i did then what i knew how to do. now that i know better
TRANSCRIPT
“I did then what I knew how to do. Now that I know better, I do better.”
Maya Angelou(research who she is)
Year 10 Knowledge Organiser Autumn 1 2020
Contents Page
2
Year 10 Autumn 1 Knowledge Organiser 2020
Timetable 3
Examples of activities 4
Subject: English 5
Subject: Maths 6
Subject: Biology 8
Subject: Chemistry 10
Subject: Physics 11
Subject: History 12
Subject: Geography 13
Subject: Spanish 15
Subject: French 17
Subject: Mandarin 19
Subject: RE 20
Subject: Art 22
Subject: Music 23
Subject: Performing Arts 24
Subject: Astronomy 25
Subject: PE 26
Subject: Sports Science 27
Subject: Design & Technology 28
Subject: Food & Nutrition 30
Subject: Engineering 32
Subject: Construction 33
Subject: Computer Science 34
Subject: Information Technology 35
Subject: Business 36
Subject: Hair & Beauty 37
Subject: Health & Social Care 38
Subject: Media 39
3
You are expected to study the subjects shown on your timetable each day.
Each day use a page of your exercise book to evidence your work: half a page per subject.
Homework Timetable
Week starting
14th September
Subject 1 Subject 2 Signed
Off
Monday English Maths
Tuesday Option A Option B
Wednesday Option C Biology
Thursday Chemistry Physics
Friday English Maths
Week starting
21st September
Subject 1 Subject 2 Signed
Off
Monday English Maths
Tuesday Option A Option B
Wednesday Option C Biology
Thursday Chemistry Physics
Friday English Maths
Week starting
12th October
Subject 1 Subject 2 Signed
Off
Monday English Maths
Tuesday Option A Option B
Wednesday Option C Biology
Thursday Chemistry Physics
Friday English Maths
Week starting
5th October
Subject 1 Subject 2 Signed
Off
Monday English Maths
Tuesday Option A Option B
Wednesday Option C Biology
Thursday Chemistry Physics
Friday English Maths
Week starting
19th October
Subject 1 Subject 2 Signed
Off
Monday English Maths
Tuesday Option A Option B
Wednesday Option C Biology
Thursday Chemistry Physics
Friday English Maths
Year 10 Autumn 1 Knowledge Organiser 2020
You can use your KOs and book in a variety of ways (see next page) but you should not just copy from the Knowledge Organiser into your book.
Your teacher will tell you how they would like you to use your Knowledge Organiser each week. These instructions will appear on Class Charts. You should always mark your work using a different coloured pen
Your teacher may follow up your Knowledge Organiser work with an online activity that uses the knowledge you have been studying.
Look, Cover, Write, Check
Step 1: Read the part of the section
you want to remember.
Step 2: Read it again.
Step 3: Read it aloud.
Step 4: Cover the part you are
remembering with your book.
Step 5: Write as much as you can
remember in your exercise book.
Step 6: Check your answers with a
tick for correct answers or a cross for
incorrect.
Step 7: Correct your mistakes with
the information from that section.
Mind Mapping
Step 1: Read the part of the section
you want to remember.
Step 2: Draw a mind map with the
key information.
Step 3: Add and extra information
that provides more detail about the
topic
Step 4: Check your answers using the
information in all three sections of
the Knowledge Organiser.
Step 5: Correct any mistakes
Explaining a Diagram
Step 1: Read, cover and recreate the
diagram.
Step 2: Write a paragraph explaining
what is happening in the diagram
and give
specific examples.
Step 3: Check your answers using
your class notes or ask your teacher
to check in your next lesson.
Step 5: Correct any mistakes
4
Year 10 Autumn 1 Knowledge Organiser 2020
Examples of Activities
Plot summary
Act 1
Set in April 1912, Brumley (Midlands). The Birling family and Gerald Croft are celebrating Sheila Birling’s engagement to Gerald Croft with a dinner. Mr. Birling lectures his son, Eric Birling, and Gerald about the importance of every man looking out for himself if he wants to get on in life. Edna (the maid) announces that an inspector has arrived. Inspector Goole says that he is investigating the death of a young woman who committed suicide, Eva Smith. Mr. Birling is shown a photograph of Eva and, after initially denying recognising the woman in the photo, he remembers firing her in 1910 for organising a strike over workers’ pay. Sheila recalls also having Eva sacked about her manner when served by her in an upmarket department store. The Inspector reveals that Eva Smith changed her name to Daisy Renton. Gerald reveals to Sheila he had an affair with Daisy Renton.
Act 2
Gerald explains to the Inspector that he had an affair with Eva but hasn’t seen her since he ended their relationship back in Autumn 1911. Sheila gives her engagement ring back to Gerald. The Inspector turns his attention to Mrs. Birling. She confesses that she also had contact with Eva but that Eva gave herself a different name. Eva approached a charity chaired by Mrs. Birling to ask for help. Eva was desperate and pregnant but help was refused by Mrs. Birling because she was offended by the girl calling herself Mrs. Birling. She tells Eva that the baby’s father should be made entirely responsible. She also tells Inspector Goole that the father should be held entirely responsible and be made an example of.
Act 3
Eric is revealed as the father. He stole money from Mr. Birling’s office to provide money to Eva. The Inspector delivers his final speech. After he leaves, the family begin to suspect that he was not a genuine police inspector. A phone call to the Chief Constable confirms this. Next, they phone the infirmary to be informed that no suicide case has been brought in. Mr. Birling, Mrs. Birling and Gerald congratulate themselves that it was all a hoax and they can continue as before. This attitude upsets Sheila and Eric. The phone rings. Mr. Birling announces to the family that a girl has just died on her way to the infirmary and a police officer is coming to question them.
Character Purpose Adjectives
Inspector Goole Priestley’s mouthpiece; advocates social justice.
Righteous, powerful, unconventional, imposing, sardonic and mysterious.
Arthur Birling Businessman and capitalist who is against social equality. A self-made man (new money).
Arrogant, pompous, selfish, stubborn, prejudiced and overconfident.
Sybil Birling Husband’s social superior; believes in personal responsibility.
Cold, supercilious, prejudiced and remorseless.
Sheila Birling Changes her views and pities Eva. Regrets her actions.
Curious, compassionate, astute, remorseful and sensitive.
Eric Birling Drinks too much; regrets his actions.
Reckless, immature, frustrated and compulsive.
Gerald Croft Businessman engage to Sheila andpolitically close to Birling.
Evasive and pragmatic.
Eva Smith Comes to represent victims of social injustice.
Emblematic, vulnerable, principled.
Context
1912Just before the sinking of the Titanic and a couple of years before WW1. British society was completely divided by class. Those with the most money had the most power. Only men who owned property could vote; women couldn’t vote. There weren’t really any state benefits which is why charities were so important. Things were beginning to change: there was miner’s strike in 1912 (the largest the country had ever seen) and the Labour Party formed in 1906 to represent the interests of the working class.
WomenWomen in 1912, regardless of social class, were seen as second-class citizens – a fact underlined by their lack of a right to vote. Working class women were worst off than rich women. They were paid much less than men for doing the same work and were often seen as “easy prey” for rich young men to harass. In 1903 the Women’s Social and Political Union (WSPU) was founded by Emmeline Pankhurst. It was a women-only organization that campaigned for the vote for women to help them gain more rights. The suffragettes fought to bring equality for women. All women over 21 got the right to vote in 1928.
WW1 (1914-1918)WW1 was a watershed moment in European history. Millions died and many returned from the war with both physical and mental injuries. Survivors were disillusioned and felt betrayed by the men who sent them to war. Priestley described the war as a ‘huge, murderous public folly’ and felt that ‘the British command specialized in throwing men away for nothing’. He fought in the war and lost many friends and cited the war as the cause for his prejudice against the ruling class. WW1 was known at the time as “The war to end all wars” but just over 30 years later the world was at war again.
The Beveridge Report (published 1942)Proposed the creation of a Welfare State. Called for a nationalised healthcare service (NHS) and free education including university. The Labour Party adopted the report as part of their election pledges of 1945.
1945Following the end of WW2, there was an increased desire for major changes in society. People had lived through rationing, the blitz and Voters (especially returning service-people and the working class) did not want to return the old way of doing things which many people blamed for the problems in the 1930s. There was a general election and Winston Churchill’s Conservative party lost to the Labour party led by Clement Atlee. Atlee’s government set up the welfare state which included the NHS.
Themes
Responsibility Capitalism V Socialism
Key methods
Dramatic Irony The audience knows what the characters don’t.
Cyclical Structure A text that starts and ends in the same way or place.
Entrances and Exits When characters enter or leave the stage –provides tension.
Foreshadowing Hinting at later events.
Symbolism Using a character or object to represent a wider idea.
Use of sound Use to interrupt characters or create disruption e.g. the phone call.Inequality Power and Manipulation
English Y10 Autumn Term
6
YR10 F Autumn 1 Maths
Expand Double Brackets
Factorising-putting brackets back in
Factorising double Brackets
(𝑥+2)(𝑥+3)
Substitution:
EGs
Equation of this line is y = 4x + 2
6
7
Yr10 H Autumn 1
1. Standard Form 𝑨 × 𝟏𝟎𝒃
𝑤ℎ𝑒𝑟𝑒 𝟏 ≤ 𝑨 < 𝟏𝟎, 𝒃 = 𝒊𝒏𝒕𝒆𝒈𝒆𝒓
8400 = 8.4 x 103
0.00036 = 3.6 x 10−4
2. Multiplying or
Dividing with
Standard Form
Multiply: Multiply the numbers and add
the powers.
Divide: Divide the numbers and subtract
the powers.
𝟏. 𝟐 × 𝟏𝟎𝟑 × 𝟒 × 𝟏𝟎𝟔 = 𝟖. 𝟖 × 𝟏𝟎𝟗
𝟒. 𝟓 × 𝟏𝟎𝟓 ÷ 𝟑 × 𝟏𝟎𝟐 = 𝟏. 𝟓 × 𝟏𝟎𝟑
3. Adding or
Subtracting with
Standard Form
Convert in to ordinary numbers,
calculate and then convert back in to
standard form
𝟐. 𝟕 × 𝟏𝟎𝟒 + 𝟒. 𝟔 × 𝟏𝟎𝟑
= 𝟐𝟕𝟎𝟎𝟎 + 𝟒𝟔𝟎𝟎 = 𝟑𝟏𝟔𝟎𝟎
= 𝟑. 𝟏𝟔 × 𝟏𝟎𝟒
7
SEPARATE BIOLOGY ONLY
Section E: Pyramids of number and biomass
A pyramid of numbers shows how many organisms are present at
each trophic level, representing the size of the population but
they aren’t the most accurate representation, particularly if there
is a large producer or many predators.
Pyramids of numbers show the biomass of organisms (stored
energy in the tissues) at each trophic level of the food chain.
These are always pyramid shaped and each bar should be to scale.
8
GCSE Biology (Combined and Separate) Topic 7: Ecosystems
Section A: Key Vocabulary
Vocabulary Definition
1
CommunityAll the different organisms living in
the same place.
Habitat The place where an organism lives.
PopulationThe number of organisms of one
species living in a habitat.
MicrohabitatSmall area in a habitat where
organisms live.
Abiotic factor
The non-living factors of the
environment e.g. temperature,
light, pH, humidity
Biotic factor
The living factors of the
environment e.g. plants, animals,
bacteria, fungi
Environment The surroundings of an organism.
2
Producer
Organism which produces its food
by using energy from the sun (e.g.
Plants by photosynthesis).
ConsumerOrganism that obtains its energy by
eating other organisms
Predator
Organism which obtains its energy
by consuming other organisms but
not producers.
Top predatorOrganisms that obtain their energy
by hunting predators.
HerbivoreOrganisms that obtain their energy
by eating producers only
Carnivore
Organism which obtains its energy
by consuming other organisms but
not producers.
Omnivore
Organism which obtains their
energy by consuming both
producers and consumers
Interdependence
Organisms relying upon each other
for their food and their survival
Section C: Predator-prey cycle
The population size of predators and prey are interlinked. When prey increases so
does the predator and the same for when it decreases.
Section B: Food chains and websFood chains show what an organism eats and
the transfer of energy between organisms.
Food webs are a set of interlinked food chains
that show the feeding relationships of
organisms more realistically than food chains.
Section D: Energy losses in a food chainThe amount of available energy decreases at every step in a food
chain. Some energy goes into growth in biomass and the production of offspring, but most is used up in other ways:
• Sunlight is reflected off leaves instead of being used for photosynthesis • Energy is lost through respiration as heat • Energy is lost because of excretion and defecation • Energy is used for movement and transport
8
GCSE Biology (Separates only) Topic 7: Food production
and decay
Section B: DecayDecay is an important part of cycles (such as
the carbon cycle) as it returns nutrients back
to the earth. This is carried out by
decomposers such as bacteria, micro-
organisms, insects (e.g. flies) and fungi.
Four conditions are required to optimise the
rate of decay:
• Warm temperature to increase the rate of
reaction in enzymes
• Good supply of oxygen for aerobic
respiration
• Moist environment as water is needed for
biological processes
• Large numbers of decomposers for a
faster rate
Section C: Required practical on decayYou can investigate decay by observing the
action of the enzyme lipase on a sample of
milk that has been made alkaline. When
lipase breaks down the milk, the pH of the
milk decreases.
The practical looks at how temperature
affects the rate of decay. In it, an indicator
dye called phenolphthalein is used. It has a
pink colour when the pH is around 10 but
becomes colourless when the pH falls below
8.3.
The diagram to the right shows the method
for the investigation.
The time is recorded for how long it takes the
milk to change from pink to white at a range
of temperatures, hence showing how long it
takes for lipase to break down the milk.
The rate of decay can be calculated by 1000 ÷
time to decay.
Section A: Food productionMany factors can affect food supply:
● Population growth ● Specialised/traditional diets ● Lack of space
● Pests and pathogens affecting livestock and crops ● War ● Cost of farming
Sustainable methods of food production are needed to ensure that the food supply
meets the demand. This involves making enough food without using resources faster
than they renew. There are three methods that you need to know about.
1. Fishing quotas
Overfishing reduces fish stocks in the ocean meaning there’s less fish to eat, food
chains are affected and some species may disappear altogether. To combat this, there
are limits on the number and size of fish that can be caught in certain areas and net
hole sizes are increased to allow small, younger fish to escape and grow to let the
population recover.
2. Factory/battery farming
Battery farming means that animals share small cages which reduces the energy lost
but not everyone agrees with this
3. Biotechnology
Mycoprotein is a type of protein produced from fungi and can be used in meat
substitute products such as Quorn. A fungus called Fusarium is the main source and is
grown in large fermenters. Glucose syrup is added as a food source for the fungus and
oxygen for aerobic respiration along with nitrogen and other essential minerals are
added to improve growth. The temperature and pH is monitored for optimal
conditions. Once ready, the fungal biomass is harvested, purified and dried and then
other flavourings and ingredients can be added to produce the final product.
Genetic engineering can also be used for sustainable food production which will be covered in topic 6.
Advantages Disadvantages
Less energy is lost from the food chain, so more is available for human consumption.
There is a greater risk of disease spreading through the animals as they are in close
contact.
It is less labour intensive, as the animals are all contained in a limited area.
Some people feel that the technique is inhumane or cruel to the animals
There is less risk of attach from predators such as foxes.
Some people believe that the quality of the product is poorer.
The production costs are cheaper.
9
10
Section A: Key Vocabulary
Tier 2 Keywords DefinitionQuantity The amount of something
Frequency The amount of times something
happens over time
Tier 3 Keywords DefinitionRate of reaction The rate at which reactants are being
turned into products
Reactant What is used in a chemical reactionProduct What is made in a chemical reaction
Activation energy The minimum energy required for a chemical reaction to take place
Collision theory The theory that states for a chemical reaction to happen, particles must collide with sufficient energy
Concentration The number of particles in a given
volume
Enzyme A biological catalyst
Chemical decomposition
The breaking down of a chemical to form new products
Precipitate A solid formed from a solution
GCSE Chemistry (Combined and Separate)
Section B: What is rate of reaction?
The rate of reaction is the speed at which a chemical reaction
is happening. e.g. Rusting = Slow reaction
Firework = Fast reaction
Rates can be calculated by either measuring the quantity of
reactant used or the quantity of product made in a certain
length of time. (quantities measured in mass (g) or volume
(cm3). Fast reactions have a high g/cm3 value
These quantities can be plotted against time to show how
mass or volume changes over time.
Here you can see
how the quantities
of reactants change
over time as they
form the new
product until no
reactants are left.
Section B: Collision theoryReactions occur when particles
collide with a certain amount of
energy. The energy required for
each reaction is different and is
called the activation energy.
The rate of reaction depends on
the frequency of collisions per
unit of time and the energy they
have. The more collisions per
second the more likely they are to
react. If particles collide with less
energy than the required amount they will not react. Section D: Measuring rate of reaction
Here are three examples of measuring rate of reaction:
Measuring of volume
of gas produced over time
e.g. decomposition
of hydrogen peroxide
Accurate unless too much
gas escapes to be measured
Measuring the change in
mass in a chemical
reaction over time, like a
gas product escaping
the container
e.g. marble chips and acid
Most accurate method
Time taken for precipitate
to cover a cross. Rather than
measuring at intervals this looks
for an end point of the reaction.
The timer is stopped when there
is enough cloudy solid product
to cover the cross. e.g. sodium thiosulphate and acid
People might not agree on the exact point the cross ‘disappears’ so
this can be open to opinion (subjective). You also can’t plot a rate
of reaction graph from this as you only have an end point.
Section C: Factors affecting rate of reaction
There are 4 ways that we can change the rate of reaction:
1.Temperature Increasing temperature
increases the overall energy of the particles,
also causing them to move around faster.
This means there are more successful
collisions per second and a faster low temp high temp
rate of reaction.
2. Concentration/Pressure Increasing the concentration of a liquid means
more particles in a given volume, so there are more collisions between
particles a second. Increasing the pressure of a gas has the same effect,
forcing the particles into a smaller volume and making the particles more
concentrated.
3. Surface area As reactions occur when particles collide, particles in the
centre of materials will not react unless they are exposed. Increasing the
surface are of a solid (by breaking into smaller pieces) means there are
more surfaces for particles to collide against, meaning more collisions per
second.
4. Catalysts A catalyst is a chemical which increases the rate of a
reaction without being used up itself. They do this by providing an
alternative reaction pathways that has a lower activation energy.
This can also reduce cost.
This graph shows the
amount of energy in the
reactants and products,
you will see more
examples of them later.
Topic 8: Rate of chemical
change - part 1
Section C: Longitudinal Waves
A longitudinal wave is any wave where the
vibrations are parallel (in the same direction) to
the wave direction.
e.g. Sound waves
Section A: Key Vocabulary
Tier 2 Vocabulary Definition
AmplitudeThe maximum displacement of a point on a
wave from its undisturbed position
FrequencyThe total number of waves per second.
Measured in hertz (Hz)
Longitudinal waveA wave in which the vibrations are parallel
to the direction of energy travel
Period The time taken for one wave to pass
Transverse waveA wave in which the vibrations are at right
angles to the direction of energy travel.
WavelengthThe distance from a point on one wave to
the equivalent point on the adjacent wave.
Tier 3 Vocabulary Definition
Compression
(longitudinal wave)
The part of a longitudinal wave which is
squashed together
Diffuse reflectionReflection from a rough surface causing
scattering
Rarefaction
(longitudinal wave)
The stretched out part of a longitudinal
wave
ReflectionA wave bouncing back as it hits the
boundary between two materials
Refraction
When a wave changes direction as it hits a
boundary at an angle and moves to a
medium that is more or less optically
dense. The change in direction is caused by
a change in speed.
Seismic waves
A wave which travels through or over the
surface of the Earth when an earthquake
happens.
Specular reflectionReflection from a smooth surface in a
single direction.
UltrasoundSound waves above 20 00 Hz in frequency
(above the human range of hearing).
Separate only - Section F: Reflection
The diagram above shows how a ray of light is reflected
by a mirror. It shows the law of reflection:
Angle of incidence = Angle of Reflection
Section B: Transverse Waves
A transverse wave is any wave where to vibrations
are perpendicular (at 90°) to the wave direction.
e.g. Light waves.
Amplitude
Wavelength
Wave direction
Vibrations
Trough
Peak
Compression
Rarefaction
Wave direction
Vibrations Separate only - Section G: Refraction
As the wave passes from one material into another, the
speed of the wave changes. This causes the wave to
change direction.
Section D: Time period
Time period and frequency for a wave are related
by the following equation: T = 𝟏
𝒇
Where: “T” is time period (s)
‘f’ is frequency (Hz)
Normal
Angle of Reflection
Angle of Incidence
Incident ray
Reflected ray
Mirror
Normal
Angle of Incidence
Angle of Refraction
Incident ray
Refracted ray
Section E: Wave equation
Wavelength, wave speed and frequency for a wave
are related by the following equation: V = f λ
Where: “v” is wave speed (m/s)
‘f’ is frequency (Hz)
‘λ’ is wavelength (m)
11GCSE Physics (Combined and Separate) Topic 8: Wave Properties
12
A: Treaty of Versailles Key Vocabulary
Treaty An agreement between two or more countries
Disarmament The process of reducing the weapons and armed
forces of a country.
Idealist A person who is guided by ideas rather than
practical considerations.
Realist A person who is guided by practical considerations.
Conscription When a government makes it compulsory to join
the armed forces
Versailles The location of a French palace where the Treaty
ending World War One was signed.
Georges
Clemenceau
The Prime Minister of France 1917-1920.
David Lloyd
George
The Prime Minister of Britain 1916-1922
Woodrow
Wilson
The American President 1913-1921
Self-
determination
When countries were given the independence to
rule themselves.
Demilitarised The removal of armed forces from a area.
Anschluss The joining of Germany and Austria together to
work
League of
Nations
A group of countries who work together to try to
avoid another war.
Fourteen
Points
Fourteen principals written by Woodrow Wilson as
a basis of the treaty.
Diktat An order imposed on people without popular
consent.
Reparations Compensation payments made by one country to
another.
B: Treaty of Versailles Key Facts
Questions: Answers:
When did
fighting end in
World War
One?
11th November 1918
When was the
Treaty of
Versailles
signed?
28th June 199
What did the
allies want?
France – Revenge. High reparations
to pay for the damage to French
land and industry. Crush Germany
to prevent another attack.
GB – Revenge for the British
people. But wanted Germany to be
able to Trade. Reduce Germany’s
navy
America – A just peace. 14 points –
Self determination, Freedom to the
Seas.
What were the
terms of the
Treaty?
Loss of Land – Alsace Lorraine,
Colonies, Polish Corridor, Anschluss
banned. 13% of Germany given to
other countries.
Loss of Money - £6.6 billion
Loss of Military – German army
limited to 100,000 men, No tanks,
no aircraft, no submarines, Limited
to 6 battleships
Loss of Pride – German people
blamed for the war, Guilt Clause
231
League of Nations – An
organisation set up to resolve
future disputes. Germany and
Russia were not allowed to join.
History – To what extent was the Treaty of Versailles fair?
C: How fair was the Treaty of Versailles
EVIDENCE IT WAS FAIR EVIDENCE IT WAS NOT
FAIR
The reparations cost only 2%
of Germany’s annual
production.
The war had cost France
aprox 200 billion francs. The
reparations were far less than
this.
The Germans had signed a
treaty with Russia in 1917.
The Germans treated Russia
far more harshly.
The treaty could have been
harsher.
Germany had planned to pay
its own war debts when they
won by charging high
reparations to GB and France.
Germany was not the only
country to start the war.
Germany lost 13% of its
land – families were
forced to move.
The treaty was a Diktat.
Germany was not allowed
to send representatives to
the treaty until the day it
was signed.
The reparations crippled
Germany. It would take
until the 1980s to pay it
back.
D: How did countries react to the treaty?
France Happy – reduced military threat and gained Alsace
Lorraine/ no army in Rhineland
Unhappy – Felt reparations were too low. Cross
that Germany was allowed even a small army.
Great
Britain
Happy – With the reduction of the navy as it gave
Britain naval supremacy. Gained colonies.
Unhappy – Felt it was too harsh and that a war
would follow.
America Happy – some of the 14 points were used including
the creation of the League of Nations
Unhappy – Felt the treaty was too harsh. Not all of
the 14 points were included. USA followed an
isolationist policy.
Germany Unhappy – Lost population/land. Felt it was an
unfair Diktat. Protested on the streets.
13
13
1414
15
SPANISH – Foundation Tier
Section A – Key vocabulary
el acoso (escolar) = (school) bullyingel alumno = pupil, studentlos apuntes = notesel aula (f) = schoolroomAusente = absentla ayuda = helpel bachillerato = school leaving exam/baccalaureateel campo de deportes = sports fieldel colegio/la escuela/el instituto = schoolel comportamiento/la conducta = behaviourel chicle = chewing gumlos deberes = homeworkDesobediente = disobedientEducativo = educationalla evaluación = assessmentel examen/la prueba = examination/testel éxito = successla falta = mistake; absenceel fracaso = failureel intercambio = exchangela lección/la clase = lesson/classla letra = letter of the alphabetel nivel = levelObligatorio = compulsoryla página = pagela palabra = wordel permiso = permissionla pizarra interactiva = smart boardla pregunta/la respuesta = question/answerel recreo = break, recess, playtime, recreationla reunión = meetingla rutina = routinela sala de profesores = staffroomel salón de actos = hall, assembly roomSobresaliente = outstandingel tema = topic, themeel trimestre = (school) term, three month periodlos vestuarios = changing rooms
Section B – School equipment
la agenda = diaryel bolígrafo = penla carpeta = folderel cuaderno = exercise bookel estuche = pencil casela goma = a rubberlos lápices de colores = colour pencilsel libro = bookla mochila = rucksack, school bagla regla = rule; ruler
Section D – mucho, demasiado, bastante, poco
Mucho = a lot Demasiado = too much
Bastante = quite a lot Poco = not much
These can be used as adverbs (to describe a verb).
E.g. Repasé mucho = I revided a lot.
Participó poco = He didn’t participate a lot.
Estudiamos bastante = We study quite a lot.
Escribió demasiado = He wrote too much.
They can also be used as adjectives (to describe a noun) but then they
must agree with the noun being described.
E.g. Tenemos poco espacio. = We have Little space.
Hay bastantes alumnos. = There are quite a few students.
Hay demasiada literatura. = There’s too much literatura.
Hay muchas aulas. = There are lots of classrooms.
Section C – Key infinitive verbs
Aprender = to learnAprobar = to approve, to pass (an exam)
callar(se) = to shut up
Comportarse = to behaveContestar = to answer
Charlar = to chat
Dibujar = to drawDiseñar = to designEntender = to understandEscribir = to writeExplicar = to explainFaltar = to be absentLeer = to readLevantar la mano = to put your hand upMirar = to lookMolestar = to annoy, to botherOír = to listen, to hearOlvidar = to forgetpasar (la) lista = to call the register Prohibir = to not allowPrometer = to promise, to show promiseRepartir = to hand outRepasar = to reviseSuspender = to fail (exam/subject)tener miedo = to be afraidTerminar = to finish
Section F – Star phrase
Use ‘Lo que más/menos me gusta es...’ to say what you like the
most/least.
E.g. Lo que más me gusta es el uniforme ya que es cómodo. = What I like
the most is the uniform as it’s comfortable.
Lo que menos me gustan son las instalaciones. = What I like the least
are the facilities.
Theme 3: Life at School
Section E – Se debe, hay que, tener que
Se debe = You must/one must
Hay que = you have to/it’s necessary to
Tener que = to have to
These constructions are all followed by infinitive verbs (ending in AR,
ER, IR). Se debe and hay que are ready to use but you must conjugate
tener que to use it accurately depending on who has to do the action.
E.g. Tengo que trabajar = I have to work.
Tiene que estudiar = He has to study.
Tenemos que participar = We have to participate.
16
SPANISH – Higher Tier
Section A – Key vocabulary
el acoso (escolar) = (school) bullyingel alumno = pupil, studentlos apuntes = notesel aula (f) = schoolroomAusente = absentla ayuda = helpel bachillerato = school leaving exam/baccalaureateel campo de deportes = sports fieldel colegio/la escuela/el instituto = schoolel comportamiento/la conducta = behaviourel chicle = chewing gumlos deberes = homeworkDesobediente = disobedientEducativo = educationalla evaluación = assessmentel examen/la prueba = examination/testel éxito = successla falta = mistake; absenceel fracaso = failureel intercambio = exchangela lección/la clase = lesson/classla letra = letter of the alphabetel nivel = levelObligatorio = compulsoryla página = pagela palabra = wordel permiso = permissionla pizarra interactiva = smart boardla pregunta/la respuesta = question/answerel recreo = break, recess, playtime, recreationla reunión = meetingla rutina = routinela sala de profesores = staffroomel salón de actos = hall, assembly roomSobresaliente = outstandingel tema = topic, themeel trimestre = (school) term, three month periodlos vestuarios = changing rooms
Section B – Higher vocab
Apoyar = to support, to back, to helpla carpeta = folder, fileCastigar = to punishel despacho = officela enseñanza = teaching; educationEntregar = to hand inEsforzarse = to make an effortGolpear = to hitla intimidación = bullyingla lectura = readingpedir prestado = to borrowlas Tijeras = scissorsTraducir = to translate
Section C – mucho, demasiado, bastante, poco
Mucho = a lot Demasiado = too much
Bastante = quite a lot Poco = not much
These can be used as adverbs (to describe a
verb).
E.g. Repasé mucho = I revided a lot.
Participó poco = He didn’t participate a lot.
Estudiamos bastante = We study quite a lot.
Escribió demasiado = He wrote too much.
They can also be used as adjectives (to
describe a noun) but then they must agree
with the noun being described.
E.g. Tenemos poco espacio. = We have Little
space.
Hay bastantes alumnos. = There are quite a few
students.
Hay demasiada literatura. = There’s too much
literatura.
Hay muchas aulas. = There are lots of
classrooms.
Section E – Debería ser and debería haber
Debería ser = It /one thing should beDeberían ser = They/multiple things should beDebería haber = There should be
You can use these sentence starters to suggest improvementsand solutions to problems. You can use these in any topic of the GCSE but here are some examples on this topic of Life at
School.E.g. El uniforme debería ser menos caro. = The uniform should be less expensive.Las aulas en mi instituto deberían ser más grandes. = The classrooms in my school should be bigger.Debería haber más ordenadores y tabletas. = There should be more computers and tablets.
Section F – Star phrase
Use ‘Lo que más/menos me gusta es...’ to say what you like the
most/least.
E.g. Lo que más me gusta es el uniforme ya que es cómodo. =
What I like the most is the uniform as it’s comfortable.
Lo que menos me gustan son las instalaciones. = What I like the
least are the facilities.
Theme 3: Life at School
Section D – Se debe, hay que, tener que
Se debe = You must/one must
Hay que = you have to/it’s necessary to
Tener que = to have to
These constructions are all followed by infinitive verbs (ending in AR,
ER, IR). Se debe and hay que are ready to use but you must conjugate
tener que to use it accurately depending on who has to do the action.
E.g. Tengo que trabajar = I have to work.
Tiene que estudiar = He has to study.
Tenemos que participar = We have to participate.
17
FRENCH - Foundation tier
Section A - Vocabulary
l’ambiance = atmosphereavoir raison/tort = to be right/wrongbien équipé = well equippedle bruit = noisele car de ramassage = school busle correspondant = pen friend / exchange partnerDistribuer = to hand outêtre d’accord = to agreefaire attention = to pay attentionFaux/vrai = false/truel’inconvenient = disadvantagel’intimidation = bullyingMieux/pire = better/worsepas mal de = a lot of / lots ofpasser un examen = to sit an examPénible = painful, dreadful, annoyingle principal/directeur = headteacherStressant = stressfulTard/tôt = late/earlyAbsolument = absolutelyla coiffure = hairstyleContre/pour = against/forCorriger = to correctle côté = sideDistribuer = to give outen retard = lateExprimer = to expresss’habiller = to get dressedil faut = it is necessary / you mustInterdit = not allowed, forbiddenla mode = fashionse moquer de = to make fun ofNettoyer = to cleanObligé = obliged, forcedPorter = to wearle prix = prizePropre/sale = clean/dirtyla punition/recompense = punishment/rewardles vêtements de marque = designer clothes
Section D – Pouvoir, vouloir and devoir
Use these modal verbs followed by an infinitive verb
(er, ir, re verb). Pouvoir = to be able to (can). Vouloir =
to want. Devoir = to have to (must).
Pouvoir Vouloir Devoir
I Je peux Je veux Je dois
You Tu peux Tu veux Tu dois
He/She Il/elle peut Il/elle veut Il/elle doit
We Nous
pouvons
Nous
voulons
Nous
devons
You
(all)
Vous
pouvez
Vous
voulez
Vous
devez
They Ils/elles
peuvent
Ils/elles
veulent
Ils/elles
doivent
Section F – Star phrase
Use ‘ce que j’aime le plus/moins’ to say what you like the most/least.
E.g. Ce que j’aime le plus c’est la jupe. = What i like the most is the skirt.
Section C – Comparative adverbs
An adverb describes a verb (action). To make
comparisons using adverbs use:
Plus que = more than Moins que = less than
Aussi que = as…as
The adverb is positioned between the comparative
and que. E.g. Elle fait les devoirs moins souvent que
moi = she does her homework less often than me.
Irregular: Mieux que = better than Pire que =
worse than
Il chante mieux que toi. = He sings better than you.
Section B – Key questions
Que penses-tu des devoirs/des profs/de la cantine/des
bâtiments/de l’équipement sportif? = What do you think
about homework/the teacher/the cantine/the buildings/the
sports equipment?
Comment est l’uniforme scolaire? = What is the school
uniform like?
Quels sont les avantages/inconvénients de l’uniforme
scolaire? = What are the advantages/disadvanatges of school
uniform?
Comment tu changerais ton collège? = How would you change
your school?
Section E – Uniform opinions frame
J’aime
J’adore
Je
déteste
Je
n’aime
pas.
l’uniforme
scolaire
because
…parce
que…
…car…
…vu
que…
…etant
donné
que…
…c’est/ce n’est pas…
it is/not…
…comfortable.
comfortbale
…beau/joli.
beautiful/pretty
…laid/moche.
ugly
…bleu/rouge.
blue/red
…ma tasse de thé.
my cup of tea
…ça ne ma va pas.
doesn’t suit me
…on doit porter… we
must wear…
…une cravate.
a tie
Theme 3: LIFE AT SCHOOL
18
FRENCH - Higher tier
Section A - Vocabulary
l’ambiance = atmosphereavoir raison/tort = to be right/wrongbien équipé = well equippedle bruit = noisele car de ramassage = school busle correspondant = pen friend / exchange partnerDistribuer = to hand outêtre d’accord = to agreefaire attention = to pay attentionFaux/vrai = false/truel’inconvenient = disadvantagel’intimidation = bullyingMieux/pire = better/worsepas mal de = a lot of / lots ofpasser un examen = to sit an examPénible = painful, dreadful, annoyingle principal/directeur = headteacherStressant = stressfulTard/tôt = late/earlyAbsolument = absolutelyla coiffure = hairstyleContre/pour = against/forCorriger = to correctle côté = sideDistribuer = to give outen retard = lateExprimer = to expresss’habiller = to get dressedil faut = it is necessary / you mustInterdit = not allowed, forbiddenla mode = fashionse moquer de = to make fun ofNettoyer = to cleanObligé = obliged, forcedPorter = to wearle prix = prizePropre/sale = clean/dirtyla punition/recompense = punishment/rewardles vêtements de marque = designer clothes
Section D – Pouvoir, vouloir and devoir
Use these modal verbs followed by an infinitive verb
(er, ir, re verb). Pouvoir = to be able to (can). Vouloir =
to want. Devoir = to have to (must).
Pouvoir Vouloir Devoir
I Je peux Je veux Je dois
You Tu peux Tu veux Tu dois
He/She Il/elle peut Il/elle veut Il/elle doit
We Nous
pouvons
Nous
voulons
Nous
devons
You
(all)
Vous
pouvez
Vous
voulez
Vous
devez
They Ils/elles
peuvent
Ils/elles
veulent
Ils/elles
doivent
Section F – Star phrase
Use ‘ce que j’aime le plus/moins’ to say what you like the most/least.
E.g. Ce que j’aime le plus c’est la jupe. = What i like the most is the skirt.
Section C – Comparative adverbs
An adverb describes a verb (action). To make
comparisons using adverbs use:
Plus que = more than Moins que = less than
Aussi que = as…as
The adverb is positioned between the comparative
and que. E.g. Elle fait les devoirs moins souvent que
moi = she does her homework less often than me.
Irregular: Mieux que = better than Pire que =
worse than
Il chante mieux que toi. = He sings better than you.
Section B – Higher vocab
Abolir/supprimer = to abolish/get rid ofAméliorer = to improveà cause de/grâce à = because of/thanks toChargé = busy (of timetable) Compréhensif = understandingle couloir = corridor Courir = to run Durer = to lastl’étoile = star s’exprimer = to express oneselfIntroduire = to introduce Inutile = uselessle lendemain = the next day Malgré = despite, in spite ofMeilleur = better Obligatoire = compulsoryPermettre = to allow Remplacer = to replaceRendre = to make (+ adjective)Sauf = except la sortie = excursion, outing
Theme 3: LIFE AT SCHOOL
Section E – Conditional tense
Use the conditional tense to say ‘would’. Take the infinitive
verb (er, ir, re) and add the following endings.
Would ending
I ais
You ais
He/She ait
We ions
You (all) iez
They aient
E.g. Je finirais = I would
finish.
Je mangerais = I would eat.
There are some irregular
stems which change from
the infinitive verb.
Il y aurait = there would be
Je serais = I woiuld be
J’aurais = I would have
Je verrais = I would see
You can use the conditional tense with the imperfect
tense to make an ‘if’ clause. E.g. Si c’était possible/si j’étais
le directeur, j’abolirais les examens = If it were possible/if I
were the headteacher, I would get rid of exams.
Mandarin – Higher Tier Theme 3: my day (Unit 7)Section A- vocab - time words
1. 时间 shí jiān = time
2. 点 diǎn = o’clock
3. 分 fēn = minute
4. 半 bàn = half
5. 刻 kè = quarter of an hour
6. 现在 xiàn zài = now
7. 几 jǐ = how many
8. 上午shàng wǔ = morning
9. 下午 xià wǔ = afternoon
10. 晚上 wǎn shàng = evening
11. 昨天 zuó tiān = yesterday
12. 今天 jīn tiān = today
13. 明天 míng tiān = tomorrow
14. 通常 tōng cháng = usually
15. 一般 yī bān = generally;
usually
16. 周末 zhōu mò = weekend
17. 上个 shàng gè = previous
one
18. 下个 xià gè = next one
19. …以前 yǐ qián = before…
20. …以后 yǐ hòu = after…
Section C – Key verbs
要 yào = will
上 shàng = to go; to get on
下 xià = to finish; get off
Section D – Key sentences
1. 下个周末我要跟朋友见面。I will
meet with friends next weekend.
2. 起床以后, 我吃早饭。I eat
breakfast after I get up.
3. 睡觉以前, 我看书。I read
before I go to sleep.
Section F – Speaking question
1. 你每天几点起床?/几点睡觉?nǐ měitiān jǐ diǎn qǐchuáng?jǐ diǎn shuìjiào?What time do you get up and what time do you go to bed
everyday?
2. 这个周末你要做什么?zhègè zhōumò nǐ yào zuò shénme? What are you going to do this weekend?
3.放学回家后,你最想做什么?Fàng xué huí jiā hòu, nǐ zuì xiǎng zuò shénme? What do you want to do most when you come home
from school?
4. 每天睡觉以前,你一般做什么?měitiān shuìjiào yǐqián, nǐ yībān zuò shénme? What do you usually do before bedtime everyday?
5. 你每天上几节课? nǐ měitiān shàng jǐ jié kè? How many lessons do you have everyday?
6. 你最喜欢什么课?为什么?nǐ zuì xǐhuān shénme kè? Wèi shén me? What’s your favourite lesson? Why?
Section E – grammar
1. Past/present/future action indicators了(le)/正在(zhèngzài)/要(yào). E.g. 我吃饭了. I have eaten. 我正在吃饭。I am eating. 我要吃饭。I want to eat.
2. “Event/ action/ time + 以前(yǐ qián) /以后(yǐ hòu)”
the position of before and after is different to
English. E.g. 三点以前,我很忙。I am busy before
3 o’clock. 放学以后,我要跟朋友聊天。I will chat
with friend after school.
Section B - vocab – routine
21. 上学 shàng xué = go to school
22. 放学 fàng xué = school is over
23. 上课 shàng kè = have lesson
24. 下课 xià kè = finish lesson
25. 起床 qǐ chuáng = get up
26. 睡觉 shuì jiào = sleep
27. 吃早饭 chī zǎo fàn = eat breakfast
28. 吃午饭 chī wǔ fàn = eat lunch
29. 吃晚饭 chī wǎn fàn = eat dinner
30. 回家 huí jiā = go home
31. 写作业 xiě zuò yè = do homework
32. 什么时候 shén me shí hòu = when
33. 跟朋友见面 gēn péng you jiàn miàn
= meet with friends
34. 聊天 liáo tiān = chatting; to chat
35. 有时间 yǒu shí jiān = free
36. 没时间 méi shí jiān = busy
37. 忙 máng = busy
38. 多少 duō shǎo = how many
39. 正在 zhèng zài = being
Section C – vocab – school
40. 汉语课 hàn yǔ kè = Chinese lesson
41. 英语课 yīng yǔ kè = English lesson
42. 法语课 fǎ yǔ kè = French lesson
43. 西班牙语课 xī bān yá yǔ kè =
Spanish lesson
44. 德语课 dé yǔ kè = German lesson
45. 体育课 tǐ yù kè = PE lesson
46. 音乐课 yīn yuè kè = music lesson
47. 艺术课 yì shù kè = art lesson
48. 数学课 shù xué kè = math lesson
49. 历史课 lì shǐ kè = history lesson
50. 地理课 dì lǐ kè = geography lesson
51. 生物课 shēng wù kè = biology lesson
52. 科学课 kē xué kè = science lesson
53. 我的班 wǒ de bān = my class
54. 上节课 shàng jié kè = last lesson
55. 下节课 xià jié kè = next lesson
56. 同学 tóngxué = classmate
57. 高兴 gāo xìng = happy
58. 生气 shēng qì = angry
59. 累 lèi = tired
Section D – vocab – giving reasons
60. 好玩儿 hǎo wánr = fun
61. 有意思 yǒu yì si = interesting
62. 容易 róng yì = easy
63. 作业少 zuò yè shǎo = less homework
64. 无聊 wú liáo = borning
65. 没意思 méi yì si = not interesting
66. 不好学 bù hào xué = not easy to learn
67. 难学 nán xué = difficult to learn
68. 作业多 zuò yè duō = a lot of homework
69. 因为 yīn wéi = becuase
70. 所以 suǒ yǐ = so
19
B. Christian Practices Key Knowledge
Worship Worship allows Christians to praise and thank God for his blessings and to ask forgiveness for their sins. There
are two types of worship liturgical and non-liturgical. Informal worship can range from silence to offering
thoughts and readings. Private worship allows believers to spend time with God, either alone or with close
friends or family. It may involve prayer, meditation and studying the bible.
Prayer Christians believe that God will answer prayer but not always in the way people expect. Christians find peace
and a sense of communion with God in their everyday life as followers of Jesus. The Lord’s Prayer gives
individual Christians a pattern for how to pray as it combines giving praise to God and asking for one’s needs.
Baptism This is an initiation rite by which people become members of the Christian Church. Jesus’ baptism set an
example for his followers to be baptised in order to receive the Holy Spirit and begin a new life in the Christian
community. For Catholics and Orthodox Christians, infant baptism removes this original sin. Some Christians
believe that a bay is too young to understand the meaning of baptism so will wait until they are an adult to
make the decision.
Holy
Communion
This is the sacrament that uses bread and wine to celebrate the sacrifice of Jesus on the cross and his
resurrection from death. Catholics believe that the sacrifice is made present once again during the ritual.
Christians thank God for his great love in sending Jesus to save people form sin and enable them to experience
God’s love for all eternity. It also strengthens the community as they celebrate this together.
Pilgrimage Christians go on pilgrimage to: grow closer to God and strengthen faith, express sorrow for sin and be forgiven,
reflect on their lives, pray for something special or thank God for a blessing, seek a cure for an illness, help
other pilgrims who are disabled or ill, experience a holy place and meet others who share their faith. Lourdes
in France, is a popular place to visit as is Iona in Scotland.
Christmas Commemorates the Incarnation of Jesus, it is celebrated on 25th December, light represents Jesus as the light
coming into the world of darkness. Many churches have carol services and it is seen as a time of peace and
goodwill.
Easter This is the most important festival as it celebrates the resurrection of Jesus from the dead. Jesus was crucified
on Good Friday and laid in the tomb. On Easter Sunday churches are filled with flowers and special hymns are
sung.
Food Banks The role of the local Church are set to look after the local community. They often hold activities such as: Bible
studies, mother and toddler groups, youth clubs, food banks etc. Based on Christina teachings to bring people
together to work towards ending poverty and hunger in Britain.
Street Pastors Starter as an initiative to patrol the streets in urban areas. They provide a reassuring presence in local
communities to challenge gang culture in areas of London. Other groups began across the country to tackle
drunkenness, anti-social behaviour and fear of crime.
Mission The Church has a mission to spread the good news to non-believers that Jesus is the Son of God. Some may
spread the word in their community but others may go abroad to other countries. This is called evangelism
and in some cases humanitarian work among the poor and disadvantaged. The Alpha course was written with
this in mind to look at the big questions in depth.
Church Growth There are approximately 1.5 to 2.5 billion Christians around the world. The Church has grown rapidly form the
time of Christ and is still doing so in South America, Africa and Asia.
Reconciliation The worldwide Church has a role to restore people’s relationship with God and with one another.
Persecution Today, around 80% of acts are religious discrimination and are directed at Christians.
World Poverty Many Christian charities follow the teaching and example of Jesus in working to relieve poverty. CAFOD,
Christian Aid and Tearfund are three main charities that follow His teachings.
A. Christian Practices Key Vocabulary
Agape Sacrifical and unconditional love
Baptism Ritual which people become members of the Church;
infant baptism through which children become a
member of the Church
Christmas The day commemorating the incarnation of Jesus
Church The holy people of God or the building in which
Christians worship
Convert Someone who has decided to become committed to
a religion and change their religious faith
Easter The religious season celebrating the Resurrection of
Jesus from the dead
Eucharist Thanksgiving for Jesus’ sacrifice
Evangelism Spreading the Christian gospel
Festival A day or period of celebration
Holy Communion A service of thanksgiving in which the sacrificial death
and resurrection of Jesus are celebrated using bread
and wine
Informal prayer Prayer that is made up by an individual
Informal worship A type of spontaneous worship
Liturgical worship A church service that follows a set structure
Mission Vocation of a religious organisation or individual to go
out into the world and spread their faith
Non-liturgical
worship
A service that does not follow a set text
Persecution Hostility and ill-treatment because of race, political or
religious beliefs
Pilgrimage A journey by a believer to a holy site
Prayer Communication with God
Private worship When a believer praises on their own
Reconciliation Restoring of harmony after a relationship has broken
down
Sacraments Rites and rituals through which the believer receives
a special gift of grace e.g. baptism and holy
communion
Set prayer Prayer that have been written down and said e.g.
Lord’s prayer
Worship Acts of religious praise
RE KS4 Christian Practices 20
RE KS4 Exam Skills
B. Exam Style Questions:
Question Type Example Questions
1. /1 Marks
Multiple Choice, chosen out
of 4 option
1. Which one of the following is the name given to adult baptism?
A) Infant Baptism B) Eucharist C) Holy Communion D) Believer’s Baptism
2. Which one of the following is the sacrament that commemorates Jesus’ last supper?
A) Marriage Bb) Baptism C) Eucharist D) Sunday
2. /2 Marks
Short-answer (asking for two
facts), one mark for each of
two correct points
1. Give two examples of important places of Christian pilgrimage
2. Give two examples of the work of the Church in the local community.
3. Give two ways in which Christian churches respond to persecution
4. Give two reasons why prayer is important to Christians.
3. /4 Marks
Asking for two ways in which
practices influence Christians
today or two contrasting
ways in which religion is
practice or two contrasting
beliefs in contemporary
British society.
1. Explain two contrasting ways in which Christians worship.
2. Explain two contrasting ways in which Christians practise Baptism.
3. Explain two ways in which the Eucharist is celebrated in Christianity.
4. Explain two contrasting examples of Christian pilgrimage.
4. /5 Marks
Asking for two Christian
practices about a
philosophical or ethical issue
plus reference to scripture or
sacred writings
1. Explain two ways in which a worldwide Christian relief organisation carries out its
mission overseas.
2. Explain two ways in which Christian street pastors carry out their Christian duty.
3. Explain two ways in which the worldwide Church works for reconciliation.
4. Explain two reasons why Christians practise evangelism.
5. /12 Marks
Evaluation question. See grid
for the criteria about what is
needed in this question. Must
include sacred
writings/scripture.
1. ‘The most important religious festival for Christians is Christmas’ Evaluate this
question.
2. ‘The most important duty of the Church is to help people in need’. Evaluate this
statement.
3. ‘Infant baptism is not as important as believer’s baptism’ Evaluate this statement.
4.‘The best way for Christian's to reach an understanding of God is by practising prayer’
Evaluate this statement.
A. Key Vocabulary: What does this mean?
Contrasting Two different points
Explain Identify at least two relevant points and
demonstrate understanding by developing
your points.
Evaluate Consider different viewpoints and arrive at a
judgement.
Explain different
attitudes to…
Different views towards an ethical or
philosophical issue or belief
Give Two examples of… or two beliefs…
Why Requires a reasoned consideration of a single
point of view through a logical chain of
reasoning
Sacred writings/
scripture
Religious resources such as The Bible or The
Qur’an. This is asking for quotations, a
statement of belief, a prayer, a statement
from a religious leader, a quotation from a
religious text
21
Section A: Key Vocabulary
Vocabulary Definition
Formal Elements of
Art
Line, Detail, Colour, Tone, Shape,
Form, Texture, Pattern
Observational
drawings
Drawing what you see after
careful looking
Primary Sources Using objects that you have in
front of you to work from
Secondary Sources Finding ideas to work with -from
the internet / books
Combine ideas Bringing different ideas together
Develop ideas Moving an idea on from your
staring point, changing it
Refine ideas Making your ideas better each
time you experiment
Experiment Trying out ideas, trying different
styles, layouts, materials
Select resources Choosing different ways of
working, different materials
Produce a series of outcomes
Creating several different
artworks, experimenting
Artist influence &
Contextual sources
Research artists and art history,
examining and using their style
Annotation Writing about your work or work
of others, describing and
evaluating
Techniques Ways / methods of working in
different ways with art materials
Collage Incorporate different materials
e.g. sticking papers
together
ART
Sea and Sky
Collage3D Sculpture
Pattern Print
Detail
Texture
To raise your level and develop your recording, focus on :- Vary the thickness of lines- Manipulate line (try all different
kinds) to create levels of tone (Light and dark)
- Many different patterns
Annotate your work:
Write about the art, describe, explain, evaluate, compare. Do you like it? Which parts are effective? What could you change? How? Why?
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23
MUSIC – AOS1: Musical Forms and
Devices
Section C: Musical Devices
Vocabulary Definition
Repetition The exact repeat of a musical idea
Contrast A change in the musical content
Anacrusis A note (or notes) before the first strong beat
Imitation When a musical idea is copied in another part
Sequence The repetition of a motif in the same part but
at a different pitch
Ostinato A musical pattern repeated many times
Syncopation “Off-beat”, accented notes on the weak beat
Dotted rhythms A dot placed after a note increases its value
by half again, giving a kind of jagged effect
Drone A repeated note or notes held throughout a
passage of music
Pedal A held or repeated note against which
changing harmonies are heard
Canon Where a melody is repeated exactly in
another part while the initial melody is still
being played (e.g. a round)
Conjunct movement When the melody moves by step
Disjunct movement When the melody leaps from one note to
another
Broken
chord/arpeggio
A chord played as separate notes but in
succession
Alberti bass A type of broken-chord accompaniment (1-5-
3-5)
Regular phrasing The balanced parts of a melody, like phrases
in a sentence
Motifs A short melodic or rhythmic idea that has a
distinctive character
Chord progressions A series of chords related to each other in a
particular key
Modulation The process of changing key
Section B: Musical Forms
Vocabulary Definition
Form/
Structure
The way the music is organised, the overall plan
Binary form A BA: starts in tonic key, modulates to a related key at
the end of A section
B: starts in new key, modulates back to the tonic at
the end of the B section.
Both sections are usually repeated.
Ternary form A B AA: introduces initial ideas, usually ends in tonic key
B: contrasting section (e.g. new key, new melody)
A: either exact repetition of first A section or slight
variation
Minuet and
trioMinuet – Trio – MinuetMinuet: section A (repeated), starts in tonic but
modulates; section B (repeated), starts in new key
but modulates back to tonic
Trio: section A (repeated), provides contrast, ends
with a modulation; section B (repeated), starts in
new key but modulates back to tonic
Minuet: repeat of first minuet: section A, section B
(no repeats)
Rondo form A B A C AA section keeps returning between contrasting
sections
A: presents theme in tonic key
B: contrasting section
Variation
formTheme – Variation 1 – Variation 2 etc.Theme: could be in a certain structure (e.g. binary)
Variations: Theme is transformed/varied, e.g.
decorated, change of instruments, change of key,
different pitches
Strophic
FormA A A AUsed in many songs – music is the same in every
verse and no choruses or other sections in between
Baroque Era
1600-1750
•Main composers: Bach, Handel, Vivaldi
•Main types of music: Concerto Grosso, Suite, Opera, Trio Sonata
•Main features: melodies simple to begin with, becoming more complex; use of ornaments and terraced dynamics; use of homophony but also complex polyphony and counterpoint; orchestra was small –mainly strings with just a few woodwind and brass; use of harpsichord/organ, basso continuo and figured bass
Classical Era
1750-1810
•Main composers: Haydn, Mozart, Beethoven
•Main types of music: Symphony, Solo Concerto, String Quartet
•Main features: melodies less complex, with clear, balanced phrases; functional harmony; alberti bass; texture mainly homophonic, but counterpoint still used; more variety and contrast, e.g. wider range of dynamics, frequent changes of mood and timbre; less use of the harpsichord and basso continuo as the piano was invented; orchestra increased in size (but still relatively small) and more use of wind and brass; forms such as sonata form, ternary, rondo, theme and variations, minuet and trio
Romantic Era
1810-1910
•Main composers: Schubert, Mendelssohn, Chopin
•Main types of music: Symphonic poem, Programmatic works, Opera
•Main features: melodies lyrical, with distinctive themes and use of leitmotif; more expressive, increased variation in dynamics and rhythms; harmony richer and more complex; national influences; orchestra expanded, particularly brass and percussion; developments in form and design, descriptive music and links to the other arts
Section A: Styles
Section D: Learning Aim B1 & B2 Approach to repertoire
When exploring repertoire you will need to understand the processes, techniques and approaches used, and the interrelationships of constituent features within the created performances. You will need to consider the roles and responsibilities, creative intention, key influences and purpose whilst making comparisons between stylistic qualities, using examples to back up your knowledge. You will have to consider how practitioners contribute to the performance process and how their roles and responsibilities differ depending on the performance, style and outcome.
What processes are used in development, rehearsal and performance?How are rehearsals conducted and what makes them successful? How do the practitioners’ roles interrelate with one another? What is the impact?How are ideas shared and discussed?How does feedback help to develop and refine work during the creative process?How can you effectively evaluate and review?How does each repertoire compare and contrast to one another?
Component 1 Exploring the Performing Arts - Section A
What is Musical Theatre?
Musical theatre is a form of theatrical performance that combines songs, spoken dialogue, acting and dance. The story and emotional
content of a musical – humour, pathos, love, anger – are communicated through words, music, movement and technical aspects of the
entertainment as an integrated whole.
What is Verbatim Theatre?
Verbatim theatre uses pre-existing documentary material (such as newspapers, government reports, interviews, journals, and
correspondences) as source material for stories about real events and people, frequently without altering the text in performance.
What is Epic Theatre?
Epic theatre is a theatrical movement arising in the early to mid-20th century from the theories and practice of a number of theatre
makers, who responded to the political climate of the time. Epic theatre emphasises the audience's perspective and reaction to the
piece through a variety of techniques that deliberately cause them to individually engage in a different way. The purpose of epic theatre
is not to encourage an audience to suspend their disbelief, but rather to force them to see their world as it is.
BTEC TECH AWARD IN PERFORMING ARTS
Section C: Learning Aim A2 VocabularyPractitioners’ roles, responsibilities and skills
Definition
Choreographer Composes the sequence of steps and
moves for a performance.
Director Oversees and orchestrates the creative
process of a theatre production.
Writer Is responsible for writing dramatic
material for the purposes of
performance.
Lighting Designer Creates the lighting, atmosphere, and
time of day for the production in
response to the text.
Sound Designer Is responsible for everything that you
hear as part of the performance.
Costume
Designer
Create the characters' outfits/costumes
and balances the scenes with texture and
colour.
Set Designer Creates the overarching look of any given
set on television, in film or in the theatre.
Section B: Learning Aim A1 Vocabulary
Creative stylistic
qualities
Definition
Characterisation The way that people are represented in
a film, play, or book so that they seem
real and natural.
Structure The sequence of the play - beginning,
middle, end.
Narrative A spoken or written account of
connected events; a story.
Genre Is the type of performance you create in
a certain style.
Interrelationship The way in which two or more things or
people are connected and affect one
another.
Refining Fine tune, hone it to perfection, and
make it more precise.
Contextual Factor Factors which reflect a particular
context, characteristics unique to a
particular group, community, society
and individual.
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25
Section A: Key Vocabulary
Tier 2 Vocabulary Definition
Analyse Write about patterns in the situation
in detail and make conclusions.
Compare Write about the similarities and
differences without a conclusion.
Design Write detailed instructions for
carrying out the investigation.
Determine Use the information provide to work
out or calculate the answer.
Explain Expand on the initial point made with
reasoning.
Identify A single word or short response to
pick out the key point.
Tier 3 Vocabulary Definition
Apparent Solar
Time
The local time measured by direct
observation of the Sun or by a sundial.
Fusion Two small, light nuclei join together to
make one heavy nucleus.
Ionisation The addition or removal of an electron
to create an ion.
Magnetosphere The region of space around an object
where charged particles are affected
by the object’s magnetic field.
Mean Solar Time The average time measured in a time
zone measured on watches or clocks.
Sidereal Time The time it takes for an object to
return to the same place with respect
to the background stars.
Sunspot Darker, cooler areas in the
photosphere of the Sun.
Synodic Time The time it takes for an object to
return to the same place with respect
to the Sun.
Section B: The Sun
Structure of the Sun
Photosphere:
• Temperature – 5800K
• Thickness – 100km
Chromosphere
• Temperature – 4000-100,000K
• Thickness – 2000km
Corona: Temperature:
• 2million K
Butterfly Diagram
The butterfly diagram is a graph that shows the latitude at
which sunspots were observed each year.
Astronomy
Section C: Time
Determining Longtiude
To determine the longitude of an observer using
results from a shadow stick investigation you need to:
• Find the mean solar time (MST) at the time that
gives the shortest shadow length
• This is easier with a graph
• For this data, it’s 12:05 – this is local noon.
• Calculate the difference between MST of local noon
and 12:00 using the equation:
• 12:00 – MST = 12:00 – 12:05 = -5min
For every 4 minutes, the longitudinal distance from
Greenwich (0°) is 1°
• Calculate the longitude using the equation:
• Longitude = difference / 4 = -5/4 = -1.25°
If the value is negative, the location is West of
Greenwich. If the value is positive, the location is East if
Greenwich.
• Our location is 1.25°W
Time Length of Shadow (mm)
11:45 778
11:50 770
11:55 764
12:00 761
12:05 759
12:10 761
12:15 765
12:20 770
12:25 777
26
Year 10 OCR GCSE PE – Autumn 1
Can you think of examples for each principle related to your sport?
It is important for athletes to carefully increase the FITT principles to reduce overtraining / risk of injury.
Can you list the benefits of a warm up & cool down related to your sport?
Unit R044: Sport Psychology Y10
Personality
Vocabulary Definition
Personality This is the way we behave in
certain situations, whether
we are generally calm or
nervous, whether we are
outgoing or shy.
Extrovert Like social situations, are
outgoing, like an audience
and become bored easily.
Introvert Dislike social situations,
reserved, dislike an audience
and are easily over aroused.
Trait approach Personality is formed
primarily by your genes
Social learning Personality is formed through
the observation of others.
Motivation
Vocabulary Definition
Motivation This is the drive to take part
and persist in an activity.
Intrinsic These are the internal factors,
fun or satisfaction.
Extrinsic These are the external
factors, money or trophies.
Achievement
Motivation
This deals with the
performers need to achieve
or need to avoid failure.
What is Psychology?Why is this important when studying sport?
Sports Psychology is the study of people and their behaviours in a sporting activity / environment.
Interest in sports psychology has been increasing and become more professionalised.
It is recognised by both performers and their coaches that psychology can influence sporting success.
Aggression
Vocabulary Definition
Aggression This is a behaviour directed at
another person or object. It
can be physical or verbal and
is often hostile.
Assertion Assertiveness is the use of
legitimate force, energy and
effort to achieve a goal
without the intent to cause
harm.
Reasons for
aggression
These may include, rivalry,
pressures to win, over-
arousal, the opposition and
decisions of the officials.
Social Learning theory
applied to aggression
Aggression is learned from
others, family, friends and
role models.
Trait theory applied
to aggression
This is formed as part of your
genes. Genetically
programmed.
Arousal and Anxiety
Vocabulary Definition
Arousal This is the energised state of
alertness that can help or
hinder performance
Drive theory See diagram 1.
Inverted U Theory See diagram 2
Zone of optimal functioning
See diagram 3
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28
Y10 Design and Technology
Unit 1: New and emerging technologies
• Industry and Enterprise
• Sustainability and the environment
• People, Culture and Society
• Production techniques and systems
• Informing Design decisions
Unit 1: Key Vocabulary
Tier 2
Vocabulary
Definition
Identify Name or otherwise characterise
Explain Set out purpose or reasons. This usually requires
an understanding of processes.
Describe Set out characteristics this maybe a feature, a
pattern, a property or a process.
Tier 3
Vocabulary
Definition
Automation The use of computer systems to operate
equipment
CNC Computer Numerical Control. Use of a computer
to operate a tool
Co-operative A Business or organisation that is run by and for
the benefit of its members
Crowd funding A way for people to raise awareness and money
for projects or ideas
Ethical relating to moral principles or the branch of
knowledge dealing with these; Morally good or
correct.
Fair Trade A movement that helps people in developing
countries get a fair deal for the products they
produce.
Fast Fashion Fashions move quickly to the high street
Inclusive
Design
The design of products and systems to be used by
everyone with no special adaptions
Market Pull Products developed because of market demand
Moral concerned with the principles of right and wrong
behaviour.
Social relating to society or its organization
Sustainable Naturally replenished in a short space of time
Technology
Push
Products developed through advancements in
technology / materials / manufacturing
Trend A change in direction in the way people are
behaving or acting
User Centred
Design
A design approach where the needs and wants of
the user are considered at the end of each
process.
Virtual
Meeting
Software
Software that allows face to face meetings to
occur between different locations over a network
Unit 1: Key Facts
Questions: Answers:
Explain why a designer
may want to use CAD in
their work.
• More detail
• Recreate parts quickly
• Easy to communicate across
the globe
• Files can be sent digitally
and quickly.
• Designs can be viewed from
different angles – Lowering
the amount of drawings
produced.
An example of ethical
trading is
• Fairtrade
Explain three ways in
which new technology
has influenced
enterprise
• Internet
• Social Media
• Patents
• Crowd funding
• Virtual Marketing
• Co-operatives
What are the main
stages of a product
Lifecyle?
• Extraction and processing
• Manufacturing and
production
• Distribution
• Use
• End of life
What are the benefits
of social media use for
smaller businesses?
• Allows access to very large
audiences
• Popular way to launch
products
• Appeal to new audiences
Unit 1: Key Diagrams
29
Y10 Design and Technology
Unit 5a: Specialist Material areas: Paper &
board
• Selection Of Materials or components
• Sources and origins
• Using and working with Materials
• Stock forms, types and sizes
• Specialist techniques and processes
• Surface Treatments and finishes
Unit 5a: Key Vocabulary
Tier 2
Vocabulary
Definition
Identify Name or otherwise characterise
Explain Set out purpose or reasons. This usually
requires an understanding of processes.
Describe Set out characteristics this maybe a feature,
a pattern, a property or a process.
Justify Give reasons for the validity of a view or
idea why some action should be
undertaken.
Evaluate Judge from available evidence and consider
several options, ideas or arguments and
come to a conclusion about their
importance / success / worth.
Analyse Break down the content of a topic, or issue,
into its constituent elements in order to
provide an in-depth account and convey an
understanding of it.
Tier 3
Vocabulary
Definition
Embossing A technique that uses steel dies to press a
shape into the material giving a tactile
effect.
GSM A measurement of the weight of paper.
Grams per square meter.
MICRONS A measurement of the weight of board.
Over 200gsm is then measured in microns
Offset
Lithography
A transfer printing process used to print
products in large quantities.
Perforation A hole in a material
Ply A layer of paper or wood in a material
Varnishing A finishing technique
Unit 5a: Key Facts
Questions: Answers:
Identify the standard
components used to
fasten paper.
Paper fastener, Split pin,
treasury tag, bulldog clip, prong
paper fasteners, binder clip,
paper clip, self adhesive foam
pads, staples, rachet rivet, slide
binding.
Describe how offset
lithography printing
works.
Ink and water are applied via
rollers to a plate cylinder. Parts
of the plate are kept wet by
water rollers so the ink does not
stick to these areas. This creates
the image area. The inked plate
transfers the image to a rubber
blanket cylinder where it is then
transferred to the material.
Explain how the weight
and thickness of papers of
boards are calculated.
Paper is measured in Grams Per
square metre (GSM) Board is
measured in thickness rather
than weight. Board is measured
in MICRONS.
Which surface finish
creates a 3D Effect in
papers or boards?
Embossing or Debossing.
Evaluate the strengths
and weaknesses of
using corrugated
cardboard for pizza
boxes
Strengths – Can be recycled, can
often be made from recycled
card, insulative, low cost , easily
printed onto
Weaknesses – not water
resistant, may become
deformed when stacked, Not a
good option for heavy items.
(PPE)
Unit 5a: Key Diagrams
Embossing
Offset lithography
Design and Technology
Y10 GCSE Food Preparation and Nutrition
Key Terms and Definitions Functions of macronutrients
High biological value
Proteins that contain all the essential amino acids. Red meats
Low biological value
Proteins that contain some amino acids-pulses, lentils, nuts
Protein complementation
Combining two incomplete proteins to get a complete one
Trans fats Unsaturated fats that have beenhydrogenated
Fat soluble vitamins
Are carried round body by proteins, these are ADEK
Cholesterol A fatty substance made in the liver, carried by the blood
Hydrogenation A process of turning oils into solid fats
Saturated fat Derives from animals, single bonded. Butter, lard. Solid at room temperature
Unsaturated fats Derives from plants, contain single and double bonds. Liquid at room temperature. Olive oil, veg oil
Fat is required to insulate the body Carbohydrates are a primary energy source
Fat is required to protect the vital organs
Carbohydrates are divided into simple and complex
Fat is required as an energy source Simple are monosaccharides. Glucose, fructose
Fat is required to insulation Simple are disaccharides. Sucrose, lactose
Fat allows the body to feel fuller (satiety)
Complex are polysaccharides-Starch and fibre NSP
Proteins are required to provide amino acids
Starch comes from plants and is used for energy
Proteins are required for growth Starch as bulk to the diet
Proteins are required for repair Starch keeps you fuller for longer
Proteins are a secondary energy source
Excess starch is turned to fat and stored
Proteins are made up of amino acids
Fibre aids digestion, preventsconstipation
Water and HydrationRegulates body temperature and sweating, gets rid of waste products,
keeps internal organs moist, helps absorb nutrients, transports nutrients around the body, CO2 and O2 around the body via the blood.
Design and Technology
Minerals
Y10 GCSE Food Preparation and Nutrition
Strong bones and teeth, makes
nerves and muscles work. Helps blood clot after injury.
Milk, cheese, yoghurt, green
leafy vegetables, canned fish.
Bones and teeth weaken, bones
bend. Nerves and muscles don’t work properly. Blood will not clot after injury.
Calcium
Makes haemoglobin in red blood cells to carry oxygen to all body
cells to produce energy.
Red meat, kidney, liver, wholemeal bread, added to
whet flour, green leafy vegetables.
Iron deficiency anaemia, tiredness,
lack of energy, weakness, pale skin complexion, weak
and split nails.
Iron
Controls water in the body, makes
nerves and muscles work properly.
Salt, salted foods, cheese, yeast extract, stock
cubes, canned fish, ready meals.
Muscle cramps, high blood pressure and cardio vascular
disease.
Sodium
Makes thyroxin in the thyroid gland to control metabolic rate of the body.
Strong bones and teeth, energy
release, makes cell membranes
especially in the brain.
Seafood, vegetables, dairy
foods.
Swelling in neck (goitre)
Wide range of foods.
Rare
Iodine
Phosphorus
Calcium has four health conditions and diseases linked to it:
Rickets: Caused by a deficiency of vitamin D in children, which means that calcium cant be absorbed and put into the bones.
Osteomalacia: This is the adult form of rickets.
Peak bone mass: The age at which the bones should contain the maximum amount of minerals and are at their strongest and most dense (30-35 years).
Osteoporosis: After peak bone mass is reached, the bones naturally start to lose minerals and gradually weaken. The minerals are not replaced. The bones gradually weaken and in some people can become very fragile and break easily.
32
BTEC Engineering
Section A – Presentation Techniques
One-point Perspective Two-point Perspective Isometric Drawing Exploded (Assembly) Drawing Orthographic Drawings
Section D – Modelling Materials
Styrofoam
HIPS
Corrugated cardboard
Carton board
Fluted polypropylene
Modelling clay
MDF (Medium Density Fibreboard)
Hot-melt glue
Section B – CAD (Computer Aided Design)Section C – Drawing Line Styles
Section E – Making Techniques
Wasting (cutting away)
Addition (adding material)
Fabrication (joining parts)
Drilling (producing holes)
Adhesion (gluing)
Jointing (producing a joint)
Permanent fixings
Temporary fixings
33
CONSTRUCTION
Section A - INTRODUCTION
Did you know that carpenters normally work on construction sites fitting staircases, doors and windows, while joiners work in joinery workshops manufacturing the staircases, doors and
windows? The knowledge and skills you will develop are used in today’s construction industry. Both carpenters and joiners will at some time have to make a timber frame. For example,
carpenters would assemble a door frame on site to fit into a brick wall, while a joiner would make a window frame in a workshop for an external wall. This unit will introduce you to the
tools, materials and personal protective equipment (PPE) used by carpenters and joiners. You will learn about the potential health and safety hazards in a carpentry and joinery work area,
how to carry out a risk assessment, and what is safe working practice in the use of common tools and equipment. You will also develop the knowledge, skills and techniques to determine
and select appropriate materials to produce a timber frame to a given specification.
Section D – HEALTH AND SAFETY
Hazard identification and risks associated with the practical activity:
1. Specified task – trips, slips, cuts and injuries caused by tools and
equipment.
2. Awareness of other people in the area.
3. Safe movement of items and minimisation of musculoskeletal
injuries (manual lifting techniques).
4. Dust.
5. Flying particles.
6. Use of tools and equipment.
Identification of people at risk.
Use of control measures to remove or minimise the risk.
Adoption of safe working practices.
1. Including the use of personal protective equipment (PPE).
2. Ensuring a clean and tidy work area.
3. The need for appropriate behaviour and a positive attitude
towards health and safety.
4. Cleaning tools immediately after use to prevent build-up of
deposits and maintain fitness for future use.
Section B - TOOLS
TENON SAW
A Tenon saw has a relatively
short blade with a reinforced
back providing stability. Tenon
saws are commonly used to
make the tenons used in
mortise and tenon joints.
MORTISE GAUGE
A mortise gauge is a
woodworking tool used by a
carpenter or joiner to scribe
mortise and tenon joints on
wood prior to cutting.
TRI-SQUARE
A Try Square is an ‘L’-shaped
tool used for testing the
Squareness of material and for
marking lines at right-angles to
an edge or surface using a
Marking Knife, Pencil, or Scriber
BEVEL EDGE CHISEL
Bevel Edge Chisels have a range
of applications, however, are
primarily used for rough
chopping in conjunction with a
mallet as well as fine pairing by
hand. Bevel-edged blades are
made from hardened steel, and
forged in one piece for strength.
Section C - JOINTS
HOUSING JOINT
A Housing Joint is used for fixing
shelves into cabinets and book-
cases. The Housing is cut across
the Grain to a width normally
equal to the thickness of the
shelf or partition.
CORNER HALVING JOINT
A halving joint is a useful
woodworking joint suited to
frameworks; this joint joins two
pieces of timber by cutting the
full width of each part by half
the depth and then overlapping.
BRIDLE JOINT
Bridle Joints are a general
framing joint. They have twice
the gluing area of a Halving Joint
and are therefore stronger.
MORTISE & TENON JOINT
A mortise and tenon is a type of
joint that is made up of two
parts. The tenon portion of the
joint works as a peg, and the
mortise is the hole or slot into
which the tenon is inserted. The
pieces are then glued together
during assembly.
Computer Science
Section A
Bits, Nibbles and Bytes
• A Bit ( Binary digit ) is the smallest addressable unit in computer – 0 or 1
• A Nibble is a group of 4 Bits – representing numbers 0 to 15
• A Byte if a group of 8 Bits – representing numbers 0 to 255 (256 numbers)
The range possible in a bit pattern in the 2 to the power of the number of bits
Eg: 5 bits would be 25 which is 32 numbers, ie 0 to 31
Section B.1
Section B.2 Section C
Old Name Value New Name Value
Kilo byte 1024 bytes Kibi byte 1024 bytes
Mega byte 1024 Kilo bytes Mebi byte 1024 Kibi bytes
Giga byte 1024 Mega bytes Gibi byte 1024 Mebi bytes
Terra byte 1000 Giga bytes Tebi byte 1024 Gibi bytes
Section B.3
Hard Drive
Optical Drive
Solid State DriveThese devices have traditionally been the most common forms of storage in PC’s and Laptop. They provided users high capacity and cheap storage options to hold the OS, Application software and user files. Due to the spinning magnetic disk and the rotating R/W arm, these devices are slower than
SSD and can have reliability issues as they age.
SSD are increasing replacing Hard Drives as the primary form of storage in computing devices. This is due to the fact that they are more reliable as they do not contain moving parts. They are also more compact than HDDs, require less power, and are lighter.These devices are more expensive than HDDs, but higher capacity devices are becoming cheaper.
Optical devices refer to any disks that use a Laser to read or write the data onto the disk. This includes both CD and DVD devicesThe Laser will etch a valley in the disk surface when writing. When reading the disk, the laser reads these peaks and troughs as the binary data.These optical disks are cheap to buy and are traditionally are used for distributing software such as OS or console games.
NumList = [45, 16, 19, 13, 8]
NumList.append(15)
NumList.remove(19)
NumList.insert(2, 5)
Python ListsDefine a list, using [ ]
Adds the value at the list end
Removes the value from list
Inserts value 5 in location 2
INFORMATION
TECHNOLOGY
B – Project Life Cycle
A – Initiation Phase Vocabulary
Keyword Definition
Purpose What a product or system is for (to inform, entertain, inspire)
Client Requirements What is needed for the project, the tasks, features and function for the new system
Resources What is needed to complete a project(hardware, software, people, finance)
Constraints Considerations that may hold back and interfere with the progress of a project
Feasibility Report A document that outlines if a project is possible or worthwhile doing based on the resources available
Objectives What a project or system is attemptingto do if successfully completed
Legislation Laws and regulations that must be followed in a project
Project Manager The person responsible for organised and monitoring the progress of a project or new system
Phase Review An evaluation that happens at the end of a project life cycle phase to determine if the phase should move to the next stage
Initiation PhaseThe starting point when we see if the project is feasible. To do this we must gather answers from theproject manager and the client
Planning PhaseHere the detailed project plans are made using the client requirements and constraints.
The project manager will produce the project plan
Execution PhaseThe longest phase where the product, known as a deliverable is created and tested. The project manager will use the project plan from the planning phase to monitor the project and identify issues (time, budget, specialist staff)
Evaluation PhaseDuring this phase the deliverable product is released and user documentation is created for the client. These are used to ensure the client can use the productand that any installation, upgrades can be easily done
C – SMART Targets
SpecificThe clear the goals the easier to monitor. Get more detail from the
client and product to be specific
MeasurableEach goal must be able to be
measured and checked during the project
AchievableIt must be possible to
create the product and meet the goal otherwise
the project will fail
RealisticWithin the constraints and resources the goal should
be possible
TimeWhen will the goal
be complete by
What is an enterprise? Enterprise is the term used to describe a business or company.
How do enterprises compete?
Enterprises face competition if their products are not unique.
If anther enterprise sells the same or similar products; there are called your competition or competitors.
Every enterprise needs to:• Decide on the features
or characteristics thatmake its goods and services different from other enterprises.
• Ensure that customers are aware of what makes it different.
New enterprise find it hard to
attract customers because:
• Customers aren’t always
aware of new enterprises
• The reputation hasn’t been
built up
• Loyalty and trust hasn’t
been established.
Smaller enterprise find it hard to
attract new customers because:
• They don’t have much money
to advertise like bigger
enterprises do
• Their goods/services may be
more expensive as it costs them
more to produce a smaller
number of products.
How do enterprises attract & keep customers
• Firstly: Customers must be kept happy!
• Good customer service: attracting new customers,
encourages repeat purchasing, supports loyalty and customers will freely promote your business.
For an enterprise to be successful the entrepreneur must spot a gap in the market.
Customer service can really support an enterprise, the
business must:
Identify customer needs
Identify the expectation of the customer
Offer good value products and service
Respond to enquiries by customers
Provide clear and honest information
Offer after sales service
Goods are sold
physically.
For example: an
enterprise may sell
trainers or books.
Services are offered to
anyone who needs
them - for example a
barber or a cleaner
provide a service.
Why might an enterprise fail?
Business – unit 1 Exploring Enterprises
• Learning Aim A Examine the characteristics of enterprises
WHAT IS ENTERPRISE?
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Section A: Key Vocabulary
Tier 2 Vocabulary Definition
Cuticle The outer layer of the hair
Cortex The cortex is the main section of the hair and where the basic and chemical changes take place
Medulla The medulla is a space found
within the central core of
the hair that may or may not
be present
Epidermis Outer layer of the skin. The bit we can touch.
Dermis The inner layer of the skin
where all the vessels live.
Tier 3 Vocabulary Definition
Erector pili muscle
You aren't able to control
the muscle yourself because
is it involuntarily. Arrector
pili makes your hair stand up
Sweat gland The sweat gland produces sweat made up of salts, water and many other minerals. This is to cools the skin down.
Sebaceous gland The sebaceous gland
produces a natural oil from
the hair and scalp named
sebum .
SectionB2: Key Facts
Questions: Answers:
What gland secretes
sebum in the skin?
Sebaceous Gland
What are the different
layers of the epidermis?
Horny layer
Clear layer
Granular Layer
Prickle Cell layer
Basal
What is the skin, hair
and nails formed from?
What are the function
of the skin?
Keratin
Sensation
Heat Regulation
Absorption
Protection
Excretion
Secretion
Hair & Beauty
Section C
Learning Outcome 1 -Understanding the stages of
development from young people to adulthood: Key
Vocabulary
Puberty The process of physical changes that take place when a child’s body matures into an adult body capable of reproduction
Bereavement Coping with change following the loss of someone very close, such as a partner, wife or husband.
Peer group A group of people, often of a similar age, who a person associates with and who are likely to influence behaviour and beliefs.
Gross motor skills
Large body movements for example skipping, running jumping
Fine motor skills Smaller more precise body movements like picking up a pencil
Abstract thinking Being able to solve problems using concepts and general principles
Cognitive development
The building of thought processes (remembering, problem-solving and decision-making) from childhood through to adulthood
Cerebral palsy Affects body movement, muscle control, co-ordination, tone and reflex posture and balance. It can impact on fine and gross motor skills and oral functioning
Autism A lifelong development disability that affects how people perceive the world and interact with others
Attention deficit hyperactivity disorder (ADHD)
A group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness
Puberty - The process of physical changes that take place when a child’s body matures into an adult body capable of reproduction
Bereavement Coping with change following the loss of someone very close, such as a partner, wife or husband.
Peer group A group of people, often of a similar age, who a person associates with and who are likely to influence behaviour and beliefs.
Gross motor skills
Large body movements for example skipping, running jumping
Fine motor skills Smaller more precise body movements like picking up a pencil
Abstract thinking Being able to solve problems using concepts and general principles
Health and Social Care RO25 Understanding life stages
Grading Criteria
Mark band 1 Mark band 2 Mark band 3A basic description of
P.I.L.E.S changes with
a few examples to
illustrate key points. A
basic understanding
of development
stages
A basic explanation of
factors affecting key
developmental
changes with limited
examples
Provides a sound
description of P.I.L.E.S
changes with some
examples to illustrate
key points. A sound
understanding of
development stages
A clear explanation of
many factors affecting
key developmental
changes with some
appropriate examples
Provides a thorough
explanation of P.I.L.E.S
changes with many
examples to illustrate
key points. Detailed
understanding of normal
development stages
Provides a thorough
explanation of many
factors affecting key
developmental changes
with a wide variety of
appropriate examples to
justify their thoughts
Life stage Age Key features
Childhood 5-10 Child starts school
Adolescence 10-18 This is a period of puberty. The child’s peer group is
of great importance
Adulthood 18-65 At 18 an individual can vote, go to university, get a
job. Get married etc.
P.I.L.E.S. = Physical, Intellectual, Language, Emotional and Social changes
Factors that affect development
Education
Culture/religion
Puberty (Hormonal)
Home/school/work
Relationships (friends/marriage/civil
partnership/divorce)
Pregnancy
Birth of children
Menopause
Redundancy
Bereavement
Research Activity: The MenopauseFind out more about the menopause atwww.nhs.uk/Conditions/Menopause/Pages/Introduction.aspx• Explain what is meant by the
menopause• Explain the causes of the menopause• Describe the symptoms of the
menopause• Analyse why women might feel a sense
of loss at the time of the menopause.
Quick Questions
• Define gross and fine motor
skills
• Explain why the family is so
important for emotional
development
• How does education influence
development across all the life
stages?
• Explain why redundancy can
affect people in different ways
Case Study: Bereavement and its affectsRobbie is 17 years old. Six months ago his father was killed in a car crash. At the time Robbie seemed to cope well. Since his father died Robbie has had to help his mother look after his four much younger siblings who don’t really understand what has happened. Some days Robbie feels guilty because his mother expects him to spend a lot of his time helping her and the family and Robbie feels he cannot cope with everything that is expected of him.Robbie’s mother wants him not to go to university and says she feels he would be better off staying at home. Robbie knows that if he doesn’t go to university this year he will miss an opportunity to do what he wants with his life. He feels his mother has become too dependent on him. When Robbie tries to speak to his mother about it she bursts into tears.
• Robbie has asked you to speak to his mum about how he feels. You need to explain how Robbie’s physical, intellectual, emotional and social health will be compromised if he doesn’t go to university this year.
• Explain any compromises that Robbie could make without affecting his own health and development. Give reasons for your answer.
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