe: Key Vocabulary:

1 Gurdwara The Sikh temple. Gurdwara means the ‘Gateway to the Guru’

2 Guru Granth Sahib The Sikh holy book

8 God 9 Equality 10 Values

Sikhs believe that there is only one God.

Everyone is equal.

Sikhs are supposed to work hard and live honestly.

3 Langar

The Langar is the community kitchen found within the Gurdwara. The Langar serves meals free of charge, regardless of religion, gender, economic status or ethnicity. (People sit on the floor and eat together,).

4 Khalsa

The Khalsa tradition was initiated in 1699 by the tenth guru of Sikhism, Guru Gobind Singh. This was a key event in the history of Sikhism. The founding of Khalsa is celebrated by Sikhs during the festival of Vaisakhi.

5 Founder 6 The last Guru

The Sikh faith was founded by Guru Nanak (1469-1539).

Guru Gobind Singh did not appoint someone to take over from him. Instead he transferred his authority to:

• The Guru Granth Sahib - the Sikh holy book.

• The Guru Khalsa Panth - the community of committed Sikh believers

The first passage in the Guru Granth Sahib states:

‘There is only one God, and it is called the truth, It exists in all creation, and it has no fear, It does not hate, and it is timeless, universal and self-existent! You will come to know it through the grace of the Guru.’

Sikhs believe that mediation is a way of remember God.

Men and women have the same status and responsibilities.

Sikhs are supposed to share with others and give to those in need.

Sikhs show that they are a Sikh by wearing certain items (the 5K’s).

Festivals:

7 5 K’s

The 5 Ks taken together symbolise that the Sikh who wears them has dedicated themselves to a life of devotion and submission to the Guru.

The 5 Ks are 5 physical symbols worn by Sikhs who have been initiated into the Khalsa.

Kesh – Uncut hair Kara - A steel bracelet Kanga – A wooden comb Kaccha – Cotton underwear Kirpan – Steel sword

11 Hola Mohalla

A time where Sikhs show their athletic skills.

12 Vaisakhi New Year's Day in the Punjab

13 Diwali a festival when the story of the 6th Guru is told

14 Guru Nanak’s birthday

Guru Granth Sahib is carried through the streets.

KS4 KRS 4 - Life: Religious Education - Sikhism

Key Vocabulary:

1 The Sikh temple. Gudwara means the ‘Gateway to the Guru’

2 The Sikh holy book

3

The Langar is the community kitchen found within the gurdwara. The Langar serves meals free of charge, regardless of religion, gender, economic status or ethnicity. (People sit on the floor and eat together,).

What do Sikhs believe:

8 God 9 Equality 10 Values

Sikhism is a monotheistic religion.

What does this mean?

What do Sikhs believe about equality?

What two values are important to Sikhs?

4

The Khalsa tradition was initiated in 1699by the tenth guru of Sikhism, Guru Gobind Singh. This was a key event in the history of Sikhism. The founding of Khalsa is celebrated by Sikhs during the festival of Vaisakhi.

Festivals:

5 Founder 6 The last Guru

Who founded the Sikhism?

When was it founded?

7

5 K’s

What happened when the last Guru died? The 5 Ks taken together symbolise that the Sikh who wears them has dedicated themselves to a life of devotion and submission to the Guru.

The 5 Ks are 5 physical symbols worn by Sikhs who have been initiated into the Khalsa.

What are the 5 Ks?

11 Hola Mohalla

A time where Sikhs show their athletic skills.

12 Vaisakhi New Year's Day in the Punjab

13 Diwali

a festival when the story of the 6th Guru is told

14 Guru Nanak’s birthday

Guru Granth Sahib is carried through the streets.

KS4 KRS 1 – Mathematics: Formulae

Key Vocabulary:

1 Formula

• A mathematical rule that uses letters to represent amounts

Key Facts:

11 List the factors of 24

12 Expand 4(y – 5)

2 Inverse

• The opposite of another operation

• Inverse operations are used to rearrange formulae

3 Substitute

• Swapping the letter for a number Evaluate

4 Expand • Multiplying the term outside the bracket by what is inside the bracket

5 Coefficient

• The number in front of the letter

• Example: 6z means 6 times z, and "z" is a variable, so 6 is a coefficient

13 Complete the function machine for y = 4x-7 Input X x4 Output -7 y

14 T = 2b + 7 Find the value of T when b = 8

15 Expand 2(2x – 5)

16 Solve 2x + 7 = 13 Subtract 7

by 2

6 Variable

• A letter or symbol representing a varying quantity that can change to take on different values

17 Evaluate the cost of 3 cans of coke when:

4 cans of coke = £1.80

18 Rearrange the formula to make z the subject

4C = £1.80 C = £1.80 / 4

3C = £0.45 x 3

3C = £1.35

7 Rearrange

• Changing the subject of the formula to be another letter

• Inverses are used to do this

8 Evaluate

• To evaluate an expression means to find a numerical value for it

• To 'work it out‘

Evaluate the cost of a bar of chocolate. 6 Bars of chocolate cost £18

9 Function Machine

• Involves taking an input and applying a rule to generate an output

10 Factor

• A whole number that divides exactly into another number

1 – Mathematics: Formulae

Key Vocabulary: Key Facts:

1 What is the definition of a formula?

2 Give examples of inverse operations?

3 What do you do when you substitute in mathematics?

11 What are the factors of 24?

12 How do you expand 4(y – 5)?

13 Describe what goes into the function machine for 4x - 7 Input Output

14 How would you find the value of T when T = 2b + 7 and the value of b = 8?

15 Describe the process of expanding 2(2x – 5)

4 What does the term expand mean when involving an equation, formula or expression?

16 Without actually solving, describe the steps you will need to take to solve 2x + 7 = 13

17 Without solving, describe the multiple steps to find the cost of 3 cans of coke when 4 cans of coke = £1.80

5 Describe the role of a coefficient

6 What is a variable?

7 What do you use when you rearrange a formula?

18 Describe how you would make z the subject of the formula: p = bz2

What are the key formulae for the following?:

8 What is meant by evaluate?

9 What is the role of a function machine?

10 What is a factor?

KS4 KRS 2 – Mathematics: Circles and Sectors

Key Facts:

Key Vocabulary:

1 Circle • A round shape

2 Centre • A fixed point in the middle

• Every point on its edge at a fixed distance from the centre Centre x

• Spheres also have centres

11

• Pi or π = 3.141592653589….

• π is an irrational number – It’s a decimal that never ends or repeats

12

• The radius is half of the diameter

13

• The diameter is double the radius

3 Circumference

• The perimeter of a circle

• Around the outside Radius

14

• The length of an arc is a fraction of the circumference

4 Radius

• Line joining the centre to the circumference

15

• The area of a sector is a fraction of the circles area

5 Diameter

• Line through the centre

• Touches two points on the circumference Arc

16

• A chord is pronounced ‘cord’, the h is silent

Key Formulae:

6 Arc

• Curved line which can be part of a circumference

Diameter

7 Tangent

• A line on the outside of a circle that touches the circle at only one point

8 Chord • Line joining the ends of an arc

• From side to side but not through the centre

Tangent Chord

19

9 Sector

10 Segment

• A shape formed by an arc and two radius

• Section between a cord and an arc

– Mathematics: Circles and Sectors

Key Vocabulary: Key Facts:

1 What is a circle?

2 Where is the centre?

3 Describe the circumference

4 Draw a circle and label its radius

5 Draw a circle and label its diameter

6 What is an arc?

7 Describe a tangent to a circle.

8 What is a chord?

9 Describe a sector of a circle.

10 What is a segment?

11 What is Pi to 2 decimal places?

12 If you know the diameter, how would you work out the radius?

13 If you know the radius, how would you work out the diameter?

14 What is the relationship between the length of an arc and the circumference?

15 What is the relationship between the area of a sector and the area of a circle?

16 Pronounce the word chord

Key Formulae:

17 What is the formula for area of a circle?

18 What is the formula for circumference?

What is the other formula for circumference?

19 What is the formula for the area of a sector?

20 What is the formula for arc length

3 – Mathematics: Inequalities

Key Vocabulary: Key Facts:

2340 > 2304

< 0.2

13 Write down the integers that satisfy -3 < x < 4

3, 4, 5,

-2, -1, 0, 1, 2, 3, 4

Subtract 7 from both sides: 2x < 6

Divide

15 Solve 5x - 2 > 2x + 13 Subtract 2x from both sides: 3x – 2 > 13

Add

Divide both sides by 3 x > 5

7 Round • Make a number simpler and easier to calculate with • If the digit after the rounding value is 5 or more round up

could be 7.3 to the nearest 1 decimal place. 7.25 < x < 7.35

Lower bound = 650 Upper bound = 750

6.5

< x < 7.5

+ 8

4x

+ 8 = 20

MATHEMATICS 243

Inequalities

Key Vocabulary: Key Facts:

1 What is an inequality?

2 What is the greater than symbol?

3 What is the less than or equal to symbol?

4 What is an integer?

5 What are the different pairs of inverse operations?

11 How do you remember which way the inequality symbols point?

12 What does the question mean if it asks for integers greater than a number?

13 How do you read a double sided inequality?

14 What are the multiple steps required to solve the inequality 2x + 7 < 13?

15 What are the multiple steps required to solve the inequality 5x - 2 > 2x + 13 ?

16 How do you find the upper and lower bounds of a number?

6 How do you solve inequalities?

7 How do you round numbers?

8 What is a significant figure?

9 Define the upper and lower bounds of a number.

17 How do you find an error interval?

18 What is an expression?

19 What is an equation?

20 What is an inequality?

10 What are error intervals?

KS4 KRS 4 – Mathematics: Probability

Key Vocabulary:

1 Venn Diagram • A diagram made up of two or more circles

• Each circle follows a certain rule e.g. Even numbers, multiples of 3, prime numbers

Key Facts:

9 Construct a Venn Diagram to show the following:

Set A = {1, 5, 6, 7, 8, 9, 10, 12} Set B = {2, 3, 4, 6, 7, 9, 11, 12, 13}

2 Intersection • The intersection of a Venn Diagram is the numbers that are in both Set A and Set B

• It is where both the circles overlap

3 Union • The union of a Venn Diagram is the numbers that are in set A or Set B or both

4 Two way Table • A way to organise information about two variables

• One variable is represented by rows and the other is represented by columns

The intersecting elements in the Venn diagram above are: 6, 7, 9 and 12.

10 Shade the intersection to A and B

5 Mutually Exclusive

• Two events that can’t happen at the same time

6 Tree Diagram • Shows the probability of all the possible outcomes of two or more events happening

A = Even Numbers on a die

B = Odd Numbers die P(A and B) = 0

11 What is the probability that a student likes Spanish? 25 students like Spanish. 50 students in total. P(Likes Spanish) = 25/50 = ½

7 Frequency Tree

• A way of organising information given as frequencies

12 Shade the Venn Diagram to represent A ∪ B.

8 Relative Frequency

• The number of times the event occurs divided by the total number of trials

A team has won 9 games from a total of 12. The relative frequency is 75%

13 Complete the Frequency Tree.

Key Formula:

14 Probability P(A or B)=P(A)+P(B)-P(A and B)

KS4 KRS 4 – Mathematics: Probability

Key Vocabulary: Key Facts:

1 What does a Venn Diagram represent?

2 Where is the intersection on a Venn Diagram?

3 What does the union represent in a Venn Diagram?

9 How would you start the process of adding elements to the correct sets in a Venn Diagram?

10 In a Venn Diagram with two sets, where does the intersection lie?

11 On a two-way table, where do you look for the totals?

4 What does a two way table represent?

5 What does mutually exclusive mean in Probability?

12 In a Venn Diagram with two sets, where does the union lie?

6 What does a tree diagram represent?

7 Describe a frequency tree

8 What is relative frequency?

13 How would you find missing values in a frequency tree?

Key Formula :

14 What is the formula to calculate P(A or B)?

5 – Mathematics: Percentages

Key Vocabulary:

1 Percent

2 Percentages of Amounts

• Means ‘out of 100’

• Non-calculator: we often find 10% and use it to find other percentages. e.g. 15% of £140

10% of £140 is £14 5% is £7 So 15% is £21

• Calculator: we convert the percentage to a decimal (this is the multiplier) and then multiply

e.g. 27% of £94 27% is 0.27 as a decimal

0.27 x 94 = £25.38

Key Vocabulary:

8 Interest

• The amount of money given for borrowing or investing

e.g. If you borrow £1000 and had to pay back £1200 then you paid £200 interest

9 Simple Interest

• Calculated on the original amount borrowed or invested and doesn’t change after the first year

• e.g. I invest £1000 at 10% simple interest, then every year I receive £100 interest

3 Writing an Amount as a Percentage of Another

4 Increasing and Decreasing by a Percentage

• e.g. 9 as a percentage of 24 (write as a fraction then multiply by 100)

9 x 100 = 37.5% 24

• Using multipliers: Increase 340kg by 12% (100 + 12 = 112)

Multiplier for 112% is 1.12

340 x 1.12 = 380.8kg

• Decrease 286m by 19% (100 – 19 = 81).

Multiplier for 81% is 0.81

286 x 0.81 = 231.66m

5 Reverse Percentages

• To find the original amount you need to get back to 100%.

e.g. A jumper cost £34 after a reduction of 15%

Original price = 100% £34 = 85%

So we can find 1% by ÷ 85 then 100% by x100

34 ÷ 85 x 100 = £40

10 Compound Interest

• Compound interest changes each year

• e.g. I invest £1000 at 10% compound interest

• After 1 year I have gained £100 interest, so I now have £1100

• In the second year I would earn £110 interest because I earn 10% of the full £1100. So I now have £1210

• In the third year I would earn £121 interest, etc

11 Reciprocal

• A number multiplied by its reciprocal equals 1

6 Calculating Percentage Change, Increase or Decrease.

7 Writing an Amount as a Percentage of Another

• Divide the change by the original amount and multiply by 100.

e.g. A TV increases in price from £200 to £280

Actual increase is £80, so percentage increase is 80 × 100=40% 200

Key Formulae:

12 Percentage Change Percentage Change = Actual Change x 100 Original

13 Compound Interest

Amount x Rateyears

• e.g. 9 as a percentage of 24 (write as a fraction then multiply by 100)

9 x 100 = 37.5% 24

KS4 KRS 5 – Mathematics: Percentages

Key Vocabulary: Key Facts:

1 What does percent mean?

2 How do you find percentages of an amount without a calculator?

8 What does interest mean in mathematics?

9 What is simple interest?

3 How do you write one amount as a percentage of another?

10 What is compound interest?

4 What is a multiplier when increasing and decreasing by a percentage?

11 What is a reciprocal?

5 When do you use reverse percentages?

Key Formulae:

12 What is the formula for calculating percentage change?

6 The percentage change method can also be used to find percentage or percentage .

13 What is the formula for compound interest?

7 What does VAT stand for?

6 – Mathematics: Pythagoras’ Theorem

Key Vocabulary: Key Facts:

1 Pythagoras’ Theorem

• A relationship between the squares of the sides of a right angled triangle, written as the formula

• a2 + b2 = c2

2 RightAngled Triangle

3 Hypotenuse

• Any triangle where one of its interior angles is 90o

• The longest side of a right angled triangle

• Opposite the right angle

4 Short Sides • The remaining sides of a right angled triangle that are not the hypotenuse

5 Labelling

• Identifying the hypotenuse and the short sides

• a and b are the shorter sides

• c is always the hypotenuse

6 Squared

7 Square Root

8 Rearranging Formula

• Multiplying a number by itself

• The number that has been multiplied by itself to make the square number

• Changing the subject of a formula so that it equals a different part of a formula a2 + b2 = c2 can be rearranged to c2 –b2 = a2 OR c2 – a2 = b2

9 Substitution • Replacing a letter with a number in a formula

10 Solve an Equation

• Find the value of the letter(s) by using inverse operations

11 Rounding to decimal places:

• Identify how many numbers after the decimal point and use the next number to round up or down

• e.g. 5.246 to 2 decimal places = 5.25

12 Rounding to significant figures:

• Identify how many non zero digits are required then round up or down to make all the other numbers zero

• e.g. 236.543 to 2 significant figures = 240

13 Pythagoras’ Theorem to find the hypotenuse length:

• a2 + b2 = c2

14 Calculate the length of a short side:

• c2 – b2 = a2 OR c2 – a2 = b2

15

• Isosceles and equilateral triangles can be split up to make right angled triangles

16 Pythagorean Triples are where a, b and c are all positive integers:

• 3, 4 ,5 where 32 + 42 = 52

• 7, 24, 25 where 72 + 242 = 252 Also any integer multiple of these triples are also triples:

• 6, 8, 10 where 62 + 82 = 102

Key Formula:

Pythagoras’ Theorem a2 + b2 = c2

KS4 KRS 6 – Mathematics: Pythagoras’ Theorem

Key Vocabulary:

1 What is Pythagoras’ theorem?

2 Define a right angled triangle

3 Which side of a right angled triangle is the hypotenuse?

Key Facts:

11 What do you know about rounding to decimal places?

12 What is meant by rounding to significant figures?

13 State the formula for calculating the long side of a right angled triangle.

14 State the formula for calculating a short side of a right angled triangle that is labelled b.

4 Which sides of a right angled triangle are short sides?

15 Describe where a line of symmetry would be on an equilateral triangle.

5 How do you label a right angled triangle to be able to use Pythagoras’ Theorem?

6 What does it mean to square a number?

7 What does square root mean?

8 Explain rearranging a formula.

9 What does substitution mean?

10 What is meant by the term solving an equation?

How would you label a right angled triangle created for use with Pythagoras’ Theorem?

16 What is a Pythagorean Triple? How can you prove the side lengths 5, 12, 13 on a right angled triangle is a Pythagorean Triple?

Key Formula:

Pythagoras’ Theorem Write down Pythagoras’ theorem

KS4 KRS 7 – Mathematics: Straight Line Graphs

Key Vocabulary: Key Facts:

1 Origin

• Point (0,0) where the x-axis and y-axis cross

10 What is this coordinate? (-3, 0)

2 Axes

• Horizontal axis is called the x-axis, vertical axis is called the y-axis

3 Quadrant • The four sections of the co-ordinate plane, separated by the axes

11 What are the gradient and yintercept of the equation y = 2x – 3?

12 Using the table of values find the missing coordinates with the equation �������� = 2�������� +1

y = 2x –3

Gradient = m = 2

Y-intercept = c = -3

y = 2x(2)+1 = 5

y = 2x(0)+1 = 1

y = 2x(-2)+1 = -3

4 Coordinates

• A pair of numbers to show a position on a graph

• First number is x coordinate and second number is y coordinate (x , y)

• To find the position of the coordinates, always start from origin

5 Linear Equation • An equation that makes a straight line • The equation is

6 Y-Intercept

• The point where a line or curve crosses the y-axis

• Within the equation �������� = ���������������� + �������� the ‘c’ is the y-intercept

The coordinate point (12,5) is 12 units along, and 5 units up.

13 State the gradient in the equation

2�������� = 6�������� +4

14 State the y-intercept in the equation

2�������� = 6�������� +4

15 Plot the graph for �������� = �������� +1 Use a table of values,use the x and y values as the coordinates and plot them. Draw a straight line through the graph.

2�������� = 6�������� +4

2

�������� = 3�������� +2

Gradient = 3

2�������� = 6�������� +4

2 �������� = 3�������� +2

y-intercept = 2

7 Gradient

• How steep a line is

• The number in front of x within the equation

�������� = ���������������� + ��������

• Gradient is the “m” part of the equation

8 Parallel

9 Table of Values

• Two equations with the same gradient will form lines parallel to each other

• Used to calculate the x and y values of a line graph

Key Equation:

16 Straight Line �������� = ���������������� +

KS4 KRS 7 – Mathematics: Straight Line Graphs

Key Vocabulary:

1 Where will you find the origin on a graph?

Key Facts:

10 How do you write a coordinate?

2 Whatare axes?

3 What are quadrants?

4 What do coordinates represent?

5 What does a linear equation mean?

6 Where is the y intercept?

7 What is the gradient in the equation �������� = 3�������� +2?

11 The equation of a line can tell you the gradient and the y-intercept. Which part of the equation tellsyou the gradient? Which part tells you the yintercept?

What are the gradient and y-intercept of the straight line graph y = 2x – 3?

12 Complete the table of values for values of x from -1 to 3,using the equation �������� = 2�������� +1

13 W hat steps would you take to state the gradient in the equation 2�������� = 6�������� +4

14 W hat steps would you take to state the y-intercept in the equation 2�������� = 6�������� +4

15 How would you plot the graph �������� = �������� +1?

8 W hat will two equations with the same gradient form?

Key Equation:

16 What is the equation for any straight line graph?

9 What is a table of values used to find?

KS4 KRS 8 – Mathematics: Angles

Key Vocabulary: Key Facts:

1 What do you know about vertically opposite angles?

2 Name the polygons with the following number of sides 4 sided 5 sided 6 sided 7 sided

sided

11 A regular 6 sided polygon, has how many lines of symmetry?

12 What can you say about vertically opposite angles?

13 What do angles on a straight line sum to?

14 What do angles around a point sum to?

15 An interior angle added to an exterior angle is a straight line – why?

3 What is an interior angle?

4 On a polygon where is its exterior angle?

5 What is the definition of a parallel line?

What is the name of a line that passes through a set of parallel lines?

6 How are corresponding angles formed? What letter do they create?

7 How are alternate angles formed? What letter do they create?

8 How are co-interior angles formed?

What letter do they create?

9 Define an equilateral triangle and an isosceles triangle

10 Name as many quadrilaterals as you can.

16 Finish the statement Corresponding angles are…

17 Finish the statement Alternate angles are…

18 Finish the statement Co-interior angles are…

19 What do the interior angles of a triangle sum to?

20 What do the interior angles of a quadrilateral sum to?

Key Formulae:

21 How do you calculate the sum of interior angles of any polygon?

22 How do you calculate the exterior angle of any polygon?

23 The interior angle + exterior angle = ° ?

9 –

Mathematics: Ratio, Proportion, Unit Conversions and Compound Measures

Key Vocabulary: Key Facts:

1 Ratio

• The relationship between two numbers

If a bag of counters contains 3 red and 2 yellow, then the ratio of red to yellow is ‘three to two’ 3 : 2.

11

1 minute = 60 seconds

12

1 hour = 60 minutes

2 Parts • The individual numbers that make up a ratio

The ratio 5 : 9 is made up of 5 parts and 9 parts. The ratio 5 : 9 has 14 parts in total.

13

1 day = 24 hours

3 Simplifying a Ratio

4 Unit Ratio

• To reduce a ratio to its lowest terms by dividing by a common factor

• A ratio where one of the parts is equal to one

12 : 20 = 3 : 5 (divide both sides by 4)

13 : 39 = 1 : 3 (divide both sides by 13)

The ratio 5 : 20 can be written as the unit ratio 1 : 4.

The ratio 2 : 5 can be written as the unit ratio 1 : 2.5.

14

1 year = 365 days

15 1cm = 10mm

16 1m = 100cm

17 1km = 1000m

18 1g = 1000mg

5 Fraction of a Ratio

• The proportion of the ratio or total amount

If Sarah and David shared some sweets in the ratio 3 : 4, Sarah would have 3 as there are 7 7 parts in total.

19 1kg = 1000g

20

1 litre = 1000ml

6 Sharing into a Ratio

• A method of sharing out an amount in a given ratio

Share £30 in the ratio 3:2

Key Formulae:

7 Proportion

8 Unitary Method

9 Direct Proportion

10 Inverse proportion

• The size of one value compared to another

• A method to find the price or the value of one unit

• When two values increase or decrease at the same rate

• When one value increases, the other decreases at the same rate

In a recipe for 4 people, 100g of flour is needed.

If 3 rulers cost 90p, then one ruler would cost 30p as it is being divided by 3.

In a recipe: × 2 4 people = 100g flour × 2 8 people = 200g flour

If it took 3 people 12 hours to build a wall, how long would it take 9 people?

3 x 12 = 36 hours worth of work

36 ÷ 9 = 4 hours

Mathematics Ratio, Proportion, Unit Conversions and Compound Measures

Key Vocabulary: Key Facts:

1 What is the definition of a ratio?

2 What does the word parts mean?

3 How do you simplify a ratio?

4 What does the term Unit Ratio mean?

5 How do you find a fraction of a ratio?

6 What does Sharing into a Ratio mean?

KS4 KRS 10 – Mathematics: Formulae

These formulae will only be assessed on the Higher tier Mathematics GCSE paper. It is essential that you know all of these formulae. You also need to know all the other formulae in the M athematics Knowledge Retrieval Sheets.

Using

of this

KS4 KRS 10 – Mathematics: Formulae

These formulae will only be assessed on the Higher tier Mathematics GCSE paper. It is essential that you know all of these formulae. You also need to know all the other formulae in the Mathematics Knowledge Retrieval Sheets.

Quadratic Formula:

1 What is the quadratic formula?

Sine Rule:

2 What is the sine rule to calculate missing sides?

3 What is the sine rule to calculate missing angles?

Cosine Rule:

4 What is the cosine rule to calculate missing sides?

5 What is the cosine rule to calculate missing angles?

Area of any Triangle:

6 What is formula that can be used to calculate the area of any triangle?

The sine rule, cosine rule and area of any triangle formula can be used in any triangle ABC where a, b and c are lengths of sides:

Using the Formulae:

How would you use the quadratic formula to solve:

How would you use the sine rule to calculate a length?

How would you use the sine rule to calculate an angle?

How wouldyou use the cosine rule to calculate a length?

How wouldyou use the cosine rule to calculate an angle?

How would you use Sine Rule to calculatethe area of a non-right angled triangle?

Outcomes Focused, Child Centred

KS4 KRS 11 –

Mathematics: Perimeter, Area, Surface Area and Volume

Key Vocabulary: Key Facts:

1 Perimeter

• The distance around the outside of a shape

2 Area • The amount of space inside a 2D shape

3 Surface Area • The sum of the areas of each of each surface of a 3D shape

4 Volume • The amount of space a 3D shape takes up

• Measured in cubic units

5 Prism • A 3D shape with 2 identical faces

• The faces can be any polygon

• Has a uniform cross section

Key Formulae:

of cm2, m2, km2, mm2

KS4 KRS 11

–

Mathematics: Perimeter, Area, Surface Area and Volume

Key Vocabulary: Key Facts:

Write down the names of these 2D shapes:

1

2

3

Key formulae:

Write down the names of these 3D shapes:

Mathematics: Expressions

Key Vocabulary: Key Facts:

1 Algebraic Expressions

• An expression consists of variables, numbers and operations

4x + 5y 2a y2 – 5y

11 Simplify 4x + 6x 10x

12 Simplify 5x + 3y – 2x + 7y 5x + 3y – 2x + 7y

2 Variable

• A letter/symbol that stands for an unknown value x y

3 Term

• Terms make up algebraic expressions

• A term can be a number, variable or combination of both

5x ab 8

4 Indices

• How many times something has been multiplied by itself

• Also called a power

y to the power of 5 means: y5 = y x y x y x y x y

5 Substitute

• Swapping the variable (letter) for a number Evaluate 2a + 5b when: a = 4, b = 3. 2 x 4 + 5 x 3 = 8 + 15 = 23

6 Simplifying

• Adding, subtracting, multiplying and dividing terms 2 x 4a = 8a 4b + 3b = 7b

7 Like terms

• Like terms share the same letters and powers x2 and 2x2 are like terms 4a and 5b are not like terms

8 Expand

9 Expand and Simplify

• Multiplying out of the brackets 2(x + 3) = 2x + 6 a(a + b) = a2 + ab

• Expand the brackets and then simplify the result 4(2x – 1) + 3(x + 6) = 8x – 4 + 3x + 18 = 11x + 14

10 Factorise

• Putting an expression back into brackets

• The opposite of expanding

10x + 15y = 5(2x + 3y)

= 3x + 10y

Collect like terms

13 Simplify 3 x 2c 6c

14 What does w4 mean? w x w x w x w

15 Substitute a = 4 into 3a + 7 Swap a for 4 3 x 4 + 7 = 12 + 7 = 19

16 Expand y(y + 2) y x y = y2 and 2 x y = 2y y(y + 2) = y2 + 2y

17 Expand and simplify 3(2x – 5) + 4(x + 1) 6x – 15 + 4x + 4 = 10x – 11

Collect like terms

18 Factorise 12y + 20 HCF of 12 and 20 = 4 12y + 20 = 4(3y + 5)

19 Expand and simplify (x + 7)(x – 3) x2 – 3x + 7x – 21

x +7 x x2 7x -3 -3x -21

= x2 + 4x – 21

20 Factorise x2 + 7x + 6 Product = 6, Sum = 7

Mathematics: Expressions

Key Vocabulary: Key Facts:

1 What is an algebraic expression?

11

2 What is a variable in algebra?

3 Give an example of a term in algebra.

4 What is an index (indices plural)?

5 How do you substitute into expressions?

6 What does simplify mean in algebra?

7 What are like terms?

8 Give an example of how to expand a single bracket

17

18

19

9 How do you expand and simplify a pair of single brackets?

20

10 What does factorise mean?

Mathematics: Number

Key Vocabulary: Key Vocabulary:

1 Integer

• A whole number

• Can be positive, negative or 0

2 Multiple • In a numbers times table

• The product of that number with an integer

First 3 multiples of 20: 20, 40, 60 Not multiples of 20: 1, 4, 5, 2.5,

12 Reciprocal

• A number multiplied by its reciprocal has an answer of 1

3 Lowest Common Multiple

4 Factor

5 Highest Common Factor

6 Prime Number

7 Product of Prime Factors

8 Base

• The first number that appears in both times tables

12: 12, 24, 36, 48, 60, 72, 20: 20, 40, 60, 80, The LCM of 12 and 20 is 60.

• Whole numbers that divide into another number exactly Factors of 12: 1, 12, 2, 6, 3, 4 Not factors of 12: 0, -6, 24, 60,…

• The biggest number that will divide into the given numbers

• Only has 2 factors, 1 and itself

• Both factors are different numbers

• Finding the prime factors that will multiply together to give that number

• Whatever the power is applied to

• It can be a number, a variable (letter) or both

12: 1, 2, 3, 4, 6, 12 20: 1, 2, 4, 5, 10, 20

The HCF of 12 and 20 is 4.

The first 10 prime numbers are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29

13 Standard Form

• A way to write very large and very small numbers, using powers of 10

• It is a decimal number greater than or equal to 1, and less than 10, multiplied by a power of 10

Key Facts:

An example of standard form is 2 3 x 104

9 Index/ Indices

In 32 the base is 3 In x5 the base is x

14 BIDMAS reminds us what order to apply operations. Remember that DM and AS are worked out from left to right in the question.

15 Index Law of multiplication

When the bases are the same and are being multiplied together; we add the indices.

16 Index Law of division

When the bases are the same and are being divided; we subtract the indices.

17 Index Law of the zero index

10 Evaluate

11 Simplify

• The power

• Written as a small number to the right and above the base number

• Says how many times to use the number in a multiplication

• Calculating the actual value

• Using the index laws to rewrite the question in a simpler way

The part in red in each example is an index:

Anything raised to the power of 0 is 1.

18 Index Law of ‘power of powers’

When a base with an index is raised to another index, the indices are multiplied.

19 Index Law of negative indices

A base with a negative index is the same as the reciprocal of the base with a positive index.

Mathematics: Number

Key Vocabulary: Key Facts:

1 Define an integer

2 What are multiples?

3 What is the “lowest common multiple” of two numbers?

4 What are factors?

5 What is the highest common factor of two numbers?

6 What are prime numbers?

7 How do you represent a number as the product of its prime factors?

8 What is a base?

9 What are indices?

10 What does the word evaluate mean?

11 What does simplify mean?

12 Define a reciprocal.

14 What is BIDMAS used for? What do you need to remember about DM and AS?

15 What is the index law of multiplication?

16 What is the index law of division?

17 What does the law of the zero index tell us?

18 What is the index law of ‘power of powers’?

19 How do you evaluate negative indices?

–

Mathematics: Transformations and Vectors and Similarity & Congruence

Key Vocabulary: Key Facts:

1 Reflection

• An image or shape as it would be seen in a mirror

2 Rotation • To turn a shape using an angle, direction and centre of rotation

3 Translation

• To slide a shape to the left or right, up or down

4 Enlargement

• Makes a shape bigger or smaller

• By a scale factor

5 Scale Factor

• A number that multiplies a quantity

• A fractional scale factor decreases the quantity

11

• Scale drawings are used to give an accurate representation of a real object

12

• When you use a scale drawing you need to know what the scale is

• This is either given as a scale factor or as a ratio. Eg.1 cm : 10000cm

13

• Translated, reflected or rotated shapes are congruent to the original shape

• Shapes that are enlarged are similar to each other

14

• A translation is described using vector notation

• The top number in vector notation is a movement in the xdirection, the bottom is a movement in the y-direction

15

6 Similar

• The shapes are the same but have been increased or decreased by a scale factor

• All angles are the same

7 Congruent • Shapes that are exactly the same

8 Vector

• Describes a movement from one point to another

• Has magnitude and direction

9 Magnitude

10 Vector Notation

• The size of the vector a 2a

• The top number tells you how far to move horizontally and the bottom number is how far to move vertically

3 right, 2 down is written as

16

17

• If the top number of a vector is negative the shape moves left, if the bottom number is negative the shape moves down

18

• A reflection is described in terms of a mirror line

• To describe a rotation you need to give a centre of rotation, a direction (clockwise or anticlockwise) and angle

• An enlargement can be described using a centre and a scale factor

• The centre of enlargement can be found by joining up the corresponding vertices and finding where all the lines meet

19

• A vector has both magnitude and direction.

20

• Vectors can be added, subtracted, multiplied and divided using the normal rules of algebra and numeracy

Mathematics: Transformations and Vectors and Similarity and Congruence

Key Vocabulary: Key Facts:

1 What is a reflection?

11

12

2 What is a rotation?

13

3 A translation does what to a shape?

4 What is an enlargement?

5 What is a scale factor?

6 For a shape to be similar, what has to be the same?

14

15

16

7 What is a congruent shape?

8 What does a vector describe?

9 What does magnitude describe?

10 What is vector notation?

20

Mathematics: Sequences

Key Vocabulary: Key Facts:

1 Term • A number in the sequence 12, 15, 18, 21, 12 is the first term, 15 is the second term etc.

2 Term-To-Term Rule

• How you get from one term to the next term 7, 17, 27, 37, … The term-to-term rule is ‘add 10’

3 nth Term • A rule for a sequence

4 Arithmetic Sequence • A sequence that is generated by adding or subtracting the same amount

5 Geometric Sequence • A sequence that is generated by multiplying or dividing by the same amount

6 Quadratic Sequence

• Has a constant second difference

5, 7, 9, 11, 13, The nth term is 2n + 3

10, 8, 6, 4, 2, … This is arithmetic, you always subtract 2 to get from one term to the next.

2, 4, 8, 16, 32, This is geometric as you always multiply by 2 to get from one term to the next.

2, 8, 18, 32, …

+ 6 +10 +14 1st difference

+ 4 +4 2nd difference Constant 2nd difference so quadratic.

11 What is the term-to-term rule for 3, 9, 27, 81, … ?

12 What is the next term in this quadratic sequence? 3, 7, 13, 21,

13 Find the nth term 5, 8, 11, 14,

You multiply by 3 so the term-to-term rule is multiply by 3

3, 7, 13, 21, 31, … +4 +6 +8 +10

5, 8, 11, 14, +3 +3 +3

Difference: 3

Difference to first term: Add 2 nth term: 3n + 2

7 Square number

8 Cube number

• The result of a number multiplied by itself

• The result of a number multiplied by itself and then by itself again

9 Triangular Numbers • Use the triangles of dots to help you calculate the triangular numbers

The first 5 square numbers are 1, 4, 9, 16, 25, …

The first 5 cube numbers are 1, 8, 27, 64, 125,

The first 4 triangular numbers are 1, 3, 6, 10, … +2 +3 +4 etc.

14 What type of sequence is a) 5, 10, 20, 40,

b) 9, 8, 7, 6, 5, …

c) 2, 5, 10, 17, +3 +5 +7 +2 +2

d) 3, 4, 7, 11, 18,

Term-to-term rule is x2 so Geometric

Term-to-term rule is -1 so Arithmetic

Second difference is constant (+2) so Quadratic

The previous two terms are added to get the next one so it is a Fibonacci-Type sequence

10 Fibonaccitype sequence

• Generated by adding the previous two terms together to get the next term

The original Fibonacci sequence starts with 1, 1: 1, 1, 2, 3, 5, 8, 13, Fibonacci-type sequences can start with any two numbers.

Sequences

Key Vocabulary: Key Facts:

1 What is meant by a term of a sequence?

2 What is meant by the term-to-term rule?

3 What is the nth term of a sequence?

4 How would you know if a sequence is arithmetic?

11 What method would you use to write down the term-to-term rule of a sequence?

12 What do you need to look for in a quadratic sequence?

13 What is the method for finding the nth term ?

5 What is special about a geometric sequence?

6 What do you know about the second difference of a quadratic sequence?

14 What do you look for in an: Arithmetic sequence? Geometric sequence? Quadratic sequence? Fibonacci sequence?

7 What is a square number?

8 What is a cube number?

9 What are triangular numbers?

10 What is the Fibonacci sequence?

KRS 1 – French: Theme 1 Topic 1: Me, My Family and Friends

KRS 1 – French: Theme 1 Topic 1: Me, My Family and Friends

1 How do we say beard in French?

2 What is step-father in French?

3 Can yousay step-mother in French?

4 How do we say daughter/girl in French?

5 What is friend in French?

6 Can yousay half-brother in French?

16 How do we say kind in French?

17 What is beautiful in French?

18 Can yousay chatty/talkative in French?

26 What is to be called in French?

27 Can yousay to argue in French?

28 How do we say to get on with in French?

29 What is to get married in French?

30 Can yousay to share in French?

31 How do we say to go out in French?

32 What is to talk in French?

33 Can yousay to divorce in French?

34 How do we say to separate in French?

25

35 What is to get engaged in French?

KRS 2 – French: Theme 1 Topic 2: Technology in Everyday Life

35

KRS 3 – French: Theme 1 Topic 3: Free-time Activities

Key

1

2

KRS 3 – French: Theme 1 Topic 3: Free-time Activities

1 How do we say the news in French?

2 What is money in French?

3 Can yousay ticket in French?

4 How do we say sports centre in French?

5 What is singer in French?

6 Can yousay song in French?

7 How do we say youth club in French?

26

32

33 Can yousay to play in French?

34 How do we say to listen in French?

35 What is to go in French?

KRS 4 – French: Theme 1 Topic 4: Customs and Festivals

1

4 – French: Theme 1 Topic 4: Customs and Festivals

2 What is celebration in French?

3

4

5

6

7

31

32 What is to see in French?

33 Can yousay to dance in French?

34 How do we say to offer in French?

35 What is to give in French?

KRS 5 – French: Theme 2 Topic 1: Home, Town, Neighbourhood and Region

5 – French: Theme 2 Topic 1: Home, Town, Neighbourhood and Region

26

28

29

30

reduce in French?

33 Can yousay to work in French?

34 How do we say to sell in French?

35 What is to live in French?

KRS 6 – French: Theme 2 Topic 2: Social Issues

KRS 6 – French: Theme 2 Topic 2: Social Issues

32

33

34

35

– French: Theme 2 Topic 3: The Environment, Poverty, Homelessness

1

2

3

5

6

7

8

9

1

French: Theme 2 Topic 3: The Environment, Poverty, Homelessness

26

2

3

4

8

27

28

29

30

31

32 What is ‘to use’ in French ?

33 Can you say ‘to become’ in French ?

34 How do we say ‘to avoid’ in French ?

35

French: Theme 2 Topic 4: Travel and Tourism

1

French: Theme 2 Topic 4: Travel and Tourism

2

32 What is ‘to leave’ in French ?

33

34

35

9 – French: Theme 3 Topic 1: My Studies

33

34

imperfect past present future conditional

42 étudier (to study) j’étudiais j’ai étudié j’étudie je vais étudier j’étudierais

43 lire (to read) je lisais j’ai lu je lis

French: Theme 3 Topic 1: My Studies

Key Nouns: Key Adjectives: Key Verbs:

26

27

28

29

31

32 What is ‘to speak’ in French ?

33 Can you say ‘to revise’ in French ?

34 How do we say ‘to learn’ in French ?

35 What is ‘to find’ in French ?

10 – French: Theme 3 Topic 2: Life at School/College

Key Nouns: Key Adjectives: Key Verbs:

1 le collège high school

2 le lycée sixth form college

3 le diplôme qualification

4 le directeur headmaster

5 la directrice headmistress

6 l’école primaire primary school

7 un élève a student (school)

8 un étudiant a student (uni)

9 un emploi du temps timetable

12 la note mark/grade

13 la pause break

14 le règlement school rules

15 le terrain de sport sports ground

awful 17

16

French: Theme 3 Topic 2: Life at School/College

1 How do we say high school in French ?

2 What is in sixth form college French ?

3 Can you say qualification in French ?

4 How do we say headmaster in French ?

5 What is headmistress in French ?

6 Can you say primary school in French ?

7 What is a school student in French ?

16 How do we say awful in French ?

17 What is funny in French ?

18 What is it gets on my nerves in French ?

19 What is it makes me laugh in French ?

20 What is I like it in French ?

21 What is It’s all the same to me in French ?

26 What is ‘to understand’ in French ?

27 Can you say ‘to ask’ in French ?

28 How do we say ‘to discuss’ in French ?

29 What is ‘to give out’ in French ?

30 Can you say ‘to pay attention’ in French ?

31 How do we say ‘to forget’ in French ?

32 What is ‘to sit an exam’ in French ?

33 Can you say ‘to think’ in French ?

34 How do we say ‘to allow’ in French ?

35 What is ‘to wear’ in French ?

imperfect past present future conditional

KRS 11 – French: Theme 3 Topic 3: Education Post-16

Key Nouns: Key Question Words: Key Verbs:

1 la liberté freedom

2 en première in year 12

3 en terminale in year 13

4 une année sabbatique gap year

5 le baccalauréat A-Levels

6 le conseiller d’orientation careers adviser

7 une épreuve a test

8 établissement (m) establishment

9 la faculté faculty

10 l’université university

11 la licence degree

12 les matières subjects

13 un emploi a job

14 l’argent (m) money

15 un apprentissage apprenticeship

Verb table:

16 combien? how much/many

17 comment? how

18 où? where?

19 pourquoi? why?

20 quand? when?

21 que? what?

22 quel/quelle? which?

23 qui? who?

24 quoi? what?

26 avoir envie de to want to

27 avoir l’intention de to intend to

28 choisir to choose

29 laisser tomber to drop

30 rater un examen to fail an exam

31 croire to believe

32 espérer to hope to

33 rêver de to dream of

34 aspirer à to aspire to

35 économiser to save money imperfect

25 est-ce que? Is it that…?

11 – French: Theme 3 Topic 3: Education Post-16

1 How do we say freedom in French ?

2 What is in in year 12 French ?

3 Can you say in year 13 in French ?

4 How do we say a gap year in French ?

5 What is A-Levels in French ?

17

26 What is ‘to want to’ in French ?

27 Can you say ‘to intend to’ in French ?

28 How do we say ‘to choose’ in French ?

29 What is ‘to drop’ in French ?

30 Can you say ‘to fail an exam’ in French ?

31 How do we say ‘to believe’ in French ?

32 What is ‘to hope to’ in French ?

33 Can you say ‘to dream of’ in French ?

34 How do we say ‘to aspire to’ in French ?

35 What

– French: Theme 3 Topic 4: Jobs, Career Choices and Ambitions

2

French: Theme 3 Topic 4: Jobs, Career Choices and Ambitions

1

7

26

27

28

29

30

31 How do we say ‘to phone’ in French ?

32 What is ‘to teach’ in French ?

33 Can yousay ‘to speak’ in French ?

34 How do we say ‘to send’ in French ?

35 What is ‘to earn’ in French ?

Key Vocabulary:

1 Familienverhältnisse Family relationships

Ich habe I have

einen Bruder, der … a brother, who…

eine Schwester, die… a sister, who…

Meine Eltern heißen… My parents are called… der/die Alleinerziehende single parent

die Braut / der Bräutigam bride / bridegroom

der Schwager /die Schwägerin brother in law / sister in law der/die Verlobte fiancé(e)

der Neffe / die Nichte nephew / niece

die Stiefmutter/ der Stiefvater step mother / step father

Ein(e) gute(r) Freund(in) ist A good friend is…

Wir streiten uns über… We argue about…

Ich komme gut mit....aus I get along well with ...

Wir verstehen uns gut We get on well

Ke y Verb s:

Ich möchte (nicht) heiraten I would (not) like to get married

Die Ehe ist mir wichtig Marriage is important to me

Als ich ein Kind / jünger war, … When I was a child / younger

Früher Previously musste ich... I had to

dürfte ich … konnte ich... I was allowed to … I could …

Key verbs:

4 Tense Haben - to have Sein - to be

Present Ich habe – I have er/ sie hat – he she has Ich bin- I am Er/ sie ist – he she is

2 Charaktereigenschaften Personal characteristics

Er/Sie ist … He /She is … abenteuerlustig adventurous aktiv / fleissig active / hard-working frech / locker cheeky /laid-back

faul / modisch lazy / fashionable nett/ unterhaltsam nice /entertaining selbstbewusst/ treu self-confident / loyal verrückt/ eifersüchtig/ crazy /jealous zuverlässig/ höflich dependable / polite

Idiomatic language & intensifiers:

3 Er/Sie geht mir auf den Wecker

Ich habe die Nase voll von… Wir sind dicke Freunde

He/she gets on my nerves

I’m fed up with… We are close friends

Giving opinions:

5 Es ist… It is…

Es war… It was…

Es wird…sein It will be …

Es wäre… It would be…

Es kann…sein It can be …

Future Conditional Ich werde…haben- I will have Ich hätte - I would have Ich werde …sein - I’m going to be Ich würde…sein - I would be

Imperfect Perfect Ich hatte - I had Ich habe …gehabt - I’ve had Ich war - I was Ich bin…gewesen- I’ve been

stressig stressful freundlich friendly

schwer hard

ermüdend tiring

stützend supportive

lustig amusing

1 - 2 Key Vocabulary:

How do you say… I have a mother and a stepfather?

Name 3 adjectives to describe a good friend.

How do you say…I get along well with?

How do you say… self-confident, faithful, loyal and hardworking?

How do you say… we get along well?

How do you say… when I was a child I had to?

3 Idiomatic language:

How do you say she gets on my nerves?

4 Key Verbs:

How do you say…we have?

How do you say … I had?

How do you say…I will have?

How do you say…I was?

How do you say … I would be?

How do you say…I will be?

5 Giving Opinions:

How do you say… it would be?

How do you say …it was?

Theme 1 Topic 2: Technology in Everyday

KeyVocabulary:

1 Soziale Netzwerke und Social Networks and Technologie Technology der Bildschirm screen der Desktop-PC desktop computer die Digitalkamera digital camera

das Handy mobile phone der MP3 Player MP3 player der Streaming-Dienst streaming service das Smart-TV smart tv

das Tablet tablet die Anwendung app

das Netz Mobbing cyberbullying der Betrug fraud/deception die Gefahren the dangers

Key Verb:

3 Tense Benutzen –to use

Present Ich benutze – I use er/ sie benutzt – he she uses

Future Conditiona l

Ich werde…benutzen- I will use Ich würde …benutzen- I would use

Past ( imp) (Perfect) Ich benutzte- I used Ich habe …benutzt - I used

Idiomatic Language & Adverbs:

6 Dass machtSpaß Man langweilt sich nie It’s fun You’re never bored

2 Wie kommunizierst du? Ich nutze soziale Netzwerke

Ich simse (meinen Eltern) Ich sende E-Mails

Ich telefoniere

Ich rufe meine Freunde an Ein Handy ist praktisch

Idi o ma�c language & inten ifiers :

Das Internet ist eine endlose Informationsquelle

Ich interessiere mich für/nicht für technische Geräte

Handys können … verursachen

Ein großer Vorteil/Nachteil ist…

Modal verbs:

4 Using modals Modals are followed by the extra information with the infinitive verb at the end of the clause.

Ich muss vorsichtig sein– I must be careful

Ich darf nicht mein Handy in der Schule benutzen –I am not allowed to use my mobile at school.

7 Immer/ nie regelmäßig

Manchmal / öft

How do you communicate?

I use social networks

I text (my parents)

I send emails

I phone

I call my friends

A mobile phone is practical

The internet is an endless source of information

I am interested/not interested in gadgets

Mobiles can cause …

A big advantage/disadvantage is that…

Giving opinions:

5 Es ist…

Es war…

Es wird…sein

Es wäre…

It is…

It was…

It will be … It would be..

lebensnotwendig vital

unerwünscht unwanted vorsich�g careful

unbekannt unknown leistungsstark powerful beunruhigend disturbing nützlich useful gefährlich dangerous addiktiv addictive

Always / never regularly

Sometimes /often

1 - 2 Key Vocabulary:

How do you say… I have a mobile phone and a smart TV?

Name 3 adjectives to describe technology.

How do you say… I text my friends?

How do you say… I spend time on the internet?

How do you say… I use a streaming service?

How do you say… I am allowed my mobile at home?

How do you say… cyberbullying?

How do you say… the dangers?

How do you say…a mobile phone is practical?

How do you say…a big advantage is that?

3 Key Verbs:

How do you say… I use ?

How do you say …I have used?

How do you say…I will use?

How do you say…I would use?

5 Giving Opinions:

How do you say… it would be dangerous ?

How do you say …it was disturbing?

6 Idiomatic language:

How do you say...You never get bored?

German: Theme 1 Topic 3: Free Time Activities

Key Vocabulary:

1 Freizeitaktivitäten Leisure activities

In meiner Freizeit, mag ich ... In my free time, I like… Sport machen/ treiben to do sport

Computerspiele spielen play computer games mit Freunden reden /chillen/ to chat / chill/ meet/ spend time with treffen/zeit verbringen. friends

Klettern / wandern/ Rad fahren climbing/ hiking / cycling in die Stadt/ ins Kino gehen to go into town/ to the cinema

Bücher/ Zeitschriften lesen to read books/ magazines

Faulenzen/Nichts tun to laze about/ to do nothing

2 Im Restaurant

einen Tisch …reservieren die Speisekarte / Getränkekarte das Essen / die Rechnung

Ich möchte mich beschweren!

Key verbs:

In the restaurant to book a table … the menu / drinks menu the food / The bill I would like to make a complaint!

3 Ich interessiere mich für… viele Musikrichtungen. Ich höre (nicht) gern /lieber … klassische /Opernmusik

Ich mag Musik

herunterzuladen Ich sehe gern… Fern/Komödien/ Krimis /Serien/ Liebesfilme/ Zeichentrickfilme die Fernsehsendung(en) die Nachrichten (pl)

I’m interested in lots of types of music. I (don't) like /I prefer to listen to… classical music/opera/ I like to download music

I like watching… television/crime films /series romantic films/ cartoons

TV program the news

Giving opinions:

5 Es ist… Es war… Es wird…sein Es wäre…

4 Tense Spielen - to play Machen – to do

Present Ich spiele- I play er/sie/es spielt - he/she it plays

Ich mache- I do Er/ sie macht – he she does

Ich werde …machen- I’m going to do Ich würde…sein -I would do Past ( imp) (Perfect) Ich spielte- I played Ich habe …gespielt - I played Ich machte- I did Ich bin…gemacht- I did

Future Conditional Ich werde…spielen- I will play Ich würde spielen- I would play

Key Verbs:

It is… It was… It will be … It would be aufregend ausgezeichn et blöd / lustig eindrucksvoll gewalttätig großartig gruselig Lang / langweilig romantisch schrecklich spannend unterhaltsam Ekelhaft/ spät

Lecker/Köstlich

Kalt/ schmutzig

exciting, excellent stupid, silly/ funny impressiv e violent great creepy, scary long / boring romantic terrible exciting, entertaining disgusting / late tasty cold / dirty

1 - 3 Key Vocabulary:

How do you say…I prefer to listen?

Name 3 adjectives to describe a film or TV show

How do you say…I’m interested in lots of different types of music?

How do you say… in my free time I like to read magazines?

How do you say… to reserve a table?

How do you say…I watch cartoons?

4 Key Verbs:

How do you say …I played ?

How do you say… she does?

How do you say… I did ?

1 Key Vocabulary:

How do you say… to spend time with friends?

How do you say… to laze around?

How do you say… I like to and I don’t like to?

How do you say…I’d like to make a complaint?

How do you say …I like watching the news?

5 Giving Opinions:

Give 3 German adjectives to describe food.

Give 5 German adjectives to describe free time activities.

4 – German: Theme 1 Topic 4: Customs and Festivals in German Speaking Countries/Communities

KeyVocabulary:

1 Festivals und Events Festivals and events

Mein Lieblingsfestival ist.. my favourite festival is...

mein Geburtstag my birthday

der Weihnachten Christmas

Der Heiligabend Christmas eve

der Silvesterabend New Year‘s Eve

das Ostern Easter der Karneval/Fasching carnival

die Fußballweltmeisterschaft the world cup

die Olympischen Spiele the Olympic games

das Oktoberfest October festival der Hochzeit The wedding der Fest

The celebration/ party beten To pray

Idiomatic language and adverbs:

3 es gefällt mir sehr gut Es hat Spaß gemacht

Key verbs:

I really like it It was fun

2 Es findet …statt It takes place

Bei meiner Oma At grandma’s house

Zu hause At home

jeden Sommer/Winter every summer/winter

jeden Frühling/Herbst every spring/autumn

jedes Jahr every year

zweimal im Jahr twice a year

alle vier Jahre every four years

am Abend in the evening

Durch den Tag in the daytime

Das Feuerwerk The firework

Das Geschenk The gift

Verkleidet Dressed up

treffen To meet

4 immer always heutzutage nowadays regelmäßig regularly Gewöhnlich usually ab und zu now and then

5 Tense Essen - to eat Feiern – to celebrate

Present Ich esse – I eat

er/ sie ißt – he she eats

Ich feire- I celebrate Er/ sie fiert – he she celebrates

Giving opinions :

Future Condition al

Past ( imp) (Perfect)

Ich werde…essen- I will eat Ich würde essen- I would eat

Ich werde …feiern - I’m going to celebrate Ich würde…feiern -I would celebrate

Ich aß - I ate Ich habe …gegessen –I ate

Ich fierte- I celebrated Ich habe…gefiert- I celebrated

German: Theme 1 Topic 4: Customs and Festivals in German Speaking Countries/Communities

4

1 - 2 Key Vocabulary:

How do you say… Christmas/Easter/the World Cup?

How do you say…every year, in winter?

How do you say… it is great and very exciting?

Name words in German.

How do you say…the party?

How do you say… at New Year’s eve?

How do you say …it takes place?

How do you say… a gift?

6 Giving Opinions:

How do you say …it would be boring?

How do you say…It will be traditional and historic?

How do you say …it was very exciting?

How do you say …it is dirty and unsafe?

3 - 4 Idiomatic language and Adverbs:

How do you say…I had fun?

How do you say …nowadays?

How do you say …every year?

German, Theme 2 Topic 1: Hometown, Neighbourhood and Region

Key Vocabulary:

1 Ich wohne … I live …

Im Nord- ost/ west England In North –east/ west England auf einem Bauernhof on a farm auf dem Land /in einem Dorf in the countryside /a village in einer Großstadt /Hauptstadt a city / capital city in der Nähe von … near ...

in der Stadtmitte in the town centre am Stadtrand on the outskirts / in the suburbs auf dem Land in the countryside

In einem Einfamilienhaus / In a detached house

Reihenhaus / Hochhaus/ /terraced house

Wohnblock high-rise building/ block of flats

In einer Doppelhaushälfte In a semi-detached

Im Erdgeschoß on the ground floor

Im zweiten Stock on the second floor

Zu Hause gibt es... At home there is the... der Flur / der Keller /die Küche Hall/ cellar/ basement/ kitchen das Arbeitszimmer/ das Büro Study/ office

K e y Verbs:

das Badezimmer / Wohnzimmer Bathroom/ living room

das Esszimmer/ Schlafzimmer dining room / bedroom der Dachboden loft, attic

Ich wohne hier seit…Jahren I’ve been living here for …years

Key verb:

4 Tense Wohnen- to live

Present Ich wohne – I live er/ sie wohnt – he she lives

Future

Condition al

Ich werde…wohnen - I will live Ich würde wohnen - I would live

Imperfec t Perfect Ich wohnte- I lived Ich habe …gewohnt - I lived

2 In meiner Stadt gibt es.. In my town there is… eine Autobahn a motorway einen Bahnhof a train station ein Freibad an open-air pool

Das Rathaus the town hall

eine Fußgängerzone a pedestrianized area

eine Grundschule a primary school

viele Touristen / Geschäfte lots of tourists /shops

keinen Flughafen /Strand lots of sights

Der Vorteil / Nachteil ist … no airport/ beach

Es gibt viel zu tun /viel Verkehr The advantage/disadvantage is… nicht viel für Jugendliche There is lots to do /a lot of traffic

In der Stadt, kann Man... not much for young people die Sehenswürdigkeiten/ das in town you can…

Schloss Besichtigen/besuchen visit the sights/castle

Grammar point:

3 Prepositions

In – in Neben- near Gegenüber – opposite Hinter – behind Vor- in front Zwischen – between über- above auf der and das change to dem, die changes to der.

Grammar point:

5 To say ‘to the’ in German we say either zum or zur.

Zum for masc/neut words

Eg: Ich gehe zum Bahnhof – I’m going to the train station.

Zur for fem words. Ich gehe zur Schule – I go to school.

Giving opinions:

6 Es gibt… Es gab… Es gäbe… Es war… Meine (ideale) Stadt ist… friedlich /todlangweilig mies / lebhaft unangenehm / flach umgeben von … sehenswert

There is/are There was/ were There would be It will be … My (ideal) town is… peaceful /dead boring grotty/ Lively unpleasant/ flat surrounded by worth seeing

1 - 2 Key Vocabulary:

How do you say…In town there is a pedestrian precinct?

Name 3 adjectives to describe a town.

How do you say…In town there is no airport?

How do you say… I live in north east England?

How do you say …near a city?

Name 5 rooms in the house.

4 Key Verb:

How do you say…we live?

How do you say…I lived?

How do you say… would like to live?

3 and 5 Grammar points:

How do you say…I live opposite the town hall

How do you say …there was?

Name 3 German prepositions.

How do you say…I’m going to school?

How do you say…I’m going to the train station?

6 Giving opinions

How do you say…My town is really boring and unpleasant?

How do you say… My ideal town would be peaceful?

German: Theme 2 Topic 2: Social Issues

Key Vocabulary:

1 Was ist mir wichtig ist… Ich sorge mich um... die Armut die Minderheit die Arbeitslosigkeit Obdachlosigkeit /Hungersnot der Bildungsmangel die Gewalt die Misshandlung

What’s important to me is… I worry about … poverty minority unemployment/ Homelessness starvation lack of education violence

ill treatment/cruelty

2 Um zu helfen, Könnte Man... In order to help you could… Freundlicher / netter sein be friendlier/ kinder Wohltätigkeitsarbeit machen do voluntary work. mit älteren Menschen work with the elderly/children/ Kindern /Behinderten arbeiten the disabled Wohltätigkeitsorganisationen help charitable organizations/ /Obdachloser helfen. in a refuge

Key Verbs:

Zeit geben to give time

Geld sammeln to raise money

3 Um fit / gesund zu bleiben… In order to stay fit/healthy… esse ich gesund I eat healthily versuche ich mindestens 5 I try to eat at least five portions portionen Obst und Gemüse of fruit and vegetables per day treibe ich oft Sport play sport often schlafe ich 8 Stunden pro Nacht I sleep 8 hours per night vermeide ich die Bildschirme/ I avoid screens Drogen und Alkohol I avoid drugs and alcohol. sorge mich I take care of myself

Gruppendruck ist ein Problem Peer pressure is a problem

Es macht man … It makes you… betrunken drunk

süchtig/ abhängig addicted

übergewicht overweight

Es verursacht... It causes...

Lungenkrebs /Fettleibigkeit lung cancer / obesity

Es schadet die Gesundheit It damages health

Es enthält zu viel Fett It contains too much fat

Giving opinions :

4 Tense Helfen- to help Müssen – to have to

Present Ich helfe -I help Er / sie hilft -he /she helps

Future Condition al

Past perfect imperfect

Ich werde helfen -I’m going to help Ich würde helfen - I would help

Ich half- I helped Ich habe …geholfen - I helped

Grammar point:

Ich muß –I must Er/ sie / es muß- he/ she/ it must

Ich werde…müssen- I will have to Ich würde sollen- I would have to

Ich mußte- I had to ich habe gemusst- I had to

6 Infinitive construction -Um…Zu

You can link two clauses by using um...zu…, which means 'in order to ‘e.g:. Um abzunehmen, muss Man weniger essen .

– In order to lose weight, you should eat less.

5 Meiner Meinung nach ist (es)… war es… wird es…sein Es wäre… traurig ungerecht / unfair gefährlich tödlich/ schädlich eine(Geld) verschwendung ekelhaft/ doof hilfsbereit/ selbstlos deprimiert beunruhigend

In my opinion , It is… It was…. It will be … It would be… sad unjust / unfair dangerous deadly/ harmful a waste (of money) disgusting / stupid helpful/ selfless depressed worrying

1 - 3 Key Vocabulary:

How do you say…what’s important to me is poverty?

Name 3 adjectives to describe homelessness.

How do you say…I would like to work with children and the elderly?

How do you say…I worry about unemployment?

How do you say…in order to help you could?

How do you say… to do charity work?

4 Key Verbs:

How do you say…I had to?

How do you say… I will help?

How do you say…I must ?

5 Key vocabulary and grammar points:

How do you say…in order to stay healthy?

How do you say…you could help the elderly?

How do you say … to work with the disabled?

How do you say… I avoid drugs and alcohol?

How do you say…I worry about starvation?

6 Giving Opinions:

Give 5 adjectives to describe unhealthy living.

Key Vocabulary:

Die Umweltprobleme

Ich sorge mich um….

Das Hauptproblem ist…

Environmental problems

I worry about…

1

das Aussterben von Tierarten die Wasser/Luftverschmutzung

die Gletscher schmelzen

die Abholzung / zerstören die Überschwemmungen

die Globale Erwärmung

die Überbevölkerung

die Lärmbelastung

der Verbrauch / Gebrauch

Um die Umwelt zu schützen, kann Man...

Müll trennen

Wasser/Energie

sparen Bioabfall

2

e y Verbs:

kompostieren

Duschen statt Baden

die Natur schützen

Plastik/Altglas/Papier

recyceln eine Solaranlage

installieren öffentliche

Transport benutzen die lichter ausschalten die Mülltonne

Key Verbs:

The main problem is… extinction of species

water/air pollution

glaciers are melting deforestation/ to destroy floods

global warming

overpopulation

noise pollution consumption / use

In order to protect the environment you can… separate rubbish conserve water/energy compost waste shower instead of bathing protect nature recycle plastic/glass/paper install solar panels use public transport turn off the lights the dust bin

3

Meinungen Sätze

Ich mache mir Sorgen um die Umwelt Die Situation wird schlechter

Etwas muss gemacht werden …ist mir egal

Time phrases:

4

letztes Jahr/ früher in der Vergangenheit vor zwei jahren / als ich Kind war jeden Tag / heutzutage in der Zukunft / nächsten Monat

Opinions sentences

I worry about the environment The situation is getting worse Something has to be done

I don’t care about

last year / earlier in the past

two years ago/ when I was a child everyday / nowadays in the future / next month

Giving opinions:

Es war

Es ist

Es wird ... sein

Es wäre

it was it is it will be it would be

5 Tense Schützen- to protect Recyceln– to recycle

Present Ich schütze -I protect Er / sie schützt -he /she protects

Future Condition al

Past perfect imperfect

Ich werde schützen -I’m going to protect Ich würde schützen - I would protect

Ich schützte- I protected Ich habe …geschützt – I protected

Ich recycle –I recycle Er/ sie recycelt - he/ she recycles

Ich werde…recyceln- I will recycle Ich würde recyceln- I would recycle

Ich recycelte- I recycled ich habe…recycelt- I recycled

6

extrem unheimlich wirklich ein bisschen katastrophal effektiv schädlich schockierend unglaublich verantwortlich umweltfreundlich /umweltfeindlich illegal

teuer

gefährlich

extremely incredibly really a bit catastrophic effective harmful shocking unbelievable responsible environmentally friendly/ unfriendly illegal expensive dangerous

1 - 3 Key Vocabulary:

How do you say …I worry about the environment?

How do you say …the main problem is global warming?

How do you say…the situation is getting worse?

Name 5 environmental problems in German.

Name 3 things we can do to help the environment.

How do you say …something must be done?

5 Key Verbs:

How do you say…I will recycle?

How do you say… I would protect?

How do you say…I have recycled ?

4 Time phrases and 6 Giving Opinions:

How do you say… 2 years ago?

How do you say …when I was a child ?

How do you say … it would be catastrophic?

How do you say…it is environmentally unfriendly ?

How do you say… it would be harmful?

How do you say ... It was shocking?

German, Theme 2 Topic 4: Travel and Tourism

Key Vocabulary:

1

Durch den Ferien fahre ich … Im Ausland / nach Frankreich/ Spanien fahren / reisen besichtigen / besuchen Verkehrsmittel /die Reise die Fahrkarte / das Gepäck Ich fahre mit… dem Auto /dem Schiff / die Fähre dem Flugzeug / dem Zug

During the holidays I travel abroad to France /Spain to travel to visit modes of transport/ the journey tickets / luggage I travel by… car / boat / ferry aero plane / train

3

Während des Urlaubs… einen Stadtbummel die Sehenswürdigkeiten sonnenbaden/ am Strand liegen die Fremdsprache üben das Meer/ die Bergen/ die Landschaft/ die Küste Wir haben den Urlaub (nicht) genossen

During the holiday… a stroll around town the sights sunbath/ lie on the beach to practice the language the sea / the mountains the countryside/ the coast We have (not) enjoyed the holiday

2

Ein Hotelzimmer reserviereneinEinzel/Doppelzimmerfüreine Nacht/zweiNächteGibtes WLAN

Halb /vollpension Die Jugendherberge übernachten auf einemCampingplatz/ Zelten

Key Verbs:

To reserve a hotel room single/double room for one night/two nights Is there Wifi half /full board youth hostel to spend the night on a campsite / camping

Das Wetter und die Jahreszeiten The weather and seasons

Es war wolkig/neblig It was cloudy/foggy

Es ist sonnig/stürmisch It is sunny/stormy Es regnet/schneit/hagelt It is raining/snowing/hailing

4 Es wird frostig/kalt/warm sein Die Temperaturen sind It will be frosty/cold/warm Temperatures are hoch/niedrig high/low Spring / Im Frühling/ Sommer/ Summer Herbst/Winter Autumn / Winter

5 Tense Fahren - to travel Bleiben – to stay

Present Ich fahre - I travel Er / sie fährt -he /she travel

Future Condition al

Past perfect imperfect

Ich werde fahren -I’m going to travel Ich würde fahren - I would travel

Ich fuhr- I travelled Ich bin …gefahren - I travelled

Grammar points:

Ich bleibe – I stay Er/ sie bleibt- he/ she stays

Ich werde…bleiben- I will stay Ich würde bleiben- I would stay

Ich bleib - I stayed ich bin geblieben- I stayed

7 The subjunctive – key phrases Wenn ich die Zeit/das Geld/die Chance hätte, würde ich… (If I had the time/the money/the chance, I would…)

8

Giving opinions:

6 Es ist…/ es war… It is…/It was…. es wird…sein It will be … es wäre… It would be… dreckig/schmutzig dirty wunderschön beautiful laut /praktisch loud /practical (un)bequem (un)comfortable altmodisch / lang old-fashioned/ long beliebt /preiswert popular /good value kaputt /friedlich broken /peaceful geräumig spacious

Nach and in We use nach for all countries, cities and towns, e.g. Ich fahre nach Italien. With the exception of the following countries.e.g. Ich fahre in die Schweiz/Türkei/ USA.

Theme 2 Topic 4: Travel and Tourism

1 - 4 Key Vocabulary:

How do you say …’During the holidays I’m going abroad’?

How do you say…’I’m going to France’?

Name five modes of transport in German.

Name 3 adjectives to describe a journey.

Name 3 hotel facilities.

How do you say... ‘to spend the night’?

How do you say …‘The weather was sunny’?

How do you say … ‘To see the sights’?

How do you say…’We enjoyed the holiday’?

6 Giving opinions:

How do you say… ‘I stay’?

How do you say …‘I travelled’?

How do you say …‘I will travel’?

How do you say…‘I would stay’?

7 – 8 Grammar Point:

How do you say…’I’m going to Turkey’?

How do you say…If I had the money I would visit Italy

German, Theme 3 Topic 1: My Studies

KeyVocabulary:

Die Schulfächer Ich lerne (nicht) gern/ am liebsten Englisch/Mathe

Naturwissenschaften

Chemie/ Physik

Deutsch/

Spanisch

Französisch/ die Fremdsprachen

Geschichte/Theater

Erdkunde

/Religion

Technologie/

Musik Kunst

/Sport Informatik

Der Stundenplan

Die Pflichtfächer/ Wahlfächer sind… in der Zukunft werde ich weiterstudieren.

Meine Lehrer sind …. Alt /laut /cool /ungeduldig Hilfsbereit / nett / nervig

Die Stunden sind informativ

Key Verbs:

School subjects

I (don’t) like learning / the most English/ Maths Science

Chemistry/ Physics

German/Spanish

French/ languages

History/ Drama

Geography/ RE

Technology/ Music

Art/Physical Education Information Technology the timetable

the core/ option subjects are… in the future I am going to continue studying.

My teachers are… Old / Loud /cool/impatient helpful / Nice/ annoying The lessons are informative

Auf einer Klassenfahrt Besuchen wir eine Schile Iin… Ich werde/wir werden… Deutsch sprechen einen Tagesausflug machen Zeit mit einer Gastfamilie verbringen den Freizeitpark besuchen die Sehenswürdigkeiten besichtigen in der Altstadt bummeln Heimweh haben

Adverbs of frequency:

On a school trip

We visit a school in … I will/we will… speak

German go on a daytrip spend time with a host family

visit the theme park visit the sights

wander around the old town to be homesick

normalerweise normally selten/ haüfig rarely / often täglich / wöchentlich daily /weekly

4 öfter more often

einmal/ zweimal pro Woche once/twice a week Jeden Montag. Dienstag/ every Monday/ Tuesday/ Mittwoch/ Donnerstag/ Freitag Wednesday/ Thursday/Friday

Giving opinions:

5 Tense Lernen - to learn Studieren – to study

Present Ich lerne -I learn Er / sie lernt -he /she learns

Future Conditiona l

Past perfect imperfect

Ich werde lernen -I’m going to learn Ich würde lernen - I would learn

Ich lernte- I learned Ich habe…gelernt - I learned

Ich–I study Er/ sie bleibt- he/ she studies

Ich werde…studieren- I will study Ich würde studieren - I would study

Ich studierte- I studied ich habe …studiert- I studied

6 Ich bin begabt in … I’m talented at… Ich bin schwach in I’m poor at … …weil/denn/da because

Obwohl /jedoch /aber Although /However /but Ich finde... Ich finde…

schwierig difficult

faszinierend fascinating

sinnlos pointless

blöd/doof stupid

eine Zeitverschwendung a waste of time

einfach easy

wettbewerbsfähig Competitive

1 - 3 Key Vocabulary:

Name 5 school subjects.

How do you say …I am talented in IT?

6 Giving opinions:

How do you say …it’s pointless but fascinating?

How do you say …I find it stupid?

How do you say …I like learning French the most?

How do you say …on a school trip?

How do you say, my core subjects are Maths and English?

How do you say…my teachers are helpful but annoying?

5 Key Verbs:

How do you say ‘I learn’ in German?

How do you say ‘I will study’ in German?

How do you say ‘’ I studied ‘in German?

How do you say …it was easy?

How do you say …I am weak in Geography, it’s hard?

4 Adverbs of frequency:

How do you say …every Monday and Tuesday?

How do you say …rarely and often?

German, Theme 3 Topic 2: Life at School and College

Key Vocabulary:

Schuluniform

Ich trage

(nie)… einen

Rock

School uniform I

(never) wear… a skirt

1

eine Jeans /eine Hose

eine Jacke /eine

Krawatte ein Hemd /

Kleid / T-Shirt

Sportschuhe

/Schuhe/stiefel

blau/braun/gelb/grau/grün/r ot

/Schwarz/weiß

In der Schule gibt es… der Computerraum /der Schulhof die Aula /die Bibliothek

die Kantine /die Sporthalle das Klassenzimmer / Die Gänge das Labor /das Lehrerzimmer

Die Schulregeln

Wir dürfen (nicht) /Wir müssen

(nicht) Wir sollen (nicht) /weder noch…

Schlagen / essen /Mobben kauen/ Sportschuhetragen

Schimpfwörtersagen

Key Verbs:

Jeans / trousers a jacket /a tie

a shirt /a dress / a T-shirt

Trainers / shoes/ boots

Blue/brown/Yellow/Grey/Gre

en/ red/ Black/white

In school there is… computerroom / yardhall / library canteen / sportshall classroom / the corridors science labs / staff room

School rules

We may (not) / We (don’t) have to We should(n’t) /neither … nor… Hit / eat /Bully /chew wear trainers say swear words

4

Ein Schultag in der ersten/zweiten/dritten/ Stunde am (Montag)

Die Schule beginnt/endet um…

die Pause /die Mittagspause Jede Stunde dauert … Minuten Mein Lieblingsfach ist…

A school day first/second/third period on Monday School starts/finishes at…

Break /lunch time

Every lesson lasts … minutes My favourite subject is…

Das deutsche Schulsystem The German school system

Ich besuche… I attend…

eine Grundschule a primary school

eine Gesamtschule a comprehensive school

eine Hauptschule a vocational secondary

eine Realschule a secondary school intermediate)

5 eine Gymnasium a secondary school (academic)

eine Oberstufe a sixth form

Die Prüfungen exams

Die Mittlere Reife GCSE (equivalent)

Durchfallen to fail schwänzen to truant

Die Leistungsdruck pressure to achieve

Giving opinions:

7 Es war Es ist Es wird ... sein Es wäre

it was it is it will be it would be

6 Tense Tragen - to wear Dürfen - to be allowed to

Present Ich trage - I wear Er / sie trägt - he /she wears

Future Conditiona l

Past perfect imperfect

Ich werde tragen - I will wear Ich würde tragen - I‘d wear

Ich trug - I wore Ich habe…getragen - I wore

Ich darf - I’m allowed to Er / sie darf - he /she is allowed to

Ich werde dürfen - I will be allowed to Ich würde dürfen – I’d be allowed to

Ich dürfte - I was allowed to Ich habe…gedurft - I was allowed to

zu /sehr / ganz extreme /total altmodisch /streng

ärgerlich /nervig locker

(un)gerecht /stressig

pünktlich /respektvoll ruhig / höflich /modern

too / very /quite extremely /totally old-fashioned /strict irritating/annoying relaxed

(un)fair/ stressful

punctual / respectful quiet / polite

/modern

1 - 5 Key Vocabulary:

How do you say… ‘I would attend a secondary school (for academic students)’ in German?

How do you say… ‘I attend a comprehensive school’ in German?

How do you say… ‘In school there is a computer room, a yard and a library’?

Name three types of school in German.

Name five colours in German.

How do you say …’I wear a skirt, a tie and a jacket’?

How do you say …’In school there is a canteen, a sports hall and a staffroom’ ?

Name 3 school rules in German.

6 Key verbs:

How do you say …‘I wear’ in German?

How do you say …‘ I will be allowed to ’ in German?

How do you say… ‘I wore’ in German?

7 Giving opinions:

Name 5 adjectives that describe school rules.

How do you say…too, very, quite, extremely, totally?

Key Vocabulary:

An der Oberstufe / Universität, Fachschule möchte ich ...studieren. das Pflichtfach/ wahlfach die Sozialkunde die Hauswirtschaftslehre die Wirtschaftslehre Bewerbungen

Ich bin (in Mathe) begabt Ich möchte im Ausland /freiwillig/ teilzeit arbeiten

Ich würde gern… ein Jahr aussetzen ein Jahr in (Thailand) verbringen eine Lehrer Machen erfolgreich sein

At college / university/ technical college, I would like to study… core/ option subject social studies, politics home economics business studies/ economics applications I am gifted (in Maths) I would like to work…abroad/ voluntarily/ part-time I would like… to take a year out to spend a year in (Thailand)

to do an apprenticeship to be successful

2

Beim Arbeitspraktikum musste ich…/ konnte ich… Telefonanrufe machen Akten/Dokumente abheften Formulare ausfüllen E-Mails schreiben Gäste/Kunden bedienen Termine organisieren Kinder aufpassen Ich musste keinen… Tee/Kaffee machen

On work experience, I had to /I could… make phone calls file files/documents fill in forms write emails serve guests/customers organise appointments look after children I didn’t have to… make tea/coffee

3

Mein Lebenslauf die Schulbildung der Schulabschluss die Schulleistung die freiwillige Arbeit der Hochschulabschluss die Berufserfahrung die Freizeitaktivität

My CV school education school-leaving qualification school achievement voluntary work degree professional experience leisure activities

Key Verbs: Giving opinions:

4 Tense Erfahren- to experience Present Ich erfahre -I experience Er / sie erfährt -he /she experiences wir erfahren – we experience

Grammar point:

Infinitive constructions

Ich plane, …zu + verb I plan to...

Future Conditiona l

Ich werde erfahren -I will experience Ich möchte erfahren- I’d like to experience imperfect pluperfec t

Ich erfuhr- I experienced Ich hatte erfahren … - I had experienced

5

Ich habe Lust, ... zu...+ verb I fancy...

Ich habe vor, ... zu + verb I intend to...

Ich hoffe, ... zu + verb I hope to...

6 Es war it was Es ist it is Es wird ... sein it will be Es wäre it would be nützlich useful hervorragend fantastic unterschiedlich varied zeitaufwendig time-consuming genießbar enjoyable technisch technical sinnlos pointless fleißig hard-working schrecklich terrible

1 - 3 Key Vocabulary:

How do you say …I’d like to study economics at University?

How do you say …I’d like to take a year out?

How do you say …home economics and business studies?

How do you say. …I would like to do voluntary work?

How do you say …would like to work abroad?

How do you say…to be successful?

How do you say …On work experience, I had to make phone calls?

How do you say …On work experience, I had to serve the customers ?

Name three parts of a CV in German.

How do you say. …I’d like to do an apprenticeship?

4 Key Verbs:

How do you say ‘I experienced’ in German?

How do you say ‘I would like to experience’ in German?

How do you say ‘I had experienced’ in German?

5 Grammar point:

Name 2 infinitive constructions, which could be used to describe your future plans.

6 Giving opinions: Give 5 adjectives to describe work experience.

German, Theme 3 Topic 4: Jobs, Career Choices and Ambitions

Key Vocabulary:

Die Berufe Jobs

Ich arbeite als… I work as a…

In der Zukunft, werde ich…werden In the future I’ll become a …

Anwalt/Anwaltin lawyer

Apotheker(in)/Architekt(in) Pharmacist/architect

Arzt/Ärztin/Bäcker(in)Bankangestellte Doctor/baker / bank clerk

/Beamte/Beamtin /Chef(in) civil servant /Boss

Dolmetscher(in) /Koch/Köchin /interpreter/ cook

Elektriker(in) /Feuerwehrmann/-frau electrician /firefighter

1 Frisör/Friseuse/Informatiker(in)

Kellner(in)/Klempner(in) hairdresser/technician waiter/waitress/plumber

Krankenpfleger/Krankenschwester nurse

Lehrer(in)/Manager(in) Teacher/manager

Mechaniker(in) mechanic

Metzger(in)/Polizist(in) Butcher/police officer

Programmierer(in) computer programmer

Schauspieler(in) actor/actress

Sozialarbeiter(in) social worker

Tierarzt/Tierärztin vet

Verkäufer(in) /Übersetzer(in) sales assistant/translator

Die Arbeitsorte Places of work

Ich arbeite in… I work in…

einem Bierkeller a pub

einem Laden/ Geschäft a shop

einer Apotheke/schule a chemist /school

einer Autowerkstatt /Garage a garage

einer Bäckerei/Metzgerei(en) einer a bakery / butcher’s

Polizeiwache(n) a police station

2 einem Büro

einem Krankenhaus/Labor a office a hospital / laboratory

einem Reisebüro/Theater a travel agent’s / theatre

Ich möchte… I would like…

im Tourismus arbeiten to work in tourism.

als Manager(in) /Abteilungsleiter(in) as a manager/supervisor

bei einer internationaler Firma For an international company bei einem Betrieb for a business

Mein Traum ist Marketing zu machen My dream is to do marketing

Grammar point:

Time phrases

during the summer

während des Sommers every Saturday

Jeden Samstag regularly

3 regelmäßig am Wochenende at the weekend during the week

unter der Woche next year

nächstes Jahr after the summer

Nach den Sommer

Key Verb:

4 Tense Arbeiten – to work

Present Ich - I work er / sie - he /she works sie arbeiten – they work

Future Conditional Ich werde arbeiten -I will work Ich möchte arbeiten – I’d like to work

imperfect pluperfect Ich arbeitete - I worked Ich hatte…gearbeitet – I had worked

Giving opinions

5 Ich finde /Ich fand mein Job... I find/ I found my job… anstrengend /lohnend tiring /worthwhile zeitaufwendig time-consuming wichtig /genießbar important / enjoyable technisch /kreativ technical / creative Man / der Arbeitgeber You / the employer muß...sein must be… fleißig / geduldig/ hard-working/patient/ energiegeladen/ pünktlich energetic/punctual zuverlässig reliable

German, Theme 3 Topic 4: Jobs, Career Choices and Ambitions

1 - 2 Key Vocabulary:

How do you say …Jobs?

4 Key Verbs:

How do you say… they work?

How do you say … I had worked?

How do you say …I work as a lawyer in a office?

How do you say...In the future I’ll become doctor?

How do you say…civil servant?

How do you say …I work as a nurse in a hospital?

How do you say…I would like to work in tourism?

How do you say …I’d like to work for an international company?

How do you say …My dream is to do marketing?

How do you say…I would like to work?

3 Grammar point:

Name 3 time phrases in German.

5 Giving opinions: Give 5 adjectives to describe a profession.

Name 4 qualities an employer must have.

Key Vocabulary:

En mi familia hay … mi padre/ madre mi abuelo/a mi hermano/a mi tío/a mi primo/a mi padrastro/madrastra mi hermanastro/a

Un buen amigo/a…

…te apoya

…te ayuda

…te conoce bien

…te hace reir

…no te juzga

Me peleo/divierto con…

Me molesta mi [tío]

3

Se llama(n)…

In my family there is … my dad/mum

my grandad/grandma

my brother/sister

Key Verbs: 1

my uncle/aunty

my cousin

my step-dad/step-mum

my step-brother/sister

A good friend…

…supports you

…helps you

…knows you well

…makes you laugh …doesn’t judge you

I argue/have fun with…

My [uncle] annoys me

He/she/they are called…

Tense 6 Llevarse (bien con…) –to get on (well with…)

Present Me llevo – I get on Nos llevamos – we get on Se llevan – they get on

Near Future Conditional Voy a llevarme – I am going to get on Me llevaría - I would get on

Preterite Imperfect Me llevé – I got on Me llevaba – I used to get on

Grammatical Explanations:

8 Reflexive verbs

7 Tener – to have

Tengo – I have Tiene – he/she has Tenemos – we have Tienen – they have

Voy a tener – I’m going to have Tendría – I would have

Tuve – I had Tenía – I used to have

5

Le(s) gusta…

En el futuro, quiero…

…tener hijos

…casarme

…tener éxito

…tener una boda grande …vivir juntos

Mi novio/a ideal (no) sería…

…gracioso/a …molesto/a …estricto/a …hablador/a …trabajador/a …perezoso/a

In the future, I want…

…to have children

…to get married

He/she/they like… 4

…to have success

…to have a big wedding

…to live together

My ideal boyfriend/ girlfriend would (not) be…

…funny

…annoying

…strict

…chatty

…hardworking

…lazy

Reflexive verbs must have a pronoun before them to describe who the verb is affecting. Conjugate the verb as normal, but change the pronoun for whichever person is doing the action. Me = I Te = you Se = he/she/it/they Nos = we

9 Near future

This is used to describe something that is going to happen. It consists of ir (to go) + a + infinitive verb

Voy a…– I am going to…

Vas a… – You are going to…

Va a… – He/she is going to…

Vamos a… – We are going to…

Vaís a… – You (pl.) are going to…

Van a… – They are going to…

WOW Phrases:

10 Cuando sea mayor, me gustaría [+ infinitive]

Cuando tenga [30] años…

Tengo la intención de [+ infinitive]…

When I am older, I would like to…

When I am [30] years old…

I have the intention of…

KS4 KRS 1 – Spanish, Theme 1 Topic 1: Me; My Family and Friends and Relationships, Marriage and Partnership

Key Vocabulary:

1 Name five family members in Spanish

Grammatical Explanations:

8 How do you say… ‘we argue’ and ‘they have fun’ in Spanish?

2 How do you say… ‘a good friend knows you well’ in Spanish?

3 How do you say… ‘I argue with my brother because he annoys me’ in Spanish?

4 How do you say… ‘in the future I want to have a big wedding’ in Spanish?

5 How do you say… ‘my ideal boyfriend would be chatty and funny’ in Spanish?

Key Verbs:

6 How do you say… ‘I used to get on well with …’ and ‘we don’t get on well’ in Spanish?

7 How do you say… ‘ I used to have’ and ‘I would have’ in Spanish?

9 How do you say… ‘I am going to buy….’ in Spanish? Useful adjectives

10 How do you say… ‘my ideal boyfriend/girlfriend would be funny and hardworking’ in Spanish?

WOW phrases

11 How do you say… ‘when I am older….’ in Spanish?

12 How do you say… ‘I have the intention of….’ in Spanish?

Spanish: Theme 1 Topic 2: Technology in Everyday Life

Key Vocabulary:

1 El internet

Un móvil

Un ordenador/ un portátil Las redes sociales

Un sitio de web

2 (Uso mi móvil) para + infinitive navegar el internet ver videos descargar fotos compartir noticias buscar información hacer mis deberes hacer videollamadas mandar mensajes subir información jugar videojuegos

3 Lo bueno es que…

…se puede mantenerse en contacto …es portable

…es fácil de usar

Lo malo es que…

…es adictivo …te engancha

…los extraños ven tus detalles …es una pérdida de tiempo

4 …es más/menos (adjective) que… …es tan (adjective) como…

5 Pienso que es… útil fácil díficil peligroso/a seguro/a barato/a caro/a

The internet

A mobile

A computer/ a laptop

Social media/social networks

A website

(I use my mobile) in order to… surf the web watch videos download photos share news look for information do my homework make video calls send messages upload information play videogames

The good thing is that…

…you can stay in touch

…it’s portable

…it’s easy to use

The bad thing is that…

…it is addictive …it gets you hooked …strangers see your details …it’s a waste of time

…is more/less (adjective) than… …is as (adjective) as…

I think that it is… useful easy difficult dangerous safe/secure cheap expensive

Key Verbs:

Tense 6 Usar – to use 7 Mandar – to send

Present Uso – I use Usa – he/she uses Usamos – we use

Near Future

Conditional

Voy a usar – I am going to use Usaría – I would use

Mando – I send Manda – he/she sends Mandamos – we send

Voy a mandar – I am going to send Mandaría – I would send

Preterite Imperfect Usé – I used Usaba – I used to use Mandé – I sent Mandaba – I used to send

Grammatical Explanations:

8 Present tense

To conjugate a verb into the present tense, take the AR/ER/IR off, and then replace it with the following ending depending on the verb type and person doing the action:

AR: -o, -as, -a, -amos, -áis, -an ER: -o, -es, -e, -emos, -éis, -en IR: -o, -es, -e, -imos, ís, -en

9

Possessive pronouns

Possessive pronouns state who an object belongs to. If the noun is plural, they end in ‘s’.

Mi(s) – my Tu(s) – your Su(s) – his/her/their Nuestro/a(s) - our

Frequency Words:

10 Lo uso… …todos los días …siempre …a veces …nunca …cada semana

I use it… …every day

…always …sometimes …never …every week

1 - 5 Key Vocabulary:

How do you say… ‘a mobile’ and ‘social networks’ in Spanish?

8 - 9 Grammatical Explanations:

How do you say …’I upload’ and ‘we upload’ in Spanish?

How do you say… ‘I use my mobile watch videos and to do my homework’ in Spanish?

How do you say… ‘the good thing is that you can stay in touch’ and ‘the bad thing is that it gets you hooked’ in Spanish?

How do you say… ‘…is more ….. than...’ in Spanish?

How do you say… ‘I think that it is dangerous and expensive’ in Spanish?

6 - 7 Key Verbs:

How do you say… ‘I’m going to use’ in Spanish?

How do you say… ‘I used to send’ in Spanish?

How do you say… ‘my’ and ‘her’ in Spanish?

10 Time phrases:

How do you say… ‘every day’ in Spanish?

How do you say…’ I never use it ‘in Spanish?

How do you say …’always’ in Spanish?

Spanish: Theme 1 Topic 3: Free Time Activities

Key Vocabulary:

1

Suelo ver… un concurso un documental las noticias una comedia un dibujo animado una telenovela una película de [acción/ amor/ terrór/ ciencia ficción]

I usually watch… a quiz show a documentary the news a comedy a cartoon a soap an [action/ romantic/horror/sci-fi] film

Key Verbs:

Tense 6 Ver – to watch 7 Hacer – to do

Present Veo – I watch Ve – he/she watches Vemos – we watch

Hago - I do Hace - He/ she does Hacemos - We do

2

Escucho…

La música [rock/rap/pop]

Las canciones de…

El/la cantante / el grupo… La letra / el ritmo

I listen to… [rock/rap/pop] music

The songs by…

The singer / the group

The lyrics / the rhythm

3

Al restaurante me encanta… comer/tomar/probar/ beber la fruta/ las verduras un bocadillo/ el carne/ el pollo /una sopa/ las galletas/ el helado / el agua/ el té

At the restaurant I love… to eat / have/ try / drink fruit/vegetables a sandwich/ meat/ chicken/ soup/ biscuits ice cream/ water/ tea

4

En mi tiempo libre me gusta jugar al fútbol/baloncesto/tenis hacer gimnasia/ equitación/ ciclismo montar [en bici/caballo] ver un partido

In my free time I like to play football/ basketball/ tennis to do gymnastics/ horse riding/ cycling ride a [bike/ horse] watch a match

5

Es/fue/será/ sería… emocionante triste relajante miedoso/a rico / asqueroso

Soy…

competitivo / perezoso teleadicto / deportivo vegetariano / vegano

It is/ was/ will be/ would be… exciting sad relaxing scary tasty / disgusting

I am… competitive / lazy

a TV addict / sporty vegetarian / vegan

Near Future

Conditional Voy a ver – I am going to watch Vería – I would watch

Voy a hacer - I’m going to do Haría – I would do

Imperfect Ví – I watched Veía – I used to watch Hice – I did Hacía – I used to do

Preterite

Grammatical Explanations:

8 To form the Preterite tense to describe a completed event that happened in the past, ake away the AR/ER/IR and replace with the correct ending: AR: -é, -aste, -ó, -amos, -astáis, -aron ER: -í, -iste, -ió, -emos, -isteis, -ieron IR: -í, -iste, -ió, -imos, isteís, -ieron Irregulars: Hice – I did Jugué – I played Fui – I went Fue – it was

9 The Conditional tense is used to say something that would happen. Add one of the following endings onto the infinitive, for the correct pronoun.

I: -ía you: -ías he/she: -ía we: íamos you (pl.): íais they: -ían Key conditional phrases: Me gustaría + infinitive (I would like …).Sería + adjective (it would be…).

Past tense time phrases:

10 Ayer /La semana pasada El [fin de semana/ mes] pasado Hace dos años

WOW phrases :

11 Si tuviera la oportunidad + conditional

Si tuviera más tiempo + conditional

Si fuera rico/a + conditional

Yesterday /Last week

Last [weekend/ month]

Two years ago

If I had the opportunity I would…

If I had more time I would…

If I was rich I would…

1 - 5 Key Vocabulary:

How do you say… ‘a quiz show’ and ‘a horror film’ in Spanish?

8 - 9 Grammatical Explanations:

How do you say …’I skated’ and ‘she skates’ in Spanish?

How do you say… ‘I listen to songs by Shakira’ in Spanish?

How do you say… ‘I would swim in the sea and it would be fun’’ in Spanish?

How do you say… ‘at the restaurant I love to eat soup and a sandwich’ in Spanish?

How do you say…’to do horse riding’ in Spanish?

10 Past tense time phrases:

How do you say… ‘two years ago’ in Spanish?

How do you say… ‘it was exciting because I am a TV addict’ in Spanish?

6 - 7 Key Verbs:

How do you say… ‘I’m going to watch’ in Spanish?

11 WOW phrases

How do you say… ‘if I had more time, I would visit Italy’ in Spanish?

How do you say… ‘If I had the opportunity’ in Spanish?

How do you say… ‘I used to do’ in Spanish?

KRS 4 – Spanish: Theme 1 Topic 4: Customs and Festivals in Spanish-speaking Countries/Communities

Key Vocabulary:

La fiesta de…

Se celebra en…

1

La tradición comenzó en… dura [2 semanas/1 hora]

La Navidad

La nochebuena / la nochevieja

La Tomatina

The festival of… …is celebrated the tradition started in… it lasts for [2 weeks/ 1 hour]

Christmas

Christmas eve / New Years’ Eve

Tomato fight in Buñol

Key Verbs:

Tense 6 Celebrar – to celebrate 7 Ir (a) – to go (to)

Present Celebro – I celebrate Celebra – he/she celebrates Celebramos – we celebrate Celebran – they celebrate

Near Future Conditional Voy a celebrar – I’m going to celebrate

Voy – I go Va – he/she goes Vamos – we go Van – they go

Voy a ir – I’m going to go Iría – I would go

2

Los Sanfermines

Las Hogueras de San Juan

Els Enfarinats

El Día de los Muertos

Llevar ropa blanco/rojo

Disparar fuegos artificiales

Quemar las hogueras

Ver el desfile

Correr delante de los torros

Tirar tomates/harina/huevos

Beber cava

Comer pavo/bacalao/ doce

uvas

Dar/recibir/abrir regalos

Decorar [un arból de navidad/tumbas]

Me parece una tradición… diferente emocionante estresante miedosa peligrosa

Si pudiera ir a una fiesta en España, participaría en…

Tengo muchas ganas de ir a…

Running of the bulls in Pamplona

Bonfires in Alicanta

Flour and egg fight in Ibi Day of the Dead in Mexico

To wear white/red clothes

To let off fireworks

To burn wooden/cardboard figures

To watch the procession

To run in front of the bulls

To throw tomatoes/flour/eggs

To drink sparkling wine

To eat turkey/ cod/ 12 grapes

To give/ receive/ open presents

To decorate [a christmas tree/graves]

It seems like a … tradition different exciting stressful scary dangerous

If I could go to a festival in Spain, I would participate in…

I really want to go to…

Celebraría – I would celebrate

Preterite Imperfect Celebré – I celebrated Celebraba – I used to celebrate Fui – I went Iba – I used to go

Grammatical Explanations:

8 Avoiding the passive

The passive tense isn’t very common in Spanish. Often, instead, the pronoun ‘se’ is used to avoid it.

Examples: se celebra = is celebrated (literal translation: ‘it celebrates itself’) se disparan = are let off (literal translation: they let themselves off)

9 Perfect tense This is used to say something that has been done. It consists of the verb haber (means ‘to have’ but not in the same way as tener) and a past participle.

Conjugations of haber: He – I have Has – you have/have you…? Ha – he/she has Hemos – we have Han – they have

Common participles: Ido – been

Visitado – visited

Visto – seen

Comido – eaten

Bebido – drank

Cultural Capital: Sequencers

10 Primero Luego Después / Antes Finalmente

firstly then After / before finally

At Christmas in Spain, the main dinner is on Christmas Eve. Gifts are opened on ‘El Día de los Reyes’ on 6th January to symbolize when the three kings arrived in the Holy Story.

– Spanish: Theme 1 Topic 4: Customs and Festivals in Spanishspeaking Countries/Communities

1 - 4 Key Vocabulary:

How do you say… ‘it last two weeks’ in Spanish?

List three festivals from Spanish speaking countries.

How do you say… ‘to decorate a Christmas tree’ and ‘to open presents’ in Spanish?

How do you say… ‘it seems like a scary tradition’ in Spanish?

5 WOW phrases:

How do you say… ‘if I could go to any festival in Spain, I would participate in La Tomatina’ in Spanish?

6 - 7 Key verbs:

How do you say… ‘she celebrates’ and ‘I would celebrate’ in Spanish?

How do you say… ‘I went to’ and ‘I am going to go to’ in Spanish?

8 - 9 Grammatical explanations:

How do you say… ‘Day of the Dead is celebrated in November’ in Spanish?

How do you say… ‘I have visited The Tomatina’ in Spanish?

How do you say… ‘it is celebrated ’ in Spanish?

How do you say… ‘I have been ’ in Spanish?

How do you say… ‘then’ and ‘after’ in Spanish?

cc Cultural capital:

Name two ways in which Christmas is celebrated differently in Spain.

5

Spanish: Theme 2 Topic 1: Home, Town, Neighbourhood and Region

Key Vocabulary:

Mi pueblo/ciudad está…

…en [la costa/el campo]

…en el[Norte/Este/Sur/Oeste]

En mi pueblo (no) hay… un mercado/supermercado una playa /un parque una biblioteca un polideportivo una piscina una iglesia muchas tiendas un puerto un centro comercial una fábrica un museo un río mucho que hacer

My town/city is…

…on the coast/ the countryside in the [North/East/South/West]

In my town there is (not)…

a market/supermarket

a beach /a park

a library

a sports centre

a swimming pool

a church

lots of shops

a port

a shopping centre

a factory

a museum

a river

a lot to do

Key Verbs:

Tense 4 Vivir – to live 5 Salir – to go out

Present Vivo – I live Vive – he/she lives

Vivimos – we live Viven – they live

Near Future Conditional Voy a vivir – I am going to live Viviría – I would live

Preterite Imperfect Viví – I lived Vivía - I used to live

Grammatical Explanations:

6 Simple future tense

This is used to describe something that will happen. Add one of the following endings to the end of the infinitive.

Salgo – I go out

Sale – he/she goes out

Salimos – we go out

Salen – they go out

Voy a salir – I am going to go out

Saldría – I would go out

Salí – I went out

Useful adjectives:

8 Es / era

Grande

Pequeño

Tranquilo

Ruidoso

It is/used to be Big Small Quiet

Noisy

2

En mi pueblo se puede… ver los monumentos salir con amigos pasar tiempo en el parque descansar en la playa hacer deportes en el aire libre montar en bici/a caballo practicar senderismo ir de compras

Lo bueno es que… hay mucho que hacer vivo cerca de [mis amigos] tiene muchas oportunidades la gente es amable

3

Lo malo es que… hay barrios pobres tiene mucho/a [tráfico] es [demasiado aislado] está lejos de [mi colegio]

The good thing is that… there’s a lot to do

I live close to [my friends]

it has a lot of opportunities the people are kind

The bad thing is that… there are poor neighbourhoods It has a lot of [traffic] it is [too isolated] it’s far from [my school]

7 ‘Si’ clauses can be used to combine tenses:

I: -é you: -ás he/she: -á we: -emos you (pl.) –éis they:án

Feo

Bonito

Caro

Barato

9 Mañana

Ugly

Pretty

Expensive Cheap

Si (+ present tense), (+ future tense)

If (something happens), I will…

Eg: Si hace [sol/frio], [visitaré/jugaré…] – if it’s [sunny/cold], I will [visit/play…]

Si tengo [tiempo] suficiente, [+ future] – if I have enough [time], I will…

Opinion phrases:

10 Me chifla No aguanto Me gusta… pero mi [tía] prefiere… Me gustó/encantó

La semana próxima

Tomorrow Next week when I’m older…

I’m crazy about… I can’t stand I like… but my [aunt] prefers…

I liked/loved… …

MFLSPANISH 325

1 - 3 Key Vocabulary:

How do you say… ‘my town is on the coast in the North’ in Spanish?

How do you say… ‘in my town you can relax on the beach’ in Spanish?

How do you say… ‘the good thing is that I live near my friends but the bad thing is that there is a lot of traffic’ in Spanish?

4 - 5 Key Verbs:

How do you say… ‘I used to live in Newcastle’ in Spanish?

How do you say… ‘I am going to go out…’ in Spanish?

6 - 7 Grammatical Explanations:

How do you say… ‘I will swim’ (nadar) and ‘we will eat’ (comer) in Spanish?

How do you say… ‘if it’s sunny, I will play …’ in Spanish?

8 Useful adjectives:

How do you say…‘ it used to be quiet’ in Spanish?

How do you say…’it is cheap and ugly’ in Spanish?

How do you say…‘it is noisy’ in Spanish?

9 Future time phrases:

How do you say… ‘when I’m older’ in Spanish?

10 Opinion phrases

How do you say… ‘I can’t stand ’ in Spanish?

KS4 KRS 6 – Spanish: Theme 2 Topic 2: Social Issues

Key Vocabulary:

1

Me preocupa … la pobreza / el hambre la desigualdad la gente sin techo el paro/desempleo la salud los enfermedades la obesidad la falta de [educación/trabajos]

…worries me poverty / hunger

inequality

homelessness

unemployment health illnesses

obesity the lack of [education/jobs]

Key Verbs:

Tense 4 Evitar – to avoid 5 Ayudar – to help

Present Evito – I avoid Evita – he/she avoids Evitamos – we avoid Evitan – they avoid

Near Future Conditional

Voy a evitar – I’m going to avoid Evitaría – I would avoid

Ayudo – I help Ayuda – he/she helps Ayudamos – we help Ayudan – they help

Voy a ayudar – I’m going to help Ayudaría - I would help

2

Para llevar una vida sana (no) se debe… hacer ejercicio comer comida sana/malsana tomar aire fresco fumar cigarillos/porros beber alcohol tomar drogas evitar [comida rápida/ azúcar] acostarse temprano usar la tecnología en la cama

In order to lead a healthy life you must (not)… do exercise eat healthy/unhealthy food get fresh air smoke cigarettes/joints drink alcohol take drugs avoid [fast food/sugar] go to bed early not use technology in bed

Preterite Imperfect Evité – I avoided Evitaba – I used to avoid Ayudé – I helped Ayudaba - I used to help

Grammatical Explanations:

6 The Imperfect tense is used to describe something that used to happen in the past.

Take away the AR/ER/IR and replace it with the following endings: ar verbs: -aba -abas -aba -ábamos -abáis -aban er ir verbs: -ía -ías -ía -íamos -íais -ían

3

Se debería… (+ infinitive) mejorar los servicios sociales construir más casas baratas educar a la gente establecer obras benéficas dejar de [comer mal/fumar] donar [dinero/ropa] ser voluntario comer menos [sal/grasa]

Imperfect tense time phrases:

8 En el pasado (+ imperfect) pero ahora (+ present)

Cuando era más jóven… Hace muchos años…

Cuando tenía 12 años…

You should… improve social services build more cheap houses educate people establish charities stop [eating badly/smoking] donate [money/ clothes] volunteer eat less [salt/fat]

Useful imperfect tense structures and common irregular conjugations: Iba a… – I used to go to…

Era – it used to be…

Había … - there used to be…

7 Stating obligations

Hay que (+ infinitive) means ‘we have to’ or ‘one has to’ do something. E.g. hay que construir casas – one has to build houses

Tener que (+ infinitive) means ‘to have to’

E.g. Tengo que comer verduras – I have to eat vegetables

Useful Adjectives :

In the past (I used to…) but now…

When I was younger…

Years ago…

When I was 12…

Although it might be… healthy/unhealthy poor/rich dangerous/safe worrying

Key Vocabulary:

How do you say… ‘poverty and unemployment worry me’ in Spanish?

How do you say… ‘in order to lead a healthy life you must eat healthy food and you mustn’t take drugs’ in Spanish?

How do you say… ‘you should donate clothes’ in Spanish?

Key Verbs:

How do you say… ‘I’m going to avoid ’ in Spanish?

How do you say… ‘I used to help’ in Spanish?

Grammatical Explanations:

How do you say… ‘I used to volunteer’ in Spanish?

How do you say… ‘you have to educate people’ in Spanish?

How do you say… ‘to avoid fast food’ in Spanish?

Useful adjectives:

How do you say… ‘to get fresh air’ in Spanish?

How do you say… ‘poor ’ and ‘unhealthy’ in Spanish?

How do you say… ‘to stop smoking’ in Spanish?

Imperfect tense time phrases:

How do you say…’there used to be’ in Spanish?

How do you say… ‘when I was younger’ in Spanish?

Spanish: Theme 2 Topic 3: Global Issues

Key Vocabulary:

El medio ambiente en casa

The environment at home

1

Se debería… apagar la luz separar la basura cerrar el grifo ahorrar energía ducharse en vez de bañarse

You should … turn off the light separate the rubbish turn off the tap save energy have a shower instead of a bath

Key Verbs:

Tense 5 Reciclar – to recycle

Present Reciclo – I recycle Recicla - He/she recycles Reciclamos - We recycle Reciclan - They recycle

Near Future Conditional Voy a reciclar– I am going to recycle Reciclaria - I would recycle

Preterite Imperfect Reciclé - I recycled Reciclaba – I used to recycle

Los problemas globales

El paro/desempleo

6 Proteger – to protect *

Protejo – I protect Protege – He/She protects Protegemos – We protect Protegen – They protect

Voy a proteger – I’m going to protect Protegeria – I would protect

Protegí – I protected Protegia – I used to protect

2

El hambre/la pobreza Los sin hogar/techo La deforestación

La crisis económica

Global problems unemployment hunger/poverty the homeless deforestation the economic crisis

Grammatical Explanations:

7 Se debería + infinitive means ‘you/we should’. It is the conditional form of se debe –you/we must Se debería ahorrar energía – You/we should save energy No se debería tirar basura al suelo – You/we shouldn’t throw rubbish on the floor

3

Hay demasiada… basura en las calles gente sin espacio para vivir destrucción de los bosques el aire está contaminado

There is too much.. rubbish in the streets people with nowhere to live destruction of the woodland/forests the air is contaminated

8 Imperfect continuous translates as ‘was/were …ing’ It is formed using the imperfect conjugation of ‘estar’ plus the gerund ending –ando/-iendo. For example, estaba reciclando la busura – I was recycling the rubbish.

Time Phrases:

Desastres naturales

Un incendio forestal

Un huracán

Un terremoto

Una tormenta de nieve

Unos inundaciones

Natural disasters

a forest fire a hurricane an earthquake a snow storm floods

9 Cuando era joven Hace … años Hoy en día Actualmente

Cuando sea mayor Dentro de … años

When I was young … years ago

Nowadays

Currently

When I am older In … years time

1 - 4 Key Vocabulary:

Name 3 things you can do to protect the environment in Spanish

How do you say… ‘an earthquake’ Spanish?

How do you say… ‘I am going to shower instead of having a bath’ in Spanish?

State 2 global problems in Spanish.

How do you say… ‘there is too much rubbish in the streets’ in Spanish?

5 - 6 Key Verbs:

How do you say… ‘I used to protect’ in Spanish?

How do you say… ‘If I have the opportunity, I will recycle lots’ in Spanish

7 - 8 Grammatical Explanations:

How do you say… ‘you should’ in Spanish?

How do you say… ‘you should turn off the lights’ in Spanish?

9 Time phrases

How do you say… ‘In 10 years time’ in Spanish?

How do you say… “When I was younger” in Spanish?

Spanish: Theme 2 Topic 4: Travel and Tourism

Key Vocabulary:

Fui de vacaciones a…

Francia/Italia/Turquía

Fui con…

I went on holiday to…

France/Italy/Turkey

I went with…

Key Verbs:

Tense 6 Ir – to go

7 Viajar – to travel

1

Mis padres/mi instituto Prefiero veranear…

en la costa/en el campo en la montaña/en la ciudad

2 Viajé en… en autocar/avión en barco/coche/tren

Me alojé en…

Un albergue juvenil

Un camping

My parents/my school I prefer to spend the summer

on the coast/in the country in the mountains/in the city

I traveled by… by coach/plane by boat/car/train

I stayed in…

A youth hostel

A campsite

Present Voy – I go Va – He/she goes Vamos – We go Van – They go

Viajo – I travel

Viaja – He/She travels Viajamos – We travel

Viajan- They travel

3

Un chalet

De cinco estrellas

Un parador

Una pensión

¿Qué tiempo hizo?

Hizo buen/mal tiempo

4

Hizo calor/frío/sol/ Llovió/Nevó

Estaba nublado

A cottage

Five star

A state run luxury hotel

A guesthouse

What’s was the weather like?

It was good/bad weather

It was hot/cold/sunny

It rained/snowed

It was cloudy

5

Quisiera reservar… una habitación con/sin balcón con bañera/ducha

I would like to book… a room with/without a balcony with a bath/shower

Near Future

Conditional Voy a ir– I am going to go Iria - I would go

Voy a viajar – I’m going to travel viajaria – I would travel

Preterite Imperfect Fui - I went Iba – I used to go Viajé – I travelled Viajaba – I used to travel

Grammatical Explanations:

8 The imperfect tense is another past tense that is used for:

• Repeated actions in the past

• What people used to do repeatedly in the past For example, El hotel era grande – the hotel was big. Cada verano iba a España – Every summer I used to go to Spain

9 Verbs of opinon + infinitive verb – many verbs for giving opinons need a pronoun like ‘me’. These verbs all need pronouns: gustar, encantar, chiflar, molar, apasionar, flipar.

me gusta – I like nos gusta – we like te gusta – you like os gusta – you (lot) like le gusta – he/she likes les gusta – they like

Opinion phrases and adjectives:

10 (no) me gustó porque fue…

caro / lujoso/ Viejo / pittoresco

El viaje fue …largo / aburrido

I liked it(didn’t) like it because it was…

expensive /luxurious /old/ picturesque

The journey was… long / boring

Spanish: Theme 2 Topic 4: Travel and Tourism

1 - 5 Key Vocabulary:

Name 3 countries.

How do you say… ‘half board’ Spanish?

How do you say… ‘next year I am going to go to Spain’ in Spanish?

State 2 types of weather in Spanish.

How do you say… ‘last year I stayed in a 5* hotel’ in Spanish?

6 - 7 Key Verbs:

How do you say… ‘I would travel’ in Spanish?

How do you say… ‘I would go’ in Spanish?

8 - 9 Grammatical Explanations:

How do you say… ‘I used to go’ in Spanish?

How do you say… ‘last year I went to Spain’ in Spanish?

10 Opinion phrases and adjectives:

How do you say… ‘it was expensive and boring’?

How do you say… ‘the journey was long ’ in Spanish?

Spanish: Theme 3 Topic 1: My Studies

Key Vocabulary:

1

Me interesa(n)… el arte dramático el dibujo el español el inglés la educación física la física la química los idiomas / lenguas las empresariales la(s) asignatura(s)

I’m interested in … drama art / drawing Spanish English PE physics chemistry languages business studies subject(s)

Key Verbs:

Tense 6 Estudiar – to study 7 Aprender – to learn

Present Estudio – I study

Estudia – He/she studies

Estudiamos – We study Estudian – They study

Near Future Conditional Voy a estudiar– I am going to study estudiaria - I would study

Preterite Imperfect Estudié – I studied estudiaba – I used to study

Aprendo – I learn Aprende – He/she learns Aprendemos – We learn Aprenden – They learn

Voy a aprender – I’m going to learn aprenderia – I would learn

Aprendí – I learnt Aprendía – I used to learn

2

Voy a… / Iba a … la educación infantil la escuela primaria la educación secundaria el bachillerato la formación profesional el instituto / colegio

I go to / I used to go to pre-school primary school secondary education A levels vocational training secondary school

Grammatical Explanations:

8 Interesar works like gustar and encantar. It uses a pronoun like me or te. For example:

Me interesa el dibujo – Art interests me

¿Te interesan los idiomas? – Do languages interest you?

3

¿A que hora…?

Las clases empiezan a las Las clases terminan a las Tenemos … clases al día.

Cada clase dura … minutos El recreo La hora de comer

What time…? lessons start at lessons finish at we have … lessons per day. each lessons lasts … minutes. Break lunch

Remember – odiar and preferir don’t need a pronoun so you will never see me prefiero, it’s always prefiero – i prefer

9 Superlatives are used to say something is the most, least, best or worst. For example:

Mi profesora de ciencias es la más divertida – My science teacher is the funniest.

Time Phrases:

4

Mi profesor(a) (de ciencias) es.. paciente / impaciente tolerante / severo/a listo/a / tonto/a simpático/a / estricto/a

My (science) teacher is… patient / impatient tolerant / harsh clever / stupid nice / strict

10 El año pasado… Hace unos años En este momento Ahora

El año que viene Pronto

Last year

Some years ago

At the moment

Now

Next year

Soon

1 - 4 Key Vocabulary:

Name 3 school subjects.

How do you say… ‘science is better than Maths’ in Spanish?

How do you say… ‘next year I am going to do A levels’ in Spanish?

State 2 phrases to describe your favourite teacher.

How do you say… ‘last year I studied Art’?

5 - 6 Key Verbs:

How do you say… ‘I would learn’ in Spanish?

How do you say… ‘I would study’ in Spanish

7 - 8 Grammatical Explanations:

How do you say… ‘I used to study’ in Spanish?

How do you say… ‘I’m interested in PE’ in Spanish?

9 Time Phrases:

How do you say… ‘last year I studied Drama. It was boring’?

How do you say… ‘at the moment’ in Spanish?

10

Key Vocabulary:

Spanish: Theme 3 Topic 2: Life at School and College

Key Verbs:

1

En mi instituto hay…

Mi instituto tiene… un comedor un campo de fútbol un patio / un gimnasio una piscina / una biblioteca una pista de tenis / atletismo unos laboratorios muchas aulas

En mi escuela primaria había…

Mi escuela primaria tenía…

más / menos…

exámenes / deberes / alumnos muebles / espacios verdes tiempo libre /oportunidades pizarras interactivas / clases aulas de informática donde jugar / poco espacio

Las normas del insti

Tengo que llevar …

Tenemos que llevar …

(No) llevo …

(No) llevamos …

Es obligatorio llevar uniforme una camisa / una chaqueta una corbata / una falda unos pantalones / unos zapatos / unos vaqueros unas zapatillas de deporte unas medias

El uniforme…

Mejora la disciplina

Limita la individualidad

Da una imagen positiva

Ahorra tiempo por la mañana

In my school there is.. My school has… a canteen a football pitch a playground / a gym a pool / a library a tennis court / an athletics track some laboratories lots of classrooms

In my primary school there was/were...

My primary school had… more / less exams / homework / pupils furniture / green spaces free time / opportunities interactive whiteboards / lessons

ICT rooms somewhere to play / little space

School rules

I have to wear … we have to wear …

I (don’t) wear … we (don’t) wear …

it’s compulsory to wear uniform a shirt / a jacket a tie / a skirt

trousers

Shoes/ jeans trainers tights

Uniform improves discipline limits individuality gives a positive image saves time in the morning

Tense 6 Llevar – to wear 7 Aprobar – to pass

Present Llevo – I wear

Lleva – He/she wears

Llevamos – We wear

Llevan – They wear

Aprobo – I pass

Aproba –He/she passes

Aprobamos – We pass

Aproban – They pass

Near Future

Conditional

Voy a llevar – I am going to wear llevaría – I would wear

Voy a aprobar - I’m going to pass aprobaría – I would pass

Preterite

Imperfect Llevé – I wore llevaba – I used to wear

Grammatical Explanation

8

Aprobé – I passed aprobaba – I used to pass

Adjectival agreement – It is important that all adjectives you use agree. For example, when you are talking about your uniform the adjective has to agree with the item’s gender: Llevo una camisa blanca y cómoda – I wear a white, comfortable shirt.

9

Desde hace – to say how long you have been studying something you use the present tense verb + desde hace + the period of time. Estudio el español desde hace cuatro años.

Sentence starters and opinion phrases:

10 Hace falta + inf

No se puede + inf

Se puede + inf

Se permite + inf

Es / fue / sera…

(in)justo útil /inútil fácil / difícil /duro

It’s necessary to You can’t You can It is permitted it is / it was / it will be…

(un)fair useful / useless easy / difficult / hard

1 - 4 Key Vocabulary:

How do you say… ‘a hall’ and ‘a canteen’ in Spanish?

How do you say… ‘in my primary school there was’ in Spanish?

State 2 school rules in Spanish

How do you say…’it’s obligatory to wear school uniform’ in Spanish?

How do you say… ‘my primary school had lots of opportunities’ in Spanish?

5 - 6 Key Verbs:

How do you say… ‘I’m going to wear’ in Spanish?

How do you say… ‘I used to wear jeans and trainers’ in Spanish?

7 - 8 Grammatical Explanations:

How do you say …’I wear a white shirt’ in Spanish?

How do you say… ‘I’ve studied Spanish for 4 years’ in Spanish?

9 Sentence starters and opinion phrases:

How do you say… ‘it is useless and difficult’ in Spanish?

How do you say… ‘it is necessary to’ in Spanish?

Key Vocabulary: Key Verbs:

Espero… / Me gustaría … Pienso… / Quiero…

Tengo la intención de… Voy a…

aprender a conducir aprobar mis exámenes conseguir un buen empleo estudiar una carrera universitaria montar mi propio negocio sacar buenas notas ser feliz trabajar como voluntario/a

I hope to… / I would like to…

I plan to / I want to…

I intend to…

I am going to… learn to drive pass my exams get a good job study a university course set up my own business get good marks be happy work as a volunteer

Tense 5 Tener - To have 6 Ir –to go

Present Tengo – I have Tiene – He/She has Tenemos – We have Tienen – They have

Near Future Future

Conditional

Voy a tener - I’m going to have Tendré – I will have Tendría – I would have

Voy – I go

Va – He/she goes Vamos – We go

Van – They go

Voy a ir - I’m going to go

Iré – I will go Iría – I would go

2

En el futuro … buscaré un trabajo compartiré piso con… compraré un coche / una casa iré a otro insti iré a la universidad me iré de casa seguiré estudiando en insti seré famoso/a me tomaré un año sabático

Si tuviera la oportunidad.... aprendería a esquiar ayudaría a construir un colegio enseñaría inglés

ganaría mucho dinero

iría a España, donde… mejoraría mi nivel de nunca olvidaría la experiencia trabajaría en un orfanato

Tengo…

buen sentido del humor

buenas habilidades lingüísticas

In the future …

I will look for a job

I will share a flat with…

I will buy a car / house

I will go to another school

I will go to uni

I will leave home

I will carry on studying at school

I will be famous

I will take a gap year

If I had the opportunity....

I would learn to ski

I would help to build a schooI

I would teach English

I would earn a lot of money

I would go to Spain, where…

I would improve my level of

I would never forget the experience

I would work in an orphanage

I have…

a good sense of humour good language skills

Grammatical Explanations:

Preterite Imperfect Tuve – I had Tenia - I used to have

Grammar:

Fui – I went Iba - I used to go

7 Conditional Tense – is used when you say what you would do. You might recognise it as me gustaría – I would like Enseñaría el inglés – I would teach English There are some irregulars –Hacer – to do = haría - I would do Poder – to be able = podría – I would be able Tener – to have = tendría – I would have

8 Near future tense – Is used when you want to say what you are going to do. It is formed by using the present tense of ‘IR’ + a + infinitive. Voy a estudiar la historia – I am going to study History Voy a ir a una universidad en un ciudad grande – I am going to go to a university in a big city.

WOW phrases :

9 Vale la pena = it’s worth it

Al fin y al cabo = all things said and done Tengo ganas de = I really want to ¡Me saca de quicio! = it drives me crazy! Ojalá fuera = if only I was Da lo mismo = it makes no difference

1 - 4 Key Vocabulary:

How do you say… ‘I am going to learn to drive’ in Spanish?

How do you say… ‘I hope to get a good job’ in Spanish?

State 2 things you will do when you leave school in Spanish.

How do you say…’I will leave home’ in Spanish?

How do you say… ‘I would never forget the experience’ in Spanish?

5 - 6 Key Verbs:

How do you say… ‘I’m going to have’ in Spanish?

How do you say… ‘I used to go’ in Spanish?

7 - 8 Grammatical Explanations:

How do you say …’I would teach’ in Spanish?

How do you say… ‘I am going to study History’ in Spanish?

9 Wow Phrases:

How do you say …‘it’s worth it’ in Spanish?

How do you say…’all things said and done’ in Spanish?

Spanish: Theme 3 Topic 4: Jobs, Career Choices and Ambitions

Key Vocabulary: Key Verbs:

1

Los trabajos Soy / es… Me gustaría ser… abogado/a contable funcionario/a albañil diseñador/a serías un buen/a

Jobs

I am / he/she is…

I would like to be… a lawyer an accountant a civil servant a builder a designer you would be a good…

Tense 6 Trabajar - To work 7 Ser – to be

Present Trabajo – I work

Trabaja – He/She works

Trabajamos – We work

Trabajan – They work

Soy – I am Es – He/she is Somos – We are Son – They are

2

Tengo que… / Suelo (+ inf) cuidar a los clientes contestar llamadas enseñar a los niños/estudiantes trabajar en una oficina/ un hospital vender ropa de marca viajar por todo el mundo

I have to... / I usually… look after the customers answer calls teach children/students work in an office/ a hospital sell designer clothes travel the world

Near Future Future

Conditional

Voy a trabajar - I’m going to work

Trabajaré – I will work

Preterite Imperfect Trabajé – I worked Trabajaba - I used to work

Grammar:

Voy a ser - I’m going to be Seré – I will be Sería – I would be

Fui – I was Era - I used be

3

Para ganar dinero… reparto periódicos hago de canguro ayudo con las tareas domésticas paseo al perro

To earn money…

I deliver newspapers

I babysit

I help with chores at home

I walk the dog 4

Hice mis prácticas laborales en… un polideportivo una tienda benéfica la empresa de mi madre una fábrica de juguetes

I did my work experience in… a sports centre a charity shop

my mum’s company a toy factory 5

Durante un año sabático… apoyaría un Proyecto haría un viaje en Interrail pasaría un año en… viajaría con mochila por el mundo

During a gap year … I would support a project I would go Interrailing I would spend a year in I would go backpacking around the world

8 The imperfect tense – is used when we talk about something we used to do in the past e.g. Trabajaba en una tienda de ropa – I used to work in a clothes shop

9 Cuando + present subjunctive Cuando… When… sea mayor… I am older gane bastante dinero … earn enough money vaya a la universidad … go to university tenga …. años … am … years old

Time phrases :

10 El año pasado… Hace … años Hoy en día Este año

El año que viene

En … años

Last year

… years ago

Nowadays

This year

Next year

In … years

1 - 5 Key Vocabulary:

How do you say… ‘I am a designer’ in Spanish?

How do you say… ‘To earn money I deliver newspapers’ in Spanish?

State 2 places of work in Spanish.

How do you say…During a gap year I would support a project?

How do you say… ‘I am going to work in a charity shop’ in Spanish?

6 - 7 Key Verbs:

How do you say… ‘I’m going to work’ in Spanish?

How do you say… ‘I used to be’ in Spanish?

8 - 9 Grammatical Explanations:

How do you say …’I used to work in a factory’ in Spanish?

How do you say… ‘When I’m older I will go to University ’ in Spanish?

10 Time Phrases:

How do you ‘nowadays’ in Spanish?

How do you say ‘last year’ in Spanish?

Key vocabulary :

Rhythms

1 Rhythm A term used to describe a strong, regular repeated pattern of movement and/or sound

2 Syncopation Often referred to as the ‘off beat’, syncopation is the effect created when accented notes are sounded off the beat or on the weak beats, often with rests on the strong beats

3 Hemiola A rhythmic device on which two groups of three beats are performed as three groups of two

4 Dotted Rhythm A dot that is placed after a note to indicate a change in its length. The dot adds half the value of the note to itself

5 Reggae Music Reggae music is a heavy fourbeat rhythm driven by drums, bass guitar, electric guitar, and the scraper

6 Ostinato A rhythmic, melodic or harmonic pattern repeated many times in succession

7 Cross Rhythm A pattern where the rhythmic detail of the music is out of phase with the underlying pulse

8 Jazz Music Jazz music is a broad style ofmusiccharacterised by complex harmony, syncopated rhythms, and a heavy emphasis on improvisation

9 Rubato 10 Scotch Snap 11 Augmentation

• Literally meaning ‘robbed’, in music it means flexible with the notated rhythms –shortening some and lengthening others

12 Diminution

• Opposite to augmentation

• A two note pattern in dotted rhythm (shortlong) producing a distinctive snappy effect

13 Triplet

• A triplet is a rhythm playing three notes in the space of two. That is, evenly spaced notes in the space of two notes of the same rhythmic value

• A proportionate increase in the note length of a melody, e.g. when 2 quavers and a crotchet are augmented they become 2 crotchets and a minim

14 Minim

• A note value that is played for 2 beats in length

15 Crotchet

• A note value that is played for 1 beat in length

16 Quaver

• A note value that is played for 1/2 beat in length

17 Semi-Quaver

• A note value that is played for 1/4 beat in length

Key vocabulary:

1 Tonality Tonality is the arrangement of pitches and/or chords of a musical work. It is an organised system in which one tone (the tonic) becomes the central point for the remaining tones

2 Major The major scale is one of the most commonly used, especially in Western music. it is made up of seven notes. It’s musical structure follows the pattern tone, tone, semi-tone, tone, tone, tone and semi-tone, e.g. C D E F G A B C

3 Minor The minor scale is very commonly used in Western music. it is made up of seven notes. It’s musical structure follows the pattern tone, semi-tone, tone, tone, tone, semitone and tone, e.g. C D Eb F G Ab B C

4 Atonal When a piece of music is not written in any key or mode, it has no central note

5 Polyphony A musical texture where two or more parts move independently of one another

6 Pentatonic A scale of only 5 notes

7 Monophony Music consisting of a single unaccompanied melody line

8 Antiphony A musical texture where two groups of musicians take it in turns to play or sing

9 Homophony 10 Modes 11 Dissonance

• A musical texture in which all parts (melody and accompaniment) move in similar rhythm creating a chordal effect

• An alternative series of scales to the diatonic major and minor scales, often used in traditional music

• A combination of notes producing a clashing sound when played together, opposite of consonant

12 Heterophony 13 Unison 14 Melody with Accompaniment

• When different versions of the same melody are heard at the same time, such as when a folk tune is decorated independently but simultaneously by different performers

• Two or more people performing the same note of melody; in a choir when everyone is singing the same melody, even though men are singing an octave lower than women

• When a solo performer is harmonically supported by chords

15 Octaves 16 Contrapuntal 17 Counter-Melody

• Performing at least 2 notes that have an interval of an 8th e.g. low C and high C playing together

• A musical texture where two or more parts move independently of one another – means the same as polyphony

• A musical texture where two or more parts move independently of one another – means the same as contrapuntal and polyphony

KS4 KRS 2 - GCSE Music: Texture and Tonality

Key vocabulary

1 What does the term tonality mean?

9 What does homophony means?

10 What genre of music are modes often used in?

11 What does dissonance mean?

2 What is a major scale?

3 What is a minor scale?

12 What does heterophony mean?

13 What does it mean to perform in unison?

14 What does melody with accompaniment mean?

4 How do you describe a piece of music with no central note (tonic)?

5 What does polyphony means?

6 How many different notes are there is a pentatonic scale?

15 What do octaves mean?

16 What does contrapuntal mean?

7 What does monophonic mean?

8 What does antiphony mean?

17 What is a countermelody?

3 - GCSE Music: Melody, Structure and Tempo

Key vocabulary

1 Improvisation Music made up by the performer as they play, and not notated by the composer, very commonly used in Blues and Jazz music

2 Chromatic Notes that don’t belong to the current key; the opposite of diatonic

3 Interval The distance between two pitches; count the letter names between the notes including the first and last, C to G is a 5th

4 Ternary A musical structure of three sections with similar outer sections and a contrasting central one (A B A)

5 Binary A musical structure of two sections with contrasting material in each (A B)

6 Sonata Form The most common structure for the first movement (and sometimes other movements) of compositions in the Classical style, comprising of an exposition, development and recapitulation

7 Cadenza An extended passage for the soloist in a concerto , usually accompanied and requiring virtuoso playing, it is intended to show off the instrument’s capabilities and the player’s skill

8 A Capella Unaccompanied singing; from the Italian meaning ‘in the chapel style’, this term originally applied to church music, but is now used for all genres of music

9 Arco 10 Pizzicato 11 Mute

• Arco – An instruction for string players to use the bow, after playing pizzicato

• Pizzicato – An instruction for string players to pluck the string instead of using the bow

• A mute is a device fitted to a musical instrument to alter the sound produced: it reduces the volume, and/or tone. Mutes are most commonly used with brass instruments

12 Virtuoso 13 Coda 14 BPM

• A virtuoso is an individual who possesses outstanding technical ability in a particular instrument

• In music, a coda is a passage that brings a piece (or a movement) to an end. Technically, it is an expanded cadence. It may be as simple as a few measures, or as complex as an entire section

• Beats Per Minutes – this refers to the amount of times you can tap your foot to the beat of the music within 60 seconds

15 Strophic 16 Through-Composed 17 Tempo

• A type of song in which the same music is used for each verse of the lyrics

• Through-composed music is relatively continuous, nonsectional, or nonrepetitivemusic

• The tempo of a piece of music is the speed of the underlying beat. Like a heartbeat, it can also be thought of as the 'pulse' of the music. Tempo is measured in BPM, or beats per minute

Key vocabulary

1 What does the term improvisation mean?

9 Name a playing technique used for string instruments?

10 Name another playing technique used for string instruments?

11 Which family of instruments typically uses a mute?

2 What do chromatics mean?

3 What does an interval mean?

4 How many sections are in a ternary form structure?

12 What is a virtuoso performer?

13 What is a coda?

14 What does BPM mean?

5 How many sections are in a binary form structure?

6 Explain what sonata form means?

15 What does strophic form mean?

16 What is throughcomposed

17 What does tempo mean?

7 What is cadenza?

8 What does ‘a capella’ mean?

Key vocabulary

Dynamics and Harmony

1 Crescendo A crescendo is used for gradually getting louder

2 Decrescendo A decrescendo is used for gradually getting quieter

3 Chords A chord is any harmonic set of pitches consisting of multiple notes that are heard as if sounding simultaneously. Chords typically contain three notes

4 Cadences A pair of chords which mark the end of a musical statement

5 Pedal A sustained or regularly repeated note, usually heard in the bass while the harmony above changes between various chords. Usually the pedal note is the tonic or dominant

6 Drone One or more notes held or repeated throughout an extended passage of music, often used in Indian music

7 Suspension Suspension, in music, a means of creating tension by prolonging a consonant note while the underlying harmony changes, normally on a strong beat

8 Perfect Cadence A perfect cadence sounds as though the music has come to an end. A perfect cadence is formed by the chords V - I

9 Imperfect Cadence 10 Plagal Cadence 11 Interrupted Cadence

• An imperfect cadence is the opposite to a perfect cadence. It is formed by the chords IV

• A plagal cadence also sounds as though the music has come to an end. A plagal cadence is formed by the chords IV - I

12 Piano 13 Forte

• Piano in music means to play softly

• Forte in music means to play loudly

• Theseare 'surprise' cadences. It’s the movement at the end of a phrase from the chord of V to the chord of vi

14 Mezzo

• More subtle degrees of loudness or softness are indicated by: mp, standing for mezzopiano, meaning "moderately soft". mf, standing for mezzoforte, meaning "moderately loud"

15 Fortissimo 16 Pianissimo 17 Sforzando

• Fortissimo in music means to play music very loudly

• Pianissimo in music means to play music very softly

Sforzando means to place extra emphasis on a note

Key vocabulary

1 What does a crescendo mean?

9 What is an imperfect cadence?

10 What is a plagal cadence?

11 What is an interrupted cadence?

2 What does decrescendo mean?

3 What is a chord?

4 What is a cadence?

12 In dynamics, what does piano mean?

13 What does forte mean?

14 What does mezzo (m) mean with regard to dynamics?

5 What is a pedal?

6 In what genre of music would you hear a drone?

7 What is a suspension?

15 What does fortissimo mean?

16 What does pianissimo mean?

17 In dynamics, what does a sforzandomean?

8 What is a perfect cadence?

Music: Musical Periods

Key vocabulary:

1 Concerto A concerto is a musical composition for a solo instrument or instruments accompanied by an orchestra, especially one conceived on a relatively large scale. A piano concerto is where the solo instrument is a piano

2 Symphony A symphony is an elaborate musical composition for full orchestra, typically in four movements, at least one of which is traditionally in sonata form

3 Opera An opera is a dramatic work in one or more acts, set to music for singers and instrumentalists. An opera is typically set to classical music

7 Tierce de Picardie 8 Baroque 9 Classical

• A major chord used to end a piece of music in a minor key

• Music written between 1600-1750 which typically include driving rhythms with ornate melodies. Clear contrasts between loud and soft with emphasis on contrapuntal textures. The use of harpsichord was often used as well as small orchestra of strings and oboes, plus trumpets and timpani

• Music written between 1750-1825 which typically included gradual changes between crescendo and decrescendo. Homophonic textures with melodies dominated by the strings were common. Balanced phrases (and the piano) were used along with the use of flutes, clarinets and horns in a medium size orchestra

4 Recitative A type of vocal music where the words are the important element and are usually sung in free time and in normal speech rhythm. It is usually accompanied with simple chords, often with just one or two chords playing. Recitatives are common in operas

5 Gregorian Chant A single line of church music, sung with a free rhythm; the words are taken from Latin liturgy (the words of a church service)

10 Romantic 11 Modern 12 Oratorio

• Music written between 18251900 which tells a story or paints a picture. Many pieces convey emotions and melodies are extremely memorable and expressive. Harmonies were often complex which included chromatic chords and dissonance. The orchestra also grew in size to typically 80 or more players

• Music from 1900s onwards. The increasing use of dissonance has led some composers to reject tonality. Complex rhythms, melodies and unusual meters feature frequently Pieces are influenced by folk, world and jazz music.

• An opera which tells a biblical story

6 Aria An aria is an accompanied, elaborate melody sung by a single voice usually found in an opera

KS4 KRS 6 - GCSE Music: Articulation and Music Technology

Key vocabulary:

1 Legato In music performance and notation, legato indicates thatmusical notes are played or sung smoothly and connected. That is, the player makes a transition from note to note with no intervening silence

2 Staccato Staccato is a form of musical articulation. In modern notation, it signifies a note of shortened duration, separated from the note that may be followed by silence

3 Con Sordino Played with a mute on the instrument

4 Continuo The continuo part plays the accompaniment in instrumental music of the Baroque period. Played by a bass instrument (such as a cello) and a harmony instrument (such as a harpsichord)

5 Glissando A slide from pitch to another on an instrument e.g. piano, glockenspiel, harp

6 Melisma A group of notes sung to the same syllable

7 Modulation The process of changing key midway through a piece

8 Phasing When two lines are played at slightly different tempi, going in and out of unison, creating resultant patterns as lines move apart and back together again

9 Pitch Bend 10 Reverb 11 Riff

• A short slide up or down to the main note

• Short for reverberation, an effect used to alter music so that it sounds as if recorded in a reverberant, echoey space

• In jazz, rock and pop, a short, catchy melodic or rhythmic idea repeated throughout a song

12 Vamping 13 Vibrato 14 Falsetto

• A repeated phrase or accompaniment throughout a whole song

• Small, rapid fluctuations in pitch used by singers and players of string and wind instruments to give warmth and expression to the tone

15 Portamento

• A slide from one note to another, especially in singing or playing the violin.

16 Delay

• Delay is an audio signal processing technique that records an input signal to a storage medium and then plays it back after a period of time. The delayed signal may be played back multiple times, or fed back into the recording, to create the sound of a repeating, decaying echo.

• Male singing in a high treble or unbroken voice, in the same range as a soprano or alto

17 Distortion

• Distortion is a form of audio signal processing used to alter the sound of amplified electric musical instruments, usually increasing their gain, producing a ‘fuzzy’, ‘growling’ or ‘gritty’ tone.

Key vocabulary:

1 What is legato?

Music: Articulation and Music Technology

2 What does staccato mean?

3 What does ‘con sordino’ mean?

4 What is the role of the continuo in an orchestra?

5 What is a glissando?

6 What does melisma means?

15

7 What is a modulation?

8 What does phasing means?

KS4 KRS 1 - BTEC TA in Music Practice: Blues

Key Vocabulary:

1 Blues

A genre of music which originated in the 19th century.

2 Origins Blues was started when people were taken to America to be used as slaves. They created songs to express their feelings and to tell stories about their lives.

3 Instrumentation Early blues would have used basic instruments such as guitar/ banjo, voice and perhaps a drum or box used in place of a drum. Early blues was mostly improvised and that included using instruments that were available.

As blues developed, a more standard and consistent line up was developed, using instruments such as electric or acoustic guitar, bass guitar, harmonica, drums and piano.

4 Improvise/ Improvisation/ Improvised

Blues music was spontaneous and improvised, meaning it was often made up on the spot or performed in the moment.

5 Structure Blues music usually followed a 12-bar blues structure. This uses a set or standard chord sequence.

6 Lyrical content/ lyrics

Content:

The lyrics in blues songs told stories about people’s lives and their feelings. Themes were usually about hard work, bad conditions, missing loved ones or sometimes didn’t make sense. Lyrics were usually repeated several times then a contrasting last line, eg I woke up in the morning, I fetched my broom (x3) I can’t wait til the sun goes down.

7 Tempo Blues songs tended to be slow- lento to walking pace- andante- as they were not usually happy. They reflected the melancholy mood of the performer.

8 Dynamics

The vocal line was the most important part so was usually louder than the accompaniment/ harmony parts.

9 Sonority In early blues recordings, the performers, male and female, often sounded similar due to the sonority in their voice.

10 Texture Texture imagery

Blues songs tended to be:

HomophonicMelody and chords. A single melody performed over simple chords (12 bar blues).

11 Key Performers/ Composers

Robert Johnson- (1911- 1938)

Muddy Waters- (1913- 1983)Developed different blues sounds particularly Chicago blues.

Bessie Smith- (1894- 1937)-An American blues singer who was called the “Empress of Blues”. Bo Diddley- (1943- 2007)Famous for his rhythmic riff which was then used extensively in rock and roll music in the 1950’s and 1960’s. Helped to develop Blues into Rock and Roll.

12 Stylistic features

The features found in the music within a particular style; the reason you can identify the music would be blues. Musical clues would be:

Instrumentation

Tempo

Improvisation

Lyrical content

12-bar blues structure

13 Melodic movement

The way in which the melody is played, eg:

Ascending-getting higher in pitch

Descending-getting lower in pitch

Conjunct/ step- moving from one note to the next in scale order.

Disjunct/ leap- moving with gaps between the pitches.

14 12 bar blues

12 bar blues uses a standard or set chord sequence. This follows the pattern:

In the key of C this would be:

CCC

Music Practice: Blues

1 What is Blues?

2 When did Blues originate?

3 What instrumentation would you expect to hear in Blues?

4 What does improvised music mean?

10 What sort of texture would you expect to hear in Blues music?

11 Who were the most influential andimportant composers and performers of Blues music?

12 What sort of stylistic features would you expect to hear in Blues music? What are stylistic features? Why are stylistic features important in Blues?

5 What is musical structure?

6 Why is lyrical content important?.

13 What is melodic movement? Describe how the melody would move if it was:

7 Why is tempo important in Blues music?

8 Why are dynamics important in Blues music?

9 How is sonority in used in Blues music? Why is sonority important in Blues music?

14 What is the 12 bar blues? Which chords (numerical) would you use in a 12 bar blues?

1 - BTEC TA in Music Practice: Hip Hop

1 Hip Hop A genre of music which incorporates rap, originating in the 1970s.

2 Origins Hip Hop originated in The Bronx, New York in the 1970s. It was a poorer area of the city and was where a lot of immigrants had been placed to live. The young people would gather on their “block” outside and play music, mixing their cultures together and used rhythmic speechrap- to tell stories or to communicate messages.

3 Instrumentation In typical hip hop music you would expect to hear a drum machine, turntabling, scratching, vocals (rapping, rhythmic speech), synthesiser, beatboxing, samples.

4 Other elements (or pillars of Hip Hop

Hip hop was more than just music and other elements (or pillars) of Hip Hop were:

MCing- rapping using the mic.

DJing- turntabling

Breakdancing

Graffiti

Beatboxing

5 Lyrical content/ lyrics

The rap lyrics in hip hops told stories about people’s lives and the realities of life in the Bronx. Topics like street life, political systems and racism were all popular themes.

6 Tempo/ Pulse Hip hop sings had a slow, steady tempo with a string, clear pulse. This made it easy to rap to.

7 Dynamics Often the vocal line was usually loud and shouted. The accompaniment was also usually loud!

8 Sonority Rap lyrics were loud and could sometimes be aggressive, along with the electronic sounds of drum machines and synthesisers

Content:

9 Texture 10 Key Performers/ Composers

Hip Hop songs tended to be:Homophonic- With rap lyrics, a back beat, baseline and keyboard or synthesised chords. Sometimes rappers (vocalists) would sing in harmony or use call and response

The Sugarhill Gang- Their song “Rapper’s Delight” was the first mainstream Hip Hop track to hit the charts (1979).

Grandmaster Flash- One of the earliest DJ’s who used turntablingalongside rapping.

Run DMC- A Hip Hop crew from New York who rose to fame in the 1980s, making Hip Hop a mainstream genre and winning awards.

11 Stylistic features

The features found in the music within a particular style; the reason you can identify the music would be hip hop . Musical clues would be:

Instrumentation

Rapping

Scratching/ turntabling

Steady, strong beat

Use of technology

12 Melodic movement

The way in which the melody is played, eg:

Ascending-getting higher in pitch

Descending-getting lower in pitch

Conjunct/ step- moving from one note to the next in scale order.

Disjunct/ leap- moving with gaps between the pitches.

13 Structure Hip Hop structure usually had the typical elements of an introduction- to introduce the theme and musical ideas, hook/ chorus- a catchy repeated pattern and verses. Songs varied in length

Phrases were usually in 4, 8 or 16 bad blocks.

Flow is the pattern of beats, bars is the name given to the lyrics.

14 Tonality:

Major- happy/ bright/ positive

Minor- sad/ dark/ negative

Atonal- no clear key

15 Production- How the music is produced, for example: Live/ Recorded live-performed live to an audience or to be recorded, as an ensemble.

Multi track- each part recorded individually and mastered at the end.

DAW- created using a Digital Audio Workstation

Key Vocabulary:

1 What is Hip Hop?

in Music Practice: Hip Hop

9 What sort of texture would you expect to hear in Hip Hop music?

2 When did Hip Hop originate?

3 What instrumentation would you expect to hear in Hip Hop?

10 Who are the important artists/ performers of Hip Hop music? Give some examples of different artists we have studied:

4 What other elements made up Hip Hop? What are the pillars of Hip Hop?

5 Why is lyrical content important? What was typical lyrical content in Hip Hop?

11 W hat sort of stylistic features would you expect to hear in Hip Hop music?

What are stylistic features?

Why are stylistic features important in Hip Hop?

14 What does tonality mean?

Give some examples of different tonality and how they sound.

6 Why is tempo important in Hip Hop music?

7 Why are dynamics important in Hop Hop music?

12 What is melodic movement ?

8 How is vocal sonority in used in Hip Hop music?

Describe how the melody would move if it was:

Ascending

Descending

Conjunct

Disjunct

13 What sort of structure would you expect to hear in Hip Hip?

How many bars would you expect to hear in a pattern?

What is flow?

15 Give some examples of a music product and what they consist of.

Key Vocabulary:

1 Film Music

Music Practice: Film Music

A genre of music which is used to accompany action in films, used as background music in films, used as title music for a film. Sometimes referred to as a soundtrack.

2 Origins Film music began in the late 1800s, when people would flock to theaters to see Silent Movies. Because the technology was so limited, action and sound could not be recorded together so theaters would employ a musician to improvise music along with the action when people went to watch. As technology got better this meant that music was composed or created more formally to match the on screen action.

3 Instrumentation/ Sonority

Instruments used in film music can be vast and variable depending on the composer’s preference and film producer’s needs. Some films will need orchestral sounds to fulfil the required soundtrack, some will use computer generated sounds and often, some composers will use a combination of both.

4 Structure There are no typical or set structures in film music pieces as they are written to match specific scenes or to meet a purpose. Often musical themes re-occur and composers use consistent themes throughout to assist the viewer with musical clues to enhance the action.

5 Leitmotif (Guiding motif)

Leitmotif is a theme that would represent a character, an object, a theme or an object in a film. This allows the audience to know what type of character, scene, mood or situation might occur or is about to happen.

6 Tempo/ Dynamics

The tempo and dynamics in Film Music is used to support the actioneg loud, fast, exciting music to support a chase or an action scene or, slow and quiet music to support sad scenes.

7 Texture

Film Music can be:

Monophonic- all in unison to give a united or military feel. There is no harmony- everyone would play the same thing at the same time.

Homophonic- Melodic lines accompanied by harmony.

Polyphonic- Many musical ideas weaved together at the same time. This could be used to show different characters together.

8

Key Film Music Composers

John Williams (1932- present)- One of the most prolific film music composers, writing music for Jaws, Indiana Jones, Star Wars and Harry Potter.

Danny Elfman (1953- present)- Started as a songwriter but became famous when working with directors like Tim Burton and Henry Selick

Hans Zimmer (1957- present)- Written music for Pirates of the Caribbean, The Dark Knight, Gladiator. Is famous for his blended orchestral and synthesisedsounds.

Howard Shore (1946- present)- Created the entire Lord of the Rings soundtracks using linked motifs for characters, armies and locations.

9 Stylistic features The features found in the music within a particular style; the reason you can identify the music would be film music. This might include: use of letimotif, repeated themes, emotive music, use of pace and pitch to build tension, familiarity.

10 Melodic movement The way in which the melody is played, eg:

Ascending-getting higher in pitch

Descending-getting lower in pitch

Conjunct/ step- moving from one note to the next in scale order.

Disjunct/ leap- moving with gaps between the pitches.

11 Other key vocabulary Staccato- short spiky notes

Legato- long, smooth notes Accelerando- gradually getting faster Rallentando- gradually slowing down Crescendo- gradually getting louder Diminuendo- gradually getting quieter Arco- with the wood part of the bow to give a specific sound

Fanfare- usually played on brass instruments, like a flourish for an announcement or an important character.

Outcomes

12 Tonality:

Major- happy/ bright/ positive Minor- sad/ dark/ negative

Atonal- no clear key

13 Time signature/ Rhythm- The number of beats in the bar/ rhythmic pulse.

Usually:

14 Techniques- How the voice or instrument is played eg: pizzicato- plucked strings vibrato- a musical ‘wobble’ on the note

glissando- sliding from one note to the next

15 Production- How the music is produced, for example:

Live/ Recorded live-performed live to an audience or to be recorded, as an ensemble. Multi track- each part recorded individually and mastered at the end.

DAW - created using a Digital Audio Workstation

Practice: Film Music

1 W hat is Film Music?

2 W hen did Film Music originate?

3 W hat instrumentation would you expect to hear in Film Music?

4 W hat musical structure would you expect to hear in Film Music?

5 W hat is a leitmotif? What would a leitmotif tell you?

6 W hy is tempo and dynamics so important in Film Music?

7 W hat sort of textures would you expect to hear in Film Music?

8 W ho are the important composers of Film Music?

Give some examples of different composers we have studied:

9 What sort of stylistic features would you expect to hear in Film Music?

What are stylistic features? Why are stylistic features important in Hip Hop?

12 W hat does tonality mean? Give some examples of different tonality and how they sound.

13 W hat does a time signature tell you?

10 What is melodic movement ?

Describe how the melody would move if it was: Ascending Descending Conjunct Disjunct

11 What sort of key vocabulary would you expect to use in Film Music analysis?

14 Give some examples of a music product and what they consist of.

15 W hat are playing techniques? Why are they important? Give some examples of different playing techniques.

Music Practice: British Invasion

7 Texture

8 Key artists/ performers

1 The British Invasion The British Invasion happened in the mid 1960s and refers to the British bands and artists that travelled across the world to perform, becoming extremely popular.

2 Origins After WW2 there was a world depression. In the late 1950s and early 1960s, Rock and Roll music became popular, it was fast, lively and exciting. Young people loved this and the new musical sound. Bands such as The Beatles, The Rolling Stones and The Kinks travelled to America and were met by large fan groups desperate to hear them play live.

3 Instrumentation/ Sonority

Rock and Roll music was usually:

Homophonic- Melodic lines accompanied by harmony.

Lead vocals accompanied by electric guitar and bass line on the bass guitar.

The Beatles- Travelled to America in 1964 which was referred to as Beatlemania. W hen they arrived, they caused mass disruption wherever they went due to their popularity.

The Rolling Stones- Were really popular in the UK but fround it difficult to have an impact in America initially. They were classed as scruffy compared to The Beatles and their sound was more raw. Their hit song Satisfaction helped them to turn this around.

The Kinks- Were notorious off stage and their behaviour on a previous tour meant they were banned from touring or visiting America for a period of 4 years at the end of the 1960s.

Instruments used in rock and roll music were typically: electric guitar (lead) electric guitar (rhythm)

bass guitar drums

male singer/ backing singers (piano/ keyboard sometimes)

The Beatles had a more “pop” sound compared to the Rolling Stones who had a more rock, hard sound. Because of this, their fan base was completely different.

4 Structure Songs tended to be shorter than pop songs and would follow the pattern of:

Intro/ Verse/ Chorus/ Verse/ Chorus/ Middle 8 or Bridge/ Chorus/ Chorus.

5 Lyrical content/ lyrics

The lyrics tended to be themes related to daily lives that teens and young people could relate to, such as love, relationships and friendships. Lyrics were usually simple to allow people to learn them quickly, eg The Beatles “Love Me Do”.

6 Tempo/ Dynamics The new sound of Rock and Roll was designed for people to dance to. This meant it was fast, lively and loud. Parents and local figures often spoke out about Rock and Roll being a bad influence on their children/ young people.

9 Stylistic features The features found in the music within a particular style; the reason you can identify the music would be Rock and Roll/ British Invasion: short, catchy songs instrumentation used simple lyrics steady 4/4 pulse fast and lively tempo loud dynamics

10 Melodic movement The way in which the melody is played, eg:

Ascending-getting higher in pitch

Descending-getting lower in pitch

Conjunct/ step- moving from one note to the next in scale order.

Disjunct/ leap- moving with gaps between the pitches.

11 Chord Structures Simple chord patterns and speeded up 12-bar blues were typical of music from British Invasion bands, eg

Love Me Do- The Beatles only uses G, C and D major chords.

Satisfaction- The Rolling Stones- E, A, B7, D major chords

12 Tonality:

Major- happy/ bright/ positive Minor- sad/ dark/ negative Atonal- no clear key

13 Time signature/ Rhythm- The number of beats in the bar/ rhythmic pulse.

Usually: 3 4 6 4 4 8

14 Techniques- How the voice or instrument is played eg: pizzicato- plucked strings vibrato- a musical ‘wobble’ on the note glissando- sliding from one note to the next

15 Production- How the music is produced, for example: Live/ Recorded live-performed live to an audience or to be recorded, as an ensemble. Multi track- each part recorded individually and mastered at the end.

DAW - created using a Digital Audio Workstation

1 W hat is The British Invasion?

7 What sort of textures were typical in Rock and Roll?

8 Who are the important artists/ bands during the British Invasion?

Give some examples of different composers we have studied:

2 W hen did the British Invasion originate?

3 W hat instrumentation would you expect to hear in British Invasion songs?

4 W hat musical structure would you expect to hear in British Invasion songs?

5 W hat is typical lyrical content of British Invasion songs?

6 W hy is tempo and dynamics so important in the British Invasion?

9 What sort of stylistic features would you expect to hear in Rock and Roll/ British Invasion?

10 What is melodic movement ?

What are stylistic features? Why are stylistic features important?

12 W hat does tonality mean? Give some examples of different tonality and how they sound.

13 W hat does a time signature tell you?

14 Give some examples of a music product and what they consist of.

Describe how the melody would move if it was: Ascending Descending Conjunct Disjunct

11 What chord structures would be heard in songs from the British Invasion?

15 W hat are playing techniques? Why are they important? Give some examples of different playing techniques.

Music Practice: Pop Punk

1 Pop Punk Pop Punk began in the 1970s and has grown in popularity since. It would be classed as a style within the rock genre.

2 Origins During the 1970s, punk music was a reaction by young people as a way to express their feelings through the songs. Songs were often used to protest or to raise awareness regarding issues impacting on young people and this was particularly true in the UK. Punk music went alongside fashion- leather jackets, pins, studs, ripped clothing, slogan tshirts, hair and make up- mohican and bright dyes, eyeliner and bold make up, and attitude. Some people thought the music was turning young people into aggressive, rebellious people and some radio stations and live music venues would not play punk music.

3 Instrumentation/ Sonority

Instruments used in rock and roll music were typically:

electric guitar (lead)

electric guitar (rhythm)

bass guitar drums

male singer/ backing singers (piano/ keyboard sometimes)

The sound was raw, bare and often aggressive to fit in with the style. Often song lyrics were shouted rather than being melodic and this was to enhance the protest theme within songs.

4 Structure Songs tended to be shorter than pop songs and would follow the pattern of:

Intro/ Verse/ Chorus/ Verse/ Chorus/ Middle 8 or Bridge/ Chorus/ Chorus.

5 Lyrical content/ lyrics

The lyrics tended to be themes related to daily lives that adolescents and young people felt were barriers for them, for example government policy, war, the establishment and mundane routine of daily lives.

6 Tempo/ Dynamics Pop punk was loud, fast and catchy. Fast chord changes and songs often only using 2 or 3 chords throughout added to the string fast paces pulse.

7 Texture

Pop punk music was usually:

Homophonic- Melodic lines accompanied by harmony.

Lead vocals accompanied by electric guitar and bass line on the bass guitar.

Lyrics were often shouted for emphasis or to make the protest heard.

9 Stylistic features

10 Melodic movement

8 Key artists/ performers

The Sex Pistols- A British punk band known for their antiestablishment lyrics and themes. They were only together as a band for 2 years.

The Ramones- An American band who were formed by friends who all changed their name to “Ramone” to make it appear like one large family.

Green Day/ Blink 182/ Fall Out Boy/ Good Charlotte/ Avril Lavigne/ Machine Gun Kelly/ Yungblud

The features found in the music within a particular style; the reason you can identify the music would be Pop Punk: short, catchy songs instrumentation used simple lyrics

4/4 time signature fast and lively tempo loud dynamics lyrics relating to teen issues or anti establishment.

The way in which the melody is played, eg:

Ascending-getting higher in pitch

Descending-getting lower in pitch

Conjunct/ step- moving from one note to the next in scale order.

Disjunct/ leap- moving with gaps between the pitches.

12

Tonality:

Major- happy/ bright/ positive Minor- sad/ dark/ negative Atonal- no clear key

13 Time signature/ Rhythm- The number of beats in the bar/ rhythmic pulse.

Usually:

3 4 6

4 4 8

14 Techniques- How the voice or instrument is played eg: pizzicato- plucked strings vibrato- a musical ‘wobble’ on the note

glissando- sliding from one note to the next

15 Production- How the music is produced, for example:

11 Chord Structures

Simple chord patterns and speeded up 12-bar blues were typical of music from pop punk eg

Blitzkreig Bop- The Ramones- A, E, D major chords.

God Save the Queen by the Sex Pistols- A, D, C major chords

Live/ Recorded live-performed live to an audience or to be recorded, as an ensemble. Multi track- each part recorded individually and mastered at the end.

DAW - created using a Digital Audio Workstation

1 W hat is Pop Punk?

7 W hat sort of textures were typical pop punk?

8 W ho are the important artists/ bands in Pop Punk?

Give some examples of different composers we have studied:

2 W hen did Pop Punk originate?

3 W hat instrumentation would you expect to hear in Pop Punk songs?

4 W hat musical structure would you expect to hear in Pop Punk songs?

5 W hat is typical lyrical content of Pop Punk songs?

6 W hy is tempo and dynamics so important in Pop Punk?

9 What sort of stylistic features would you expect to hear in Pop Punk?

What are stylistic features? Why are stylistic features important?

12 W hat does tonality mean? Give some examples of different tonality and how they sound.

13 W hat does a time signature tell you?

10 What is melodic movement ?

Describe how the melody would move if it was:

Ascending Descending Conjunct Disjunct

11 What chord structures would be heard in Pop Punk songs?

14 Give some examples of a music product and what they consist of.

15 W hat are playing techniques? Why are they important? Give some examples of different playing techniques.

GCSE Photography: Camera Modes

1 Compact camera A compact camera is a camera designed primarily for simple operation. Most usefocus free lenses or autofocus and have flashes built in.

12 Manual mode

2 DSLR

DSLR is the abbreviation for Digital Single Lens Reflex. Digital means that the camera operates with a fixed, digital sensor. Single-lens means the camera uses the same lens for framing, focusing, and taking the photograph. Reflex refers to a system where a mirror splits or directs the incoming light towards the optical viewfinder. It allows you to see an exact, optical view of the scene

3 Auto Mode

4 Manual Mode (M)

The camera is making all exposure decisions for you. It analyses the scene you are taking a picture of to determine the best settings. The flash may pop up if needed. The camera will set an appropriate aperture, ISO, and shutter speed to allow you to hold the camera and get a good exposure.

Universally indicated by an M on your mode dial, in Manual Mode you are truly flying solo. You are responsible for setting your aperture, shutter speed, and the ISO, to achieve the proper exposure. This gives you the ultimate freedom in creating images.

5 No flash The no flash mode turns off the flash thus reducing glare and giving the photographer full control of the lighting.

6 Portrait mode

7 Landscape mode

8 Active Child Mode

Portrait Mode is usually indicated by a head icon of some kind. When this mode is selected, the camera optimises your settings for taking pictures of people. It will select color settings, choose a fairly shallow depth of field, and a fairly fast shutter speed, to ensure that your subject is not blurry. The camera may decide that flash is necessary, and fire if it is needed for exposure.

This mode is generally indicated by an icon containing mountains. The camera will record vivid colors, and set a small aperture for maximum depth of field. You may also need a tripod, as the shutter speed may be too slow to handhold the camera without blurring the image. The flash will not pop up in this mode.

Produces the best results when photographing moving subjects, such as active children. This lets you frame and select the child before you begin shooting the pictures. Once framed the camera will then track and focus on that moving subject enabling you to shoot faster with clearer images as a result.

13 Automatic mode

9 Sport mode

An icon of a running man indicates Sports Mode. This settingis best for capturing subjects that are moving, such as children playing, or a sporting event. The camera uses a faster shutter speed to freeze the motion of the subjects, and will use a wider aperture for shallower depth of field.

10 Macro mode

11 Night time mode

An icon featuring a flower indicates Close-up Mode. The camera will use a small aperture to maximize depth of field. The camera will also attempt to focus on the nearest subject to the camera. A tripod may be necessary to work with a slower shutter speed.

This mode is used to capture pictures of people at night, usually firing the camera’s flash to illuminate them. However, the camera will also use a slightly slower shutter speed, and a higher ISO, to allow any ambient light to record in the image as well.

KS4 KRS 1 – GCSE Photography: Camera Modes

1 What is a compact camera?

11 In which situations might the night time mode be useful?

12 Which is the manual mode symbol?

13 Which is the automatic mode symbol?

2 What is a DSLR?

3 What is automatic mode?

4 What is manual mode?

5 When might you need to use the ‘no flash’ setting?

6 What is portrait mode?

7 What is landscape mode?

8 What is active child mode?

9 What is sport mode?

10 What is macro mode?

Performing Arts – Component 1

1 Practitioner A practitioner creates practical work or theories. These can include actor, director or designer.

2 Styles The style of performance refers to the distinctive type of performance usually linked to a practitioner.

3 Genres Genre means the type of performance being performed.

4 Contextual Influence The influences behind the creation or development of a piece and the context in which it is set

5 Rehearsal A practice session to create, develop and refine a performance prior to a real event in front of an audience

6 Performance An act of presenting a play or other form of entertainment in front of an audience

12 Acting Styles and Genres 13 Creative Stylistic Qualities 14 Purpose and Influence

Popular theatrical genres and styles include: absurdism, classical, comedy, commedia dell’arte, epic, forum theatre, melodrama, naturalism, symbolism, theatre of cruelty and verbatim.

How a performer executes the different genres and adds their own specific style qualities to the work. The qualities include: treatment of theme/issue, production elements, form/structure/ narrative, response to stimulus, style/genre, contextual influences, collaboration with other practitioners and influences by other practitioners.

It is important to establish the aims and intentions of performance work and the influence they have on stylistic qualities. These can include: to educate, to inform, to entertain, to provoke, to challenge viewpoints, to raise awareness and to celebrate.

15 Performance and nonperformance roles

Theatre is a collaborative art form, with lots of people working together to move a play from page to stage. A performance role such as an actor will work closely with a non performance role such as a director during the rehearsal process.

7 Performance Repertoire Collected works of individual practitioners or a performance company that reflects a wider style or genre. This includes monologues, duologues or complete plays prepared for performance

8 Technical Rehearsal The focus is on music, lights, sound, props and costume departments to sort out what they must do to make the show work

9 Dress rehearsal The final rehearsal of a live show in which everything is done as it would be in the real performance

10 Purpose The reason for which something is done or created or for which something exists

11 Influence The capacity to have an effect on the character, development or behaviourof someone or something

16 Actor A person whose profession it is to pretend to be someone else while performing in a film, play, or television or radio programme.

17 Director They are responsible for the overall creative vision of the show and will hire actors, run rehearsals and liaise with the production team to produce the final performance.

18 Designer A designer will work closely with others in the production team to help deliver the director’s artistic vision. These roles include set, costume, lighting and sound design.

19 Playwright A playwright is responsible for writing a play and may occasionally, be present during the entire rehearsal process if changes are required.

1 Define what a practitioner is in drama and provide an example.

12 Acting Styles and Genres

13 Creative Stylistic Qualities

14 Purpose and Influence

2 What does the term interrelationships mean?

3 Describe the difference between genre and style.

4 What is the definition of a contextual influence?

5 What is the purpose of a rehearsal?

6 What does the term performance mean?

7 Define what performance repertoire is and provide an example.

Give 2 examples of different acting styles. What are creative stylistic qualities? Why are performances created?

8 What is the focus of a technical rehearsal?

9 What happens in a dress rehearsal?

10 Describe what purpose means in relation to performance.

11 What does the term influence mean?

15 W hat is the difference between performance and non performance roles?

16 What is an actor?

17 List 2 responsibilities of a director.

18 W ho might a designer work with?

19 W hat does a playwright do?

1 Physical Skills How the actor communicates character, situation and emotion physically

2 Vocal skills How the actor communicates character, situation and emotion vocally

3 Technical and performance skills

Examplesawareness of the performance space and audience, interaction with and response to other performers, focus, energy and commitment, handling and use of props, set, costume, makeup and masks, emphasis, projection, use of space, awareness and appreciation of sound accompaniment, for example following the accompaniment, musicality, facial expression, tuning, rhythm and timing, stage presence, energy

4 Costume and makeup

Interpreting the director’s brief, researching, developing and shaping ideas, e.g. mood boards, producing draft sketches, pitching ideas, making changes etc

5 Set and props

6 Lighting and sound

Interpreting the director’s brief, researching, developing and shaping ideas for the props as well as making changes

Interpreting the director’s brief, researching, developing and shaping ideas for the lighting, e.g. producing draft sketches, pitching ideas, making changes etc.

7 Communicating a style or genre

8 Communicating themes and ideas

9 Responding to direction

Examples include: Comedy, tragedy, romance, horror, farce, naturalistic, verbatim, brechtian, physical theatre, musicals, commedia dell'arte, Shakespeare.

10 Behaviours and attitudes when working with others

Communicating your ideas to the rest of the group is important and everyone should listen to each other's ideas.

Communicating your ideas to an audience through your performance is also important.

● applying health and safety procedures

● being prepared, warming up and cooling down

● positive response to teacher instruction and feedback

● peer feedback

● absorbing and applying feedback and correction

Cooperation, being supportive, listening to others, punctuality, consistency, commitment, reliability, being prepared, being respectful of others’ opinions and skills.

1 What are physical skills?

9 Can you give examples of responding to direction?

2 What are vocal skills?

3 What are technical and performance skills?

4 What are the main responsibilities of a costume/makeup designer?

10 Why is it important to have positive behaviours and attitudes when working with others? Can you give examples of positive behaviours and attitudes when working with others?

5 What are the main responsibilities of a set/props designer?

6 What are the main responsibilities of a lighting/sound designer?

7 What examples of different styles and genres can you think of?

8 Why is communication important in rehearsal and performance?

KS4 - Sports: Component 1 A1 and A2 - Types and provision of sport and physical activity for different types of participant

1 Sport definition Competitive activities that involve physical exertion, have rules and regulations and a National Governing Body

2 Team sport definition A team sport is where two or more people are on the same side/team e.g. football.

3 Individual sport definition This is where the player is on their own competing for themselves e.g, tennis singles

4 Benefits of taking part in sport Improve fitness, meet new people, develop leadership skills, learn teamwork skills, resilience and self confidence from competition.

5 Outdoor activities Activities carried out outdoors or in recreation areas that are adventurous

6 Outdoor activities participant Positive risk taking activities, improved self confidence and self esteem, meet new people, learn new skills, time away from life stresses and electronic devices

7 Impact of physical activities It increases fitness of the body and has a positive impact both physically and mentally.

8 Three sporting sectors Private, voluntary and public

9 Private sector These are organisations who aim to make a profit.

10 Voluntary sector These activities provided by volunteers who have a common interest in the sport /activity and have not aim of making any profit.

11 Public sector This involves the local authorities and school provision to provide a service to the general public.

12 Types of disabilities Visual, hearing and physical disabilities.

13 Different types of participants

● Primary school aged children (aged 5–11 years)

● Adolescents (aged 12–17 years)

● Adults (aged 18–49 years)

● Older adults (aged 50 years and up).

14 Mental health needs

Decrease stress levels, improve work life balance, decrease risk of depression, improve mood, increase self-confidence and selfesteem.

15 Physical Health needs

To improve fitness, body composition, sleep, immunity to help prevent illness, symptoms of long-term health conditions.

16 Social health needs

Meet new people, make friends, have fun, develop leadership and team working skills, decrease loneliness.

KS4 - Sports: Component 1 A1 and A2 - Types and provision of sport and physical activity for different types of participant

1 What is the definition of sport?

2 What is a team sport?

3 What is an individual Sport?

4 What are the benefits of taking part in sport?

13 Participants of different ages are known as?

14 Explain what is meant by mental health needs?

5 Explain the term outdoor activities?

6 Why would people take part in outdoor activities?

7 How does physical fitness activities have an impact on the body?

8 What are the three sporting sectors?

9 What is a private sector?

10 What is the voluntary sector?

11 What is the public sector?

12 What are the three types of disabilities?

15 Explain what is meant by physical health needs?

16 Explain what is meant by social health needs?

KS4 - Sports: Component 1 – A3 and A4 - Barriers to participation and methods to overcome these barriers.

KS4 - Sports: Component 1 – A3 and A4 - Barriers to participation and methods to overcome these barriers.

KS4 - Sports: Component 1 – B1, B2 and B3 -

B1 Different types of sports clothing and equipment required for participation in sport and physical activity

1 Clothing Sports kit, waterproof clothing, training clothing, e.g. bibs

2 Footwear Trainers, studded boots, sport specific footwear

3 Sports-specific equipment Participation equipment, e.g. balls, rackets; travelrelated equipment, e.g. kayak; scoring equipment, e.g. goalposts; fitness training equipment, e.g. dumbbells

4 Protection and safety equipment

Mouth protection, head protection, eye protection, body protection, floatation devices; first aid equipment –ice packs, bandages, defibrillator

B2 Different types of technology and their benefits to improve sport and physical activity participation and performance

9 Clothing to increase performance and experience

Improved thermoregulation, clothing designed to improve aerodynamics

activity

B3 The limitations of using technology in sport and physical activity

17 Time Setting up, using equipment, compiling data, giving feedback to participant

10 Footwear Sport-specific new designs or materials; improve grip; rebound

11 Sports-specific equipment

New materials for lightness and strength to include composite materials, e.g. a tennis racquet; new design of equipment to improve performance, e.g. golf driver design

5 Equipment for people with disabilities or assistive technology

Wheelchair, e.g. adapted wheelchair for wheelchair tennis

6 Facilities Indoor facilities, e.g. sports halls, gyms; outdoor facilities, e.g. outdoor pitches, climbing wall, artificial snow domes

7 Officiating Equipment Whistle, microphone, earpiece

8 Performance analysis Smart watches, heart rate monitors, applications

12 Protection and safety equipment Improved protection design; lighter weight; improved performance, e.g. shape of cycle helmets to improve aerodynamics

13 Equipment for people with disabilities or assistive technology

Prosthetics; sport-specific wheelchairs; equipment to support people with visual and hearing impairments

18 Access Equality and unfair advantages as not all participants have access to technology

19 Cost Initial cost and followup maintenance of equipment

20 Accuracy of data provided by equipment

Improved protection design; lighter weight; improved performance, e.g. shape of cycle helmets to improve aerodynamics.

21 Usability Specific training required

14 Facilities Facilities that simulate environments to replicate competition in other locations; all weather surfaces; surfaces to reduce the risk of injury

15 Officiating Equipment Computer assisted systems; video assisted decision making

16 Performance analysis Action cameras, GPS, applications, sensors on sports clothing or equipment

Examine equipment and technology required for participants to use when taking part in sport and physical

KS4 - Sports: Component 1 – B1, B2 and B3 - Examine equipment and technology required for participants to use when taking part in sport and physical activity

B1 Different types of sports clothing and equipment required for participation in sport and physical activity

1 What clothing is required for sports participation?

2 What footwear is required for sports participation?

3 How can sports-specific equipment be categorized?

4 What protection and safety equipment can be used in sport and exercise?

B2 Different types of technology and their benefits to improve sport and physical activity participation and performance

9 How can clothing increase performance and experience

B3 The limitations of using technology in sport and physical activity

17 How can time be a limitation to using technology?

10 How can footwear increase performance?

11 How can sports-specific equipment increase performance?

12 How can protection and safety equipment increase performance?

18 How can ‘access’ be a limitation to using technology?

5 What equipment can people with disabilities use?

13 What equipment for people with disabilities can be used to enhance performance?

19 How can ‘cost’ be a limitation to using technology?

6 What are the different types of facilities used in sport and exercise?

14 How can different facilities be used to enhance performance/experience?

20 How is the accuracy of data provided by equipment a limitation to using technology?

7 What equipment do officials use?

8 What equipment can be used for performance analysis?

15 What technology has been used to enhance officiating?

16 What equipment has been further developed for performance analysis?

21 Why is ‘usability’ a limitation to using technology?

KS4 - Sports: Component 1 – C1, C2 and C3 - Preparing participants to take part in sport and physical activity

physical activity

1 Warm up A helps participants prepare physically and mentally for the session. Reduces the risk of injury:

2 Pulse Raiser Pulse Raiser – activities that gradually increase in intensity to increase the heart rate.

3 Mobilisers Activities that take the joints through their range of movement starting with small movements and making these bigger as the warm-up progresses.

4 Stretches

Activities to stretch the main muscles that will be used in the physical activity

5 Cardiorespiratory system The cardiorespiratory system is made up of two body systems; Cardiovascular System and the Respiratory System.

6 Musculoskeletal system The musculoskeletal system is made up of two body systems; Muscular System and Skeletal System.

7 Response of the cardiorespiratory system to the pulse raiser

- Increased heart rate

- Increased Breathing rate

- Increased depth of Breathing

- Increased supply of Oxygen to the working muscles

- Increased removal of carbon dioxide.

13 Types of Stretches Static - a stationary stretches

Dynamic - a stretches performed whilst moving

Simple - a stretch that targets one body part or muscle group

Compound - a stretches that targets multiple areas of the body and muscles groups

14 Muscles Location of main muscles – deltoids, biceps, triceps, erector spinae, abdominals, obliques, hip flexors, gluteus maximus, quadriceps, hamstrings, gastrocnemius

Deltoid Biceps

Abdominals Hip Flexors Quadriceps

15 Adapting warm-ups for different categories of participants

Triceps

Erector Spinae

Gluteus Maximus

Hamstrings

Gastrocnemius

- Vary intensity of activities

- Low impact and high impact options

- Vary timing of warm-up – longer time frame for beginners, participants with low fitness levels and those aged 50 plus

8 Response of the musculoskeletal system to the pulse raiser

9 Response of the cardiorespiratory system to the mobilisers

10 Response of the musculoskeletal system to the mobilisers

11 Response of the cardiorespiratory system to the stretches

12 Response of the cardiorespiratory system to the stretches

- Increased temperature of the muscles

- Increased pliability of the muscles

- Reduced risk of muscle strain.

- Slight drop in heart rate as intensity of exercise lowers

- Slight drop in breathing rate as intensity of exercise lowers.

Increased production of synovial fluid in the joints to increase lubrication of joint and increase range of movement at the joint.

- Slight drop in heart rate and breathing rate for static stretches

- Maintained elevated heart and breathing rate for dynamic stretches.

Extending muscles so that they are fully stretched and less likely to tear during the sport or activity session.

16 Adapting the warm-up to make it specific to a physical activity

- Types of stretch used – simple stretches for beginners, compound stretch for moderate to advanced participants.

- Introduction of equipment in the warm-up that is specific to the physical activity

- Using movements and activities from the physical activity in the warm-up

- Stretching the main muscles required for the specific physical activity.

KS4 - Sports: Component 1 – C1, C2 and C3 - Preparing participants to take part in sport and physical activity

1 What is a warm up?

2 What is the first part of a warm up?

3 What is the second part of a warm up?

4 What is the third part of a warm up?

13 What are the 4 types of stretches?

14 Identify and locate the main muscles of the body

15 How can a warm up be adapted for different categories of participants?

16 How can a warm up be adapted to make it specific to a physical activity?

5 What is the cardiorespiratory system?

6 What is the musculoskeletal system?

7 What is the response of the cardiorespiratory system to the pulse raiser?

8 What is the response of the Musculoskeletal system to the pulse raiser?

9 What is the response of the cardiorespiratory system to the mobiliser?

10 What is the response of the musculoskeletal system to the mobiliser?

11 What is the response of the cardiorespiratory system to stretches?

12 What is the response of the musculoskeletal system to stretches?

1 Aerobic Endurance The ability of the cardiorespiratory system to supply oxygen and nutrients to the muscles to sustain low to medium intensity work to delay fatigue.

2 Muscular Endurance The ability of the muscular system to continue to contract at a light to moderate intensity to allow repetitive movements throughout a long event or game.

3 Muscular Strength The maximum force that can be generated by a muscle or muscle group to improve forceful movements within an activity.

4 Speed Distance divided by time to reduce time taken to move the body or a body part in an event or game.

5 Flexibility The range of motion possible at a joint to allow improvements in technique.

6 Body Composition The relative ratio of fat mass to fat-free mass in the body allowing variation in body composition dependent on the sport.

Physical Fitness

7 Aerobic Endurance Anything long distance – running, swimming, cycling

8 Muscular Endurance Running, cycling, swimming, team sports

9 Muscular Strength Boxing, weightlifting, rugby, shotput, javelin

10 Speed 100m sprint, football, netball, basketball, tennis

11 Flexibility Dance, gymnastics, yoga, karate

12 Body Composition Weightlifting, boxing, diving, gymnastics, Rowing

13 Acronym for Components of Physical Fitness

•Brian

• Makes

• Amazing

• Muffins

• For

• Stewie

1 Aerobic Endurance What is aerobic endurance?

2 Muscular Endurance What is muscular endurance?

8 Muscular Endurance

3 Muscular Strength What is muscular strength?

9 Muscular Strength

4 Speed What is speed?

5 Flexibility What is flexibility?

6 Body Composition What is body composition?

1 Agility The ability to change direction quickly to allow performers to outmanoeuvre an opponent.

2 Balance The ability to maintain centre of mass over a base of support, useful to maintain positions in performance sports (static balance) or when on the move in any other sporting situation (dynamic balance).

3 Coordination The ability to move two or more body parts at the same time smoothly and efficiently, to allow effective application of technique.

4 Power The product of speed and strength to allow for explosive movements in sport.

5 Reaction Time The time taken between a stimulus and the start of a response, useful in fast-paced sports to make quick decisions about what to do.

7 Agility Basketball, football, hockey

8 Balance Gymnastics, dance, badminton

9 Coordination Tennis, badminton, squash, football, handball

10 Power Boxing, weightlifting, rugby

11 Reaction Time 100m/200m sprint, goalkeeper in any sport

13 Acronym for Components of SkillRelated Fitness

• Amazing

• Brownies

• Chloe

• Produces

• Repeatedly

KS4 - Sports: Component 2 – A2 – Components of Skill-Related Fitness

KS4 - Sports: Component 2 – B1,B2, B3 – Participation in Sport and Roles/Responsibilities of Officials

7 Number of players

Number of players allowed to participate at any one time Substitutions

When participating in this Component practically, you are expected to demonstrate the below skills, strategies, isolated practices and competitive situations.

1 Skills Skills are learned abilities that athletes acquire through training and practice. E.g. passing, intercepting

2 Strategies A set plan to create a method of achieving an overall aim/goal. E.g. tactics, decisionmaking

3 Isolated Practice Isolated practices ten to focus on one skill at a time, especially in training.

4 Competitive Situation When taking part in the competitive situation you should consider the number of players, area of play and presence of an official to represent competition standard of play.

5 Key officials in sports competitions

• Referee/umpire

• Assistant referee/line umpire

• Scorers/judges

• Timekeepers

• Video review officials.

8 Length of time for play

Rolling or set number

Variations in playing numbers due to different formats of the game

Number of periods of play

Length of each period

Length of play determined by time or score

Additional time or extra periods of play in particular situations

9 Scoring system Methods of scoring

Differing award of points for particular methods of scoring

How a winner is determined

What happens in the event of a tie

10 Playing area

Dimensions of overall playing area

Purpose and dimensions of specific areas within the overall playing area

11 Equipment

Sizes and weights of playing equipment as specified by NGB

Required protective equipment

Optional protective equipment

12 Starting and restarting play

How the game begins

How play is restarted after scoring Fouls or infringements

How and when the game ends

13 Non-adherence to the rules

Playing rules specific to each sport, e.g. hitting the ball

twice in tennis, passing the ball forward in rugby

6 Responsibilities of the officials

• Appearance

• Equipment

• Fitness requirements

• Effective communication

• Control of players

• Health and safety.

14 Application of rules and regulations by officials

Out of play area/offside

Intentionally harming another player

Incorrect travel, e.g. double dribble in basketball

Use of signals

Communication of decisions to players and other officials

Positioning.

KS4 - Sports: Component 2 – B1,B2, B3 – Participation in Sport and Roles/Responsibilities of Officials

When participating in this Component practically, you are expected to demonstrate the below skills, strategies, isolated practices and competitive situations.

7 Number of players List some of the key rules and regulations that a National Governing Body must consider in relation to number of players

8 Length of time for play List some of the key rules and regulations that a National Governing Body must consider in relation to length of time for play

2

9 Scoring system List some of the key rules and regulations that a National Governing Body must consider in relation to scoring systems

10 Playing area List some of the key rules and regulations that a National Governing Body must consider in relation to playing area

11 Equipment List some of the key rules and regulations that a National Governing Body must consider in relation to equipment

12 Starting and restarting play

List some of the key rules and regulations that a National Governing Body must consider in relation to starting and restarting play

13 Non-adherence to the rules

List some of the key rules and regulations that a National Governing Body must consider in relation to nonadherence to the rules

14 Application of rules and regulations by officials

List some of the key rules and regulations that a National Governing Body must consider in relation to application of rules and regulations by officials

Sport Techniques

1 Drills that can be used to improve specific techniques in different sports

2 Unopposed Stationary Drills

3 Drills with Introduction of Travel

4 Drills with passive oppositions

5 Drills with active opposition

Demonstrate ways to Improve Participants’

• Unopposed stationary drills

• Drills with the introduction of travel

• Drills with passive opposition

• Drills with active opposition.

A drill where the participant is not moving.

A drill where you start moving with a piece of equipment.

A drill whereby you introduce a defender but the defender does not make any attempt to tackle/intercept.

A drill whereby the defender(s) will attempt to intercept the ball.

6 Conditioned Practices Not a full versions of the game but rule changes are used to focus on a specific skill

9 Organisation and demonstration of drills and conditioned practices to participants

10 Supporting participants taking part in practical drills and conditioned practices

• Space – areas used

• Equipment

• Organisation of participants, e.g. in working pairs or groups

• Timing

• Demonstrations

• Positioning.

• Observing participants

• Providing instructions

• Providing teaching points

• Providing feedback to participants.

7 Demonstration of the technique

• Use of self or peer

• Positioning to ensure all participants can see.

8 Teaching points

• Providing key teaching points to highlight correct and safe way to perform technique

• Use of short sentences or key points.

KS4 - Sports: Component 2 – C1 – Demonstrate ways to Improve Participants’ Sport Techniques

1 Drills that can be used to improve specific techniques in different sports

List the four types of drill

2 Unopposed stationary drills What is an unopposed stationary drill?

3 Drills with introduction of travel

What is a drill with the introduction of travel?

4 Drills with passive opposition What is a drill with passive opposition?

5 Drills with active opposition

What is a drill with active opposition?

6 Conditioned Practices What is a conditioned practice?

9 Organisation and demonstration of drills and conditioned practices to participants

10 Supporting participants taking part in practical drills and conditioned practices

What should you consider when demonstrating drills and conditioned practices to participants?

How should you support participants taking part in practical drills and conditioned practices?

7 Demonstration of the technique What should you consider when demonstrating a technique?

8 Teaching points What should you consider when delivering teaching points?

KS4 - Sports: Component 3A Explore the importance of fitness for sports performance

1 Aerobic endurance Event/sports lasting longer than 30 minutes

2 Muscular endurance Events/sports lasting more 30 minutes

3 Perception An opinion or belief based on how things seem at first glance

4 Muscular strength Activities requiring force, e.g. throwing events

5 Speed Activities requiring fast movement, e.g. sprinting

6 Flexibility Activities requiring a wide range of movement around a joint, e.g. gymnastics, martial arts

13 Basic Principles of training FITT

• Frequency – the number of training sessions completed over a period of time, usually per week

• Intensity – how hard an individual will train

• Time – how long an individual will train for

• Type – how an individual will train by selecting a training method to improve a specific component of fitness.

14 Additional Principles of training

Fitness and successful participation in sport Fitness Training Principles Exercise

15 Intensity

16 Target zones and training thresholds

• Progressive Overload – in order to progress, training needs to be demanding enough to cause the body to adapt, improving performance

• Specificity – training should meet the needs of the sport, or physical/skill-related fitness goals to be developed

• Individual Differences – training should meet the needs of an individual

• Adaptation – changes to the body due to increased training loads

• Reversibility – if training stops, or the intensity of training is lowered, fitness gains from training are lost

• Variation – altering types of training to avoid boredom and maintain motivation to train

• Rest and Recovery – to allow the body to recover and adapt.

• Measure heart rate (HR)

• HR intensity to fitness training methods

• Calculate training zones (220-age =HR max)

• Apply HR max to training

• Aerobic training zone (70%-80% of HR max)

• Anaerobic training zone (80%+ of HR max)

17 The Borg (6–20) Rating of perceived Exertion (RPE) Scale

18 The relationship between RPE and heart rate

19 Rep Max

20 Technology to measure exercise intensity

• RPE x 10 = Heart Rate (HR).

• RPE x 10 = HR (bpm).

• Calculate 1RM for strength

• 15RM for muscular endurance

• Heart rate monitors

• Smart watches

• Apps.

KS4 - Sports: Component 3A Explore the importance of fitness for sports performance

Fitness and successful participation in sport Fitness Training Principles

1 How many minutes do aerobic endurance events/sport last longer than?

2 How many minutes do muscular endurance events/sport last longer than?

3 What is perception?

4 What do muscular strength activities /sports require?

5 What do speed activities/sports require?

6 What do flexibility activities/sports require?

7 An example of a sport needing low body fat body composition

8 What do power activities/sports require?

9 What do agility activities/sports require?

10 What do activities/sports with good reaction time need?

13 What does FITT (Basic Principles of training) stand for?

•

KS4

- Sports:

Component

3B Investigate

Importance of fitness testing and requirements

1 Reasons for fitness testing

• Gives baseline data for monitoring/improving performance

• Can design training programmes based on test results

• Determine if training programmes are working

• Results can give a performer something to aim for

• Provide goal setting aims

fitness testing to determine fitness levels

Fitness test for components of physical fitness

6 Aerobic endurance

• Multi-stage fitness test, also known as the bleep test (20 metre distance)

• Yo-Yo test

• Harvard step test

• 12-minute Cooper run or swim

2 Pre-test procedures

• Calibration of equipment

• Complete informed consent

• Complete Physical Activity Readiness Questionnaire (PAR-Q)

• Participant pre fitness test check e.g. prior exercise participation

7 Muscular endurance

• One-minute press-up

• One-minute sit-up

• Timed plank test

8 Flexibility

• Sit and reach test

• Calf muscle flexibility test

• Shoulder flexibility test

3 Reliability of test

• Consistency of results

• Factors affecting reliability:

 Calibration of equipment

 Motivation of the participant

 Conditions of the testing environment (inside versus outside conditions)

 Experience of the person administering the test

 Compliance with standardised test procedure

9 Speed

10 Muscular Strength

• 30 metre sprint test

• 30 metre flying sprint

• Grip dynamometer

• 1 Rep Max

• Body Mass Index (BMI)

• Bioelectrical Impedance Analysis (BIA)

• Waist to hip ratio

4 Validity of results and practicality

• Cost

• Time taken to perform the test

• Time taken to set up the test

• Time taken to analyse data

• Number of participants that can take part in the test at any time.

Interpretation of fitness test results

5 Fitness test results

• Comparison to normative published data.

• Analyse and evaluate test results.

• Recommendations for improvements to fitness performer based on test results.

Fitness test for components of skill-related fitness

• Illinois agility run test

• T Test

• Stork stand test

• Y balance test

• Alternate-Hand Wall-Toss

• Stick flip coordination test

• Vertical jump

• Standing long or broad jump

• Margaria-Kalamen power

• Ruler drop

• Online

KS4 - Sports: Component 3B Investigate fitness testing to

Importance of fitness testing and requirements

determine fitness levels

Fitness test for components of physical fitness

5 What is the test for aerobic endurance?

Interpretation of

test results

6 What is the test for muscular endurance?

7 What is the test for Flexibility?

8 What is the test for speed?

10 What is the test for muscular Strength?

11 What is the test for body Composition?

Fitness test for components of skill-related fitness

KS4 - Sports: Component 3C Investigate different training methods

Requirements for different fitness training methods

1 Warm up Pulse raiser, mobility and stretch to reduce risk of injury.

2 Cool down Gradually lower pulse and breathing rates to remove lactic acid and stretch to return muscles to pre-exercise length.

3 FITT Frequency, Intensity, Time, Type

Training methods for physical components of fitness

4 Aerobic Endurance 30minutes of exercise

• Continuous – steady pace

• Fartlek – varied speeds/terrains

• Interval – work followed by rest

• Circuit – work completed with minimal rest in between

Additional requirements of training methods

14 Advantages & Disadvantages

• Number of people that can take part

• Cost of equipment

• Ease of setting equipment up

• Access to the venue/facility

• Risk of injury if training is done incorrectly

• Effectiveness of the training used

• Specificity of the training to the performer

• Replication of the demands of the sport

Provision for taking part in training methods

15 Public Sector +Low cost

+Equipment is provided

- Provision is dependent upon area

5 Flexibility

• Static active – apply own pressure

• Static passive – apply pressure using an object or with the help of another

• PNF – uses isometric contractions to inhibit stretch reflex

- Quality of equipment is lower standard

16 Private Sector +Top class equipment

+Higher level of instructors available

- High cost

- Not available to all of the community

6 Muscular Endurance

• Free weights (high reps and low load)

• Fixed resistance machines (high reps and low load)

• Circuits – uses body resistance

17 Voluntary Sector +Low cost

+Easily accessible

- Dependent upon area and volunteers

- Lower level of instructors available

7 Muscular Strength

8 Speed

• Free weights (low reps and high load)

• Fixed resistance machines (low reps and high load)

• Acceleration sprints – pace is gradually increased from standing or rolling start

• Interval – work followed by rest but increase intensity of work and lengthen rest

• Resistance drills – using hills, parachutes, bands, sleds and ropes

Training methods for skill-related components of fitness

9 Agility

•

Effects of long-term training on body systems

18 Aerobic Endurance

• Cardiac hypertrophy

• Decreased resting heart rate

• Increased strength of respiratory muscles

• Increased capillarisation around alveoli

19 Flexibility

• Increased range of movement

• Increased flexibility of ligaments and tendons

• Increased muscle length

•

20 Muscular Endurance

• Increased capillarisation around muscles

• Increased muscle tone

21 Muscular Strength

• Muscular hypertrophy

• Increased tendon and ligament strength

• Increased bone density

22 Speed

• Increased tolerance to lactic acid

KS4 - Sports: Component 3C Investigate different training methods

Requirements for different fitness training methods

Additional

Training methods for physical components of fitness

Training methods for skill-related components of fitness

KS4 Component 3D Fitness programming to improve fitness and sports performance

Personal information

1 Aims

Details of what they would like to achieve for the selected sport.

2 Objectives How they intend to meet their aims using an appropriate component of fitness and method of training.

3 Lifestyle and physical activity history Lifestyle

4 Attitude

• Diet

• Alcohol consumption

• Smoking Physical Activity History

• Activity levels in the past

• What they were able to do previously

The mind and personal motivation for training.

Fitness programme design

5 Personal information

6 Training method/activity

Use personal information to aid training programme design

Selection of appropriate training method/activity for improving/maintaining the selected components of physical and/or skill-related fitness.

Motivational techniques

9 Motivation

The internal mechanisms and external stimuli that arouse and direct behaviour.

Types of motivation:

• Intrinsic

•Extrinsic

7 Basic Principles of training FITT

• Frequency – the number of training sessions completed over a period of time, usually per week

• Intensity – how hard an individual will train

• Time – how long an individual will train for

• Type – how an individual will train by selecting a training method to improve a specific component of fitness.

10 Setting goals

11 Personal goals (SMARTER)

Principles of setting goals to increase and direct motivation.

• Specific

• Measurable

• Achievable

• Realistic

• Time-related

• Exciting

8 Additional Principles of training

• Progressive Overload – in order to progress, training needs to be demanding enough to cause the body to adapt, improving performance

• Specificity – training should meet the needs of the sport, or physical/skill-related fitness goals to be developed

• Individual Differences – training should meet the needs of an individual

• Adaptation – changes to the body due to increased training loads

• Reversibility – if training stops, or the intensity of training is lowered, fitness gains from training are lost

• Variation – altering types of training to avoid boredom and maintain motivation to train

• Rest and Recovery – to allow the body to recover and adapt.

12 Influence of goal setting on motivation

13 Benefits of motivation on the sports performer:

• Recorded

Short-term goals (set over a short period of time, between one day and one month)

Long-term goals (what they want to achieve in the long term, and the best way of doing this).

• Provide direction for behaviour

• Maintain focus on the task in hand.

• Increase participation

• Maintain training and intensity

• Increased fitness

• Improved performance.

KS4 Component 3D Fitness programming to improve fitness and sports performance

Personal information

1 What are aims?

2 What are objectives?

3 What is lifestyle and physical activity

Motivational techniques

4 What is attitude?

Fitness programme design

5 What is personal information?

6 What is training method/activity?

7 What does FITT (Basic Principles of training) stand for?

9 What is motivation?

10 What is getting goals?

11 What is SMARTER, sortterm goals and long-term goals?

8 What are the additional Principles of training

12 Influence of goal setting on motivation

13 Benefits of motivation on the sports performer:

KS4 KRS 1 – Biology: Cell Biology

Key

1

2

Culturing Bacteria (TRIPLE ONLY)

1.Cell grows

2.Organelles are copied

3.Chromosomes are doubled

4.Mitosis (nucleus divides)

5.Cell membrane and cytoplasm divide

Two identical daughter cells are made

21 Stem Cells There are 3 types of stem cells

• Embryonic

• Adult

• Meristem

Transport in Cells

22 Diffusion

KS4 KRS 1 – Biology: Cell Biology

1

2

Cell Structures

5

4

7

6

Transport in

KS4 KRS 2 – Biology: Organisation

Key Vocabulary:

1 Tissue A group of one type of cells Example - muscle tissue

2 Organ A number of tissues working together to perform a function Example - heart, lungs

3 Organ System A group of organs working together Example - The digestive system

4 Digestion The breakdown of food into small soluble molecules

5 Enzyme A biological catalyst

6

Organisation:

Smallest Largest

15 The Digestive System

• Stomach - contains stomach acid, churns the food

• Small intestine - absorbs nutrients into the blood stream

• Large intestine - absorbs water

16 Bile - produced in the liver and stored in the gall bladder

• Neutralises stomach acid

• Emulsifies fat

17 Enzymes are made in the pancreas:

• Amylase breaks down starch into glucose

• Protease breaks down proteins into amino acids

• Lipase breaks down fats into fatty acids and glycerol

18 Food Tests

Food Reagent Positive Test

Glucose Benedict's Solution Red, Orange or Green

Starch Iodine solution Blue / Black

The Heart & Blood Vessels:

19 The heart is known as a double pump

• The right hand side contains deoxygenated blood and pumps this to the lungs

• The left hand side contains oxygenated blood and pumps this to the body

20 Arteries

Carry blood away from the heart.

Thick muscular wall

Veins

Carry blood into the heart

Have valves

Capillaries Where substances diffuse into and out of the blood stream

21 Blood is a tissue, it is made up of the following:

• Red blood cells - carry oxygen

• White blood cells - to fight infection

• Platelets - clot the blood

• Plasma - Liquid which contains dissolved substances

Plant Tissues & Cells

22

• Palisade cells: packed with chloroplasts for photosynthesis

• Spongy mesophyll: large surface area, contain air spaces

• Stomata - holes at the bottom of the leaf

• Guard cell - open and close the stomata

23 Plant Tissues

• Xylem - transports water and mineral ions

• Phloem - transports glucose

• Meristem - plant stem cells

Protein Biuret Solution Purple

24

Root Hair Cells - large surface area. Absorb water and mineral ions from the soil.

KS4 KRS 2 – Biology: Organisation

Key

1

Organisation:

14

The Heart & Blood Vessels:

2

7

4

5

6

3

Put the following in order of size: (smallest to largest)

Tissue, organ system, cell, organ

15 The Digestive System

What is the function of the following organs in the digestive system?

• Stomach

• Small intestine

• Large intestine

16 Where is bile produced and stored? What are the two functions of bile?

17 Where are enzymes made What is the role of the following

• Amylase

• Protease

• Lipase

18 Food Tests Food

Glucose Starch Protein

What is the chemical reagent for each type of food?

19 The heart is known as a double pump, describe the role of the left and right hand side of the heart:

• Type of blood it contains

• Where the blood is pumped to

20 Describe the function of the following blood vessels:

• Arteries

• Veins

• Capillaries

21 Blood is a tissue, what is a tissue?

What are the four parts of the blood?

Describe their function.

Plant Tissues & Cells

22 Describe the function of the following parts of the leaf:

• Palisade cells

• Spongy mesophyll

• Stomata

• Guard cells

What are the positive results for each type of food?

23 Describe the function of the following plant tissues:

• Xylem

• Phloem

• Meristem

24

What is the role of the root hair cells?

How are the root hair cells adapted to their function?

Biology: Infection and Response

Key Vocabulary:

1 Pathogen A microorganism which causes infectious disease

2 Engulf To take in / surround

3 Digest Break down using enzymes

4 Toxin A chemical (poison) which makes us ill

5

6

7

8

Pathogens:

16 Bacteria - Produce toxins which damage tissues

• Salmonella

• Gonorrhoea Bacterial infections can be treated with antibiotics

17 Virus - Live and reproduce inside of cells, damaging the cells

• Measles

• HIV

• TMV

18 Fungus - can be treated using fungicide

• Rose black spot

19 Protists

• Malaria- spread by mosquitos

Immunity:

20 White blood cells defend against pathogens by:

• Engulfing & digesting the pathogen

• Producing antibodies

• Producing antitoxins

21 Vaccination

• Inject a dead / inactive pathogen

• White blood cells produce antibodies

• Memory cells produced

Your body produces the correct antibodies quickly and in large amounts if you become infected again

22 HT Monoclonal Antibodies (TRIPLE ONLY)

1. Inject a pathogen into a mouse

2. Specific antibodies collected

3. A hybridoma is created

Drug Development:

23 Drug discovery - many drugs are extracted from microorganisms or plants

• Digitalis - heart drug, from foxgloves

• Aspirin - painkiller, from willow tress

• Penicillin - antibiotic, from penicillium mold

24 Drug Trials

1. Pre-clinical trials - tested on cells, tissues or animals. To test toxicity

2. Healthy volunteers - to test for side effects

3. Volunteers with illness - test for efficacy

4. Larger group of volunteers with illness - to find the optimum dose

The drug trials use a placebo and are double blind to ensure reliable results

Plant Diseases & Defences (TRIPLE ONLY):

25 HT Signs of Disease Spots on leaves, stunted growth, decay, growths or discoloration

26

HT Disease identification

• Gardening manuals

• Websites

• Laboratory testing for pathogens

• Monoclonal antibody testing kits

27

HT Ion deficiency

• Nitrate ions are needed for protein synthesisleading to stunted growth.

• Magnesium ions are needed for chlorophyllleading to chlorosis (yellowing of leaves)

28 HT Plant Defences

• Physical - strong cellulose cell walls, tough waxy cuticle on leaves and bark around stem.

• Chemical - antibacterial chemicals / poisons

• Mechanical - thorns, hairs, leaves that curl when touched and mimicry

KRS 3 – Biology: Infection and Response

Key Vocabulary:

1 What is a pathogen?

2 What does it mean to engulf?

3 What is the meaning of digest?

4 What is a toxin?

Pathogens:

16

Drug Development:

23 What is the role of the following drugs?

How do bacteria make us ill?

Name two bacterial infections.

How do we treat bacterial infections?

Where were the following found originally?

• Digitalis

• Aspirin

• Penicillin

17

How do viruses make us ill?

Name two viral infections

18 How can we treat fungal infections?

Give an example of a fungal infection

24 Describe the four stages of a drug trial.

Identify the aim of each stage.

Describe how scientists ensure that drug trials are reliable?

19

Identify one disease caused by protists

Immunity: 20

Identify three ways in which white blood cells defend against pathogens

Plant Diseases & Defences (TRIPLE ONLY):

21

Describe the three stages of a vaccination

Once immune, how does your body respond if you become infected again?

22

HT Monoclonal Antibodies (TRIPLE ONLY)

What are the four stages of producing monoclonal antibodies?

•

•

•

• Chemical defence in plants

• Mechanical defence in plants

KRS 4 – Biology: Bioenergetics

Key Vocabulary:

1 Photosynthesis

Photosynthesis:

Respiration:

2 Respiration

A chemical reaction in which plants produce glucose

Takes place in the chloroplasts

A chemical reaction in which energy is released from glucose

Takes place in the mitochondria

3 Aerobic In the presence of Oxygen

11 Photosynthesis

Requires sunlight and chlorophyll, the green pigment in chloroplasts

It is an endothermic reaction

Carbon dioxide + Water → Glucose + Oxygen

6CO2 + 6H2O → C6H12O6 + 6O2

12 Limiting factors of Photosynthesis

• Light intensity

• Concentration of Carbon Dioxide

• Temperature

• Amount of chlorophyll

16 Respiration

Releasing the energy from glucose

It is an exothermic reaction

17 Aerobic Respiration

Takes place in the mitochondria

Glucose + Oxygen → Carbon dioxide + Water

C6H12O6 + 6O2 → 6CO2 + 6H2O

18 Anaerobic Respiration

Takes place in the cytoplasm

4 Anaerobic Without the presence of Oxygen

5 Endothermic Reaction A reaction which takes in energy from the surroundings

6 Exothermic Reaction A reaction which releases energy into the surroundings

7 Limiting Factor

A resource that limits the growth, number or distribution of an organism

8 Optimum Temperature The ideal temperature for a chemical reaction.

9 HT Inverse Square Law As you double one value, the other value quarters

10 Calculating Rate

Rate is the quantity used up or made in a certain time:

13 The uses of glucose from photosynthesis:

• Aerobic respiration

• Converted to starch

• Produce fats & oils

• Make cellulose for cell walls

• Protein synthesis

14 HT Maximising the Rate of Photosynthesis

• Sprinkler systems

• Lighting during the night

• Automatic window to control temperature

• Combustion of fuels to release CO2 &↑ temp

15 Required Practical

The rate of photosynthesis can be calculated by counting the number of oxygen bubbles produced in 1 minute

Glucose → Lactic Acid

Less energy is released than aerobic respiration

19 Lactic Acid

Is toxic, causing muscle cramps and fatigue

20 Oxygen Debt

The amount of oxygen needed to break down the lactic acid

21 Anaerobic Respiration in yeast / plants

Glucose → → Ethanol + Carbon Dioxide

Called fermentation

Used to produce alcohol and bread

Exercise:

22 Changes in Response to Exercise

• Faster heart rate

• Faster breathing rate

• Increased breathing volume

To increase the supply of Oxygen and Glucose to the muscles for respiration

KRS 4 – Biology: Bioenergetics

Photosynthesis:

What is required for photosynthesis?

What type of reaction is photosynthesis?

Recall the word equation for photosynthesis

Recall the balanced symbol equation for photosynthesis

16 Define respiration.

What type of reaction is respiration?

17 Where does aerobic respiration take place?

Recall the word equation for aerobic respiration

12

What are the four limiting factors of photosynthesis?

Can

describe

6

18

Recall the balanced symbol equation for aerobic respiration

Where does anaerobic respiration take place?

Recall the word equation for anaerobic respiration

How much energy is released in anaerobic respiration?

19 Describe the effects of lactic acid

20

21

What is meant by oxygen debt?

What is the name we give to anaerobic respiration in yeast and plants?

Recall the word equation for this reaction

What do we use this process to manufacture?

22

Respiration: 10

KS4 KRS 5 – Biology: Homeostasis and Response

Key Vocabulary:

1

Nervous & Endocrine System:

13 Homeostasis

Conditions controlled in the body:

• Internal temperature (37˚C)

• Water levels

Blood Glucose:

17 Blood Glucose Levels Too High

1. Pancreas releases insulin

2. Glucose moved into liver and muscle cells

3. Liver converts glucose into glycogen

3

2

7

4 Receptor

6

5 Neurone

• Blood glucose level

14 Nervous System

- Electrical impulses

- Carried by neurones

- Fast acting

15 Stages of A Reflex Arc

1. Stimulus

2. Receptor

3. Sensory Neurone

4. Relay Neurone

5. Motor Neurone

6. Effector

7. Response

16 Endocrine System

- Chemical signal (hormone)

- Released by glands

- Travels in the bloodstream

- Slow, long-lasting effect

18 HT Blood Glucose Levels Too Low

1. Pancreas releases glucagon

2. Glycogen converted back into glucose

19 Type 1 Diabetes

• Pancreas does not produce enough insulin

• Treated with insulin injections

Type 2 Diabetes

• Body cells no longer respond to insulin

• Controlled with diet and exercise

• Obesity is a risk factor

Reproduction:

20 Menstrual Cycle - is controlled by the following hormones:

• FSH causes maturation of the egg

• Oestrogen maintains uterus lining

• LH stimulates release of an egg

• Progesterone maintains uterus lining

21 Contraception

• Barrier methods: prevent the sperm reaching the egg, example condoms

• Hormonal methods: prevent an egg maturing, example the pill / implant

22 HT IVF – using hormones to treat infertility

• FSH & LH used to produce a number of eggs

• The eggs are collected and fertilised by sperm in the lab

• Embryos are inserted into the mothers uterus

Outcomes Focused, Child Centred

KS4 KRS 5 – Biology: Homeostasis and Response

Key Vocabulary:

1 What is meant by homeostasis?

3

Nervous & Endocrine System:

Blood Glucose:

17

Identify three factors which are controlled in our

2 What is meant by optimum?

14

18

What

Describe how our body responds when our blood glucose levels get too high

4

7

6

5

16

What type of signal occur in the endocrine system?

How do the signals travel?

Describe the speed of these signals

Identify four glands in the endocrine system

HT Describe how our body responds when our blood glucose levels get too low

19

What is type 1 diabetes?

How is it treated?

What is type 2 diabetes?

How is it controlled?

Identify a risk factor

Reproduction:

20

Identify the hormones which control the menstrual cycle and describe their role

21 Contraception

What is the function of barrier methods? Give an example

What is the function of hormonal methods? Give an example

22

HT What is IVF?

Identify two hormones used in IVF

Describe the stages of this process

Outcomes Focused, Child Centred

KS4 KRS 5a – Biology: Homeostasis and Response TRIPLE ONLY

Key Vocabulary (TRIPLE ONLY):

1 Photoreceptors Cells which are sensitive to light

2 Neuroscientist Scientists who specialise on brain structure and function

3 Accommodation The process of changing the shape of the lens to focus on objects

4 Vasodilation Blood vessels dilate (widen)

5 Vasoconstriction Blood vessels constrict (narrow)

6 Myopia Short Sighted - light is focused in front of the retina

7 Hyperopia Long sighted - light is focused behind the retina

Body Temperature (TRIPLE ONLY):

8 Body temperature is regulated and controlled by the thermoregulatory centre in the brain.

If the body temperature is too high:

• Blood vessels dilate (vasodilation)

• Sweat is produced by glands

• Thermal energy is transferred to the environment - body cools down

If the body temperature is too low:

• Blood vessels constrict (vasoconstriction)

• Sweating stops

• Skeletal muscles contract (shiver)

The Brain (TRIPLE ONLY):

9 The Brain- is made up of millions interconnection neurones

Regions of the brain:

• Cerebrum - controls memory, personality and conscious thought

• Cerebellum - controls balance and movement

• Medulla - controls heart rate and breathing rate

• Hypothalamus - is the regulating center for temperature and water balance

Water & Nitrogen Balance (TRIPLE ONLY):

11

• Exhalation - water is lost via the lungs

• Sweating - water, ions and urea lost from the skin

• Excess water, ions and urea are removed from the body via the kidneys as urine.

12 HT Excess proteins are broken down by the body and converted to ammonia and then urea

13 HT Urine is produced by the kidney filtering and selectively reabsorbing useful substances such as glucose, some ions and water

14 HT Water levels in the body are controlled by the hormones ADH

10 HT Neuroscientists have been able to map the function of brain by studying patients with brain damage, using electrical stimulation and MRI scans.

The Eye (TRIPLE ONLY):

15

Structure of the Eye

The eye is a sense organ which is sensitive to light intensity and colour

• Retina - light sensitive lining containing photoreceptor cells

• Optic nerve - bundle of sensory neurones

• Sclera - the protective white outer layer of the eye

• Cornea - transparent tough outer coat over the pupil

• Iris - pigmented part of the eye, controls the size of the pupil

• Ciliary muscles - controls the thickness of the lens for focusing

• Suspensory ligaments - hold the lens in place

Outcomes Focused, Child Centred

KS4 KRS 5a – Biology: Homeostasis and Response TRIPLE ONLY

Key Vocabulary (TRIPLE ONLY):

The Brain (TRIPLE ONLY):

9

What is the brain made up of?

Describe the functions of the following brain regions?

• Cerebrum

• Cerebellum

• Medulla

• Hypothalamus 10

HT

Water & Nitrogen Balance (TRIPLE ONLY):

11 Identify the substance which are lost from the body by the following methods:

• Exhalation

• Sweating

• Excretion by the kidneys

12

HT How are excess proteins excreted by the body?

13

HT How do the kidneys produce urine?

14 HT Which hormone controls water levels in the body?

How have neuroscientists been able to map the function of different regions of the brain?

The Eye (TRIPLE ONLY):

15 Describe the function of the following structures in the eye:

• Retina

• Optic nerve

• Sclera

• Cornea

• Iris

• Ciliary muscles

• Suspensory ligaments

Outcomes Focused, Child Centred

KS4 KRS 6 – Biology: Inheritance, Variation and Evolution

Key Vocabulary:

1 Gamete A sex cell

Male - sperm / pollen Female - egg

2 Clone Offspring are genetically identical to the parent

3 Variation

Reproduction:

16 Sexual Reproduction

• Two parents

• Joining of gametes

• Leads to variation

17 Asexual Reproduction

The differences between individuals of the same species

4 DNA The molecule that contains the genetic code of an individual.

5 Chromosome Condensed segments of DNA. There are 23 pairs of chromosomes in each human cell.

6 Gene

A small section of DNA which codes for a protein.

7 Genome The entire genetic code for an individual

8 Allele Different versions of the same gene

9 Genotype The genes an individual has e.g. Bb

10 Phenotype

The physical characteristics of an organism

11 Dominant Allele The characteristic is always expressed, even if one copy is present.

12 Recessive Allele Two copies of the allele are needed for the characteristic to be shown

13 Homozygous Two alleles present are the same

14 Heterozygous The two alleles present are different

15 Species

A group of similar organisms which can reproduce and produce fertile offspring

• One parent

• Clone produced

18 Meiosis - cells divide to form gametes

1. Chromosomes are doubled

2. Cells divide twice forming four gametes

3. Gamete cells contain half the genetic material

DNA:

19

Inheritance:

23 Inherited Diseases

• Cystic fibrosis – a disorder of cell membranes. Caused by a recessive allele

• Polydactyly – extra fingers or toes.

Caused by a dominant allele

24 Sex Determination

XX chromosomes - Female

XY chromosomes - Male

Variation & Evolution:

25 Variation - differences between individual in a species is due to genes, the environment or both

26 Evolution – all living species have evolved from simple life forms more than 3 billion years ago

Evidence – Fossil records, antibiotic resistance

DNA is a polymer made up of two strands, in a double helix structure

DNA (TRIPLE ONLY):

20

HT Complementary base pairs

C is always linked to a G

A is always linked to a T

27 Natural Selection - the process by which species change over time as some variants are better suited to the environment

28 Selective breeding - humans breed plants and animals for particular genetic characteristics.

• Animals - more meat / milk

• Plants - large / unusual flowers

21

Protein Synthesis

A sequence of three bases codes for a particular amino acid. A protein is a chain of amino acids.

29 HT

Genetic Engineering - process involving modifying the genome

The genes are isolated by enzymes and transferred to another cell by a vector

Cloning & Speciation (TRIPLE ONLY):

30 Cloning methods

Tissue culture, cuttings, embryo transplant and adult cell cloning

22

HT Mutation

A mutation may lead to a change in the DNA structure, which may result in a change in the protein synthesised

31 Speciation - development of a new species

Individual populations of the same species become isolated and adapt to their new environment. Eventually becoming unable to produce fertile offspring with the other population

Outcomes Focused, Child Centred

KS4 KRS 6 – Biology: Inheritance, Variation and Evolution

Key Vocabulary:

1 What is a gamete? What are the male / female gametes?

2

3

4

Reproduction:

16 Describe sexual reproduction

What does this lead to?

17 Describe asexual reproduction

What is produced?

Inheritance:

23 Describe the following inherited disorders.

• Cystic fibrosis

• PolydactylyIdentify if they are caused by a recessive or dominant allele

24 Sex Determination

What are the sex chromosomes for a female?

What are the sex chromosomes for a male?

5

6

7

18

Variation & Evolution:

What is produced from meiosis?

What are the stages of meiosis?

25 What is variation?

26 What is meant by evolution

What evidence do we have of evolution

27

28 What is meant by selective breeding? Identify the reasons why animals are plants are selectively bred.

DNA (TRIPLE ONLY):

How does it happen?

Outcomes Focused, Child Centred

Biology: Ecology

Organisation:

16 Adaptations are features or behaviors which allow organisms to survive in the conditions in which they live. Example spines, venom, hibernation

17 Competition

• Plants compete for light, space, water and mineral ions from the soil.

• Animals complete for food, mates and territory.

18 Interdependence

Species in a community depends on other species for food, shelter, pollination and seed dispersal.

19 A food chain represents the feeding relationships in an environment

• Producer- green plant or algae

• Primary consumer

• Secondary consumer

The arrows represent the movement of energy through the environment

20 TRIPLE ONLY

Pyramid of Biomass represents the amount of biomass in each level of a food chain.

21 TRIPLE ONLY

Transfer of Biomass - only around 10% of the biomass from each trophic level is transferred to the level above

22 Sampling Methods

• Quadrats are used to estimate the number of organisms in a large area

• Transect lines are used to investigate how the distribution or organisms change between two point

Cycling Materials:

23 The Carbon Cycle

The movement of carbon in the environment involving the processes of:

• Photosynthesis

• Respiration

• Decomposition

• Combustion

24 The Water Cycle

The movement of water in the environment involving the processes of:

• Evaporation

• Precipitation

• Transpiration

Biodiversity:

25 Biodiversity- is the variety of all living species on earth

It is important as it provides stability for the environment and reduced dependence of one species on another

26

Reducing biodiversity

• Deforestation

• Rapid growth of the human population

• Habitat destruction

• Global warming

Food Production (TRIPLE ONLY):

27 Food Security is having enough food to feed the population. Ways to maintain food security:

• Intensive farming

• Sustainable fishing

• Using biotechnology – large quantities of fungus are being cultured for food, example Fusarium (mycoprotein)

Outcomes Focused, Child Centred

7 – Biology: Ecology

Key Vocabulary:

1 What is an ecosystem?

2 What is meant by biotic?

3 What is meant by abiotic?

4 What is a habitat?

5 What is meant by a population?

6 What is a community?

7 What is an extremophile?

Organisation:

16 What is meant by an adaptation?

Give an example

17 What do plants compete for?

What do animals complete for?

Cycling Materials:

23

What is the carbon cycle?

Identify 3 processes which are part of the carbon cycle

18

What is meant by interdependence?

Give an example

24

What is the water cycle?

Identify 3 processes which are part of the water cycle

19

What do we use to represent the feeding relationships in an ecosystem?

Name the different levels of this structure

Biomass (TRIPLE ONLY):

20

Biodiversity:

25

What is biodiversity?

Why is it important?

26

13

What does a pyramid of biomass represent?

21 TRIPLE ONLY

Roughly how much biomass is transferred from one trophic level to another?

22 Sampling Methods

What are the two sampling methods?

When would we use them?

In what ways are humans reducing biodiversity?

Food Production (TRIPLE ONLY):

27

What is food security?

Identify 3 ways to maintain food security

KS4 KRS 1 – Chemistry: Atomic Structure and The Periodic Table

Key Vocabulary:

1 Atom The smallest part of an element that can exist

2 Element Made from one type of atom

3 Compound Two or more elements chemically combined

4 Mixture Two or more elements or compounds not chemically combined

5 Atomic number The number of protons in an atom

6 Mass number The sum of the protons and neutrons

7 Relative atomic mass An average mass that takes account of isotopes

8 Ion A charged atom or molecule

9 Isotope Atoms of the same element with a different number of neutrons

10 Alkali metals Group 1 elements

11 Halogens Group 7 elements

12 Noble gases Group 0 elements

Content:

13 Radius of an atom 0.1 nm (1 x 10-10 m)

14 Radius of a nucleus 1/10000 of that of the atom (about 1 x 10-14 m)

Development of the Atom

15 The original 16 Plum Pudding 17 Alpha Scattering

Atoms were described as tiny spheres

A ball of positive charge with negative electrons

Discovered a positively charged nucleus

Separating Techniques

20 Filtration Used to separate insoluble solids from a liquid.

21 Distillation Uses evaporation and condensation to separate substances.

22 Chromatography Separates inks/dyes based on solubility.

23 Crystallisation Used to separate soluble solids from a liquid.

24 Fractional Distillation Used to separate mixtures based on boiling points.

Subatomic Particles

18 Niels Bohr 19 James Chadwick

Discovered electrons nucleus

The Periodic Table

Discovered neutrons 20 years later

28 Elements are now are arranged by atomic number

29 Mendeleev left gaps for undiscovered elements

30 Elements in the same group have the same number of electrons in the outer shell

31 Group 0 elements are unreactive because they have a full outer shell

32 Group 1 elements increase in reactivity moving down the group

33 Group 7 elements decrease in reactivity moving down the group

Transition Metals (TRIPLE ONLY)

34 Transition metals vs group 1; higher melting points, higher densities, greater strength, greater hardness, lower reactivity

35 Transition metals are useful as catalysts

Chemistry: Atomic Structure and The Periodic Table

Key Vocabulary:

1 What is an atom?

2 What is an element?

3 What is a compound?

4 What is a mixture?

5 What is the atomic number of an element?

6 What is the mass number or an element?

7 Define relative atomic mass:

8 What is an ion?

15 The original 16 Plum Pudding

What were atoms described as?

What is the plum pudding model?

Separating Techniques

20

17 Alpha particles

What did the scattering experiment discover?

18 Niels Bohr 19 James Chadwick

What did he discover?

The Periodic Table

What did he discover?

Why?

28 How is the periodic table arranged?

29 Who improved the periodic table? How?

30 What does the group number tell you about an element?

31 Describe the reactivity of Group 0:

32 Describe the reactivity of Group 1:

33 Describe the reactivity of Group 7:

34

35 Suggest

Chemistry - Bonding, Structure and Properties of Matter

Key Vocabulary:

Subtitle arial 10pt bold

1 Ionic Bond Formed between metals and non-metals

2 Covalent Bond Formed between non-metallic elements

3 Metallic Bonding Occurs in metallic elements and alloys

4 Polymer A very long chained molecule made up of repeating units

5 Alloy A mixture of 2 or more elements; one must be a metal

6 Melting point Temperature at which a solid turns to a liquid and liquid turns to a solid

7 Boiling point Temperature at which a liquid turns to a gas and a gas turns to a liquid

Ionic Bonding:

8 Electrons are transferred Metal atoms lose electrons to become positively charged ions Non-metal atoms gain electrons to become negatively charged ions

9 Giant lattice Ions are held together by strong electrostatic attractions.

10 High melting and boiling points

A large amount of energy is required to break bonds

11 Solids do not conduct electricity

Covalent Bonding:

13 Atoms share pairs of electrons

14 Gases or liquids at room temperature 15 Do not conduct electricity

Represented using a dot-cross diagram: Weak intermolecular forces need little energy to break No charged particles

Giant Covalent Structures: Metallic Bonding:

16 Diamond Each carbon atom forms 4 bonds

Hard

Does not conduct electricity

High melting and boiling point

17 Graphite Each carbon forms 3 bonds

Forms in layers; layers slide

Delocalised electrons conduct electricity

High melting and boiling point

18 Graphene A single layer of graphite

19 Fullerenes Hollow shapes

e.g. Buckminster fullerene C60

States of Matter:

25 The amount of energy needed to change state depends on the strength of the forces between particles

20 Giant structures of positive ions surrounded by delocalised electrons

21 High melting and boiling points

22 Conduct heat and electricity due to delocalised electrons

23 Can be bent and shaped easily because layers slide over each other

24 Alloys are harder because layers cannot slide over each other

Nanoparticles (TRIPLE ONLY):

28

12 Liquids do conduct electricity

26 State symbols; Gas (g), Liquid (l), Solid (s), Aqueous Solution (aq)

Charged ions cannot move When melted or dissolved ions are free to move

27 (HT) Limitations of the particle model: no forces are shown, all particles are shown as spheres, the spheres are solid

30 Coarse particles Referred to as dust

Course Particles (PM10)

Diameter 2500- 10000 nm

KS4 KRS 2 Chemistry - Bonding, Structure and Properties of Matter

Key Vocabulary:

1 What is ionic bonding?

Subtitle arial 10pt bold

2 What is covalent bonding?

3 What is metallic bonding?

4 What is a polymer?

5 What is an alloy?

6 Define melting point:

7 Define boiling point:

Ionic Bonding:

8 How are ionic bonds formed?

Covalent Bonding:

13 How are covalent bonds formed?

14 What state are covalent molecules are room temperature?

15 Can covalent molecules conduct electricity?

Draw a dot-cross diagram: Explain the trend in melting and boiling point: Explain why:

9 Describe the structure of an ionic compound:

10 High or low melting and boiling pts.?

11 Can ionic solids conduct?

12 Can ionic liquids conduct?

Explain why: Explain why: Explain why:

16 Diamond How many bonds are formed? Type of structure? Can it conduct electricity? High or low melting and boiling point?

17 Graphite How many bonds are formed? Type of structure? Can it conduct electricity? High or low melting and boiling points?

18 Graphene Is a single layer of which substance?

20 What is the structure of metals?

21 High or low melting and boiling point?

22 Can metals conduct heat and electricity? Explain:

23 Why are metals easily bent and shaped easily?

19 Fullerenes Type of structure? Give an example:

Giant Covalent Structures: Metallic Bonding: States of Matter: Nanoparticles (TRIPLE ONLY):

25 What affects the amount of energy needed to change state?

24 Are alloys harder or softer than pure metals? Explain:

28 Nanoparticles What is the size of nanoparticles? Are they the same in bulk? Is the surface area to volume ratio large or small?

26 What are the state symbols for a gas, liquid, solid and aqueous solution?

29 Fine particles What is the diameter of fine particles?

27 (HT) What are four limitations of the particle model?

30 Coarse particles What are their referred to? What is the diameter of coarse particles?

Key Vocabulary:

1 Conservation of mass No atoms are lost or made during a chemical reaction; mass of products = mass of reactants

2 Relative formula mass (Mr) The sum of the atomic masses (Ar) of the atoms in a molecule or compound

3 Uncertainty The range around the mean

4 Concentration The concentration of a solution (aq) can be measured in g/dm3 or mol/dm3

5 (HT) Mole 1 mole of a substance always contains the same number of atoms or molecules; Avogadro’s Constant

6 (HT) Avogadro’s Constant 6.02 x 1023 atoms or molecules per mole

7 (HT) Limiting reactant The reactant that is completely used up in a reaction

8 (HT) Theoretical mass how much product you expect to get in a reaction

Concentration:

9 Concentration (g/dm3) = ������������������������

10 (HT) Concentration (g/dm3) = ������������������������

11 (HT)

Increasing the mass increases the concentration; increasing volume decreases concentration

12 (HT) Concentration in mol/dm3 can be used to calculate the number of moles, or the mass in grams, of a solute in a given volume. A balanced symbol equation can be used to work out the concentration of a reactant if you have its volume, and the concentration and volume of the other reactant.

Chemical measurements:

13 Relative formula mass (Mr) 14 Explaining mass changes

O = 16, H = 1, C = 12, Ca = 40 Mr of H2O = (2 x 1) + 16 = 18

Mr of CaCO3

40 + 12 + (3 x 16) = 100

Moles and Masses (HT):

15 (HT)

The number of moles of each reactant and product in a reaction gives you the ratio, so you can write a balanced equation e.g 48g of Mg reacts with 32g of O2 to produce 80g of MgO

The ratio is 2:1:2 (Mg: O2: MgO) The balanced equation is: 2Mg + O2 → 2MgO

16 (HT) The masses of reactants and products can be calculated from balanced symbol equations

e.g Mg + 2HCl→ MgCl2 + H2

1mol of Mg reacts with 2mol of HCl to produce 1mol of MgCl2 and 1mol of H2

The ratio is 1:2:1:1

So, if you have 48g of Mg (48g÷24 = 2mol) this will react with: 4mol×36.5 = 146g of HCl to produce 2mol×95 = 190g of MgCl2 and 2mol×2 = 4g of H2

Volume of Gases (TRIPLE ONLY):

17 (HT) Equal amounts in moles of gases occupy the same volume under the same conditions of temperature and pressure.

The mass will appear to increase if gas atoms are gained from the surroundings (air) The mass will appear to decrease if gas atoms are made (lost to the surroundings)

Yield (TRIPLE ONLY):

19 Percentage Yield Percentage

The expected amount of product is not always made because:

It could be a reversible reaction

Some product may be lost. Reactants may react differently

Atom Economy (TRIPLE ONLY):

20 Atom Economy

18 (HT) One mole of any gas at room temperature (20 oC) and pressure (1 atm) is 24 dm3

Measures the percentage of reactants that end up as useful products.

It is important for economic reasons and for sustainable development to use reactions with high atom economy.

Key Vocabulary:

1 Define conservation of mass:

2 Define relative formula mass (Mr)

3 Define uncertainty:

4 Define concentration:

5 (HT) What is a mole?

6 (HT) What is Avogadro’s constant?

7 (HT) What is a limiting reactant?

8 (HT) What is the theoretical mass?

Concentration:

9 How is concentration calculated in terms of mass and volume?

How many cm 3 are in 1 dm3?

10 (HT)

How is concentration in mol/dm 3 calculated?

11 (HT) Describe concentration in terms of mass and volume:

12 (HT) What is needed to find out the concentration of a reactant?

13 Relative formula mass (Mr) 14 Explaining mass changes

O = 16, H = 1, C = 12, Ca = 40

What is the Mr of H2O?

What is the Mr of CaO?

What is the Mr of CO2?

Chemical measurements: Moles and Masses (HT):

15 (HT) 48g of Mg reacts with 32g of O2 to produce 80g of MgO What is the balanced equation?

During a reaction; why might the mass appear to change?

Yield (TRIPLE ONLY):

19 Percentage Yield

How is percentage yield calculated?

16 (HT) Mg + 2HCl → MgCl2 + H2 if you have 48g of Mg How much MgCl2 is produced?

Volume of Gases (TRIPLE ONLY):

17 (HT) Which conditions affect the volume of one mole of any gas?

Give 3 reasons the expected amount of product is not always made:

Atom Economy (TRIPLE ONLY):

20 Atom Economy

How is atom economy calculated?

18 (HT)

What is the volume of one mole of gas at room temperature and pressure?

Why is a high atom economy desirable?

Chemistry - Chemical Changes

Key Vocabulary:

1 Oxidation Reaction A substance will gain oxygen and lose electrons

2 Reduction Reaction A substance will lose oxygen and gain electrons

3 Displacement Reaction A more reactive metal will displace a less reactive metal

4 Soluble Can be dissolved

5 Insoluble Cannot be dissolved

6 pH Scale A scale from 0 to 14 which measures the acidity or alkalinity of a solution

7 Electrolysis Splitting a compound using electricity

8 Electrolyte A liquid or solution containing free moving ions

9 Anode A positively charged electrode

10 Cathode A negatively charged electrode

Reactions:

11 When a metal reacts with oxygen it will produce a metal oxide

Metal + Oxygen → Metal Oxide

12 In a neutralisation reaction hydrogen ions (H+) react with hydroxide ions (OH-) to produce water (H20)

13 Metal + Acid → Metal Salt + Hydrogen

14 Metal Oxide + Acid → Metal Salt + Water

Metal Hydroxide + Acid → Metal Salt + Water

15 Metal Carbonate + Acid → Metal Salt + Water + Carbon Dioxide

Metals:

16 Metals can be arranged in order of reactivity:

Potassium

Sodium

Lithium

Calcium

Magnesium

Zinc

Iron

Copper.

17 Unreactive metals are found as the metal itself

e.g. gold

Aluminium Extraction:

23 Aluminium extraction requires cryolite to reduce the melting point of aluminium oxide.

24 Carbon dioxide is produced when oxygen reacts with the carbon anode.

pH:

18

Other metals need to be extracted using carbon; Metal oxide + Carbon → Metal + Carbon Dioxide

Required Practicals:

19 Making a Soluble Salt

Add solid reactant to acid reactant in excess

Filter to produce a salt solution

Crystallise to produce a solid salt

20 Nitric acid makes nitrate salts

Sulfuric acid makes sulfate salts

Hydrochloric acid makes chloride salts

21 Electrolysis

When molten;

Metal forms at the cathode

Non-metal forms at the anode

When aqueous;

At the cathode, hydrogen is produced if the metal is more reactive than hydrogen

At the anode, oxygen is produced, unless a halide ion is present

25 Acids produce hydrogen (H+) ions in aqueous solution.

26 Aqueous solutions of alkalis contain hydroxide (OH-) ions.

27 pH can be measured using universal indicator or a pH probe.

28 In an aqueous solution; pH 7 is neutral; pH <7 is acidic; pH >7 is alkali

29 (HT) A strong acid is completely ionised in aqueous solution

A weak acid is only partially ionised in aqueous solution

Titrations:

30 The volumes of acid and alkali solutions that react with each other can be measured by titration using a suitable indicator.

31 RP

Titration

22 (HT)

During electrolysis; positive ions gain electrons and negative ions lose electrons

Examples;

Na+ + e-→ Na

2Cl-→ Cl2 + 2e-

Measure out alkali using a pipette into a flask

Add indicator

Add acid to the alkali using a burette until there is a colour change

KS4 KRS 4 Chemistry - Chemical Changes

Key Vocabulary: Metals:

1 What is an oxidation reaction?

2 What is a reduction reaction?

3 What is a displacement reaction?

4 Define soluble:

5 Define insoluble:

6 What is the pH Scale?

7 What is electrolysis?

8 What is an electrolyte?

9 What is an anode?

10 What is a cathode?

Reactions:

11 What happens when a metal reacts with oxygen?

12 What happens during a neutralisation reaction?

13 What happens when a metal reacts with acid?

14 What happens when a metal oxide/hydroxide reacts with acid?

15 What happens when a metal carbonate reacts with acid?

16 Put these metals in order of reactivity: Potassium, copper, zinc, iron, magnesium, calcium, lithium, sodium

Aluminium Extraction:

23 Why is cryolite used?

24 What is produced when oxygen reacts with the carbon electrode?

pH:

17 Which metals are found as the metal itself?

25 Which ion is produced by acids?

26 Which ion is produced by alkalis?

18 How are metals extracted using carbon?

Required Practicals:

19 Making a Soluble Salt Write a basic method:

20 Name the types of salt made from; Nitric acid? Sulfuric acid? Hydrochloric acid?

21 Electrolysis How are molten products predicted? How are aqueous products predicted?

27 How is pH measured?

28 What is the pH of; a neutral solution? an acidic solution? an alkaline solution?

29 (HT) What is the difference between a strong and a weak acid?

Titrations:

30 How are the volumes of acid and alkali solutions that react with each other can be measured?

31 RP Titration Write a basic method

22 (HT) In terms of electrons; What is oxidation? What is reduction?

KS4 KRS 5 Chemistry - Rate and Extent of Chemical Change

Key Vocabulary

1 Exothermic reaction Transfers energy to the surroundings

2 Endothermic reaction Takes in energy from the surroundings

3 Activation energy

The minimum amount of energy that particles must have to react

4 Collision theory Reactions only occur when reacting particles collide with sufficient energy

5 Catalyst Increase the rate of a chemical reaction but are not used up

6 Reversible reaction The products of the reaction can react to produce the original reactants

7 Equilibrium When the forward and reverse reactions occur at exactly the same rate

Factors increasing rate:

12

Required practicals: Reversible reactions and equilibrium :

19 Temperature Changes

23 The direction can be changed by changing the conditions:

24 If a reaction is exothermic in one direction, it is endothermic in the other:

Reaction (Colour

21 Rate of Reaction (Gas Volume)

Add acid to the conical flask, and add the solid quickly; insert the stopper.

Record the volume of gas every 30s Repeat with different concentrations

25 (HT) Le Chatelier’s Principle: if equilibrium is disrupted by changing the conditions, the position of equilibrium moves to counteract the change

26 (HT)

If the concentration of a reactant is increased, more products are formed until equilibrium is reached again

27 (HT) If the temperature is increased, equilibrium will favour the endothermic reaction, if temperature is decreased, equilibrium will favour the exothermic reaction

28 (HT)

For gaseous reactions if there is an increase in pressure equilibrium will favour the side with the smaller number of molecules

KS4 KRS 5 Chemistry - Rate and Extent of Chemical Change

Key Vocabulary

Chemistry - Organic Chemistry and Analysis

Alkanes:

17 Methane CH4

21 Hydrocarbons are separated into fractions; molecules with a similar number of carbon atoms

22 Long chains are collected at the bottom and short chains are collected at the top

23 Fractions can be used as fuel or as feedstock for the petrochemical industry

18 Ethane C2H6

Crude oil is heated to a very high temperature to evaporate it. Fractions condense at different temperatures because they have different boiling points

Long chains are viscous, have high boiling points and are less flammable. Short chains are less viscous, have lower boiling points and flammable

Fuels (shorter chains); e.g. petrol, diesel, kerosene Useful materials (longer chains); e.g. solvents, lubricants

19 Propane C3H8

Cracking:

24 Long hydrocarbons are broken down into shorter, more useful hydrocarbons by cracking

Chromatography RP:

30 Draw a baseline in pencil

Pen would smudge

Add samples of ink to the baseline

20 Butane C4H10

Alkane or Alkene:

25 There are two methods: Catalytic and steam For both; a high temperature is required

26 Alkanes and alkenes are produced

27 Alkenes are used to produce polymers

28 During cracking nothing is lost or gained:

C20H42 → C18H38 + C2H4

C18H38 is an alkane (general formula CnH2n+2)

C2H4 is the alkene, ethene

29 To test for an alkane or an alkene bromine water is added: An alkane is unreactive; bromine water does not change colour; stays brown. An alkene will react with bromine water; bromine water turns colourless

Put the chromatography paper into the solvent; it should not cover the baseline Wait for the inks to separate More soluble substances travel further ��������

Gas Tests:

31 Oxygen; a glowing splint will relight oxygen.

32 Carbon dioxide turns limewater cloudy

33 Chlorine will bleach damp litmus paper white

34 Hydrogen burns rapidly with a squeaky pop

KS4 KRS 6 Chemistry - Organic Chemistry and Analysis

Key Vocabulary Fractional Distillation:

1 What is crude oil?

2 What is biomass?

3 What is plankton ?

4 What is a hydrocarbon?

5 What are alkanes?

6 What is fractional distillation?

7 What is evaporation? 8

18

21 How are hydrocarbons separated?

22 Where would you find long chains? short chains?

Describe fractional distillation: Describe long chains: Describe short chains:

23 Why are fractions useful?

Which chains produce fuels?

Give examples:

Which chains produce other useful products?

Give examples:

19

Cracking:

Chromatography RP:

30 Write a basic method:

Why is pencil used to draw the line?

How is Rf value calculated?

28 During cracking nothing is lost or gained: Complete the equation: C20H42 → ______ + C2H4

Which product is an alkane? Which product is an alkene?

29 How do you test for an alkane or alkene? What are the expected results?

31 What is the test for oxygen?

32 What is the test for carbon dioxide?

33 What is the test for chlorine?

16

34 What is the test for hydrogen?

hemistry (Triple Only) - Alkenes, Alcohols and Polymers

Key Vocabulary:

1 Alkene General formula CnH2n

2 Functional group A group of atoms within a molecule that gives the same chemical properties

3 Alcohols Compounds containing the functional group -OH

4 Fermentation Anaerobic respiration in yeast that produces alcohol and carbon dioxide

5 Carboxylic acids Compounds containing the functional group -COOH

6 Amino acid Molecules that can react by condensation polymerisation to produce polypeptides (proteins)

7 Polypeptide A polymer of a large number of amino acids bonded together in a chain

8 DNA Deoxyribonucleic acid is a large molecule essential for life

Alkenes:

9 Unsaturated: contain a carbon-carbon double bond

The first four alkenes; Ethene, Propene, Butene and Pentene e.g.

Propene

C3H6

Addition Polymerisation:

10 React with hydrogen, water and halogens in addition reactions

Hydrogen requires 150 oC and nickel catalyst

W ater requires 300 oC, 60 atm pressure and a phosphoric acid catalyst

Homologous Series:

12 A Alcohol names Methanol, ethanol, propanol, butanol

13 Alcohol reactions dissolve in water to produce neutral solutions; burn in air to make carbon dioxide + water; react with sodium to produce hydrogen; react with oxidising agents to produce carboxylic acids

14 Uses of alcohols Fuels, solvents, antiseptics and drinks

15 M Making alcohol by fermentation

A renewable method of alcohol production using yeast sugar solution → ethanol + carbon dioxide

19 Monomers with two functional groups react losing a small molecule such as water.

For example: + →

Natural polymers:

20 Different amino acids can be combined in the same chain to produce proteins

16 Carboxylic acid names Methanoic acid, ethanoic acid, propanoic acid and butanoic acid

17 Carboxylic acid reactions

dissolve in water to produce acidic solutions (they are weak acids) react with carbonates to form salts (+ carbon dioxide + water) react with alcohols to produce esters

18 Esters Ethanoic acid and ethanol react to form ethyl ethanoate:

21 Most DNA molecules are; two polymer chains made from four different monomers called nucleotides Formed in a double helix

11 Alkenes can be used to make polymers such as poly(ethene) and poly(propene); named by the monomer

The repeating unit has the same atoms as the monomer

No other molecules are formed

22 Other naturally occurring polymers important for life include;

proteins made from amino acids

starch made from alpha glucose

cellulose made from beta glucose

1 What is the general formula of an alkene?

2 What is a functional group?

3 What are alcohols?

4 What is fermentation?

5 What are carboxylic acids?

6 What are amino acids?

7 What is a polypeptide?

8 What is DNA?

Key Vocabulary: Homologous Series: Alkenes:

9 Why are alkenes described as unsaturated?

10 How do alkenes react with other molecules?

Name the first four alkenes: Draw an example: What conditions are required for the reactions with; hydrogen? water?

Addition Polymerisation:

11 Describe how alkenes are used in additional polymerisation:

Ethene will produce: Propene will produce:

12 Alcohol names Name the first four alcohols:

13 Alcohol reactions What is made when alcohols react with: water? air? sodium? oxidising agents?

19 In condensation polymerisation, how many functional groups does each monomer have?

What is made in the from the polymerisation of these two monomers?

14 Uses of alcohols Give uses of alcohols:

15 Making alcohol by fermentation What is the equation for fermentation?

Natural polymers:

20 How are proteins produced?

16 Carboxylic acid names Name the first four carboxylic acids:

17 Carboxylic acid reactions How does a carboxylic acid react with; water? carbonates? alcohols?

21 How is the structure of DNA described?

18 Esters Draw ethyl ethanoate: How is it formed?

22 Name 3 naturally occurring polymers and the monomers they are made from:

Chemistry (Triple Only) - Alkenes, Alcohols and Polymers

KS4

KRS 6b Chemistry (Triple Only) - Identification of Ions

Key Vocabulary:

1 Cation A positively charged ion

2 Anion A negatively charged ion

3

4

Flames

5 Testing cations

Equipment; Nichrome loop

Bunsen burner

Ethanol

Solid samples (or aqueous)

Cation Results:

Method; Dip the loop in ethanol to clean Dip the loop into the sample

Put the loop into the edge of the blue flame from a Bunsen burner Observe and record the colour of the flame produced

Testing for Cations RP:

12 Sodium hydroxide solution can be used to identify some metal ions (cations)

Results:

Calcium ions form white precipitates

Magnesium ions form white precipitates

Aluminium ions form white precipitates

Aluminium hydroxide precipitate will dissolve in excess

Copper (II) ions forms blue precipitates

Iron (II) ions form green precipitates

Iron (III) ions form brown precipitates

Testing for Anions RP:

13 Carbonates

Instrumental Methods:

16 Elements and compounds can be detected and identified using instrumental methods

17 Instrumental methods are; accurate sensitive rapid

18 Flame emission spectroscopy is an instrumental method used to analyse metal ion solutions

19 In flame emission spectroscopy the sample is put into a flame and the light given out is passed through a spectroscope. The resulting line spectrum identifies the metal ions present and their concentration

6 Lithium (Li+) Crimson

7 Sodium (Na+) Yellow

Iodide

KS4 KRS 6b Chemistry (Triple Only) - Identification of Ions

Key Vocabulary:

1 What is a cation?

2 What is an anion?

3 What is a precipitate?

4 What is effervescence?

Flames Tests RP:

5 Testing cations

Equipment: Method:

Cation Results:

6 Lithium (Li+)

7 Sodium (Na+)

8 Potassium (K+)

9 Calcium (Ca2+)

10 Copper (Cu2+)

11 Why might a false result be produced?

12 Which solution is added?

Precipitate colours:

Calcium:

Magnesium:

Aluminium:

Copper (II):

Iron (II):

Iron (III):

What is different about the precipitate formed by aluminium?

Instrumental Methods:

16 Why are instrumental methods used?

17 What are the advantages of instrumental methods?

18 What is flame emission spectroscopy?

13 Carbonates What is added? Expected result:

19 How is flame emission spectroscopy carried out?

What 2 things about a compound can be identified from a line spectrum ?

Bromide (Br-):

Iodide (I-):

KS4 KRS 7 Chemistry - Atmosphere and Resources

Key Vocabulary:

1 Global Warming

Changes in the Atmosphere:

An increase in the average global temperature

2 Carbon Footprint The total amount of carbon dioxide and other greenhouse gases emitted over the full life cycle of a product, service or event

3 Finite resources Resources which will run out

4 Sustainable Development Development that meets the needs of current generations without compromising the needs of future generations

5 Potable Water Water that is safe to drink

6 Pure Water Contains no dissolved substances

7 Recycle Processing a waste material so that it can be made into new products

8 Desalination Removal of salt

The Early Atmosphere:

9 The theory for the formation of the atmosphere has developed over time; evidence is limited due to a time scale of 4.6 billion years

10 Volcanoes erupted for 1 billion years releasing carbon dioxide to form the atmosphere Water vapour condensed to form the oceans. Nitrogen and small amounts ammonia and methane were also produced.

The Current Atmosphere:

11 For 200 million years, the proportions of gases in the atmosphere have been the same as they are today:

~80% Nitrogen

~20% Oxygen

Small proportions of other gases

12 Oxygen levels increased 13 Carbon dioxide levels decreased

2.7 billion years ago; algae released oxygen by photosynthesis

Later plants also carried out photosynthesis

This allowed animals to evolve

Used by algae and plants in photosynthesis

Absorbed by oceans

Formation of sedimentary rocks and fossil fuels

Greenhouse Gases and Global Warming:

14 Greenhouse gases

Carbon dioxide

Methane Water vapour

Allow short wavelength radiation to pass through; absorb outgoing long wavelength radiation. This causes the Earth’s surface to heat up

15 Humans are increasing global warming. Increased carbon dioxide; burning fossil fuels and deforestation; Increased methane; farming and landfill waste

16 Effects of climate change: Ice caps are melting, rising sea levels, more extreme weather, droughts, extinctions

Other pollutant gases:

17 Complete combustion produces carbon dioxide and water vapour

18 Incomplete combustion occurs when there is not enough oxygen. Carbon monoxide is produced; a toxic gas

19 Soot is produced by incomplete combustion; it causes global dimming

20 Burning sulfur impurities produces sulfur dioxide; causing acid rain

21 Burning nitrogen from air within a hot engine produces nitrogen oxide; causing acid rain

22 (HT) Phytomining; Plants absorb metal compounds; they are harvested and burnt to produce ash containing copper compounds.

23 (HT) Bioleaching: uses bacteria to produce leachate solutions.

Water Treatment:

24 Fresh water in ground, lakes, rivers

Fresh source is chosen; Filtered Sterilised using; UV, ozone or chlorine

25 Salt water Desalination by: Distillation or Reverse Osmosis

26 Sewage Screening and grit removal Sedimentation

Anaerobic digestion of sludge Aerobic treatment of effluent

Water Purification Required Practicals:

27 Analysis

Record the mass of an empty evaporating dish

Pour the sample into the dish Heat until water evaporates Calculate the mass of dissolved solid

28 Purification by distillation

Heat the sample to evaporate the water As it cools water will condense

Life Cycle Assessment:

29 Assess environmental impacts of products; Extracting and processing

Manufacturing Use Disposal

Transport and distribution

KS4 KRS 7 Chemistry - Atmosphere and Resources

Key Vocabulary:

1 What is global warming?

Changes in the Atmosphere:

12 What happened to oxygen levels?

13 What happened to carbon dioxide levels?

Metal Extraction (HT):

22 (HT) What is phytomining?

2 What is a carbon footprint?

3 What are finite resources?

4 What is sustainable development?

5 What is potable water?

6 What is pure water?

7 Define recycle:

8 What is desalination?

The Early Atmosphere:

9 How long ago was the atmosphere formed?

Explain the changes in oxygen levels: Explain the changes in carbon dioxide:

Greenhouse Gases and Global Warming:

14 Name three greenhouse gases:

How do greenhouse gases heat up the Earth’s surface?

23 (HT) What is bioleaching?.

Water Treatment:

24 How is fresh water made potable?

How can water be sterilised?

25 How is salt water treated?

15 How are humans contributing to global warming?

26 What are the stages involved in sewage treatment?

10 How was the early atmosphere formed?

Which gases made up the early atmosphere?

The Current Atmosphere:

11 How long has the atmosphere been similar to how it is now?

What is the composition of the atmosphere now?

16 What are the effects of climate change?

Other pollutant gases:

17 What is produced in combustion?

18 What is incomplete combustion? Which gas is produced?

19 How is soot produced? What problems does this cause?

20 How is sulfur dioxide produced? What problems does this cause?

21 How are nitrogen oxides produced? What problems does this cause?

Water Purification Required Practicals:

27 What are the stages of analysis?

28 What are the stages of purification?

Life Cycle Assessment:

29 What are the stages of a life cycle assessment?

Chemistry (Triple Only) - Using Materials and The Haber Process

Key Vocabulary:

1 Corrosion The destruction of materials by chemical reactions with substances in the environment

2 Electroplating Uses electrolysis to put a thin layer of metal on an object

3 Sacrificial protection A protective layer that is a more reactive metal

4 Galvanize Coat (iron or steel) with a protective layer of zinc

5 Composites Made from two materials; usually a matrix (or binder) and a reinforcement

6 Haber process Used to manufacture ammonia

7 Fertilisers Provide mineral ions needed for healthy growth in plants

Corrosion:

8 Rusting Air and water are required

9 Applying a coating acts as a barrier Coating includes greasing, painting or electroplating

10 Aluminium has a natural barrier Aluminium has an oxide coating which protects it from corrosion

11 Some coatings are reactive A more reactive metal provides sacrificial protection

Ceramics:

12 Most glass we use is soda-lime glass; made by heating sand, sodium carbonate and limestone

13 Borosilicate glass is made from sand and boron trioxide; it has a higher melting point than soda-lime

14 Clay ceramics, including pottery and bricks, are made by shaping wet clay and then heating in a furnace

Alloys:

15 Most metals in everyday use are alloys

Alloys are a mixture of metals: Bronze; copper and tin Brass; copper and zinc

Polymers:

18 Low density and high density poly(ethene) are produced from ethene

16 Gold used as jewellery is usually an alloy

The proportion of gold is measured in carats:

24 carat is 100 % gold

18 carat is 75 % gold

17 Steels; alloys of iron with carbon and other metals

High carbon steel is strong

Low carbon steel is softer

Stainless steels contains chromium and nickel; they are hard and resistant to corrosion

Properties depend on the monomers they are made from and the conditions under which they are made; LD and HD poly(ethene) are produced under different conditions

19 Thermosoftening polymers melt when they are heated

20 Thermosetting polymers do not melt when heated

Haber Process:

They have no bonds between the chains

They have cross-links between chains

21 The raw materials are hydrogen and nitrogen

22 Conditions: iron catalyst, a high temperature, 450 oC and a high pressure, 200 atm

23 The reaction is reversible: nitrogen + hydrogen ⇌ ammonia

24 A compromise pressure is used; a higher pressure would be too dangerous

25 A compromise temperature is used; a lower temperature would slow down rate; a higher temperature would cause the equilibrium to shift towards the reactants

26 On cooling, ammonia liquefies and is collected and removed. Remaining gases are recycled

27 Ammonia produced can be used to produce nitrogen-based fertilisers

28 Compounds of nitrogen, phosphorous and potassium

29 Formulations of various salts containing specific percentages of these elements

30 Ammonia and nitric acid

Are used to manufacture ammonium salts

31 Potassium chloride, potassium sulfate and phosphate rock are obtained by mining.

32 Phosphate rock must be treated with acid to produce soluble salts to be used as fertilisers

KS4 KRS 7a Chemistry (Triple Only) - Using Materials and The Haber Process

Key Vocabulary: Ceramics:

1 What is corrosion?

2 What is electroplating?

3 What is sacrificial protection?

4 What does galvanise mean?

5 What are composites?

6 What is the Haber process?

7 What are fertilisers?

Corrosion:

8 Rusting What conditions are required?

9 Barrier protection Give examples of barriers:

12 How is soda-lime glass made?

13 How is borosilicate glass made? Compare it to soda-lime:

14 How are clay ceramics made?

Alloys: Haber Process:

15 Most metals in everyday use are:

Which metals make bronze? Which metals make brass?

Polymers:

16 Is gold in jewellery an alloy or pure?

How is the proportion of gold measured?

100 % gold is described as:

75 % gold is described as:

18 Low density and high density poly(ethene) are made from which monomer?

17 Steels contain which metal, and which non-metal?

Compare high-carbon and lowcarbon steel:

What is stainless steel?

Why do low density and high density poly(ethene) have different properties?

19 Do thermosoftening polymers melt? Why/Why not?

20 Do thermosetting polymers melt? Why/Why not?

21 What are the raw material?

22 Which conditions are required?

23 What is the equation for the reaction?

24 Why is a compromise pressure used?

25 Why is a compromise temperature used?

28 Which elements form the compounds in NPK fertilisers?

29 NPK fertilisers are formulations of which substances?

30 What is produced from ammonia?

31 Which useful compounds are obtained by mining?

32 Which compounds must be treated with acid to produce soluble salts to be used as fertilisers?

KS4 KRS 1 – Physics: Energy

Key Vocabulary:

1 System An object or group of objects

2 Closed system A system which doesn’t lose or gain any energy

3 Kinetic energy The energy store of a moving object

4 Gravitational potential The energy store due to an object changing height

5 Dissipated Energy that is stored in less useful ways, often described as ‘wasted’

6 Thermal conductivity The rate of heat transfer through an object

7 Renewable Can be replenished, is not used up

8 Fossil fuel Fuels formed from the remains of dead plants and animals from millions of years ago; coal, oil and gas

9 Bio-fuel Fuels from living things

10 Hydroelectricity An energy resource that uses water flowing from a high to low point

11 Geothermal An energy resource that uses natural heat from underground

Conservation of energy:

12 Energy can not be created or destroyed. In a closed system, there is no change in the total energy

Energy:

13 Energy and power Energy has units of joules (J). Power is the amount of energy transferred in a certain time. Power has units of watts (W)

14 Energy stores There are 8 energy stores:

• chemical

• kinetic

• gravitational

• elastic

• thermal

• magnetic

• electrostatic

• nuclear

15 Energy transfers There are 5 energy transfers that move energy from one store to another:

• forces

• electromagnetic waves (such as light)

• sound

• electrically

• heating

16 Wasted energy Whenever there is an energy transfer some energy is dissipated This is wasted energy such as heating up the surroundings

Insulation required practical (TRIPLE ONLY):

18 Add hot water to a beaker

Record the temperature drop over time

Repeat with different layers of insulation or different types of insulation

Energy resources:

19 Renewable energy resources

bio-fuel: reliable wind: no CO2 emissions but it’s not always windy

hydroelectricity: no CO2 emissions but requires an area to be flooded

geothermal: no CO2 emissions but only available in certain regions

tidal: no CO2 emissions but only available in certain river estuaries

solar: no CO2 emissions but unreliable

waves: no CO2 emissions but unreliable

17 Reducing unwanted energy transfers

Lubrication reduces wasted energy when there are moving parts Insulation reduces wasted energy from hot objects

20 Nonrenewable energy resources

fossil fuels: coal, oil and gas release CO2 when burnt causing global warming

nuclear fuels: used to generate electricity but produce dangerous radioactive waste

Physics equations:

KS4 KRS 1 – Physics: Energy

Key Vocabulary

1 What is a system in physics?

2 What is a closed system in physics?

3 What is kinetic energy?

4 What is gravitational potential energy?

5 What does dissipated mean in terms of energy?

6 What is thermal conductivity?

7 What does renewable mean?

8 What are fossil fuels?

9 What are bio-fuels?

10 What is a hydroelectric energy resource?

11 What is a geothermal energy resource?

Conservation of energy:

12 What is the law of conservation of energy?

Energy:

13 What are the units of energy? What is power and what are its units?

14 What are the 8 ways energy can be stored?

Insulation required practical (TRIPLE ONLY):

18 Describe the steps to measure the effect of thermal insulation

Energy resources:

19 List 5 renewable energy resources. Give an advantage or disadvantage for each:

15 What are 5 ways energy can be transferred from one store to another?

20 What are examples of non-renewable energy resources? Give disadvantages for each of these.

Physics equations:

21 What is the equation that links kinetic energy (Ek), mass (m) and velocity (v)?

16 Whenever there is an energy transfer, what always happens to some of the energy?

22 What is the equation that links gravitational field strength (g), gravitational potential energy (Ep), height (h) and mass (m)?

17 Give two ways that wasted energy can be reduced during an energy transfer:

23 What is the equation that links energy (E), power (P)and time (t)?

24 What is the equation that links efficiency, total energy input and useful energy output?

2 – Physics: Electricity

Key Vocabulary:

1 C Current A flow of electrical charge

2 R Resistance

Current and Resistance:

17

RP: investigate the factors affecting resistance

RP: resistance in series and parallel

18

As the length of wire increases, resistance increases

Domestic Electricity:

M Mains electricity

In series the total resistance = R1 + R2

23

Live is brown, neutral is blue and earth is green and yellow stripes. Voltage between live and earth is 230 V with alternating current at 50 Hz.

The earth wire only carries current if there is a fault

In parallel the total resistance is less than the smallest out of R1 and R2

T The National Grid

24

A step up transformer, power lines and step down transformer that transfer energy from power stations to homes.

High voltage in power lines decreases energy losses.

Static Electricity (triple only):

S Static charge

19

S Series and parallel circuits

Series: current is the same all the way round the circuit. The potential difference of the power supply is shared out.

Parallel: the total current is the sum of the currents through the separate paths. The potential difference across each path in parallel is the same.

20

T Thermistor Resistance decreases as the temperature increases. Used in thermostats.

L LDR Resistance decreases as the light intensity increases.

21

Used in light sensors.

RP: I-V graphs Ohmic filament lamp diode conductor

22

25

If two insulators are rubbed together electrons are transferred. Gain of electrons gives a negative charge, loss gives positive. Two objects with the same charge repel and opposite charges attract due to the electrostatic force. 26

E Electric fields There is an electric field around a charged object. With more distance, the field is weaker and the force another charged object experiences is weaker.

The shape of an electric field around a charged sphere:

KS4 KRS 2 – Physics: Electricity

Key Vocabulary:

1 W What is current?

2 W What is resistance?

3 W What is potential difference?

4 W What is a series circuit?

Current and Resistance:

RP: how does the length of a wire affect the resistance?:

Domestic Electricity:

Identify the wires in a plug:

17

18

Circuit symbols:

RP: what is the total resistance in these series and parallel circuits?

23

What type current is UK mains electricity?

What is the voltage and the frequency?

24 Describe the different parts of the National Grid:

What kind of voltage is across the power lines, and why?

Static Electricity (triple only):

How is static electricity created?

19

How does current vary around a series circuit?

How does the voltage across components vary around a series circuit?

How does the total current in a parallel circuit compare to the current in the paths?

How does the voltage across components in different paths of a parallel circuit compare?

What is a thermistor? Give the symbol and a use:

20

25

Why does one object become positively charged and the other negative?

What is the force between 2 charged objects, and when does it lead to attraction or repulsion?

What is the shape of an electric field around a charged sphere?

26

What happens to the field / force with distance?

Physics equations:

21

What is a LDR? Give the symbol and a use: 22

Identify which relationship is for which component:

What is the equation that links:

27 charge flow (Q), current (I) and time (t)?

28 current (I), resistance (R) and voltage (V)?

29 current (I), power (P) and voltage (V)?

30 current (I), power (P) and resistance (R)?

31 energy (E), power (P) and time (t)?

32 charge flow (Q), energy (E) and voltage (V)?

3 – Physics: Particle Model

Key Vocabulary:

1 Melting Change from solid to liquid

2 Freezing Change from liquid to solid

3 Boiling Change from liquid to gas at the boiling point

4 Evaporate Change from liquid to gas at temperatures below the boiling point

5 Condense Change from gas to liquid

6 Sublimate Change from a solid to gas

7 Physical change A change that can be reversed and the material recovers its original properties

Particle model:

Density:

10

Solids have a higher density than gases because the particles are closer together The units of density are kg/m3

Heating graph and specific heat capacity:

A-B solid

B-C melting

11

RP measuring density of a regular solid

17

C-D liquid

12

RP measuring density of an irregular solid

1.find mass using a balance

2.find volume = length x width x height

3.calculate density = mass / volume

1.find mass using a balance

2.find volume by the displacement of water using a measuring cylinder and eureka can

3.calculate density = mass ÷ volume

18

D-E boiling

E-F gas

RP specific heat capacity

1.Record energy supplied and temperature change

2.Calculate specific heat capacity using energy, mass of block and temperature change

Gases:

9

8

solid liquid gas particles touching, neat rows, particles vibrate

13

RP measuring density of a liquid

Internal energy:

1.find mass using a balance

2.find volume using a measuring cylinder

3.calculate density = mass ÷ volume

19

The temperature of a gas is related to the average kinetic energy of the particles

Increasing temperature at constant volume increases gas pressure

TRIPLE ONLY Increasing volume decreases gas pressure

particles touching, move around, random order

particles far apart, random motion at different speeds cannot be compressed, keeps its shape

cannot be compressed, flows to take shape of a container

can be compressed, expands to fill the volume available

14

Internal energy is stored in a system by the particles. Internal energy is the total kinetic and potential energy of the particles.

Heating increases the energy of the particles and either:

• increases the temperature (involving specific heat capacity)

• changes the state (involving latent heat)

20

Gas pressure gives a force at right angles to the walls of a container

Physics equations:

Changes of state

When substances change state (melt, freeze, boil, evaporate, condense or sublimate), mass is conserved (stays the same). These are physical changes

15

Specific heat capacity

The amount of energy needed to raise the temperature of 1 kg of a substance by 1 °C

16

Specific latent heat

Specific latent heat is the energy needed to change the state of 1 kg without a change in temperature. Solid to liquid is fusion and liquid to gas is vapourisation

Equations 22-24 are given on the equation sheet

KS4

KRS 3 – Physics: Particle Model

Key Vocabulary:

1 What is melting?

2 What is freezing?

3 What is boiling?

4 What is evaporation?

5 What is condensing?

6 What is sublimation?

7 What is a physical change?

Particle model:

Solid Liquid Gas

8

How are the particles arranged and what is their movement?

What are properties of solids?

How are the particles arranged and what is their movement?

What are properties of liquids?

How are the particles arranged and what is their movement?

What are properties of gases?

9

Changes of state

Are changes of state physical or chemical changes?

What happens to mass during a change of state?

10

Why do solids have a higher density?

What are the units of density?

Heating graph and specific heat capacity:

17

11 How do you find the density of a regular solid?

Describe the points on the graph: A-BB-CC-DD-EE-F

12 How do you find the density of an irregular solid?

18 Describe the steps to measure specific heat capacity

13 How do you find the density of a liquid?

Density: Internal energy:

What is internal energy?

Gases:

What is the connection between temperature of a gas and the particle movement?

19

14

What two things can happen if heat energy is transferred to a substance?

15 What is the specific heat capacity?

20

How does temperature affect gas pressure?

TRIPLE ONLY

How does volume affect gas pressure?

What direction on the walls of the container is the force caused by gas pressure?

16

What is specific latent heat of fusion?

What is specific latent heat of vapourisation?

Physics equations:

21

What is the equation that links density (ρ), mass (m) and volume (V)?

Physics: Atoms and Nuclear Radiation

What was the first model of the atom before the discovery of the electron?

How is an alpha particle represented in a nuclear equation?

21

2 What is atomic number?

3 What is an isotope?

4 What is the activity of a radioactive substance?

5 What is count rate?

After the electron was discovered, what do we called the next model of the atom?

In this model, where was the positive and negative charge? 12

What did the alpha particle scattering experiment show about the structure of the atom? 13

What did Niels Bohr suggest and how was he proved correct?

14

What sub-atomic particle was discovered second?

What did James Chadwick discover?

15

How many years after the nucleus was first discovered?

22

How is an beta particle represented?

How does the nucleus mass and charge change:

• Alpha decay?

• Beta decay?

• Gamma emission?

23 What is a half

24

What is contamination?

What is irradiation?

16

What unit is activity measured in? What device measures count rate?

17

Alpha α What is it? How penetrating (what can it pass through)? Is it ionising?

18

Beta β What is it? How penetrating? Is it ionising?

19

Gamma γ What is it? How penetrating? Is it ionising?

20

Where does it come from?

25 What is peer review?

– Physics: Forces

Key Vocabulary:

1 Scalar A quantity with magnitude (amount) only

2 Vector A quantity with magnitude and direction

3 Directly proportional

4 Resultant

Resultant forces:

13

A resultant force is a single force that has the same effect as all the original forces

Forces and motion:

17 Typical speeds are: walking = 1.5 m/s; running = 3 m/s; cycling = 6 m/s; sound in air = 330 m/s

RP measuring acceleration

A relationship between two variables when one doubles so does the other

A single force with the same result as a number of forces on an object

5 Displacement Distance with a direction, a vector

6 Velocity Speed with a direction, a vector

Types of Forces:

7 Force is the push or pull on an object. It is a vector quantity. Force is measured in Newtons (N)

8 Contact forces Friction, air resistance, tension, normal reaction force

9 Non-contact forces Gravitational, electrostatic, magnetic

Weight:

10 There is a gravitational field around Earth that causes the force of gravity (weight)

11 Weight is directly proportional to mass. Weight is measured with a spring balance (Newton meter)

12 A single point where the weight of an object can be considered to act is called the centre of mass

14 (HT)

A single force can be resolved into two forces at right angles to each other: force A = force B + force C

18

C

Forces and elasticity: B

15

Changing the shape of an object needs more than one force. Elastic deformation is when an object returns to its original shape. Inelastic deformation is when an object doesn’t return to its original shape

RP extension of a spring

19 (HT)

Change the mass of the trolley or the force pulling the trolley

The momentum before an event equals the momentum after.

This is called the conservation of momentum. Units are kg m/s

16

1.record where the end of the spring is on the ruler

2.add a weight

3.record the extension

4.repeat with more weights

Extension is directly proportional to force, up to the limit of proportionality.

Physics equations:

20

On a distance-time graph, the gradient gives speed and a flat line means stationary

21

On a velocity-time graph, the gradient gives acceleration and a flat line means constant speed.

(HT) the area under the graph gives the distance travelled

22

A falling object accelerates until the resultant force is zero, and it then moves at a constant speed called terminal velocity

Acceleration due to gravity = 9.8 m/s 2

stopping distance

= thinking distance + braking distance

23

Thinking distance depends on speed, tiredness, drugs, alcohol and distractions.

Typical reaction time is 0.2-0.9 s.

Braking distance depends on speed, wet roads, ice, poor brakes and worn tyres.

Newton’s 1st law. If a resultant force is zero:

24

• a stationary object remains stationary

• a moving object continues at constant speed

25

Newton’s 2nd law. Acceleration is directly proportional to resultant force and inversely proportional to mass: F = m a

Newton’s 3rd law.

26

Whenever 2 objects interact, the forces they exert on each other are equal and opposite

5 – Physics: Forces

Key Vocabulary:

1 What is a scalar?

2 What is a vector?

3 What is a directly proportional relationship?

4 What is a resultant force?

5 What is displacement?

6 What is velocity?

Types of Forces:

7 Is force a vector or scalar?

What are the units of force?

8 Name three contact forces:

Resultant forces:

13 What is a resultant force?

14 (HT)

How is a single force resolved into 2 separate forces? force A =

Forces and elasticity:

How many forces are needed to change shape?

Forces and motion:

17 What are typical speeds for walking, running, cycling and sound in air?

18

19 (HT)

RP measuring acceleration Which variables can be changed?

What is conservation of momentum?

What are units of momentum?

15

What is elastic and inelastic deformation?

RP extension of a spring Describe how to carry out the experiment:

20

How do you find speed on a distance-time graph?

What does a flat line represent?

16

What is the relationship between extension and force?

21

How do you find acceleration on a velocitytime graph?

What does a flat line represent?

HT How do you find distance travelled?

9 Name three non-contact forces:

Weight:

10

What causes the force of gravity?

At which point is this no longer true? Physics equations:

What is the equation that links:

27 gravitational field strength (g), mass (m) and weight (W)?

28 distance (s), force (F) and work done (W)?

29 extension (e), force (F) and spring constant (k)?

22

How does a falling object reach terminal velocity?

What is the value for acceleration due to gravity on Earth?

What is stopping distance?

23

What effects thinking distance and braking distance?

What is a typical reaction time?

11

What is the relationship between weight and mass?

How is weight measured?

12 What is the name for the single point through which weight can be considered to act?

30 distance (s), speed (v) and time (t)?

31 acceleration (a), change in velocity (Δv) and time (t)?

32 acceleration (a), mass (m) and resultant force (F)?

33 HT mass (m), momentum (p) and velocity (v)?

24

25

26

– Physics: Waves

Key Vocabulary:

1 Frequency The number of waves in 1 second

2 Wave period The time it takes for 1 wave to complete a cycle

Properties of waves

Calculating wave speed:

6 RP speed of waves in water using a ripple tank

7 RP speed of waves in a solid using a vibrating string

8 Speed of sound in air

3

Amplitude is the maximum displacement from the undisturbed position.

Wavelength is the distance from a point on one wave to the same point on the next wave

In transverse waves the direction of oscillation is at right angles to the wave direction.

Examples of transverse waves are ripples on water and electromagnetic waves

1.measure the length of 10 waves and find the mean

2.measure the time for 10 waves to pass, ÷ 10 for frequency

3.speed = frequency x wavelength

Electromagnetic waves:

4

of

wave direction

In longitudinal waves the direction of oscillation is parallel to the wave direction.

direction of oscillations compression rarefaction

1.turn on the vibration generator and record the frequency

2.measure 1 wavelength

3.speed = frequency x wavelength

1.one person bangs 2 blocks together and the second person times from the sound of blocks to the echo

2.measure distance to the wall and back

3.speed = distance ÷ time

9 Electromagnetic waves are transverse waves that transfer energy from their source to an absorber. They form a continuous spectrum, and they all travel at the same velocity in a vacuum

10

long wavelength low frequency short wavelength high frequency

radio waves microwaves infrared visible light ultraviolet X-rays gamma rays

11 uses television and radio

satellites, cooking food

IR cameras, heaters, cooking food,

RP absorption and emission of infrared

Matt black is the best emitter and absorber of infrared.

fibre optics sun tanning medical imaging medical treatments

12 dangers

premature skin ageing, skin cancer

ionising radiation, mutate DNA causing cancer

13

Shiny silver is the worst emitter and absorber of infrared

Radio waves can be produced by oscillations in electrical circuits.

15

(HT)

16

When radio waves are absorbed by an aerial they create an alternating current with the same frequency 14 (HT)

17

���������������� ������������������������ = 1 ������������������������������������ ���� = 1 ����

Equation 17 is given on the equation sheet

KS4 KRS 6 – Physics: Waves

Key Vocabulary:

1 What is frequency?

2 What is wave period?

Properties of waves

What is amplitude?

Calculating wave speed:

6 RP speed of waves in water using a ripple tank

7 RP speed of waves in a solid using a vibrating string

8 Speed of sound in air

3

What is wavelength?

Describe the method to measure the speed of water waves in a ripple tank:

Describe the method to measure the speed of waves on a string:

Describe the method to measure the speed of sound waves in air:

4

How does direction of oscillation compare to the direction of a transverse wave?

What are examples of transverse waves?

Electromagnetic waves:

9

10

11 uses

What do electromagnetic waves transfer from their source to an absorber?

How does the velocity of different electromagnetic waves in a vacuum compare?

What are the types of electromagnetic wave from long to short wavelength?

What are uses for each type of electromagnetic wave?

How does direction of oscillation compare to the direction of a longitudinal wave?

What is an example of a longitudinal wave?

13

5

14

RP absorption and emission of infrared

What colour is the best emitter and absorber of infrared?

What colour is the worst emitter and absorber of infrared?

What is refraction?

12 dangers

Which electromagnetic waves are dangerous?

What are the dangers?

How can radio waves be produced?

15 (HT)

Where are regions of compression and rarefaction on a longitudinal wave?

What type of electric current is created when radio waves are absorbed by an aerial?

What is the equation that links frequency (f), wavelength (λ) and wave speed (v)?

16

–

Key Vocabulary:

Physics: Lenses, Visible Light and Black Body Radiation TRIPLE ONLY

1 Ultrasound sound waves with a frequency higher than the upper limit of hearing for humans

2 Seismic waves waves in the ground produced by earthquakes

3 Specular reflection reflection from a smooth surface

4 Diffuse reflection reflection from a rough surface causing scattering of light

5 Opaque doesn’t allow light to pass through

6 Transparent allows light to pass through (transmits light)

7 Translucent allows some light to pass through (transmits some light)

RP: Reflection and refraction of waves

Waves can be reflected, refracted or absorbed at the interface between two different materials.

Reflection: The angle of incidence = the angle of reflection

8

Refraction: When a wave changes speed as it moves from one substance to another.

A lens forms an image by refracting light

9 Convex lenses

Convex lenses are represented by:

Parallel rays of light are brought to a focus at the principal focus

The distance from the lens to the principal focus is the focal length

The image produced by a convex lens can be real or virtual.

Lenses: focal point focal point

10 Concave lenses

Concave lenses are represented by:

Concave lenses always give virtual images.

Physics equation:

11

Sound waves (HIGHER TIER):

Sound waves cause vibrations when they travel through solids.

Visible light:

Each colour of the visible light spectrum has its own wavelength and frequency

12 (HT)

Ears work by converting sound to vibrations, but it only works for limited frequencies. The human hearing range is 20 Hz to 20 kHz.

15

The colour of an opaque object depends on which wavelengths (colours) are reflected or absorbed.

If all colours are absorbed, an object appears black.

13 (HT)

The reflection of ultrasound waves is used for medical and industrial imaging. The waves are partially reflected when they meet a boundary. Echo sounding is used to detect objects in deep water and measure water depth.

Seismic waves are produced by earthquakes. They provide evidence for the Earth’s core. There are 2 types:

16

A colour filter transmits some wavelengths of light and absorbs others

Black body radiation:

All objects emit and absorb electromagnetic radiation.

A perfect black body emits and absorbs all radiation.

14

(HT)

P-waves S-waves

• longitudinal

• travel at different speeds in solids and liquids

• transverse

• cannot travel through liquids

17

The intensity and wavelengths of emitted radiation depends on the temperature of an object.

HT If radiation is absorbed at the same rate as it is emitted, an object has a constant temperature. If it absorbs radiation faster than it emits, the temperature increases

6a – Physics: Lenses, Visible Light and Black Body Radiation TRIPLE ONLY

Key Vocabulary:

1 What is ultrasound?

2 What are seismic waves?

3 What is specular reflection?

4 What is diffuse reflection?

5 How does light behave with an opaque object?

6 How does light behave with a transparent object?

7 How does light behave with a translucent object?

RP: Reflection and refraction of waves

What 3 things can happen when a wave reaches the interface between two materials?

Reflection: What is the relationship between the angle of incidence and the angle of reflection?

Lenses:

9 Convex lenses

What is the focal point / principal focus?

What is the focal length?

Do convex lenses give real or virtual images?

10 Concave lenses

Do concave lenses give real or virtual images?

8

Refraction: Why does refraction happen?

What is a use of refraction?

Physics equation:

11

What is the equation that links image height, magnification and object height?

Sound waves (HIGHER TIER):

What do sound waves create in solids?

12

(HT)

What is the human hearing range?

What are uses of ultrasound?

13

(HT)

How does ultrasound produce images?

Visible light:

What is different about each colour of the visible spectrum?

15

What causes the colour of an opaque object?

What makes an object appear black?

What does a colour filter do?

16

Black body radiation:

What is a perfect black body?

14

(HT)

What produces seismic waves?

What do they provide evidence for? describe P-waves describe S-waves

17

How does temperature affect the radiation emitted by an object?

In terms of absorption and emission of radiation, how can an object:

• have a constant temperature?

• increase in temperature?

KRS 7 – Physics: Magnetism and Electromagnetism

Key Vocabulary:

1a Magnetic field

Electromagnetism:

The region around a magnet where a force acts on a magnetic material

2 Compass A small bar magnet that can rotate and point in the direction of Earth’s magnetic field

3 Solenoid A coil of wire

Permanent and Induced magnets

Permanent magnets

Magnetic force is a non-contact force.

7

A current in a wire creates a magnetic field in circles around it: 8 A wire shaped into a solenoid increases the field strength: 9 A solenoid with an iron core is called an electromagnet:

More current = stronger field The shape of the field is strong and uniform inside, and similar to a bar magnet outside Adding an iron core increases the strength of the magnetic field.

5

4

Two like poles repel Two opposite poles attract.

Permanent magnets produce their own magnetic field

The magnetic field and magnetic force is strongest at the poles.

The shape of the field is found by repeatedly placing a compass next to the magnet.

Induced magnets

A material that is only magnetic in a magnetic field is called an induced magnet

6

They only experience attraction, and lose most/all of their magnetism away from the magnetic field.

permanent

Magnetic materials are: iron, cobalt, steel and nickel:

10 (HT)

When a wire carrying a current is placed next to a magnet, they exert a force on each other. This is called the motor effect

Fleming’s left hand rule shows the motion of a wire due to the motor effect:

12 (HT)

A coil of wire carrying a current in a magnetic field rotates.

This is the basis of an electric motor:

The strength of the force depends on:

• the current

• the length of the wire

11 (HT)

Motor Effect: Physics equation:

13

• the magnetic flux density

The direction of the force can be reversed by reversing the current or the poles of the magnet

This equation is given on the equation sheet

7 – Physics: Magnetism and Electromagnetism

Key Vocabulary:

1 What is a magnetic field?

2 What is a compass?

3 What is a solenoid?

Permanent and Induced magnets

Permanent magnets

Is a magnetic force a contact or non-contact force?

4

Which two poles will attract and which will repel?

What is a permanent magnet?

Where is the magnetic field the strongest?

5

How do you find out the shape of its magnetic field?

Induced magnets

What is an induced magnet?

6

Do they experience attraction, repulsion or both?

What are four magnetic materials?

7 What is the shape of the magnetic field around a wire?

8 Solenoids:

What is a solenoid?

What is the magnetic field inside the solenoid like?

9 Electromagnets:

What is an electromagnet made of?

How is the magnetic field from a wire increased?

What is the field around a solenoid similar to?

Motor Effect:

Electromagnetism: 10

(HT)

What do the thumb, first finger and second finger represent in Fleming’s left hand rule?

What are the parts of an electric motor?

What three things does the strength of the force on a wire in a magnetic field depend on?

12

(HT)

11

(HT)

How can the direction of the force be reversed?

Key Vocabulary:

1 Induced potential A potential difference created by moving a magnet next to a wire

2 Direct current (dc) Current that flows in one direction

3 Alternating current (ac) Current that continually changes direction

Loudspeakers (HT):

Loudspeakers and headphones use the motor effect

Induced potential (HT):

6 The generator effect

7 Alternators

An alternator has a rotating magnet next to a coil, or a rotating coil next to a magnet.

8 Dynamos

A dynamo is the same as an alternator except it has a split-ring commutator to generate direct current:

9 Microphones

5

4

They convert variations in an electric current into pressure variations in sound waves

1.the current in the coil creates a magnetic field

2.this interacts with the permanent magnet to give a magnetic force

3.this force moves the cone

4.the moving cone creates sound waves in the air

A change in magnetic field next to a conductor creates an induced potential

This generates a current in a circuit – the generator effect

The magnetic field from the induced current opposes the original change.

The effect is increased with: a stronger magnet; more turns on the coil; faster movement

Transformers (HT):

It uses the generator effect to generate alternating current:

1.changes in air pressure due to sound waves make the cone vibrate

2.the movement of the coil next to the magnet induces a pd and generates a current

3.the size and direction of the current matches the sound wave vibrations

A transformer is made from a primary coil, secondary coil and iron core (because iron is a magnetic material):

11

split-ring commutator 10

If a transformer was 100 % efficient, electrical power output would equal power input (see equation 14).

High voltage (�������� ) is used for power lines because it reduces the current (�������� ). A lower current means less energy is lost as heat to the surroundings.

A transformer works because:

1.an alternating current in the primary coil

The ratio of the turns on each coil matches the ratio of the potential differences across each coil.

12

2.causes an alternating magnetic field in the iron core

both equations are given on the equation sheet

7a – Physics: Induced Potential TRIPLE ONLY all higher tier

Key Vocabulary:

1

What is induced potential?

Induced potential (HT):

6 the generator effect

7 alternators

What is an alternator made of?

8 dynamos

How is a dynamo different to an alternator?

9 microphones

2

What is direct current (dc)?

What is alternating current (ac)?

3

Loudspeakers (HT):

What do loudspeakers or headphones convert electric current into?

What needs to happen next to a conductor to create an induced potential?

What is the direction of the magnetic field from the induced current?

What sort of current is generated?

What sort of current is generated?

4

What effect do they use?

Describe how electric current is turned into sound waves by a speaker:

How can the size of the generated current be increased?

Transformers (HT):

What is a transformer made of?

11

Describe how a microphone converts sound waves into an electric current:

What is the relationship between the ratio of the turns on each coil and the ratio of the potential difference across each coil?

If a transformer is 100 % efficient what is the power output compared to power input?

Why is a high voltage chosen for power lines?

Describe how a transformer works:

Key Vocabulary:

1 Solar system The Sun and everything that orbits it

2 Satellite An object that orbits another body

3 Nebula A cloud of gas and dust

4 Fusion When two small nuclei join to form a larger nucleus, releasing large amounts of energy

5 Equilibrium When two opposite forces are balanced

6 Supernova The explosion of a massive star

7 Galaxy A group of billions of stars, held together by gravity

Our solar system

Our solar system contains:

• one star (the sun)

Life cycle of a star:

A star’s life cycle is determined by the size of the star.

Red shift:

The light from distant galaxies shows an increase in wavelength (red shift).

Since 1998, observations of supernovae show that the further away the galaxy, the bigger the red shift

15

11

8

• eight planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune)

• dwarf planets

• natural satellites such as moons

It is part of the Milky Way galaxy

Planets and satellites have circular orbits due to a gravitational force.

12

At the start of a star's life cycle, the dust and gas drawn together by gravity causes fusion reactions to make a protostar

All of the chemical elements have been formed by fusion in stars or supernovae:

16

This means that more distant galaxies are receding (moving away from us) ever faster:

9

10 (HT)

Planets orbit the sun, and moons orbit planets. Moons are also called natural satellites

Humans have also launched artificial satellites

Orbital motion

• even if speed is constant, velocity is changing because velocity is a vector quantity

• for a stable orbit, the radius must change if the speed changes

13

• nuclear fusion in main sequence stars forms elements up to iron

• elements heavier than iron are formed during a supernova

The red shift of distant galaxies provides evidence that space itself (the universe) is expanding and supports the Big Bang Theory

Big Bang Theory suggests that the entire universe began from a small region that was extremely hot and dense.

There is still much about the universe that is not understood. For example, dark mass (or dark matter) and dark energy make up much of the universe but scientists do not yet know what they are…

14

In a main sequence star, there is an equilibrium between gravitational collapse of a star and expansion due to fusion energy:

17

1 What is the solar system?

2 What is a satellite?

3 What is a nebula?

4 What is nuclear fusion?

5 What is an equilibrium?

6 What is a supernova?

Life cycle of a star: 11

• when it is about the same size as the Sun?

• when it is much bigger than the Sun?

Red shift:

How is the wavelength of light from distant galaxies changed?

How does red shift vary with the distance of galaxies?

15

What did astronomers observe to get this evidence, and when did the observations start?

What

contained in

What force causes orbital motion?

What is the difference between natural and artificial satellites?

12

What is a protostar?

What causes fusion to begin in a star?

What are the two ways the chemical elements are formed by stars?

13

What is the heaviest element formed by the first method?

14

10 (HT)

For a stable, circular orbit what happens if the speed changes?

In a main sequence star, why is it in equilibrium?

16

What provides evidence for the Big Bang theory?

What does Big Bang theory say about:

• space (the universe)?

• the beginning of the universe?

What do we still not understand about the universe?

17

SCIENCEPHYSICS 448

– Physics Equations

You should be able to recall and apply equations 1 to 23. You will be given equations 24 to 35 in exams on the Physics equation sheet.

Equations in red are for triple science physics only.

NEED TO BOOK KN W

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