1

knowledge organiser

Success is the sum of small efforts repeated day in and out.

‘

’Name:

Tutor:

Cycle:

8

Science

English

French

HistoryGeography Hegarty

MathsModern Britain

2

Mon

day

Tues

day

Wed

nesd

ayTh

ursd

ay

Frid

ay

YEA

R 8

HO

MEW

OR

K T

IMET

AB

LE

hega

rtym

aths

.com

hega

rtym

aths

.com

FREN

CH

REA

DIN

GR

EAD

ING

GEO

GR

AP

HY

HEA

LTH

SP

OR

T

1

Book Pride

● No dates and titles are underlined● Work is very untidy● Extended writing tasks are incomplete● SPaG errors being repeated

Show more PRIDE in your learning. Be proud to learn and be proud of your work.

● Some dates and titles are underlined● Work is untidy ● Extended writing tasks are short● SPaG errors being repeated

● Most dates and titles are underlined● Work is usually neat and well presented● Extended writing tasks are good● SPaG is usually correct

● All dates and titles are underlined● Work is exceptionally neat and well presented● Extended writing tasks are outstanding● SPaG is consistently correct

You are RESILIENT. You always show PRIDE in your work.

1 2

3 4

Contents Page

Subject Page

English 2

Maths 3

Science Biology 4

Chemistry 5

Physics 6

French 7 - 8

Geography 9 - 10

History 11 - 12

Modern Britain 13 - 14

Subject Page

Art 15 - 17

Computing 18 - 19

Health 20

Sport 21

2

Twel

fth N

ight

Kno

wle

dge

Orga

nise

r Pl

ot S

umm

ary

Act 1

: Tw

ins V

iola

and

Seb

astia

n ar

e sh

ipw

reck

ed in

Illy

ria.

D

uke

Orsin

o. V

iola

disg

uise

s her

self

as b

oy (C

esar

io) a

nd g

oes t

o w

ork

for D

uke

Orsin

o w

ho is

hop

eles

sly is

in lo

ve w

ith C

ount

ess O

livia

.

O

livia

doe

sn’t

real

ise th

at C

esar

io is

a g

irl a

nd fa

lls in

love

with

him

/her

. M

aria

tells

off

Sir T

oby,

Sir

Andr

ew A

guec

heek

and

Fes

te fo

r the

ir ro

wdy

dru

nken

ness

. Ac

t 2: M

alvo

lio is

trick

ed th

roug

h lo

ve le

tter

s whi

ch h

e th

inks

are

from

Oliv

ia.

Act 3

: Oliv

ia co

nfes

ses h

er lo

ve fo

r Vio

la/C

esar

io.

Mal

volio

app

ears

cros

s gar

tere

d an

d w

earin

g ye

llow

stoc

king

s as r

equi

red

in th

e le

tter

. Oliv

ia th

inks

he

is m

ad.

Act 4

: Seb

astia

n is

mist

aken

for V

iola

/Ces

ario

resu

lting

in a

figh

t with

Sir

Toby

and

Oliv

ia p

ropo

ses t

o hi

m. M

alvo

lio is

impr

isone

d fo

r his

mad

ness

. Ac

t 5: T

he tw

ins a

re re

unite

d an

d th

e m

istak

en id

entit

ies a

re re

solv

ed. O

rsin

o pr

opos

es to

Vio

la, T

he cr

ime

agai

nst M

alvo

lio is

reve

aled

.

Them

es

Esse

ntia

l Quo

tatio

ns

Use

ful V

ocab

ular

y Vi

ola

Q

uick

-witt

ed

Fort

hrig

ht

Mal

volio

Pu

ritan

Va

in

Stew

ard

Love

A

mbi

tion

and

soci

al

stat

us

(Mal

volio

)

1)

“If M

usic

be

the

food

of l

ove,

pla

y on

.” D

uke

Ors

ino

A1

Sc1

1 2)

“Y

et, a

bar

ful s

trife

/Whe

re’e

r I w

oo, m

ysel

f wou

ld b

e hi

s w

ife.”

Vio

la A

ct 1

Sce

ne 4

3)

“M

ake

me

a w

illow

cab

in a

t you

r gat

e A

nd c

all u

pon

your

sou

l with

in th

e ho

use”

Vio

la A

1 Sc

5 4)

“E

ven

so q

uick

ly o

ne m

ay c

atch

the

plag

ue.”

Oliv

ia

Act

1 S

cene

5

5)

“Mad

am w

hy d

elig

ht y

ou in

suc

h a

barr

en ra

scal

?”

Mal

volio

A1

Sc5

6)

“O y

ou a

re s

ick

of s

elf-

love

Mal

volio

,” O

livia

A1

Sc5

7)

“My

mas

ters

are

you

mad

?” M

alvo

lio A

2 Sc

3 8)

“D

ost t

hou

thin

k be

caus

e th

ou a

rt v

irtuo

us th

ere

shal

l be

no m

ore

cake

s an

d al

e?”

Sir T

oby

to

Mal

volio

A2

Sc3

9)

“Som

e ar

e bo

rn g

reat

, som

e ac

hiev

e gr

eatn

ess

and

som

e ha

ve g

reat

ness

thru

st u

pon

them

.” M

alvo

lio

read

ing

the

tric

k le

tter

. A2

Sc5

10) “

I’ll b

e re

veng

ed o

n th

e w

hole

pac

k of

you

.” M

alvo

lio

A5

Sc1

Ver

se:

Writ

ing

usin

g po

etic

tech

niqu

es o

f rhy

thm

an

d so

met

imes

rhym

e.

Pro

se: W

ritte

n or

spo

ken

lang

uage

in it

s or

dina

ry

form

with

out p

oetic

str

uctu

re.

Iam

bic

pent

amet

er: V

erse

with

10

sylla

bles

and

a

regu

lar b

eat o

f fiv

e al

tern

ate

stre

sses

. ‘If

mus

ic b

e th

e fo

od o

f lov

e, p

lay

on.”

A

sson

ance

: poe

tic e

ffec

t of r

epea

ted

vow

el

soun

ds. e

.g g

old/

hop

e;

Cons

onan

ce: p

oetic

eff

ect o

f rep

eate

d co

nson

ant

soun

ds e

.g. k

illed

/col

d.

Sibi

lanc

e: p

oetic

eff

ect o

f rep

eate

d ‘s

’ sou

nds.

D

ram

atic

iron

y: T

he a

udie

nce

know

mor

e th

an th

e ch

arac

ters

on

stag

e.

Solil

oquy

: a

spee

ch g

ivin

g ac

cess

to a

cha

ract

er’s

th

ough

ts u

sual

ly w

hen

they

are

alo

ne o

n th

e st

age.

P

un:

A w

ord

havi

ng m

ore

than

one

mea

ning

. In

nuen

do: a

pun

with

a s

exua

l dou

ble

mea

ning

. P

urit

an –

A re

ligio

us p

erso

n ag

ains

t all

drin

king

, fe

astin

g an

d th

e th

eatr

e.

Thee

/Tho

u –

You

Su

peri

or –

to h

ave

a hi

gher

sta

tus.

In

feri

or –

to b

e of

a lo

wer

sta

tus

Ors

ino

– Th

e D

uke

Nob

le

Mel

anch

olic

In

cons

iste

nt

Oliv

ia

Mou

rnin

g Im

petu

ous

Heire

ss

Si

r Tob

y Be

lch

Drun

kard

Cr

ude

Corr

upt

Sir A

ndre

w

Ague

chee

k

Fool

ish

Suito

r Co

war

d Se

bast

ian

Id

entic

al

Sepa

rate

d

Mar

ia

Witt

y In

geni

ous

Serv

ant

Fest

e –

The

fool

. Sh

akes

pear

e’s f

ools

prov

ide

joke

s and

pun

s but

also

com

men

t on

the

wor

ld

of th

e pl

ay. F

este

can

talk

to a

ny ch

arac

ter a

nd

mov

e be

twee

n bo

th h

ouse

hold

s.

Cont

ext/

Lite

rary

Tra

ditio

n Tw

elft

h N

ight

was

a fe

stiv

al tw

elve

day

s af

ter C

hris

tmas

whe

re th

e us

ual r

ules

wer

e tu

rned

ups

ide

dow

n an

d th

e n

orm

al o

rder

of t

hing

s w

as re

vers

ed.

‘Tw

elft

h N

ight

’ was

firs

t pe

rfor

med

in 1

602.

Com

edy:

Com

mon

feat

ures

of S

hake

spea

re’s

com

edie

s: s

et in

an

imag

inar

y pl

ace,

hap

py e

ndin

g - u

sual

ly m

arria

ge o

r bet

roth

al, f

ocus

on

them

e of

love

and

de

cept

ion

and

mis

take

n id

entit

y. S

hake

spea

re o

ften

incl

uded

tra

gic

elem

ents

in h

is c

omed

ies.

Tra

gedi

es h

ave

unha

ppy

endi

ngs

usua

lly in

volv

ing

the

dow

nfal

l of t

he m

ain

char

acte

r.

3

Cyc

le 3

New

Ski

lls

Frac

tions

N

umer

ator

=top

, de

nom

inat

or=b

otto

mD

escr

ibes

par

tof

a w

hole

Sim

plify

ing

frac

tions

Find

a c

omm

on fa

ctor

bet

wee

n th

e nu

mer

ator

and

den

omin

ator

, div

ide

both

by

this

fact

or. R

epea

t unt

il th

eon

ly c

omm

on fa

ctor

is 1

.

Equi

vale

nt

Frac

tion

Mul

tiply

the

num

erat

or

and

the

deno

min

ator

by

the

sam

e nu

mbe

rG

ives

you

an

equi

vale

nt fr

actio

n

Sim

plify

ing

ratio

sD

ivid

e bo

th s

ides

by

the

high

est c

omm

onfa

ctor

Frac

tions

of

am

ount

sD

ivid

e by

the

deno

min

ator

then

m

ultip

ly b

y th

e nu

mer

ator

Perc

enta

ges

of

amou

nts

Find

10%

→ d

ivid

e by

10

Find

50%

→ H

alf i

tFi

nd 2

5% →

Hal

f of 5

0%Fi

nd 1

% →

div

ide

by 1

00

Estim

atin

g an

gles

Vert

ices

(Ver

tex)

Whe

re e

dges

mee

t, so

met

imes

cal

led

corn

ers

Edge

sTh

e lin

e w

here

two

face

s m

eet

Poly

gon

A 2D

sha

pe m

ade

up o

f stra

ight

line

s on

ly

Para

llel

Line

s th

at

neve

r mee

tPe

rpen

dicu

lar

Line

s th

at m

eet a

t a

right

ang

le (9

0 de

gree

s)

Reminder:You need to know your times tables up to 12 x 12

4

Cyc

le 1

Aero

bic

resp

iratio

nRe

spira

tion

whe

re o

xyge

n is

pres

ent.

Anae

robi

c re

spira

tion

Resp

iratio

n w

here

oxy

gen

is no

t pre

sent

.

Arte

ries

Bloo

d ve

ssel

s tha

t car

ry b

lood

aw

ay fr

om th

e he

art.

Cap

illarie

sTi

ny b

lood

ves

sels

whe

re

subs

tanc

es a

re e

xcha

nged

.

Circ

ulat

ory

syst

emTh

e pa

rts o

f the

bod

y in

volve

d in

circ

ulat

ing

bloo

d ar

ound

the

body

.D

eoxy

gena

ted

bloo

dBl

ood

that

doe

s not

con

tain

ox

ygen

.

Hea

rtM

uscu

lar o

rgan

that

pum

ps

bloo

d ar

ound

the

body

.

Oxy

gena

ted

bloo

dBl

ood

that

con

tain

s oxy

gen.

Plas

ma

Bloo

d ce

lls th

at a

llow

clo

tting

.

Plat

elet

sC

ompo

nent

of b

lood

for

tran

spor

ting

subs

tanc

es.

Red

bloo

d ce

llsBl

ood

cells

resp

onsib

le fo

r ca

rryin

g ox

ygen

.

Vein

sBl

ood

vess

els t

hat c

arry

blo

od

to th

e he

art.

Whi

te b

lood

cel

lsBl

ood

cells

resp

onsib

le fo

r fig

htin

g in

fect

ion.

Cyc

le 3

Can

cer

A di

seas

e ca

used

by

unco

ntro

lled

cell

divis

ion.

Car

cinog

enSo

met

hing

whi

ch c

ause

s can

cer.

Car

diov

ascu

lar

dise

ase

A bu

ildup

of f

at in

side

the

arte

ries t

hat c

an in

crea

se th

e ris

k of

blo

ckag

e.C

ardi

ovas

cular

sy

stem

The

part

s of t

he b

ody

invo

lved

in c

ircul

atin

g bl

ood

arou

nd th

e bo

dy (s

ee a

lso c

ircul

ator

y sy

stem

).G

luca

gon

A ho

rmon

e th

at in

crea

ses t

he

leve

l of s

ugar

in th

e bl

ood.

Glu

cose

A sim

ple

suga

r us

ed b

y ce

lls fo

r re

spira

tion.

Glyc

ogen

Anim

als st

ore

gluco

se a

s gly

coge

n in

thei

r live

r and

m

uscle

tiss

ues.

Hor

mon

eA

chem

ical m

esse

nger

pr

oduc

ed in

glan

ds a

nd c

arrie

d by

the

bloo

d.In

sulin

A ho

rmon

e th

at d

ecre

ases

the

leve

l of s

ugar

in th

e bl

ood.

Type

1 d

iabet

esA

cond

ition

whe

re y

our b

ody

does

not

pro

duce

insu

lin.

Type

2 d

iabet

esA

cond

ition

whe

re y

our b

ody

no lo

nger

resp

onds

to in

sulin

.

Cyc

le 2

Anti-

biot

icD

rugs

use

d to

kill

bact

eria

insid

e th

e bo

dy.

Antib

ody

A pr

otei

n pr

oduc

ed b

y w

hite

blo

od

cells

that

atta

ches

to a

ntige

ns o

n pa

thog

ens.

Antig

enA

mol

ecul

e on

the

surfa

ce o

f a

path

ogen

whi

ch is

reco

gnise

d by

an

tibod

ies.

Antis

eptic

A ch

emica

l whi

ch k

ills

micr

oorg

anism

s.Ba

cter

iaM

icros

copi

c or

gani

sms,

usua

lly o

nly

one

cell.

Com

mun

icabl

e di

seas

eA

dise

ase

that

can

be

pass

ed o

n be

caus

e it

is ca

used

by

a pa

thog

en.

Fung

usA

kind

of l

iving

org

anism

such

as

yeas

t, m

ushr

oom

s, or

mou

ld.

Mem

ory

cell

A ce

ll in

the

imm

une

syst

em th

at

rem

ains t

o fig

ht fu

ture

infe

ctio

ns.

Non

-co

mm

unica

ble

dise

ase

A di

seas

e no

t cau

sed

by a

pat

hoge

n,

so it

is n

ot in

fect

ious

.

Path

ogen

A m

icroo

rgan

ism th

at c

ause

s dise

ase.

Vect

orSo

met

hing

that

car

ries a

pat

hoge

n.

Viru

sA

tiny

para

site

whi

ch c

an o

nly

repr

oduc

e in

side

a liv

ing

orga

nism

.

Year

8 B

IOLO

GY C

ycle

3

5

Cyc

le 1

Ev

apor

atio

nTh

e ch

ange

of s

tate

from

a

liqui

d to

a g

as.

Con

dens

atio

nTh

e ch

ange

of s

tate

from

a

gas t

o a

liqui

d.

Cry

stall

isatio

nSe

para

tion

tech

niqu

e us

ed

to se

para

te a

solu

ble

solid

fro

m a

liqu

id.

Filtr

atio

nRe

mov

al of

an

inso

lubl

e so

lid fr

om a

liqu

id.

Elem

ent

A su

bsta

nce

mad

e fro

m

only

one

type

of a

tom

.

Com

poun

dA

subs

tanc

e m

ade

from

tw

o or

mor

e di

ffere

nt

elem

ents

che

mica

lly

bond

ed.

Mix

ture

A su

bsta

nce

mad

e fro

m

two

or m

ore

diffe

rent

el

emen

ts n

ot c

hem

ically

bo

nded

.

Chr

omat

ogra

phy

Sepa

ratio

n te

chni

que

used

to

sepa

rate

mix

ture

s int

o th

eir c

ompo

nent

s.

Solu

ble

A su

bsta

nce

that

is a

ble

to

be d

issol

ved.

Inso

lubl

eA

subs

tanc

e th

at w

ill no

t di

ssol

ve.

Solu

teTh

e co

mpo

nent

in a

so

lutio

n w

hich

is d

issol

ved.

Cyc

le 3

Ore

Nat

urall

y oc

curin

g m

ater

ial

whi

ch a

met

al or

min

eral

can

be e

xtra

cted

from

.

Extr

actio

nW

here

som

ethi

ng is

rem

oved

.

Unr

eact

iveA

subs

tanc

e th

at w

ill no

t re

act.

Hyd

roxi

deA

com

poun

d m

ade

from

ox

ygen

and

hyd

roge

n (O

H).

Redu

ctio

nTh

e re

mov

al of

a su

bsta

nce

from

a c

ompo

und.

Oxi

datio

nTh

e ad

ditio

n of

oxy

gen

to a

n el

emen

t or c

ompo

und.

Elec

trol

ysis

The

brea

king

dow

n of

a

subs

tanc

e us

ing

elec

trici

ty.

Anod

eTh

e po

sitive

ele

ctro

de d

urin

g el

ectr

olys

is.

Cat

hode

The

nega

tive

elec

trod

e du

ring

elec

trol

ysis

Ion

A ch

arge

d at

om c

ause

d by

the

loss

or g

ain o

f ele

ctro

ns.

Elec

tron

A ne

gativ

ely

char

ged

sub-

atom

ic pa

rticl

e.

Elec

trod

eA

cond

ucto

r whe

re e

lect

ricity

en

ters

or l

eave

s a su

bsta

nce

-us

ed d

urin

g el

ectr

olys

is.

Cyc

le 2

Acid

A su

bsta

nce

in so

lutio

n w

ith a

pH o

f les

s tha

n 7

Alka

liA

subs

tanc

e in

solu

tion

with

a pH

of 8

or m

ore.

.

Base

A su

bsta

nce

that

can

be

diss

olve

d in

to a

solu

tion

to

give

a pH

of 8

or m

ore.

Neu

trali

satio

nRe

actio

n w

here

an

acid

and

ba

se re

act t

o fo

rm a

neu

tral

subs

tanc

e.

Haz

ard

A da

nger

or a

risk

.

Oxi

deA

com

poun

d w

hich

con

tain

s on

e ox

ygen

ato

m.

Neu

tral

A su

bsta

nce

whi

ch h

as a

pH

of

a 7.

Reac

tant

A ch

emica

l whi

ch g

oes i

nto

a ch

emica

l rea

ctio

n.

Prod

uct

A ch

emica

l whi

ch c

omes

out

of

a ch

emica

l rea

ctio

n.

Indi

cato

rA

chem

ical w

hich

can

de

term

ine

if a

subs

tanc

e is

an

acid

, alk

ali o

r neu

tral.

pH S

cale

The

scale

whi

ch sh

ows h

ow

acid

ic or

alk

aline

a su

bsta

nce

is.

Varia

ble

A fac

tor i

n an

inve

stiga

tion

whi

ch is

eith

er m

easu

red,

kep

t th

e sa

me

or c

hang

ed.

Year

8 C

hem

istry

Cyc

le 3

6

Cyc

le 1

Freq

uenc

ynu

mbe

r of w

aves

pas

sing

a se

t poi

nt

in o

ne se

cond

Ampl

itude

heigh

t of a

wav

e fro

m th

e re

st

posit

ion

(the

norm

al lin

e)

Wav

elen

gth

dist

ance

bet

wee

n a

poin

t on

one

wav

e to

the

equi

vale

nt p

oint

on

the

adjac

ent w

ave

Tran

sver

se

wav

ew

ave

mot

ion

in w

hich

the

vibra

tions

of

the

part

icles

of t

he m

ediu

m a

re

perp

endi

cular

to th

e di

rect

ion

of

ener

gy tr

ansfe

r

Long

itudi

nal

wav

e m

otio

n in

whi

ch th

e vib

ratio

ns

of th

e pa

rticl

es o

f the

med

ium

are

pa

ralle

l to

the

dire

ctio

n of

ene

rgy

tran

sfer

Refle

ctio

npr

oces

s in

whi

ch a

surfa

ce d

oes n

ot

abso

rb a

ny e

nerg

y, bu

t ins

tead

bo

unce

s it b

ack

tow

ards

the

sour

ce

Refra

ctio

nch

ange

of d

irect

ion

of a

wav

e w

hen

it hi

ts a

bou

ndar

y be

twee

n tw

o di

ffere

nt m

edia

at a

n an

gle

Angle

of

Incid

ence

the

angle

bet

wee

n th

e in

ciden

t ray

an

d th

e no

rmal

Spec

ular

re

flect

ion

refle

ctio

n fro

m a

smoo

th su

rface

in a

sin

gle d

irect

ion

Diff

use

refle

ctio

nre

flect

ion

from

a ro

ugh

surfa

ce, s

o th

at a

n in

ciden

t ray

is sc

atte

red

(ref

lect

ed at

man

y an

gles)

Cyc

le 3

Circ

uit

sym

bol

visua

l rep

rese

ntat

ion

of a

n el

ectr

ical

com

pone

nt; a

stan

dard

sym

bol e

xist

s fo

r eac

h ty

pe o

f ele

ctric

al co

mpo

nent

Circ

uit

diag

ram

visua

l rep

rese

ntat

ion

of e

lect

rical

com

pone

nts c

onne

cted

by

wire

s, us

ing

stan

dard

sym

bols

Serie

s circ

uit

elec

tric

circu

it in

whi

ch a

ll co

mpo

nent

s are

con

nect

ed o

ne a

fter

the

othe

r in

a sin

gle li

ne

Para

llel

circu

itel

ectr

ic cir

cuit

in w

hich

the

curr

ent

divid

es in

to tw

o or

mor

e pa

ths

befo

re c

ombi

ning

aga

in

Cel

l /

Batte

rycir

cuit

com

pone

nt th

at st

ores

en

ergy

in th

e fo

rm o

f che

mica

l en

ergy

. A n

umbe

r of e

lect

ric c

ells

may

be

join

ed to

form

a b

atte

ry.

Amm

eter

devic

e th

at m

easu

res e

lect

ric

curr

ent

Voltm

eter

devic

e th

at m

easu

res p

oten

tial

diffe

renc

e

Cur

rent

flow

of e

lect

ric c

harg

e; th

e siz

e of

th

e el

ectr

ic cu

rren

t is t

he ra

te o

f flo

w o

f ele

ctric

cha

rge;

sym

bol I

, uni

t am

ps (A

)

Pote

ntial

di

ffere

nce

a m

easu

re o

f the

ene

rgy

tran

sferr

ed

per u

nit c

harg

e as

cha

rges

mov

e be

twee

n tw

o po

ints

in a

circ

uit –

also

calle

d th

e vo

ltage

bet

wee

n tw

o po

ints

Cyc

le 2

Elec

trom

agne

tic

spec

trum

elec

trom

agne

tic w

aves

ord

ered

ac

cord

ing

to w

avel

engt

h an

d fre

quen

cy

–ra

ngin

g fro

m ra

dio

wav

es to

gam

ma

rays

Radi

atio

nen

ergy

give

n ou

t in

the

form

of

elec

trom

agne

tic w

aves

e.g.

the

Sun

radi

ates

ele

ctro

mag

netic

wav

es

inclu

ding

visi

ble

light

Radi

o w

aves

wav

elen

gths

long

er th

an m

icrow

aves

; us

ed fo

r lon

g-di

stan

ce c

omm

unica

tion

Micr

owav

es

wav

elen

gths

long

er th

an in

frare

d bu

t sh

orte

r tha

n ra

dio

wav

es; u

sed

to c

ook

food

in m

icrow

ave

oven

s, an

d fo

r sa

tellit

e co

mm

unica

tion

Infra

red

Radi

atio

nw

avel

engt

hs lo

nger

than

visi

ble

light

but

sh

orte

r tha

n m

icrow

aves

; em

itted

in

part

icular

by

heat

ed o

bjec

ts

Visib

le li

ght

wav

elen

gths

shor

ter t

han

infra

red

but

long

er th

an u

ltrav

iole

t; de

tect

able

with

th

e hu

man

eye

Ultr

a-Vi

olet

wav

elen

gths

shor

ter t

han

visib

le li

ght

but l

onge

r tha

n X

-ray

s; em

itted

in

part

icular

by

the

Sun

X-R

ays

wav

elen

gths

shor

ter t

han

ultr

avio

let

and

can

have

sim

ilar w

avel

engt

hs to

ga

mm

a ra

ys; u

sed

in X

-ray

pho

togr

aphy

to

gen

erat

e pi

ctur

es o

f bon

es o

r tee

th

and

in C

T sc

ans

Gam

ma

Rays

ioni

sing

elec

trom

agne

tic ra

diat

ion

with

sh

orte

st w

avel

engt

hs in

the

elec

trom

agne

tic sp

ectr

um

Year

8 P

hysic

s Cyc

le 3

7

Year 8 - French - Cycle 3

8

Year 8 - French - Cycle 3 Grammar

9

Yea

r 8

Geo

grap

hyC

ycle

3: E

arth

quak

es

Wha

t ar

e N

atur

al H

azar

ds?

Nat

ural

Haz

ards

- nat

ural

even

ts th

at

thre

aten

life

and

/ or

pro

pert

y.

Type

s of N

atur

al H

azar

d

Tec

toni

c: O

ccur

with

in th

e Ea

rth

and

inclu

de

Volca

noes

, Ear

thqu

akes

and

Tsu

nam

i.C

limat

ic H

azar

ds –

Occ

ur in

the

atm

osph

ere

inclu

ding

Flo

odin

g, H

urric

anes

and

Dro

ught

.G

eom

orph

olog

ical

Haz

ards

– d

efin

ed a

s m

ass m

ovem

ents

of r

ock,

ice

or sn

ow u

nder

gr

avity

inclu

ding

Lan

dslid

es a

nd A

valan

ches

.

Wha

t C

ause

s Ea

rthq

uake

?

Nam

e of

the

layer

Thick

ness

(k

m)

Tem

pera

tur

es(°

C)

Wha

t the

laye

r is m

ade

of (c

ompo

sitio

n)St

ate

of

mat

ter

Cru

st0-

600

- 200

. O

cean

ic cr

ust S

iMa

(Silic

a an

d m

agne

sium

) C

ontin

enta

l cru

st m

ade

of S

iAl (

Silica

and

alu

min

ium

)

Solid

Man

tle29

0020

0-40

00Pe

ridot

iteM

olte

n

Out

er

Cor

e22

0040

00-5

000

Nick

el a

nd Ir

onLi

quid

Inne

r C

ore

1250

5000

- 55

00N

ickel

and

Iron

Solid

Seism

ic W

ave

The

ener

gy re

leas

ed b

y an

ear

thqu

ake

Faul

t Plan

eA

line

of w

eakn

ess o

n w

hich

an

eart

hqua

ke o

ccur

s

Focu

sTh

e po

int o

n a

fault

plan

e w

here

the

eart

hqua

ke is

ge

nera

ted.

Epice

ntre

The

poin

t on

land

dire

ctly

abov

e th

e fo

cus.

Rich

ter S

cale

A m

easu

rem

ent o

f the

stre

ngth

(mag

nitu

de) o

f an

eart

hqua

ke

Mer

calli

Scale

A m

easu

rem

ent o

f the

des

truc

tion

an e

arth

quak

e ca

uses

.

Liqu

efac

tion

Loos

e se

dim

ents

beh

avin

g lik

e a

liqui

d du

ring

an

eart

hqua

ke.

The

Str

uctu

re o

f the

Ear

th

●O

n a

cons

erva

tive

Plat

e m

argin

th

e tw

o pl

ates

mov

e in

opp

osite

di

rect

ions

.●

The

mar

gins o

f the

plat

es a

re n

ot

smoo

th w

hich

cau

ses f

rictio

n so

pr

essu

re b

uild

s up.

●A

thre

shol

d is

reac

hed

and

the

pr

essu

re is

rele

ased

as s

eism

ic w

aves

.●

The

seism

ic w

aves

cau

se th

e ea

rthq

uake

.●

An e

xam

ple

is th

e Sa

n An

drea

s fau

lt in

USA

.●

Shall

ow e

arth

quak

es o

ften

caus

e m

ore

dam

age

than

dee

p ea

rthq

uake

s.

Tec

toni

c Pl

ates

and

Ear

thqu

ake?

●Th

e cr

ust i

s bro

ken

up in

to 7

m

ajor t

ecto

nic

plat

es a

nd se

vera

l sm

all o

nes.

●La

rge

eart

hqua

kes a

re fo

und

in

lines

bot

h in

the

sea

and

the

land.

●La

rge

eart

hqua

kes c

an b

e fo

und

whe

re tw

o pl

ates

mee

t, th

is is

calle

d a

plat

e m

argi

n /

boun

dary

.●

Som

e ea

rthq

uake

s occ

ur w

ith

Volca

noes

som

e oc

cur w

ithou

t.●

The

proc

esse

s tha

t cau

se

eart

hqua

kes a

re d

iffer

ent t

o th

e on

es th

at c

ause

vol

cano

es.

10

New

Zea

land

(201

0) E

arth

quak

e

Phyi

scal

Geo

grap

hy:

New

Zea

land

is a

High

Inco

me

Cou

ntry

(HIC

) Lo

cate

d in

Oce

ania.

Con

serv

ative

Plat

e bo

unda

ry: A

lpin

e Fa

ult l

ocat

ed

betw

een

the

Aust

ralia

n an

d th

e Pa

cific

plat

es.

Mag

nitu

de 7

.1 e

arth

quak

e oc

cure

d on

the

4th

Sept

embe

r 201

0 w

ith th

e ep

icent

re in

C

hrist

chur

ch. A

6.4

afte

rsho

ck h

it C

ante

rbur

y in

Fe

brua

ry 2

011.

Impa

cts

●Ki

lled:

185

(all

in th

e aft

ersh

ock)

.●

Cos

t: U

S$15

Billi

on●

Hom

eles

snes

s: 10

000

hom

es d

emol

ished

.●

The

spre

ad o

f the

dise

ase

was

lim

ited

beca

use

of g

ood

sani

tatio

n an

d he

althc

are.

●M

ost p

eopl

e di

ed d

ue to

col

lapse

of t

he T

V st

atio

n to

wer

blo

ck.

●Th

e da

mag

e w

as th

ough

t to

be g

reat

er in

th

e 20

11 a

fters

hock

bec

ause

it h

it an

are

a pr

one

to li

quef

actio

n.Im

med

iate

res

pons

es●

Very

qui

ck re

spon

se. E

mer

genc

y se

rvice

s pr

ovid

ed a

lmos

t im

med

iate

sear

ch a

nd

resc

ue. T

hey

have

an

effe

ctive

haz

ard

man

agem

ent p

rogr

amm

e.●

Tele

phon

e co

mpa

nies

pro

vided

free

pho

ne

calls

so lo

ve o

nes c

ould

be

cont

acte

d.●

Port

able

toile

ts w

ere

prov

ided

to st

op th

e sp

read

of d

iseas

e.

Long

ter

m r

espo

nses

.●

Uns

afe b

uild

ings

wer

e de

mol

ished

.●

Mos

t hou

ses w

ere

rebu

ilt q

uick

ly at

they

ar

e in

sure

d.●

Fund

raisi

ng e

vent

s wer

e he

ld in

cou

ntry

Th

e N

ew Z

ealan

d go

vern

men

t paid

for

mos

t of t

he re

build

ing.

●Sc

hool

s wer

e re

open

ed w

ithin

4 w

eeks

.

Hai

ti Ea

rhtq

uake

(201

0)

Phyi

scal

Geo

grap

hyLo

w In

com

e C

ount

ry (L

IC) l

ocat

ed o

n th

e Isl

and

of

Hisp

anio

la in

the

Car

ibbe

an.

Con

serv

ative

plat

e bo

unda

ry: E

nriq

uillo

-Plan

tain

G

arde

n Fa

ult.

Mag

nitu

de 7

.0 E

arth

quak

e oc

cure

d on

12t

h Jan

uary

20

10 1

5 m

iles f

rom

the

Cap

ital P

ort-a

u-Pr

ince

.

Impa

cts

●Ki

lled:

200

000

+ (n

ot a

ccur

ate

reco

rd).

●C

ost:

>15

US

Billio

n of

dam

age.

●1

milli

on p

eopl

e m

ade

hom

eles

s.●

70%

of b

uild

ings

col

lapse

d.●

Cho

lera

spre

ad ra

pidl

y aft

er th

e ev

ent (

6900

de

aths

)●

4000

pris

oner

s esc

aped

Larg

e nu

mbe

r of

surv

ivors

had

life

cha

ngin

g in

jurie

s.●

Gov

ernm

ent b

uild

ing

colla

psed

. 25%

of

gove

rnm

ent o

fficia

ls di

ed.

Imm

edia

te r

espo

nses

●Re

scue

team

s too

k a

long

tim

e to

reac

h pe

ople

be

caus

e th

e po

rt a

nd th

e air

port

wer

e de

stro

yed

by th

e ea

rthq

uake

.●

Lack

of o

rgan

isatio

n be

caus

e m

any

gove

rnm

ent

offic

ials w

ere

kille

d. S

ome

area

s rec

eive

d no

aid

.●

Dea

d w

ere

burie

d in

mas

s gra

ves t

o pr

even

t the

sp

read

of d

iseas

e.

Long

ter

m r

espo

nses

.●

98%

of th

e ru

bble

lay

on th

e gr

ound

six

mon

ths

after

the

even

t.●

1500

cam

ps se

t up

to h

ouse

the

victim

s. ●

Sant

iantio

n di

d no

t mee

t the

nee

ds o

f the

peo

ple

adde

d to

the

spre

ad o

f dise

ase

in th

e ca

mps

.●

Half

of t

he c

ount

ries d

ebt w

as c

ance

lled

to h

elp

Hait

i pay

for t

he re

build

.●

Larg

e co

ntrib

utio

n of

mon

ey th

roug

h In

tern

atio

nal A

id d

onat

ions

.

Man

agin

g Ea

rthq

uake

sPr

edic

t●

Eart

hqua

kes c

anno

t be

pre

dict

ed, b

ut th

ey o

ccur

on

the

wor

ld’s

majo

r fau

lt pl

anes

: e.g.

San

And

reas

in

Cali

forn

ia U

SA.

●Ve

ry la

rge

eart

hqua

kes o

ccur

roug

hly

ever

y 10

0 ye

ars

in si

mila

r plac

es.

Prot

ect

With

eno

ugh

mon

ey k

ey b

uild

ings

can

be

mad

e ea

rthq

uake

pr

oof.

An e

xam

ple

is th

e Sk

y to

wer

in N

ew Z

ealan

d.

Feat

ures

of a

n ea

rthq

uake

pro

of b

uild

ing:

1)Bi

rdca

ge in

terlo

ckin

g st

eel f

ram

e giv

ing

the

build

ing

stre

ngth

.2)

Rubb

er sh

ock

abso

rber

in th

e fo

unda

tions

to a

bsor

b ea

rth

trem

or.s

3)N

umbe

rs o

n th

e ro

ofs

build

ing

so d

rone

s can

see

whi

ch b

uild

ings

are

still

stan

ding

.

Prep

are

●C

omm

uniti

es c

an p

repa

re fo

r ear

thqu

akes

bef

ore

the

even

t.●

Emer

genc

y ki

ts c

an b

e pu

rcha

sed

and

first

resp

onde

rs

(fire

fight

ers a

nd re

lief w

orke

rs) c

an p

ract

ise.

●Ev

ery

year

Cali

forn

ia ha

s a E

arth

quak

e D

rill D

ay “

The

Gre

at S

hake

Out

”.●

Indi

vidua

ls ca

n pr

actis

e “D

rop

Cov

er a

nd H

old”

and

le

arn

the

evac

uatio

n ro

utes

.

11

YEAR 8 History Consequences of the attack on Pearl Harbour Cycle 3  

KEY WORDS  Capitalism –A n economic system in which a countries trade, industry,  and profits are controlled by private companies.  Communist- A political and economic system in which the major  productive resources in a society—such as mines, factories, and  farms—are owned by the public or the state, and wealth is divided among  citizens equally.  Ideology- A set of opinions or beliefs of a group or an individual.  Nuclear Weapons- A bomb or missile that uses nuclear energy to cause  an explosion.  Radiation Poisoning- A s erious illness caused by being exposed to high  doses of certain types of radiation, usually over a short period of time  Soviet Union- A former communist country in Eastern Europe and  northern Asia; established in 1922; included Russia and 14  other soviet socialist republics  Space Race- the competition between nations to see who could achieve  more in the area of space exploration.  Cold War- A conflict between the USA and the Soviet Union that did  not  involve direct military action.  Domino Theory- The idea that a political event in one country will cause  a similar situation in a neighbouring country.  Guerilla Tactics- I rregular military actions (such as harassment and  sabotage) carried out by small usually independent forces.  Napalm- a highly incendiary jellylike substance used in fire  bombs ,  flamethrowers, etc.  Vietcong- A group of Guerrillas who fought to turn Vietnam Communist  during the Vietnam War.  Assassination- When someone is murdered for political reasons.   Conspiracy Theory- a theory that explains an event or set of  circumstances as the result of a secret plot by usually powerful plotters.   

Pearl Harbour Attack  ● Occurred on the 7 th December,  

1941, at 7.55am (this was during  WWII, which had started in 1939).   

● Japanese bombers attacked Pearl  Harbour, a US Naval base in  Hawaii.  

● The first attack involved 183  Japanese aircrafts. An hour and a  half after the first attack, 170  Japanese aircraft attacked again.  

● Within two hours, 18 US warships  had been sunk or damaged, and  188 aircraft were destroyed.  Alongside this damage hospitals  were also hit and as a result, 2,403  American servicemen and women  had been killed. The Japanese lost  29 planes.  

 

● On the 8 th December 1941, the  USA declared war on Japan,  bringing the USA into WWII.

THE DROPPING OF THE ATOMIC BOMBS  ● First atomic bomb- dropped on Hiroshima (a Japanese city)  

o Dropped early in the morning.  o Dropped on 6 th August 1945.  o Dropped from an American bomber plane called the Enola Gay.   o The bomb was nicknamed ‘Little Boy’.  

● Second atomic bomb- dropped on Nagasaki (A Japanese city)  o Dropped on the 9 th August 1945.  o The bomb was nicknamed ‘Fat Man’.  

● Effects of dropping the bomb:  o Blindness  o Anyone within a kilometre of the explosion became a bundle of smoking black charcoal within seconds  

(vaporised).   o 70,000 people were dead within a minutes of the bomb being dropped.   o The blast destroyed 70,000 of the 78,000 houses in the city.   o A mushroom cloud filled with radioactive debris covered the city. When this fell to the ground it  

brought with it toxic material which caused radiation sickness.   ● Possible reasons for dropping the bomb  

o End WWII- Japan had refused to stop fighting.  o To show the Soviet union the power of the USA  o USA wanted revenge for what Japan did to Pearl Harbour.  

  

12

THE KOREAN WAR  

● Korea was divided into Communist North and  Capitalist South after WWII.  

● 1950- The Communist North invaded the Capitalist  South.  

● Sept 1950- The South was close to defeat.  ● The UN ordered for troops to be sent in to protect  

the South of Korea from the North.  ● The USA supported the South against the North as  

a part of the UN invasion.  ● The USA and the UN pushed the North Koreans  

back out of South Korea.  ● This angered China as it meant the USA got close  

ot the border of China and North Korea.  ● China intervened to support North Korea.  ● By July 1953, the two sides had reached a stalemate  

and a ceasefire was agreed.  ● It was agreed that North Korea would remain  

Communist and South Korea would remain  Capitalist and Korea would be divided at the 38 th  Parallel.   

 

THE SPACE RACE  ● Oct 1957 - Soviet Satellite Sputnik became the  

first manmade object in space.  ● Nov 1957 - The Soviets sent a dog into space.  ● April 1961 - Soviet Yuri Gagarin became the  

first man in space.  ● February 1962 - John Glenn became the first  

American man in space.  ● June 1963 - Valentina Tereshkova became the  

first woman in space (Soviet)  ● March 1965 - Soviet cosmonaut Leonov became  

first man to walk outside a space ship in  space.  

● February 1966 – a soviet unmanned space  ship Luna IX was the first ever soft landing  on the moon.  

● January 1967 – three American astronauts  were killed testing the new Apollo space  ship.  

● 20 th April 1969 – American Apollo 11 put  two men on the moon.  

John F Kennedys Assassination  ● JFK was shot on Friday, November 22 nd , 1963 in  

Dallas, Texas at 12:30pm.  ● He was shot while driving with his wife in a  

presidential motorcade through Dealey Plaza.  ● JFK was shot by a man called Harvey Lee Oswald  

from the “Sniper’s Lair”, located in the Texas School  Book Depository. He was a Communist.  

● The group carrying out the investigation into JFK’s  assassination were known as the Warren  Commission.  

● There are lots of conspiracy theories surrounding  JFK’s assassination, including the Mafia being  involved, the CIA carrying out the assassination and  there being more than one shooter.  

  

The Vietnam War  ● Fought in Vietnam between 1954 and 1973.  ● The USA were directly involved from 1965-1973.  ● The US army and the South Vietnamese Army  

fought against the Vietcong and the North  Vietnamese Army.  

● The USA fought in the war as they were worried  about the domino theory in Asia if Vietnam  remained Communist.  

● The USA used chemical weapons to fight against  the Vietcong. This included Napalm bombs.  

● The Vietcong used Guerrilla tactics against the  US. This included booby traps and ambushing  helicopters.  

● The Vietcong were supplied with weapons by  China and the Soviet Union.  

● The Vietcong did not wear uniform and so  blended in with ordinary citizens.  

● The Vietnam War cost the USA about  $168billion and cost many US lives. The war was  disliked by a lot of the American population.  

13

MO

DER

N B

RIT

AIN

14

15

Art and Design Knowledge Organiser  Assessment Objective 1: Contextual Understanding - Develop ideas through investigations, demonstrating critical  understanding of sources.  

Key words :  Abstract, Contrast, Design, Detail, Expressive, Final piece, Highlight, Monochrome, Observational, Outcome, Portrait,  Proportion, Realistic, Reflection, Research, Rough, Shading, Smooth, Solid, Surface, Symbol, Armature, Clay, Coiling,  Biscuit, Firing, Glaze, Marquette, Acrylic paint, Cartridge paper, Charcoal, Lino, Masking tape, Oil paints, Palette knife,  Pastels, Watercolour paint, Scalpel, Scissors, Tissue paper, Abstract, Contrast, Design, Detail, Expressive, Batik, Textile  

Assessment Objective 2: Creative Making - refine work by exploring ideas and experimenting with appropriate  media, materials, techniques and processes.  

Media   The substance that an artist uses to make art.  

Materials   The same as media but can also refer to the basis of the art work eg. canvas, paper, clay.  

Techniques   The method used to complete the art work, can be generic such as painting or more focused such as  blending.  

Processes   The method used to create artwork that usually follows a range of steps rather than just one skill.  

Colour  Theory  

Primary : Red, Yellow, Blue  Secondary : Primary + Primary  Tertiary : Primary + Secondary  Shades : Add black  Tints : Add white   

Complimentary : Colours opposite on the colour wheel  Harmonious : Colours next to each other on the wheel  Monochromatic : Shades, tones and tints of one colour  Hue : The pigment  Warm : Red, Orange, Yellow  Cold : Blue, Green, Purple  

Pencil   The basic tool for drawing, can be used for linear work or for shading. Coloured pencils can be layered  to blend colours, some are water soluble.  

Pen/Biro   Drawings can be completed in pen and shaded using hatching or cross hatching.  

Pastel/Chalk   Oil and chalk pastels can be used to blend colours smoothly, chalk pastels give a lighter effect.  

Acrylic paint   A thick heavy paint that can be used smoothly or to create texture.  

Watercolour   A solid or liquid paint that is to be used watered down and layered.  

Gouache   A pure pigment paint that can be used like watercolours or more thickly for an opaque effect.  

Pressprint   A polystyrene sheet that can be drawn into, to print the negative image - can be used more than once.  

Monoprint   Where ink is transferred onto paper by drawing over a prepared surface. Only one print is produced  using pressure in certain areas.  

Collograph   A printing plate constructed of collaged materials, producing prints that are based on textures.  

Card  construction  

Sculptures created by building up layers of card or fitting together.  

Wire   Thick or thin wire manipulated to create 2D or 3D forms.  

Clay   A soft, natural, substance used for sculpting. When fired, it can be glazed to create shiny colourful  surfaces. Different techniques included pinching, slab forming, coil building, hand built and wheel thrown.  

Batik   A fabric technique using hot wax to resist coloured inks.  

Silk painting   Fabric inks painted onto silk. Gutta can be used as an outliner to prevent colours mixing.  

16

Assessment Objective 3: Reflective Recording - Record ideas, observations and insights relevant to intentions as  work progresses.  

Methods of Recording   Annotation  

Observational  drawing  

Drawing from looking at images or objects.   Describes writing notes, using images and explaining  your thoughts to show the development of your work.   Step 1 - Describe  What is this an image of?  What have you done here?  What was this stage of the project for?   Step 2 - Explain  How was the work made?  How did you produce particular effects?  How did you decide on the composition?   Step 3 - Reflect  Why did you use these specific methods?  Why do particular parts work better than others?  How would you do things differently next time?   

First hand  observation  

Drawing directly from looking at objects in  front of you.  

Second hand  observation  

Drawing from looking at images of objects.  

Photographs   Using a camera or smartphone to record  images will class as first hand observation.  

Sketches   Basic sketches and doodles can act as a  starting point for development.  

Tonal shading   Produce a range of tones by varying the  pressure and layering - consider using softer  pencils for darker shades.  

    Dark Light Hatching Cross-hatching Stumping Stippling  

Stages of Drawing : Basic shapes > Accurate shapes > Detail > Shading  

Assessment Objective 4: Personal Presentation - Present a personal and meaningful response that realises  intentions and demonstrates understanding of visual language.  

Formal Elements of Art  

 

Composition Layouts  

 

Developing  your idea as  a final piece  

Rough - A basic sketch of a final idea  A Visual/Maquette - A small image or model created in the selected materials  Final Piece - An image or sculpture pulling all preparatory work together  

 

17

Year 8 - Cultures  Keywords: Culture, pen, watercolour, collage, layered, emotion, tone, texture, detailed, composition, mixed media, form,  perspective, monoprinting, wash, mask, sketching, illustration, depth, colour, layout, scene, painting, observations, pressprint   

Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine,  social habits, music and arts.   

Culture is a word for the 'way of life' of groups of people, meaning the way they do things. Different groups may have  different cultures. A culture is passed on to the next generation by learning, whereas genetics are passed on by heredity .  Culture is seen in people's writing , religion , music , clothes , cooking , and in what they do.  

The concept of culture is very complicated, and the word has many meanings. The word 'culture' is most commonly used  in three ways.  

● Excellence of taste in the fine arts and humanities , also known as high culture .  ● An integrated pattern of human knowledge , belief , and behavior .  ● The outlook, attitudes, values , morals, goals , and customs shared by a society .  

Most broadly, 'culture' includes all human phenomena that are not purely the result of human genetics. The discipline  which investigates cultures is called anthropology , though many other disciplines play a part.  

African Masks

African masks are used for special social and religious events. The  masks represent the spirits of ancestors that passed away long ago.  They are thought to control the good and evil in the community.  

Masks are worn during dances. The mask is believed to channel a  spirit through the dancer. This spirit responds to the music and  influences the dancers movements.  

Some masks are made to look like animals. These masks show the  strong bond between the African community and nature. Masks have  always been used to show this bond.  

Chinese Lanterns   Chinese art covers a wide range of art styles and media, including  ancient pottery, sculpture, ink painting and calligraphy on silk and  paper, ukiyo-e paintings and woodblock prints, ceramics, origami, and  more recently manga which is modern Asian cartoons and comics  along with a myriad of other types.   In Chinese culture, the red lantern is the symbol of booming life and  prosperous business, so they are always hung on important festivals  such as the Lantern Festival, ChineseNew Year and Chinese National  Day in parks or along main streets.   

  

18

Year 8 Cycle 3 Computing - User Interfaces

What is a User Interface?

A user interface is what you see when using a device. It allows you to respond to a device by entering information. This can include using a mouse, keyboard, buttons, touchscreen or spoken voice commands.

Devices that have a User Interface

Personal Computer (PC)

These are general purpose computers with a range of uses. They are used in the home or workplace. For example, desktop or laptop

computers.

Handheld Device These are small devices that are usually portable. For example, tablet computers or smartphones.

Entertainment System These are devices that are often used in the

home for leisure activities. For example, games consoles and home cinema systems

Domestic Appliance These are devices that are used to complete

household tasks. For example, microwave ovens and washing machines.

Controlling Devices These are used to control other devices

automatically. For example, burglar alarms and central heating systems.

Embedded Systems These are much smaller systems that sit inside a larger system. For example, automatic braking

systems in cars, autopilot on aeroplanes.

19

Year 8 Cycle 3 Computing - User Interfaces

Types of User Interface

Text Interfaces

● The user interface is made up of text and doesn’t contain graphics

● They often use simple screens with only a few colours ● The user enters commands with a keyboard ● The user interface responds instantly with an output ● Text interfaces don’t need powerful computers as they

don’t contain graphics

Form Interfaces

● The user interface usually takes up a small part of the screen

● It allows users to enter information ● It includes labels so the user knows what the different

parts of the form means ● It uses form controls, such as buttons, tick boxes and

drop-down lists to enter information

Menu Interfaces

● The user interface displays a list of options for the user to select

● It can pop down, pop up, pop across or take up the whole screen

● It can be cascading, which means when a user selects a menu, a new menu (sub menu) appears

● All options in a menu are usually related to each other

Graphical Interfaces

● It’s a visual interface - made up of graphics ● Users can move around the screen and select icons with

a mouse or touchscreen ● Includes menus for the user to select from ● Requires powerful computers as it has to process

graphics.

Sensor Interfaces

● They have built-in sensors that are constantly monitoring what is happening around the device

● When a certain condition is met, the interface will automatically trigger something to happen. For example, an alarm may sound if the sensor detects somebody moving in a house

Speech Interfaces

● They allow users to input commands using their own voice

● They use a built-in microphone that will listen for the user giving commands

● They often connect to the Internet to find information ● They respond to the user through a speaker

20

Healthy Lifestyles  Physical activity guidelines for children and young people (5-18years)

Children and young people need to do 2 types of physical activity each week :

● Aerobic exercise ● Exercises to strengthen their muscles and bones

Children and young people aged 5 to 18 should: ● Aim for an average of at least 60 minutes of moderate intensity physical activity a day across the week ● Take part in a variety of types and intensities of physical activity across the week to develop movement

skills, muscles and bones. ● Reduce the time spent sitting or lying down and break up long periods of not moving with some activity.

Aim to spread activity throughout the day. All activities should make you breathe faster and feel warmer.

Long term benefits of regular exercise  ● Helps with weight control. ● Reduces the risk of cardiovascular disease, type 2 diabetes, metabolic syndrome and some cancers. ● Strengthens bones and muscles. ● Improves mental health and mood. ● Improves your ability to do daily activities and prevent falls. ● Increases your chances of living longer.

How sugar affects your brain and body

● Excessive sugar and fat consumption has been linked to reduced performance in parts of the brain that deal with memory.

● Too much sugar can create insulin resistance, which causes people to crave more food, especially sugar. This may contribute to diabetes (type 2).

● Excessive sugar consumption is associated with a host of diseases, including pancreatic cancer, gout and kidney disease.

● Excessive sugar consumption can lead to high blood pressure and heart disease. ● Excess sugar can lead to weight gain.

Food Groups

Carbohydrates: ● What do they do? They give you energy. ● Where do you find them? You find them in sugary and starchy foods like; potatoes, rice, pasta, cereals,

bread and some fruits and vegetables. Proteins:

● What do they do? They help your body grow and repair itself. ● Where do you find them? You find them in meats, poultry, fish, dairy products, eggs and beans.

Fats: ● What do they do? They provide energy. ● Where do you find them? You find them in dairy products, red meats, poultry and fish.

Fibre: ● What does it do? It helps you digest your food. ● Where do you find it? You can find it in cereals, fruit, bread and vegetables.

Vitamins and Minerals: ● What do they do? They are nutrients that your body needs in small amounts to work properly and stay

healthy. ● Where do you find them? You can find them in lots of foods but especially in fresh fruit and vegetables.

21

Physical Education  Physical Components of Fitness Aerobic endurance: Definition: the ability of the cardiorespiratory system to work efficiently, supplying nutrients and oxygen to working muscles during sustained physical activity. Practical example: A marathon runner would need high levels of aerobic endurance to maintain a consistent pace for the duration of the race. Fitness Test : Multi Stage Fitness Test. Muscular endurance: Definition: the ability of the muscular system to work efficiently where a muscle can continue contracting over a period of time against a light to moderate fixed resistance load. Practical example: A rower would need high levels of muscular endurance to enable them to keep moving the oar for the duration of the race. Fitness test: One minute sit up test and press up test. Flexibility: Definition: having an adequate range of motion in all joints of the body the ability to move a joint fluidly through its complete range of movement. Practical example: A diver would need high levels of flexibility to enable them to perform the pike position after dismount. Fitness Test: Sit and reach test. Speed: Definition: distance divided by the time taken. Speed is measured in metres per second (m/s). The faster an athlete runs over a given distance, the greater their speed. Practical example: A 100m sprinter would need high levels of speed to cover the distance in the quickest time. Fitness Test: 35m sprint test Muscular strength: Definition: the maximum force (in kg or N) that can be generated by a muscle or muscle group. Practical example: A weightlifter would need high levels of muscular strength to be able to perform a deadlift at 90% of their 1 rep max. Fitness Test: Grip strength dynamometer and 1 rep max Body composition: Definition: The relative ratio of fat mass to fat-free mass. (vital organs, muscle and bone) muscle, bone) in the body. Practical example: A long distance runner will have low body fat compared to a rugby prop who would high fat and muscle mass. A heavyweight boxer would have a high muscle mass and low fat percentage. Fitness test: BMI, Skinfold testing, Bioelectrical Impedance Analysis

Other ideas for Physical Education low stakes quiz questions ★ Come up with your own sporting examples for the components of skill related

fitness. ★ Rules of the sports or activities you are doing in cycle 3.

Stoke Damerel Six

RESPECT• Respect each other

• Be kind, treat others how you want to be treated

• Respect yourself

RESPONSIBLE• Take responsibility for your

learning and behaviour • Try to be a leader

• Be a positive role model

RESILIENT• Commit to your learning

• Try your best • And try again and again

PREPARED• Be prepared and ready to learn • Be here, be on time and bring

everything you need for learning • Take part in your learning

and your school

PROFESSIONAL• Be polite

• Be welcoming to all members of our College

• Smile and be friendly

PRIDE• Be proud to learn; proud

of your work• Wear your Stoke Damerel

uniform with pride • Be proud of yourself