Year 8

Knowledge Organisers

Term 3

Other important Pop Artists:- David Hockney• English painter, draftsman, printmaker, stage designer, and

photographer. • Considered one of the most influential British artists of the 20th • Born: 9 July 1937 (age 83 years), Bradford, England

Year 8 Knowledge OrganiserThis term our topic will be based around food. You will be developing your drawing and painting skills, along with 3D sculpture skills, whilst learning about the Pop Art Movement.

Tonal Drawing You will practice creating tone with pencil and apply this skill to your drawing. Whether drawing an understanding of tone, the variations of light and shade, is important.A variety of pencils are needed to create a tonal

Other important Pop Artists:- Andy Warhol• American artist, film director, and producer.• Considered the artist who created Pop Art.• Born: 6 August 1928, Pittsburgh, America• Died: 22 February 1987, New York, America

study. The B range is soft and dark and more suitable than H pencils for shading and tonal drawings.Study the different shades of light and dark in your subject. These tones are dependent on where the light source is. It is a common mistake to have little difference between the darkest and lightest areas of a drawing. This can make your results seem flat.Objects are three dimensional, so the tone will change over the surface. Think about the direction and distance between your marks when shading. If shading using cross-hatching, think about the closeness of the crossing lines - the closer the lines, the darker the shading.Alternatively, try building tone using several layers of pencil, using softer pencils or working with charcoal.

Key Words:-

Sculpture.

Public Art.

3D & 2D

Everyday objects.

“Soft Sculpture”.

Pop Art.

Popular culture.

Shading.

Tone.

Texture.

Key Artist:- Claes Oldenburg.1. Born January 28, 1929.

2. He is an American sculptor.

3. He is most famous for his public art of

large versions of everyday objects.

4. He is also famous for his “soft

sculpture” versions of everyday

objects.

5. His work is part of the “Pop art” style

that was the new art that became

popular in the 1960’s.

6. Pop artists get their ideas from every

day, normal, very recognisable

objects.

7. The change in size, from a small object

in real life, into a massive art

Sculpture, made the “ordinary” object

more “extraordinary” and special.

8. Oldenburg currently lives and works in

New York.

2D and 3D.A 2D, or two-dimensional, shape has length and height as its dimensions, it would be flat if laid down. A 3D, or three-dimensional, shape has length, height, and width (depth) as its dimensions.

Other important Pop Artists:- Roy LichtensteinAmerican artist. Born: 27 October 1923, New York, AmericaDied: 29 September 1997, New York, America.

Pop art is an art movement that emerged in the United Kingdom and the United States during the mid- to late-1950s. The movement presented a challenge to traditions of fine art by including imagery from popular and mass culture, such as advertising, comic books and mundane mass-produced cultural objects.

The seven elements of art are line, shape, space, value, form, texture, and colour. These elements are the building blocks, or ingredients of art. Can you learn what they all mean?

The Elements of Art

DESIGN TECHNOLOGY YEAR 8 Term 3

KEY WORDS

Isometric:- A 3D drawing drawn at a 30°

angle.

Weight of line:- How hard you press to

create the line.

Feint:- Very light lines or working lines

Working lines:- For example to show the

crate in the crating technique before the

object was drawn.

CAD Visuals:- Computer generated visuals

of an imagined space, using different images

to simulate materials.

Textures:- Rendering techniques to

represent the surface of different materials.

Annotation:- written explanation's to help

others understand what you are designing.

(materials, sizes, construction methods)

Ergonomics is the process of designing or arranging workplaces, products

and systems so that they fit the people who use them. ... Ergonomics aims to improve workspaces and environments to minimise risk of injury or harm.

Anthropometrics is the practice of taking measurements of

the human body and provides categorised data that can be

used by designers.

Anthropometrics help designers collect useful data, eghead circumferences when designing a safety helmet.

Percentiles. Percentiles are shown

in anthropometry tables and they tell you

whether the measurement given in the tables

relates to the 'average' person, or someone

who is above or below average in a certain

dimension.

1. To know the names of key practical skills

2. To know the names of key features of Melodrama and Realism

3. To demonstrate the use of key practical skills

4. To demonstrate the key features of Melodrama and Realism

5. To give constructive feedback to others to help application of key skills and features

Year 8 Drama Term 3

Constructive Feedback (5) Feedback can be easily structured.

• WHAT (the skill, see Key practical skills (1+3))

• HOW (how they have used the skill e.g. by raising their voice, crossing their arms, frowning)

• WHY (the effect that skills has had e.g they were angry, they were bored, they were stressed)

Key practical skills

1. Emphasis: stress given to a word or words

2. Tone: the emotion of the speaker

3. Pitch: how high or low

4. Volume: how loud or quiet

5. Pace: how fast or slow

• Facial expressions: using your face to com-

municate meaning

• Body language: using your body to com-

municate meaning

• Posture: how you hold your body e.g. upright

or slouched

• Gesture: how you use your hand movement

Features of Melodrama

1. Stock characters: recognisable characters

that appear in stories and require no fur-

ther development e.g. villain, hero, damsel

2. Exaggerated plot: a story line that over-

emphasises things to make them better or

worse

3. Exaggerated characterisation:

characters that react and be-

have in an over-the-top way

4. Use of “aside”: talking directly

to the audience and the other

characters can’t hear you

5. Audience participation: actively encourag-

ing the audience to boo, hiss and cheer

certain characters.

Features of Realism

1. Given circumstances: the information given

to you at the beginning of the play about

characters, set, date and time

2. Magic If: an actor using their past

experience to inform how they perform as

a character, as “if” they are in the same

situation

3. Character intention: the thing that

is driving the character through the story

4. Super objective: what is the aim of

the performance as a whole.

5. Fourth wall: imagining the stage is a room

with four walls and the audience if

watching through a window at the action

unfolding, as if the acting is “real life”

Aside A line that a character delivers that is not supposed to be heard by the other characters

Blank Verse Unrhymed iambic pentameter. Usually used by Shakespeare to indicate education and

high class

Denouement The final part of a play where the action is explained and resolved

Exposition Background information that an audience requires so that they understand the story

Dramatic irony A technique where the audience knows more than the characters

Hierarchy A ranking system according to importance/status

Iambic pentameter A line of verse with five pairs of stressed and unstressed syllables

Jacobean Describes the time period in society when James 1 was King (1603-1625)

Literary critic Someone who writes about a text

Marginalised A character or theme that is treated as insignificant or on the edge of society

Microcosm A setting that represents, in miniature, something much larger and more significant

Parody Mimic someone or something’s style in a humorous way

Pathetic Fallacy A technique where the weather reflects the mood of the writing

Prose Written or spoken language in its ordinary form

Soliloquy When a character speaks their thoughts out loud, when they are alone on stage

Usurp To take a position of power illegally, or by force

Utopia A perfect state/place

English - Term 3 - The Tempest

Key Characters:

Prospero: The play’s

protagonist. He wields

power over his enemies

through magic. He was

usurped as Duke of Milan,

and now rules the island.

Miranda: Prospero’s

daughter. Naïve,

compassionate and loyal.

Ariel: Prospero’s spirit slave.

Prospero rescued him from

the witch Sycorax.

Caliban: Prospero’s slave

who believes the island

rightfully belongs to him.

King Alonso: King of Naples

who aided Antonio in

usurping Prospero.

Ferdinand: son and heir of

Alonso.

Gonzalo: An old, honest

Lord. He helped Prospero &

Miranda when Antonio

sends them away

Antonio: Prospero’s brother.

Power-hungry & foolish.

Sebastian: Alonso’s brother.

Aggressive, cowardly and

disloyal (like Antonio).

Stephano: a drunken butler.

Trinculo: a jester.

Key Context

1. Britain was establishing overseas colonies in America (Virginia) and across the world. Shipwrecks were

common and deadly. Shakespeare may have been inspired by the tale of the Sea Venture, which was

wrecked in the Caribbean but survivors later returned to England.

2. Shakespeare was influenced by Montaigne and other philosophers, who questioned England’s attempts to

seize new lands. England was becoming very powerful globally and Shakespeare explores the

problematic relationship of power between new rulers (colonisers) and native people in the play.

3. The play was performed as part of celebrations for the marriage of King James I’s daughter. It was also

performed in Blackfriar’s theatre. Smaller than the Globe, and with a roof, this meant that the company

could experiment more with light and special effects, bringing Prospero’s magic to life theatrically.

4. The Renaissance (French word for rebirth) is a cultural period in history that represented the search for

knowledge and power. Prospero represents a ‘Renaissance man’ because he devotes himself to his books

and explores a new land.

Plot

Act 1: A fierce storm threatens the lives of all aboard King Alonso’s ship and

they are shipwrecked on Prospero’s island. Miranda begs her father to stop

the storm but he tells her the story of why they are on the island: his brother

betrayed them, taking the title Duke of Milan from Prospero by arranging for

Prospero and Miranda to be sent to sea in a rickety boat. Ariel tells Prospero

that the ship’s inhabitants are all stranded on different parts of the island. He

asks to be freed but Prospero refuses. Caliban claims the island is rightly his

but Prospero forces him to comply through magic. On meeting, Miranda

and Ferdinand fall instantly in love but Prospero enslaves him.

Act 2: Ariel puts all the ship’s passengers to sleep except Antonio and

Sebastian who plot to seize King Alonso’s crown. Just as they are about to

attack the sleeping King, Ariel wakes the party up who all leave in search of

Ferdinand. Trinculo and Stephano meet Caliban and give him wine.

Caliban drunkenly worships Stephano.

Act 3: Ferdinand and Miranda declare their love and agree to marry.

Caliban, Trinculo and Stephano plot to kill Prospero with Caliban promising

that Stephano can marry Miranda. Ariel hears and reports the plan to

Prospero. A banquet appears in front of the royal party but, as they are

about to eat, Ariel appears as a harpy and accuses King Alonso, Antonio

and Sebastian of being sinners. The three flee in fear.

Act 4: Prospero arranges Miranda and Ferdinand’s marriage but suddenly

remembers Caliban’s plan. He tells Ariel to tempt the men with garish

clothes and sends spirits after them. He promises to free Ariel soon.

Act 5: Prospero promises to give up magic. The group arrive and Prospero

forgives them but states Antonio must give up his claims on Prospero’s

dukedom. Alonso grieves for the loss of Ferdinand and Prospero reveals he is

alive and married to Miranda. Caliban, Trinculo and Sebastian are brought

to Prospero by Ariel and Caliban repents. Ariel’s final duty is to provide calm

seas for them to set sail the next morning.

QLA: R1 Give ideas about a text to demonstrate understanding

of the plot, characters, themes and writer’s intentions

R2 Use references/quotations to the text

R3 Analyse the writer’s use of language and linguistic

techniques

R4 Analyse the way the text is structured

R5 Demonstrate an understanding of the relationship

between the text and its social, cultural and historical

context

Analytical paragraph and its features

In The Tempest, Shakespeare presents Caliban as Prospero’s

‘slave’ – he is entirely controlled by Prospero and is kept

trapped in a cave. Prospero treats him like an animal, calling

him a ‘freckled whelp’ where the word ‘whelp’ suggests he is a

worthless puppy, not a human. Prospero controls him and

insults him, calling him ‘tortoise’ when he doesn’t respond

quickly. This metaphor suggests Caliban is slow and reluctant to

work for Prospero. Shakespeare could be building sympathy for

Caliban and encouraging the audience to question how

Europeans treated the indigenous people that they

encountered when they were creating colonies in America.

Caliban’s presentation could be conforming to stereotypes of

native Americans in the Jacobean period – as savages that

needed to be controlled. This part of the scene differs from

Prospero’s interactions with Ariel, where Prospero is more

respectful, calling him ‘brave spirit’, and ‘servant’. This

highlights the contrast between Ariel and Caliban’s treatment

and makes Prospero seem even more harsh.

R1 R2 R3 R4 R5

Practical Focus Skills

Rubbing in – e.g. Rock Cakes - protein, carbohydrate,5 a day

Safe working, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using a timer, even shaping and sizes, even quality, using the oven independently, handling high risk ingredients, weighing, measuring, using the oven, rubbing in, mixing, cracking eggs.

Developing rubbing-in, knife skills – e.g. Crumble - carbohydrate, 5 a day

Safe working within a food room, working in an organised approach, cleaning up, rubbing in, dovetailing, fruit preparation / knife skills, combining two skills learnt previously – dovetailing, how to use the oven safely, how to recognise when food is cooked, weighing, measuring, baking.

Developing rubbing-in, knife skills, moulding and shaping dough, oven. E.g. Scone Based Pizza – all section of the eatwell guide

Safe working within a food room, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using the oven, using a timer, knife skills, weighing, shaping, using the oven independently, assessing when foods are cooked.

Hob, knife skills, dovetailing – e.g. Pasta Salad – carbohydrate / 5 a day

Safe working within a food room, working in an organised approach, cleaning up, bridge and claw technique, handling and preparing raw ingredients, using the hob safely & correctly, boiling, simmering, draining, knife skills.

High risk ingredients, knife skills, hob, e,g, Savoury Mince - protein / 5 a day

Safe working within a food room, working in an organised approach, cleaning up, how to check food is cooked, how to safely handle raw meat, using the hob safely & correctly, testing food for seasoning / balance. Knife skills, using the hob, simmering

Béchamel, simmering, dovetailing, e.g. Macaroni Cheese – Dairy / fat

Safe working within a food room, mixing, weighing, knife sills, boiling, draining, measuring, using the hob, working in an organised approach, cleaning up, how to check food is cooked, béchamel sauce. Dovetailing.

Crushing, mixing, layering, double boiler - dairy

Weighing and measuring, crushing, melting, mixing, double boiler, whisking, combining, layering, handling cream – aeration, setting, cleaning, and timing.

Jardinière Julienne Macedoine mas-i-dwahn

Brunoise BROON-wahz

•

• Be sure to follow safety guidelines when using the hob o Use burners on the back as much as

possible. o Never use a pot that is too small or big for

the burner. o Never leave a burner on that does not have

a filled pot or pan on it. o Do not leave an empty pan on a hot burners. o Always use a wooden spoon as it does not

conduct heat in the same way as metal spoons.

o Always use a low / medium heat – this gives you more control.

The Hob

• Before each use, do an oven safety check.

o Make sure there is nothing in the oven. An oven

should never be used for storage. o Position your oven racks before pre-heating to

prevent scalding. o The oven should be pre-heated before use for at

least 15 minutes. o When using the oven – stand to the side, pull down

the door, count to 3 and then place food in or take food out. Shut the door immediately.

o Close the oven door immediately after removing or testing food.

o Always use oven dry oven mitts – a range will be available.

The Oven Before Each Lesson you

Will Be expected To –

Tie all long hair back.

Take off all hand and wrist

jewellery – you will need to

store this safely at your

own risk.

Wear a clean apron.

Roll up sleeves / take off

school jumper.

Accidents – accidents happen from time to

time, please do not panic – you must ask for

help IMMEDIATELY.

Ingredients lists will be issued two weeks before

each practical via Show My Homework.

Eat at least five por6ons of a variety of fruit and vegetables a day. Fruit and vegetables are a good source of vitamins, minerals and fibre. Starchy food should make up just over a third of the food we eat. Choose higher-fibre, wholegrain varieties, such as whole-wheat pasta, brown rice, or simply leave skins on potatoes. There are also higher-fibre versions of white bread and pasta. Starchy foods are a good source of energy and the main source of a range of nutrients in our diet. Milk, cheese, yoghurt are good sources of protein and some vitamins, and they're also an important source of calcium, which helps to keep our bones strong. Eat lower-fat / ugar products where possible, like 1% fat milk, reduced-fat cheese or plain low-fat yoghurt. These foods are good sources of protein, vitamins and minerals. Pulses such as beans, peas and lentils are good alternatives to meat because they're lower in fat and higher in fibre and protein, too. Choose lean cuts of meat and mince and eat less red and processed meat like bacon, ham and sausages. Unsaturated fats are healthier fats and include vegetable, rapeseed, olive and sunflower oils. Remember all types of fat are high in energy and should be eaten sparingly.

Food temperature probe: Used to test the inner temperature of a food to ensure it is

cooked throughout.

Minerals are needed in small amounts to help the body func6on properly and stay strong. Calcium is needed for the growth of healthy teeth / bones and blood clotting. Sources of calcium include milk, cheese, eggs, wholegrain cereals, green vegetables, bread and tofu. Iron is needed for the formation of red blood cells. Sources of iron include red meat, green vegetables, eggs, lentils and bread.

Ma chambre – my bedroom Dans ma chambre il y a – In my bedroom there is/are Dans ma chambre idéale il y aurait – In my ideal bedroom there would be un lit – a bed une armoire – a wardrobe une commode – a chest of drawers une étagère – a bookshelf une table – a table une chaise – a chair une lampe – a lamp un bureau – a desk un tapis – a rug une télévision – a TV un ordinateur – a computer une console de jeux vidéo – a games console des rideaux – some curtains une moquette – a carpet les murs sont - the walls are les murs seraient – the walls would be noirs/blancs/jaunes/verts/bleus/rouges - black/white/yellow/green/blue/red

J’habite dans une maison – I live in a house

un appartement – a flat

un bungalow – a bungalow

une ferme – a farm

à la campagne – in the countryside dans le nord/l’est/le sud/l’ouest –

à la montagne – in the mountains in the north/east/south/west

au bord de la mer – by the sea dans le sud-ouest – in the southwest

en ville – in town près de - near to

Dans ma maison il y a – In my house there is /there are

Dans ma maison idéale il y aurait - In my ideal house there would be

une cuisine – a kitchen un jardin – a garden

une piscine – a swimming pool un bureau – an office

une salle à manger – a dining room un salon – a living room

une toilette – a toilet deux chambres – two bedrooms

une salle de bains – a bathroom la chambre de ma sœur – my sister’s room

deux étages – 2 floors

Au rez-de-chaussée il y a - On the ground floor there is/are

Au premier étage il y a – On the first floor there is /are

Adjectives (these come after the noun

and need to agree with the noun in gender/number) :

traditionnel/traditionnelle – traditional moderne – modern grand/e – big petit/e – small joli/e – pretty moche - ugly propre – clean sale – dirty confortable – comfortable rangé/e – tidy en désordre - untidy

Expressing an opinion:

Selon moi – According to me

À mon avis – In my opinion

Je pense que – I think that

ma maison est – my house is

les chambres sont – the bedrooms are

assez – quite un peu – a little

très – very trop – too

Locations à droite de* – on the right of à gauche de* - on the left of à côté de* - next to en face de* - opposite devant - in front of derrière - behind sur – on (top of) sous– under

Chez moi – Where I live KS3

masculine plural adjectives

to describe masc pl noun

Using pronouns:

elle est – it is (for feminine nouns like maison)

il est – it is (for masculine nouns like salon)

elles sont – they are (for feminine plural nous like chambres)

ils sont – they are (for masculine plural nous like rideaux)

PREFERENCES: J’aime - I like J’aime beaucoup – I really like J’adore – I love Je n’aime pas – I don’t like Je n’aime pas du tout – I don’t like at all Je déteste – I hate Je préférerais – I would prefer J’aimerais – I would like Connectives: et – and aussi – also cependant – however mais – but parce que – because car - because

à cause de* – because of

` Key grammar point involving à and de

à followed by le = au de followed by le = du

EXAMPLES:

j’habite à la campagne – I live in the countryside

j’habite au bord de la mer – I live by the sea

Mon lit est à droite de la fenêtre – My bed is on the right of the window

La table est à droite du lit – The table is on the right of the bed

*

Avoid repetition. Je l’aime – I like it Je les aime – I like them eg : Ma maison est grande et je l’aime car elle est moderne aussi: My house is big and I like it because it is modern as well.

Les murs sont verts et je les aime – the walls are green and I like them. You can replace ‘aime’ with any of the verbs. je la déteste – I hate it (talking about a fem sing noun) ; je le déteste - I hate it (masc sing noun) ; je les déteste – I hate them (plural noun)

Comparatives – plus..adjective..que = more… than moins……que = less… than aussi….que = as….as

Le salon est plus grand que la cuisine – the living room is bigger than the kitchen

Year 8 Topic 2 Development & IndiaWhat is development?

Development in Geography is a complex term. Most simply it means people having an acceptable standard of living or

quality of life. This is very different around the world.

Measuring development

Development Indicators are used to measure and understand a country’s level of development.

Economic indictors

Gross National Income or GNI

The total amount of money earned by a nation's people and businesses, divided by the total population. This gives a figure in $US dollars per person, or the average earnings. It is used to measure and track a nation's wealth from year to year.

Social indicators - examples

Infant mortality

The number of children who die before reaching 1 year old, per 1000 babies born.

Literacy rate

The percentage of population over the age of 15 who can read and write.

Life expectancy

The average lifespan of someone born in a country.

Mixed indicators

Human Development Index (HDI)

The HDI combines three indicators – life expectancy, education (average number of years of schooling) and gross national income.

Variations in the level of development

LICs or Low

Income Countries

These are the poorest countries in the world, where people have an average income (GNI) of $1045 or less per person. Most citizens have a poor standard of living and can live in extreme poverty.

NEEs or Newly

emerging Economies

Countries that have begun to experience higher rates of development, industrialisation, increasing incomes and high levels of investment. eg Brazil, Russia, China and India (the BRICS countries). These countries are getting richer.

HICs or High

Income Countries

Countries where people have an average income of $12,746 or above per person. These countries are wealthy with high standards of living. These countries can invest money in services such as health & Education

Development is globally uneven with most HICs located in Europe, North America and Oceania. Most NEEs are in Asia and South America, whilst most LICs are in Africa. Remember, development can also vary within countries too, as people’s quality of life is mainly dependant on income.

Which factors can affect development?

History Trade

Colonialism (the practice of taking full or partial political control over another country, and exploiting it’s wealth). helped Europe develop, but slowed down development in many other countries e.g. LIC’s in Africa. African countries are still feeling the effects of Colonialism today, as valuable resources such as oil and goldwere taken.

Wealthy HIC’s like Japan and the UK are heavily industrialised and produce manufactured goods such as cars and computers to trade internationally. LIC’s trade more in low value primary products such as crops (cotton, sugar, tea) which earn far lower incomes on international trade markets.

Education Health

Education creates a skilled workforce meaning more goods and services are produced.

Educated people earn more money, meaning they also pay more taxes. This money can help develop the country in the future. Investment in education in HIC’s is far higher than in LIC’s.

Lack of clean water and poor healthcare in LIC’s means a large number of people suffer from diseases.

People who are ill cannot work so there is little contribution to the economy. More money spent on healthcare in HIC’s means less spent on development.

Reducing the development gap

Aid Fair trade

Aid comes in many forms and can help some countries develop key projects faster. Aid can improve services such as schools, hospitals and roads. Differentforms of aid include; short term, long term, bilateral and multilateral. HIC’s donate billions of $ in Aid every year to help improve development in LIC’s.

This is a movement where the aims include farmers in LIC’s and NEE’s getting a fair price for the goods (such as footballs or chocolate) they produce along with better working conditions. The fair trade logo is now seen in many places on our supermarket shelves. Fair trade can help the poorest rural communities develop throughimproving incomes and farming practices.

India – History & Physical geography Development in India Urbanisation in India

India, officially the Republic of India,is a country in South Asia. It is the second-most populated countryin the world with 1.3 billion people. It is the seventh-largest country by land area. India was formally ruled by Britain for almost 200 years before gaining independence from colonial rule in 1947.

India is home to the famous river Ganges The Ganges is a lifeline to millions who livealong its course. It is a sacred river and worshipped as the goddess Ganga in Hinduism. The Ganges is threatened by severe pollution from human activities such as industry and sewage. This poses a danger not only to humans but also to animals.

Although India has undergone rapid development in the last 20 years, it has big differences in wealth within the country. Generally, the states in the south and west (with the exception of Rajasthan) have a far higher level of development than the states in the north and east. In 2013 India was the seventh richest country in the world. Estimates suggest that it had grown to become the fifth largest economy in 2020 and is predicted to be the third largest world economy after China and the USA by 2025. Although India is an example of a country that has become richer, there is still a great deal of

poverty in rural areas.

India's economic development and improvement in living standards, have caused rapid urbanisation - This is the process where more and more people live in cities. Urbanisation in India has happened very quickly. This has created a skilled workforce creating jobs for example in call centres and software companies. This increases wealth leading to investment in education, health and sanitation, reducing disease and infant mortality rates. City authorities though struggle to cope with the growth. This can result in a lack of affordable housing, causingmigrants from rural areas to live in self built slums withno waste disposal, and high incidences of disease. Rapid urbanisation also puts pressure on transport systems leading to high levels of urban air and water pollution in Indian cities.

Year 8 The Civil War and Restoration knowledge organiser

Civil war battles

Roundheads & cavaliers

Oliver Cromwell

Charles I Charles II James II

William&Mary - Glorious Revolution

Key people

James I King of England and Scotland from 1603-1625 Charles I Ruled from 1625-1649 Henrietta Maria Daughter of Henri IV of France; Catholic, Married to Charles I William Laud Archbishop of Canterbury; Protestant; initiated reforms in the Church which were hated by Puritans Thomas Fairfax Parliamentarian General and creator of the New Model Army. Oliver Cromwell Ruled England as Lord Protector from 1653-1658 Richard Cromwell Son of Oliver Cromwell. Ruled England as Lord Protector from 1658-1659 Charles II Charles I’s son. Ruled from 1660-1685 James II Brother of Charles II, Catholic, Ruled from 1685 – 1688 William of Orange Son in law of James II, Protestant, Dutch, Ruled from 1688 - 1702 Mary Stuart Daughter of James II, protestant, wife of William of Orange, queen 1688 – 1694 Anne Stuart Daughter of James II, protestant, queen 1702 1714.

Key terms Civil War A war between different groups within the same country. Divine Right of Kings A belief that the Monarch was chosen by God, that their power and authority was derived from God and they had to answer to no one except God. Petition of right Demand by Parliament on the King in 1628 to make sure that money could never be raised by a King without the support of Parliament. Puritans Christians who believed in simple church services and studying the bible rather than following the Catholic church, bishops or priests. Ship money/ ship tax A tax traditionally only be imposed on coastal towns in times of war, to pay for the navy; Charles I imposed the tax during peace and across the country. Cavaliers The nickname given to the Royalists, who fought for the King; it literally meant “horsemen”. Roundheads The nickname given to those who fought for Parliament; many Puritans wore their hair very short / closely cropped. New Model Army Fulltime, highly disciplined, professional army set up by Thomas Fairfax and Oliver Cromwell; Puritan; vital in defeating Charles. Rump parliament The Parliament that was left after the MPs who were against Charles I’s trial were thrown out by Cromwell and his men. Only 200 MPs were left in this Parliament out of over 500 at first. Restoration ‘Restoring’ the monarchy after the Civil War, by making Charles II king of England in 1660 Whigs A political group formed during the reign of Charles II. They wanted to limit the power of the King and more power for Parliament. They didn’t want the Catholic brother of the king, James, to be the next king. Tories A political group formed during the reign of Charles II. They opposed the Whigs and supported Charles II. Glorious Revolution The name given to the overthrow of king James II in 1688, when William III and Mary II were invited to take over the throne of England. Bill of rights A law passed after the Glorious Revolution in 1688, which said that Catholics could not inherit the British throne.

Key events 1625 Charles I became King and married Henrietta Maria; 1629 Charles I dissolve Parliament and ruled without them; he raised money through imposing Ship Money, 1640 Charles was forced to recall Parliament as needed money to fight Scots 1641 Charles marched into the House of Commons with 400 soldiers to arrest his five leading critics, but they had fled. 1642 22nd August: Charles raise the royal standard at Nottingham Castle, starting the civil war 1644 2nd July: Battle of Marston Moor – Charles defeated by Parliament 1645 February: New Model Army crated by Thomas Fairfax and Oliver Cromwell 14th June: Battle of Naseby. Charles devastatingly defeated by Parliament 1648 August: Battle of Preston- Decisive victory for Parliament Trial of Charles on charges of being a “tyrant, traitor, murderer and public enemy” 1649 Execution of Charles I, England becomes a Republic under Oliver Cromwell and Parliament. 1653 Cromwell became Lord Protector – ruling over England like a King. 1658 September – Oliver Cromwell dies. He is succeeded by his son Richard Cromwell as Lord Protector 1659 Richard Cromwell is forced to abdicate by Parliament 1660 Parliament decided to proclaim Charles II (Charles I son) King of England and invite him to return from exile in the Netherlands. England becomes a monarchy again. 1685 James II becomes King. 1688 Glorious Revolution. William of Orange and Mary (James II’s daughter) become king and queen. 1702 William dies and Anne, Mary’s sister, becomes Queen.

Charles’ Problems : Money Religion Power Money • Charles had a lavish lifestyle and was running out of money, he was bankrupt. • He wanted to raise taxes without consulting Parliament • He raised Ship Tax without the support of Parliament. Not to spend on building ships but on himself! Religion • Charles married a Catholic in 1625, Henrietta Maria of France. The protestants didn’t like this. • Charles forced the Scottish Church to look more Catholic. He introduced a new prayer book in 1637.

This didn’t go down well with the Protestants and Puritans who were worried that Charles would make the country Catholic again.

• Charlies allied Protestant England with Catholic Spain.

Power • Charles believed in Divine Right, he did not want Parliament telling him what to do. • In 1628 Charles called Parliament together and it forced Charles to sign the PETITION OF RIGHT

This meant money could never be raised by a King without Parliament’s support. Charles agreed and then in 1629 sent Parliament home again.

• In 1640 Charles lost a war against the Scottish which made him look weak. • In 1642 Charles took control of the army without Parliament’s permission to do so.

Charles I and the causes of the English Civil War

Year 8 – Term 3

Maths Essential Vocabulary

Word Meaning

Factorise To put an expression into brackets. The opposite of expanding.

Inequality These are: ‘Greater than’ (>); ‘Less than’ (<);

‘Greater than or equal to’ (≥) and ‘Less than or equal to (≤).

Inequation An Equation where the equals sign is replaced by an inequality.

2 Step

equation

An Equation which requires 2 steps to solve.

Formula An equation that calculates something, such as a temperature or

area.

Expression Algebra that doesn’t have an equals in it.

Eg. 3x + 5y

Equation Algebra that has an equals.

Eg. 3x + 5 = 8

Terms Each part in an algebraic expression or equation.

Eg in 3x + 5y, 3x is a term and 5y is another term.

Simplify Group together ‘like’ terms

Substitute Replace the letter with the relevant number and calculate.

Solve Find the value of the unknown.

Expand Multiply out the brackets.

Sequence A set of numbers following a pattern/rule.

Term Each value in a sequence. The first number is called the first term

etc.

Term to term The pattern/rule that takes you from one term to the next in a

sequence.

Eg. In the Sequence 3, 5, 7, 9… The term-to-term rule is add 2.

The Blues

Keyword Definition

Work Song Song sang in the fields by the slaves

12 Bar Blues 12 bar repeating chord pattern

Walking Bass A part played by the bass where they play through the notes of the chord up and back down

Call and Response A leader will sing out and then others will sing back in response

Improvisation Making it up on the spot as you play

Blues Scale Set notes to play which give the music its Blues sound

Structure How the music is organised

Lick A short repeated melodic pattern

Film Music Listening Find these pieces in YouTube to listen to:

At Last – Etta James

I Got a Woman – Ray Charles

I Got the Blues – Sam Myers

12 Bar Blues Chord Pattern

C(CEG)

C C C

F(FAC)

F C C

G(GBD)

F C C

The Walking Bass

C E G A Bb A G E C E G A Bb A G E F A C D Eb D C A

C E G A Bb A G E G B D B F A C A C E G A Bb A G E

The Blues Scale

Blues Instruments

Knowledge organiser – Year 8 – Personal Me

3. PERSONAL ME RESPONSIBILITY 1. DEMONSTRATE RESPONSIBILITY TO POSITIVELY IMPACT YOUR LEARNING

RESILIENCE

2. KNOW HOW TO REACT POSITIVELY TO FAILURE

DECISION MAKING

3. BE ABLE TO EVALUATE THE IMPACT OF DECISIONS MADE AND BEGIN TO MAKE CHANGES

1.

2.

INCREASING YOUR OPPORTUNTITIES TO HAVE A POSITIVE EXPERIENCE IN PE AND SUCCEED

• Arrive promptly, calmly and quietly to your PE lesson

• Change swiftly, calmly, quietly and go to your lesson

• Enter the lesson area calmly and settle quickly when instructed

• Only perform activities you have been instructed to do so

• When the teacher is speaking do not talk to other students,

touch equipment or be distracted

• Take and return equipment as instructed

• Be positive towards your peers

• At the end of a lesson follow the same rules above

POSITIVE MIND-SET TO CHALLENGING WORK

• Understanding that if you have tried hard

and the performance is your best that is all

that matters

• Understanding that people do not think badly

of you if attempts are not completed as

planned

• Understanding that everytime an attempt is

not fully successful it provides you with

information to improve on the next attempt

• Recognising the effort from other students

when they have not been fully successful

• Provide postive, critical feedback to others

when required

3. REFLECTING ON YOUR PERFORMANCE AND DECIDING ON IMPROVEMENTS

• Attempt to access a range of sources of feedback

from verbal, recorded images, data from

measurements and personal reflection

• Decide which feedback is valuable and how you

will use it to alter your performance next time

• Discuss your actions for improvements with a

friend or your teacher

Key word Definition

Allah Arabic name for God

Qur’an Islamic scared book

Prophet Messenger of God

Shahadah Declaration of faith – ‘There is no God but Allah,

and Muhammed is the messenger of Allah’

Salah Obligatory Muslim prayers

Zakah Compulsory giving of 2.5% of ones wealth to

charity

Sawm Fasting from dawn until dusk during Ramadan

Hajj A compulsory religious journey (pilgrimage) to

Mecca that Muslims must take once in their life

Muhammed

(pbuh) Last messenger (prophet) of Allah

Hadith A collection of traditions containing the sayings

of Prophet Muhammed

Mecca Birth place of Prophet Muhammed and the

holiest city in Islam

Ka’aba A small stone building in the court of the Great

Mosque at Mecca. The direction Muslims face

during prayer

Mosque A Muslim place of worship

Islam The religion of Muslims, submission to the will of

God

Muslim A follower of the religion of Islam, submitter to

God

Eid-ul-Adha/Eid-ul-

Fitr

The two most significant Muslim festivals.

Celebrated at the end of Hajj/Ramadan

The John of Gaunt – Religious Education Year 8 Knowledge Organiser – Term 3

Islam

Key Content:

Islam is the second largest religion in the world, with over 1 billion followers.

There are around 2 million Muslims in Britain, which makes up around 2.7%

of the population.

The word Islam in Arabic means submission to Gods will, followers of Islam

are called Muslims. Muslims believe that there is one true God Allah (the

Arabic word for God). Muslims believe that Islam was revealed over 1400

years ago in Mecca through a man called Muhammed.

Muhammed is believed by Muslims to be the last prophet (messenger of

Allah) sent by God. Muslims believe that Allah sent prophets to humankind

to teach them how to live according to his rules. Jesus, Abraham and

Moses are other well-respected prophets.

The Muslim holy book is called the Qur’an, it is written in Arabic and Muslims

believe that it is the exact word of Allah. Muslims follow the five basic Pillars

of Islam, they are an essential part of Muslim life:

1. Shahadah – declaration of faith

2. Salat – praying five times a day

3. Zakah – giving money to charity

4. Sawm – fasting

5. Hajj – a pilgrimage to Makkah at least once in a lifetime

Muslims worship in a building called a Mosque. On Friday at noon, the most

important of the weekly services is held. When Muslims pray they must face

Makkah.

Useful websites for extended reading:

https://www.bbc.com/bitesize/topics/zsdtsbk

http://www.bbc.co.uk/religion/religions/islam/

Bioenergetics Knowledge Organiser

KPI 6.1 Respiration Respiration is a series of chemical reactions, in cells, that breaks down glucose to provide energy and form new molecules. Living organisms use energy to

1. To drive chemical reactions that make complex chemicals from the products of digestion and photosynthesis.

2. For movement. 3. For growth.

• Animals get the glucose they need for respiration from the digestion of food.

• Plants get their glucose from photosynthesis

Big Question: How do organisms get energy?

KPI 6.2 Aerobic Respiration Aerobic respiration: breaking down glucose with oxygen to release energy and producing carbon dioxide and water.

Glucose + Oxygen Carbon dioxide + Water

When we exercise we need more energy so the rate of aerobic respiration increases. This means our cells need more oxygen so our body responds by increasing

1. Breathing rate 2. Breath volume 3. Heart rate

KPI 6.3 Anaerobic Respiration Anaerobic respiration: releasing energy from the breakdown of glucose without using oxygen. Most organisms usually use aerobic respiration but if they need large amounts of energy and cannot get enough oxygen they will use anaerobic respiration. Anaerobic respiration in animals

Glucose Lactic acid Anaerobic respiration in plants and fungi (fermentation)

Glucose Ethanol + Carbon dioxide

Fermentation by yeast is used in brewing and bread making.

KPI 5.2 Photosynthesis Plants use the energy from sunlight, with carbon dioxide and water to make sugar.

Carbon dioxide + Water Glucose + Oxygen

Plants use the glucose 1. As an energy source 2. To build new tissue 3. To store for later use

Photosynthesis happens in the chloroplast inside cells. This is full of the pigment chlorophyll which absorbs sunlight.

KPI 5.1 structure of the leaf Most photosynthesis occurs in the leaves. Leaves are specially adapted to photosynthesis.

KPI 6.6 factors affecting photosynthesis

The rate of photosynthesis is affected by

1. Light intensity 2. Carbon dioxide concentration 3. temperature

The Earth Knowledge Organiser

KPI 9.1 Earth’s structure

KPI 9.4 Weathering Weathering is the breaking down or wearing away of rocks. Biological weathering Breakdown of rocks caused by plants and animals. Chemical weathering Chemicals react and dissolve the minerals in rocks. Physical weathering Caused by changes in temperature, weather, wind, rain and waves. For example Freeze-thaw weathering

KPI 9.3 Sedimentary rocks Sedimentary rocks are formed from the broken remains of other rocks that become joined together.

1. Deposition – pieces of broken rock settle at the bottom of a lake or sea.

2. Sedimentation – deposited rock builds up in layers.

3. Compaction – the weight of the top layers squeeze the bottom sediments.

4. Cementation – water is squeezed between pieces of rock and salt crystals form sticking the pieces together.

Igneous rocks Formed from molten rock that has cooled and solidified. Magma that cools slowly is forms rock with large crystals. Magma that cools quickly forms small crystals.

KPI 9.2 Fossil formation

Big Question: What is the Earth made of

KPI 9.5 Erosion Erosion is the movement of broken pieces away from the site of weathering. Rivers and streams can move pieces of rock. This is called transport.

Crust - outermost layer, relatively thin and rocky. Mantle - Inner core - Outer core -

KPI 9.6 Rock cycle

KPI 9.7

El cuerpo y las enfermedades – Body and Health

¿Cómo estás? – How are you? estoy bien/mal – I am well / ill me siento mal – I feel ill

no me encuentro bien – I don’t feel well

estoy enfermo/a – I am unwell estoy cansado/a – I am tired estoy mareado/a – I am dizzy / sick estoy constipado/a – I have a cold (bunged up) tengo fiebre – I have a temperature / fever tengo tos – I have a cough tengo una picadura – I have a bite / sting tengo una quemadura – I have a burn tengo diarrea – I have diarrhoea

tengo una insolación – I have sunstroke tengo vómitos – I feel sick tengo catarro – I have a cold tengo gripe – I have flu tengo sed – I have thirst (I am thirsty) tengo hambre – I have hunger (I am hungry)

En la farmacia – At the chemist’s unos comprimidos – some tablets una crema - a cream una pomada - ointment unas pastillas – some pastilles un jarabe – a cough syrup unas aspirinas – some aspirin una tirita - a plaster una venda – a bandage

Las partes del cuerpo – parts of the body

el cuerpo - the body la espalda – the back el brazo – the arm el codo – the elbow

la mano – the hand (fem)

el dedo – the finger el pie – the foot la pierna – the leg la rodilla – the knee el tobillo – the ankle la cabeza – the head la garganta – the throat el oído – the (inner) ear la oreja – the ear el ojo – the eye el estómago – the stomach la boca – the mouth los dientes – the teeth las muelas – the teeth (back) la nariz – the nose

me duele el pie – my foot (singular) is hurting me (hurts)

me duelen los pies – my feet (plural) are hurting me (hurt)

tengo dolor de muelas – I have toothache tengo dolor de cabeza – I have (a) headache

¿Qué te pasa? Dígame – How can I help? ¿Qué te pasa? – What’s wrong with you? ¿Qué te duele? – What hurts you?

¿Dónde te duele? – Where does it hurt you?

Quiero ver a un médico - I want to see a doctor una consulta – a consultation

¿A quién le duele? – Who is hurting? a mí me duele el pie – my foot hurts

a Juan le duele el pie – Juan’s foot hurts

KEY VERB 1 – tener – to have (revision from year 7)

tengo – I have tenemos – we have tienes – you (s) have tenéis – you (pl) have tiene – he/she has tienen – they have

singular

(one person)

plural

(more than one person)

KEY VERB 2 – doler – to hurt (back-to-front verb)

me duele(n) – is (are) hurting me nos duele(n) is (are) hurting us te duele(n) – is (are) hurting you os duele(n) is (are) hurting you (pl)

le duele(n) is (are) hurting him/her les duele(n) is (are) hurting them

This verb works like gustar – use the final ‘n’

when more than one body part is involved.

singular (one person) plural (more than one person)

Recomendaciones – instructions

tú – you (informal) toma – take quédate – stay llama – call bebe – drink ponte – put (on)

usted – you (formal) tome - take quédese - stay llame - call

beba - drink póngase – put (on)

¿desde hace cuánto tiempo? For how long? desde hace dos días – (since) it make two days = for 2 days

desde ayer – since yesterday desde hace una semana – for a week

todos los días – every day una vez – once a veces - sometimes dos veces al día – twice a day tres veces a la semana - three times a week de vez en cuando – from time to time nunca - never casi nunca – almost never por la mañana – in the morning por la tarde – in the afternoon

This is an IDIOM

(doesn’t translate

word-for-word)

idyllic

immaculate

sedentary

verdant unkempt

dilapidated

consternation

ravenous

disparity

tranquil

succulent

sombre

melancholy

Dilapidated and in desperate need of repairing, the panels that made up the back fence on the left were in a state of ruin due to neglect. This failure to look after the fence extended into the rest of the garden, which grew wild and unkempt. The lawn’s tufts of grass made it look particularly untidy. In contrast, the garden on the right was in excellent condition.

This immaculate garden was perfectly neat and tidy, with its well-kept lawn, path and thoughtfully tended to flower beds. Despite the clam and neatness, which created a tranquil atmosphere, not all of the blobs were feeling tranquil. Some blobs felt rather melancholy and sombre. Sad perhaps that they could not help the lonely blob stuck in the tree.

Perhaps the disparity, the enormous differences between the two gardens, was the cause of one Blob’s consternation. He had not expected to see such a difference; he couldn’t help thinking that it all looked so idyllic and picturesque on the other side of the hedge. What Blob was not considering was that although the other side was immaculate, his side of the fence was verdant. Untidy yes, but it was rich with a green lawn and mature trees and Blob’s enjoying football and music. On the other side, Blobs were sitting sedentarily.

One thing both sides did share was the succulent and juicy sausages being cooked on the BBQs! The blob cooking, could not wait to tuck in as he was extremely hungry, some might even say that he was ravenous!

neglect

Dilapidated = falling apart.

Neglect = not looked after.

Immaculate = kept perfectly.

Melancholy = feeling sad for no obvious reason.

Tranquil = peaceful

Sombre= sad / dull

Sedentary = not much physical movement

Disparity = big difference

Succulent = juicy and tasty

Idyllic = peaceful & picturesque

Consternation = anxiety and unhappiness

Verdant = lush & green

Unkempt = untidy

Ravenous = very hungry

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