organiser 2019-20 knowledge · giacometti was one of the most important sculptors of the 20th...

2019-20

Cycle Three

Year 8

Knowledge Organiser

Knowledge Homework Year 8 Summer 2020 Cycle Three |

Intro

du

ction

Don’t just copy material from the knowledge organiser into your book. This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!

TOP TIP

If you find the cover–write–check method too simple, try one of the following strategies:

a) Practice paragraphs / exam questions – use the key information on your knowledge organiser to write a paragraph response to the topic. This will show that you can use key vocabulary in context.

b) Revision clock – draw a clock and add the topic in the middle. Break the clock face into 10 minute sections. Add notes from the knowledge organiser in each section. Cover the clock and recite the information aloud.

c) Transformative tasks – take the information from the knowledge organiser and present it in a different format: e.g. a newspaper report, a page from a text book, a comic strip, a set of quiz questions (make sure that you include the answers).

d) Additional research – Complete your own research into the topic set on your knowledge organiser. Present this new information in your homework book.

e) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.

f) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy, correct in green pen and then repeat.

Self-QuizzingWhy should I self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.

Research shows that students remember 50% more when they test themselves after learning something.

This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.

How should I self-quiz, and how often?Research shows that regular testing improves knowledge retention; in order to learn the information in your knowledge organiser, you will need to work with it more than once! If a subject sets homework more than once per week, it is highly likely that they will ask you to work with the same information on both nights – this is so that you learn it more effectively. There are many different ways to learn the material in your knowledge organiser.

You could:

Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right; correct any mistakes and fill in any missing information in your green pen. Repeat this process at least twice to fill your page. You could also include content from the previous week’s homework – especially if there were some parts you struggled with.

Knowledge Homework Year 8 Summer 2020 Cycle Three |

Intro

du

ction

Week B Subject 1 Subject 2 Subject 3

Monday English MFL Science

Tuesday Tier 2 vocab Maths (Sparx) RPE

Wednesday Geography History Art

Thursday Science English Music

Friday Maths (Sparx) Maths (Sparx) MFL

Week A Subject 1 Subject 2 Subject 3

Monday English MFL Science

Tuesday Tier 2 vocab Maths (Sparx) RPE

Wednesday Geography History Drama

Thursday Science English ICT

Friday Maths (Sparx) Maths (Sparx) MFL

How should I present my work?Please remember that the same rules apply to the presentation of your homework as apply for your class work: dates and titles (which should be the name of the subject) need to be underlined with a ruler and you should present your work as neatly as you are able to.

If you are self-quizzing correctly, there should be evidence of green pen on your page. Here are some examples of how to set out your work:

Homework Schedules

Week commencing Section of KO to work from

1st June Week 7

8th June Week 8

15th June Week 9

22nd June Week 10

29th June Revise for assessments

6th July Teachers will set homework linked to super-teaching week

Week commencing Section of KO to work from

14th April Week 1

20th April Week 2

27th April Week 3

4th May Week 4

11th May Week 5

18th May Week 6

Knowledge Organiser Year 8 Summer 2020 Cycle Three |

Art

CCOONNTTEEXXTTWhat date was it made? Where was it made? Who made it (artist name)?What do you know about the artist?Can you link the work with other things that

were going on at the same time? Why did the artist create this piece?

CCOONNTTEENNTTWhat is it? What is it about? What does the work represent?What does the artist call the work? Is it a realistic or abstract image?Does the work tell a story or send a message?

Title: Guernica Dimensions: 3.3m x 7.2m Created: 1937

Week 3 / 4 Critical Studies

Pablo Picasso Spanish, Born 1881 Died 1973Picasso was a painter, printmaker, sculptor, and ceramicist, who spent most of his adult life in France.

The painting was created in response to the bombing of Guernica, a Basque Country village in northern Spain, by Nazi Germany and Fascist Italian warplanes at the request of the Spanish Nationalists.

The painting became famous and widely acclaimed, and it helped bring worldwide attention to the Spanish Civil War.

MMOOOODDHow does the work make you feel?How does the subject matter create an

atmosphere?How does the colour affect your mood?

FFOORRMMWhat is the work made from?What colours does the artist use? What kind of shapes or forms can you find?What kind of marks or techniques does the

artist use?

Critical StudiesAnswer the following questions using full

sentences analysing ‘The Guernica’ by Picasso.

Week 5 / 6 Critical StudiesCCuubbiissmmArt movement between 1907-08. Artists used a mixture of painting and collage to create their multi viewpoint compositions, overlapping multiple perspectives and using simple geometric shapes.Synthetical CubismVery Flat 2D with more collage elements. Negative SpaceThe empty space around and between forms or shapes in an artwork.SymbolismThe use of symbols to represent ideas or qualities.OverlapTo partly or completely cover one shape or form with another.

Week 1 / 2 Cubism Vocabulary Learn the following words


Art

CCOONNTTEEXXTT

What date was it made?

Where was it made? Who made it (artist

name)?What do you know

about the artist?Does the work relate

to other subjects perhaps?

CCOONNTTEENNTT

What is it? What is it about? What does the work

represent?What does the artist

call the work?Does the title help to

describe the work? Is it a realistic or

abstract image?Does the work tell a

story or send a message?

Week 7 / 8

Alberto GiacomettiBorn 1901 in Stampa, Switzerland.

Giacometti was one of the most important sculptors of the 20th century. His work was particularly influenced by artistic styles such as Cubism and Surrealism.

Around 1935 he gave up on his Surrealistic influences in order to pursue a more deepened analysis of figurative compositions.

Between 1938 and 1944 Giacometti's sculptures had a maximum height of 7cm. Their small size reflected the actual distance between the artist's position and his model.

Died 1966 in Chur, Switzerland.

MMOOOODD

How does the work make you feel?

Does the shape or subject create a certain mood?

Does the colour or texture affect your mood?

FFOORRMM

What is the work made from?

What colours does the artist use?

What kind of shapes can you find?

What kind of marks or techniques does the artist use?

Is the work flat, in relief or 3D?

What kinds of textures can you see?

Critical StudiesLooking at the ‘Figure’ sculptures of Alberto

Giacometti answer the following questions using full sentences.

Week 9 / 10

Title: Man PointingHeight: 178 cmMedium: BronzeCreated: 1947

Title: Walking ManHeight: 183 cmMedium: BronzeCreated: 1961

Title: Three Men Walking IIHeight: 76.5 cmMedium: BronzeCreated: 1949


Art

TTiieerr 33 AArrttVVooccaabbuullaarryy

TTEEXXTTUURREE Flat Raised Rough Shiny/ Lustrous Silky Smooth Uneven Frosted - Like rough ice Glazed - Glassy, smooth, shiny Glossy Gnarled - Twisted, knotted, craggy, wooded Rugged - Rough, uneven, unsoftenSpotted - Pitted, many small hollows

FFOORRMMLine, Tone and shape to add depth and volume: Curvaceous - Rounded, curved Geometric - Regular, mathematical shapes Hard - Definite, firm, severe, harsh, ugly Heavy - Weighty, serious, forceful, clumsy, dull, overcast, tedious, gloomy, unwieldy Light - Delicate, fine, spacious, airy, bright Linear - Long and narrow, like a line Monumental - Massive, paramount, great Natural - Simple, life-like, unaffected Rounded Sculptural Soft Spatial - Wide,

expansive

AATTMMOOSSPPHHEERREEAngry - Raging, cross, turbulent Calm - Tranquil, quiet, serene Dark - Gloomy, evil, atrocious, mysterious, wicked, sullen, cheerless, sad Dreich - Cold, sad, depressing Exciting - Rousing, provocative Flat - Boring, dull, lifeless, sluggish Light - Delicate, fine, free, airy, spacious Loving - Warm, romantic, cosy, kind Melancholy - Sad, tearful, depressing, pensive Sombre - Serious, dark, gloomy Still Stimulating - Exciting, energetic Stormy – Violent,

agitated

SUBJECT MATTER

what a picture/work of art is aboutAbstract - Free, imagined,

unreal

Buildings -Any man-made

structure

Fantasy - dream-like, imaginary

Figurative - With people in it

Interiors - Inside of a building

Landscape - Scenery

Mythological - About traditional

stories

Portrait Religious - About religion

Seascape - Sea scenery

Still-life - Picture of non-living

things e.g. objects, boots,

bottles dried/cut flowers, fruit,

pinecones

Townscape, Cityscape

COLOUR

Primary Colour , Secondary Colour Tertiary Colour, Complimentary Hue - is a compound colour in

which one of the primary colours

predominates.

Tint - is the dominant colour in a

mixture of colours and white

Bright Dark Dull Pale Blended - mixed

Cold - Unfriendly, chilling,

depressing

Warm – Cosy, comfortable,

cheerfulContrasting - Strikingly different

Crude - Rough, unfinished,

blunt, raw Earthy

Flamboyant - Showy

Garish - Over bright, showy

Gaudy - Over bright, showy

Harmonious - Pleasing,

agreeable

Intense - Strong feeling, deep

Mellow - Ripe, soft, matured

Muted - Subdued, quiet

Natural - Found in nature,

simple Pastel

Raw - Lacking finish, natural

state

Refined - Elegant, polished,

pure

CCOOMMPPOOSSIITTIIOONN

The arrangement and relationship

of colours, shapes, tones etc.

Abstract - Free, unreal, imagined

Angular - Jagged or pointed

Balanced - Agreeable

arrangement

Broken - Many different colours

put side by side

Circular Continuous Flowing - Fluent

Fragmented - Broken into bits or

sections

Rounded - Well balanced

Symmetrical Triangular Unbalanced

PPAATTTTEERRNN Decorative Diagonal Embellished Floral Flowing Formalised– Definite, precise shape Geometric - Regular shape found in mathematics Horizontal Incised - Cut into the surface Irregular - Uneven, not regular Organic Repeat

LLIINNEEBold Broken Feathery Fine Flowing Fluent Hard Heavy Sensitive Soft Swirling Tapered Vigorous

TTOONNEEDark Light Middle Broken - Many different tones within an area Contrasting - Dramatic change from light to dark Flat - Smooth or plain Graduating Modulated - Varying/ Changing Receding Regulated - Controlled variation Smooth Uniform - Constant, flat, same, unvarying


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HTML TAGS

Changing the font of text

<font face = “ariel”> text </font>

Changing the size

<font size = “10”> text </font>

Changing the colour

<font color = “red”> text </font>

The spelling of colour in HTML uses the American spelling color.

Adding a new line to a paragraph

<p> text <br/> text </p>

Adding tags together

<p><font face = “arial”> text </font></p>

Week 1 Week 3 Week 4 Week 5Week 2

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The CPU DECODE the instructions - will then make sense of instructions

The CPU will FETCH program instructions from the RAM

The CPU will then EXECUTE (perform) difficult calculations or move data from one memory place to another

HTMLHyper Text Mark-up Language or HTMLis a computer coding language used inthe development of websites andwebpages.

HTML instructs the browser how todisplay the text and images on websites.

HTML is one of three major codinglanguages used on the web. The othertwo are CSS and JavaScript.

These 3 languages work together to from most websites.

HTML TAGS<h1> </h1> Heading 1

<h2> </h2> Heading 2

<p> </p> Paragraph

<hr> horizontal line

<body bgcolor = “ “> Background colour

<body background = “”>

Background image

<a href = “ ”> </a> Hyperlink

<img src = “ ”> Insert image

CSS Cascading Style Sheet or CSS is a coding

language that is used to alter how elements are displayed on webpages.

CRUCIAL INFO: IN ORDER TO USE CSS IN A PAGE YOU MUST ADD THE CSS CODE

INSIDE THE HEAD & STYLE TAGS.

body { } - code added between these curly brackets, will change the appearance of the whole page.

p { } - code added between these curly brackets, will change the appearance of

the paragraph tags.

Img { } - code added between these curly brackets, will change the appearance of

images on the page.

h1 { } code added between these curly brackets, will change the appearance of

headings .

2 important things to Remember!

The STYLE tags sit inside the HEAD tags.

All CSS code goes between the STYLEtags.

DIVA DIV tag can be used to add a division

or section to your webpage.

This allows each of the divisions to have their own styles.

The CSS code can focus on a particular division by using the # symbol followed

by the division’s ID.

We define a division using the DIV tag and we add an ID (which can be thought

of as the division’s name).

This is important so that the CSS can tell the different divisions apart from one

another.

STRUCTURETo create a layout for a webpage we

need to split the page into the various sections we want using the ‘DIV’ tags.

Each section an needs an ID, to apply CSS code to the divisions individually. Here

are 3 sections (‘header’, ‘nav’ and ‘main’)

The CSS code can now be applied using the <head> & <style> tags.

These three languages allow for the huge variety of website on the internet.

HTML is made up of pairs of tags. These tags allow the browser to interpret what the coder wants and display it.

For example: <h1> Title </h1>Will display the world Title as a heading.

<html>

<head><title> Divs and Layouts </title><style>

#section1 p {font-size: 20pt;}



</style></head>

<body><div id = “section1”>

<p>This is section 1</p></div>

<div id = “section2”><p>This is section 2</p>

</div>

<div id = “section3”><p>This is section 3</p>

</div></body>

<body><div id = “header”>

<h1>The Solar System</h1></div><div id = “nav”>

Mercury <br>Venus <br>Earth <br>Mars<br>Jupiter <br>Saturn <br>Uranus <br>Neptune<br>

</div><div id = “main”>

<h1>Earth</h1></div>

</body>

<head><title> Space</title><style>

#header {background-color: aqua;height: 400px;width: 300px;

}#nav {

font-size: 50pt;}#main {

float: left;}

</style></head>


Co

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Revision

Hyper Text Mark-up Language or HTML is a computer coding language used in the development of websites

and webpages

Cascading Style Sheet or CSS is a coding language that is used to alter

how elements are displayed on webpages.

CRUCIAL INFO: IN ORDER TO USE CSS IN A PAGE YOU MUST ADD THE CSS

CODE INSIDE THE HEAD & STYLE TAGS.

To create a layout for a webpage we need to split the page into the

various sections we want using the ‘DIV’ tags.

We define a division using the DIV tag and we add an ID (which can be thought of as the division’s name).

This is important so that the CSS can tell the different divisions apart from

one another.

2 important things to Remember!

The STYLE tags sit inside the HEAD tags.

All CSS code goes between the STYLE

Week 7

The

BBC

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with

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all d

one

via

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The forever Block will make all of this code

loop continuously

Show LEDs will turn on the lights of the Micro:Bit in this pattern

The Pause block will stop the

program for 500 Milleseconds

(MS)

All LEDs will be turned off with the clear block

. Adding images Images can be added to HTML pages

using the follow tag.

<img src =“name of picture.jpg”>

The picture must be saved in the same folder as webpage otherwise it will not

work.

The file format of the picture must also be included e.g. .jpg .png .jfif

For example

<img src “picture1.png”>

To change the size of pictures additional tags are required.

<img src “picture1.jpg” height = 200 width = 300>

This will set the pictures height at 200 pixels and its width at 300 pixels.

AlignmentTo change the alignment of elements on

the page you need to add

align = (position) to your code

For example

<p align = center> text </p>

This will move the paragraph into the centre of the page.

Note the American spelling as with other spellings in HTML

Linking pages together In HTML pages can be linked using the <a

href = “ ”> </a> tag

This tag can either be used to link a page locally on the pc or externally to the

internet.

For example:<a href = “ www.bbc.co.uk”> BBC </a>

Would create a link called BBC, that when clicked, will take the user to the

BBC website.

To link pages together locally, you need to make sure all of the pages are saved in the same folder. Then using the same tag

as before<a href =“name of local page.htm”> </a>

Any text written between the tags will be displayed on the page as the link.

Embedding videosTo embed videos you first need to find

the videos embedded address. On YouTube this can be found after

clicking the share button.

<iframe width="560" height="315" src="https://www.youtube.com"

frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope;

picture-in-picture" allowfullscreen></iframe>

HTML similar to this will be shown, which can be pasted straight into the body tags

of a webpage.

Revision

CSS

body { } - code added between these curly brackets, will change

the appearance of the whole page.

p { } - code added between these curly brackets, will change the

appearance of the paragraph tags.

Img { } - code added between these curly brackets, will change the appearance of images on the

page.

h1 { } code added between these curly brackets, will change the

appearance of headings .



<p> </p> Paragraph

<hr> Horizontal line


<body background = “ ”>

Background image



<br> Line break

<b> </b> Bold text

<i> </i> Italics

<u> </u> Underline

<strong> </strong> Strongemphasis

<iframe> </iframe> Embedded video

<font> </font> Select font

<Head> </Head> Head of HTML

document

<body> </body> Body of HTML

document



<p> </p> Paragraph

<hr> horizontal line


<body background = “”> Background image




Dra

ma

Week One/Two

Learn these Key Skills and say at the end how you would use the

these to play a lover.Vocal SkillsAccentA distinctive way of pronouncing a language, especially one associated with a particular country, area, or social class.DictionSpeaking clearly being sure to pronounce all the consonants of each word so that you can be understood.PaceHow quickly or slowly you speak.PauseA temporary stop when you are speaking.PitchHow high or low your voice is when you are speaking.ProjectionExaggerating your voice in order to “send” it to an audience.ToneThis is how you communicate emotion and atmosphere when you speak.VolumeHow loud or quiet your voice is when you are speaking.

Week Three/Four

Learn these Key Skills and say at the end how you would use the

them to play a gangster

Physical SkillsActionsThe physical movements made by actors on stage.BalanceAn even distribution of weight enabling the performer to remain stable.Body languageHow you use your body to show something - e.g. standing tall to show pride or confidenceFacial expressionsHow you use your face to communicate an emotion – e.g. smiling to show happinessGesturesHow you use your hands and therefore body to communicate-an action with meaning.LevelsUsing different heights to communicate a message.MovementTravelling creatively around the space or moving position.

Week Five/Six

The Lovers Meet

Copy out, decorate and colour this relationship map and explain underneath what is happening.

Who loves who?

Who doesn’t?

Karen ← ← ← → → → Kevin

↑ .

↑ .

↑ .

Jonathan ← ← ← ← ← Helen

Week Seven/Eight

Copy the lists of characters below, match them up and learn them. There is a list of characters from ‘Lovers and Gangsters’ followed by a list of Characters from ‘Midsummer Night’s Dream’

Mr Acropolis

Karen’s father

Karen

Kevin

Helen

Jonathan

Don Oberoni

Mario Pucherelli

Rita Oberoni

Nick, Construction worker

Demetrius

Oberon, King of the Fairies

Puck, a sprite-like, fairy

Lysander

Bottom, Weaver

Egeus

Hermia

Helena

Titania, Queen of the fairies

Theseus

Week Nine/Ten

Copy out and Learn the Synopsis of Pyramus and Thisbe, see other slide in this KO.

Rehearse your version of the story.


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DDrraammaa --TThhee MMyytthh OOff PPyyrraammuuss aanndd TThhiissbbee –– ‘‘LLoovveerrss aanndd GGaannggsstteerrss’’

TheStoryPyramus and Thisbe are a couple of young Babylonians in love. Unfortunately, their families totally hate each other. The star-crossed lovers whisper sweet nothings through a crack in the wall that separates their houses, until they eventually can't take it anymore and decide to elope.But when Thisbe arrives under the mulberry tree where they're supposed to meet, a bloody-jawed lioness is prowling there. Thisbe screams and runs, leaving her shawl behind.Pyramus arrives a little while later and finds the bloody lioness ripping apart the shawl. Uh oh—we can see where this is headed. Assuming Thisbe has been devoured, he stabs himself with his sword. Later, Thisbe returns, figures out the horrible thing that's happened, and stabs herself with Pyramus's sword, too.To this day, the formerly white berries of the mulberry tree are stained red with the blood of these tragic lovers.


En

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Engl

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- Of M

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Character & Setting Week 1a

Power Week 2a

Women Week 3a

The Depression Week 4a

Prejudice Week 5a

Inference - a conclusion based on evidence and reasoning.

Hierarchy- a system in which members of an organisation or society are ranked according to relative status or authority.

Archetype- a very typical example of a certain person or thing.

Omniscient – all knowing. Prejudice- a negative perception or treatment of a specific person or group.

Connotation - an idea or feeling which a word evokes for a person in addition to its literal or primary meaning.

Conditions - The state or condition of a place; what a place is like.

To infantilise (V)- to treat someone like a child.

Infantilised (Adj)- to be treated like a child.

To aspire (V) – to hope to achieve something

Aspiration (N)- a hope or ambition of achieving something.

To segregate (V) – to isolate or separate a specific group from others.

Segregated (Adj) to be isolated or separated from others.

Semantic Field- a group of words that all link to a similar idea or subject

e.g. a semantic field of danger: beaten, mottled, flooded, flame, red

To domineer (V) - to bully or intimidate someone in an arrogant way

Domineering (Adj)- to be a bully that intimidates someone in an arrogant way

To objectify (V) –to treat someone like an object.

Objectified (Adj)- to be treated like an object.

To emasculate (V)- to make someone weaker or less effective.

Emasculated (Adj) – to be made weaker or less effective.

To Oppress (V)- to control or subject someone to hardship.

Oppressed (Adj.) to be controlled or subjected to hardship

“Guys like us, that work on ranches, are the loneliest guys in the world.”

“The walls were whitewashed and the floor unpainted”

“Both men glanced up, for the rectangle of sunshine in the doorway was cut off.”

“The old man squirmed uncomfortably” Being a stable buck and a cripple, he was more permanent than the other men, and he had accumulated more possessions than he could carry on his back

Character & Setting Week 1b

“he wore high-heeled boots and spurs to prove he was not a labouring man.”

“I think Curley's married... a tart” “Candy looked for help from face to face” "Well, you keep your place then, n*****r. I could get you strung up on a tree so easy it ain't even funny.“

Socio- Economic Factors- events that influence people’s finances and their relationships with others.

“He stiffened and went into a slight crouch. His glance was at once calculating and pugnacious.”

“She had full, rouged lips and wide-spaced eyes, heavily made up.”

Slim: “I wisht somebody'd shoot me if I get old an' a cripple.”

Crooks stared hopelessly at her and then he sat down on his bunk and drew into himself.

In 1929 the Wall Street Crash left millions of Americans unemployed

Power Week 2b

Women Week 3b

The Depression Week 4b

Prejudice Week 5b

Migrant workers travelled from all over the country, with over half a million heading to California in search of work

As more and more migrants arrived in California, there were far more workers than jobs available. This meant that migrant workers could be paid less because they were ‘disposable’.

After the First World War, many women had entered the workforce for the first time.

However, with the Great Depression many of the rights that women had gained were lost.

As a capitalist country, American society in the 1930s was built around the idea that people or resources are only useful if they can generate profit or value for businesses.

The Emancipation Proclamation brought an end to slavery in the USA in 1863. However, by the 1930s the vast majority of African Americans in the southern states continued to be oppressed.

Migrant workers, or ‘Okies’ were often met with scorn by California farmers and natives, which only made their dislocation and poverty even more unpleasant.

When he was a young man, John Steinbeck had worked on ranches himself and saw first-hand how migrants and migrant workers were treated.

In the 1930s, women were broadly expected to return to more traditional roles like looking after the home, raising children and supporting their husbands.

The Wall Street crash led to widespread bank failures wiped out savings that had taken a people a lifetime to save. With little of value to offer employers and the loss of savings, many elderly Americans were left isolated and emasculated

The Jim Crow laws of the 1930s were designed to segregate black and white citizens. They touched on many aspects of society including restaurants, waiting rooms, drinking fountains and burial grounds.


En

glish

Engl

ish

- Of M

ice

& M

en K

O

Isolation Week 6a

Dreams Week 7a

The End Week 8a

Key Vocabulary Week 9a

Academic Phrasing Week 10a and 10b (repeat)

Human Nature- How human beings behave Contrast- when two things are strikingly

different from each other Cyclical Structure- a story that ends in a similar way to how it begins

Academic Verbs

Domineer- to control or bully

Objectify- to treat like an object

Infantilise- to treat like a child

Emasculate- to weaken

Segregate- to isolate

Isolate- to separate from others

Aspire- to hope to achieve something

Contrast- to compare in a way that emphasise differences

Juxtapose- to directly compare in a way that emphasises differences

Foreshadow- to provide a clue about something that will happen later

Start with a clear statement of you view and link it to context: Influenced by…. Steinbeck presents the character of XXXXX as XXXXXXX in order to skilfully highlight…. Identify a quotation that proves your point Explain what this quotation literally means and what you can infer from it This shows…. Which suggests This illustrates…, Indicating… Now analyse the methods Steinbeck has used Steinbeck’s use of X could indicate…. The use of X could show…. Can you offer a secondary interpretation of the same method? Alternatively, this could also show… Another interpretation of this could be… Now explain what effect this has on the reader (what does it lead the reader to think/ realise/ understand) Steinbeck prompts the reader to … because… If you haven’t already link this back to context This analysis would be further reinforced by the context of the time: The context of the time would further reinforce this view because… Now reinforce your point with a second piece of evidence. Steinbeck’s suggestion that… is then further reinforced elsewhere in the text when… In contrast, Steinbeck contradicts this view when… Repeat the steps above to support your argument. Remember to always link back to the question.

To isolate (V)- to cause a person to be separated from others

Isolated (Adj) - to have minimal contact or little in common with others

To juxtapose (V): to place two contrasting things side by side

Juxtaposition- when two things are put next to each other to emphasise their differences

Structural Echo- when an idea or image is repeated in a story

Hostility (N)- Hostile behaviour

Hostile (Adj.) - showing dislike; unfriendly

To foreshadow (V) – to warn or give a clue

Foreshadowing – a warning or clue that suggests what might happen later in the text

Denouement- the outcome of a situation, when something is decided or made clear.

‘He’s like a lot of little guys, he hates big guys’ (Candy talking about Curly)

Lennie: “Live off the fatta the lan’”

George: "I think I knowed from the very first. I think I knowed we’d never do her.

George: His voice was monotonous. Had no emphasis

"S'pose George don't come back no more. S'pose he took a powder and just ain't coming back. What'll you do then?" Crooks' face lighted with pleasure in his torture.

Curley’s Wife: “I tell you I ain't used to livin' like this. I coulda made somethin' of myself." She said darkly, "Maybe I will yet."

Slim: “You hadda George, I swear you hadda”

An' what am I doin'? Standin' here talkin' to a bunch of bindle stiffs- a n****r an' a dum-dum and a lousy ol' sheep- an' likin' it because they ain't nobody else."

Crooks: “Nobody ever gets to heaven and nodoby gets no land”

Carlson: “Now what the hell ya suppose is eatin’ them two guys?”

Isolation Week 6b

Dreams Week 7b

The End Week 8b

Key Vocabulary Week 9b

All the characters in Of Mice and Men presented as lonely in some way, reinforcing Steinbeck’s message that the Great Depression led to widespread hostility and isolationism.

The American Dream is rooted in the Declaration of Independence, which proclaims that "all men are created equal" with the right to "life, liberty and the pursuit of happiness."

The ending of Of Mice and Men represents the conflicting philosophies in American society; the comfort and compassion of Slim compared to the callous disregard for human life illustrated by Carlson.

Academic Descriptors

Indisputably – unquestionably

Invariably - usually

Arguably- possibly

Significantly - importantly

Notably – importantly

Remarkably- worth mentioning

Axiomatically – unquestionably

Paradoxically- absurd or self-contradictory

Diametrically- extremely opposed to

Unequivocally- leaves no doubt

In of Mice and Men, Steinbeck appears to suggest that the Great Depression has damaged American society to the extent that is has become savage and inhumane.

In of Mice and Men, Steinbeck appears to suggest that the Great Depression has made the American dream unachievable by creating a clear contrast between the aspirations or his characters and reality of their situation.

“Everyone in the world has a dream he knows can’t come off but he spends his life hoping it may. This is at once the sadness and greatness and the triumph of our species” - John Steinbeck


Fre

nch

café cafeteria

cinéma cinema

centre centre

commercial shopping (centre)

boulangerie bakery

plage beach

piscine swimming pool

devant in front (of)

derrière behind

entre between

vrai true

maison house

aider to help

raison reason

aimer to like

semaine week

devenir to become

partir to leave

arriver to arrive

gagner to win

match match

tôt early

en retard late

voir to see

droite right

avoir to have

au revoir goodbye

pourquoi? why?

trois three

chercher to search

dimanche Sunday

chanter to sing

champ field

bouche mouth

chat cat

avion plane

lettre letter

Italie Italy

allemand German

demain tomorrow

prochain next

bientôt soon

avec with

ici here

français French

garçon boy

cinéma cinema

cinq five

décider to decide

vouloir to want

veux want

veut wants

pouvoir to be able to (can)

peux can

peut can

devoir to have to (must)

dois must

doit must

visiter to visit

dormir to sleep

question question

quatre four

musique music

expliquer to explain

unique unique / only

chercher to search

aider to help

partager to share

expliquer to explain

plan map

prix price

jour day

J’ai I have

déjà already

génial great

sujet subject

jamais never

savoir to know

sais Know

sait Knows

lire to read

nager to swim

conduire to drive

traduire to translate

corriger to correct

réponse response

nom name

je ne sais pas I don’t know

attention attention

solution solution

population population

situation Situation

action action

international international

madame Mrs

monsieur Mr

heure hour

pays country

côté side

cause cause

question question

bien good

chien dog

ancien old

rien nothing

combien how much

erreur error prix price

important important mot word

énorme enormous petit small

beaucoup lots grand big

peu little mais but

dans in

partenaire partner mal bad

argent money table table

vêtement clothes sac bag

idéal ideal malade ill

animal animal ça va ok

jeu game midi midday

chanson song petit small

facile easy lit bed

dur hard il he

agréable nice qui? who?

différent different ici here


Fre

nch

comment how

où where

quand when

avec qui with who(m)

que what

pourquoi why

quel which

combien how many

“ne … pas” to form negatives

“à” + le/la/les (meaning ‘to’)

“aller” + infinitive (future tense)

modal verbs (to want to / have to) + infinitive

negative modal verbs

savoir (able to / know) incl. negative

Pre-nominal position of certain adjectives

Present Tense vs Perfect Tense

avoir – to haveJ’ai I have

Tu as You have (s)

Il / Elle a He / She has

Nous avons We have

Vous avez You have (pl.)

Ils / Elles ont They have

être – to beJe suis I am

Tu es You are (s)

Il / Elle est He / She is

Nous sommes We are

Vous êtes You are (pl.)

Ils / Elles sont They are

faire – to do / makeJe fais I do

Tu fais You do (s)

Il / Elle fait He / She does

Nous faisons We do

Vous faites You do (pl.)

Ils / Elles font They do

aller – to go Je vais I go

Tu vas You go (s)

Il / Elle va He / She goes

Nous allons We go

Vous allez You go (pl.)

Ils / Elles vont They go

pouvoir – to be able toJe peux I can

Tu peux You can (s)

Il / Elle peut He / She can

Nous pouvons We can

Vous pouvez You can (pl.)

Ils / Elles peuvent They can

devoir – to have toJe dois I must

Tu dois You must (s)

Il / Elle doit He / She must

Nous devons We must

Vous pouvez You must (pl.)

Ils / Elles doivent They must

savoir – to know how toJe sais I must

Tu sais You must (s)

Il / Elle sait He / She must

Nous savons We must

Vous savez You must (pl.)

Ils / Elles savent They must


Ge

og

rap

hyWeek One

How do waves form?

• Waves are created by wind blowing over the surface of the sea. As the wind blows over the sea, friction is created - producing a swell in the water.

Why do waves break?

• 1-Waves start out at sea.

• 2-As waves approaches the shore, friction slows the base.

• 3-This causes the orbit to become elliptical.

• 4-Until the top of the wave breaks over.

Size of waves

• Fetch how far the wave has travelled

• Strength of the wind.

• How long the wind has been blowing for.

Week Two

Types of Waves

• Constructive Waves-This wave has a swash that is strongerthan the backwash. This therefore builds up the coast.

• Destructive Waves- This wave has a backwash that is stronger than the swash. This therefore erodes the coast.

Weathering- The break down of rocks, there are 4 types

Physical (freeze-thaw)- Rainwater enters cracks in the rock. In cold weather it freezes and expands forcing the rock apart

Biological-Plants and animals burrow/ grow into the rocks and push them apart

Chemical- Chemicals in the water dissolves the rock

Week Three

Erosion- The removal and transport of rocks smooth, round and sorted.

• Attrition- Rocks bash together to become smoother and smaller.

• Solution- The chemical in the water dissolves the rocks.

• Abrasion- Rocks hurled at the base of a cliff by the waves break pieces off

• Hydraulic Action- Water enters cracks in the cliff, air compresses, causing the crack to expand.

Formation of Coastal Stack

• Hydraulic action widens cracks in the cliff face over time.

• Abrasion widens the crack to from a cave.

• Caves from both sides of the headland break through to form an arch.

• Weather above/erosion below –arch collapses leaving stack.

• Further weathering and erosion leaves a stump.

Week Four

Transportation- A natural process by which eroded material is carried/transported.

• Solution- Minerals dissolve in water and are carried along.

• Suspension - Sediment is carried along in the flow of the water.

• Saltation- Pebbles that bounce along the sea/river bed.

• Traction- Boulders that roll along a river/sea bed by the force of the flowing water.

What is Deposition?- When the sea or river loses energy, it drops the sand, rock particles and pebbles it has been carrying. This is called deposition.

Formation of Coastal Spits -Deposition

1Swash moves up the beach at the angle of the prevailing wind.

2Backwash moves down the beach at 90° to coastline, due to gravity.

3Zigzag movement (Longshore Drift) transports material along beach.

4Deposition causes beach to extend, until reaching a river estuary.

5Sheltered area behind spit encourages deposition, salt marsh forms.

Week Five

Coastal Defences: Pros and Cons

Hard Engineering Defences

Groynes- Stop longshore drift and keep beach in place

• Beach still accessible.

• No deposition further down coast = erodes faster.

Sea Walls- Concrete wall stop erosion

• Protects from flooding

• Curved shape encourages erosion of beach deposits.

Gabions or Rip Rap- stop erosion

• Cheap

• Will need replacing.

Soft Engineering Defences

Beach Nourishment- pump more sand onto beach

• Beach for tourists.

• Storms = need replacing.

Managed Retreat- do nothing

• Reduce flood risk

• Creates wildlife habitats.

• Loss of farmland


Ge

og

rap

hyWeek Six Week Seven Week Eight

Lower Course of a River - Near the river’s mouth, the river widens further and becomes flatter. Material transported is deposited.

Formation of Floodplains and levees

• When a river floods, fine silt/alluvium is deposited on the valley floor. Closer to the river’s banks, the heavier materials build up to form natural levees.

• Nutrient rich soil makes it ideal for farming.

• Flat land for building houses.

Week Nine Week Ten

River Management Schemes

Soft Engineering

• Afforestation – plant trees to intercept rainfall and soak up rainwater. This reduces flood risk.

• Demountable Flood Barriers put in place when warning raised.

• Managed Flooding – naturally let areas flood, protect settlements.

• Warn and evacuate people.

Hard Engineering

• Straightening Channel – increases velocity to remove flood water.

• Artificial Levees – heightens river so flood water is contained.

• Deepening or widening river to increase capacity for a flood.

• Flood walls/Embankments – Walls that do not allow flood water to get to homes and businesses.

Physical and Human Causes of Flooding.

Physical: Prolong & heavy rainfallLong periods of rain causes soil to become saturated leading runoff.

Physical: GeologyImpermeable rocks causes surface runoff to increase river discharge.

Physical: Relief Steep-sided valleys channels water to flow quickly into rivers causing greater discharge.

Human: Land Use Tarmac and concrete are impermeable. This prevents infiltration & causes surface runoff.


Histo

ry

Week One

The Second World War – Key people:

Neville Chamberlain: Prime Minister of Britain 1937 – 1940.

Winston Churchill: Prime Minister of Britain 1940 – 1945.

Adolf Hitler: Leader of the German Nazi Party and dictator of Germany 1933 – 1945.

Joseph Stalin: Dictator of the Soviet Union (Russia) 1928 –1953.

Franklin D. Roosevelt: President of the USA 1933 – April 1945.

Harry Truman: President of the USA April 1945 – 1953.

Dwight Eisenhower: American Army General who became Supreme Commander of the Allied Expeditionary force in Europe.

Bernard Montgomery: British General who was in command of all Allied ground forces on D-Day.

Week Two

The Second World War – Key dates:

September 1939: German invasion of Poland.

May/June 1940: Allied troops (mostly British) evacuated from Dunkirk in France.

September 1940: The beginning of the Blitz.

July – October 1940: The Battle of Britain.

June 1941: The German invasion of the Soviet Union, codenamed Operation Barbarossa, began.

August 1942 – February 1943: The Battle of Stalingrad (a devastating battle between Germany and the Soviet Union, which halted the German invasion of the Soviet Union).

Week Three

The Second World War – Key dates:

December 1941: Pearl Harbour was attacked by the Japanese air force.

June 1942: The Battle of Midway, which was an important victory for the USA against Japan.

June 1944: The D-Day landings.

8 May 1945: Victory in Europe (VE) Day, when Nazi Germany surrendered to the Allies.

6August 1945: The first atomic bomb was dropped by the USA on Hiroshima, Japan.

9 August 1945: The second atomic bomb was dropped by the USA on Nagasaki, Japan.

15 August 1945: Victory in Japan (VJ) Day, when Japan surrendered to the Allies.

Week Four

The Second World War – Key events:

The Evacuation of Dunkirk (May/June 1940)

The German army had advanced through Europe and pushed back British, French and Belgian troops, before surrounding them at Dunkirk, in France. British naval ships and civilian boats were able to evacuate around 340,000 troops. The successful evacuation helped boost British morale.

Battle of Britain (July-October 1940)

After Dunkirk, Hitler tried to gain control of the air over southern Britain in preparation for an invasion. The Royal Air Force fought to defend Britain from the German Luftwaffe, and were successful, despite having far fewer aircraft. Hitler postponed his planned invasion.

Operation Barbarossa (June 1941)

This was the codename for the German invasion of the Soviet Union (Russia). Despite initial successes, the invasion ultimately failed due to the size of the Soviet army and the German army not being prepared for the freezing conditions.

Week Five

The Second World War – Key events:

Pearl Harbour (7 December 1941)

Japan launched a surprise attack on the American naval base at Pearl Harbour, destroying planes and ships and killing over 2,000 people. This led to the Americans declaring war on Japan and joining the Allies.

D-Day (6 June 1944)

The Normandy landings were when Allied troops landed on beaches in Normandy, north western France, with the ultimate aim of pushing back the German army and forcing them to surrender. It was the largest seaborne operation in history.

The dropping of the atomic bombs (August 1945)

After the Japanese army refused to surrender, the USA dropped 2 atomic bombs on Japan; the first on Hiroshima, killing 70,000 people, and the second on Nagasaki, killing 36,000. Radiation poisoning affected people for years afterwards. Japan surrendered on 15 August.


Histo

ry

Week Six

The Aims of the Nazi Party:

1. The Nazis wanted complete loyalty from all of the German people. People were to submit to Hitler as their Fuhrer.

2. The Nazis wanted a racially pure Germany. They believed that the Aryan race were superior to all other races. Any ‘undesirables’, such as Jews, people with disabilities, homosexuals or gypsies were seen as particularly inferior.

3. The Nazis wanted a traditional Germany. They believed that a woman’s role was to focus on being a mother and doing housework. Men were to join the army. Boys and girls were prepared for their different roles through differences in their education.

Week Seven

How the Nazis kept control:

The Nazis used two methods to keep control: terror and propaganda.Examples of Terror:The Gestapo were the secret police. They collected information from informers and arrested people without trial.The SS were Hitler’s elite army. And led by Heinrich Himmler. They arrested people and were responsible for running the concentration camps.Concentration camps were initially camps where people were imprisoned and forced to do hard labour. From 1942 death camps were introduced where Jews and others were systematically killed.

Examples of propaganda:Joseph Goebbels ran the Nazi Ministry of Propaganda.All anti-Nazi newspapers were shut down and newspapers were told what to print.There were huge book burnings where any books the Nazis disapproved of were burned.There were huge processions and rallies held in stadiums.

Week Eight

Nazi Germany - Key words:

The Hitler Youth: All teenage boys were forced to join. They were taught Nazi ideas and trained to be soldiers.

The League of German Maidens: All teenage girls had to join. They were taught housework skills and how to be good mothers.

Police state: The use of terror and surveillance (watching people) to control the population.

Propaganda: Presenting the Nazis in positive way to mislead people.

Censorship: Not allowing any anti-Nazi views to be published.

Undesirables: Anybody who did not fit in the Nazi’s idea of a racially pure Germany e.g. Jewish people.

The 3 Ks: The 3 things that women were encouraged to focus on: kinder (children), kuchen(cooking) and kirche (church).

Week Nine

The Holocaust – Key words:

Holocaust: The term for the torture and murder of about 6 million Jews by the Nazis from 1933 to 1945.

Antisemitism: Dislike or hatred of Jewish people.

Kristallnacht (The Night of the Broken Glass): An event in November 1938 where Jewish businesses, shops, synagogues and homes were attacked in Germany.

Ghetto: An area of a city where Jews were forced to live in horrible conditions.

Final solution: The name for the Nazi’s plan to exterminate the Jewish population, which began in 1942.

Labour camps: Prison camps were inmates are forced to do hard, physical work.

Death camps: Camps where Jews and others were systematically killed, usually using gas chambers.

Auschwitz: The largest concentration camp where about 1.6 million people died. Situated in Poland.

Week Ten

Revise all previous weeks for your assessment this week. Focus

on topics that you are least confident on.


Ma

thsM

athematics

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Mu

sic

Week 1 / 2 Week 3 / 4 Week 5 /6A STAVE or STAFF is the name given to the five lines where musical notes are written.The position of notes on the stave or staff shows their PITCH (how high or low a note is). The TREBLE CLEF is a symbol used to show high-pitched notes on the stave and is usually for the right hand on a piano or keyboard to play the MELODY and also used by high pitched instruments such as the flute and violin. The stave or staff is made up of 5 LINES and 4 SPACES.

There are five different black notes or keys on a piano or keyboard. They occur in groups of two and three right up the keyboard in different pitches. Each one can be a SHARP or a FLAT. The # symbol means a SHARP which raises the pitch by a semitone (e.g. C# is higher in pitch (to the right) than C). The b symbol means a FLAT which lowers the pitch by a semitone (e.g. Bb is lower in pitch (to the left) than B). Each black key has 2 names – C# is the same as Db – there’s just two different ways of looking at it!

Remember, black notes or keys that are to the RIGHT of a white note are called SHARPS and black notes to the LEFT of a white note are called FLATS.

The BASS CLEF is a symbol used to show low-pitched notes on the stave and is usually for the left hand on a piano or keyboard to play the ACCOMPANIMENT and also used by low pitched instruments such as the tuba and bassoon. The stave or staff is made up of 5 LINES and 4 SPACES.

All Cows Eat Grass Good Burritos Don't Fall Apart

Little Shop of Horrors Chords:

OperaAn OPERA is a theatre piece, like a play. But instead of speaking their lines the characters sing them. Broadway musicals such as Les Misérables, Evita, and Cats are actually operas.Types of movement in an opera:Overture: introduction played by orchestra only; the main musical themes are introducedAria: a song sung by one of the main characters, usually fairly long, expressive and sometimes virtuosicRecitative: usually precedes an aria – half singing, half reciting –the voice rises and falls following the natural speech rhythms of the words; used in opera to carry the plot forward

There are also movements for groups of soloists:Duet – two voicesTrio – three voicesQuartet – four voices

Different Types of MusicalBook Musical: The most traditional musical, this has a strong story which is driven by the songs. The story can be new or an adaption.Revue: A selection of songs, generally linked by a common theme.Concept Musical: A musical where the message is more important than the story, for example A Chorus Line, which is constructed from various stories of dancers taking part in an audition. They can also be called bookless musicalsJukebox Musical: A musical using songs from one band or group, where the story is constructed around these songs. Examples include Mamma Mia and We Will Rock You.Rock/Pop Opera: A musical where the music is highly inspired by rock or pop music. They are usually through-composed and feature little dialogue.

G Major:

A Minor:

D Major:

C Minor:


Mu

sic

Week 7 / 8 Week 9 /10Every Musical has a:LIBRETTO – the overall text including the spoken and sung partsLYRICS – the words to the songThere are different types of song within a Musical including:ACTION SONGS – which move the plot forwardCHARACTER SONGS – which enable a character to express their feelings and often have LYRICAL MELODIES and are designed enable the singer to “show off” their vocal skills.Within these two types of songs, different song types can be found including:BALLADS – which are usually slow, romantic and reflectiveCOMEDY SONGS – which are funny, to the lyrics are very importantPRODUCTION NUMBERS – which involve the full company and are used to show major changes in location or plot, and often open and close ACTS.RHYTHM SONGS – are driven by energetic rhythmic patterns

Various different types of male and female voice are used in both Musicals (and Opera) and are given to different characters.

SOPRANO – the highest female voice type and normally plays the most sympathetic roles (sometimes the heroine who is being cheated on!) MEZZO SOPRANO – a lower female voice type (often given the spiciest and juiciest roles – often witches!) ALTO – the lowest female voice type but can also be sang by men (often maids, mothers or grandmothers)

TENOR – the highest male voice type (often given to vulnerable men who love too much!) BARITONE – a medium-range male voice type (often given to the hero of the plot) BASS – the lowest male voice type (often given to characters that portray fathers or priests)

The Structure of a Song in Musicals:

Although most musicals use dialogue, there are some Musicals which are THROUGH-COMPOSED which use little or no dialogue and everything is sung.STROPHIC FORM is when the same melody is repeated but with different words e.g. hymns and carols. The opposite of strophic form is THROUGH-COMPOSED where each section of words has a new music or melody and nothing is repeated (no repeated choruses or refrains).Many songs from Musicals use VERSE & CHORUS form.

The CHORUS:Sets the refrain of the lyrics and often contains the title words Usually returns several times, always with the same words normally the “catchiest” part of the song and has a MEMORABLE MELODYThe VERSE usually has different words, sung to the same music, with each repetition.

The Structure of a Musical Part 1:

OVERTUREMusicals often begin with an OVERTURE – an INSTRUMENTAL piece played by the BAND or ORCHESTRA which “sets the scene” and often contains parts from songs which will occur later in the musical (e.g. a MEDLEY)

CHARACTERSCharacters are then introduced, and the storyline develops. Musicals contain some spoken dialogue and sometimes dance sequences. INCIDENTAL MUSIC (music played by the band/orchestra alone) is often used for scene or set changes.

SONGS Musicals contain a number of different songs – solo songs (CHARACTER SONGS), DUETS, TRIOS, COMPANY/CHORUS or PRODUCTION NUMBERS, ACTION SONGS, BALLADS and COMEDY SONGS.


Re

ligio

n, P

hilo

sop

hy

& E

thics

Key Beliefs:

There are two main types of Muslims which are called Sunni and Shi’a.

Muhammad was the last prophet of Allah.

Muslims believe the Qur’an was passed to Muhammad by the angel Jibril.

Sunni Muslims follow the five pillars.

Shi’a Muslims follow the ten obligatory acts.

Key Quotes:

Qur’an – Shahadah:

“There is no God but Allah and Muhammad is his Prophet”

Qur’an – Bismillah:

“In the name of Allah, the Merciful, the Compassionate”

Week One Week Two

Key Words:

Allah - Arabic word for God

Prophet - A human who’s given a message from God

Salah - Prayer - Muslims should say five prayers each day

Zakah - 2.5% of all surplus wealth should be given to charity each year

Sawm - The act of fasting during the month of Ramadam

Hajj - The pilgrimage to Mecca

Qur’an - The holy book for Muslims

Surah - A chapter in the Qur’an

Hadith - A book describing the teachings and actions of a key religious figure

Caliph - A person who is both the religious and political leader of a country

Mosque - The Muslim place of worship

Ka’ba - The holiest place on earth for Muslims

Hijab - Veil worn by some Muslim women

Wudu - A ritual wash before prayer

Week Three

Key Quotations:

Quotes from the Bible:

‘God created man in his own image’

‘Let them (humans) have dominion over every living creature’

‘Love thy neighbour’

Key Teachings:

The parable of the Good Samaritan

Jesus told a story:

A Jewish man was travelling between two cities when a gang robbed him. They took everything he had and left him, beaten, by the side of the road. Soon after a Jewish priest passed by but did not stop and help. Shortly after that, a Levite (a Jewish man from the same tribe) passed by, but he did not stop and help either.

Finally, a Samaritan came along. There was a lot of prejudice between Jews and Samaritans. However, the Samaritan stopped and gave the Jewish man first aid. Then he put him on his donkey and walked him to an inn. Here, he paid for the man to have a room and food until he recovered.

Week Four

Covenant - An agreement or promise between two people or groups

Prophet - A person chosen to be a messenger of God.

Temptation - Wanting to do something even though you know it is wrong

Sin - Breaking a religious law

Infant baptism - The ceremony to welcome a baby into the Christian religion

Adult baptism - The ceremony to welcome an adult into the Christian religion

Genesis - Beginning, the name of the first book of the Bible

Creationism - The belief of some Christians that the world and life was created exactly as described in Genesis

Dominion - Power, to be in charge of

Omniscient - All knowing

Omnibenevolent - All loving

Omnipotent - All powerful

Natural evil - Suffering caused by nature, eg. an earthquake

Moral evil - Suffering caused by humans, eg. sexism

Week Five

Key beliefs:

Philosophy means thinking about the most important questions such as how the world or life began

The universe has a beginning but there is much debate about how it started.

Some people believe that humans have a soul. This is a part of us that can survive death.

Key Quotations:

From the Bible:

‘In the beginning, God created the heaven and the earth’

‘You knit me together in my mother’s womb’

‘with God, all things are possible’

Richard Dawkins (atheist):

‘There is no such thing as a religious child, just children with religious parents’


Re

ligio

n, P

hilo

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& E

thics

Week Six

Key Words:

Big bang theory - The idea that the universe was created from a huge explosion

Teleological/ design theory - The idea that the world is perfect for humans to live on and so must have been made for us

Cosmological argument - The idea that everything has a cause so the cause of the universe must be God

Theory of evolution - The idea that all life has changes/adapts over many generations to fit the environment

Miracle - An event that breaks the laws of science and can only be explained as an action of God

Charles Darwin - A naturalist famous for his theory of evolution

George Lemaitre - A priest who came up with the idea of the Big Bang theory

Theist - Someone who believes in God

Atheist - Someone who does not believe in God

Creationism - The belief of some Christians that the world was created exactly as described in the Bible

Week Seven Week Eight

Key Words:

Trinity - The belief that God is the Father, the Son and The Holy Spirit, all at the same time

Gospel - One of four biographies of Jesus in the Bible

Miracle - An event that breaks the laws of science and can only be explained as an action of God

Apostles - The twelve chief disciples/helpers of Jesus

Creed - A statement of core beliefs

Testament - A true account

Denomination - In religion, this means a type/branch of Christianity, (eg. Roman Catholic, Anglican)

Schism - Split, specifically when Christianity split into different denominations

Sacrifice - To give something up for the benefit of someone/something else

Salvation - To be saved from sin and its consequences

Resurrection - To come back to life as yourself

Ascension - To go up, specifically when Jesus went up to Heaven

Week Nine

Key beliefs:

Humanism is a philosophy that believes nothing supernatural exists and so people have a moral duty to care for each other.

The idea of right and wrong is found in every society.

A source of authority is something that people look to for guidance, (advice).

Key Quotations:

Bible – St.Paul -

“You are all one in Christ”

Bible – Golden Rule

“Treat others as you wish to be treated”.

Kurt Vonnegut -

“Being a Humanist means trying to behave decently without expectation of rewards or punishment after you are dead.”

Hans Eysenck -

“Humanism is the commitment to the use of reason in human affairs, applied in the service of compassion.”

Week Ten

Key Words:

Atheism - The belief that God does not exist

Moral - Concerning with doing the right thing

Ethics - The study of morals

Situation Ethics - A philosophy that believes that morality depends on the circumstances

Abortion - The deliberate ending of a pregnancy

Euthanasia - The painless ending of a life to save them further suffering

“Playing God” - The idea that unnatural actions go against God’s unique plan for every person.

Authority - The power or right to give orders

Just War - The five principles that mean a war is considered to be fair.

Prejudice - A belief that someone is not as good as others without knowing them

Sexism - A prejudice based upon sex (whether someone is male or female)

Discrimination - To treat someone unfairly because of a prejudice

Key beliefs:

Christians believe that Jesus is the son of God.

Christians believe that Jesus sacrificed himself to pay for the sins of all humans.

Christians believe that the resurrection of Jesus shows there is life after death.

Jesus’s sacrifice is remembered by Christians at Communion service.

Key Quotations:

From the Bible -

“Love your neighbour”

“This is my body, given for you”

“This is my own dear son with whom I am well pleased”

“For God so loved the world he gave his only son”

Key Words:

Incarnation - In Christianity, this is the belief that Jesus was God in human form

Communion - A ceremony using bread and wine to remember the sacrifice of Jesus. Also called Holy Communion and Eucharist.


Scie

nce

Week One: Evolution Week Two: Climate

The Earth’s atmosphere is the relatively thin layer of gases that surround the planet. It provides us with the oxygen we need to stay alive. Earth’s atmosphere contains around 78% nitrogen, 21% oxygen, 0.04% carbon dioxide and small amounts of other gases.The carbon cycleCarbon is being continually recycled on Earth. The processes that release carbon dioxide to the atmosphere include:• combustion of fossil fuels• respiration by plants and animalsCarbon dioxide is taken in from the atmosphere by plants so that they can carry out photosynthesis. Some processes move carbon compounds from place to place, including feeding by animals and the formation of fossil fuels.

Carbon sink: areas of vegetation, the ocean or the soil, which absorb and store carbon.Fossil Fuels: remains of dead organisms that are burned as fuels, releasing carbon dioxide.

Week Three: Climate

The greenhouse effectWithout greenhouse gases in its atmosphere, the Earth would be about 18°C colder on average than it is now. That would make it too cold to support life as we know it.Greenhouse gases present in the atmosphere include water vapour, carbon dioxide and methane. These greenhouse gases:• absorb heat radiated from the

Earth• then release energy in all

directions, which keeps the Earth warm

Extra carbon dioxide in the atmosphere increases the greenhouse effect. More thermal energy is trapped by the atmosphere, causing the planet to become warmer than it would be naturally. This increase in the Earth’s temperature is called global warming, which is having an effect on the world’s climates including: • ice melting faster than it can be

replaced in the Arctic and Antarctic

• the oceans warming up – their water is expanding and causing sea levels to rise

Week Four: Wave properties

A wave is an oscillation or vibrationthat transfers energy from place to place without transporting matter. Waves can be transverse or longitudinal. In a transverse wave, the oscillation is perpendicular (at 90˚) to the direction of the wave.

In a longitudinal wave the oscillation is parallel to the direction of the wave.

Transverse waves include water and light waves. Longitudinal waves include sound waves. All waves have three important features:• an amplitude, which is the

distance from the middle to the top or bottom of the wave.

• a frequency, which is the number of waves that go past a particular point per second.

• a wavelength, which is the distance from one point on a wave to the same point on the next wave.

Week Five: Wave effects

When a wave travels through a substance, particles move to and fro. Energy is transferred in the direction of movement of the wave. Waves of higher amplitude or higher frequency transfer more energy.Electromagnetic waves form a spectrum of different wavelengths. This spectrum includes: radiowaves, microwaves, infra-red, visible light, ultra-violet, x-rays and gamma-rays. Over-exposure to certain types of electromagnetic radiation can be harmful. The higher the frequency of the radiation, the more damage it is likely to cause to the body.Ultra-violet radiation from the sun can penetrate our skin and make its way right into our cells. Too much exposure will damage our DNA, causing mutations that can lead to cancer.

Keywords:Ultrasound: sound waves with frequencies higher than the human auditory rangeUltraviolet (UV): waves with frequencies higher than light, which human eyes cannot detectMicrophone: turns the pressure wave of sound hitting it into an electrical signalLoudspeaker: turns an electrical signal into a pressure wave of soundPressure wave: an example is sound, which has repeating patterns of high-pressure and low-pressure regions.

Natural selection is a theory that explains how species evolve and why extinction occurs. Species change over time in response to changes in their environmentor competition between organisms.The members of the species with the most desirable characteristics are able to produce the best-adapted offspring. If a species is unable to adapt then it is at risk of becoming extinct.Biodiversity is vital to maintaining populations. Within a species variation helps against environment changes, avoiding extinction.

Keywords:Population: group of organisms of the same kind living in the same placeNatural selection: process by which species change over time in response to environmental changes and competition for resourcesExtinct: when no more individuals of a species remainBiodiversity: the variety of living things. It is measured as the differences between individuals of the same species, or the number of different species in an ecosystem.Competition: when two or more living things struggle against each other to get the same resource. Evolution: theory that the animal and plant species living today descended from species that existed in the past.


Scie

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Week Six: Earth’s Resources Week Seven: Inheritance

Inherited characteristics, such as eye colour, are the result of genetic information being transferred from parents to offspring during reproduction. Children usually look a little like their father, and a little like their mother, but they are not identical to either of their parents. This is because they get half of their DNA from each parent.A gamete is a sex cell. Male and female gametes, carrying half the total number of chromosomes of each parent, combine during fertilisation. In humans, the male gamete is the sperm and the female gamete is the ovum (egg cell).

DNA, is found in the nuclei of cells and organised into 46 chromosomes. Chromosomes are long tightly coiled strands of DNA that contain many genes.

Week Eight: Inheritance

A gene is a section of DNA that codes for a particular protein; it can be thought of as a set of chemical instructions for one particular feature. Inheriting eye colourYour cells contain two versions of each gene. The different versions of a gene are called alleles. One allele comes from your mother and the other from your father. These alleles may be the same, for example, you may inherit two alleles for blue eyes; you would therefore have blue eyes. However, you may inherit two different versions of the eye colour gene, for example, the allele that codes for blue eyes from your mother and the allele that codes for brown eyes from your father.

The allele for brown eye colour is a dominant allele; if you inherit a copy of this allele your eye colour will be brown. It doesn’t matter what the other allele is.The allele for blue eye colour is a recessive allele; this characteristic is only expressed if you have two copies of the allele. To have blue eyes, you must inherit a copy of the allele that codes blues eyes from both parents.

Week Nine: Heating and Cooling

The thermal energy of an object depends upon its mass, temperature and what it is made of. When there is a temperature difference, energy transfers from the hotter to the cooler object. Thermal energy is transferred through different pathways by conduction, convection and radiation.

In conduction, particles transfer energy by colliding with other particles when they vibrate. Energy transfer happens until the two surfaces are at the same temperature.

Energy is not transferred very easily through materials like wood. Wood and many non-metals are poor conductors of heat; they are known as thermal insulators.Keywords:Thermal conductor: material that allows heat to move quickly through it.Thermal insulator: material that only allows heat to travel slowly through it. Temperature: a measure of the motion and energy of the particlesThermal energy: the quantity of energy stored in a substance due to the vibration of its particles.

Week Ten: Heating and Cooling

Convection occurs in liquids and gases. It occurs when particles with a lot of thermal energy move and take the place of particles with less thermal energy. Liquids and gases expand when they are heated. This is because the particles in liquids and gases move faster when they are heated than they do when they are cold. As a result, the particles take up more volume. This is because the gap between particles widens, while the particles themselves stay the same size. The liquid or gas in hot areas is less dense than the liquid or gas in cold areas, so it rises into the cold areas. The denser cold liquid or gas falls into the warm areas. In this way, convection currents that transfer heat from place to place are set up.

Radiation is the transfer of thermal energy as a wave. All objects transfer energy to their surroundings by infrared radiation. The hotter an object is, the more radiation it gives off. Particles are not involved in radiation, which means that energy transfer can occur even when objects are not touching.

Humans use the Earth’s natural resources to provide warmth, shelter, food and transport. Many of the resources we use are finite and will eventually run out. If we reuse and recycle the materials we use we will reduce:• our use of limited resources• our use of energy • the waste we produce

Natural resources: materials from the Earth which act as raw materials for making a variety of productsMineral: naturally occurring metal or metal compoundOre: naturally occurring rock containing sufficient minerals for extractionExtraction: separation of a metal from a metal compoundRecycling: processing a material so that it can be used againElectrolysis: using electricity to split up a compound into its elements

Metal Extraction method

K

Elec

trol

ysis

of

mol

ten

com

poun

ds

Na

Ca

Mg

Al

Carbon

Zn

Heat

ing

with

ca

rbon

(m

etal

ox

ide

is re

duce

d)

Fe

Cu


Sp

an

ish

beber to drink

comer to eat

hombre man

viaje journey

actividad activity

fruta fruit

carne meat

verdura vegetables

leche milk

agua water

porque because

que what

quiero I want

correr to run

escribir to write

aprender to learn

mujer woman

carta letter

Alemán German

lengua language

chino Chinese

parque park

algo something

después after

ganar to win

gol goal

preguntar to ask

visitar To visit

montar To ride

tomar To take

año year

pasado last

playa beach

sol sun

foto photo

costa coast

Italia Italy

otro other

país country

ahora now

gente people

imaginar to imagine

disfrutar to enjoy

repasar to review

pronunciar to pronounce

(en) silencio silence

conversación conversation

(en) parejas (in)pairs

texto text

tableta tablet

último last

lunes Monday

martes Tuesday

miércoles Wednesday

jueves Thursday

viernes Friday

sábado Saturday

domingo Sunday

ojo eye

escoger to choose

elegir to choose

describir to describe

interrumpir to interrupt

comprender to understand

imagen image

lectura reading

español Spanish

mano hand

subir to climb

vender to sell

ver to see

cuenta bill

partido game

fútbol football

calle street

obra play

primero first

segundo second

luego then

leer To read

responder To reply

recibir To receive

abrir To open

correo mail

electrónico electronic

mensaje message

artículo article

llamada called

ordenador computer

mi my

tu your

niño child

móvil mobile (phone)

llave key

joven young

perdido lost

sólo only

hablar to speak

ejercicio exercise

zumo juice

televisión TV

día day

sano healthy

todo all

siempre always

nunca never

a veces sometimes

normalmente normally

alto tall

yo I

fiesta party

decidir to decide

cubrir to cover

costo cost

repartir to distribute

bebida drink

yo I

elefante elephant

idea idea

universo universe

llamar to be called

libro book

perro dog

pero but

ver to see

celebrar to celebrate


Sp

an

ish

“er” and “ir” verbs – present tense

“ar” verbs 1st person – past tense

“ar” verbs 2nd person – past tense

“er” and “ir” verbs 1st person –past tense

“er and “ir” verbs 2nd person – past tense

mi/mis and tu/tus

poder – to be able topuedo I can

puedes You can (s.)

puede He/she (it) can

podemos We can

podéis You can (pl.)

pueden They can

ser – to besoy I am

eres You are (s.)

es He/She (It) is

somos We are

sois You are (pl.)

son They are

deber – to have todebo I must

debes You must (s.)

debe He/she (it) must

debemos We must

debéis You must (pl.)

deben They must

estar – to be estoy I am

estás You are (s.)

está He/She (It) is

estamos We are

estáis You are (pl.)

están They are

tener – to havetengo I have

tienes You have (s.)

tiene He/she (it) has

tenemos We have

tenéis You have (pl.)

tienen They have

Present Tense “AR” “ER” “IR”

I -o -o -o

You -as -es -es

He / She -a -e -e

We -amos -emos -imos

You -aís -eís -ís

They -an -en -en

Past Tense “AR” “ER”/”IR”

I -é -í

You -aste -iste


Vo

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Tier Two Vocabulary Knowledge Organiser – Summer Term 2020 Academic vocabulary Tone vocabulary

Main/Linked Words Definition Synonyms Example Sentences

Wee

k 1

seek (verb) seeking (verb) sought (verb)

1. to try to find; look for. 2. to try to get or obtain.

look for strive for, aspire to

1. The dog was seeking the bone that he had left in the yard. 2. He is seeking his fortune in Europe.

appreciative (adj.) feeling or capable of feeling gratitude or appreciation. grateful, thankful He was very appreciative of his grandparents' help.

“You’ve helped me so much,” he said with an appreciative tone.

Wee

k 2

penultimate (adj.) the second to last The penultimate chapter of the book It’s the penultimate week of term

apathetic (adj.) showing little or no emotion, concern, or interest; indifferent.

indifferent, unconcerned, unmoved

The prisoners cried out for help, but the apathetic guards continued to play their game. Although the MPs were arguing the debate, most ordinary people felt apathetic about the issue.

Wee

k 3

restrict (verb) restricted (verb) restricting (verb)

to put a limit on, keep under control confine, limit, control

His parents restricted him by giving him a strict curfew. Some roads may have to be closed to restrict the number of visitors

restriction (verb) a limiting condition or measure, especially a legal one.

limit, regulation, condition There are restrictions on making campfires in the park.

restrictive (adj.) having the effect of restricting. limiting The boarding school's rules were highly restrictive and very little freedom was allowed.

ecstatic (adj.) in a condition of extreme delight or overpowering emotion

elated, enraptured, entranced Ecstatic fans poured onto the field after the long-awaited victory.

Wee

k 4

proceed (verb) proceeded (verb) proceeding (verb)

1. to move forward after a stop. 2. to begin or go on to do something.

advance, move begin, go ahead

After you give your name, you may proceed to the front of the queue. The student was quiet and nervous, but proceeded to answer the question.

condescending (adj.)

displaying a belief that one is superior, due to having greater intelligence, being of a higher class or having greater importance,

patronising, snobbish

The great surgeon spoke to us in a condescending manner, making it clear that he felt he was lowering himself to even speak with us nurses. When I don't understand something, she explains things very simply and clearly, but her tone seems a bit condescending sometimes.


Vo

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wee

k 5

obtain (verb) obtained (verb) obtaining (verb)

to get, gain acquire, gain, get You must obtain permission from your parents in order to go on the trip. To obtain a driving licence, you have to pass a test.

obtainable (adj.) able to be obtained, able to get attainable, acquirable Information about the subject is easily obtainable on the internet.

unobtainable (adj.) not able to be obtained, difficult to achieve unreachable, The book was unobtainable in the library so I had to buy a copy.

exuberant (adj.) vigorously enthusiastic or happy; high-spirited.

ebullient, enthusiastic

She was exuberant upon hearing that she'd been accepted into university The soccer fans were exuberant after the team's big win.

wee

k 6

potential (adj.) capable of becoming prospective We need to advertise to potential customers. We will interview all the potential candidates for the job.

potential (noun) showing the capacity to develop into something in the future.

probability, likelihood

He has the potential to succeed. She has the potential to become a brilliant rugby player.

potentially (adj) possibly possibly The broken step is potentially dangerous. The disease is potentially fatal.

disgruntled (adj.) angrily or grumpily unhappy; highly displeased or dissatisfied.

dissatisfied, discontent

Many of the workers were disgruntled with the management's decision He told me, in a disgruntled tone, that he had not received the money.

Wee

k 7

interpret (verb) interpreted (verb) interpreting (verb)

1. to decide on or explain the meaning of 2. to understand in a particular way.

1. clarify, explain 2. define, read

1. We need to interpret the data. 1. How do you interpret his latest book? 2. Dan interpreted his father's frown as a refusal.

misinterpret (verb) misinterpreted

to misunderstand; to comprehend incorrectly

misunderstood, misconstrue

I think you're misinterpreting the situation She was offended because she misinterpreted the offer he was making.

interpretation (noun)

the action of explaining the meaning of something. explanation this open is open to a lot of different interpretations

jovial (adj.) very cheerful, friendly, and merry; jolly. jolly, merry She was in a jovial mood.

“Merry Christmas,” he cheered with a jovial tone.


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Wee

k 8

conclude (verb) concluded(verb) concluding (verb)

1. to bring to an end; finish or complete. 2. to think about carefully and form an opinion.

1. cease, complete, finish, terminate 2. decided, determine

1. We concluded the meeting and went out for lunch. 2. The head teacher finally concluded that he had done nothing wrong.

conclusion (noun) 1. an ending, result, or outcome. 2. an opinion reached after careful thinking.

1. close, end 2. deduction, judgement

1. The conclusion of the book was a surprise. 2. There was enough evidence to draw a quick conclusion about how the accident happened.

haughty (adj.) proud in a way that shows a low opinion of others; thinking of others as beneath oneself.

arrogant, proud, smug

That haughty girl thinks she's better than everyone else. “Why are they at the party?” she said with a haughty tone.

Wee

k 9

distinct (adj.) different or set apart; separate (sometimes followed by "from"). different, individual Her laugh is distinct from everyone else's in the audience.

They divided the rocks that they had collected into three distinct groups.

distinctive (adj.) serving to set apart or mark as distinct or unusual.

individual, particular, peculiar

Blackberries give Ribena its distinctive flavour He had a very distinctive walk.

distinction (noun) a mark or feature that makes someone or something different. contrast, difference

He has the distinction of being the first in his family to go to university. There is a sharp distinction between what was remembered and what actually happened.

impassioned (adj.) full of strong emotion ardent, vehement, passionate

The mother made an impassioned plea for help in finding her child. He gave an impassioned speech about the future of the party.

Wee

k 10

appropriate (adj.) right for the purpose; proper. apt, proper, suitable

Jeans and a T-shirt are not appropriate for a formal wedding. This isn't the appropriate time or place.

inappropriate (adj.) not suitable, proper or right for the circumstances

improper, unbecoming, wrong

Your behaviour is inappropriate. Is a black dress inappropriate for a wedding?

obnoxious (adj.) offensive or not pleasant. disagreeable, offensive, objectionable

Two obnoxious children screamed during our trip to the museum. Skunks give off an obnoxious smell.


Notes

organiser 2019-20 knowledge · giacometti was one of the most important sculptors of the 20th...

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