i did then what i knew how to do. now that i know better

“I did then what I knew how to do. Now that I know better, I do better.”

Maya Angelou(research who she is)

Year 10 Knowledge Organiser Autumn 1 2020

Contents Page

2

Year 10 Autumn 1 Knowledge Organiser 2020

Timetable 3

Examples of activities 4

Subject: English 5

Subject: Maths 6

Subject: Biology 8

Subject: Chemistry 10

Subject: Physics 11

Subject: History 12

Subject: Geography 13

Subject: Spanish 15

Subject: French 17

Subject: Mandarin 19

Subject: RE 20

Subject: Art 22

Subject: Music 23

Subject: Performing Arts 24

Subject: Astronomy 25

Subject: PE 26

Subject: Sports Science 27

Subject: Design & Technology 28

Subject: Food & Nutrition 30

Subject: Engineering 32

Subject: Construction 33

Subject: Computer Science 34

Subject: Information Technology 35

Subject: Business 36

Subject: Hair & Beauty 37

Subject: Health & Social Care 38

Subject: Media 39

3

You are expected to study the subjects shown on your timetable each day.

Each day use a page of your exercise book to evidence your work: half a page per subject.

Homework Timetable

Week starting

14th September

Subject 1 Subject 2 Signed

Off

Monday English Maths

Tuesday Option A Option B

Wednesday Option C Biology

Thursday Chemistry Physics

Friday English Maths

Week starting

21st September


Off






Week starting

12th October


Off






Week starting

5th October


Off






Week starting

19th October


Off







You can use your KOs and book in a variety of ways (see next page) but you should not just copy from the Knowledge Organiser into your book.

Your teacher will tell you how they would like you to use your Knowledge Organiser each week. These instructions will appear on Class Charts. You should always mark your work using a different coloured pen

Your teacher may follow up your Knowledge Organiser work with an online activity that uses the knowledge you have been studying.

Look, Cover, Write, Check

Step 1: Read the part of the section

you want to remember.

Step 2: Read it again.

Step 3: Read it aloud.

Step 4: Cover the part you are

remembering with your book.

Step 5: Write as much as you can

remember in your exercise book.

Step 6: Check your answers with a

tick for correct answers or a cross for

incorrect.

Step 7: Correct your mistakes with

the information from that section.

Mind Mapping

Step 1: Read the part of the section

you want to remember.

Step 2: Draw a mind map with the

key information.

Step 3: Add and extra information

that provides more detail about the

topic

Step 4: Check your answers using the

information in all three sections of

the Knowledge Organiser.

Step 5: Correct any mistakes

Explaining a Diagram

Step 1: Read, cover and recreate the

diagram.

Step 2: Write a paragraph explaining

what is happening in the diagram

and give

specific examples.

Step 3: Check your answers using

your class notes or ask your teacher

to check in your next lesson.

Step 5: Correct any mistakes

4


Examples of Activities

Plot summary

Act 1

Set in April 1912, Brumley (Midlands). The Birling family and Gerald Croft are celebrating Sheila Birling’s engagement to Gerald Croft with a dinner. Mr. Birling lectures his son, Eric Birling, and Gerald about the importance of every man looking out for himself if he wants to get on in life. Edna (the maid) announces that an inspector has arrived. Inspector Goole says that he is investigating the death of a young woman who committed suicide, Eva Smith. Mr. Birling is shown a photograph of Eva and, after initially denying recognising the woman in the photo, he remembers firing her in 1910 for organising a strike over workers’ pay. Sheila recalls also having Eva sacked about her manner when served by her in an upmarket department store. The Inspector reveals that Eva Smith changed her name to Daisy Renton. Gerald reveals to Sheila he had an affair with Daisy Renton.

Act 2

Gerald explains to the Inspector that he had an affair with Eva but hasn’t seen her since he ended their relationship back in Autumn 1911. Sheila gives her engagement ring back to Gerald. The Inspector turns his attention to Mrs. Birling. She confesses that she also had contact with Eva but that Eva gave herself a different name. Eva approached a charity chaired by Mrs. Birling to ask for help. Eva was desperate and pregnant but help was refused by Mrs. Birling because she was offended by the girl calling herself Mrs. Birling. She tells Eva that the baby’s father should be made entirely responsible. She also tells Inspector Goole that the father should be held entirely responsible and be made an example of.

Act 3

Eric is revealed as the father. He stole money from Mr. Birling’s office to provide money to Eva. The Inspector delivers his final speech. After he leaves, the family begin to suspect that he was not a genuine police inspector. A phone call to the Chief Constable confirms this. Next, they phone the infirmary to be informed that no suicide case has been brought in. Mr. Birling, Mrs. Birling and Gerald congratulate themselves that it was all a hoax and they can continue as before. This attitude upsets Sheila and Eric. The phone rings. Mr. Birling announces to the family that a girl has just died on her way to the infirmary and a police officer is coming to question them.

Character Purpose Adjectives

Inspector Goole Priestley’s mouthpiece; advocates social justice.

Righteous, powerful, unconventional, imposing, sardonic and mysterious.

Arthur Birling Businessman and capitalist who is against social equality. A self-made man (new money).

Arrogant, pompous, selfish, stubborn, prejudiced and overconfident.

Sybil Birling Husband’s social superior; believes in personal responsibility.

Cold, supercilious, prejudiced and remorseless.

Sheila Birling Changes her views and pities Eva. Regrets her actions.

Curious, compassionate, astute, remorseful and sensitive.

Eric Birling Drinks too much; regrets his actions.

Reckless, immature, frustrated and compulsive.

Gerald Croft Businessman engage to Sheila andpolitically close to Birling.

Evasive and pragmatic.

Eva Smith Comes to represent victims of social injustice.

Emblematic, vulnerable, principled.

Context

1912Just before the sinking of the Titanic and a couple of years before WW1. British society was completely divided by class. Those with the most money had the most power. Only men who owned property could vote; women couldn’t vote. There weren’t really any state benefits which is why charities were so important. Things were beginning to change: there was miner’s strike in 1912 (the largest the country had ever seen) and the Labour Party formed in 1906 to represent the interests of the working class.

WomenWomen in 1912, regardless of social class, were seen as second-class citizens – a fact underlined by their lack of a right to vote. Working class women were worst off than rich women. They were paid much less than men for doing the same work and were often seen as “easy prey” for rich young men to harass. In 1903 the Women’s Social and Political Union (WSPU) was founded by Emmeline Pankhurst. It was a women-only organization that campaigned for the vote for women to help them gain more rights. The suffragettes fought to bring equality for women. All women over 21 got the right to vote in 1928.

WW1 (1914-1918)WW1 was a watershed moment in European history. Millions died and many returned from the war with both physical and mental injuries. Survivors were disillusioned and felt betrayed by the men who sent them to war. Priestley described the war as a ‘huge, murderous public folly’ and felt that ‘the British command specialized in throwing men away for nothing’. He fought in the war and lost many friends and cited the war as the cause for his prejudice against the ruling class. WW1 was known at the time as “The war to end all wars” but just over 30 years later the world was at war again.

The Beveridge Report (published 1942)Proposed the creation of a Welfare State. Called for a nationalised healthcare service (NHS) and free education including university. The Labour Party adopted the report as part of their election pledges of 1945.

1945Following the end of WW2, there was an increased desire for major changes in society. People had lived through rationing, the blitz and Voters (especially returning service-people and the working class) did not want to return the old way of doing things which many people blamed for the problems in the 1930s. There was a general election and Winston Churchill’s Conservative party lost to the Labour party led by Clement Atlee. Atlee’s government set up the welfare state which included the NHS.

Themes

Responsibility Capitalism V Socialism

Key methods

Dramatic Irony The audience knows what the characters don’t.

Cyclical Structure A text that starts and ends in the same way or place.

Entrances and Exits When characters enter or leave the stage –provides tension.

Foreshadowing Hinting at later events.

Symbolism Using a character or object to represent a wider idea.

Use of sound Use to interrupt characters or create disruption e.g. the phone call.Inequality Power and Manipulation

English Y10 Autumn Term

6

YR10 F Autumn 1 Maths

Expand Double Brackets

Factorising-putting brackets back in

Factorising double Brackets

(𝑥+2)(𝑥+3)

Substitution:

EGs

Equation of this line is y = 4x + 2

6

7

Yr10 H Autumn 1

1. Standard Form 𝑨 × 𝟏𝟎𝒃

𝑤ℎ𝑒𝑟𝑒 𝟏 ≤ 𝑨 < 𝟏𝟎, 𝒃 = 𝒊𝒏𝒕𝒆𝒈𝒆𝒓

8400 = 8.4 x 103

0.00036 = 3.6 x 10−4

2. Multiplying or

Dividing with

Standard Form

Multiply: Multiply the numbers and add

the powers.

Divide: Divide the numbers and subtract

the powers.

𝟏. 𝟐 × 𝟏𝟎𝟑 × 𝟒 × 𝟏𝟎𝟔 = 𝟖. 𝟖 × 𝟏𝟎𝟗

𝟒. 𝟓 × 𝟏𝟎𝟓 ÷ 𝟑 × 𝟏𝟎𝟐 = 𝟏. 𝟓 × 𝟏𝟎𝟑

3. Adding or

Subtracting with

Standard Form

Convert in to ordinary numbers,

calculate and then convert back in to

standard form

𝟐. 𝟕 × 𝟏𝟎𝟒 + 𝟒. 𝟔 × 𝟏𝟎𝟑

= 𝟐𝟕𝟎𝟎𝟎 + 𝟒𝟔𝟎𝟎 = 𝟑𝟏𝟔𝟎𝟎

= 𝟑. 𝟏𝟔 × 𝟏𝟎𝟒

7

SEPARATE BIOLOGY ONLY

Section E: Pyramids of number and biomass

A pyramid of numbers shows how many organisms are present at

each trophic level, representing the size of the population but

they aren’t the most accurate representation, particularly if there

is a large producer or many predators.

Pyramids of numbers show the biomass of organisms (stored

energy in the tissues) at each trophic level of the food chain.

These are always pyramid shaped and each bar should be to scale.

8

GCSE Biology (Combined and Separate) Topic 7: Ecosystems

Section A: Key Vocabulary

Vocabulary Definition

1

CommunityAll the different organisms living in

the same place.

Habitat The place where an organism lives.

PopulationThe number of organisms of one

species living in a habitat.

MicrohabitatSmall area in a habitat where

organisms live.

Abiotic factor

The non-living factors of the

environment e.g. temperature,

light, pH, humidity

Biotic factor

The living factors of the

environment e.g. plants, animals,

bacteria, fungi

Environment The surroundings of an organism.

2

Producer

Organism which produces its food

by using energy from the sun (e.g.

Plants by photosynthesis).

ConsumerOrganism that obtains its energy by

eating other organisms

Predator

Organism which obtains its energy

by consuming other organisms but

not producers.

Top predatorOrganisms that obtain their energy

by hunting predators.

HerbivoreOrganisms that obtain their energy

by eating producers only

Carnivore

Organism which obtains its energy

by consuming other organisms but

not producers.

Omnivore

Organism which obtains their

energy by consuming both

producers and consumers

Interdependence

Organisms relying upon each other

for their food and their survival

Section C: Predator-prey cycle

The population size of predators and prey are interlinked. When prey increases so

does the predator and the same for when it decreases.

Section B: Food chains and websFood chains show what an organism eats and

the transfer of energy between organisms.

Food webs are a set of interlinked food chains

that show the feeding relationships of

organisms more realistically than food chains.

Section D: Energy losses in a food chainThe amount of available energy decreases at every step in a food

chain. Some energy goes into growth in biomass and the production of offspring, but most is used up in other ways:

• Sunlight is reflected off leaves instead of being used for photosynthesis • Energy is lost through respiration as heat • Energy is lost because of excretion and defecation • Energy is used for movement and transport

8

GCSE Biology (Separates only) Topic 7: Food production

and decay

Section B: DecayDecay is an important part of cycles (such as

the carbon cycle) as it returns nutrients back

to the earth. This is carried out by

decomposers such as bacteria, micro-

organisms, insects (e.g. flies) and fungi.

Four conditions are required to optimise the

rate of decay:

• Warm temperature to increase the rate of

reaction in enzymes

• Good supply of oxygen for aerobic

respiration

• Moist environment as water is needed for

biological processes

• Large numbers of decomposers for a

faster rate

Section C: Required practical on decayYou can investigate decay by observing the

action of the enzyme lipase on a sample of

milk that has been made alkaline. When

lipase breaks down the milk, the pH of the

milk decreases.

The practical looks at how temperature

affects the rate of decay. In it, an indicator

dye called phenolphthalein is used. It has a

pink colour when the pH is around 10 but

becomes colourless when the pH falls below

8.3.

The diagram to the right shows the method

for the investigation.

The time is recorded for how long it takes the

milk to change from pink to white at a range

of temperatures, hence showing how long it

takes for lipase to break down the milk.

The rate of decay can be calculated by 1000 ÷

time to decay.

Section A: Food productionMany factors can affect food supply:

● Population growth ● Specialised/traditional diets ● Lack of space

● Pests and pathogens affecting livestock and crops ● War ● Cost of farming

Sustainable methods of food production are needed to ensure that the food supply

meets the demand. This involves making enough food without using resources faster

than they renew. There are three methods that you need to know about.

1. Fishing quotas

Overfishing reduces fish stocks in the ocean meaning there’s less fish to eat, food

chains are affected and some species may disappear altogether. To combat this, there

are limits on the number and size of fish that can be caught in certain areas and net

hole sizes are increased to allow small, younger fish to escape and grow to let the

population recover.

2. Factory/battery farming

Battery farming means that animals share small cages which reduces the energy lost

but not everyone agrees with this

3. Biotechnology

Mycoprotein is a type of protein produced from fungi and can be used in meat

substitute products such as Quorn. A fungus called Fusarium is the main source and is

grown in large fermenters. Glucose syrup is added as a food source for the fungus and

oxygen for aerobic respiration along with nitrogen and other essential minerals are

added to improve growth. The temperature and pH is monitored for optimal

conditions. Once ready, the fungal biomass is harvested, purified and dried and then

other flavourings and ingredients can be added to produce the final product.

Genetic engineering can also be used for sustainable food production which will be covered in topic 6.

Advantages Disadvantages

Less energy is lost from the food chain, so more is available for human consumption.

There is a greater risk of disease spreading through the animals as they are in close

contact.

It is less labour intensive, as the animals are all contained in a limited area.

Some people feel that the technique is inhumane or cruel to the animals

There is less risk of attach from predators such as foxes.

Some people believe that the quality of the product is poorer.

The production costs are cheaper.

9

10


Tier 2 Keywords DefinitionQuantity The amount of something

Frequency The amount of times something

happens over time

Tier 3 Keywords DefinitionRate of reaction The rate at which reactants are being

turned into products

Reactant What is used in a chemical reactionProduct What is made in a chemical reaction

Activation energy The minimum energy required for a chemical reaction to take place

Collision theory The theory that states for a chemical reaction to happen, particles must collide with sufficient energy

Concentration The number of particles in a given

volume

Enzyme A biological catalyst

Chemical decomposition

The breaking down of a chemical to form new products

Precipitate A solid formed from a solution

GCSE Chemistry (Combined and Separate)

Section B: What is rate of reaction?

The rate of reaction is the speed at which a chemical reaction

is happening. e.g. Rusting = Slow reaction

Firework = Fast reaction

Rates can be calculated by either measuring the quantity of

reactant used or the quantity of product made in a certain

length of time. (quantities measured in mass (g) or volume

(cm3). Fast reactions have a high g/cm3 value

These quantities can be plotted against time to show how

mass or volume changes over time.

Here you can see

how the quantities

of reactants change

over time as they

form the new

product until no

reactants are left.

Section B: Collision theoryReactions occur when particles

collide with a certain amount of

energy. The energy required for

each reaction is different and is

called the activation energy.

The rate of reaction depends on

the frequency of collisions per

unit of time and the energy they

have. The more collisions per

second the more likely they are to

react. If particles collide with less

energy than the required amount they will not react. Section D: Measuring rate of reaction

Here are three examples of measuring rate of reaction:

Measuring of volume

of gas produced over time

e.g. decomposition

of hydrogen peroxide

Accurate unless too much

gas escapes to be measured

Measuring the change in

mass in a chemical

reaction over time, like a

gas product escaping

the container

e.g. marble chips and acid

Most accurate method

Time taken for precipitate

to cover a cross. Rather than

measuring at intervals this looks

for an end point of the reaction.

The timer is stopped when there

is enough cloudy solid product

to cover the cross. e.g. sodium thiosulphate and acid

People might not agree on the exact point the cross ‘disappears’ so

this can be open to opinion (subjective). You also can’t plot a rate

of reaction graph from this as you only have an end point.

Section C: Factors affecting rate of reaction

There are 4 ways that we can change the rate of reaction:

1.Temperature Increasing temperature

increases the overall energy of the particles,

also causing them to move around faster.

This means there are more successful

collisions per second and a faster low temp high temp

rate of reaction.

2. Concentration/Pressure Increasing the concentration of a liquid means

more particles in a given volume, so there are more collisions between

particles a second. Increasing the pressure of a gas has the same effect,

forcing the particles into a smaller volume and making the particles more

concentrated.

3. Surface area As reactions occur when particles collide, particles in the

centre of materials will not react unless they are exposed. Increasing the

surface are of a solid (by breaking into smaller pieces) means there are

more surfaces for particles to collide against, meaning more collisions per

second.

4. Catalysts A catalyst is a chemical which increases the rate of a

reaction without being used up itself. They do this by providing an

alternative reaction pathways that has a lower activation energy.

This can also reduce cost.

This graph shows the

amount of energy in the

reactants and products,

you will see more

examples of them later.

Topic 8: Rate of chemical

change - part 1

Section C: Longitudinal Waves

A longitudinal wave is any wave where the

vibrations are parallel (in the same direction) to

the wave direction.

e.g. Sound waves


Tier 2 Vocabulary Definition

AmplitudeThe maximum displacement of a point on a

wave from its undisturbed position

FrequencyThe total number of waves per second.

Measured in hertz (Hz)

Longitudinal waveA wave in which the vibrations are parallel

to the direction of energy travel

Period The time taken for one wave to pass

Transverse waveA wave in which the vibrations are at right

angles to the direction of energy travel.

WavelengthThe distance from a point on one wave to

the equivalent point on the adjacent wave.


Compression

(longitudinal wave)

The part of a longitudinal wave which is

squashed together

Diffuse reflectionReflection from a rough surface causing

scattering

Rarefaction

(longitudinal wave)

The stretched out part of a longitudinal

wave

ReflectionA wave bouncing back as it hits the

boundary between two materials

Refraction

When a wave changes direction as it hits a

boundary at an angle and moves to a

medium that is more or less optically

dense. The change in direction is caused by

a change in speed.

Seismic waves

A wave which travels through or over the

surface of the Earth when an earthquake

happens.

Specular reflectionReflection from a smooth surface in a

single direction.

UltrasoundSound waves above 20 00 Hz in frequency

(above the human range of hearing).

Separate only - Section F: Reflection

The diagram above shows how a ray of light is reflected

by a mirror. It shows the law of reflection:

Angle of incidence = Angle of Reflection

Section B: Transverse Waves

A transverse wave is any wave where to vibrations

are perpendicular (at 90°) to the wave direction.

e.g. Light waves.

Amplitude

Wavelength

Wave direction

Vibrations

Trough

Peak

Compression

Rarefaction

Wave direction

Vibrations Separate only - Section G: Refraction

As the wave passes from one material into another, the

speed of the wave changes. This causes the wave to

change direction.

Section D: Time period

Time period and frequency for a wave are related

by the following equation: T = 𝟏

𝒇

Where: “T” is time period (s)

‘f’ is frequency (Hz)

Normal

Angle of Reflection

Angle of Incidence

Incident ray

Reflected ray

Mirror

Normal

Angle of Incidence

Angle of Refraction

Incident ray

Refracted ray

Section E: Wave equation

Wavelength, wave speed and frequency for a wave

are related by the following equation: V = f λ

Where: “v” is wave speed (m/s)

‘f’ is frequency (Hz)

‘λ’ is wavelength (m)

11GCSE Physics (Combined and Separate) Topic 8: Wave Properties

12

A: Treaty of Versailles Key Vocabulary

Treaty An agreement between two or more countries

Disarmament The process of reducing the weapons and armed

forces of a country.

Idealist A person who is guided by ideas rather than

practical considerations.

Realist A person who is guided by practical considerations.

Conscription When a government makes it compulsory to join

the armed forces

Versailles The location of a French palace where the Treaty

ending World War One was signed.

Georges

Clemenceau

The Prime Minister of France 1917-1920.

David Lloyd

George

The Prime Minister of Britain 1916-1922

Woodrow

Wilson

The American President 1913-1921

Self-

determination

When countries were given the independence to

rule themselves.

Demilitarised The removal of armed forces from a area.

Anschluss The joining of Germany and Austria together to

work

League of

Nations

A group of countries who work together to try to

avoid another war.

Fourteen

Points

Fourteen principals written by Woodrow Wilson as

a basis of the treaty.

Diktat An order imposed on people without popular

consent.

Reparations Compensation payments made by one country to

another.

B: Treaty of Versailles Key Facts

Questions: Answers:

When did

fighting end in

World War

One?

11th November 1918

When was the

Treaty of

Versailles

signed?

28th June 199

What did the

allies want?

France – Revenge. High reparations

to pay for the damage to French

land and industry. Crush Germany

to prevent another attack.

GB – Revenge for the British

people. But wanted Germany to be

able to Trade. Reduce Germany’s

navy

America – A just peace. 14 points –

Self determination, Freedom to the

Seas.

What were the

terms of the

Treaty?

Loss of Land – Alsace Lorraine,

Colonies, Polish Corridor, Anschluss

banned. 13% of Germany given to

other countries.

Loss of Money - £6.6 billion

Loss of Military – German army

limited to 100,000 men, No tanks,

no aircraft, no submarines, Limited

to 6 battleships

Loss of Pride – German people

blamed for the war, Guilt Clause

231

League of Nations – An

organisation set up to resolve

future disputes. Germany and

Russia were not allowed to join.

History – To what extent was the Treaty of Versailles fair?

C: How fair was the Treaty of Versailles

EVIDENCE IT WAS FAIR EVIDENCE IT WAS NOT

FAIR

The reparations cost only 2%

of Germany’s annual

production.

The war had cost France

aprox 200 billion francs. The

reparations were far less than

this.

The Germans had signed a

treaty with Russia in 1917.

The Germans treated Russia

far more harshly.

The treaty could have been

harsher.

Germany had planned to pay

its own war debts when they

won by charging high

reparations to GB and France.

Germany was not the only

country to start the war.

Germany lost 13% of its

land – families were

forced to move.

The treaty was a Diktat.

Germany was not allowed

to send representatives to

the treaty until the day it

was signed.

The reparations crippled

Germany. It would take

until the 1980s to pay it

back.

D: How did countries react to the treaty?

France Happy – reduced military threat and gained Alsace

Lorraine/ no army in Rhineland

Unhappy – Felt reparations were too low. Cross

that Germany was allowed even a small army.

Great

Britain

Happy – With the reduction of the navy as it gave

Britain naval supremacy. Gained colonies.

Unhappy – Felt it was too harsh and that a war

would follow.

America Happy – some of the 14 points were used including

the creation of the League of Nations

Unhappy – Felt the treaty was too harsh. Not all of

the 14 points were included. USA followed an

isolationist policy.

Germany Unhappy – Lost population/land. Felt it was an

unfair Diktat. Protested on the streets.

13

13

15

SPANISH – Foundation Tier

Section A – Key vocabulary

el acoso (escolar) = (school) bullyingel alumno = pupil, studentlos apuntes = notesel aula (f) = schoolroomAusente = absentla ayuda = helpel bachillerato = school leaving exam/baccalaureateel campo de deportes = sports fieldel colegio/la escuela/el instituto = schoolel comportamiento/la conducta = behaviourel chicle = chewing gumlos deberes = homeworkDesobediente = disobedientEducativo = educationalla evaluación = assessmentel examen/la prueba = examination/testel éxito = successla falta = mistake; absenceel fracaso = failureel intercambio = exchangela lección/la clase = lesson/classla letra = letter of the alphabetel nivel = levelObligatorio = compulsoryla página = pagela palabra = wordel permiso = permissionla pizarra interactiva = smart boardla pregunta/la respuesta = question/answerel recreo = break, recess, playtime, recreationla reunión = meetingla rutina = routinela sala de profesores = staffroomel salón de actos = hall, assembly roomSobresaliente = outstandingel tema = topic, themeel trimestre = (school) term, three month periodlos vestuarios = changing rooms

Section B – School equipment

la agenda = diaryel bolígrafo = penla carpeta = folderel cuaderno = exercise bookel estuche = pencil casela goma = a rubberlos lápices de colores = colour pencilsel libro = bookla mochila = rucksack, school bagla regla = rule; ruler

Section D – mucho, demasiado, bastante, poco

Mucho = a lot Demasiado = too much

Bastante = quite a lot Poco = not much

These can be used as adverbs (to describe a verb).

E.g. Repasé mucho = I revided a lot.

Participó poco = He didn’t participate a lot.

Estudiamos bastante = We study quite a lot.

Escribió demasiado = He wrote too much.

They can also be used as adjectives (to describe a noun) but then they

must agree with the noun being described.

E.g. Tenemos poco espacio. = We have Little space.

Hay bastantes alumnos. = There are quite a few students.

Hay demasiada literatura. = There’s too much literatura.

Hay muchas aulas. = There are lots of classrooms.

Section C – Key infinitive verbs

Aprender = to learnAprobar = to approve, to pass (an exam)

callar(se) = to shut up

Comportarse = to behaveContestar = to answer

Charlar = to chat

Dibujar = to drawDiseñar = to designEntender = to understandEscribir = to writeExplicar = to explainFaltar = to be absentLeer = to readLevantar la mano = to put your hand upMirar = to lookMolestar = to annoy, to botherOír = to listen, to hearOlvidar = to forgetpasar (la) lista = to call the register Prohibir = to not allowPrometer = to promise, to show promiseRepartir = to hand outRepasar = to reviseSuspender = to fail (exam/subject)tener miedo = to be afraidTerminar = to finish

Section F – Star phrase

Use ‘Lo que más/menos me gusta es...’ to say what you like the

most/least.

E.g. Lo que más me gusta es el uniforme ya que es cómodo. = What I like

the most is the uniform as it’s comfortable.

Lo que menos me gustan son las instalaciones. = What I like the least

are the facilities.

Theme 3: Life at School

Section E – Se debe, hay que, tener que

Se debe = You must/one must

Hay que = you have to/it’s necessary to

Tener que = to have to

These constructions are all followed by infinitive verbs (ending in AR,

ER, IR). Se debe and hay que are ready to use but you must conjugate

tener que to use it accurately depending on who has to do the action.

E.g. Tengo que trabajar = I have to work.

Tiene que estudiar = He has to study.

Tenemos que participar = We have to participate.

16

SPANISH – Higher Tier

Section A – Key vocabulary

el acoso (escolar) = (school) bullyingel alumno = pupil, studentlos apuntes = notesel aula (f) = schoolroomAusente = absentla ayuda = helpel bachillerato = school leaving exam/baccalaureateel campo de deportes = sports fieldel colegio/la escuela/el instituto = schoolel comportamiento/la conducta = behaviourel chicle = chewing gumlos deberes = homeworkDesobediente = disobedientEducativo = educationalla evaluación = assessmentel examen/la prueba = examination/testel éxito = successla falta = mistake; absenceel fracaso = failureel intercambio = exchangela lección/la clase = lesson/classla letra = letter of the alphabetel nivel = levelObligatorio = compulsoryla página = pagela palabra = wordel permiso = permissionla pizarra interactiva = smart boardla pregunta/la respuesta = question/answerel recreo = break, recess, playtime, recreationla reunión = meetingla rutina = routinela sala de profesores = staffroomel salón de actos = hall, assembly roomSobresaliente = outstandingel tema = topic, themeel trimestre = (school) term, three month periodlos vestuarios = changing rooms

Section B – Higher vocab

Apoyar = to support, to back, to helpla carpeta = folder, fileCastigar = to punishel despacho = officela enseñanza = teaching; educationEntregar = to hand inEsforzarse = to make an effortGolpear = to hitla intimidación = bullyingla lectura = readingpedir prestado = to borrowlas Tijeras = scissorsTraducir = to translate

Section C – mucho, demasiado, bastante, poco

Mucho = a lot Demasiado = too much

Bastante = quite a lot Poco = not much

These can be used as adverbs (to describe a

verb).

E.g. Repasé mucho = I revided a lot.

Participó poco = He didn’t participate a lot.

Estudiamos bastante = We study quite a lot.

Escribió demasiado = He wrote too much.

They can also be used as adjectives (to

describe a noun) but then they must agree

with the noun being described.

E.g. Tenemos poco espacio. = We have Little

space.

Hay bastantes alumnos. = There are quite a few

students.

Hay demasiada literatura. = There’s too much

literatura.

Hay muchas aulas. = There are lots of

classrooms.

Section E – Debería ser and debería haber

Debería ser = It /one thing should beDeberían ser = They/multiple things should beDebería haber = There should be

You can use these sentence starters to suggest improvementsand solutions to problems. You can use these in any topic of the GCSE but here are some examples on this topic of Life at

School.E.g. El uniforme debería ser menos caro. = The uniform should be less expensive.Las aulas en mi instituto deberían ser más grandes. = The classrooms in my school should be bigger.Debería haber más ordenadores y tabletas. = There should be more computers and tablets.


Use ‘Lo que más/menos me gusta es...’ to say what you like the

most/least.

E.g. Lo que más me gusta es el uniforme ya que es cómodo. =

What I like the most is the uniform as it’s comfortable.

Lo que menos me gustan son las instalaciones. = What I like the

least are the facilities.

Theme 3: Life at School

Section D – Se debe, hay que, tener que

Se debe = You must/one must

Hay que = you have to/it’s necessary to

Tener que = to have to

These constructions are all followed by infinitive verbs (ending in AR,

ER, IR). Se debe and hay que are ready to use but you must conjugate

tener que to use it accurately depending on who has to do the action.

E.g. Tengo que trabajar = I have to work.

Tiene que estudiar = He has to study.

Tenemos que participar = We have to participate.

17

FRENCH - Foundation tier

Section A - Vocabulary

l’ambiance = atmosphereavoir raison/tort = to be right/wrongbien équipé = well equippedle bruit = noisele car de ramassage = school busle correspondant = pen friend / exchange partnerDistribuer = to hand outêtre d’accord = to agreefaire attention = to pay attentionFaux/vrai = false/truel’inconvenient = disadvantagel’intimidation = bullyingMieux/pire = better/worsepas mal de = a lot of / lots ofpasser un examen = to sit an examPénible = painful, dreadful, annoyingle principal/directeur = headteacherStressant = stressfulTard/tôt = late/earlyAbsolument = absolutelyla coiffure = hairstyleContre/pour = against/forCorriger = to correctle côté = sideDistribuer = to give outen retard = lateExprimer = to expresss’habiller = to get dressedil faut = it is necessary / you mustInterdit = not allowed, forbiddenla mode = fashionse moquer de = to make fun ofNettoyer = to cleanObligé = obliged, forcedPorter = to wearle prix = prizePropre/sale = clean/dirtyla punition/recompense = punishment/rewardles vêtements de marque = designer clothes

Section D – Pouvoir, vouloir and devoir

Use these modal verbs followed by an infinitive verb

(er, ir, re verb). Pouvoir = to be able to (can). Vouloir =

to want. Devoir = to have to (must).

Pouvoir Vouloir Devoir

I Je peux Je veux Je dois

You Tu peux Tu veux Tu dois

He/She Il/elle peut Il/elle veut Il/elle doit

We Nous

pouvons

Nous

voulons

Nous

devons

You

(all)

Vous

pouvez

Vous

voulez

Vous

devez

They Ils/elles

peuvent

Ils/elles

veulent

Ils/elles

doivent


Use ‘ce que j’aime le plus/moins’ to say what you like the most/least.

E.g. Ce que j’aime le plus c’est la jupe. = What i like the most is the skirt.

Section C – Comparative adverbs

An adverb describes a verb (action). To make

comparisons using adverbs use:

Plus que = more than Moins que = less than

Aussi que = as…as

The adverb is positioned between the comparative

and que. E.g. Elle fait les devoirs moins souvent que

moi = she does her homework less often than me.

Irregular: Mieux que = better than Pire que =

worse than

Il chante mieux que toi. = He sings better than you.

Section B – Key questions

Que penses-tu des devoirs/des profs/de la cantine/des

bâtiments/de l’équipement sportif? = What do you think

about homework/the teacher/the cantine/the buildings/the

sports equipment?

Comment est l’uniforme scolaire? = What is the school

uniform like?

Quels sont les avantages/inconvénients de l’uniforme

scolaire? = What are the advantages/disadvanatges of school

uniform?

Comment tu changerais ton collège? = How would you change

your school?

Section E – Uniform opinions frame

J’aime

J’adore

Je

déteste

Je

n’aime

pas.

l’uniforme

scolaire

because

…parce

que…

…car…

…vu

que…

…etant

donné

que…

…c’est/ce n’est pas…

it is/not…

…comfortable.

comfortbale

…beau/joli.

beautiful/pretty

…laid/moche.

ugly

…bleu/rouge.

blue/red

…ma tasse de thé.

my cup of tea

…ça ne ma va pas.

doesn’t suit me

…on doit porter… we

must wear…

…une cravate.

a tie

Theme 3: LIFE AT SCHOOL

18

FRENCH - Higher tier

Section A - Vocabulary

l’ambiance = atmosphereavoir raison/tort = to be right/wrongbien équipé = well equippedle bruit = noisele car de ramassage = school busle correspondant = pen friend / exchange partnerDistribuer = to hand outêtre d’accord = to agreefaire attention = to pay attentionFaux/vrai = false/truel’inconvenient = disadvantagel’intimidation = bullyingMieux/pire = better/worsepas mal de = a lot of / lots ofpasser un examen = to sit an examPénible = painful, dreadful, annoyingle principal/directeur = headteacherStressant = stressfulTard/tôt = late/earlyAbsolument = absolutelyla coiffure = hairstyleContre/pour = against/forCorriger = to correctle côté = sideDistribuer = to give outen retard = lateExprimer = to expresss’habiller = to get dressedil faut = it is necessary / you mustInterdit = not allowed, forbiddenla mode = fashionse moquer de = to make fun ofNettoyer = to cleanObligé = obliged, forcedPorter = to wearle prix = prizePropre/sale = clean/dirtyla punition/recompense = punishment/rewardles vêtements de marque = designer clothes

Section D – Pouvoir, vouloir and devoir

Use these modal verbs followed by an infinitive verb

(er, ir, re verb). Pouvoir = to be able to (can). Vouloir =

to want. Devoir = to have to (must).

Pouvoir Vouloir Devoir

I Je peux Je veux Je dois

You Tu peux Tu veux Tu dois

He/She Il/elle peut Il/elle veut Il/elle doit

We Nous

pouvons

Nous

voulons

Nous

devons

You

(all)

Vous

pouvez

Vous

voulez

Vous

devez

They Ils/elles

peuvent

Ils/elles

veulent

Ils/elles

doivent


Use ‘ce que j’aime le plus/moins’ to say what you like the most/least.

E.g. Ce que j’aime le plus c’est la jupe. = What i like the most is the skirt.

Section C – Comparative adverbs

An adverb describes a verb (action). To make

comparisons using adverbs use:

Plus que = more than Moins que = less than

Aussi que = as…as

The adverb is positioned between the comparative

and que. E.g. Elle fait les devoirs moins souvent que

moi = she does her homework less often than me.

Irregular: Mieux que = better than Pire que =

worse than

Il chante mieux que toi. = He sings better than you.

Section B – Higher vocab

Abolir/supprimer = to abolish/get rid ofAméliorer = to improveà cause de/grâce à = because of/thanks toChargé = busy (of timetable) Compréhensif = understandingle couloir = corridor Courir = to run Durer = to lastl’étoile = star s’exprimer = to express oneselfIntroduire = to introduce Inutile = uselessle lendemain = the next day Malgré = despite, in spite ofMeilleur = better Obligatoire = compulsoryPermettre = to allow Remplacer = to replaceRendre = to make (+ adjective)Sauf = except la sortie = excursion, outing

Theme 3: LIFE AT SCHOOL

Section E – Conditional tense

Use the conditional tense to say ‘would’. Take the infinitive

verb (er, ir, re) and add the following endings.

Would ending

I ais

You ais

He/She ait

We ions

You (all) iez

They aient

E.g. Je finirais = I would

finish.

Je mangerais = I would eat.

There are some irregular

stems which change from

the infinitive verb.

Il y aurait = there would be

Je serais = I woiuld be

J’aurais = I would have

Je verrais = I would see

You can use the conditional tense with the imperfect

tense to make an ‘if’ clause. E.g. Si c’était possible/si j’étais

le directeur, j’abolirais les examens = If it were possible/if I

were the headteacher, I would get rid of exams.

Mandarin – Higher Tier Theme 3: my day (Unit 7)Section A- vocab - time words

1. 时间 shí jiān = time

2. 点 diǎn = o’clock

3. 分 fēn = minute

4. 半 bàn = half

5. 刻 kè = quarter of an hour

6. 现在 xiàn zài = now

7. 几 jǐ = how many

8. 上午shàng wǔ = morning

9. 下午 xià wǔ = afternoon

10. 晚上 wǎn shàng = evening

11. 昨天 zuó tiān = yesterday

12. 今天 jīn tiān = today

13. 明天 míng tiān = tomorrow

14. 通常 tōng cháng = usually

15. 一般 yī bān = generally;

usually

16. 周末 zhōu mò = weekend

17. 上个 shàng gè = previous

one

18. 下个 xià gè = next one

19. …以前 yǐ qián = before…

20. …以后 yǐ hòu = after…

Section C – Key verbs

要 yào = will

上 shàng = to go; to get on

下 xià = to finish; get off

Section D – Key sentences

1. 下个周末我要跟朋友见面。I will

meet with friends next weekend.

2. 起床以后, 我吃早饭。I eat

breakfast after I get up.

3. 睡觉以前, 我看书。I read

before I go to sleep.

Section F – Speaking question

1. 你每天几点起床？/几点睡觉？nǐ měitiān jǐ diǎn qǐchuáng？jǐ diǎn shuìjiào？What time do you get up and what time do you go to bed

everyday?

2. 这个周末你要做什么？zhègè zhōumò nǐ yào zuò shénme? What are you going to do this weekend?

3.放学回家后，你最想做什么？Fàng xué huí jiā hòu, nǐ zuì xiǎng zuò shénme? What do you want to do most when you come home

from school?

4. 每天睡觉以前，你一般做什么？měitiān shuìjiào yǐqián, nǐ yībān zuò shénme? What do you usually do before bedtime everyday?

5. 你每天上几节课? nǐ měitiān shàng jǐ jié kè? How many lessons do you have everyday?

6. 你最喜欢什么课？为什么？nǐ zuì xǐhuān shénme kè? Wèi shén me? What’s your favourite lesson? Why?

Section E – grammar

1. Past/present/future action indicators了(le)/正在(zhèngzài)/要(yào). E.g. 我吃饭了. I have eaten. 我正在吃饭。I am eating. 我要吃饭。I want to eat.

2. “Event/ action/ time + 以前(yǐ qián) /以后(yǐ hòu)”

the position of before and after is different to

English. E.g. 三点以前，我很忙。I am busy before

3 o’clock. 放学以后，我要跟朋友聊天。I will chat

with friend after school.

Section B - vocab – routine

21. 上学 shàng xué = go to school

22. 放学 fàng xué = school is over

23. 上课 shàng kè = have lesson

24. 下课 xià kè = finish lesson

25. 起床 qǐ chuáng = get up

26. 睡觉 shuì jiào = sleep

27. 吃早饭 chī zǎo fàn = eat breakfast

28. 吃午饭 chī wǔ fàn = eat lunch

29. 吃晚饭 chī wǎn fàn = eat dinner

30. 回家 huí jiā = go home

31. 写作业 xiě zuò yè = do homework

32. 什么时候 shén me shí hòu = when

33. 跟朋友见面 gēn péng you jiàn miàn

= meet with friends

34. 聊天 liáo tiān = chatting; to chat

35. 有时间 yǒu shí jiān = free

36. 没时间 méi shí jiān = busy

37. 忙 máng = busy

38. 多少 duō shǎo = how many

39. 正在 zhèng zài = being

Section C – vocab – school

40. 汉语课 hàn yǔ kè = Chinese lesson

41. 英语课 yīng yǔ kè = English lesson

42. 法语课 fǎ yǔ kè = French lesson

43. 西班牙语课 xī bān yá yǔ kè =

Spanish lesson

44. 德语课 dé yǔ kè = German lesson

45. 体育课 tǐ yù kè = PE lesson

46. 音乐课 yīn yuè kè = music lesson

47. 艺术课 yì shù kè = art lesson

48. 数学课 shù xué kè = math lesson

49. 历史课 lì shǐ kè = history lesson

50. 地理课 dì lǐ kè = geography lesson

51. 生物课 shēng wù kè = biology lesson

52. 科学课 kē xué kè = science lesson

53. 我的班 wǒ de bān = my class

54. 上节课 shàng jié kè = last lesson

55. 下节课 xià jié kè = next lesson

56. 同学 tóngxué = classmate

57. 高兴 gāo xìng = happy

58. 生气 shēng qì = angry

59. 累 lèi = tired

Section D – vocab – giving reasons

60. 好玩儿 hǎo wánr = fun

61. 有意思 yǒu yì si = interesting

62. 容易 róng yì = easy

63. 作业少 zuò yè shǎo = less homework

64. 无聊 wú liáo = borning

65. 没意思 méi yì si = not interesting

66. 不好学 bù hào xué = not easy to learn

67. 难学 nán xué = difficult to learn

68. 作业多 zuò yè duō = a lot of homework

69. 因为 yīn wéi = becuase

70. 所以 suǒ yǐ = so

19

B. Christian Practices Key Knowledge

Worship Worship allows Christians to praise and thank God for his blessings and to ask forgiveness for their sins. There

are two types of worship liturgical and non-liturgical. Informal worship can range from silence to offering

thoughts and readings. Private worship allows believers to spend time with God, either alone or with close

friends or family. It may involve prayer, meditation and studying the bible.

Prayer Christians believe that God will answer prayer but not always in the way people expect. Christians find peace

and a sense of communion with God in their everyday life as followers of Jesus. The Lord’s Prayer gives

individual Christians a pattern for how to pray as it combines giving praise to God and asking for one’s needs.

Baptism This is an initiation rite by which people become members of the Christian Church. Jesus’ baptism set an

example for his followers to be baptised in order to receive the Holy Spirit and begin a new life in the Christian

community. For Catholics and Orthodox Christians, infant baptism removes this original sin. Some Christians

believe that a bay is too young to understand the meaning of baptism so will wait until they are an adult to

make the decision.

Holy

Communion

This is the sacrament that uses bread and wine to celebrate the sacrifice of Jesus on the cross and his

resurrection from death. Catholics believe that the sacrifice is made present once again during the ritual.

Christians thank God for his great love in sending Jesus to save people form sin and enable them to experience

God’s love for all eternity. It also strengthens the community as they celebrate this together.

Pilgrimage Christians go on pilgrimage to: grow closer to God and strengthen faith, express sorrow for sin and be forgiven,

reflect on their lives, pray for something special or thank God for a blessing, seek a cure for an illness, help

other pilgrims who are disabled or ill, experience a holy place and meet others who share their faith. Lourdes

in France, is a popular place to visit as is Iona in Scotland.

Christmas Commemorates the Incarnation of Jesus, it is celebrated on 25th December, light represents Jesus as the light

coming into the world of darkness. Many churches have carol services and it is seen as a time of peace and

goodwill.

Easter This is the most important festival as it celebrates the resurrection of Jesus from the dead. Jesus was crucified

on Good Friday and laid in the tomb. On Easter Sunday churches are filled with flowers and special hymns are

sung.

Food Banks The role of the local Church are set to look after the local community. They often hold activities such as: Bible

studies, mother and toddler groups, youth clubs, food banks etc. Based on Christina teachings to bring people

together to work towards ending poverty and hunger in Britain.

Street Pastors Starter as an initiative to patrol the streets in urban areas. They provide a reassuring presence in local

communities to challenge gang culture in areas of London. Other groups began across the country to tackle

drunkenness, anti-social behaviour and fear of crime.

Mission The Church has a mission to spread the good news to non-believers that Jesus is the Son of God. Some may

spread the word in their community but others may go abroad to other countries. This is called evangelism

and in some cases humanitarian work among the poor and disadvantaged. The Alpha course was written with

this in mind to look at the big questions in depth.

Church Growth There are approximately 1.5 to 2.5 billion Christians around the world. The Church has grown rapidly form the

time of Christ and is still doing so in South America, Africa and Asia.

Reconciliation The worldwide Church has a role to restore people’s relationship with God and with one another.

Persecution Today, around 80% of acts are religious discrimination and are directed at Christians.

World Poverty Many Christian charities follow the teaching and example of Jesus in working to relieve poverty. CAFOD,

Christian Aid and Tearfund are three main charities that follow His teachings.

A. Christian Practices Key Vocabulary

Agape Sacrifical and unconditional love

Baptism Ritual which people become members of the Church;

infant baptism through which children become a

member of the Church

Christmas The day commemorating the incarnation of Jesus

Church The holy people of God or the building in which

Christians worship

Convert Someone who has decided to become committed to

a religion and change their religious faith

Easter The religious season celebrating the Resurrection of

Jesus from the dead

Eucharist Thanksgiving for Jesus’ sacrifice

Evangelism Spreading the Christian gospel

Festival A day or period of celebration

Holy Communion A service of thanksgiving in which the sacrificial death

and resurrection of Jesus are celebrated using bread

and wine

Informal prayer Prayer that is made up by an individual

Informal worship A type of spontaneous worship

Liturgical worship A church service that follows a set structure

Mission Vocation of a religious organisation or individual to go

out into the world and spread their faith

Non-liturgical

worship

A service that does not follow a set text

Persecution Hostility and ill-treatment because of race, political or

religious beliefs

Pilgrimage A journey by a believer to a holy site

Prayer Communication with God

Private worship When a believer praises on their own

Reconciliation Restoring of harmony after a relationship has broken

down

Sacraments Rites and rituals through which the believer receives

a special gift of grace e.g. baptism and holy

communion

Set prayer Prayer that have been written down and said e.g.

Lord’s prayer

Worship Acts of religious praise

RE KS4 Christian Practices 20

RE KS4 Exam Skills

B. Exam Style Questions:

Question Type Example Questions

1. /1 Marks

Multiple Choice, chosen out

of 4 option

1. Which one of the following is the name given to adult baptism?

A) Infant Baptism B) Eucharist C) Holy Communion D) Believer’s Baptism

2. Which one of the following is the sacrament that commemorates Jesus’ last supper?

A) Marriage Bb) Baptism C) Eucharist D) Sunday

2. /2 Marks

Short-answer (asking for two

facts), one mark for each of

two correct points

1. Give two examples of important places of Christian pilgrimage

2. Give two examples of the work of the Church in the local community.

3. Give two ways in which Christian churches respond to persecution

4. Give two reasons why prayer is important to Christians.

3. /4 Marks

Asking for two ways in which

practices influence Christians

today or two contrasting

ways in which religion is

practice or two contrasting

beliefs in contemporary

British society.

1. Explain two contrasting ways in which Christians worship.

2. Explain two contrasting ways in which Christians practise Baptism.

3. Explain two ways in which the Eucharist is celebrated in Christianity.

4. Explain two contrasting examples of Christian pilgrimage.

4. /5 Marks

Asking for two Christian

practices about a

philosophical or ethical issue

plus reference to scripture or

sacred writings

1. Explain two ways in which a worldwide Christian relief organisation carries out its

mission overseas.

2. Explain two ways in which Christian street pastors carry out their Christian duty.

3. Explain two ways in which the worldwide Church works for reconciliation.

4. Explain two reasons why Christians practise evangelism.

5. /12 Marks

Evaluation question. See grid

for the criteria about what is

needed in this question. Must

include sacred

writings/scripture.

1. ‘The most important religious festival for Christians is Christmas’ Evaluate this

question.

2. ‘The most important duty of the Church is to help people in need’. Evaluate this

statement.

3. ‘Infant baptism is not as important as believer’s baptism’ Evaluate this statement.

4.‘The best way for Christian's to reach an understanding of God is by practising prayer’

Evaluate this statement.

A. Key Vocabulary: What does this mean?

Contrasting Two different points

Explain Identify at least two relevant points and

demonstrate understanding by developing

your points.

Evaluate Consider different viewpoints and arrive at a

judgement.

Explain different

attitudes to…

Different views towards an ethical or

philosophical issue or belief

Give Two examples of… or two beliefs…

Why Requires a reasoned consideration of a single

point of view through a logical chain of

reasoning

Sacred writings/

scripture

Religious resources such as The Bible or The

Qur’an. This is asking for quotations, a

statement of belief, a prayer, a statement

from a religious leader, a quotation from a

religious text

21



Formal Elements of

Art

Line, Detail, Colour, Tone, Shape,

Form, Texture, Pattern

Observational

drawings

Drawing what you see after

careful looking

Primary Sources Using objects that you have in

front of you to work from

Secondary Sources Finding ideas to work with -from

the internet / books

Combine ideas Bringing different ideas together

Develop ideas Moving an idea on from your

staring point, changing it

Refine ideas Making your ideas better each

time you experiment

Experiment Trying out ideas, trying different

styles, layouts, materials

Select resources Choosing different ways of

working, different materials

Produce a series of outcomes

Creating several different

artworks, experimenting

Artist influence &

Contextual sources

Research artists and art history,

examining and using their style

Annotation Writing about your work or work

of others, describing and

evaluating

Techniques Ways / methods of working in

different ways with art materials

Collage Incorporate different materials

e.g. sticking papers

together

ART

Sea and Sky

Collage3D Sculpture

Pattern Print

Detail

Texture

To raise your level and develop your recording, focus on :- Vary the thickness of lines- Manipulate line (try all different

kinds) to create levels of tone (Light and dark)

- Many different patterns

Annotate your work:

Write about the art, describe, explain, evaluate, compare. Do you like it? Which parts are effective? What could you change? How? Why?

22

23

MUSIC – AOS1: Musical Forms and

Devices

Section C: Musical Devices


Repetition The exact repeat of a musical idea

Contrast A change in the musical content

Anacrusis A note (or notes) before the first strong beat

Imitation When a musical idea is copied in another part

Sequence The repetition of a motif in the same part but

at a different pitch

Ostinato A musical pattern repeated many times

Syncopation “Off-beat”, accented notes on the weak beat

Dotted rhythms A dot placed after a note increases its value

by half again, giving a kind of jagged effect

Drone A repeated note or notes held throughout a

passage of music

Pedal A held or repeated note against which

changing harmonies are heard

Canon Where a melody is repeated exactly in

another part while the initial melody is still

being played (e.g. a round)

Conjunct movement When the melody moves by step

Disjunct movement When the melody leaps from one note to

another

Broken

chord/arpeggio

A chord played as separate notes but in

succession

Alberti bass A type of broken-chord accompaniment (1-5-

3-5)

Regular phrasing The balanced parts of a melody, like phrases

in a sentence

Motifs A short melodic or rhythmic idea that has a

distinctive character

Chord progressions A series of chords related to each other in a

particular key

Modulation The process of changing key

Section B: Musical Forms


Form/

Structure

The way the music is organised, the overall plan

Binary form A BA: starts in tonic key, modulates to a related key at

the end of A section

B: starts in new key, modulates back to the tonic at

the end of the B section.

Both sections are usually repeated.

Ternary form A B AA: introduces initial ideas, usually ends in tonic key

B: contrasting section (e.g. new key, new melody)

A: either exact repetition of first A section or slight

variation

Minuet and

trioMinuet – Trio – MinuetMinuet: section A (repeated), starts in tonic but

modulates; section B (repeated), starts in new key

but modulates back to tonic

Trio: section A (repeated), provides contrast, ends

with a modulation; section B (repeated), starts in

new key but modulates back to tonic

Minuet: repeat of first minuet: section A, section B

(no repeats)

Rondo form A B A C AA section keeps returning between contrasting

sections

A: presents theme in tonic key

B: contrasting section

Variation

formTheme – Variation 1 – Variation 2 etc.Theme: could be in a certain structure (e.g. binary)

Variations: Theme is transformed/varied, e.g.

decorated, change of instruments, change of key,

different pitches

Strophic

FormA A A AUsed in many songs – music is the same in every

verse and no choruses or other sections in between

Baroque Era

1600-1750

•Main composers: Bach, Handel, Vivaldi

•Main types of music: Concerto Grosso, Suite, Opera, Trio Sonata

•Main features: melodies simple to begin with, becoming more complex; use of ornaments and terraced dynamics; use of homophony but also complex polyphony and counterpoint; orchestra was small –mainly strings with just a few woodwind and brass; use of harpsichord/organ, basso continuo and figured bass

Classical Era

1750-1810

•Main composers: Haydn, Mozart, Beethoven

•Main types of music: Symphony, Solo Concerto, String Quartet

•Main features: melodies less complex, with clear, balanced phrases; functional harmony; alberti bass; texture mainly homophonic, but counterpoint still used; more variety and contrast, e.g. wider range of dynamics, frequent changes of mood and timbre; less use of the harpsichord and basso continuo as the piano was invented; orchestra increased in size (but still relatively small) and more use of wind and brass; forms such as sonata form, ternary, rondo, theme and variations, minuet and trio

Romantic Era

1810-1910

•Main composers: Schubert, Mendelssohn, Chopin

•Main types of music: Symphonic poem, Programmatic works, Opera

•Main features: melodies lyrical, with distinctive themes and use of leitmotif; more expressive, increased variation in dynamics and rhythms; harmony richer and more complex; national influences; orchestra expanded, particularly brass and percussion; developments in form and design, descriptive music and links to the other arts

Section A: Styles

Section D: Learning Aim B1 & B2 Approach to repertoire

When exploring repertoire you will need to understand the processes, techniques and approaches used, and the interrelationships of constituent features within the created performances. You will need to consider the roles and responsibilities, creative intention, key influences and purpose whilst making comparisons between stylistic qualities, using examples to back up your knowledge. You will have to consider how practitioners contribute to the performance process and how their roles and responsibilities differ depending on the performance, style and outcome.

What processes are used in development, rehearsal and performance?How are rehearsals conducted and what makes them successful? How do the practitioners’ roles interrelate with one another? What is the impact?How are ideas shared and discussed?How does feedback help to develop and refine work during the creative process?How can you effectively evaluate and review?How does each repertoire compare and contrast to one another?

Component 1 Exploring the Performing Arts - Section A

What is Musical Theatre?

Musical theatre is a form of theatrical performance that combines songs, spoken dialogue, acting and dance. The story and emotional

content of a musical – humour, pathos, love, anger – are communicated through words, music, movement and technical aspects of the

entertainment as an integrated whole.

What is Verbatim Theatre?

Verbatim theatre uses pre-existing documentary material (such as newspapers, government reports, interviews, journals, and

correspondences) as source material for stories about real events and people, frequently without altering the text in performance.

What is Epic Theatre?

Epic theatre is a theatrical movement arising in the early to mid-20th century from the theories and practice of a number of theatre

makers, who responded to the political climate of the time. Epic theatre emphasises the audience's perspective and reaction to the

piece through a variety of techniques that deliberately cause them to individually engage in a different way. The purpose of epic theatre

is not to encourage an audience to suspend their disbelief, but rather to force them to see their world as it is.

BTEC TECH AWARD IN PERFORMING ARTS

Section C: Learning Aim A2 VocabularyPractitioners’ roles, responsibilities and skills

Definition

Choreographer Composes the sequence of steps and

moves for a performance.

Director Oversees and orchestrates the creative

process of a theatre production.

Writer Is responsible for writing dramatic

material for the purposes of

performance.

Lighting Designer Creates the lighting, atmosphere, and

time of day for the production in

response to the text.

Sound Designer Is responsible for everything that you

hear as part of the performance.

Costume

Designer

Create the characters' outfits/costumes

and balances the scenes with texture and

colour.

Set Designer Creates the overarching look of any given

set on television, in film or in the theatre.

Section B: Learning Aim A1 Vocabulary

Creative stylistic

qualities

Definition

Characterisation The way that people are represented in

a film, play, or book so that they seem

real and natural.

Structure The sequence of the play - beginning,

middle, end.

Narrative A spoken or written account of

connected events; a story.

Genre Is the type of performance you create in

a certain style.

Interrelationship The way in which two or more things or

people are connected and affect one

another.

Refining Fine tune, hone it to perfection, and

make it more precise.

Contextual Factor Factors which reflect a particular

context, characteristics unique to a

particular group, community, society

and individual.

24

25



Analyse Write about patterns in the situation

in detail and make conclusions.

Compare Write about the similarities and

differences without a conclusion.

Design Write detailed instructions for

carrying out the investigation.

Determine Use the information provide to work

out or calculate the answer.

Explain Expand on the initial point made with

reasoning.

Identify A single word or short response to

pick out the key point.


Apparent Solar

Time

The local time measured by direct

observation of the Sun or by a sundial.

Fusion Two small, light nuclei join together to

make one heavy nucleus.

Ionisation The addition or removal of an electron

to create an ion.

Magnetosphere The region of space around an object

where charged particles are affected

by the object’s magnetic field.

Mean Solar Time The average time measured in a time

zone measured on watches or clocks.

Sidereal Time The time it takes for an object to

return to the same place with respect

to the background stars.

Sunspot Darker, cooler areas in the

photosphere of the Sun.

Synodic Time The time it takes for an object to

return to the same place with respect

to the Sun.

Section B: The Sun

Structure of the Sun

Photosphere:

• Temperature – 5800K

• Thickness – 100km

Chromosphere

• Temperature – 4000-100,000K

• Thickness – 2000km

Corona: Temperature:

• 2million K

Butterfly Diagram

The butterfly diagram is a graph that shows the latitude at

which sunspots were observed each year.

Astronomy

Section C: Time

Determining Longtiude

To determine the longitude of an observer using

results from a shadow stick investigation you need to:

• Find the mean solar time (MST) at the time that

gives the shortest shadow length

• This is easier with a graph

• For this data, it’s 12:05 – this is local noon.

• Calculate the difference between MST of local noon

and 12:00 using the equation:

• 12:00 – MST = 12:00 – 12:05 = -5min

For every 4 minutes, the longitudinal distance from

Greenwich (0°) is 1°

• Calculate the longitude using the equation:

• Longitude = difference / 4 = -5/4 = -1.25°

If the value is negative, the location is West of

Greenwich. If the value is positive, the location is East if

Greenwich.

• Our location is 1.25°W

Time Length of Shadow (mm)

11:45 778

11:50 770

11:55 764

12:00 761

12:05 759

12:10 761

12:15 765

12:20 770

12:25 777

26

Year 10 OCR GCSE PE – Autumn 1

Can you think of examples for each principle related to your sport?

It is important for athletes to carefully increase the FITT principles to reduce overtraining / risk of injury.

Can you list the benefits of a warm up & cool down related to your sport?

Unit R044: Sport Psychology Y10

Personality


Personality This is the way we behave in

certain situations, whether

we are generally calm or

nervous, whether we are

outgoing or shy.

Extrovert Like social situations, are

outgoing, like an audience

and become bored easily.

Introvert Dislike social situations,

reserved, dislike an audience

and are easily over aroused.

Trait approach Personality is formed

primarily by your genes

Social learning Personality is formed through

the observation of others.

Motivation


Motivation This is the drive to take part

and persist in an activity.

Intrinsic These are the internal factors,

fun or satisfaction.

Extrinsic These are the external

factors, money or trophies.

Achievement

Motivation

This deals with the

performers need to achieve

or need to avoid failure.

What is Psychology?Why is this important when studying sport?

Sports Psychology is the study of people and their behaviours in a sporting activity / environment.

Interest in sports psychology has been increasing and become more professionalised.

It is recognised by both performers and their coaches that psychology can influence sporting success.

Aggression


Aggression This is a behaviour directed at

another person or object. It

can be physical or verbal and

is often hostile.

Assertion Assertiveness is the use of

legitimate force, energy and

effort to achieve a goal

without the intent to cause

harm.

Reasons for

aggression

These may include, rivalry,

pressures to win, over-

arousal, the opposition and

decisions of the officials.

Social Learning theory

applied to aggression

Aggression is learned from

others, family, friends and

role models.

Trait theory applied

to aggression

This is formed as part of your

genes. Genetically

programmed.

Arousal and Anxiety


Arousal This is the energised state of

alertness that can help or

hinder performance

Drive theory See diagram 1.

Inverted U Theory See diagram 2

Zone of optimal functioning

See diagram 3

27

28

Y10 Design and Technology

Unit 1: New and emerging technologies

• Industry and Enterprise

• Sustainability and the environment

• People, Culture and Society

• Production techniques and systems

• Informing Design decisions

Unit 1: Key Vocabulary

Tier 2

Vocabulary

Definition

Identify Name or otherwise characterise

Explain Set out purpose or reasons. This usually requires

an understanding of processes.

Describe Set out characteristics this maybe a feature, a

pattern, a property or a process.

Tier 3

Vocabulary

Definition

Automation The use of computer systems to operate

equipment

CNC Computer Numerical Control. Use of a computer

to operate a tool

Co-operative A Business or organisation that is run by and for

the benefit of its members

Crowd funding A way for people to raise awareness and money

for projects or ideas

Ethical relating to moral principles or the branch of

knowledge dealing with these; Morally good or

correct.

Fair Trade A movement that helps people in developing

countries get a fair deal for the products they

produce.

Fast Fashion Fashions move quickly to the high street

Inclusive

Design

The design of products and systems to be used by

everyone with no special adaptions

Market Pull Products developed because of market demand

Moral concerned with the principles of right and wrong

behaviour.

Social relating to society or its organization

Sustainable Naturally replenished in a short space of time

Technology

Push

Products developed through advancements in

technology / materials / manufacturing

Trend A change in direction in the way people are

behaving or acting

User Centred

Design

A design approach where the needs and wants of

the user are considered at the end of each

process.

Virtual

Meeting

Software

Software that allows face to face meetings to

occur between different locations over a network

Unit 1: Key Facts

Questions: Answers:

Explain why a designer

may want to use CAD in

their work.

• More detail

• Recreate parts quickly

• Easy to communicate across

the globe

• Files can be sent digitally

and quickly.

• Designs can be viewed from

different angles – Lowering

the amount of drawings

produced.

An example of ethical

trading is

• Fairtrade

Explain three ways in

which new technology

has influenced

enterprise

• Internet

• Social Media

• Patents

• Crowd funding

• Virtual Marketing

• Co-operatives

What are the main

stages of a product

Lifecyle?

• Extraction and processing

• Manufacturing and

production

• Distribution

• Use

• End of life

What are the benefits

of social media use for

smaller businesses?

• Allows access to very large

audiences

• Popular way to launch

products

• Appeal to new audiences

Unit 1: Key Diagrams

29

Y10 Design and Technology

Unit 5a: Specialist Material areas: Paper &

board

• Selection Of Materials or components

• Sources and origins

• Using and working with Materials

• Stock forms, types and sizes

• Specialist techniques and processes

• Surface Treatments and finishes

Unit 5a: Key Vocabulary

Tier 2

Vocabulary

Definition

Identify Name or otherwise characterise

Explain Set out purpose or reasons. This usually

requires an understanding of processes.

Describe Set out characteristics this maybe a feature,

a pattern, a property or a process.

Justify Give reasons for the validity of a view or

idea why some action should be

undertaken.

Evaluate Judge from available evidence and consider

several options, ideas or arguments and

come to a conclusion about their

importance / success / worth.

Analyse Break down the content of a topic, or issue,

into its constituent elements in order to

provide an in-depth account and convey an

understanding of it.

Tier 3

Vocabulary

Definition

Embossing A technique that uses steel dies to press a

shape into the material giving a tactile

effect.

GSM A measurement of the weight of paper.

Grams per square meter.

MICRONS A measurement of the weight of board.

Over 200gsm is then measured in microns

Offset

Lithography

A transfer printing process used to print

products in large quantities.

Perforation A hole in a material

Ply A layer of paper or wood in a material

Varnishing A finishing technique

Unit 5a: Key Facts

Questions: Answers:

Identify the standard

components used to

fasten paper.

Paper fastener, Split pin,

treasury tag, bulldog clip, prong

paper fasteners, binder clip,

paper clip, self adhesive foam

pads, staples, rachet rivet, slide

binding.

Describe how offset

lithography printing

works.

Ink and water are applied via

rollers to a plate cylinder. Parts

of the plate are kept wet by

water rollers so the ink does not

stick to these areas. This creates

the image area. The inked plate

transfers the image to a rubber

blanket cylinder where it is then

transferred to the material.

Explain how the weight

and thickness of papers of

boards are calculated.

Paper is measured in Grams Per

square metre (GSM) Board is

measured in thickness rather

than weight. Board is measured

in MICRONS.

Which surface finish

creates a 3D Effect in

papers or boards?

Embossing or Debossing.

Evaluate the strengths

and weaknesses of

using corrugated

cardboard for pizza

boxes

Strengths – Can be recycled, can

often be made from recycled

card, insulative, low cost , easily

printed onto

Weaknesses – not water

resistant, may become

deformed when stacked, Not a

good option for heavy items.

(PPE)

Unit 5a: Key Diagrams

Embossing

Offset lithography

Design and Technology

Y10 GCSE Food Preparation and Nutrition

Key Terms and Definitions Functions of macronutrients

High biological value

Proteins that contain all the essential amino acids. Red meats

Low biological value

Proteins that contain some amino acids-pulses, lentils, nuts

Protein complementation

Combining two incomplete proteins to get a complete one

Trans fats Unsaturated fats that have beenhydrogenated

Fat soluble vitamins

Are carried round body by proteins, these are ADEK

Cholesterol A fatty substance made in the liver, carried by the blood

Hydrogenation A process of turning oils into solid fats

Saturated fat Derives from animals, single bonded. Butter, lard. Solid at room temperature

Unsaturated fats Derives from plants, contain single and double bonds. Liquid at room temperature. Olive oil, veg oil

Fat is required to insulate the body Carbohydrates are a primary energy source

Fat is required to protect the vital organs

Carbohydrates are divided into simple and complex

Fat is required as an energy source Simple are monosaccharides. Glucose, fructose

Fat is required to insulation Simple are disaccharides. Sucrose, lactose

Fat allows the body to feel fuller (satiety)

Complex are polysaccharides-Starch and fibre NSP

Proteins are required to provide amino acids

Starch comes from plants and is used for energy

Proteins are required for growth Starch as bulk to the diet

Proteins are required for repair Starch keeps you fuller for longer

Proteins are a secondary energy source

Excess starch is turned to fat and stored

Proteins are made up of amino acids

Fibre aids digestion, preventsconstipation

Water and HydrationRegulates body temperature and sweating, gets rid of waste products,

keeps internal organs moist, helps absorb nutrients, transports nutrients around the body, CO2 and O2 around the body via the blood.

Design and Technology

Minerals

Y10 GCSE Food Preparation and Nutrition

Strong bones and teeth, makes

nerves and muscles work. Helps blood clot after injury.

Milk, cheese, yoghurt, green

leafy vegetables, canned fish.

Bones and teeth weaken, bones

bend. Nerves and muscles don’t work properly. Blood will not clot after injury.

Calcium

Makes haemoglobin in red blood cells to carry oxygen to all body

cells to produce energy.

Red meat, kidney, liver, wholemeal bread, added to

whet flour, green leafy vegetables.

Iron deficiency anaemia, tiredness,

lack of energy, weakness, pale skin complexion, weak

and split nails.

Iron

Controls water in the body, makes

nerves and muscles work properly.

Salt, salted foods, cheese, yeast extract, stock

cubes, canned fish, ready meals.

Muscle cramps, high blood pressure and cardio vascular

disease.

Sodium

Makes thyroxin in the thyroid gland to control metabolic rate of the body.

Strong bones and teeth, energy

release, makes cell membranes

especially in the brain.

Seafood, vegetables, dairy

foods.

Swelling in neck (goitre)

Wide range of foods.

Rare

Iodine

Phosphorus

Calcium has four health conditions and diseases linked to it:

Rickets: Caused by a deficiency of vitamin D in children, which means that calcium cant be absorbed and put into the bones.

Osteomalacia: This is the adult form of rickets.

Peak bone mass: The age at which the bones should contain the maximum amount of minerals and are at their strongest and most dense (30-35 years).

Osteoporosis: After peak bone mass is reached, the bones naturally start to lose minerals and gradually weaken. The minerals are not replaced. The bones gradually weaken and in some people can become very fragile and break easily.

32

BTEC Engineering

Section A – Presentation Techniques

One-point Perspective Two-point Perspective Isometric Drawing Exploded (Assembly) Drawing Orthographic Drawings

Section D – Modelling Materials

Styrofoam

HIPS

Corrugated cardboard

Carton board

Fluted polypropylene

Modelling clay

MDF (Medium Density Fibreboard)

Hot-melt glue

Section B – CAD (Computer Aided Design)Section C – Drawing Line Styles

Section E – Making Techniques

Wasting (cutting away)

Addition (adding material)

Fabrication (joining parts)

Drilling (producing holes)

Adhesion (gluing)

Jointing (producing a joint)

Permanent fixings

Temporary fixings

33

CONSTRUCTION

Section A - INTRODUCTION

Did you know that carpenters normally work on construction sites fitting staircases, doors and windows, while joiners work in joinery workshops manufacturing the staircases, doors and

windows? The knowledge and skills you will develop are used in today’s construction industry. Both carpenters and joiners will at some time have to make a timber frame. For example,

carpenters would assemble a door frame on site to fit into a brick wall, while a joiner would make a window frame in a workshop for an external wall. This unit will introduce you to the

tools, materials and personal protective equipment (PPE) used by carpenters and joiners. You will learn about the potential health and safety hazards in a carpentry and joinery work area,

how to carry out a risk assessment, and what is safe working practice in the use of common tools and equipment. You will also develop the knowledge, skills and techniques to determine

and select appropriate materials to produce a timber frame to a given specification.

Section D – HEALTH AND SAFETY

Hazard identification and risks associated with the practical activity:

1. Specified task – trips, slips, cuts and injuries caused by tools and

equipment.

2. Awareness of other people in the area.

3. Safe movement of items and minimisation of musculoskeletal

injuries (manual lifting techniques).

4. Dust.

5. Flying particles.

6. Use of tools and equipment.

Identification of people at risk.

Use of control measures to remove or minimise the risk.

Adoption of safe working practices.

1. Including the use of personal protective equipment (PPE).

2. Ensuring a clean and tidy work area.

3. The need for appropriate behaviour and a positive attitude

towards health and safety.

4. Cleaning tools immediately after use to prevent build-up of

deposits and maintain fitness for future use.

Section B - TOOLS

TENON SAW

A Tenon saw has a relatively

short blade with a reinforced

back providing stability. Tenon

saws are commonly used to

make the tenons used in

mortise and tenon joints.

MORTISE GAUGE

A mortise gauge is a

woodworking tool used by a

carpenter or joiner to scribe

mortise and tenon joints on

wood prior to cutting.

TRI-SQUARE

A Try Square is an ‘L’-shaped

tool used for testing the

Squareness of material and for

marking lines at right-angles to

an edge or surface using a

Marking Knife, Pencil, or Scriber

BEVEL EDGE CHISEL

Bevel Edge Chisels have a range

of applications, however, are

primarily used for rough

chopping in conjunction with a

mallet as well as fine pairing by

hand. Bevel-edged blades are

made from hardened steel, and

forged in one piece for strength.

Section C - JOINTS

HOUSING JOINT

A Housing Joint is used for fixing

shelves into cabinets and book-

cases. The Housing is cut across

the Grain to a width normally

equal to the thickness of the

shelf or partition.

CORNER HALVING JOINT

A halving joint is a useful

woodworking joint suited to

frameworks; this joint joins two

pieces of timber by cutting the

full width of each part by half

the depth and then overlapping.

BRIDLE JOINT

Bridle Joints are a general

framing joint. They have twice

the gluing area of a Halving Joint

and are therefore stronger.

MORTISE & TENON JOINT

A mortise and tenon is a type of

joint that is made up of two

parts. The tenon portion of the

joint works as a peg, and the

mortise is the hole or slot into

which the tenon is inserted. The

pieces are then glued together

during assembly.

Computer Science

Section A

Bits, Nibbles and Bytes

• A Bit ( Binary digit ) is the smallest addressable unit in computer – 0 or 1

• A Nibble is a group of 4 Bits – representing numbers 0 to 15

• A Byte if a group of 8 Bits – representing numbers 0 to 255 (256 numbers)

The range possible in a bit pattern in the 2 to the power of the number of bits

Eg: 5 bits would be 25 which is 32 numbers, ie 0 to 31

Section B.1

Section B.2 Section C

Old Name Value New Name Value

Kilo byte 1024 bytes Kibi byte 1024 bytes

Mega byte 1024 Kilo bytes Mebi byte 1024 Kibi bytes

Giga byte 1024 Mega bytes Gibi byte 1024 Mebi bytes

Terra byte 1000 Giga bytes Tebi byte 1024 Gibi bytes

Section B.3

Hard Drive

Optical Drive

Solid State DriveThese devices have traditionally been the most common forms of storage in PC’s and Laptop. They provided users high capacity and cheap storage options to hold the OS, Application software and user files. Due to the spinning magnetic disk and the rotating R/W arm, these devices are slower than

SSD and can have reliability issues as they age.

SSD are increasing replacing Hard Drives as the primary form of storage in computing devices. This is due to the fact that they are more reliable as they do not contain moving parts. They are also more compact than HDDs, require less power, and are lighter.These devices are more expensive than HDDs, but higher capacity devices are becoming cheaper.

Optical devices refer to any disks that use a Laser to read or write the data onto the disk. This includes both CD and DVD devicesThe Laser will etch a valley in the disk surface when writing. When reading the disk, the laser reads these peaks and troughs as the binary data.These optical disks are cheap to buy and are traditionally are used for distributing software such as OS or console games.

NumList = [45, 16, 19, 13, 8]

NumList.append(15)

NumList.remove(19)

NumList.insert(2, 5)

Python ListsDefine a list, using [ ]

Adds the value at the list end

Removes the value from list

Inserts value 5 in location 2

INFORMATION

TECHNOLOGY

B – Project Life Cycle

A – Initiation Phase Vocabulary

Keyword Definition

Purpose What a product or system is for (to inform, entertain, inspire)

Client Requirements What is needed for the project, the tasks, features and function for the new system

Resources What is needed to complete a project(hardware, software, people, finance)

Constraints Considerations that may hold back and interfere with the progress of a project

Feasibility Report A document that outlines if a project is possible or worthwhile doing based on the resources available

Objectives What a project or system is attemptingto do if successfully completed

Legislation Laws and regulations that must be followed in a project

Project Manager The person responsible for organised and monitoring the progress of a project or new system

Phase Review An evaluation that happens at the end of a project life cycle phase to determine if the phase should move to the next stage

Initiation PhaseThe starting point when we see if the project is feasible. To do this we must gather answers from theproject manager and the client

Planning PhaseHere the detailed project plans are made using the client requirements and constraints.

The project manager will produce the project plan

Execution PhaseThe longest phase where the product, known as a deliverable is created and tested. The project manager will use the project plan from the planning phase to monitor the project and identify issues (time, budget, specialist staff)

Evaluation PhaseDuring this phase the deliverable product is released and user documentation is created for the client. These are used to ensure the client can use the productand that any installation, upgrades can be easily done

C – SMART Targets

SpecificThe clear the goals the easier to monitor. Get more detail from the

client and product to be specific

MeasurableEach goal must be able to be

measured and checked during the project

AchievableIt must be possible to

create the product and meet the goal otherwise

the project will fail

RealisticWithin the constraints and resources the goal should

be possible

TimeWhen will the goal

be complete by

What is an enterprise? Enterprise is the term used to describe a business or company.

How do enterprises compete?

Enterprises face competition if their products are not unique.

If anther enterprise sells the same or similar products; there are called your competition or competitors.

Every enterprise needs to:• Decide on the features

or characteristics thatmake its goods and services different from other enterprises.

• Ensure that customers are aware of what makes it different.

New enterprise find it hard to

attract customers because:

• Customers aren’t always

aware of new enterprises

• The reputation hasn’t been

built up

• Loyalty and trust hasn’t

been established.

Smaller enterprise find it hard to

attract new customers because:

• They don’t have much money

to advertise like bigger

enterprises do

• Their goods/services may be

more expensive as it costs them

more to produce a smaller

number of products.

How do enterprises attract & keep customers

• Firstly: Customers must be kept happy!

• Good customer service: attracting new customers,

encourages repeat purchasing, supports loyalty and customers will freely promote your business.

For an enterprise to be successful the entrepreneur must spot a gap in the market.

Customer service can really support an enterprise, the

business must:

Identify customer needs

Identify the expectation of the customer

Offer good value products and service

Respond to enquiries by customers

Provide clear and honest information

Offer after sales service

Goods are sold

physically.

For example: an

enterprise may sell

trainers or books.

Services are offered to

anyone who needs

them - for example a

barber or a cleaner

provide a service.

Why might an enterprise fail?

Business – unit 1 Exploring Enterprises

• Learning Aim A Examine the characteristics of enterprises

WHAT IS ENTERPRISE?

37



Cuticle The outer layer of the hair

Cortex The cortex is the main section of the hair and where the basic and chemical changes take place

Medulla The medulla is a space found

within the central core of

the hair that may or may not

be present

Epidermis Outer layer of the skin. The bit we can touch.

Dermis The inner layer of the skin

where all the vessels live.


Erector pili muscle

You aren't able to control

the muscle yourself because

is it involuntarily. Arrector

pili makes your hair stand up

Sweat gland The sweat gland produces sweat made up of salts, water and many other minerals. This is to cools the skin down.

Sebaceous gland The sebaceous gland

produces a natural oil from

the hair and scalp named

sebum .

SectionB2: Key Facts

Questions: Answers:

What gland secretes

sebum in the skin?

Sebaceous Gland

What are the different

layers of the epidermis?

Horny layer

Clear layer

Granular Layer

Prickle Cell layer

Basal

What is the skin, hair

and nails formed from?

What are the function

of the skin?

Keratin

Sensation

Heat Regulation

Absorption

Protection

Excretion

Secretion

Hair & Beauty

Section C

Learning Outcome 1 -Understanding the stages of

development from young people to adulthood: Key

Vocabulary

Puberty The process of physical changes that take place when a child’s body matures into an adult body capable of reproduction

Bereavement Coping with change following the loss of someone very close, such as a partner, wife or husband.

Peer group A group of people, often of a similar age, who a person associates with and who are likely to influence behaviour and beliefs.

Gross motor skills

Large body movements for example skipping, running jumping

Fine motor skills Smaller more precise body movements like picking up a pencil

Abstract thinking Being able to solve problems using concepts and general principles

Cognitive development

The building of thought processes (remembering, problem-solving and decision-making) from childhood through to adulthood

Cerebral palsy Affects body movement, muscle control, co-ordination, tone and reflex posture and balance. It can impact on fine and gross motor skills and oral functioning

Autism A lifelong development disability that affects how people perceive the world and interact with others

Attention deficit hyperactivity disorder (ADHD)

A group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness

Puberty - The process of physical changes that take place when a child’s body matures into an adult body capable of reproduction

Bereavement Coping with change following the loss of someone very close, such as a partner, wife or husband.

Peer group A group of people, often of a similar age, who a person associates with and who are likely to influence behaviour and beliefs.

Gross motor skills

Large body movements for example skipping, running jumping

Fine motor skills Smaller more precise body movements like picking up a pencil

Abstract thinking Being able to solve problems using concepts and general principles

Health and Social Care RO25 Understanding life stages

Grading Criteria

Mark band 1 Mark band 2 Mark band 3A basic description of

P.I.L.E.S changes with

a few examples to

illustrate key points. A

basic understanding

of development

stages

A basic explanation of

factors affecting key

developmental

changes with limited

examples

Provides a sound

description of P.I.L.E.S

changes with some

examples to illustrate

key points. A sound

understanding of

development stages

A clear explanation of

many factors affecting

key developmental

changes with some

appropriate examples

Provides a thorough

explanation of P.I.L.E.S

changes with many

examples to illustrate

key points. Detailed

understanding of normal

development stages

Provides a thorough

explanation of many

factors affecting key

developmental changes

with a wide variety of

appropriate examples to

justify their thoughts

Life stage Age Key features

Childhood 5-10 Child starts school

Adolescence 10-18 This is a period of puberty. The child’s peer group is

of great importance

Adulthood 18-65 At 18 an individual can vote, go to university, get a

job. Get married etc.

P.I.L.E.S. = Physical, Intellectual, Language, Emotional and Social changes

Factors that affect development

Education

Culture/religion

Puberty (Hormonal)

Home/school/work

Relationships (friends/marriage/civil

partnership/divorce)

Pregnancy

Birth of children

Menopause

Redundancy

Bereavement

Research Activity: The MenopauseFind out more about the menopause atwww.nhs.uk/Conditions/Menopause/Pages/Introduction.aspx• Explain what is meant by the

menopause• Explain the causes of the menopause• Describe the symptoms of the

menopause• Analyse why women might feel a sense

of loss at the time of the menopause.

Quick Questions

• Define gross and fine motor

skills

• Explain why the family is so

important for emotional

development

• How does education influence

development across all the life

stages?

• Explain why redundancy can

affect people in different ways

Case Study: Bereavement and its affectsRobbie is 17 years old. Six months ago his father was killed in a car crash. At the time Robbie seemed to cope well. Since his father died Robbie has had to help his mother look after his four much younger siblings who don’t really understand what has happened. Some days Robbie feels guilty because his mother expects him to spend a lot of his time helping her and the family and Robbie feels he cannot cope with everything that is expected of him.Robbie’s mother wants him not to go to university and says she feels he would be better off staying at home. Robbie knows that if he doesn’t go to university this year he will miss an opportunity to do what he wants with his life. He feels his mother has become too dependent on him. When Robbie tries to speak to his mother about it she bursts into tears.

• Robbie has asked you to speak to his mum about how he feels. You need to explain how Robbie’s physical, intellectual, emotional and social health will be compromised if he doesn’t go to university this year.

• Explain any compromises that Robbie could make without affecting his own health and development. Give reasons for your answer.

38

http://www.nhs.uk/Conditions/Menopause/Pages/Introduction.aspx

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