year 9, terms 5 and 6 - the trafalgar school · it is concluded. banquo, thy soul's flight, if...
TRANSCRIPT
Knowledge OrganiserYear 9, Terms 5 and 6
Year 9 Knowledge Organiser: Terms 5 and 6
Contents
Subject Pages
Using your Knowledge Organiser 3
Learning and remembering 4 - 5
English 6 - 7
Mathematics 8 - 10
Biology 11 - 14
Chemistry 15 - 16
Physics 17 - 18
History 19 - 22
Geography 23 - 26
BVT 27 - 28
Year 9 Knowledge Organiser: Terms 5 and 6
Subject Pages
French 29 - 32
Spanish 33 - 36
Art 37 - 40
Music 41 - 42
Physical Education 43 - 61
Design and Technology 62 - 63
Using a Knowledge Organiser well
What is a Knowledge Organiser?A Knowledge Organiser is a document that sets out the key information you need to understand, learn and memorise in each of the subjects you study this term.
Why do I have to carry my Knowledge Organiser around with me?Your teachers will want you to use your Knowledge Organisers in lessons. They are yours forever and you may want to annotate or highlight on them when your teacher talks about things in them. They will certainly be used in lessons when you have a cover teacher and you can use them whenever you find yourself with some spare time.
How should I use my Knowledge Organiser?You should use your Knowledge Organiser to learn this key information and commit it to memory. Your teachers will often quiz you on the information on the Knowledge Organiser in your lessons. The best way of using it is to use the look, cover, write, check method which you will have been introduced to in your Knowledge Organiser launch assemblies.
What do I do with my Knowledge Organiser at the end of the term?You don’t have to carry your Knowledge Organiser around with you anymore but you should keep it somewhere safe where you can easily get it out and use it. Remember that the information on the Knowledge Organiser includes things you will need to remember for your GCSE exams, so your teachers will continue to quiz you on it.
Why is a Knowledge Organiser important? New GCSE specifications mean that students have to memorise more facts, equations, quotations and information than ever before and there are things you will learn right from the start of year 7 that you will need to know in year 11 when you sit your GCSE exams – the Knowledge Organiser helps you to identify the things that you need to try and commit to your long term memory and return to over and over again during your time at secondary school. There are also things that we think it is important you learn about and remember that might not be in a GCSE exam but represent useful knowledge for life.
Year 9 Knowledge Organiser: Terms 5 and 6
Learning the knowledge in the organiser
Your Knowledge Organiser is a vital document. It contains all the key things from your lessons that you will need to work on committing to your long‐term memory.The best method to use when you are working on memorising things from your Knowledge Organiser is to self‐quiz, using the Trafalgar Revision Method, below:
Year 9 Knowledge Organiser: Terms 5 and 6
Really read and understand Read the information 3 or more times and ask for help in understanding
Reduce the knowledge Rewrite the information, making revision cards or mind maps
Remember Reread and test that you can remember
Repeat Repeat the process above until you can recall the information quickly and accurately. Only at this point have you acquired the knowledge!
Year 9 Knowledge Organiser: Terms 5 and 6
How do I remember? Activating your memory
Look Read the information 3 or more times
Cover Now cover what you have just read up
Write Now try and write down the information you have just read
Check Did you write down the information correctly?If you made mistakes, correct them with a different colour pen and repeat daily until you “just know it”.
Students often say “I can’t remember” and the reason for this is that the information they are trying to remember and learn is not yet in their long term memory.
Your long term memory gets activated by repetition over a number of days. And so repeat the following process to embed knowledge in your long term memory.
Context: Macbeth was written by William Shakespeare, and was first performed around 1606.
Shakespeare wrote across the periods of two monarchs:
Elizabeth I (Elizabethan) and James I (Jacobean). His
plays written during Elizabeth’s reign are generally happy
and joyful, reflecting the mood of her time. However, darker
plays such as Macbeth reflect the more unstable era of
King James I. Only a year before the play was written,
there had been an attempt to kill him: the Gunpowder Plot.
Therefore Macbeth’s plot, the torment and punishment of a
traitor who committed regicide (kill a King) and the
restoration of a ‘rightful’ heir, would have appealed to King
James I.
He had been King of Scotland for 36 years when he
became King of England (1603). He was an admirer of
Shakespeare’s plays, and then a patron of his acting
company. King James’s family claimed to have descended
from an historical figure named Banquo, as Shakespeare
alludes to in the Witches’ prophesy ‘you shall get Kings’, so
there’s no doubt he had King James I in mind when writing
a play about Scottish ancestry.
At the time, superstition, the belief in witches and the
supernatural was very strong; many so-called ‘witches’ were
burnt at the stake. King James came to believe that he and
his wife had been personally targeted by witches who
conjured dangerous storms to try to kill them during their
voyages across the North Sea, and that a witchcraft
conspiracy threatened his reign! He passed a law to execute
witches, and wrote a book, Demonology, a study of the
conspiracy between humans and demons, and evils of magic.
The Witches’ prophecies, Macbeth
seemingly possessed, and his vivid
hallucinations, would have been taken
very seriously by the audience, and of
course appealed to the interests and
ego of King James I!
Despite the strength and popularity of Elizabeth I, society
was patriarchal: women were inferior to men, the weaker
sex, expected to be obedient. They belonged to their
fathers (bothers if fathers had died) and then their husbands.
Their role was clearly defined: marry, bear children, be
subservient to men. Lady Macbeth’s more masculine traits
of strength, intelligence, political ambition and violent
cruelty, asking to be ‘unsexed’, and referred to by Macbeth
as his ‘partner of greatness’, would have been perceived as
unnatural, dangerous, and shocked the audience.
People believed they were part of a strict hierarchy, The
Great Chain of Being, with God at the top. Kings were
thought to have been appointed by divine right (selected by
God), so higher than the rest of mankind; to question this was
to question God himself. King James I (James VI of Scotland)
often quoted the divine right of Kings, his right to rule
deriving directly from the will of God, to establish his authority
with an assertive English Parliament. A play about a ‘God-
given’ king being usurped, and the ensuing punishment of the
king-slayer, would have gone down well with King James I!
Scene-by-Scene Summary and Key Quotations:
Act 1 Sc 1 Three witches meet on a heath. They plot to trick Macbeth at a later time. Fair is foul, foul is fair; Hover through the fog and filthy air.
Act 1 Sc 2King Duncan is told of Macbeth’s bravery in battle. He tells a messenger to greet Macbeth
with news of his promotion to Thane of Cawdor.
No more that Thane of Cawdor shall deceive …
… And with his former title greet Macbeth.
Act 1 Sc 3The witches confront Macbeth and Banquo, and deliver their prophecies.
The messenger arrives to tell Macbeth that he is the new Thane of Cawdor!
All hail Macbeth, hail to thee, Thane of Glamis! All hail Macbeth,
hail to thee, Thane of Cawdor! … king hereafter!
Act 1 Sc 4 King Duncan pronounces Malcolm (his eldest son) to be his successor. that is a step, On which I must fall down, or else o'erleap
Act 1 Sc 5 At Macbeth’s castle, Lady Macbeth receives a letter from him outlining the witches’ prophecies.
She plans King Duncan’s murder, but fears Macbeth too kind to fulfil his ambition.
you spirits That tend on mortal thoughts, unsex me …, And fill me
from the crown to the toe top - full Of direst cruelty
Act 1 Sc 6 King Duncan arrives at Macbeth’s castle. He is full of compliments for the Macbeths.Conduct me to mine host, we love him highly,
And shall continue our graces towards him.
Act 1 Sc 7 Macbeth has doubts about the assassination. Lady Macbeth talks him around!If it were done, when ’tis done,
then ’twere well It were done quickly
Act 2 Sc 1Banquo and Fleance arrive. When they depart to bed, Macbeth sees a vision of a dagger
leading him towards King Duncan’s chamber – views it as a positive sign.
Is this a dagger which I see before me,
The handle toward my hand? Come let me clutch thee.
Act 2 Sc 2Macbeth kills the King, and emerges from the chamber shaken. He has forgotten to place the daggers
with the chamberlains to absolve himself of blame. Lady Macbeth has to return them.
Sleep no more! Macbeth does murder sleep … Will all great
Neptune’s ocean wash this blood Clean from my hand?
Act 2 Sc 3-4Macduff arrives and finds King Duncan dead. Macbeth explains that he killed
the guilty-looking chamberlains in rage! King Duncan’s sons flee. Macbeth is named King!
The night has been unruly…strange screams of death …
the earth Was feverous and did shake.
Act 3 Sc 1Macbeth, fearing the prophecies about Banquo’s descendants sitting on the throne,
arranges to have Banquo and Fleance killed.
It is concluded. Banquo, thy soul's flight, If it find heaven,
must find it out tonight.
Act 3 Sc 2-3Macbeth tells his wife of his plan to kill Banquo, but not the details.
Elsewhere, the murderers kill Banquo, but Fleance escapes.
We have scorched the snake not killed it …O full of scorpions
is my mind …Be innocent of the knowledge, dearest chuck
Act 3 Sc 4 Macbeth holds a banquet. He sees the ghost of Banquo and becomes hysterical.
Lady Macbeth eventually asks the guests to leave.
But now I am cabined, cribbed, confined, bound in …
Which of you have done this?
Act 3 Sc 5-6The witches are scolded by Hecate for their meddling.
Elsewhere, Lennox tells of Macduff gathering an army to fight Macbeth.
May soon return to this our suffering country
Under a hand accursed.
Act 4 Sc 1Macbeth again visits the witches, and through terrible apparitions is given several new prophecies
regarding his fate. The witches then vanish.
beware Macduff; … none of woman born Shall harm Macbeth …
never vanquished be, until Great Birnam wood to … Dunsinane hill
Act 4 Sc 2-3Macduff’s wife and children are murdered by Macbeth’s assassins.
Macduff and Malcom unite in order to fight Macbeth.
Macbeth Is ripe for shaking, and the powers above
Put on their instruments.
Act 5 Sc 1 A doctor and gentlewoman watch Lady Macbeth sleepwalk. She talks of the murders of
Duncan and Banquo, and imagines stubborn blood on her hands.
Out damned spot, out I say! … Yet who would have thought
the old man to have had so much blood in him?
Act 5 Sc 2 Lords discuss how the rebel army will gather at Birnam Wood. What does the tyrant?
Act 5 Sc 3-4 Macbeth boasts that none of woman born can harm him. Malcolm’s forces gather at Birnam Wood.I will not be afraid of death and bane, Till Birnam forest
come to Dunsinane.
Act 5 Sc 5 A scream is heard at Macbeth’s castle. Lady Macbeth is dead (suicide). Macbeth reacts
numbly. A messenger reveals that the trees of Birnam Wood are advancing!
Out, out brief candle! Life’s but a walking shadow,
a poor player …heard no more.
Act 5 Sc 6-7 The battle begins. Macbeth fights without fear. The castle is breached. abhorred tyrant
Act 5 Sc 8-9Macbeth and Macduff finally meet. Macduff reveals that he was born by caesarean section
(not ‘by woman born.’) He kills Macbeth. Malcolm is proclaimed King.
Macduff was from his mother's womb Untimely ripped…
Hail, King of Scotland!
The Structure of a Tragedy Play:
The tragic hero is established as a character of noble stature and greatness, a good man.
He suffers from hamartia: a fatal flaw - a personal failing or wrong judgement - that eventually will cause his downfall. Macbeth’s hamartia is his ‘vaulting ambition’ which leads to his death.
He experiences hubris: excessive pride/confidence and disrespect for the natural order of things. Macbeth kills a King and believes ‘none of woman born shall harm’ him.
There is a peripeteia: turning point. In Act 3.1 Macbeth believes he must nowkeep killing in order to protect his power.
Anagnorisis occurs: crucial discovery. Macbeth realises he is not invincible as ‘Macduff was from his mother’s womb untimely ripped’.
The tragic hero cannot escape his nemesis: a punishment that the protagonist cannot avoid, usually occurring as a result of his hubris. Macbeth’s inevitable death is a punishment for regicide.
The audience experience catharsis: some feelings of pity, and relief for the downfall of the protagonist. We experience this when Macbeth is killed, justice is done and a moral balance is restored.
Year 9 Term 5&6
Shakespeare’s use of dramatic methods and meter in Macbeth:
dramatic irony
Dramatic irony is when the audience is aware of something one or more character is not. Duncan trusts Macbeth while the audience know he’s plotting his murder.
soliloquyA soliloquy is a speech said by a character alone on stage. Shakespeare uses Macbeth’s soliloquies to reveal his inner torment.
aside An aside is intended to be heard by the audience, but not heard by other characters nearby on stage. Shakespeare reveals Macbeth’s ambitions through asides.
iambic pentameter &
blank verse
He writes most of the play in iambic pentameter and blank verse (not rhyming): da-DUM/ da-DUM/ da-DUM/ da-DUM /da-DUM. This controlled meter conveys power and authority.
prose Normal speech. Shakespeare uses it to show lack of power (Lady M’s attendants, the Murderers), loss of formality (M’s letter to LM) or loss of control (LM sleepwalking).
trochaic tetrameter
A rhythmic pattern of four ‘trochees’ per line: DUM-da/DUM-da/DUM-da/DUM-da. He uses this when the witches speak their spells, making it sound like eerie chanting: DOUble/ DOUble/ TOIL and / TROUble
The main themes and ideas that lie beneath the surface of Macbeth:
Ambition and Power: Shakespeare exposes the dangers of ruthless ambition when it is not held by moral constraints. Ambition turns Macbeth from a brave and loyal Scottish general into a murderous tyrant. Lady Macbeth is another example of this, but she is
unable to deal with the acts that she and Macbeth have committed to fuel their ambition, and so commits suicide. Shakespeare does not allow even a moment of enjoyment for the couple once the initial crime is committed,
and Macbeth’s actions become more bloody and cruel as he desperately attempts to hold on to power.
Fate versus Free Will: Throughout the play, the audience is frequently forced to question the notion of fate vs free will – does the story pan out the way that it does because it was destiny, or because of the actions that Macbeth chose to take?
Inversion of the Natural Order: Wherever the natural order is disturbed in Macbeth (the three supernatural witches, the murder of a king) disorder and chaos ensue. There is only peace when the natural order is restored (Malcolm is seated on the throne). In line with the beliefs of King James, The Divine Right of Kings, and The Great Chain of Being, through Macbeth, Shakespeare conveys how the inversion of the natural order is dangerous and destructive.
Gender: The Macbeths’ relationship challenges expectations of the time period. Lady M challenges what it means be a woman (be submissive, bear children, lack ambition etc.) and challenges Macbeth’s masculinity when he doesn’t want to kill Duncan.
Appearance versus Reality: From the very first scene (‘Fair is foul, foul is fair’) things are not what they seem. The natural order of the world is being challenged: people are being deceitful (Macbeths pretend to be welcoming/angry at Duncan’s murder); thesupernatural are interfering in the natural world; people are experiencing visions (dagger, blood, ghost,); Macbeth disrupts thenatural succession of royalty; Lady Macbeth breaks gender norms!
Language and structural methods Shakespeare frequently uses in Macbeth:
alliteration A number of words having the same first consonant sound placed close together in a series.
allusionAn indirect reference to a person, place, thing or idea of historical, cultural, literary or political
significance. The writer would expect the reader to recognise the reference and so understand what’s being alluded to.
an Act A main division of a drama. Shakespeare’s plays consist of five acts that are subdivided into scenes.
foil A secondary character who contrasts with a major character and, in so doing, highlights
various facets of the main character's personality.
foreshadow A hint of what is to come in the story. This is often used to keep the audience in a state of expectancy.
a Scene A small unit of a play in which there is no shift of locale or time.
metaphor A figure of speech in which a word or phrase is applied to an object or action to which it is not literally
applicable but suggests a comparison. Unlike similes, metaphors do not use ‘like’ or ‘as’.
simile A figure of speech that states a comparison between two unlike things which
are similar in one aspect. Similes are introduced by ‘like’ or ‘as’.
symbolismOne object representing another to give an entirely different meaning
that is much deeper and more significant.
personification A figure of speech in which a thing, an idea or an animal is given human attributes.
repetition Using a word or phrase more than once.
Main Characters: Remember each character has been constructed by Shakespeare for a purpose.
Macbeth represents bravery, ambition, betrayal and guilt. He is the lead protagonist of the play, the tragic hero. He is introduced as a Scottish general who is a loyal warrior, a brave and skilled soldier. However, he is easily persuaded to commit the murder of a king that he loves as the witches’ prophecies and his wife’s goading transform him into a morally weakened and psychotic tyrant. He becomes a cruel and destructive king, who responds to all threats (including his own insecurities) through violence and murder.
Lady Macbeth represents ambition, cunning, manipulation and guilt. She’s a rebel who challenges the submissive role of women, and the divine right of kings . At the beginning of the play, she seems stronger than Macbeth, urging and aiding him to kill Duncan. Later, however, she becomes tormented with guilt and madness, unable to come to terms with what they have done. Her conscience affects her to such a degree that she eventually commits suicide.
King Duncan, King of Scotland, symbolises nobility, dignity and trust. A compliment to royalty, he is respected, trusting, but then betrayed as Macbeth murders him in order to fulfil his ambition and the witches’ prophecy. He is a virtuous King, kind and loved, who is both compassionate and rational. When he dies, order in Scotland is shown to be shattered and only restored when his son, Malcolm, eventually takes the throne. King Duncan forms a stark contrast with Macbeth as king.
The Macduffs symbolise family, loyalty and vengeance, serving as a contrast to the Macbeths. Macduff, a Scottish nobleman, is dubious and hostile towards Macbeth’s reign from the beginning. His wife and young son are murdered by Macbeth. Macduff leads the battle against Macbeth’s tyrannical reign, eventually becoming the man who kills him (in line with the witches’ prophecy as he was not of ‘woman born.’) In doing so, he helps Malcolm to the throne.
Banquo symbolises nobility, loyalty and trust. He is a brave and noble gentleman who is a friend and fellow soldier to Macbeth. Banquo is also given prophecies by the witches, but he chooses not to act on them and so is a foil to the character of Macbeth. After being murdered, Banquo’s ghost returns to haunt Macbeth.
The Witches represent the supernatural, evil, trickery, and manipulation. They use charms, spells and prophecies to prompt Macbeth to murder and never give the full answer (they ‘equivocate’), tempting him towards his tragic end; they pleasure in toying with human lives and emotions.
Year 9 Term 5 Working in 2D
What do I need to be able to do?
• Use standard units of measure (mm, cm, m, km)
• Measure line segments and angles accurately
• Use scale drawings and bearings
• Know and apply formulae to calculate the area of triangles, parallelograms, trapezia and composite shapes
• Identify, describe and construct reflections, rotations, translations and enlargements
• Identify and apply circle definitions, properties and formulae
½
Length
We measure lengths in millimetres, centimetres, metres and kilometres
10mm = 1cm
100cm = 1m
1000mm = 1m
1000m = 1km
Area
Although there are 10mm in 1 cm, there are 100mm2 in 1cm2
1cm x 1cm = 1cm2
10mm x 10mm = 100mm2
Working in 2D
Key words
Rectangle
Triangle
Parallelogram
Trapezium
Kite
Circle
Compound
Perpendicular
Diameter
Radius
Circumference
Pi
Segment
Arc
Translation
Reflection
Rotation
Enlargement
KS4 Biology: B2Cell division
Keyword Definition
Mitosis Cell division where one set of
chromosomes are pulled to
each end of the cell and the
nucleus divides
Differentiation When a cell becomes a
specialised cell
Cell Cycle The process in which a single
cell grows and divides
Chromosomes A thread like structure of
coiled DNA found in the
nucleus of eukaryotic cells.
DNA The genetic material of
eukaryotic cells. A polymer
made up of two strands
forming a double helix.
Meristem Plant tissue found in the
growing tips of roots and
shoots
Cloning Creating a genetically
identical copy of a cell or
organism
Cell division
Stage 1 Stage 2 Stage 3
- Longest stage of the cell cycle
- Cells grow larger-increase in number of organelles such as mitochondria and ribosomes
- DNA replicates into two copies of each chromosome
- Mitosis occurs- One copy of each
chromosome is pulled to the end of the cell – the nucleus then divides
- The cell divides to form two cells
- These are diploid cells which contain a full set of chromosomes
The Cell cycle and MitosisYour body needs to make new cells to do the following;
- Growth and development as an organism- Replace damaged or worn out cells
Cell division is part of the cell cycle, part of the cell cycle divides cells into genetically identical cells- this is called Mitosis
Chromosomes
In the nucleus of a human cell there are 23 pairs of chromosomes. These contain a double helix of DNA
Please only use when directed by your teacher
KS4 Biology: B2Cell division
Differentiation
Differentiation is where stem cells become specialised cells, this happens in both animals and
plants
Animal
Plant
- Happens to cells at the meristems (shoots and roots)- Cells can re-differentiate (not permanent)
- Happens in stem cells
- Differentiation is permanent
Type of cell Properties Clinical use
Human embryonic stem cell Can be cloned and forced to differentiate into any cell
type
Therapeutic cloning using the same DNA so the body does
not reject the cells
Adult stem cell Can form any cell related to its origin. Very few types of
cell can be formed
Can be used to replace cellsand tissue such as blood, skin and muscle. Must be match
to avoid rejection
Plant Meristems Can differentiate into any plant cell type throughout
the life of the pant.
Can be used to produce genetic clones quickly and
economically- can save rare species and provide disease
resistance
Pros of stem cells- Can be cloned to treat diseases such as diabetes
and use same DNA to avoid rejection- Potential in the future to be used to grow whole
organs to transplant
Cons of stem cells- People object on religious and ethical reasons as most stem cells come from aborted foetuses and the potential risk of viral transfer from the cells
Further readinghttps://www.bbc.co.uk/bitesize/guides/z2kmk2p/revision/1
https://studyrocket.co.uk/revision/gcse-biology-triple-aqa/triple-cell-biology/cell-division
KS4 Biology: B3 Organisation & the digestive system
Organisation Organisms like you and I are organised from our
smallest units (cells)
Keyword Definition
Enzyme Protein with an active site of a specific
shape which speeds up reactions
Villi Finger like projections in the small
intestine that increase surface area,
helping with absorption
Catalyst A molecule/chemical that speeds up the
rate of reaction
Lock and key
mechanism
Only one type of substrate can fit into
the active site of an enzyme, like a key
fits into a lock.
Active site The part of the enzyme that helps break
down the substrate
Substrate The specific molecule that binds to an
enzyme’s active site
Rate of reaction The speed at which a reactant is
converted into a product
Denatured When the active site of an enzyme
changes shape and the substrate can no
longer fit in. Can be caused by pH or
temperature
pH How acidic or alkaline a substance is.
Enzymes are very sensitive to pH.
Bile Alkaline substance produced in the liver
and stored in the gall bladder. It
neutralises stomach acid and breaks
down fats into small droplets
Emulsification Mixing two liquids such as oil and water
that would not normally mix
The digestive systemThis system is made up of multiple organs that
break down and absorb your food
Organ Function
Liver Produces bile
Stomach Breaks down large insoluble molecules into smaller soluble ones
Small intestine
Further breaking down of larger molecules and absorption into the blood
Large intestine
Absorbing water from undigested food
Your small intestine absorbs all of the required nutrients from your food. The villi help it do this by increasing the surface area
Please only use when directed by your teacher
Further readinghttps://www.bbc.co.uk/bitesize/guides/zcttv9q/revision/1
https://www.youtube.com/watch?v=Og5xAdC8EUI&t=3s
Enzymes are proteins and function in many reactions in the body as a biological catalyst- this means they do not change the reaction but they do speed it up
Most enzymes are specific, meaning that only one type of substrate will only bind to the enzymes active site- like a key fitting a lock
If the temperature is too high or the pH is not optimum then the active site will be denatured
Carbohydrates, lipids and proteins make up the cell’s structure-and are needed in a balanced diet-we can test food for these using the following tests
The digestive system uses several enzymes which work on different organs of the system- the three main sites are the mouth, stomach and small intestine
Bile (not an enzyme)- Produced by the liver this is
transported to the small intestine to neutralise stomach acid.
- It also emulsifies fat, increasing its surface area for lipase to work on
KS4 Chemistry: C2 The Periodic table
Please only use when directed by your teacher
Background: The Periodic Table organises elements into a way that helps us make sense of the physical world
Keyword Definition
Atomic number
Number of protons in an atom.
Mass number Number of protons plus neutrons in an atom.
Relative atomic mass
The average mass of atoms of an element taking into account the mass and amount of each isotope it contains.RAM = Total mass of atoms / total number of atoms
IonAn electrically charged particle containing different numbers of protons and electrons.
GroupThe name given to each column in the periodictable.
Element A substance containing only one type of atom.
Period The name given to a row in the periodic table.
Alkali metals The elements in Group 1 of the periodic table.
Noble gases The elements in Group 0 of the periodic table.
Halogens The elements in Group 7 of the periodic table.
Transition element
Element from the central block of the periodic table
Diatomic molecule
A molecule containing 2 atoms.
Halides Compounds made from Group 7 elements.
All the different elements are arranged in a chart called the periodic table. A Russian scientist called Dmitri Mendeleev produced one of the first practical periodic tables in the 19th century. The modern periodic table is based closely on the ideas he used:• the elements are arranged in order of increasing atomic
number• the horizontal rows are called periods• the vertical columns are called groups• elements in the same group are similar to each other
- The main groups are numbered from 1 to 7 going from left to right, and the last group on the right is group 0. The section in the middle of the table is called the Transition Metals. You may also see all the groups numbered (including the transition metals), this time from 1 to 18. If you know what one of the elements in a group is like, you can make predictions about the other elements in a group. For example, all the elements in group 1 are reactivemetals, and all the elements in group 0 are unreactive non-metals.
- The zig-zag line in this diagram separates the metals, on the left, from non-metals, on the right. Hydrogen is a non-metal but it is often put in the middle
Metals• Shiny • Good conductors of heat and electricity • Malleable they can be bent/shaped• Generally high melting and boiling
point• Loose electrons to form position
ions
Non - Metals
• Dull (not shiny) • Weak and Brittle (they easily break or
shatter when solid) • Poor conductors of heat and
electricity (they are insulators)• Gain electrons to form negative ions
KS4 Chemistry: C2 The Periodic table
- Each element has its own chemical symbol, made from letters. Remember that you will only find elements in the periodic table and never compounds. So you won’t find substances like water or copper sulphate in the periodic table.
- Notice that most elements are metals, rather than non-metals.
Development of the periodic tableOne of the first suggestions came from John Dalton,arranging the element based on their atomic weights.
John Newlands built on Dalton’s ideas and also arranged known elements based on atomic weight, but he noticed that the properties of every eighth element appeared similar, producing a table showing his law of octaves. However he assumed all the elements had been found and his pattern only worked up until Ca and other scientists refused to accept his ideas.
Dmitri Mendeleev appeared to crack the problem of arranging the elements in 1869. He placed the 50 known elements (at the time) in order based on their atomic weight but arranged them so that a period (regularly occurring pattern) could be seen. Crucially, he left gaps for elements that had not yet been discovered and when necessary moved an elements position to ensure those with similar properties were in the same group.
At the start of the 20th century scientists solved the problem of arranging elements as the discovered more about the structure of the atom. Elements were placed in order of the number of protons (atomic number)
The reactivity series of metals
Displacement Reactions
A more reactive metal (A) will displace (push out) a less reactive one (B) from a compound.
You can use the reactivity series of metals to predict the outcome of these reactions
Alkali metalsThese group one metals are very reactive and have to be stored in oil to prevent reaction with oxygen or waterTheir reactivity increases as you move down the group, as it is easier to loose the single electron in the outer shell to form an ion with a 1+ charge
sodium + water sodium hydroxide + hydrogen
Na(s) + H2O(l) 2NaOH(aq). + H2 (g)
HalogensThese group 7 elements are toxic and have coloured vapoursAs elements they exist as diatomic molecule, e.g. Cl2The become less reactive as you move down the group
Further readinghttps://www.bbc.co.uk/bitesize/guides/zg923k7/revision/1https://www.bbc.co.uk/bitesize/guides/zqwtcj6/revision/1
KS4 Physics: P3 Energy resources
Please only use when directed by your teacher
Background: It is hard to imagine a World without electricity. It reaches into every aspect of our lives. But where do we get the energy to make it from? Will they run out? Have we got a backup plan? Keyword/term
Definition
Carbon neutral
Balancing carbon emissions with carbon removal e.g. by photosynthesis OR simply eliminating carbon emissions altogether.
Dissipate
To scatter in all directions or to use wastefully. When energy has been dissipated it means we cannot get it back. The energy has spread out and heats up the surroundings.
Non-renewable energy resources
Energy resources which will run out, because they are finite reserves, and which cannot be replenished.
Renewable energy resources
Energy resources which will never run out and (or can be) replenished as they are used.
Alternative energy resource
Resources other than fossil fuels. The resources may or may not be renewable. Nuclear power is not a renewable energy resource, but tidal power is. Alternative energy resources do not contribute to global warming.
BiofuelFuel produced from biological material. Biofuels are provided by trees such as willow that can be grown specifically as energy resources.
National grid The network of cables and transformers used to transfer electricity from power stations to consumers (i.e. homes, shops, offices, factories etc.)
Geothermal energy Energy released by radioactive substances deep within the Earth
Nuclear fuel Substance used in nuclear reactors that releases energy due to nuclear fission
World energy demands and sources (2015)
Wave power: A wave generator is used to make a floatinggenerator move up and down, turning a generator to create electricity.
Tidal power: Tidal power stations trap water from each high tide behind a barrage. The high tide can then be released into the sea through turbines.
These turbines drive generators.
In some coastal areas, electricity generated by tidal flow passing through undersea turbines, placed on the sea bed.
Hydroelectric power:
Hydroelectricity can be generated when rainwater that is collected in a reservoir(or water in a pumped storage scheme) flows downhill. The flowing water drives turbines that turn electricity generators at the bottom of the hill.
KS4 Physics: P3 Energy resources
Resource Renewable? Uses Advantages Disadvantages
Fossil Fuels Non-Renewable
Electricity, transport,
heating
Reliable – electricity can be generated all of the time.Relatively cheap way of generating electricity.
Produces carbon dioxide, a greenhouse gas that causes global
warming.Can produce sulphur dioxide, a gas
that causes acid rain.
Nuclear Fuel Non-Renewable
Electricity Produces no carbon dioxide when generating electricity.Reliable – electricity can be generated all of the time.
Produces nuclear waste that remains radioactive for thousands of years.
Expensive to build and decommission power stations.
Bio Fuel Renewable Heating, electricity
Carbon neutral.Reliable – electricity can be generated all of the time.
Production of fuel may damage ecosystems and create a
monoculture.
Wind Renewable Electricity No CO2 produced while generating electricity.
Unreliable – may not produce electricity during low wind.
Expensive to construct.
Hydroelectricity Renewable Electricity No CO2 produced while generating electricity.
Blocks rivers stopping fish migration.Unreliable – may not produce
electricity during droughts.
Geothermal Renewable Electricity, heating
Does not damage ecosystems.Reliable source of electricity
generation.
Fluids drawn from ground may contain greenhouse gases such as
CO2 and methane. These contribute to global warming.
Tidal Renewable Electricity No CO2 produced while generating electricity.
Unreliable – tides vary.May damage tidal ecosystem e.g.
mudflats.
Waves Renewable Electricity No CO2 produced while generating electricity.
Unreliable – may not produce electricity during calm seas.
Solar Renewable Electricity, heating
No CO2 produced while generating electricity.
Unreliable – does not produce electricity at night. Limited production on cloudy days.
Expensive to construct.
Geothermal energy:This comes from the energy released by radioactive sources deep in the Earth.- The energy transferred from these substances
heats the surrounding rock- The hot rocks are used to turn water into
steam
Geothermal power station
Solar water heating
Further reading
https://www.bbc.co.uk/bitesize/guides/zchgdxs/revision/1
Year 9 Term 5 – The End of the War & the Peace Treaties Specific Effects of World War 1:•WW1 caused the downfall of four monarchies: Germany, Turkey, Austria-Hungary and Russia.•The war made people more open to other ideologies, such as the Bolsheviks that came to power in Russia and fascism that triumphed in Italy and even later in Germany.•The war changed the economical balance of the world, leaving European countries deep in debt and making the U.S. the leading industrial power and creditor in the world.•With all the new weapons that were used, WW1 changed the face of modern warfare forever.•Due to the cruel methods used during the war and the losses suffered, WW1 caused a lot of bitterness among nations, which also greatly contributed to WW2 decades later.•Social life also changed: women had to run businesses while the men were at war and labour laws started to be enforced due to mass production and mechanization. People all wanted better living standards.•After WW1, the need for an international body of nations that promotes security and peace worldwide became evident. This caused the founding of the League of Nations.•The harsh conditions of the Treaty of Versailles caused a lot of dissent in Europe, especially on the side of the Central Powers who had to pay a lot for financial reparations
How as the end of the war seen in Britain?https://youtu.be/bkN01F45mUs
‘The Big Three’
https://youtu.be/TViVAmSlLG4
Woodrow Wilson
Georges Clemenceau
David Lloyd George
The Paris Peace Conference, was the meeting in 1919 and 1920 of the victorious Allies after the end of World War I to set the peace
terms for the defeated Central Powers.
The Treaty of Versailles dealt specifically with Germany
Territory Germany to lose 13% of land and all overseasterritory
Reparations Germany to pay $6.6 billion
Armaments Army reduced to 100,000 men, no tanks, no submarines, no air force, only 6 battleships
War Guilt Germany to accept complete blame for the war
League of Nations Germany forbidden to join the League of Nations.Sum
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Find out more about the treaty:Year 9 Knowledge Organiser: Terms 5 and 6
Year 9 Term 5: The Effects of the Peace Treaty
Key outcomes of the treaties were the separation of the
Central Powers into independent countries.
Many of these new countries struggled to
create security and economic prosperity.
Germany and Austria were forbidden from
uniting again, German territory was given to
other nations.
In Nov 1918,the German King
abdicated and a new German
government was formed called the Weimar Republic.
This new government faced many opponents from the outset.
Many people in Germany felt that
this new government had
betrayed them by signing the Treaty
of VersaillesYear 9 Knowledge Organiser: Terms 5 and 6
9th November 1918: Kaiser Wilhelm II abdicates his throne, there are several protests and a mutiny of German sailors in Kiel.11th November 1918: The Armistice is signed.
5th-12th January 1919: The Spartacist Uprising in Berlin. Leaders include Karl Liebknecht and Rosa Luxemburg. The Freikorps suppress the rebellion.
February-June 1919: Weimar National Assembly established. Friedrich Ebert is elected President.
28th June 1919: Germany signs the Treaty of Versailles - the peace treaty that ends the First World War.
13th March 1920: The Kapp Putsch - A revolt in Berlin led by Wolfgang Kapp supported by the Freikorps. A strike brings the Putsch to an end.
11th January 1923: Occupation of the Ruhr - French and Belgian troops occupy the Ruhr industrial region as Germany had stopped paying reparations.
1923: Hyperinflation begins - Prices begin to rise rapidly made worse by the printing of money to pay striking workers in the Ruhr. The Reichsmark becomes worthless.
13th August 1923: Gustav Stresemann becomes Chancellor and Foreign Minister
8th November 1923: The Munich Putsch - The Nazis attempt a failed putsch in Munich. Hitler is sent to Landsberg prison for his role in it.
August 1924: The Dawes Plan - The agreement helps Germany with its reparations.
18th July 1925: Mein Kampf, Hitler’s book is published with his ideas for Germany.
16th October 1925: The Locarno Pact - Germany agrees to the border set out in the Treaty of Versailles.
14th February 1926: The Bamberg Conference - Hitler meets with leading Nazis to reorganize the party and cement his authority.
8th September 1926: Germany is admitted to the League of Nations. This had been prohibited under the Treaty of Versailles.
27th August 1928: The Kellogg-Briand Pact is agreed, binds nations into an agreement not to use war as a method of solving disputes.
31st August 1929: Young Plan agreed, significantly reduces German reparations and gives Germany longer to pay them.
3rd October 1929: Gustav Stresemann dies
29th October 1929: Wall Street Crash - US Stock market crashes triggering events that lead to the Great Depression in the 1930s.
31st July 1932: The Nazis win 230 seats in the Reichstag election making them the largest party. 37% of voters support Hitler and the Nazis.
30th January 1933: Hitler appointed Chancellor of Germany
Year 9 Term 5 – The Weimar RepublicM
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Year 9 Knowledge Organiser: Terms 5 and 6
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.
The size of the wave is determined by:1. Fetch – how far the wave has travelled2. Strength of the wind3. How long the wind has been blowing
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.
Constructive waves• Low and long waves.• Low frequency of waves (6-8 waves a minute).• The swash is more powerful than the backwash, so
sediment is deposited on the beach.
Destructive waves• Steep and high waves.• High frequency of waves (10-15 waves a minute).• The backwash is more powerful than the swash, so
sediment is eroded away from the beach (destroying the beach).
Mechanical Weathering Example: Freeze-thaw weathering
Stage One - Water seeps into cracks and fractures in the rock.
Stage Two - When the water freezes, it expands about 9%. This wedges apart the rock. Water can travel deeper into crack
Stage Three - With repeated freeze-thaw cycles, the rock breaks off.
Chemical weathering is the breakdown of rock through changing its chemical composition. When rainwater hits rock it decomposes it or eats it away. This is known as carbonation. This occurs when slightly acidic (carbonic) rain or sea water comes into contact with sedimentary rock, such as limestone or chalk, it causes it to dissolve. A chemical reaction occurs between the acidic water and the calcium carbonate and forms calcium bicarbonate. This is soluble and is carried away in solution.
Types of erosion
Hydraulic power – As the powerful waves smash into the cliff face, air is compressed in the small cracks of the rock and breaks fragments off.
Attrition – eroded material in the sea bumps into other and eventually wears down –materials becomes smaller and more rounded.
Abrasion/corrasion – strong waves picks up rocks and pebbles. These are then smashed into the cliff face which breaks new rock fragments off.
Corrosion/solution - when certain types of cliff erode as a result of weakacids in the sea.
Year 9 Knowledge - Geography
Mass MovementMass Movement is the downhill movement of cliff material under the
influence of gravity and extreme weather changes.
Bays and HeadlandsHeadlands form along discordant coastlines where bands of soft and hard rock outcrop at right angles to the coastline (see image below). Due to the different nature of the rock erosion occurs at different rates. Less resistant rock (e.g. boulder clay) erodes more rapidly than less resistant rock (e.g. chalk).
The bands of soft rock, such as sand and clay, erode more quickly than those of more resistant rock, such as chalk. This leaves a section of land jutting out into the sea called a headland. The areas where the soft rock has eroded away, next to the headland, are called bays. Sandy beaches are often found the sheltered bays where waves lose energy, and their capacity to transport material decreases resulting in material being deposited.
Discordant and Concordant Coastlines
Where coastlines vary in bands of soft and hard rock are called discordant coastlines. A concordant coastline is where the same rock runs along the length of the coast and normally has fewer bays and headlands. Along the coastline of Dorset, there are both – the concordant coastline runs from west to east along the south coast, but the discordant coastline runs from Studland Bay to Durlston Head as the geology changes from clay and sands, to chalk and limestone.
Wave-cut platformA wave-cut platform is formed when:• The sea attacks a weakness in the base of the cliff. For example, this could be a joint in chalk;• A wave-cut notch is created by erosional processes such as hydraulic power and abrasion;• As the notch becomes larger the cliff becomes unstable and collapses as the result of gravity.• The cliff retreats inland.• The material from the collapsed cliff face is eroded and transported away. This leaves a wave-cutplatform.• The process repeats over time.
Erosion of Headlands
Headlands are normally made of resistant rock, so do not erode easily. However, when they do erode, they form these landforms:• Caves• Arches• Stack• StumpThe diagram below helps explain how each landform is created.
Process of transportationOnce sediment has been eroded from the cliff face, it will then be transported. There are 4 different ways which sediment can be transported.
Longshore DriftLongshore drift is the movement of material along the shore by wave action. It happens when:• waves approach the beach at an angle• the swash (waves moving up the beach) carries material up and along the beach.• the backwash (waves moving back down the beach) carries material backdown the beach at right angles. This is the result of gravity.
This process slowly moves material along the beach and provides a link between erosion and deposition. Material is transported through suspension, traction, solution and saltation. Longshore drift provides a link between erosion, transportation and deposition.
Key WordsFetch, constructive, destructive, freeze-thaw weathering, chemical weathering, carbonic acid, hydraulic power, abrasion, attrition, solution, mass movement, rock fall, landslide, slumping, mud slide, bay, headland, concordant coast, discordant coast, wave-cut platform, wave-cut notch, erosion, deposition, transportation, cave, arch, stack, stump, suspension, traction, solution, saltation, longshore drift, swash, backwash
BVT: The Life of MohammedMohammed, sometimes called Muhammad Abdullah, was the founder of the religion of Islam, and is considered by Muslims to be a messenger and prophet of God. Muslims believe he was the last of the Islamic prophets, which included Noah, Abraham, Moses and Jesus. Born in 570 in the Arabian city of Mecca, he was orphaned at an early age and brought up by his uncle, Abu Talib. He later worked mostly as a merchant, as well as a shepherd, and was married by age 25. He also worked to help the people in his community, was a public speaker and military leader. He was not happy with his life in Mecca, but could not understand why. ‘My business is going well. My family are fine. People like me. So why am I so sad?’ He realized that, in Mecca, no one cared about the poor and the needy. People believed in evil spirits and magic and worshipped many different gods. Muhammad wondered if there was anything that would show these people how to live better lives. He decided to leave Mecca and spend time in a cave outside the city, thinking about these things. According to Islamic beliefs it was here, at age 40, in the month of Ramadan, that he received his first message from God. One day, Muhammad had a strange feeling that he was no longer alone. "Do not be afraid," said a voice. Muhammad rubbed his eyes and stared – it was the Angel Gabriel. Gabriel showed Muhammad some words. 'Read!' the angel commanded. But Muhammad had never gone to school. He had never learned to read or write. The angel repeated his command, before squeezing Muhammad so hard that he thought that he would faint.
The angel released Muhammad and began to read out the beautiful words. Muhammad immediately knew that these words came from God. He listened carefully and was able to remember everything the angel said. Muhammad knew that the people needed to hear this message, so he started preaching what God had told him, that Allah is the one true God, and giving yourself to him is the only way to worship him. He said that he himself was only a prophet and messenger of God.
Muhammad did not win many followers to begin with, and some tribes around Mecca did not like his message, so he and his followers were treated harshly. To escape from this danger, Muhammad and his followers in Mecca went to Medina in the year 622. This event, the Hijra, marks the beginning of the Islamic calendar. In Medina, Muhammad united the local tribes who had been fighting each other, and after eight years of fighting with the tribes from the area around Mecca, his followers, who by then had grown to 10,000, conquered Mecca He did not punish the people who had driven him out of the city. Instead, he made new rules and laws which meant that poor people and children were looked after properly. In 632, Muhammad fell ill and died. By the time of his death, he had united the tribes of Arabia into a single group who all followed the religion of Islam, and most people who lived on the Arabian Peninsula were Muslims. Mohammad continued to receive messages from God for the rest of his life, and these messages became the Quran, which is the Holy Book of Islam. To Muslims, Muhammad and the other prophets are so holy, that the phrase ‘Peace Be Upon Him’ is always said when their names are mentioned.
Mohammed’s early life and visions
Mohammed spreads the word of Allah
The picture above is of Cave Hira – the cave in which Mohammed received his first revelation.
Cave Hira is a popular pilgrimage site for Muslims to visit.
There are no images or paintings of Mohammed – to create one is deemed disrespectful in Islam.
If you search Prophet Mohammed you find his name in Arabic, but no pictures. This is very different to Christianity, which has many paintings of Christ.
• The Qur’an was dictated by Angel Jibril (from Allah) to Muhammad over 21 years.
• The Qur’an was written over 23 years (2 years after his death too).• It was dictated by Muhammad and scribed by followers and the
next leader of Islam called the Caliph after Muhammad's death.• It has authority to Muslims as it is the words of Allah and has
never been translated or changed throughout history. “Falsehood shall never come to it” (Qur’an)
• The Hadith is a book of Muhammad's teachings. It was written after Muhammad's death by later Caliphs (some 3 generations after).
• The Hadith for example teaches about Salah (prayer) which is more general in the Qur’an.
• The Sunnah is a book of Muhammad’s practices.
Books associated with Muhammad:The Qur’an, the Hadith, the Sunnah
BVT: The Life of Mohammed
Nature of Allah
Memorising the Qur'anAt the time of the revelation of the Qur'an, books were not readily available and so it was common for people to learn it by heartCommitting the Qur'an to memory acted as a great aid for its preservation and any person who is able to accomplish this is known as a hafiz.
Key beliefs about God include:Tawhid - the belief in the oneness and unity of Allah as expressed in the first of the five Pillars of Islam, the Shahadah. Belief in this oneness or unity of Allah is essential.Monotheism - Muslims believe in one god, Allah - they are monotheists.Akhirah – the belief in everlasting life after death.Muslims believe that this life is merely preparation for the eternal life or Akhirah. Every act of good and bad that a Muslim does is recorded by Allah, so they must act in a way that benefits them in Akhirah.
Sunni and Shi'ah traditionsThere are two main traditions in Islam: Sunni and Shi'ah. The word 'Sunni' is related to the Arabic word Sunnah and means 'followers of the Prophet's Sunnah or tradition'. Sunnis make up the majority of Muslims worldwide. The word 'Shi'ah' comes from a phrase meaning 'followers of Ali'. Ali was the Prophet's son-in-law and cousin.Historically, the different traditions come from a difference of opinion over who was to lead the Muslim community after the Prophet Muhammad's death. Sunni Muslims believed the Prophet's successor should be his father-in-law and disciple, Abu Bakr. Shi'ah Muslims supported the Prophet's blood relative, Ali, as his true successor.Despite these historical differences, the two groups share many beliefs. For example, both groups believe in the oneness and unity of Allah, the importance of the Prophet Muhammad and his Sunnah, the Five Pillars of Islam and the Qur'an.
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TERM 5 FRENCH– ADVERTISING YOUR TOWN TO A VISITORKEY #LEARNING:
How to talk about / describe what is in
your town
How to talk about what you can do in your
town
What places in your town like
What is the history of your town and what
did it used to be like
Key questions for this term:Qu’est-ce qu’il y a dans ta ville / ton village? = What is there in your town / village?Qu’est-ce qu’on peut faire dans ta ville? = What can you do in your town?/ Whjat is there of interest?Qu’est-ce qu’il y avait dans ta ville avant? = What did there used to be in your town?Comment était ta ville avant?= What wasyour town like in the past?
The imperfect tense = was ….. / used to ….. • Take the present tense ‘nous’ form of the verb – remove
the ‘-ons’• Add the correct ending for the person who is speaking
je (I) -aistu (you) -aisil /elle (he/she) -aitnous (we) -ionsvous (you) -iezils (they) -aient
SOME EXAMPLES:
j’étais = I was / used to benous allions = we were going / used to goils faisaient = they were doing / used to do on mangeait = we were eating / we used to eattu regardais = you were watching / used to watchils travaillaient = they were working / used to work
Comparatives (more than/less than)
PLUS + adjective + queSouthampton est plus grande que SalisburySouthampton is bigger (more big) than Salisbury
moins + adjective + queSalisbury est moins grande queSouthamptonSalisbury is smaller (less big) than Southampton
Superlatives (the most/the least)
To say the most you need to use le, la, les+ plus + adjectiveSalisbury est la plus jolie(Salisbury is the prettiest)
To say the least you need to use le, la , les + moins + adjectiveSalisbury est la moins jolieSalisbury is the least pretty
Key grammar
Key grammar
Pros and Cons
A couple of ways you can talk about good / bad things:
un avantage / un point positif, c’est que...(an advantage is that...)
un désavantage / un inconvénient / un point négatif, c’est que...( a disadvantage is that...)
ce qui est bien c’est....(what’s good is...)
Adjectival AgreementAdjectives change spellings, depending on the gender of the noun, and the quantity of the noun they are describing.
Le stade est petit (the stadium is small)La ville est grande (the city is big)
Les magasins sont varies (the shops are varied)Les piscines sont belles (The swimming pools are beautiful)
Masculine
singualar
Feminine
singualar
Masculine
plural
Feminine
plural
English
beau belle beaux belles beautiful
sale sale sales sales Dirty
tranquille tranquille tranquilles tranquilles Peaceful
jolie jolie jolis jolies Pretty
laid laide laids laides Ugly
ancien ancienne anciens anciennes Old
moderne moderne modernes modernes modern
Year 9 Knowledge Organiser: Terms 5 and 6
Ma ville(my town)
Mon village (my village)
est (is)
est situé (is situated)
se trouve (is to be found)
dans (in) le Wiltshire (Wiltshire)
le sud-ouest de l’Angleterre(the
south-west of England)
près de (near to)
à xx km de (xx km from)
Salisbury
la côte (the coast)
la campagne (the countryside)
la forêt (the forest)
C’est une grande ville(It’s a big
town)
C’est une assez petite ville
(It’s quite a small town)
il y a (there is / are) plus de (more than)
moins de (less than)
xx habitants (xx inhabitants)
Nous avons (we have)
Nous n’avons pas de
(we don’t have)
[NB: after ‘de’ leave out the ‘un/
une’]
un château (a castle)
un museé (a museum)
un palais (a palace)
un parc (a park)
un port (a port)
une église (a church)
une université (a university)
un aéroport (an airport)
un centre commercial (a
shopping centre)
un cinéma (a cinema)
un stade (a stadium)
un peu (a bit)
très (very)
assez (quite)
grand (big)
petit/e (small)
tranquille (quiet)
joli/e (pretty / nice)
ancien/ne (old)
laid/e (ugly)
barbant/e (boring)
bruyant/e (noisy)
industriel /le (industrial)
touristique(touristy)
intéresant /e (interesting)
moderne (modern)
Quand il fait chaud / froid (when it is
hot/cold/windy)
Quand il y a du vent (when it’s windy)
Quand il pleut (when it rains)
on peut (you can) visiter (visit)
faire (do)
jouer (play)
voir (see)
aller (go)
les monuments (sights)
de la equitation (horse riding)
au golf (golf)
en ville (to town)
un film
Dans le passé (in the past)
Avant (previously)
Il y a xx ans (xx years ago)
mon quartier (my neighbourhood)
mon village (my village)
ma ville (my town)
était (was)
n’était pas (was not)
plus (more)
moins (less)
tranquille
bruyant/e (noisy)
sale (dirty)
propre (clean)
Avait (used to have)
N’avait pas (did not used to have)
beaucoup de monde (lots of people)
plus de déchets (more rubbbish)
moins pollution (less pollution)
un problème avec la criminalité
(crime)
moins bâtiments (fewer buildings)
Venez! (Come!)
Visitez! (Visit!)
Venez voir! (Come and see!)
parce que (because) le temps est (the weather)
les gens sont (the people are)
fantastique /s (fantastic)
agréable /s (nice)
genial/s (great)
inoubliable /s (unforgettable)
Year 9 Knowledge Organiser: Terms 5 and 6
TERM 5 SPANISH– ADVERTISING YOUR TOWN TO A VISITORKEY #LEARNING:
How to talk about / describe what is in your
town
How to talk about what you can do in your
town
What places in your town like
What is the history of your town and what
did it used to be like
Key questions for this term:¿ Qué hay en tu ciudad? = What is there in your town?¿ Qué se puede hacer en tuciudad/pueblo? / ¿ Qué hay de interés? = What can you do in your town?/ Whjatis there of interest?¿ Qué había en tu ciudad? = What did there used to be in your town?¿Cómo era tu ciudad en el pasado?= What was your town like in the past?
Key grammar
The imperfect tense = was ….. / used to ….. • When the verb has the –AR, -ER, -IR ending it is
called the INFINITIVE.• Remove the –AR, -ER, -IR • Dd the correct ending for the person who is speaking
Hablar = habl_ = hablaba = I used to speak Leer = le_ = Leía = I used to read Vivir = viv_ = vivía (I used to live)
AR IR/ER yo (I) aba íatú (you) abas íasél, ella (he/she) aba íanosotros (we) ábamos íamosvosotros (you) ais íaisEllos (they) aban ían
Comparatives (more than/lessthan)
más + adjective + queSouthampton es más grande que SalisburySouthampton is bigger (more big) than Salisbury
menos + adjective + queSalisbury es menos grande queSouthamptonSalisbury is smaller (less big) than Southampton
Superlatives (the most/the least)
To say the most you need to use el, la, los, las+ más + adjectiveSalisbury es la más bonita (Salisbury is the prettiest)
To say the least you need to use el, la, los, las + menos + adjectiveSalisbury es la menos bonita Salisbury is the least pretty
Key grammar
Pros and Cons
A nice way to describe the pros and cons of something is to use ‘lo + adjective’ to mean ’the…thing’
Lo bueno – the good thingLo malo – the bad thingLo interesante – the interesting thing Lo gracioso – the funny thing
Lo bueno es que Salisbury es limpia* The good thing is that Salisbury is clean
Lo malo es que Salisbury es ruidosa*The bad thing is that Salisbury is noisy
• The word for town in Spanish is feminine so the adjective must end in ‘a’
Adjectival AgreementAdjectives change spellings, depending on the gender of the noun, and the quantity of the noun they are describing.
El estadio es moderno (the stadium is modern)La ciudad es moderna (the city is modern)
Los museos son modernos (the museums are modern)Las tiendas son modernas (The shops are modern)
Masculine
singualar
Feminine
singualar
Masculine
plural
Feminine
plural
English
bueno buena buenos buenas Good
sucio sucia sucios sucias Dirty
tranquilo tranquila tranquils tranquilas Peaceful
bonito bonita bonitos bonitas Pretty
feo fea feos feas Ugly
antiguo antigua antiguos antiguas Old
moderno moderna modernos modernas modern
Mi ciudad(my town)
Mi pueblo (my village)
está (is)
está ubicado (is situated)
en (in) Wiltshire (Wiltshire)
el sur oeste de Inglaterra (the
south-west of England)
cerca de Southampton
(near Salisbury)
Las afueras (in the outskirts)
Es una ciudad grande (It’s a big
town)
Es una ciudad bastante pequeña
(It’s quite a small town)
hay (there is / are) más de (more than)
menos de (less than)
xx habitantes (xx inhabitants)
Tenemos(we have)
No tenemos
(we don’t have)
un castillo (a castle)
un museo (a museum)
un palacio (a palace)
un parque (a park)
un puerto (a port)
una iglesia (a church)
una Universidad (a university)
un aeropuerto (an airport)
un centro commercial (a
shopping centre)
un cine (a cinema)
un estadio (a stadium)
un poco (a bit)
muy (very)
bastante (quite)
grande (big)
pequeño/a (small)
tranquilo/a (quiet)
bonito/a (pretty / nice)
antiguo/a (old)
feo/a (ugly)
aburrido/a (boring)
ruidoso/a (noisy)
industrial (industrial)
turístico/a (touristy)
interesante (interesting)
moderno/a (modern)
Cuando hace calor/frío/viento
(when it is hot/cold/windy)
Ciando llueve (when it rains)
se puede (you can) visitar (visit)
hacer (do)
jugar (play)
ver (see)
Ir (go)
monumentos (sights)
equitación (horse riding)
al golf (golf)
una película
En el pasado (in the past)
Hace xx años (xx years ago)
Antes (before)
mi barrio (my neighbourhood)
mi pueblo (my village)
mi ciudad (my town)
era (was)
no era (was not)
más (more)
menos (less)
tranquilo/a
ruidoso/a
sucio/a
limpio/a
Tenía (used to have)
No tenía (did not used to have)
mucha gente (lots of people)
más basura (more rubbbish)
menos contaminación (less
pollution)
un problema con la delincuencia
(crime)
menos edificios (fewer buildings)
İVisita! Visit!
İVen! Come!
porque / ya que (because) el tiempo es (the weather)
la gente es (the people)
fantástico (fantastic)
agradable (nice)
guay (great)
inolvidable (unforgettable)
Year 9 – Term 5 and 6 ART TERMINOLOGY YOU SHOULD KNOW LEARN AND USE
PaisleyThe Paisley teardrop ‘buta’ / comma shape
Mexican Day of the DeadIt is believed that the gates of heaven are opened at midnight on October 31, and the spirits of all deceased children (angelitos) are allowed to reunite with their families for 24 hours. On November 2, the spirits of the adults come back to enjoy the festivities that are prepared for them.
Mehndi1.The application of henna paste in intricate designs to decorate the body, often for wedding celebrations and other festive occasions in South Asia, the Middle East, and North Africa.
2.Decoration on the body made by mehndi.
Year 9 Knowledge Organiser: Terms 5 and 6
Year 9 – Term 5 and 6
It is a veritable family ‘feast’, laid on every year especially for the dead, and it aims to appeal to all the senses: attracted by the
sounds (from music to fireworks), lights (of candles), aromas (of foods, flowers and
incense) and general festivity, the souls can come back to Earth to enjoy, however
briefly, some of the pleasures they remember when they were alive.
They believe that the gates of heaven are opened at midnight on October 31, and the spirits of all deceased children (angelitos)
are allowed to reunite with their families for 24 hours. On November 2, the spirits of the
adults come back to enjoy the festivities that are prepared for them.
Mexican Day of the Dead
The festival is known as: ‘El Día de los Muertos’, ‘Días de Muertos’ or just ‘Muertos’ for short.Mexicans view it not as a day of sadness but as a day of celebration because their loved ones awake and celebrate with them.View these clips showing the festival in Mexico:
https://www.youtube.com/watch?v=_sSawpU81cI&safe=active
https://www.youtube.com/watch?v=8FHrhH9k-PY&safe=active
https://www.youtube.com/watch?v=7FXYeSlu9QQ&safe=active
Day of the Dead outdoor market in Patzcuaro, Michoacan where locals buy their sugar skulls, special foods and altar decorations.
The ‘ofrenda’ - offering
Carnival Processions
James Bond ‘Spectre’ scene set at a Day of the Dead celebration
Year 9 – Term 5 and 6
Alexander McQueen
A famous textile designer whose T-shirts cost nearly £150 each. His logo for this season is based around skulls which incorporate paisley patterns.
PAISLEY PATTERN DESIGN
Paisley Pattern
A Paisley design is basically a teardrop/comma shape. Its shape and design is Persian in origin and can be traced back over 2000 years. Its name comes from the town of Paisley in Scotland.The first appearance of the tear-shaped ‘buta’ motif was in Persia, then spread into India. Resembling a comma, it is one of the most recognised patterns in the world. It was used in 18th century Europe as a design motif, particularly being used on shawls. These were mass produced in Paisley, Scotland in the 19th century (hence the name Paisley). Paisley was a major site for the manufacture of printed and woven cotton and wool, particularly for shawls at this time. It was widely used again in the 1960s when it became synonymous with ‘psychedelia’ and ‘flower power’. It is still a popular motif – you will find it all around you if you look for the design in contemporary printed textile fabric.
View this clip showing paisley:
http://www.bbc.co.uk/culture/story/20151021-paisley-behind-rocks-favourite-fashion
Contemporary fabric print by artist Lisa Busby
Use these tutorials to develop your own paisley patterns:https://www.youtube.com/watch?v=WsgJIV5WhsE&safe=active
https://www.youtube.com/watch?v=2vtKELmA-v8&safe=active
https://www.youtube.com/watch?v=ZOyZsCECRsA&safe=active
Year 9 Knowledge Organiser: Terms 5 and 6
MehndiMehndi is a form of body art originating in ancient India, in which decorative designs are created on a person's body, using a paste, created from the powdered dry leaves of the henna plant (Lawsonia inermis). Dating back to ancient India, mehndi is still a popular form of body art among the women of the Indian subcontinent, Africa and the Middle East.
Mehndi is derived from the Sanskrit word mendhikā.
Traditional Indian designs are representations of the sun on the palm, which, in this context, is intended to represent the hands and feet.
Mehendi has a great significance in performing classical dance like Bharatnatyam.
Henna paste when applied to the skin creates a temporary but quite long lasting tattoo.
View this clip showing Mehndi henna paste being applied:
https://www.youtube.com/watch?v=MIkHNehkHKc&safe=active
Year 9 – Term 5 and 6 Mehndi Design
There is a design activity loaded onto the TFG Art page which links to this sheet. Be equally detailed and intricate in your designs.
The technique of Mehndi is detailed and intricate. It requires care and accuracy as any henna paste applied to the skin will stain it.
MusicMinimalism is a form of music which uses “minimal” material to compose and perform longer, more complex pieces.
Minimalism originated on the West coast of America in the 1960s with composers such as Steve Reich, Terry Riley and Philip Glass.
It is mirrored in other artistic fields such as Art, Architecture, and Design. Minimalism is a way of thinking – simple is beautiful.
Year 9 Knowledge Organiser: Terms 5 and 6
Features
There are common features of Minimalist music:
• broken chords (where the notes of a chord are played singly rather than together)
• slow harmonic changes
• melodic cells (the use of fragmentary ideas)
• note addition (where notes are added to a repeated phrase)
Notable examples (and where to find them)
Steve Reich: Electric Counterpoint, Movement 3, Allegro (https://www.youtube.com/watch?v=_TKVpUSWCug).
Steve Reich: Clapping Music (https://www.youtube.com/watch?v=QNZQzpWCTlA)
Terry Riley: In C (https://www.youtube.com/watch?v=tbTn79x-mrI&t=24s)
Musical devices (tricks that a composer uses to express the story or scene)
Drone - A long, held bass note which lays the foundation for the piece
Arpeggio/Broken Chords – Using the notes of a chord, spread out into an arpeggio. So, the chord of C major played as single
notes C / E / G
Ostinato – a short pattern, repeated. This creates instant recognition for the listener and also creates tension and excitement
Cells/Note addition – a cell is a short melodic idea – maybe just 2 or 3 notes – it can be made longer by adding notes to it as the piece develops.
TexturesThings in Minimalism move
Layers of the music are built up one at a time by adding in new sounds and instruments.
Voice 1 ___________________________________________Voice 2 ____________________________Voice 3 _ _ _ _ _ _ _ _ _ _ _ _ _ _ Voice 4
This changes the texture!Monophonic: One soundHomophonic: Same soundsPolyphonic: Many sounds
Year 9 Knowledge Organiser: Terms 5 and 6
MusicGeneral Musicianship
Tempo
DynamicsReading Music
Strings Woodwind Brass Percussion
Violin Oboe Trumpets Timpani
Viola Bassoon French Horns
Snare Drum
Cello Clarinet Trombone Bass Drum
Double Bass
Flute Tuba Cymbals
Harp Gong
Orchestral instruments
Note reading
C D E F G A B
Electric/Acoustic GuitarBass guitarDrum kitVocals – lead singerBacking vocalsKeyboards/SynthesisersDrum Machine
Pop and Rock instrumentation
Ostinato – a repeating patternSequence – a pattern which ascends or descendsPedal – a single note repeating over and overDrone – a long held note
Musical devices
Year 9 – Term 5 and 6History
• Athletics is a group of sporting events that involves competitive running, jumping, throwing and walking.
• The most common types of athletics competitions are track and field, road running, cross country and race walking.
• The results of racing events are decided by finishing position (or time, where measured), while the jumps and throws are won by the athlete that achieves the highest or furthest measurement from a series of attempts.
• The simplicity of the competitions, and the lack of a need for expensive equipment, makes athletics one of the most common types of sports in the world.
• Athletics is mostly an individual sport, with the exception of relay races and competitions which combine athletes' performances for a team score, such as cross country.
• Organized athletics are traced back to the Ancient Olympic Games from 776 BC. The rules and format of the modern events in athletics were defined in Western Europe and North America in the 19th and early 20th century, and were then spread to other parts of the world.
Athletics
Athletic Events:Track Events:• 100m • 200m• 300m• 400m• 800m• 1500m• Hurdles• Relay
Throwing Events:• Discus• Javelin• Shot Put
Jumping Events• Long Jump• Triple Jump• High Jump
Key Vocabulary:Track Events:Take you marksSetGoPaceSprint start
Throwing Events:GripStancePreparationReleaseFollow through
Jumping Events:ApproachTake offFlightLanding
Unit Outcome:To specialise in 3 events, one from each discipline.
Success Criteria:To be able to self-assess
your performance in order to constantly improve and
set new Personal Bests frequently.
Governing Bodies:International:IAAF: International Association of Athletics Federation
www.worldathletics.orgIOC: International Olympic Committee
www.olympic .orgNational:British Athletics www.britishathletics.org.ukUK Athletics www.uka.org.uk
Year 9 – Term 5 and 6Sprints: 100m, 200m#Learning: How can I improve my position on the finish line?
Sprint start technique:Take your marks:1. Shoulders directly over hands.2. Place the rear knee in line with front foot.3. Hands make bridge between thumb and
forefinger.4. Hands are placed shoulder width apart.Set:1. Shoulders move forward and up (needs
strength!).2. Hips move up higher than shoulders so making
correct angles at knee jointsGo:1. Drive hard off blocks and drive head and
shoulders out.
TrackEvents
Sprints: 300m, 400m#Learning: Where should I race in my lane
Sprinting technique1. Posture should be upright with a slight forward
lean2. Keep head still and in alignment with your body3. Relax your jaw, neck, shoulders and hands4. Keep your shoulder and trunk steady – no
twisting5. Arms bent at the elbow and swing forward and
backwards to aid momentum6. Drive each leg powerfully to full extension7. Lift your leading leg high with each stride
Middle distance: 800m, 1500m#Learning: Why is getting the pace right so important?
Maintaining a good position: Running technique:• Upright body position• Head still and looking straight ahead• Relaxed head, neck, arms and shoulders• Gently swinging arms forwards and backwards and
slightly across the body• Easy stride length• Landing foot placed just ahead of the body• Pushing off the ground to straighten the leg fully on
each stride• Fairly low know lift to conserve energy on each
stride
Race tactics:Should you consider to sprint at these points at the race:• Sprint start• Start of the 2nd Lap• Back straight• Final Bend
Finish Line Dip:As you approach the finish line, with a stride left, lean forwards to push chest to cross the line first
Year 9 – Term 5 and 6Long Jump#Learning: Why is coordination important to the distance achieved?
Approach:• Start approach by stepping onto your take off foot• Mark out your approach distance (11-15 running strides
form the take off board)• Run fast at a speed you can take off from• Stay relaxed as you get to the take off boardTake off:• Drive your non-take off leg and both arms upwards at
take offFlight: Hang technique• Extend your lead leg and bring it back to join trailing leg
before pushing both legs out in front.• Circle both arms downward, backwards and then
forward in a clockwise direction• Push your hips forward to hang in the air
Landing:• Push both legs forwards• Don’t fall backwards
Triple Jump#Learning: Why do I need to be rhythmic in my stride pattern?
Approach:• Start approach by stepping onto your take off foot• Mark out your approach distance (11-15 running
strides form the take off board)• Run fast at a speed you can take off from
Hop Phase:• Use a low take off angle• Use a single arm action• Drive out and up with no take off leg• Stay tall and look forward towards the end of the pitStep Phase:• Push of your back leg just like a bound• Low take off angle• Drive your thigh to parallel• Maintain upright postureJump Phase:• Single or double arm action• Use the hang technique• Keep head and chest up
Landing:• Use a double leg shoot out in front• Push your feet ahead of your body• Don’t fall backwards
Jumping Events
High Jump#Learning: Can I use the scissor kick technique to successfully clear the bar ?
Approach:• Fast, curved approach, body leans inwards
Take Off:• Take off foot placed slightly ahead of the body• Take off foot landing with the heel leading and the foot
virtually parallel to the bar• Take off leg slightly bent at the knee before take off• Upward drive directly off the jumping foot• Take off about an arms distance away from the bar and
about a quarter of the crossbar’s length in from the nearest upright
Scissor Kick Technique:• Swing the leg nearest to the bar upwards and back
towards where you have run from• Turn your body in the air so you are jumping
backwards over the bar• Push your hips upwards to clear the bar• Straighten legs quickly as soon as hips have cleared the
bar
Landing:• Land on your back and shoulders
Year 9 – Term 5 and 6Discus#Learning: Why is the direction of release important?
Grip:• Hold the discus by the pads of your finger tips, your
thumb resting against the side of the discus• The index finger can be placed (b) close together or
apart (c)• As you rotate to create momentum the discus will stay
in your hand
Wind-up Phase:• Rotate backwards and forwards• Arm travels from your side, across your body, to your
hand being on top, non-throwing hand meets the discus to stop it dropping
Release:• Spin the side of the discus
Throwing Events
Javelin#Learning: What should be the angle of release?
Grip:• Choose you grip; A, B or C
Preparation:• Javelin is taken back a full arms length with the tip
being inline with your nose• Body tiled back wards and arm fully extended before
throwing• Right knee and hip rotated vigorously towards the
direction of throw• Hip followed by chest, resulting in a ‘bow’ position of
the body
Release:• Pull the Javelin arm through very fast above your
shoulder• Rotation will start from the knee and move through
the hip and trunk until the Javelin is released
Shot Put#Learning: How can I use my whole body to generate power?
Grip:• Hold the shot at the base of your three middle
fingers, supported by your thumb and little finger.
• The shot must be held on the shoulder close to the chin
• The elbow of your throwing arm should be kept high
Preparation:• Chin, knee, toe all in line when in a crouched
position – (Low)
Release:• Drive off the right hip towards the direction of
the put, followed by the right shoulder• Push up through your legs, lifting your body
upward, you’re the arm should be ‘last and fast’
Year 9 – Term 5 and 6History
Cricket is a bat-and-ball game played between two teams of eleven players on a field at the centre of which is a 20-metre (22-yard) pitch with a wicket at each end. The batting side scores runs by striking the ball bowled at the wicket with the bat, while the bowling and fielding side tries to prevent this and dismiss each player (so they are "out").
Historically, cricket's origins are uncertain and the earliest definite reference is in south-east England in the middle of the 16th century. Cricket was prominent in London as early as 1707 and, in the middle years of the century, large crowds flocked to matches on the Artillery Ground in Finsbury.
It spread globally with the expansion of the British Empire, leading to the first international matches in the second half of the 19th century. It had become well established in Australia, the Caribbean, India, New Zealand, North America and South Africa.
In 1876–77, an England team took part in what was retrospectively recognised as the first-ever Test match at the Melbourne Cricket Ground against Australia. The rivalry between England and Australia gave birth to The Ashes in 1882, and this has remained Test cricket's most famous contest.
Cricket
Key Vocabulary:WicketBoundaryBattingBowlingFieldingOverCatchCreaseStumpsDeliveryInningsLBW (leg before wicket)PaceLine LengthSeam
Unit Outcome:To be able to demonstrate
and specific cricketing techniques in games
Success Criteria:To be able to take part in small sided cricket games and understand umpiring
signals
Governing Bodies:International:ICC: International Cricket Council
www.icc-cricket.comNational:ECB: England and Wales Cricket Board
www.ecb.co.uk
Rules and tactics *Two teams, both with 11 players, play an innings of batting and bowling.
When one team is batting, they try and score as many runs as they can by hitting the ball around a set boundary.
The other team must get them out by bowling the ball overarm at the stumps, which are at either end of a 22-yard area called a wicket.
The bowling team can get the batsmen out by hitting the stumps or catching the ball.
Once the batting team is all out, the teams swap over and they then become the bowling side
1. Played to a straight full delivery.
2. Get your head in line with the ball.
3. Get your weight right into the ball.
4. Don’t push at the ball, let the ball hit the bat not the bat hit the ball.
5. Angle the bat towards the ground
1. Played to a ball that is short and wide
2. The back foot goes back and across to get closer to the ball. Extend your arms through the shot.
3. Try to come from a high back lift down onto the ball. This will allow you to keep the ball on the floor so you don’t get caught out.
Watch the following clip on the 11 different types of dismissal (ways of getting out) in cricket:https://www.youtube.com/watch?v=K3qVwuPXHX4
Write out the 11 different ways of getting out
Cricket
Year 9 – Term 5 and 6History
• Tennis is the direct descendant of what is now known as real tennis or royal tennis. Most historians believe that tennis originated in the monastic cloisters in northern France in the 12th century, but the ball was then struck with the palm of the hand; hence, the name jeu de paume ("game of the palm") It was not until the 16th century that rackets came into use, and the game began to be called "tennis."
• Many original tennis courts remain, including courts at Oxford, Cambridge, Falkland Palace in Fife where Mary Queen of Scots regularly played, and Hampton Court Palace.
• The Davis Cup, an annual competition between men's national teams, dates to 1900. The analogous competition for women's national teams, the Fed Cup, was founded as the Federation Cup in 1963 to celebrate the 50th anniversary of the founding of the International Tennis Federation, also known as the ITF.
• Promoter C. C. Pyle created the first professional tennis tour in 1926, with a group of American and French tennis players playing exhibition matches to paying audiences. The most notable of these early professionals were the American Vinnie Richards and the Frenchwoman Suzanne Lenglen. Once a player turned pro he or she could not compete in the major (amateur) tournaments.
Tennis
Key Skills:• Ready position – Year 7• Forehand –Year 7• Backhand – Year 7• Volley – Year 8• Lob – Year 8• Smash– Year 8 • Serve –Year 9• Top Spin – Year 9• Slice– Year 9• Hit through the legs –
Year 9
Key Components of Fitness:• Agility• Speed• Coordination• Power• Cardiovascular
Endurance• Muscular
Endurance
Unit Outcome:To be able to demonstrate
and explain how to perform scoring, top spin,
slice, serve and hit through the legs.
Success Criteria:To coach another student
in one tennis aspect.
Governing Bodies:International:ITF: International Tennis Federation
www.itf.comNational:LTA: Lawn Tennis Association
www.lta.org.uk
Year 9 – Term 5 and 6Scoring
Scoring:#Learning: To understand, apply the scoring system for tennis
IntroductionTennis has an unusual scoring system.The score does not go up in units of one or even in units of the same amount.
• The first point in a game is called 15 and the next 30. So you'd think that the next point should be 45 - but it isn't, it's 40.
• The score of a player who has not won any points is not 'nil' or 'zero', but 'love’. (This is said to come from the French word oeuf, which means egg and is shaped like a zero.)
• The server's score is always called first by the umpire.• If Player A is serving to Player B and Player B wins the
point, the score is love-15.• If Player A wins the next point the score is 15-all, and so
on.
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2
3
Step One Games• The first player to win four points wins a game.• So if a player wins four points straight their scoring will go 15-0, 30-0, 40-0
then game.• The exception is if both players win three points each (i.e. 40-40) which is
called deuce.• Then the winner is the first player to then win two points in a row.Step Two Deuce• Once the score gets to 40-40, it is known as deuce.• Once at deuce, one player must win two consecutive points to take the
game.• The word comes from the French phrase à deux - meaning 'at two', as in
needing two more points.• If Player A wins the next point the score is 'advantage server'.• This is commonly called 'advantage in', 'van in', or even 'your van'/'my van'
depending on who is calling the scores.• If Player B wins the point the score is 'advantage receiver', ('advantage out'
or 'van out').• If the player at advantage wins the point, she wins the game. If she loses it,
the score goes back to deuce.• To shorten matches, players sometimes opt to play 'no-advantage', where
the person to win the first point after deuce, wins the game.Step Three Sets• The maximum number of sets in a match is five for men and three for
women.• The first player to win six games wins a set.• However, if the score becomes five-games-all, one player must be two games
ahead to win the set.• So a player must win the set 7-5 or 8-6 or 9-7 and so on.• Until the 1970s, this meant sets could potentially last indefinitely.• The highest recorded score in games for one set at Wimbledon was 32-30 in
the match won by A Olmedo and F Segura against G Forbes and A Segal in 1968.
• But in 1971 the All England Club introduced the tiebreak rule.• Under this rule, once the score reaches six-games-all, a tiebreak is played to
decide who wins the set.
Scoring
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5
Step Four Tiebreak• The first player to reach seven points, wins the tiebreak and the set.• But if the score reaches six-points-all, the winner is the first player to win
two points in a row.• The player whose turn it was to serve in the set serves the first point of
the tiebreak.• His opponent serves the next two points and after that the serve rotates
after every two further points.• The players change ends after every six points, even if a player is
between his two service points, and at the end of the tie break.• A tiebreak is played in all sets except the last one (the third set in
women's tennis and the fifth set in the men's game).• In the last set, players continue until one secures a two-game lead.Step Five Ways to Lose a Point• Apart from playing the ball into the net or out of court there are a number
of ways of losing a point.• Throwing the racket at the ball. Letting go of the racket accidentally is not
a fault, unless it hits a permanent fixture such as the net before the ball is out of play.
• Hitting the ball twice, carrying it or catching it on the racket.• Touching the net, posts, umpire or line judge chairs, ball boy/girl or the
ground in your opponents court while the ball is in play.• Hitting the ball before it crosses the net.• Returning a serve before it has bounced.• Catching or hitting the ball while it is outside the court before it has
bounced. If he volleys the ball outside the court and it lands in, the rally continues. If it lands out, he loses the point.
• The ball touches the player or anything he wears or carries (except his racket) while in play.
• The ball hits a permanent fixture such as the umpire's chair, ball boy/girl, line judge machine (but not the net posts) - before it bounces - even if the ball appeared to be going in. If the ball strikes the permanent fixture after it bounces and before the opponent can hit the ball, the opponent loses the point.
• In tournaments, umpires can deduct points for racquet abuse or dissent.
Simple Scoresheet
Year 9 – Term 5 and 6The Serve
The Serve#Learning: To understand, apply and evaluate the different aspects of the serve.
To be successful in the modern game players have to have an effective serve.
They have to be able to hit the ball hard but also with amazing accuracy.
The more points you can take on your serve with service winners and aces, the harder you will be to beat.
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2
Step One• It is the one shot in tennis that you are in total control of, so do
not waste the opportunity by rushing.• Spend time getting your set-up right and getting your mind
focused on what you are trying to do and where you are trying to hit the serve.
• Line your feet up with where you want the ball to go.• Have your front foot at an angle but have your back foot
running parallel to the baseline.• Point your racquet forwards to the target and use your spare
hand to balance by lightly supporting the throat of the racquet.• Ideally the grip should be the chopper grip.• This can be difficult to begin with, so it is fine to have a slight
forehand grip, but look to move it around as soon as possible.
Step Two• The key from here is balance, timing and rhythm.• Raise your hands up together just a short distance then bring
them down together.• As you do this start to turn your body away from the court so
that you are sideways onto it.• You also need to be transferring your weight from your front to
back foot.• Try to feel a smooth, co-ordinated action, all the different parts
of your body should be working together not against each other.
Turn to next slide
Year 9 – Term 5 and 6The Serve
The Serve#Learning: To understand, apply and evaluate the different aspects of the serve.
Key features of your technique:
Ready Position:• Feet shoulder width apart, side on, front foot pointing net, backfoot
parallel to baseline
Preparation:• Release the ball at eye level creating a Nike tick with the movement
of the arm.
Contact:• Full extension of arm at peak of ball throw, contact of the hitting
shoulder
Follow through:• Continue in a forward direction, finishing by the side of the body
4
Step Three• Once you have made the sideways turn and your hands have reached
their lowest point, you need to separate your arms and bring them back up in different directions.
• Your left arm should be straight to enable you to accurately throw the ball up in the correct spot.
• The ball should be slightly in front of you and to a height about six inches above your outstretched racquet.
• Your right arm needs to come back into a throwing position.• This is the most difficult part of the action because at the same time
as co-ordinating your arms you need to transfer your weight from your back foot on to your front.
Step Four• As the ball reaches the top of the throw up, accelerate the racquet
head at the ball in a throwing action.• Look to reach up to the ball as you hit - the higher you make contact
the more power you can generate.
Step Five• Follow through across your body, then look to recover quickly ready
for your next shot.
3
Year 9 – Term 5 and 6Forehand Top Spin Today's players can use it to hit winners from almost any position on the court.
Forehand Top Spin#Learning: To understand, apply and evaluate different forehand top spin shots.
• The modern forehand is one of the most spectacular and devastating shots in the game.
• With modern technology and techniques, today's players can use it to hit winners from almost any position on the court.
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2
3
4
Step One• Starting from the ready position, and get to the ball as soon as
possible.• Prepare by turning both your hands towards the ball.• This will rotate the shoulders and upper body away from the ball.
Step Two• Look to bring the racquet head back in a loop.• Think of a circular type movement as you lift it up as you bring it
back then drop it lower as you start to accelerate forwards.
Step Three• The key to producing real power is to fire all your different
muscles into the shot in sequence.• Start from the legs, then the hips, your shoulder, arm and finally
your wrist.• If timed right all these different muscle groups will combine to
produce huge racquet head speed that will send the ball flying.
Step Four• The forward swing of the racquet should be from low to high.• You should be looking to make contact with the ball at around
waist height.• As you get more confident, have a go meeting it slightly higher.• This will enable you to get more power into the shot and get
further into the court which will put your opponent under even more pressure.
Year 9 – Term 5 and 6Slice Shot
Slice Shot#Learning: To understand, apply and evaluate the slice.
• Slice is created by the racquet head brushing down the back of the ball.
• The spin creates a lower, flatter trajectory over the net and makes the ball stay low off the bounce.
• Henman uses his backhand slice to approach the net; the spin keeps the ball low forcing his opponents to hit up giving him an easier volley.
• The Williams sisters use the backhand slice as a defensive shot when stretched out wide.
• It is easier to play on the stretch and again the low bounce will make
it more difficult for opponents to attack.
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3
Step One• As with all the groundstrokes the key is in the preparation.• For the backhand slice you need to use the continental grip. To find
this put the V between your thumb and index finger on the edge of your racquet's frame.
• Then slide your hand down the frame to the grip - this will be the correct grip.
• Your spare hand should be holding the racquet lightly at the throat.• From your ready position turn both hands and your trunk to the side
so that the shoulder of your hitting arm is pointing to the ball.
Step Two• As you turn to your backhand, the shot starts to differ from the top
spin.• The moment that you see the ball heading to your backhand take the
racquet back by turning your shoulders.• As you turn, bring the racquet head up high with your non-hitting
hand, almost bringing the racquet strings behind your head.
Step Three• As you get in position load the weight onto your back foot and then
as the ball starts to arrive transfer the weight onto the front foot and lean into the shot.
• The racquet swing should be a knifing action down from high to low grating the racquet strings down the back of the ball - this should really make the ball fizz with all the backspin.
Step Four• Try to add to the high to low swing by extending the racquet head
out through the ball towards the target.• Feel your spare hand extend out behind you as a counter balance to
the forwards swing.
Year 9 – Term 5 and 6Trick Shot: Between the legs
Trick Shot: Between the legs
#Learning: To understand, apply and evaluate between the legs shots.
• The between the legs shot is played when you have been lobbed and are chasing the ball back from the net.
• As you reach the ball, rather than trying to flick it around the side of your body, you stay facing away from the net and hit the ball back between your legs.
• When it was first seen in professional tennis, it was viewed as being a shot that was used to show off.
• But now it is a common and effective way of getting the ball back in play.
1
2
3
4
Step One• You need to choose the right ball to play this shot off otherwise
you can end up looking an idiot!• The ball needs to be quite central in the court so that you can get
into line with it as you are chasing it back.• You also need to let the ball drop quite low when you reach it - if
the ball is too high there are better options and attempting the through the legs could all end in tears!
Step Two• The secret to this shot is in the grip.• As you chase the ball back switch to a strong backhand grip.• If you have chosen the right shot you should be catching up with
the ball just as it about to bounce for the second time.• Bring your racquet head up almost as if you were about to slam it
down on the court.Step Three• Position your feet so that they are fairly wide apart with one foot
either side of the ball.• Swing the racquet down looking to strike the back of your ball
and send it through your legs.• Flick your wrist a little on contact, otherwise the ball will just roll
back along the ground.• The other trick that will help is to lift your left leg (for a right
hander) off the court a little.Step Four• At this point you will either be looking like the coolest player
around or in a heap at the back of the court.• Assuming that it's the former then don't hang around waiting for
the applause - your opponent will be at the net and will be about to play a drop volley.
• So get moving back up the court and hopefully finish the job off with a little flick down the line past the net player.
Year 9 – Term 5 and 6History
Rounders is a striking and fielding team game that involves hitting a small, hard, leather-cased ball with a rounded end wooden bat. The players score by running around the four bases on the field.
The game of rounders has been played in England since Tudor times, with the earliest reference being in 1744 in “A Little Pretty Pocketbook” where it was called baseball. Most baseball historians accept that their sport is evolved from rounders. Rounder is the name used by Jane Austen in her book “Northanger Abbey”.
It is believed by many historians that roundersand cricket first evolved from a game called stoolball. Stoolball is a game played in a marked field with a batter and a bowler.
Rounders England are the National Governing Body for the sport rounders. Rounders England are a non-profit organisation, they are responsible for the management and training of the England squads. As well as this they provide a national competition for schools.
Rounders
Key Skills:-Throwing (underarm and overarm)-Catching -Batting-Fielding-Running-Team work-Communication-Bowling
Key Vocabulary:Rules Vocabulary-Obstruction-No ball-Backward hit-Batting square -Bowling square
Technique Vocabulary-Stance-Body position-Follow through-Mechanics of movement-Balance-Co-ordination-Cushion
Tactics Vocabulary-Batting order-Bowling techniques -Field placements
Unit Outcome:To be able to bat
effectively, hitting in a range of directions
depending on the fielding teams positioning.
To begin to apply tactics as a team to reduce the
number of roundersscored by the opposing
team.
Success Criteria:To be able to choose
which shot to play in a competitive game.
To be able to outwit an opponent when batting
and bowling using different strategies
Year 9 – Term 5 and 6Fielding
#Learning: To develop selection and application of fielding skills in a game of roundersTo field effectively in a game of rounders you will require some key skills explained below
Key Skills Description
Throwing A high elbow, the correct grip of the ball and power through the arm, achieves an effective throw.
Catching You can get someone out by catching their hit or by stumping them at a post after catching the ball. Get in position under the ball, hands in a cup shape. Bring the ball into the body to ensure it is not dropped.
Fielding Using different techniques in order to get the ball back to the bowler or to a post. E.g. long barrier.
When should I use a short barrier?• When you don’t know the speed or the
bounce of the ball coming towards you.• When you know the rough travelling
path of the ball (and you don’t need a long barrier).
• When you need to retrieve the ball quickly and return to standing to field the ball back.
When should I use a long barrier?• When you don’t know the speed or the
bounce of the ball coming towards you.• When you don’t know its travelling path and
you need to block off a large amount of space to stop it.
• When you need to be accurate with stopping the ball going any further past you.
Year 9 – Term 5 and 6Bowling
#Learning: To vary your bowling delivery to make it harder for the opposition to hit the ballThere are different types of bowling in rounders, including fast, slow, spin and donkey drop.
Varying the speed of bowlingVarying the speed of your bowling is a tactic used to make it difficult for the opposition to know what to expect.
Spin BowlingA spin bowl can make the batter hit the ball upwards, therefore making it easier for the fielding team to catch the ball and get the batter out. A bowler can learn to spin the ball, gripping the ball between the thumb and the first two fingers and twisting them on release.
The Donkey Drop Bowling Technique• Stand facing the batter, one or two paces back
from the front lime of the bowling box.• Hold the ball in your strongest arm• Swing your arm from the back to the front (like
a pendulum) with an underarm action.• Step forwards as you swing your arm forwards.• Release the ball a little higher than waist
height.• Flick your wrist upwards to send the ball
looping up rather than straight out.• Transfer your weight from your back leg to your
front leg, keeping slightly lower to the ground than in a straight arm bowl.
Fast BowlingThe faster the ball travels the less time there is for the batter to adjust his/her stance, and to time his/her swing to hit the ball.
Year 9 – Term 5 and 6Batting
Learning: To be able to apply shot placement in order to score for your teamHaving a good batting technique will allow you to score full and half rounders for your team. Below are some pointers for the technique and stance required.
Batting technique • Hold the bat high (in one hand).• Have a strong grip on the handle.• Make sure your wrist is strong.• Keep your eye on the ball.• Stand side on to the bowler.• Swing through the ball.• Stamp forwards into the move to gain power
(transfer your weight from the back foot to the front foot as you move).
Placing the ballThere are different types of batting technique where you spin your body so you bat to certain areas of the field. A good batter can select gaps and areas where there is no fielder or can bat towards weaker fielders so they have more chance of scoring the rounder.
Backhand shot• Start with original batting stance and change your stance as late as possible to disguise the shot.• Like in tennis, begin your backswing by turning your hips and shoulders.• Step out towards the line of the ball, shifting your weight to the outside foot.• Hit through the ball as you bring most of your weight onto your front foot.• Do not make your arm do all of the work, use your whole body to add extra power to your shot.
Year 9 – Term 5 and 6Tactics
#Learning: To apply tactics to a game of rounders using your knowledge of the rulesBelow are some tactical instructions that could be used in a game situation.
Tactic instructions 1. Ask the bowler to change bowling technique for each batter (try a donkey drop, fast bowl, a slow bowl, a spin).2. Move the fielders around, depending on the batters’ strengths and weaknesses.3. ask the batters to strike the ball into space (using a backhand hit if possible). 4. Give fielders space when the ball is thrown to them.5. Ask batters to disguise their hits if they can, keeping their batting intentions a secret for as long as possible.6. Ask the batters to ‘chance’ a run to 2nd or 4th, even if they think they may be stumped out.7. Tell batters standing on bases to set off running to the next base as soon as the ball leaves the bowlers hands.8. Ask your bowler to cover 3rd base when fielding.9. If there is a backwards hit, ask your backstop to walk up to the back line with the ball, before deciding where to throw it.
Tactical idea…To optimise chances of getting batters out, it is a good idea to back up the bases with other fielders to ensure if the person playing at the base misses the catch then another fielder is covering slightly behind/near them and in an optimum position to react quickly and get the ball to the base as quickly as possible to try and get the batter out. 2nd base is a very important base to cover, as this is the first base where a batter can score (half rounder). 4th base is also important as this is where a full rounder can be scored.
Year 9 – Term 5 and 6
ObjectiveHow an electronic system can make a product functionThe role of control devices and componentsThe variety of methods used to join timbersThe advantages and disadvantages of a range of surface finishes that can be applied to timber
Type Description Advantages Disadvantages
Paint A coloured pigment in liquid that dries out
Available in a range of colours
Covers up the natural woodgrain
Stain A coloured liquid that soaks into the wood surface
Makes a pale coloured wood like pine a darker colour to mimic more expensive woods like oak or mahogany
Does not look quite like another wood as the pine grain still shows
Varnish A clear coating that driesto shine
Gives a hard wearing finish that shows the grain of the woodCan be a high gloss or a matte finish
Can scratch or chip and expose the wood
Wax A soft solid that is rubbed into t he surface with a cloth
Easy to applyGives a plain natural look
Rubs away and needs reapplyingNot a glossy finish
Oil Is rubbed onto the surface and soaks in
Good waterproofing for timberVegetable oil on kitchen ware is non toxic
Surface feels oily
Shellac A cloudy liquid made from a resin secreted by a beetleLots of layers are rubbed on and polished to a finish called French polish
Traditionally used on expensive furniture for its glossy lustre
Easily damaged by water and heat
Veneer A thin layer of wood glued onto the surface
An expensive decorative wood like mahogany can be put onto a cheaper wood like pine or chipboard
The veneer is natural wood so it still needs a finish applied
Knowledge Organiser – Year 9 Technology: Timbers
Knowledge Organiser – Year 9 Food Technology
Vegan – A plan based diet, where someone will choose not to eat
meat, fish or any other animal produce such as dairy, eggs and
honey.
Vegetarian – A diet where someone does eat animal produce
such as eggs and dairy but will not eat meat or fish as this
process kills the animal
Pescatarian – A diet where fish is eaten but not meat. This can
be for health reasons as oily fish is a very good source of omega
3 and recommended by the eat well guide.
Coeliac disease –a permanent intolerance to gluten proteins
found in a number of widely consumed cereal grains, including
wheat, barley, spelt, rye
Special dietary requirements
PPE (Personal Protective Equipment)
Hygiene
Food - the 4 C’s
Cooking – ensure food is
cooked to 75 degrees to
ensure all bacteria are killed.
Hot holding food at 63
degrees in professional
establishments
Cleaning – ensure all work
tops, utensils and equipment
are cleaned with hot, soapy
water.
Cooling – ensure all food is
stored at the correct
temperatures, ensure cooked
food is cooled within 90
minutes.
Cross contamination –
when raw food comes into
contact with ready to eat
food. For example raw meat
juices spilling onto salad.
Food allergens
For a successful business, you must consider:
• Age range – Look at the list on the left, what category
do they fall in?
• Nutritional needs – What does this age range need?
• Sensory needs – What is suitable for person?
• Allergies – This is a legal obligation to consider
• Special dietary requirements – giving variety is key
Customer demographic• Families
• Teenagers
• Working professionals
• Young couples
• Groups
• Residential – an establishment that provides a facilities to sleep in
• Commercial – an establishment that makes a profit
• Non commercial – an establishment that does not make a profit
Jobs can vary from from of house staff such as waiters/waitresses, kitchen brigade
such as chefs and kitchen porters, housekeeping staff such as House keepers and
chamber maids, food service staff at cafes and cleaners. All must provide an
excellent customer service from their attitude to their dress code.
Types of establishments and job roles: