knowledge organiser: may 2022 year 8

Knowledge Organiser: May 2022

Year 8

“Wise men and women are always learning, always listening for fresh insights.”

Proverbs 18:15 (The Message)

Determination – Integrity – Ambition – Humility – Compassion

Student Name:

Using Your Knowledge Organiser

Your teachers have worked hard to produce this document for you and have selected the most important knowledge that you will need to know to make good progress in their subjects. You should aim to learn all the information in your knowledge organiser off by heart.

Try out some of the strategies listed here to help you achieve this.

1. Read the knowledge organiser and ensure you understand it. Try and make links between the information on it and what you already know and do.

2. Look, Cover, Write, Check – the traditional way of learning spellings!

3. Create a Mnemonic – Using the first letters of keywords create a memorable sentence or phrase.

4. Create an acronym – using the first letters of keywords to create a word to prompt you to remember all of the information.

5. Write it out in full on a blank version of the same format.

6. Write it out in note form, reducing it to key ideas or words. Try the same format but a smaller piece of paper.

7. Recreate the knowledge organiser as a series of images and

words

8. Write a set of test questions for yourself using the organiser. • Answer these without the organiser the next day. • Swap your questions with a friend to increase

challenge. • Turn your questions in to a game by putting them

on cards and playing with friends.

9. Chunk the knowledge into smaller bitesize sections of around 5 pieces of information. Concentrate on mastering a chunk before you start on the next.

10. Try to make connections between the information and people you know. E.g. Visualise yourself trying these strategies with a specific teaching group.

11. Talk about the information on the knowledge organiser with another person. Teaching someone else about it helps us learn it.

12. Say the information out loud – rehearse it like learning lines

for a play, or sing it as if you are in a musical!

Year 8 Graduation Journal At the end of Year 9 you will graduate. Your Graduation level shows how prepared you are for GCSE study and your involvement in the life of the school.

Each fortnight you will reflect on your attitude to learning, behaviour and attendance

Classification Attendance Average Ambition grade

I choose Positives I choose Negatives

First class honours 98%+ Less than 1.5 Over 2000 Less than 50 Honours 96%+ Less than 2 Over 1000 Less than 200

Graduating 95%+ Less than 3.5 Positive balance Graduating with support 95% or improvement

after attendance interventions

Less than 4 Balance above -200

Delayed Graduation <95% and no improvement after attendance intervention

Greater than 4 Balance below -200

Ambition Grades

1. First class honours graduate: Consistently going above and beyond expectations

You show ambition for your future and value every second of learning time by going above the expectations of an honours student by modelling the very best attitudes to learning in the school. You consistently achieve excellence through exemplary organisation. You show determination to achieve your best through:

o Asking deep and thoughtful questions which further develop your understanding o Completing all work including higher level challenge questions to a high standard o Seeking support to achieve above your target zone o Seeking feedback to constantly improve your work already of a high standard o Completing extra challenge or independently exploring a subject o going above and beyond with homework tasks e.g., completing additional revision

You show humility when working with others to support them in achieving their best. Celebrate the success of others while humbly enjoying your own. You show integrity through not letting others prevent you from doing your best and set an example to other students. 1. Honours Graduate: Consistently exceeding expectations

You show ambition for your future and value every second of learning time by always: o Arriving to lessons promptly o Getting all equipment out opening your planner on P4 o Beginning the “Do Now” immediately and complete in silence o Packing away silently in 10 seconds and waiting behind your chair silently to be dismissed

You show determination to achieve your best through: o Answering questions which further develop your understanding o Completing all work including higher level challenge questions o Engaging with support to achieve your target zone o Responding to feedback to constantly improve your work o Completing your homework tasks on time to high standard

You show humility when working with others to support them in achieving their best You show integrity through not letting others prevent you from doing your best.

2. Graduate: Consistently meeting expectations

Your attitude to learning is good and you show developing ambition through o Almost always starting tasks immediately o Being fully equipped for almost all lessons o Arriving on time to almost all lessons o Complete almost all your homework to a good standard o You demonstrate developing ambition through putting in 100% effort most of the time, most of your work is completed to the best of your

ability. o You often contribute during lessons.

3. Graduating with Support: Not meeting expectations

Inconsistent ambition - Graduating with Support Your attitude to learning is often good however regularly something has let you down, this could be:

o You are often not on task all the time and need a reminder to concentrate (verbal warning) o You are regularly not fully equipped o You often have not completed homework o You do not demonstrate ambition through putting in 100% effort o You do not contribute throughout the lesson

4. Graduating with Support: Not meeting expectations

• Your behaviour for learning requires the teacher to give yellow or red cards. These maybe for lacking integrity through: o Not completing work when expected o Talking at inappropriate times, using inappropriate language, or shouting out o Distracting the learning of others

• You have a negative effect on the lesson

• You are often late or absent from class due to red cards

• You are not showing a desire to improve,

• You are not completing homework

Reflection 1 WC 2nd May Reflection 2 WC 16th May

Which lessons have you met or exceeded expectations on the last 2 weeks?


What did you do in these lessons to achieve that? Be fully equipped for lessons

Attend an after-school club

100% attendance Ask for help to improve work

Complete all homework

Avoid verbal warnings

Earn 5 ichoose golds

Represent the school in sport

Ask more questions

No yellow or red cards

Revise for an assessment

Make an appreciation

Which targets did you achieve last week?

What average ambition grade would you give yourself for the last 2 weeks?

5 4 3 2 1


5 4 3 2 1

Select at least 3 targets for the next 2 weeks

Be fully equipped for lessons







Ask more questions












Ask more questions




Progress Capture 3 Stick in your progress capture sticker here

Describe where you are doing well in school. How are you doing this?


Responding to feedback


Completing all homework


Earning ichoose golds

Doing additional homework

Asking more questions



Reading magnus canon books

Set yourself 4 targets to improve this cycle. 1. 2. 3. 4.

Reflection 3 WC 6th June Reflection 4 WC 20th June










Ask more questions












Ask more questions






5 4 3 2 1


5 4 3 2 1









Ask more questions












Ask more questions




Reflection 5 WC 4th July End of Cycle reflection


Describe what you have done to improve your ambition grades and progress grades this cycle








Ask more questions






5 4 3 2 1

What help do you need to improve?









Ask more questions




What do you find difficult that is stopping you improving?

Year 8 — English ‘Hamlet’ by William Shakespeare

Box 1: Characters

Hamlet Prince of Denmark.

Wants to avenge his father’s murder. Rejected by Ophe-

lia. Killed by Laertes’s poison.

Gertrude Queen of Denmark

Marries her husband’s murderer and is then killed acci-

dently by him too.

Old Hamlet Former King of Denmark

The ghost that commands Hamlet avenge his death.

Killed Fortinbras—the former King of Norway.

Claudius King of Denmark

Murders his brother, steals his wife and throne and is

then murdered my his nephew—Hamlet.

Horatio Hamlet’s loyal friend.

Marcellus &

Barnardo

Soldiers loyal to Hamlet.

Ophelia Polonius’ daughter.

Rejects Hamlet’s love, becomes mentally unstable after

her father dies and commits suicide.

Polonius Claudius’ counsellor, Father of Laertes and Ophelia.

Murdered by Hamlet.

Laertes Ophelia’s brother.

Fences with Hamlet to avenge the deaths of his sister

and father. Murdered by his own sword.

Box 3: Subject Terminology

Term Definition

Soliloquy An Act of speaking one’s thought aloud when by oneself or regardless of any hearers.

Dialogue A conversation that takes place between two characters.

Monologue A long speech by one character in a play during a conversation.

Dramatic

Monologue

A poem in which an character speaks to a silent listener. The poem is in the form of a speech or

narrative in which the speaker unconsciously reveals certain aspects of his or her character.

Duplicity A lie or deception, when a person is pretending to be someone they are not.

Subservient To be prepared to obey others unquestioningly. In this case Ophelia is subservient to the men in

Regicide The act of killing a king.

Supernatural Manifestations or events considered to be of supernatural origin (beyond the laws of nature and

Box 2: Key Facts about Hamlet

The original name of ‘Hamlet’ was: The Tragedy of Hamlet, Prince of Denmark. It is set in Denmark during the

late middle ages (circa 1200).

The play was written during the Elizabethan period between 1599—1601, by William Shakespeare in England. It

was first printed and published in 1603.

The play was written during the Renaissance Period (1500-1660). The Renaissance is described as a time of

‘rebirth’ and new ideas. People began writing poetry and drama, composing music, painting, and experimenting

with what the arts meant to them.

“Hamlet” is a tragedy. A tragedy is a specific kind of play which has certain conventions:

The characters are powerful people with a high status.

The tragic hero acts; they don’t just let things happen to them.

Whatever a tragic hero does, it makes their situation worse.

There is something exceptional about the tragic hero.

Box 4: Transactional Writing

When approached with a writing task, you should apply TAPS before starting:

Text Type What are you being asked to write? Is it an article, letter

or speech?

Audience Who is your writing aimed at? Parents, teenagers etc.

Purpose What is the purpose of your writing? Persuade, advise,

inform or argue.

Year 8 — English ‘Hamlet’: Writing

Box 3: Techniques to use in speech writing

Term Definition

Personal pronouns

Such as ‘I’ ‘you’ ‘we’. This makes your article personal as though you are speaking directly to the reader.

Anaphora A type of repetition where a word or phrase is repeated at the beginning of successive clauses. It is often used in speech writing to make it memorable and to create a reaction.

Imperatives An imperative sentence gives a direct command. This can stress the importance of a point or sound forceful to your reader. E.g: Give me the money!

The Rule of 3 Three points to support an argument or three words to describe a particular thing. This helps to make your writing memorable.

Rhetorical Questions

Rhetorical questions are questions that do not expect an answer. A rhetorical question is a question asked to make a point, rather than get an answer.

Hyperbole This is the use of over exaggeration. Example: The road went on forever.

Box 2: Key Themes

Term Definition

Revenge

The revenge theme feeds into the religious element of the play as Hamlet is conflicted by his Christian aversion to killing someone and his duty to avenge his father’s death.

Religion

Religion has an impact on the actions of the characters in this play. Hamlet’s ‘to be or not to be’ soliloquy outlines his religious thinking on the subject of suicide.

Appearance vs reality

The text of Hamlet is saturated with references to the gap that exists between how things seem to be and how they really are. Very little in this play is really as it seems.

Madness One of the central questions of Hamlet is whether the main character has lost his mind or is only pretending to be mad.

Box 1: Speech Writing

A speech is a formal talk given to an audience. It has an aim and purpose – often to either inform and/or persuade although it’s important to remember that some have other intentions too, e.g to entertain. Persuade means to urge someone to act or change their mind about a particular topic. The structure of a speech often follows a three part structure:

1. a highly engaging and motivational opening; 2. a well-structured argument with several main points that include

undermining the opposing view; 3. a dynamic and memorable conclusion.

Year 8 — Writing Mastery

3. Mastery Checks

Check 1: Capital letters and full stops. Check 2: Tenses Check 3: Punctuation Check 4: Paragraphs

Have you used capital letters at the start of your sentences?

Have you used capital letters for all proper nouns?

Have you used capital letters in the title and date?

Have you remained in the same tense?

Have you used the appropriate tense?

Have you put full stops at the end of your sentences?

Have you used commas accurately?

Have you written in paragraphs for each new sub-ject?

Have you indented your paragraphs leaving two finger spaces after the margin before writing your first sentence?

1. Sentences and Clauses

The subject of a sentence is who or what is doing the

main action.

Main verbs tell what the subject was doing.

An incomplete sentence is a mistake called a fragment.

An independent clause is a group of words that:

1. contains a subject

2. contains a verb

3. expresses a complete idea

A subordinate clause. It doesn’t express a complete

idea, but it still has a verb and a subject.

Temporal clauses are about when it happened.

Prepositional phrases are parts of sentences and add

information to the independent clause. They do not

make sense on their own.

Fused sentences occur when we join them with no

punctuation whatsoever.

2. Using punctuation

Punctuating

speech

When we write speech, we need to use inverted commas, a full stop, question mark or exclamation mark, a

comma before or after the speech and a capital letter on the first word of the spoken words.

For example:

Amy said, “We would like see the desserts menu.”

“I will bring you a menu,” said Fred.

Punctuating

when/where it

happened

When we write part of a sentence that tells us when or where something happened, we may need to

punctuate it with a comma.

If you are writing when/where it happened at the start of the sentence, you need to use a comma after.

For example:

At lunch time, he ate a slice of pizza.

If you are writing when/where it happened at the end of the sentence, you do not need to use a comma.

For example:

He ate a slice of pizza at lunch time.

Punctuating

although,

unless and if

If the part of the sentence that starts with although, unless or if is at the start of the sentence, we use a

comma after.

For example:

Although he was tall, Jack couldn’t reach the top shelf.

Unless you are told otherwise, walk on the left.

Cycle 4 Subject: Mathematics 3D shapes and Angles

Subject terminology

3 dimensional A solid in all 3 dimensions (length, width, and depth)

Face A flat side of a 3D shape

Vertex The corners of the shape

Edge The lines connecting the vertices

Prism A solid with a consistent cross section throughout

Surface area The total area of all faces of a 3D solid

Volume The amount of 3D space a solid takes up

Name Diagram Net

Cube

Cuboid

Triangular Prism

Cylinder

Square-based pyramid

Angles in parallel lines

Corresponding angles are equal

Alternate angles are equal

Vertically opposite angles are

equal

Interior angles sum to 180°

Angles in polygons

Polygons are 2D shapes made up of only straight edges. They can be regular (all sides and angles equal) or irregular (not all sides and angles equal)

The exterior angles in any polygon sum to 360°

Each interior and exterior angle pair sum to 180°

Cycle 4 Subject: Mathematics Statistics

Subject terminology - Statistics

Data Information recorded for statistical purposes

Average A calculated central value in a set of data, e.g. mean median and mode

Ungrouped data Data that has not been categorised Grouped data Data that has been sorted into categories based on

the variable you are interested in

Frequency The number of times an event or value occurs

Construct Accurately draw a graph to display given information

Interpret To retrieve information from a chart of graph

Line of best fit A line on a scatter graph which shows the general trend

Scatter graphs

How to : calculate averages and the range 13, 6, 3, 100, 3

Mean Add up all of the values then divide by how many pieces of data you have

3 + 3 + 6 + 13 + 1005

= 25

Median Middle value when the data set is in size order

3, 3, 6, 13, 100 The median is 6

Mode Most common value The mode is 3 Range Largest value subtract

smallest value 100− 3 = 97

How to : estimate the mean from a grouped frequency table

1) Find the midpoint (centre) of each group by adding the end points and dividing by 2 2) Multiply the midpoints by the frequencies 3) Sum the ‘frequency’ and the ‘midpoint x frequency’ columns 4) Divide the ‘midpoint x frequency’ total by the ‘frequency’ total 5) Check – does the mean fit within the data range?

Scatter graphs show the relationship between bivariate data (data that has two variables). Here, each point on the scatter graph shows the temperature and the ice cream sales of a different day

We can draw a line of best fit on our graph to show the general trend and use that line to interpolate (estimate the corresponding value of a value within the range of our data). Interpolation is generally a reliable way to estimate

We can also use a line of best fit to extrapolate (estimate the corresponding value of a value outside the range of our data). Extrapolation is less reliable as we can’t be sure what happens to the trend outside of our

d d d t

Year 8 Subject: Science – Biology Topic: Ecosystems

Key Word DefinitionAerobic respiration Glucose + Oxygen → Carbon dioxide + Water

Anaerobic respiration

Glucose → Lactic acid

Glucose A simple sugar used in respiration to release energyStarch A carbohydrate that plants use to store energy. Excess

glucose is converted into starch.Fermentation The chemical breakdown of a substance by bacteria,

yeasts, or other microorganisms.Photosynthesis The process by which green plants and some other

organisms use sunlight to produce glucose from carbon dioxide and water.

Chloroplast The organelle containing chlorophyll where photosynthesis takes place.

Chlorophyll The green pigment contained in the chloroplast that traps the light energy for photosynthesis

Limiting factors Factors that limit the rate of photosynthesis such as temperature and light intensity.

Aerobic vs Anaerobic Respiration

Reactant(s) Products(s) Rate of reaction Energy released

Aerobic respiration Glucose, oxygen Carbon dioxide,

water Slow More

Anaerobic respiration Glucose Lactic acid Fast Less

Structure of a leaf

Photosynthesis

Limiting Factors of Photosynthesis

Testing for Starch

1. Heat a plant leaf in boiling water for 30 seconds (this stops its chemical reactions)

2. Heat it in boiling ethanol for a few minutes (this removes most of its colour)

3. Wash with water and spread onto a white tile

4. Add iodine, the parts that contain starch turn blue-black.

Year 8 Subject: Science – Physics Topic: Energy

Key Word DefinitionWork done The amount of work done is a measure of the

amount of energy transferred, measured in Joules (J).

Work done = force x distanceForce A push or a pull that acts on an object due to the

interaction with another object.Lever A lever is a simple machine that acts as a force

multiplier.Machine A simple machine can reduce the force required

to do a job, or it can increase the distance something moves when a force is applied.

Energy A quantity that is conserved - it cannot be created or destroyed. Energy can be stored and transferred.

Pivot The point at which a lever balances or rotates.

Law of conservation of energy

Energy cannot be created or destroyed only transferred from one store to another.

Conduction The mechanism by which thermal energy can transfer through a substance; by the vibrations and collisions of particles.

Temperature A measure of how hot a substance is, measured in degrees Celsius (oC)

Convection The mechanisms by which thermal energy can transfer in a liquid or gas; by changes in density caused by the heat.

Radiation The mechanism by which energy can be transferred without particles, using electromagnetic waves. This is how energy from the sun reaches the Earth.

Power The amount of energy transferred per second. Measured in Watts, W

Power = energy ÷ time

Changing State

Conduction

Convection

Radiation

Insulating the Home

Heating Curve

Energy Stores

Year 8 Subject: Science –Physics Topic: Waves

Key Word Definition

Electromagnetic spectrum A continuous range of different waves, with different properties.Visible light The part of the EM spectrum containing light that our eyes can detect.Transverse wave A wave in which oscillations are perpendicular to the direction of energy transfer.Longitudinal wave A wave in which oscillations are parallel to the direction of energy transfer.

UltrasoundSound waves above 20kHz that can be used for cleaning scientific instruments and physiotherapy.

Compression Region of high pressure in a sound wave.Rarefaction Region of low pressure in a sound wave.Ultra-violet Shorter wavelength radiation. Part of the EM spectrum our eyes cannot detect.Infra-red Longer wavelength radiation. Part of the EM spectrum our eyes cannot detect.Frequency The number of waves passing a fixed point every second. Measured in Hz.Amplitude The maximum displacement from equilibrium.

Electromagnetic Spectrum

Transverse wave

Properties of Light and Sound Waves

Light Sound

Type of wave Transverse Longitudinal

Can they travel through matter?

Yes (if transparent or translucent)

Yes

Can they travel through a vacuum?

Yes No

How are they detected?

Eyes, cameras

Ears, microphones

Can they be reflected refracted and diffracted?

Yes Yes

Transverse and Longitudinal Waves

Seismic Wave Properties

P – Waves S-Waves

Type of wave Longitudinal Transverse

Relative speed Faster Slower

Can travel through Solids and liquids

Solids only

Year 8 Subject: Science Topic: Genes and inheritance

Key Word Definition

Natural selection

A process by which the best adapted individuals survive and pass on their genes to the next generation.

EvolutionA slow process in which a species changes over time in response to their environment.

Extinction When a whole species dies out.

Biodiversity The variety of animals and plants in a given area.

GenesA small section of DNA which is inherited from our parents that provides the code for a particular characteristic or function

InheritanceWhen living things pass on characteristics to their offspring via their genes.

Variation Difference between individual organisms.

Species A group of organisms which can breed to produce fertile offspring.

Genetic modification

A process involving removing a gene from one organisms and inserting it into the DNA of another organisms.

DNA, genes and chromosomes.

Punnett Squares

Evolutionary relationships

The Punnett square is a diagram used to make sense out of genetics and inheritance.

The purpose of this diagram is to show the different possible combinations of alleles.

A phylogenetic tree is a diagram that represents evolutionary relationships among organisms.

The pattern of branching in a phylogenetic tree reflects how species or other groups evolved from a series of common ancestors.

In trees, two species are more related if they have a more recent common ancestor and less related if they have a less recent common ancestor.

Natural selection

Subject Terminology DefinitionAtmosphere The layers of gases that surround the Earth.Global warming The rise in the global average temperature of the Earth’s atmosphere.Greenhouse gasses The gasses responsible for increasing the greenhouse effect; carbon dioxide, methane and water vapour. Carbon cycle The processes and events involved in the movement of carbon through the environment. Respiration A process living organisms take part in which enables them to make energy and releases carbon dioxide. Decay A process which breaks down dead materials and releases carbon dioxide.Decomposers Organisms such as bacteria and fungi which conduct decay.Climate change Lasting changes to the long term weather patterns of the Earth. Metal ore Rocks which contain significant amount of metal compounds that can be extracted for economic benefit.

The Carbon Cycle

Year 8 Subject: Science - Chemistry Topic: Earth

The Greenhouse Effect

The Reactivity Series

Carbon dioxide levels vs Global Temperature

Half-Term 5 History Topic: Second World War CHRONOLOGICAL UNDERSTANDING, CAUSE, CONSEQUENCE, CHANGE, SIGNIFICANCE

TIMELINE 3 Sept 1939 Britain and France declare war on Germany, following the invasion of Poland by German

armed forces. 10th July - 31st October

1940 Battle of Britain – British armed forces defend Britain from large-scale attacks conducted by the Luftwaffe (Nazi air force).

22 June 1941 Operation Barbarossa – Nazi Germany invade the Soviet Union to gain more territory to attain lebensraum.

7 Dec 1941 The Japanese, who were already waging war against the Chinese, attacked the US pacific fleet at Pearl Harbour, Hawaii.

8 Dec 1941 Britain and US declare war on Japan due to the attack on Pearl Harbour.

23rd August 1942 – 2nd February 1943

The Battle of Stalingrad - A brutal, five-month battle between German and Soviet Forces for the important industrial city of Stalingrad that resulted in the deaths of almost 2 million people. (It was a crucial turning point in the war for the Allied forces).

6 June 1944 Operation Overlord (D-Day) – Allied forces launch a successful, large-scale invasion of Nazi-occupied Western Europe using a combination of armed forces.

30 April 1945 The German leader, Adolf Hitler committed suicide in his bombproof shelter together with his mistress, Eva Braun, who he had, at the last minute, made his wife.

8 May 1945 Victory in Europe was celebrated

6 Aug 1945 Atomic bomb dropped on Hiroshima.

9 Aug 1945 Atomic bomb dropped on Nagasaki

14 Aug 1945 The Japanese unconditionally surrendered to the allies ending the Second World War.

KEY INDIVIDUALS

Winston Churchill

He served as the wartime Prime Minister of Britain from 1940 to 1945. Played a key role in ensuring that Britain stayed involved in the Second World War and advised its military campaigns. Famous for his ‘We shall fight them on the beaches’ speech.

Franklin D. Roosevelt

32nd U.S. president; implemented economic penalties that angered Japan; requested war declaration after Japanese attacked Pearl Harbor in December 1941

Joseph Stalin

The leader of the Soviet Union from 1924 to 1953. He held close control over Soviet military action during the Second World War.

Hirohito Japanese emperor; approved Pearl Harbor attack plan

Adolf Hitler Leader of the Nazi Party from July 1921 up until his death in 1945. He was a passionate and skilled speaker who was one of the key reasons for the rise of the Nazi Party.

Harry S Truman

33rd U.S. president; after death of Roosevelt, made decision to drop atomic bombs on Hiroshima and Nagasaki in August 1945

Hermann Goring

He was a decorated German war hero from the First World War that became a member of the Nazi Party. Goring acted as a key propaganda tool for the Nazis and played an important role as a leading military general for Nazi Germany during the Second World War.

TECHNICAL VOCABULARY

Manhattan Project The code name for the U.S. government’s secret program to develop an atomic bomb.

Lebensraum The territory which a group, state, or nation believes is needed for its natural development.

Pearl harbor A major United States naval base in Hawaii that was attacked without warning by the Japanese air force on December 7, 1941, with great loss of American lives and ships.

Operation Overlord The code-name for the Allied invasion of France.

Atomic Bomb A powerful and destructive bomb that gets its power from the energy released when atoms are split.

Nagasaki and Hiroshima

The Japanese cities which the United States detonated two nuclear weapons over.

Axis Powers The collective term for Germany, Italy and Japan's military alliance in opposition to the Allied Powers.

Allied Forces An alliance during WW2 made up of the countries that opposed the aggression of Nazi Germany. Britain, France , the United States and the Soviet Union were the most prominent, although many other countries also joined.

Nuremberg trials Military tribunals which tried defeated Nazis for war crimes, the most publicized ones being of those involved with concentration camps and the extermination of Jews. Named for the city in which they were held, the Nuremberg War Trials began in 1946 and continued for four years.

Blitzkrieg Literally "lighting war" the term for Hitler's invasion strategy of attacking a nation suddenly and with overwhelming force.

Appeasement The British and French policy of conceding to Adolf Hitler's territorial demands prior to the outbreak of the Second World War.

Armed forces A country's army, navy, and air force.

http://www.pbs.org/wgbh/amex/nuremberg/

Half-Term 6 ` History Topic: Crime and Punishment

Medieval (1000-1450) Crimes Policing and Trials Punishment

Crimes against the person, e.g., assault / murder

Hue and cry – Community-based Policing: Witnesses / whole village expected to chase suspect. Fines if failed to do so. No organised police force

Early Saxon Blood Feud - where victim’s family took revenge. Replaced by following punishments:

Crimes against property, e.g., theft

Tithings – Community-based Policing: All males over 12 in a group of 10 – responsible for each other’s behaviour.

Capital punishment – hanging 1305 - introduction of ‘hung, drawn and quartered’ punishment for treason

Crimes against authority, e.g. treason

Developments: 1285 Parish Constable introduced Reason for change: to organise hue and cry and link with county Sheriff for more important crimes / crimes outside village boundaries.

Reason for change: retribution / deterrent - hideous punishment to stress enormity of crime

Early Modern (1450-1750) Crimes Policing and Trials Punishment

Heresy: even more important in the context of the religious Reformation. Heresy particularly linked to Catholic Church. Used by Henry VIII, e.g., Anne Askew. Particularly used by Queen Mary (1553-1558) – 283 Protestants burned in 5 years.

Continued to be community-based e.g., Hue and Cry, Town Constables and Town Watch. Unpaid and Voluntary.

Corporal punishment - stocks, pillory, whipping, maiming Capital punishment – hanging

Treason: linked to sense to threat to the state from religious and other opponents. Used by Elizabeth (1558-1603) against Catholic priests and Catholic plotters. Used by James I (1603-1625) against 1605 Gunpowder Plotters.

Professional ‘Thief-Takers’

Bridewell / House of Correction (including hard labour) for vagabonds. Transportation – 50-80,000 sent to America

Witchcraft: Roughly 1000 executed 1542-1736. • Rise in witchcraft linked to religious, social and political developments. Religious – massive change and division of Reformation; Protestant belief that Devil active in people’s lives (including ‘familiars’); James I’s Demonologie, 1597. Social – growing rich / poor divide; growing hostility to women: from ‘wise women’ to witches. Political – disorder of Civil War period (esp.1640s) – the ‘world turned upside-down’

Decline in the effectiveness of community-based methods in the growing number of larger towns. People anonymous / lesser sense of close community.

Beginning of the Bloody Code C1688 Purpose:

• Retribution • Deterrent • Removal • Reform /

rehabilitation

Industrial (1750-1900) Crimes Policing and Trials Punishment

Treason – still most serious crime Vagabondage – Continues to be considered a crime.

Metropolitan Police Act, 1829. Robert Peel, Home Secretary, persuaded parliament it was necessary: rising crime, controls on police powers, fear of radical protestors.

Bloody Code dismantled after c.1810 Large rise in number of capital crimes (from 50 in 1688 to 225 by 1810). Linked to increased social divisions and desire of ruling class to secure life and property. Majority of sentences changed to other punishments – by 1820 only 5% executed.

Witchcraft: no longer seen as crime due to growth of influence of science (e.g., 1662 Royal Society) and Enlightenment ideas end wide belief in witches/supernatural. 1716 – last execution; 1735 Witchcraft Act

Initially a small force wearing nonmilitary blue uniform. Limited equipment including whistle and truncheon. Decentralised – each town / county had own force – this stressed it wasn’t central government control. Initially some public opinion hostile.

Gaols Act, 1823. Work of Robert Peel (Home Secretary in 1820’s) influenced by Howard and Fry. Improved prison conditions; paid warders; separated types of criminals; Christian instruction; visits by Prison Inspectors. (But only applied to 130 biggest prisons and sometimes ignored.)

Working class uprisings due to an increase in the working class. “Tolpuddle labourers” formed to campaign for better wages; swore oaths of secrecy.

Developments: 1842 – first detectives. 1856 – towns / counties had to have police force. 1869 first National Crime Records. 1878 CID detectives created. Use of fingerprinting and telegraph communication.

Transportation to Australia, 1787 – 1868: Increasingly used as an alternative to death. 160,000 transported (1/6 women). Initially a strong deterrent due to separation from homeland and a long/dangerous voyage and hard/primitive conditions in Australia.


Hue and Cry A law that states that the public shout cry out if they see a crime committed.

Tithings a group of ten householders who lived close together and were collectively responsible for each other's behaviour.

Constable A police officer.

Treason A crime against the king, government or country.

Heresy A crime against religion. Corporal Punishment physical punishment, such as caning or flogging.

Vagabonds a person who wanders from place to place without a home or job.

Bloody Code The death penalty imposed for over 200 crimes in 1723.

Retribution Punishment against someone as an act of revenge. Transportation A punishment that meant being sent to live in America or Australia and work

really hard.

Geography: Globalisation

Globalisation The process of the world becoming interconnected by trade and culture exchange

Interdependent When 2 or more countries depend on each other in some way

Culture The ideas, traditions and behaviour of groups of people

Trans National Company A company that operates in more than one country

Food miles The distance food is transported from the time of its making until it reaches the consumer.

Containerisation A shipping method were goods are transported in large standardised containers.

Advanced Country AC The richest and most developed countries in the world, example the UK, USA and Japan

Emerging Developing Country EDC

Middle income countries that are developing quickly, for example China, Brazil and India

Low Income Developing Country LIDC

The poorest and least developed countries in the world, for example Zambia and Tanzania

United Nations UN An international organisation that maintains peace and encourages development

Globalisation refers to the process by which the world’s local and regional economies, societies, and cultures have become integrated together through a global network of communication, transportation and trade.

There are three main forms of globalisation:

1. Economic globalisation– The growth of trade between countries, caused by Trans National Companies, improved transport and development of EDC countries

2. Cultural globalisation–The sharing of culture, art, media, sport, and leisure pursuits around the world. For example: Hollywood films, Premier league football and Korean K Pop being popular across the world

3. Political globalisation– Organisations like the United Nations, European Union and bringing countries together to discuss global problems and create solutions.

Changes to employment structure

Geography: Coasts

Technical Vocabulary Abrasion The process by which

the sea bed and cliffs are worn down by the sea’s load. The sea throws the load against the sea bed and cliffs.

Attrition Material carried by the sea hit into each other and so become smoother and rounder.

Hydraulic Action This process involves the force of the water against the sea bed and cliffs. The water forces air into the gaps and the air expands causing the erosion.

Solution The chemicals in the water dissolve the rock.

Traction Large boulders and rocks roll along the sea bed.

Saltation Small stones and pebbles bounce along the sea bed.

Suspension Fine, light sediment is carried along in the water.

Solution The sediment is dissolved into the water.

TECHNICAL VOCABULARY The Coast Where the land meets the

Erosion The wearing away of, and removal of rock by water, wind and ice.

Transportation The carrying away of material by rivers, waves, wind or glaciers.

Deposition To drop material when the water does not have enough energy to carry the sediment.

Longshore Drift

How sand and other material is carried parallel to the shore by waves.

Formation of a stump

Longshore Drift

Half-Term 6 Subject Spanish Y8 La vida sudamericana Threshold Concept Link(s): Giving opinions, describing past events

Describe una visita a un país sudamericana. Connective Person Verb Noun Infinitive Noun

El año pasado = Last year Anteayer = The day before yesterday La semana pasada = Last week Hace dos años = 2 years ago La primavera pasada = Last spring El verano pasado = Last summer El otoño pasado = Last autumn El invierno pasado =Last winter Anoche = Last night El fin de semana pasado = Last weekend

(yo) = I mi madre mi padre mi hermano / a mis hermana / a mi abuelo / a mi tío /a mi madre y yo mi padre y yo mis padres y yo mis hermanos y yo mis abuelos y yo mis tíos y yo mis sobrinos y yo mis amigos y yo mis padres mis abuelos

fui a = went to visité = visited fue a = went to visitó = visited fuimos a = went to visitamos = visited fueron a = went to visitaron = visited

Argentina Bolivia Colombia Chile Cuba Ecuador El Salvador Guatemala Panamá Paraguay Peru Uruguay

para = (in order)to

ver =see montar =climb ir = go probar = try comer = eat

los sitios arqueológicos de los Incas = the ancient Inca sites los pirámides aztecas = the Aztec pyramids los templos mayos = the Mayan temples las playas caribenas = the Caribbean beaches las costas pacíficas = the Pacific coasts los bailes argentines =the Argentine dances las montañas chilenas =the Chilean mountains las islas galápagos = the Galapagos Islands los gauchos paraguayos = the Paraguayan horsemen los lagos bolivianos =the Bolivian lakes los vinos uruguayos =the Uruguayan wines

Connectives Verbs Infinitive Noun Opinion Adjective A diario = Daily A eso de las dos = At about 2pm A fines del día = At the end of the day A mediados del día = In the middle of the day A menudo = Often A veces = Sometimes Al mismo tiempo = At the same time Por la mañana = In the morning Por la tarde = In the afternoon Por la noche = In the evening De vez en cuando = Sometimes Mientras tanto = In the meantime Por lo general = Generally Siempre = Always

quise = I wanted quiso = he /she wanted quisimos = we wanted quisieron = they wanted soñé con = I dreamt about sonó con = he /she dreamt about soñamos con = we dreamt about soñaron con = they dreamt about

ver = to see / seeing visitar = to visit / visiting explorer = to explore / exploring

las ruinas de Machu Picchu = the ruins of Machu Picchu la cascada de Los Angeles = the waterfall of Los Angeles el glaciar Perito Moreno = the Perito Moreno glacier el desierto de Atacama = the Atacama Desert la selva amazónica = the Amazon rainforest las islas galápagos = the Galapagos Islands el salar de Uyuni = the Uyuni salt flat la zona arqueológica de Chichén Itzá = the ancient Mayan ciy of Chichén Itzá

Lo pasé = I had a … time Lo pasó = He/she had a … time Lo pasamos = We had a … time Lo pasaron = They had a … time Qué = How

aburrido = boring agradable = pleasant divertido = fun encantador = lovely espléndido = splendid fenomenal = great genial = great horroroso = dreadful impresionante = impressive increíble = incredible maravilloso = wonderful raro = strange tranquilo = peaceful útil = useful

Half-Term 6 Subject Spanish Y8 Los países hispanoparlantes Threshold Concept Link(s): Giving opinions, describing past events

Describe una visita a un país hispanoparlante. Weeks 1 and 2

Connective Person Verb Noun Infinitive Noun

El año pasado = Last year Anteayer = The day before yesterday La semana pasada = Last week Hace dos años = 2 years ago La primavera pasada = Last spring El verano pasado = Last summer El otoño pasado = Last autumn El invierno pasado = Last winter Anoche = Last night El fin de semana pasado = Last weekend

(yo) = I mi madre. mi padre mi hermano / a mis hermana / a mi abuelo / a mi tío /a mi madre y yo mi padre y yo mis padres y yo mis hermanos y yo mis abuelos y yo mis tíos y yo mis sobrinos y yo mis amigos y yo mis padres mis abuelos

fui a = went to visité = visited fue a = went to visitó = visited fuimos a = went to visitamos = visited fueron a = went to visitaron = visited

Argentina Bolivia Colombia Chile Cuba Ecuador El Salvador Guatemala Panamá Paraguay Peru Uruguay

para = (in order)to

ver = see montar = climb ir = go probar = try comer = eat

los sitios arqueológicos de los Incas = the ancient Inca sites los pirámides aztecas = the Aztec pyramids los templos mayos = the Mayan temples las playas caribenas = the Caribbean beaches las costas pacíficas = the Pacific coasts los bailes argentines = the Argentine dances las montañas chilenas = the Chilean mountains las islas galápagos = the Galapagos Islands los gauchos paraguayos = the Paraguayan horsemen los lagos bolivianos = the Bolivian lakes los vinos uruguayos = the Uruguayan wines

Weeks 3 and 4

Connectives Verbs Infinitive Noun Opinion Adjective A diario = Daily A eso de las dos = At about 2pm A fines del día = At the end of the day A mediados del día = In the middle of the day A menudo = Often A veces = Sometimes Al mismo tiempo = At the same time Por la mañana = In the morning Por la tarde = In the afternoon Por la noche = In the evening De vez en cuando = Sometimes Mientras tanto = In the meantime Por lo general = Generally Siempre = Always

quise = I wanted quiso = he /she wanted quisimos = we wanted quisieron = they wanted soñé con = I dreamt about sonó con = he /she dreamt about soñamos con = we dreamt about soñaron con = they dreamt about

ver = to see / seeing visitar = to visit / visiting explorer = to explore / exploring

las ruinas de Machu Picchu = the ruins of Machu Picchu la cascada de Los Angeles = the waterfall of Los Angeles el glaciar Perito Moreno = the Perito Moreno glacier el desierto de Atacama = the Atacama Desert la selva amazónica = the Amazon rainforest las islas galápagos = the Galapagos Islands el salar de Uyuni = the Uyuni salt flat la zona arqueológica de Chichén Itzá = the ancient Mayan ciy of Chichén Itzá

Lo pasé = I had a … time Lo pasó = He/she had a … time Lo pasamos = We had a … time Lo pasaron = They had a … time Qué = How

aburrido = boring agradable = pleasant divertido = fun encantador = lovely espléndido = splendid fenomenal = great genial = great horroroso = dreadful impresionante = impressive increíble = incredible maravilloso = wonderful raro = strange tranquilo = peaceful útil = useful

KNOWLEDGE, UNDERSTANDING AND SKILLS FOR CHOREOGRAPHY

ACTION: travel, turn, elevation, gesture, stillness, use of different body parts, floor work, transfer of weight.

DYNAMICS: fast/slow sudden/sustained acceleration/deceleration strong/light direct/indirect flowing/abrupt

SPATIAL CONTENT: pathways, levels, direction, size of movement, patterns, spatial design

RELATIONSHIP CONTENT: lead and follow, mirroring, action and reaction, accumulation, complement and contrast, counterpoint, contact, formations

CHOREOGRAPHIC PROCESSES: researching, improvising, generating, selecting, developing, structuring, refining and synthesising CHOREOGRAPHIC DEVICES: motif and development, repetition, contrast, highlights, climax, manipulation of number, unison and canon

Dance: Year 8 CHOREOGRAPHY

SUBJECT TERMINOLOGY

Choreography To create your own sequence of movements

Stimulus An idea or starting point for a dance piece

Motif A short phrase of movement that reflects a stimulus

Development The way in which movement material is manipulated

Choreographic Intention

The aim of the dance; what the choreographer aims to communicate

Choreographic devices

Methods used to develop and vary material

Relationships The ways in which dancers interact; the connections between Climax The most significant moment of the dance

Mental Skills These include commitment, concentration, confidence, movement memory, rehearsal discipline, response to feedback and capacity to

improve

Spatial Awareness

Consciousness of the surrounding space and its effective use

Appreciation Recognition and understanding of the qualities of dance Dynamics The qualities of movement based upon variations in speed, strength

and flow Formations Shapes or patterns created in space by dancers

Improvisation Exploration or generation of movements without planning

WHAT IS CHOREOGRAPHY?

Choreography is the art of creating a dance routine by grouping together and organising different dance moves into sequences and patterns that can be done to a specific song, beat, or melody.

Dancers who practice the art of choreography are called choreographers. Choreographers are considered the innovators of dance. They can create dance routines for any number of people. Sometimes the choreography they create is just for themselves, and sometimes it can be for large groups of people to perform.

When grouping together different dance moves, choreographers always try to do so in a way that enhances the beauty of the dance. However, the emotion and feeling they are trying to convey through the dance may change dependent on the specific song or occasion.

WHAT ARE WE STUDYING IN THIS UNIT OF DANCE? In this unit of dance, you will learn all about choreography (creating your own dance) and some of the different methods choreographers use to create their own dances. By completing creative tasks, you will learn about responding to a stimulus and creating a motif to start your choreography process. Being part of a team and developing leadership skills is key to this unit of work.

THE CHOREOGRAPHY PROCESS

Year 8 Knowledge Organiser HT4

SUBJECT TERMINOLOGY

Choreography To create your own sequence of movements

An idea or starting point for a dance piece

A short phrase of movement that reflects a stimulus

The way in which movement material is manipulated

The aim of the dance; what the choreographer aims to communicate

Methods used to develop and vary material

Relationships The ways in which dancers interact; the connections between Climax The most significant moment of the dance

Mental Skills These include commitment, concentration, confidence, movement memory, rehearsal discipline, response to

feedback and capacity to improve

Spatial Awareness

Consciousness of the surrounding space and its effective use

Appreciation Recognition and understanding of the qualities of dance Dynamics The qualities of movement based upon variations in speed,

strength and flow Formations Shapes or patterns created in space by dancers

WHAT ARE WE STUDYING IN THIS UNIT OF DANCE? Over the next 6 weeks you will learn about musical theatre and study the professional works from Grease the Musical. You will learn about The Jive and

Musical Theatre

Musical theatre is different to dramatic theatre in that it combines songs, spoken dialogue, and dance to tell a story. A musical is also different to a play with music, in that it gives as much importance to the songs and music as other elements of the production.

Musical theatre is a genre which means that it’s one set type or category of the many different types of theatre in existence. It’s often quite stylistic and can use a variety of theatrical techniques such as elements of physical theatre, still image and ensemble acting.

1950s: Hand Jive Born to Hand Jive! Originally created for dancing in crowded spaces, the hand jive uses fast and creative hand movements as a mode of dancing. While the hand jive has not gone much farther than productions of Grease, the hand jive carried the 1950s dance era.

Year 8 Subject: Drama Topic: Stimulus

Subject TerminologyDevising Is a method of theatre-making in which the script or (if it is a

predominantly physical work) performance score originates from collaborative, often improvisatory work by a performing ensemble.

Cross Cutting Cross-cutting is a device to move between two or more scenes staged in the space at the same time.

Hook Used at the beginning of a play to engage an audiences curiosity

Spontaneousimprovisation

This style of improvisation means that there has been no discussion or planning about what that scene may contain.

Performance The act of presenting a play or a piece of music or other entertainment to an audience.

Skills The elements needed to create or achieve something.

Stylistic Qualities The qualities of the piece that make at a certain style. E.g. Naturalism. Abstract, Epic Theatre.

Marking the Moment This is a way of highlighting the most important moment in a scene in order to draw the audience's attention to its significance.

Inter-relationships The way in which two or more things are related to each other.

Tension As the audience anticipates certain outcomes in the plot, the tension builds. An obvious example of rising tension is in a mystery or whodunit.

Types of Stimulus

Issues

Music

Photographs

Set

Politics

Objects

PoetryProse

History

Paintings Plays

Structure of a devised play

Divide into bite sized chunks

Make the transitions interesting.

Target audience-What effect do you

want to have?

Test out your ideas before dismissing

them.

Use theatrical technique to punctuate it:

Freeze, repetition, gesture, characterisation, movement, slow motion, titles, thought tracking,

cross cutting, marking the moment, lighting, sound, still image.

Year 8 Subject: Drama Topic: Atmosphere and Tension

Subject TerminologySuspense A state or feeling of excited or anxious uncertainty about

what may happen.Mood Created by the director, performers and performance

elements all working together. Eg: mysterious, stressfulAtmosphere Atmosphere is the overall feeling the audience experiences

as a result of the mood created in the scene.Climax/ Anti-climax This is the building and release of tension in drama.Play within a play It means that your characters are performing a play on-

stage for their own benefit, as a part of the playTension Tension is a growing sense of expectation within the

dramaSuspension of Disbelief

The people in the audience know that what they are seeing on stage or screen is a pretend reality, but they are pretending that they do not know that.

Building Tension:

Tension, or dramatic tension, often lies with the development of suspense in a drama. As the audience anticipates certain outcomes in the plot, the tension builds. An example of rising tension occurs in a mystery play or whodunit. In these instances, the audience is left in a constant state of suspense trying to guess the real culprit.

The development of tension usually parallels the advancement of the plot, leading to a crisis or climax. Tension is closely linked with the element of timing.

The Audience:

Using the imagination of the audience and the suspension of disbelief is extremely important when developing tension, suspense and atmosphere.

Technical elements:The use of sound effects, music, lighting,

costume and set in a performance can be pivotal in creating suspense and atmosphere.

Symbol

A symbol is something which stands for, or represents something else. Symbols are often used in drama to deepen its meaning and remind

the audience of the themes or issues it is discussing. A prop often has a particular

significance that an audience will instantly recognise when used symbolically in the work.

Music and Sound

Sound and music are extremely effective when conveying the atmosphere required for a specific scene or moment. A sound designer, working with the director, will:

• Identify moments where the sound can enhance the action on stage for an audience.

• Decide what sort of sound is required (music, sound effect or combination).

Music will often imply that the drama on stage is building to a climax, making the audience think that something is going to happen and putting them on edge.

LightingAltering the level of light and combining the light with various colours can help to significantly change the mood and atmosphere of a scene.• A low lighting level, with dark blues,

greens or reds, can make the stage very eerie and filled with dramatic tension.

• A high lighting level of warm, coloured light can produce a very happy and energetic feeling on stage.

Half-Term 5 Subject; Music Y8 Threshold Concept Link(s) Area of Study; The Scale of Things


Major Scale Have 8 note, can start on any note and are bright (happy) sounding

Minor Scale These also have 8 notes, can start on any note, but have a more mysterious, (Sad) sound.

Pentatonic Scale This scale has only 5 notes, (as the name suggests) Some say this has a Chinese sound.

Blues Scale This has 7 notes, and is often used in Jazz or Pop music.

Whole tone Scale A scale consisting entirely of intervals of a tone, with no semitones.

Chromatic Scale A scale that starts on any given note, and uses every single not in order to get to the sa and octave higher or lower.

Interval An interval is the Gap between Two notes

Tone A tone is a full step between any two notes. It has to have a note in between, e.g. C to D has D# in-between.

Semitone A semitone is the half step in-Between 2 notes e.g. the D# between C & D

A Sharp A sharp makes a note 1 step higher

A Flat A flat makes a note one step lower

A Natural A natural cancels a Sharp or flat.

You can use a simple rhyme to help you learn the note names of the line;

Every Good Boy Deserves Football

And for the spaces; In the space spells FACE

Scales

A scale is a set of notes going up and down in alphabetical order.

There are many different kinds of scales, each of which is given a name according to its sound and the note on which it begins.

Major Scales

These have 8 notes, and can be played on any note, and have a bright sound. C Major, (i.e. the major scale beginning on C) is the easiest to play:

Minor Scales

These also have 8 notes, but have a more mysterious (some people say sad) sound.

TECHNICAL VOCABULARY AND QUOTES Human Rights the basic freedoms to which all human beings should be

entitled Responsibility a duty to care for, or having control over, something or

someone. Equality the state of being equal, especially in status, rights and

responsibility

Social Justice ensuring that society treats people fairly whether they are poor or wealthy and protects human rights

Freedom of religious expression the right to worship, preach and practice one’s faith in whatever way one chooses, within the law

Freedom of religion the right to believe or practise whatever religion one chooses

Prejudice unfairly judging someone before the facts are known, holding biased opinions about an individual or group

Discrimination actions or behaviour that result from prejudice

Racism showing prejudice against someone because of their ethnic group or nationality

Positive discrimination treating people more favourably because they have been discriminated against in the past.

Y8 LC4 Religion in Action

Mo Salah

Mo Salah's religion is an integral part of his identity. For example, when he scores goals, he performs sujood, the Islamic prostration performed during prayer. This is a voluntary act of devotion, thanking God for a perceived blessing. Salah isn’t the only Muslim player to perform the gesture, but his many goals playing makes it conspicuous by its frequency.

Noor Inayat Khan

Raha Moharrak

Anousheh Ansari

Be able to identidy these three women.

Knowledge: Dr King won the Nobel Peace Prize in 1964 after leading Civil Rights activists from all over the USA to Washington to see the law changed to make anti-black segregation illegal. He was murdered in Memphis aged 39 in 1969. His powerful speeches could move crowds of many thousands. He learned non-violence from Gandhi.

Stormzy has initiated anti-racist projects including these:

• Providing scholarships for young black men to study at the University of Cambridge

• Speaking out publicly and politically about the Grenfell fire: ethnic minorities suffered disproportionately. 72 died: over 40 were from ethnic minority groups., 18 were children.

• Setting up a £10m trust fund to work for racial equality over the next ten years

Religious and Worldviews Education Y8 HT 6 Enquiry Question: What happened to the Jews of Europe?

Technical Vocabulary Holocaust The genocide of European Jews during World War 2.

Jew A member of the people and cultural community of the religion of Judaism. Genocide The deliberate attempt to destroy a national, ethnic, racial or religious group

Juden The German word for Jew. Anti-Semitism Hostility to or prejudice against Jews.

Prejudice An unfair opinion, judgement or feeling toward someone. Discrimination Treating an individual or group differently to others

Racism Prejudice against someone because of their ethnicity Persecution Being treated badly, usually because of ‘race’, religious or political beliefs.

Empathy Being able to understand the feelings and experiences of others. Propaganda A form of communication or advertising aimed toward influencing the attitude of the public. Bystander a person who is present at an event or incident but does not take part.

Collaborator A person or group that helped the Nazis to persecute and/or murder. Ghetto An area in town or cities where Jews were separated by force from other people. Conditions were overcrowded and unsanitary and could be fatal.

Concentration camp Places where large numbers of people were kept under armed guard. Pogrom An organised massacre of a particular group. Yiddish A language used by Jews in Central and Eastern Europe before the Holocaust, originally a German dialect with words from Hebrew Shtetls Towns or villages with a large Jewish population

Half-Term: HT5 Y8 Subject: Art Threshold Concept Link(s): Draw from observation and use a range of tone to create form


Still Life A group of inanimate objects that are grouped together to be drawn or painted Genre A category in art Proportion The relationship between things in size Measurement The size of something Tone How light or dark something is Contrast A big difference (between tones) Accuracy Correct Observational The subject is in front of you while you draw it Form 3 dimensional shape Shape The outline of something

Measure shoe to the actual size

Add contrasting tones to create form and make the shoe look more 3D

Make sure toes lift up

Add a small dark shadow under the shoe

Add highlights to provide contrast

Half-Term: HT6 Y8 Subject: Art Threshold Concept Link(s): Develop ideas in response to an artist.

Michael Craig Martin

Untitled, 2009

History 3, 2001


Still Life A group of inanimate objects that are grouped together to be drawn or painted

Observational The subject is in front of you while you draw it

Analyse To examine in detail

Pop Art A style that takes everyday items and turns them into pieces of art

Composition How objects, shapes and patterns are arranged

Response A reaction (to the work of an artist)

Review Evaluate

Reflect Reconsider and modify

Develop To evolve, grow and improve

Media Different art materials; pencil, paint pastels etc.

Michael Craig-Martin RA (born Dublin, 28 August 1941) is a contemporary artist.

His later work is known as Neo Pop or Post Pop Art. This style is like the Pop Art of the 60’s that took everyday items and turned them into pieces of Art and made them more accessible to everyone.

What different objects can you see in the pictures?

How would you describe the composition?

http://en.wikipedia.org/wiki/Royal_Academy#Membership

http://en.wikipedia.org/wiki/Dublin

http://en.wikipedia.org/wiki/Contemporary_art

Year 8 HT 6 Subject – Food Technology Threshold Concept Link(s) Healthy Eating guidelines and Food Metabolism

Practical knowledge PASTRY DOUGH

Pastry Types Shortcrust- apple pie, jam tarts

Ratio of fat to flour 1:2

Rubbing in method

Waterproof flour

Shorten gluten strands

Buttery, crumbly texture Filo- samosas, spring rolls, baklava

Bought fresh or frozen

Very thin and fragile, dries out quickly

Use in layers Puff pastry- sausage rolls, palmiers

Laminating pieces of fat in between folds of pastry

Needs to be chilled before rolling Choux pastry- profiteroles, eclairs

Hot pastry using strong flour to enable the product to rise

Very aerated to accommodate a filling

Bread Dough

Uses yeast as a raising agent

Strong flour to enable bread to rise and holds its structure

Warm water to activate the yeast

Salt to flavour the dough

Kneading to activate the gluten to make it elastic and create gluten strands

Proving the dough in a warm place and fermentation will occur

Shaping the dough and proving again

Baking to seal in the air co2 and steam which makes the bread rise

Enriched dough- Chelsea buns and pastries

Fat is rubbed into flour

Egg and milk used as well as water

This adds moisture

Flavour and colour

Also lengthens shelf life as fat is a preservative and traps in moisture


BMR Basal metabolic rate, the rate in which our body uses the energy our food gives us

Hidden fats Fats you cannot see- Sauces, Cakes, Drinks

Invisible sugars Found in breakfast cereals, sauces, cereal bars, fruit juices. There are also other names for sugar.

Metabolism The rate in which our body breaks down and absorbs the food we eat

Calorie Measure of energy provided by food

Healthy balance Calories eaten equals calories expended to maintain a healthy weight

RDA- Recommended daily allowance The amount of each nutrient recommended to meet the requirements of the majority population

PAL Physical activity level-The amount of extra activity you do per day such as sport.

EAR Estimated average requirement- Calories required per day to maintain body weight

Macro nutrient Nutrients required in large amounts; Carbohydrates, fats, protein

Micro nutrient Nutrients required in small amounts; Vitamins and minerals

Facts which determine how fast we metabolise our food

Age (Young)

Children require less calories

More energy rich food as they are active

Require high protein for repair and growth

Age (Old)

Fewer calories, as they are less mobile

Protein rich foods for repair

Less fat due to less activity Gender

Men have more muscle

Tend to be larger

Women lay down more fat

Pregnancy requires increased intake of calories

Activity level- EXERCISE

Input should be relative to output

A marathon would use around 6-8000kcal

Inactivity could result in weight gain

Genetic make up

The rate and efficiency we metabolise our food can be genetic

Obesity can also be genetic Health

People who are recovering from illness require less calories due to inactivity and ease of digestion

Other factors affecting metabolism

Fibrous foods take more energy to digest like celery than the calories they actually contain

Some foods are more calorific than nutritional

Variations in enzyme levels and gut bacteria and intestine length

Uses of energy

10% Aids digestion

20% Physical activity

70% Basic functions of organs and tissues (BMR)

Government Healthy Eating Guidelines Base meal on starchy foods (carbohydrates)

High in energy

They are more filling

Digest easily

Eat less sugar (Reduce obesity and diabetes)

Hidden sugars in fast foods

Use natural sweeteners like fruit juice

Eat 7-10 portions of fruit and vegetables a day

To access the full complement of vitamins and minerals required

Need to eat a varied diet

Eat more fibre (Healthy digestion)

Eat more whole grains Brown bread, past, rice

Eat plenty of raw fruit and veg

Eat less salt >6g per day

Reduces high blood pressure

Fast foods and ready meals contain high salt content

Eat at least two portions of fish a week

Oily fish rich in Omega 3

white fish low fat form of HBV

Eat less saturated fat (Animal fats)

Use healthier cooking methods like grilling

Trim fatty meat before cooking (bacon)

Drink plenty of water

Keep you hydrated helps brain function Be more physically active

Helps maintain a healthy body weight

Food Technology

HT 6

A mechanism is used to gain mechanical advantage. We use these to make our every day lives easier

Linear – straight line one direction

Rotary – round in one direction

Reciprocation – back and forth in a straight line

Oscillation – Round in two both directions

What is a mechanism and why do we use them

Equipment ,components and other technical vocab

CamsExplain how a cam works:

Other shaped cams

What can a mechanism do?

Levers

Vice, clamps and G clamps Hold work in place

Coping saw Cut difficult shapes in wood and plastic

Tenon saw Cut wood in a straight lines

Dowel Round wood

MDF Medium density fibre board – wood particles

Spruce Sustainable softwood, nick named the ‘weed’

Tolerance The amount of gap

Allowance Room needed

Template Draw/ cut around

Convert Change

Motion Movement

Input/ process/ out put How it begins / what happens in the middle/ what happens at the end

Four types of motion

Levers are the simplest form of mechanism and date back to way beyond the time of stone age man. A lever is a rigid beam that can rotate about a fixed point called the fulcrum. An effort applied to one end of the beam will cause a load to be moved at the other. By moving the fulcrum nearer to the load, you can lift a large load with only a little effort. (This is called mechanical advantage.)

With a …………..lever the fulcrum is in the middle. The effort is on one side and the load is on the other.With a ……………the fulcrum is at one end, the effort is at the other end and the load is in the middle.

With a ……………the pivot is at one end, the load is at the other and the effort is in the middle.

Automata – mechanical puppet

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IT- Programming -Half-Term 5

Programming


Constant variable A variable that has been set to a given value and does not change

Algorithm Steps to solving a problem.

Command Instruction given by a user telling a computer something, such as run a program.

Debug A process of correcting errors in your code

Co-ordinates The position

Repetition/loop Allows us to repeat certain code a certain number of times or even forever

Selection A decision or choice. Depending on the answer, the program will follow a choice and ignore others

Flowchart A Diagram that represents a process

Logic A particular way of thinking. This is usually reasonable and based on good judgement.

Variable Used to store information. This can be changed or adapted

Sequence Arranged in a particular order

Programmed Providing a computer with coded instructions

Process Series of steps taken in a particular way

Data Pieces of information

Box 1 Box 2

Box 3

Box 4

Sequencing is the specific order in which instructions are performed in an algorithm.

Iteration in programming means repeating steps, or instructions, repeatedly. This is often called a

‘loop’.

Selection allows us to include more than one path through an

algorithm.

Half-Term 3 Subject ICT

Year 8

TECHNICAL VOCABULARY Software

The programs that run on a computer

User interface A way of interacting with a computer or device

Operating system Software that manages hardware, for example Android and Windows 10 Application

software Software that allows the user to perform a specific task

Utility Software Helps maintains your computer and ensure that it runs smoothly Desktop

Publishing Software

The creation of documents using page layout software

Digital Footprint A trail of data that you create when using the internet

Presentation Software

Displays information in the form of a slide show

Hardware The Physical parts of a computer system

GUI Graphical User Interface

THE DIGITAL FOOTPRINT Lighthouse Search engines and social network sites can reveal a lot

about people. It’s easy to discover information about people using the internet.

Copies and Whispering in ear

Information online can be forwarded to many others, sometimes after having been altered first.

Stadium/Jumbotron Anything can be publicly broadcast online for all to see

Permanent Marker Once information is online, it is very difficult to take it down because others can copy and distribute it

Operating systems Pros Cons

Linux • Wide range of distribution choices

• Open source • Many free and cheap

options

• Most brand-name apps are not available.

• Sometimes file compatibility issues

• Few choices for pre-built Linus machines.

MacOS • Able to run macOS, Windows and Linux apps side-by-side.

• Tight integration with iphones and ipads.

• Quality hardware tuned to the operating system.

• Entry-level are costlier. • Limited hardware options • Often years between new

hardware updates.

Windows • Hardware options galore.

• Many viable cost efficient machines.

• Gaming to the max.

• Inconsistent functionality

• Inconsistent quality among off-brand makers

• Malware, spyware and ransomware

Half-Term 5/6: Subject – PE – Year 8 – Athletics Key skills Track events Field events

Skill Description

Sprinting An action to move quickly with the correct technique using arms and legs as effectively as possible (any distance up to 400m)

Distance (junior level)

Using cardiovascular endurance to run at a steady pace over longer distances (800m, 1500m or longer)

Throwing The ability to propel an object through the air as far as possible (shot putt, javelin, discus)

Jumping The technique to propel the body into the air to either cover distance, height, or both (long jump, triple jump, high jump)

Common errors Scoring Tactical skill

-False start -Crossing lanes -Stepping over throw/jump line -Knocking the bar off in high jump -A no-throw -Dropping the baton

Timed: running, relays and hurdles Measured: jumps and throws

-Decision making -Team work in relays -Order in relay and tug of war -Pacing

-The track is usually 400m in circumference (300m at school) -The area consists of an oval-shaped running track which has a grass field in the middle where throwing and jumping events can take place. The following track events (which we perform at school) are:

• 100m • 200m • 300m (female only) • 400m (male only) • 800m • 1500m • 4 x 100m relay • 60m hurdles

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Components of fitness Cardiovascular endurance- used for the longer endurance events e.g. 1500m. it enables the athlete to keep their pace throughout. Muscular endurance- useful for sprinting, long distance running and events like hurdles when muscles are being used repetitively. Strength- good for events which require force to be applied e.g. throwing events, tug of war. Flexibility- good for events where the athlete changes body position e.g. hurdles, all jumping events Power- important for all athletic events Coordination- used to move different body parts effectively e.g. throwing events, jumping events, hurdles Reaction time- most important for events where a fast start is required e.g. sprinting

Event Description

Shot putt A metal ball which has to be pushed from the neck/shoulder as far as possible Females- 2.72kg Males- 3kg

Javelin A long metal stick with a metal point. It has to be thrown with one hand (similar technique to a tennis ball throw Females- 400g Males- 400g

Discus A round disc-shaped object (usually made of rubber). It has to be thrown one-handed sideways (similar to a goalkeeper throw) Females- 0.75kg Males- 1kg

Long jump The athlete sprints as fast as they can to the jump line and takes off on one foot and tries to cover as much distance as possible in the air, to land as far as they can in the sand pit

Triple jump The athlete sprints as fast as they can up to the take-off board then has to perform a hop, step and jump, landing in the sand pit with two feet

High jump The athlete takes a curved run up from either side of the pole and takes off one-footed to try and jump over the bar (using scissors technique or the fosbury flop). They land on a thick, padded mat and if successful, the bar is raised a few cm. You get three attempts to clear the height and the winner is the person who can jump the highest.

Half-Term 5 & 6: Subject – PE – Year 8 – Cricket Rules of the game Equipment and Pitch Markings Key Terms

• Two teams, both with 11 players, take it in turns to bat and bowl.

• When one team is batting, they try and score as many runs as they can by hitting the ball around an oval field.

• 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.

• Each time a team bats it is known as their innings. • Whoever scores the most runs wins. But a cricket

match can be drawn too. • Two umpires officiate the game on the field of

play, but at international level there is also a third umpire on the side-lines and a match referee.

• Helmet, Leg pads, Gloves for batsmen only, wicket-keeper's gloves, usually includes webbing between the thumb and index fingers.

• Ball with a cork base. • A wooden bat, the bat cannot be more than 38

inches (96.5 cm) long and 4.25 inches (10.8 cm) wide. The bat has a long handle and one side has a smooth face.

• Stumps – three upright wooden poles that, together with the bails, form the wicket.

• Bails – two crosspieces made of wood, placed on top of the stumps.

• Boundary – A rope demarcating the perimeter of the field known as the boundary.

Scoring • One run is scored each time the batsmen cross and

reach the set of stumps at the other end of the pitch.

• Four runs can be scored if the ball reaches the perimeter of the field

• Six runs if crosses the perimeter without bouncing.

Striker − A batsman facing the bowler is caller striker and the opposite end is called non-striker. Run − It is the basic unit of scoring in cricket. It is scored when a striking batsman hits the ball bowled and runs between the stumps along with non-striker. It is usually scored in ones, twos, and threes. No-ball − If a bowler’s foot crosses the popping crease while delivering the ball then, it is called a no-ball. The ball bowled that is directed above waist of the batsman without pitching on the ground is a no-ball too. Wide − A ball that is bowled away from the batsman and moves wide of the return crease on the off-side at the batting end is called wide. Another definition is ball bowled that bounces over the head of the batsman after pitching is also called wide. Bowled − It is a way of getting out where the batsman misses the ball bowled and the stumps behind are disturbed.

Caught − A batsman is declared out when the fielder catches the ball on full that is hit by the batsman. If it is caught by the wicketkeeper then, it is called caught behind. LBW − LBW stands for leg-before wicket. A batsman is declared out as lbw when he tries to play the ball with the body that is directed on to stumps. Run-out − If a fielder disturbs the stumps with ball in hand while the batsman is not in the crease after playing a shot, then the batsman is declared run-out. Stumped − A batsman moves out of crease to play a ball and misses; the keeper gathers the ball and hits the stumps with ball in hand. Then, the batsman is declared out as stumped. A “Bye” – is where a ball that is not a no ball or wide passes the striking batsman and runs are scored without the batsman hitting the ball.

https://en.wikipedia.org/wiki/Cricket_helmet

https://en.wikipedia.org/wiki/Pads

https://en.wikipedia.org/wiki/Batting_gloves

https://en.wikipedia.org/wiki/Wicket-keeper%27s_gloves

https://en.wikipedia.org/wiki/Wicket-keeper%27s_gloves

https://en.wikipedia.org/wiki/Cricket_ball

https://en.wikipedia.org/wiki/Cork_(material)

https://en.wikipedia.org/wiki/Cricket_bat

https://en.wikipedia.org/wiki/Stump_(cricket)

https://en.wikipedia.org/wiki/Wicket

https://en.wikipedia.org/wiki/Bail_(cricket)

https://en.wikipedia.org/wiki/Boundary_(cricket)

Half-Term 5/6: Subject – PE – Year 8 – Rounders Rules of the game Positions Key Terms

A player becomes 'out' of the innings when: • The ball is caught. • A batter runs on the inside of the posts or they

deliberately throw the bat. • The post the batter is running to gets stumped or you

overtake a previous batter on the field. • The batter misses or hits the ball and their foot is over

the front or back line of the batting square. You can achieve scoring in Rounders by: • If the batter reaches the 2nd or 3rd post in one hit, he

scores half a rounder. • Batter reaching the 4th post in one hit scores a full

rounder. • Runner reaching the 4th post on a no ball scores 1

rounder. • If the batter fails to hit the ball and reaches the fourth

post, a half-rounder is scored.

Bowler: The bowler aims to bowl the ball underarm to their backstop through the batting square between the batter’s head and their knee. The bowler doesn’t want to give the batter an easy hit though to limit their score. Backstop: The backstop receives the bowl from the bowler if the batter fails to hit it and then throws the ball to the appropriate position to get a baserunner out. They can also get the batter out if they catch the ball directly after a hit. Post fielders: The post fielders can still get a batter out by catching the ball directly after a hit but they must remain on the inside of the post they are fielding so they don’t obstruct the batters run. If they receive the ball they can get a runner out by stumping the post with the ball before the runner reaches them. Deep fielders: The deep fielders are further out in the field to catch any longer hits from the batting team. They must also retrieve the ball and throw it back to a post fielder or bowler to stop the batting team. Batter: The batter must hit the ball into space from the batter’s box after the bowler has bowled the ball and then aim to run around as many posts as they can to try and score a rounder.

Backstop - The role of the backstop is guiding the bowlers throw to the batter. Back stop’s cup their hands in the appropriate ending space for the ball. That means the backstop's hands become a target for the bowler. Backward Area - In Rounders, the backward area gets represented by an area of ground behind the front line of the batting zone. Backward Hit - Making a backward hit means the ball got struck directly behind and into the backward area. Side Out - In Rounders vocabulary, 'side out' means there is no batter waiting to bat and all the running batters are out.

knowledge organiser: may 2022 year 8

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