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Year 8

Spring 2 Knowledge Organiser

Alan Sillitoe

House Colour: Yellow

Samuels had lived all his life in St Ann's and was known in his community. He commanded respect. More

importantly, though, Samuels was an ex-footballer. He had played for the Notts County junior team and gone on to

make a career with semi-professional Ilkeston Town until age and injury caught up with him.

"No one was doing anything to tackle gang crime," he says. "Youth clubs and table tennis don't work with guns and

knives. And the police just didn't get it. So I came up with a simple plan: to form a football team from members of

all three rival gangs. I believed that if I could get them playing football together, there was a chance they would

start talking to one another. And once they were talking to each other, anything was possible."

Samuels called his team Unity and started recruiting players by going down to each of the three estates to try to

persuade gang members to give it a go. By 2005 he had 24 lsigned up – 13 from the Meadows, six from St Ann's and

the rest from Radford. "I wanted to make the setup as professional as possible," Samuels says. "Much as the lads

wanted to play football, they wouldn't have bothered to turn up if I'd only been offering them matches on local

park pitches. So I made them all wear shirts and ties to travel – if anyone didn't have them, I bought them for him

and if anyone refused to wear them, they got sent home – and we played our first match against Ilkeston Town."

Unity now runs three programmes – seniors aged 17-25, juniors aged 11-16 and girls aged 11-25 – and has more

than 800 young people on its books. House Colour: Red

Ada Lovelace

House Colour: Green

Mr Samuels dedicated the MBE* to

“young people who have lost their

lives” and to his family, including his

daughter.

Morris Samuels

Morris Samuels

Rebecca Adlington

House Colour: Blue

*An MBE, Most Excellent Order of the British Empire, is an award given by the Queen to an individual for outstanding service to the community or local 'hands on' service.

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3

Contents

Timetable

Reading Log

Principal’s Reading 24th Feb

Principal’s Reading 2nd March

Principal’s Reading 9th March


Principal’s Reading 23rd March


Power writing template

Subject: English

Subject: Maths

Subject: Science

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5

7

8

9

10

11

12

13

16

18

20

Subject: Geography

Subject: History

Subject: Spanish

Subject: ICT

Subject: Product Design 1

Subject: Product Design 2

Subject: Food Technology

Subject: Art and Design

Subject: Music

Subject: Drama

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Timetable Belong to BBA

Year 8 Monday Tuesday Wednesday Thursday Friday

w/b 24th Feb

English History or Geography

(whichever you have 2 lessons of) Science Maths

200 word challenge from

this week’s library lesson

ICT Music D&T Spanish Principal’s Reading

For next week

w/b 2nd March





ICT Drama D&T Spanish Principal’s Reading

For next week

w/b 9th March






For next week

w/b 16th March






For next week

w/b 23rd March






For next week

w/b 30th March






For next week

ALL WEEKS 20 mins reading of your

own book

20 mins reading of your

own book


own book


own book


own book

5

Reading Log

Monday Tuesday Wednesday Thursday Friday

w/b 24th Feb

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 2nd March

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 9th March

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 16th March

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 23rd March

Read:


Signed:__________________

Read:


Signed:_______________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 30th March

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Belong to BBA

6

Principal’s Reading

7

Belong to BBA Principal’s Reading w/b 24th Feb

The Northern Lights: Norse myths and legends

The Northern Lights have inspired some of the most dramatic tales in

Norse mythology. The Vikings celebrated the lights, believing they were

earthly manifestations of their gods. Other Norse people feared them,

telling stories of the dangers they posed and developing superstitions

to protect themselves. These Norse myths and legends come from the

Nordic countries in Northern Europe and the North Atlantic.

Heroes lighting up the sky

In some Viking legends, they claim the Aurora was the breath of brave

soldiers who died in combat. In other stories, the Aurora was believed

to be the ‘Bifrost Bridge’, a glowing, pulsing arch which led fallen

warriors to their final resting place in Valhalla (the Viking heaven).

Mythical fire foxes

In Finland, the name for the Northern Lights is revontulet, literally

translated as ‘fire fox’. The name comes from the rather beautiful myth

that Arctic foxes produced the Aurora. These fire foxes would run

through the sky so fast that when their large, furry tails brushed against

the mountains, they created sparks that lit up the sky. A similar version

of this story tells that as the fire foxes ran, their tails swept snowflakes

up into the sky, which caught the moonlight and created the Northern

Lights. This version would have also helped explain to the people why

the lights were only visible in winter, as there is no snowfall in the

summer months.

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Principal’s Reading w/b 2nd March Belong to BBA

The Kite rider by Geraldine McCaughrean

Chapter One—Testing the Winds

Gou Haoyou knew that his father's spirit lived among the clouds.

For he had seen him go up there with a soul and come down

again without one.

It happened down at the harbor, the day the Chabi put to sea.

When she set sail, Haoyou's father, Gou Pei, would be among her

crew and gone for months on end. So Haoyou went with him,

down to the docks, to make the most of him on this, their last day

together. "When I get home this time," said Pei, "we must see

about you becoming an apprenticed seaman."

Haoyou's heart quickened with fear and pride at the thought of

stepping out of childhood and into his father's saltwater world.

For the first time ever, Pei took him aboard'showed him where

the anchor was lodged, where the sailors slept, how the ship was

steered, where the cargo would be stowed. And the biggest

excitement of all was still to come: Soon, the Chabi's captain

would be "testing the wind," checking the omens for a

prosperous voyage.

Farther along the harbor wall, a great commotion started up, as a

ship, newly arrived from the south, disembarked its passengers: a

traveling circus. For the first time in his life, Haoyou saw

elephants ponderously picking their way across the gangplank,

while tumblers somersaulted off the ship's rail and onto the

dockside. There were acrobats in jade-green, close-fitting

costumes, twirling banners of green and red, and jugglers and stilt

walkers, and a man laden from head to foot with noisy birdcages.

There were horses, too, ridden ashore across the sagging

gangplank as recklessly as if it were a broad, stone bridge by

Tartar horsemen in sky-blue shirts.

"Ragamuffin beggars," grunted Haoyou's father -- which made

Haoyou laugh, since the gorgeous circus people, finding his

father's tattered rice-straw jacket, would probably have fed it to

one of their elephants. The Gou family was not exactly the cream

of elegant Dagu society. Still, he sensed that he should not ask to

see the circus perform: Circus people were obviously

not respectable -- especially when they

included Tartars.

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Principal’s Reading w/b 9th March Belong to BBA

The ship on which his father, Pei, was about to set sail had a

Tartar name now. Last season she had had a perfectly good

Chinese name, but in an effort to curry favor with the conquering

barbarians, the captain had renamed her after the Khan's favorite

wife: Chabi. Pei muttered gloomily about it. Her hull had been

retimbered, a new layer of wood hammered on over the old, so

that she was beamier than the year before. "It looks as if the

Khan's wife has been eating too many cakes," said Pei. He

laughed and put a loving arm round Haoyou's shoulders.

"Impertinent dog," said a voice close behind them, and

the Chabi's first mate took hold of Pei by his jacket and pushed

him over the edge of an open hatchway.

It was no great way to fall, but Pei landed awkwardly, his leg

twisted under him, and lay gasping on top of the sacks of rice that

were the ship's provisions. Haoyou went to the hatchway and

lowered one leg over its edge, going to help his father. But the

first mate took hold of him by the collar, wrestled him along to

the gangplank, and threw him off the ship.

Haoyou wondered whether to run home and tell his mother, or

stay and see what happened. His father injured on the eve of a

voyage? It was not good, not lucky. Lucky for Haoyou (who hated

his father going away for months on a voyage), but not for the

family dependent on his sailor's wages.

Haoyou decided his mother should know, and turned to run. But

he found his way barred by the corpulent bellies of the merchants

mustering on the dockside. Word had gone out that the Chabi

was testing the wind this morning, and it seemed as if every

merchant in Dagu had hurried down to judge the omens for

themselves. The prosperity of the whole voyage depended on

how the "wind tester" behaved.

Only if it flew well would they entrust their cargoes to

the Chabi. If it flew badly, they would use some rival ship.

It was for this magnificent sight that Gou Pei had brought his son

to the harbor; Haoyou had asked a hundred

times to see it.

The Kite rider by Geraldine McCaughrean continued

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Principal’s Reading w/b 16th March Belong to BBA

Pharaohs were the kings of Ancient Egypt. They ruled

over the land, collected taxes from the people, enforced

the law and led the Egyptian army against invaders.

Tutankhamun became pharaoh after the death of his

father Akhenaten. Akhenaten was a very controversial

ruler. He outlawed all of the gods except for one called

Aten.

The people were very unhappy with this change and,

after Akhenaten's death, destroyed many of his statues

and monuments.

Tutankhamun inherited the throne at the age of 9 or 10.

Because he was so young, he had powerful advisers

around him to help him rule Egypt. They included

General Horemheb and Grand Vizier Ay.

Tutankhamun reversed many of his father’s decisions.

People were allowed to worship the old gods again and

damaged temples were repaired. He moved the

Egyptian capital back to Thebes.

Tutankhamun’s tomb

Tutankhamun reigned for roughly 10 years. He died

around the age of 18 and was buried in a tomb in the

Valley of the Kings.

His burial place was hidden for many centuries. It was

discovered by the Egyptologist Howard Carter in 1922. It

contained many amazing artefacts, including

Tutankhamun’s famous golden death mask, a chariot

and a dagger made from meteorite iron!

11

Principal’s Reading w/b 23rd March Belong to BBA

The Statue of Liberty (Liberty Enlightening the World; French: La

Liberté éclairant le monde) is a colossal neoclassical sculpture on

Liberty Island in New York Harbour in New York, in the United States.

The copper statue, a gift from the people of France to the people of

the United States, was designed by French sculptor Frédéric Auguste

Bartholdi and its metal framework was built by Gustave Eiffel. The

statue was dedicated on October 28, 1886.

The Statue of Liberty is a figure of Libertas, a robed Roman liberty

goddess. She holds a torch above her head with her right hand, and

in her left hand carries a tabula ansata inscribed in Roman numerals

with "JULY IV MDCCLXXVI" (July 4, 1776), the date of the U.S.

Declaration of Independence. A broken shackle and chain lie at her

feet as she walks forward, commemorating the recent national

abolition of slavery. The statue became an icon of freedom and of

the United States, and a national park tourism destination. It is a

welcoming sight to immigrants arriving from abroad.

The statue was administered by the United States Lighthouse Board

until 1901 and then by the Department of War; since 1933 it has

been maintained by the National Park Service as part of the Statue of

Liberty National Monument. Public access to the balcony around the

torch has been barred since 1916.

Visitors were able to climb the stairs and enjoy panoramic views of

Manhattan from Lady Liberty but after the terrorist attacks of 9/11

entry into the inner sanctum has been restricted.

12

Principal’s Reading w/b 30th March

Belong to BBA

St Michael's Mount (Cornish: Karrek Loos yn Koos, meaning "hoar rock in

woodland") is a tidal island in Mount's Bay, Cornwall, England, United

Kingdom. The island is a civil parish and is linked to the town of Marazion by

a man-made causeway of granite setts, passable between mid-tide and low

water. It is managed by the National Trust, and the castle and chapel have

been the home of the St Aubyn family since approximately 1650.

Historically, St Michael's Mount was a Cornish counterpart of Mont-Saint-

Michel in Normandy, France (with which it shares the same tidal island

characteristics and the same conical shape, though it is much smaller, at 57

acres, than Mont St Michel which covers 247 acres), when it was given to the

Benedictine religious order of Mont Saint-Michel by Edward the Confessor in

the 11th century.

St Michael's Mount is one of 43 unbridged tidal islands that one can walk to

from mainland Britain. Part of the island was designated as a Site of Special

Scientific Interest in 1995 for its geology.

The mount has featured in a number of films, including the 1979 film

Dracula, where it was prominently featured as the exterior of Castle Dracula.

[44] It appeared in the 1983 James Bond film Never Say Never Again, as two

guided missiles armed with nuclear warheads fly over the English

countryside and out to sea, passing directly over St Michael's Mount. In the

2003 film Johnny English it was used as the exterior of the character Pascal

Sauvage's French chateau and in 2012, it was a filming location for the

fantasy adventure movie Mariah Mundi and the Midas Box.

13

200 Word Challenges

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

Plan your response to take the thinking out of the writing process.

This will allow you to focus on how well you are writing, rather

than what you are writing.

Power 1—your main idea

Power 2—3 supporting ideas

Power 3—details for each supporting idea

Power Plus—interesting vocabulary, devices,

Belong to BBA

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15

Knowledge Organiser

Subjects

16

Belong to BBA Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Dramatic irony

When the implications of a

situation are understood by the

audience but not by the

characters in the play.

Soliloquy

A speech in a play where the

character speaks to themselves

and the audience rather than

another character.

Juxtaposition

Two things placed next to each

other that are different to

highlight a contrast.

Foreshadowing A hint that something might

happen later on in the play.

Foreboding

A strong feeling that something

terrible is going to happen.

Symbol

Something that represents or

stands for something else, usually

by convention or association.

Tragedy

This is a genre Shakespeare’s

plays are often called when the

events in the play centre around

pain, suffering and loss.


Unrequited Not returned

Deception Lies

Fury Anger

Patriarchal Men have all the power

Defiance Not following the rules

Tyrannical Severe or unfair

Section 3: Possible exam/CAF-style questions

Here’s an image taken from Baz Luhrmann’s film adaption

of Romeo and Juliet:

He decided to create two sides to the City of Verona with

clear signs and symbols for who belongs on which side.

_________________________________________________

Key quotations from the play:

“What, drawn and talk of peace? I hate the

word, As I hate hell, all Montagues, and thee.”

Tybalt Act 1 Scene 1.

“She’s the hopeful lady of my earth” Lord

Capulet Act 1 Scene 2.

“Hang thee, young baggage, disobedient

wretch!” Lord Capulet Act 3 scene 5.

Question: Why do Juliet’s actions have such a

damaging effect on her family?

Section 2: Key Fact/Methods/Processes/Questions

Subject: English Topic: Romeo and Juliet Year: 8 Term: Spring 2

Verona: R & J is set in Verona in the fourteenth century.

Verona was a rich, lively, cultured city but had been

afflicted by violence for centuries. Political leaders clashed

with religious leaders for power, status and wealth and

many people were obliged to take sides.

Women: Society in the 16th century was patriarchal: men

were dominant and women were inferior and expected to

marry as young as 12. Noblewomen like Juliet would have

received some education but there was little freedom in

most areas of life for women. Lower class women

received no education and would have worked as some

sort of servant.

Queen Elizabeth I: Provided a powerful example of a

strong female in a male-dominated society, living by rules

established by men. She was not representative of

women in wider English society and was celebrated as an

exceptional woman. Admired by Shakespeare and led

England to great wealth, prosperity and national

confidence.

Tragic Hero: Romeo and Juliet is a tragedy and the

characters of Romeo and Juliet can be seen as tragic

heroes (main character whose downfall brought about by

own actions or tragic flaw). Both are guilty of loving too

much and too quickly and acting too rashly.

The Plague: Elizabethan England and Renaissance

Verona were badly affected by outbreaks of the painful,

deadly and contagious ‘black death’. Many parents

(including Shakespeare) lost children to the plague and it

provides a metaphor for Mercutio’s final curse as the

Montagues and Capulets all lose children. Romeo doesn’t

get Friar Lawrence’s letter because Friar John is detained

for fear he may have the plague.

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Year 8 English

w/b 24th February Dual coding: create a symbol to help you remember what each of the works from the Tier 3 vocabulary mean. For example:

for ‘Dramatic Irony’ you might draw an audience. The best symbols might get chosen to be used in lessons!

w/b 2nd March

Pick five works form the of the Tier 2 vocabulary and come up with five synonyms for each word to create an inference

bank. You might need to use a thesaurus!

Help: a synonym is a word that means a similar thing but is different to your original word, for example: ‘sad’ ‘miserable’

w/b 9th March Have a look at the ‘Context information’ in Section 2: Looking at the information about Verona, in 100 words explain how this sense

of violence and conflict has appeared in what you’ve read of the play so far.

w/b 16th March Do you believe in ‘fate’ and the idea that ‘everything happens for a reason’? There are lots of references to fate throughout

Romeo and Juliet, write 150 words explaining your view on whether fate and destiny are something you believe in or not.

w/b 23rd March Using the image in Section 3: plan what it might look like, what you might hear, see, smell and feel if you were stood there

now. Write a 150 word description of this place using sensory language.

w/b 30th March Read the quotes from ‘Romeo and Juliet’ in Section 3. Write an extended SQUID using at least two quotes answering the

question: ‘Why do Juliet’s actions have such a damaging effect on her family?’

18

Belong to BBA Subject: Maths Year: 8 Term: Spring 2

Section 1: Key Vocabulary


Term (sequence) One of the separate items in a sequence.

Position (sequence)

A number that counts where a term is in a sequence. In the sequence 2,4,6,8 the second term (n=2) is 4.

Term to term rule A rule that links a term in a sequence with the previous term.

Common difference

If a sequence goes up or down by the same amount each term it has a common difference. Therefore the sequence is a linear sequence.

Linear Sequence A number pattern with a common difference.

Geometric sequence

A sequence where the previous term is multiplied by a constant.

nth term A rule that links the term in the sequence with the position in the sequence. This is written as an expression in terms of n. E.g. 2n+3

Expression A mathematical statement written using symbols, numbers or letters.

Fibonacci style Sequence

The next number is found by adding up the two numbers before it. E.g. 4, 7, 11, 18, 29, …


Sequence A set of numbers or other objects arranged in order that follow a rule.

Increasing sequence

Each term is greater than the last.

Decreasing sequence

Each term is less than the last term.

Pattern An arrangement of repeated parts.

Increase To make something greater.

Decrease To make something lesser.


Square Numbers … the pattern that forms squares

1,4,9,16,25,…

Triangle Numbers

Triangular numbers from

the sequence that comes

from a pattern of dots that form a triangle. 1,3,6,10,15,21 ...

The Fibonacci Sequence 1, 1, 2, 3, 5, 8, 13, 21, …

Starts with 1, 1, the next number is found by adding up the two

numbers before it.

The term to term rule for this

sequence is add 2. Therefore

the common difference is +2.

What are the first 5 terms for the sequence 10n+5?

n=1 n=2 n=3 n=4 n=5

10x1+5 10x2+5 10x3+5 10x4+5 10x5+5

10+5 20+5 30+5 40+5 50+5

15, 25, 35, 45, 55,

The first five terms are 15, 25, 35, 45, 55.

Calculate the nth term for the sequence 5, 8, 11, 14, 17, …

+2

The term to term rule is +3, the common difference is +3.

This means part of the nth term is 3n, we write the 3 times

table above the sequence to find how far away we are from

the sequence. 3+2=5.

Therefore 3n+2 is the nth term.


1. Fill in the blanks of the sequences.

i) …. , -4, -1, …. , 5 ,

ii) 0.5, 3, …. , 8 ,

iii) -13, …. , …. , 8, …. , 22

2. What are the first 5 terms of the sequence

n2+2?

…… , …… , …… , …… , …… ,

3. What is the term to term rule for the sequence:

4, 8, 16, 32, …?

4. What is the nth term of these sequences:

i) 2, 4, 6, 8, …

ii) 3, 5, 7, 9, …

iii) 10, 14, 18, 22, …

iv) 5, 2, -1, -4, …

5. i) Is 52 in the sequence n+1?

Ii) Is 52 in the sequence 3n+1?

Iii) Is 101 in the sequence 2n+4?

6. What is the nth term of the number of match-

sticks used in this pattern?

19

Year 8 Mathematics

w/b 24th February

Section 1: Vocabulary

Use five words in Section 1 to make five mathematical sentences.

Hegarty Maths Video Numbers: Getting started 535 Unsure 536 Confident 537 Perimeter circle problems

w/b 2nd March

Section 2: Key Facts

A square has side length 5cm. What is the perimeter of the square? What would the perimeter be if the side length were

in?

Hegarty Maths Video Numbers: Getting started 550 Unsure 551 Confident 552 Perimeter

w/b 9th March

Section 3: CAF Questions

Complete Questions 1, 2 and 3 from Section 3

Hegarty Maths Video Number: 558 Compound Area

w/b 16th March

Section 1: Vocabulary

Use five tier 3 words in Section 1 to make five mathematical sentences.

Hegarty Maths Video Numbers: Getting started 196 Confident 197 Sequences

w/b 23rd March


Create a Fibonacci style sequence.

Hegarty Maths Video Numbers: Getting started 197 Confident 198 Sequences

w/b 30th March

Section 3: CAF Questions

Complete Questions 4, 5 and 6 from Section 3

Hegarty Maths Video Number: 263 Fibonacci Sequence

You must choose one Hegarty maths task to do per week.

20



Mass Measured in kg

Force A push, a pull or a twist.

Weight Mass multiplied by gravitational

field strength.

Pressure Describes the force applied over a

certain area.

Resultant force Overall force acting on an object.

Newton The unit for force. Measured in N.

Friction The combined thermal energy of

two opposing forces

Stopping distance Distance travelled by a vehicle when

you take into account thinking and

stopping distance

Streamlined Very little resistance to a flow of air

or water, increasing speed and ease

of movement.

Mass Amount of matter

Acceleration Changes in Speed

Speed The rate at which someone or

something moves or operates or is

able to move or operate

Lever A solid beam laid across a pivot.

Effort is applied to rotate one end

about the pivot. Tier 2 vocabulary Definition

Balanced When all the forces acting on a

particle are equal

Unbalanced When the force acting on a particle

is unequal.

Equilibria Forces in balance against one

another.

Exerted Something is applied to an object.

Forces are exerted on the plane.

Section 3: CAF style questions

Subject: Science Topic: Forces Year: 8 Term: Spring 2

Section 2: Key ideas

1. Draw a free body diagram labelling the forces acting

on this fish:

2. Calculate the weight of a 50 kg alien if they were on

the following planets

A) Jupiter where g= 25 m/s2

B) Mars where g= 4 m/s2

C) Uranus where g= 9 m/s2

3. Using the graph, describe the journey of the car

4. A vehicle is travelling at 9 m/s. It has a thinking dis-

tance of 6m and braking distance of 6 m. At 31 m/s, the

thinking distance is 21 m and braking distance is 75 m.

A) Calculate the total stopping distance.

B) How does total stopping distance increase with

speed?

C) How would it differ if the vehicle were controlled

by someone under the influence of alcohol?

A

B

C

D

At A the vehicle has moved 4 miles in 1 hour. At B it stays

stationary for 30 minutes. At C it then travels for a further

hour covering a distance of 4 miles. It stays stationary at D

for 2 hours before returning to its original position.

E

21

Year 8 Science

w/b 24th February Read, cover, write and check Section 1 Vocabulary for Forces.

w/b 2nd March Complete Educake Assignment A

w/b 9th March Complete Educake Assignment B

w/b 16th March CAF week: Revise for your CAF. Make sure you revisit some of content for Year 7. Answer the

Section 3 CAF questions.

w/b 23rd March Have a go at Educake Cells and Respiration revision. This will give you a good foundation for

starting the plant topic.

w/b 30th March Have a go at Educake States of Matter.

This will give you a good foundation for starting the plant topic.

22



Sustainable Meeting the needs of the present

without compromising (limiting)

the ability of future generations

to meet their own needs.

Extreme tourism Activities which have an element

of risk, require physical fitness

and are often undertaken in

extreme environments.

Extreme

environment

A place with conditions difficult

for human survival, for example

deserts, glaciers, mountains and

rainforests.

Dark tourism Tourism involving travel to places

historically associated with death

and tragedy.

Climate change The large-scale, long-term shift in

the planet's weather patterns or

average temperatures.

Climate The average weather conditions

of an area over many years.


Physical features Natural features, e.g. rivers,

beaches and waterfalls.

Human features Man made features, e.g. buildings

and statues.

Challenges Problems an area might face.

Tourism Visiting a place for leisure

purposes.

Precipitation The geographical term for rain,

snow, sleet, or hail .


Figure 1

1. Using figure 1, explain how the Grand Canyon was

formed. Write at least one paragraph.

Figure 2

Figure 3

Subject: Geography Topic: Fantastic Places Year: 8 Term: Spring 2

Section 2a: Key Fact Questions

1. Where is Death Valley located?

2. Where is the Racetrack Basin located?

3. What is the Grand Canyon?

4. Where is the Grand Canyon located?

4. How many years ago was the Grand Canyon formed?

5. What is the name of the river running through the Grand

Canyon?

6. Where are the Himalayas located?

7. How tall is MT Everest?

8. What are the challenges of climbing MT Everest?

9. In what year did the Chernobyl disaster occur?

10. In what country did the Chernobyl disaster occur?

Section 2b: Thinking Questions

1. Write a paragraph to explaining the main characteristics of a

desert.

2. Write a paragraph explaining two ways Fantastic Places are under

threat. Try to give specific examples.

2. Using figure 2 and 3,

explain the impact the

Chernobyl disaster had

on people and the envi-

ronment

23

Year 8 Subject Geography

w/b 24th February Put at least 7 of the Tier 2 and 3 words into a full geographical

sentence, e.g. Deserts have a warm and dry climate.

w/b 2nd March Answer the question based on figure 1 in section 3. Write at least one

paragraph.

w/b 9th March Use the self assessment template to mark your own work (from week

2) and improve it.

w/b 16th March Answer the question based on figure 2 and 3 in section 3. Write at

least one paragraph.

w/b 23rd March Answer the questions in section 2a – simple, short, one or two word

answers is all you need.

w/b 30th March Full paragraph answers to the questions in 2b. Explain your answers

using chains of reasoning's.

24



Phoney War September 1939-May 1940—no

fighting occurred between

Britain and Germany

Blitz The bombing of British cities,

particularly London in WW2

Air Superiority When an air force can control

the skies above a certain area

Luftwaffe Name for the German air force in

World War Two

Soviet Union The name for Russia and other

countries it had conquered, from

1919 to 1991

Red Army Name for the Soviet Union’s

army

Atomic Bomb A bomb in which an atom is split

releasing huge amounts of

energy Tier 2 vocabulary Definition

Ammunition The number of bullets, bombs

etc. an army has

Encircle Surround an enemy on all sides

Bombardment Heavy bombing of an area

Territory An area of land.

Treaty An agreement between

countries.

Debunk Prove that something is false/a

lie

Subject: History Year: 8 Term: Spring 2

Section 3

Source A. A poster made by the U.S government in 1942.

This supports the USA entering World War Two. How do

you know? Try to explain your answer using the source and

your own knowledge.

Section 2a: Key Fact Questions

1. When did Britain declare war on Nazi Germany?

2. How many soldiers were evacuated from Dunkirk?

3. In which year was the Battle of Britain?

4. Which country won the Battle of Britain?

5. Where did the Japanese attack on December 7th 1941?

6. How many Americans were killed in the attack on Pearl Harbour?

7. Why was Stalingrad important to the Soviet Union?

8. When did D-Day occur?

9. Which cities did the USA drop atomic bombs on?

10. How many people were killed when the first atomic bomb was

dropped ?

Section 2b: Historical concepts e.g.

1. Explain why Hitler was a successful public speaker?

Write TWO paragraphs EXPLAINING your answer—include

precise examples.

2. Explain why appeasement was historically significant

(important).

Write one paragraph EXPLAINING your answer—include

precise examples.

25

Year 8 History

w/b 24th February

SECTION 1— Put at least five of the words into full sentences—a

separate sentence for each one. Use the word in a historical context

e.g. The Phoney War occurred between...

w/b 2nd March

SECTION 2b Q 1— Write a full paragraph answer to QUESTION 1 in 2b.

Explain your answers using historical words such as causes,

consequences, significant.

w/b 9th March

SECTION 2b Q 2—Full paragraph answer to QUESTION 2 in 2b. Explain

your answers using historical words such as causes, consequences,

significant.

w/b 16th March Use the PEEL Marking Checklist to mark your own work (from week

2or 3) and improve it.

w/b 23rd March SECTION 3—Answer the question based on image 1.

w/b 30th March SECTION 2a—Answer the questions in this section – simple, short, one

or two word answers is all you need.

26


Vocabulary Definition

¿Te gustaría ir..? Would you like to go..?

a la bolera to the bowling alley

a la cafetería to the café

al centro comercial to the shopping centre

al museo to the museum

al parque to the park

a la pista de hielo to the ice rink

al polideportivo to the sports centre

¿Te gustaría venir a mi

casa?

Would you like to come to my

house?

una camisa a shirt

una camiseta a t-shirt

un jersey a jumper

una sudadera a sweatshirt

una falda a skirt

un vestido a dress

una gorra a cap

unos pantalones some trousers

unos vaqueros some jeans

unas botas some boots

unos zapatos some shoes

Section 3: CAF/Exam Style Question

Read the blog that Carlos writes about going to

watch football matches. Answer the questions

in English.

Soy fan del Real Madrid y, por supuesto, odio al

FC Barcelona. Me encanta ver los partidos en el

Estadio Santiago Bernabéu y siempre voy con mis

amigos, pero nunca voy con mi padre. A veces no

puedo ir al estadio porque no tengo dinero o

porque tengo muchos deberes, así que tengo que

ver el partido en la tele y no me gusta. ¡Qué lásti-

ma! Mi jugador favorito es Cristiano Ronaldo

porque siempre juega bien, pero también me gus-

ta mucho Iker Casillas. Cuando voy a los partidos,

siempre llevo una camiseta madridista con el

número siete. El número siete es flipante porque

es el número de la camiseta de Cristiano Ronaldo.

Generalmente los jugadores llevan una camiseta

blanca, pero cuando no juegan en el Bernabéu

llevan una camiseta azul. Personalmente, prefiero

la camiseta blanca porque es muy elegante.

Example: Which team does Carlos support? Real Madrid

1 Who does Carlos always go to matches with?

2 Why can’t he go to the stadium to see a match,

sometimes? (Give two reasons.)

3 How does he feel about watching the match on tele-

vision?

4 Why does he think it’s great to wear a number seven

T-shirt to go to a match?

5 When do the players wear a blue T-shirt?

Section 2: Key Ideas Questions: Answers:

Reacciones

Reactions

De acuerdo - Alright

Vale - Ok

Muy bien - Very good

Genial - Great

Sí, me gustaría mucho -Yes, I’d like that very much

Ni hablar - No way

Ni en sueños - Not a chance/Not in your wildest dreams

No tengo ganas - I don’t feel like it

¿Dónde

quedemos?

We shall we

meet?

Al lado de la bolera - next to the bowling alley

Delante de la cafetería - in front of the café

Détras del centro

comercial - behind the shopping centre

Enfrente del polideportivo - opposite the sports centre

En tu casa - at your house

¿Cómo te

preparas?

How do you get

ready?

Me baño - I have a bath

Me ducho - I have a shower

Me lavo la cara - I wash my face

Me lavo los dientes - I brush my teeth

Me visto - I get dressed

Me maquillo - I put on make-up

Me peino - I comb my hair

Me aliso el pelo - I straighten my hair

Me pongo gomino - I put gel on my hair

Subject: Spanish Topic: Making Plans Year: 8 Term: Spring 2

27

Year 8 Spanish

w/b 24th February Learn the Spanish spellings and the English meanings of the first 9 words in Section 1 (¿Te gustaría ir..? - Would you like to

go..? to ¿Te gustaría venir a mi casa?) for a vocab check in your next lesson.

w/b 2nd March Learn the Spanish spellings and the English meanings of the last 11 words in Section 1 (una camisa - a shirt to unos zapatos -

some shoes) for a vocab check in your next lesson.

w/b 9th March Write a paragraph in Spanish about how you get ready. Use box 3 of Section 2 for help.

w/b 16th March Learn the Spanish spellings and the English meanings of the ‘reactions’ in box 1 of Section 2, for a vocab check in your next

lesson.

w/b 23rd March Complete the reading task in Section 3. Answer the questions in English.

w/b 30th March Translate the first four sentences from the reading extract in Section 3 from Spanish into English.

28


Tier 3


Machine

code

Machine code is the binary code that all programs must be translated into so that the computer can understand them.

High level

language

This is a language that is easy to understand for humans and uses English language, e.g. Python, Java, C#, php. All high level language is translated into machine code so that it can be run.

Pseudo-

code

A way of writing an algorithm that is close to actual pro-gramming language, using coding-style language such as IF…THEN…ELSE, loops etc. This code would not run as it just describes how the programs works, but could be converted into another programming language easily.

Iteration

Where a program will execute a group of instructions zero or more times based on a condition. FOR loops will execute instructions a specific number of times, loops for one or more times and WHILE… loops for zero or more time.

Program-

ming con-

structs

Algorithms are designed using common building blocks known as programming constructs. These are sequence (putting steps in the right order), selection and iteration.

Arithmetic

operations

Changing variables by using +, -, * (multiply), / (divide), ** (to the power of, e.g. 3**2 means 3 squared), integer division (DIV) and modulus (MOD)

Tier 2


Algorithm

A set of steps to solve a problem. Can be in a computer as a program or in real life such as a recipe or instruc-tions to complete a task.

Variable

A space in memory used to hold a value that can change while a program is running. Variables have rules about how they can be named. They cannot be a command word (e.g. print), cannot have spaces and cannot start with a number.

Data Type

A description of the type of data being stored in a varia-ble. A variable can be stored as a string, integer, float or boolean

Syntax

A set of rules that defines how program statements must be written in order for the translator to understand them. It is the same as grammar in English language.

Debugging Finding and fixing mistakes in programs

Section 3

1. Copy and explain the program above, giving an ex-ample of what you would type in and what you think would appear on screen.

2. 3. (a) There are 3 errors in the program below. What

are they and what type of errors are they? (b) Rewrite the program without the errors and modify it to use a different arithmetic operator. 3. What is the data type for each of the following? (a) 7 (b) 7.0 (c) ”7” (d) True 4. What datatype would you use to store a phone num-ber? 5. What is wrong with this program? Write out the corrected version and state what would appear on screen while it was running. 6. Explain the image above

Subject: Computer Science Topic: Programming Year: 8 Term: Spring 2


Questions: Answers:

What is the difference between the data values 2 and "2"?

2 is an integer, "2" is a character stored in a string because it has speech marks around it.

What are Comparison Operators?

= (equal to), < (less than), > (greater than), <= (less than or equal to), >= (greater than or equal to), <> (not equal to)

What is a Syntax Error ? An error in the format of the program statements such as missing semicolons or keywords spelt incorrectly.

What is a Logic Error? An error in the algorithm that means the outcome is not as expected, even though the program will run.

How do algorithms decide which order to do things in?

Algorithms use selection statements to make decisions about which order to do things e.g. IF x> 3: Output “Yes” ELSE: Output “No”

Which programming construct allows an algorithm to repeat instructions?

To execute a group of instructions zero or more times an iteration statement must be used. There are 2 types of iteration. FOR loops perform the commands in the loop a set number of times, FOR x in range 1 to 10 will perform the loop 10 times. WHILE loops are repeated until a specific criteria is met, WHILE x > 5 will stop when the variable x becomes 5 or lower.

Data type Description Sample

data

INTEGER Stores positive or negative whole num-

bers 17

REAL Stores numbers that contain decimal plac-

es/values and can also store integers 17.65

CHARACTER Stores a single character which can be a

letter, number or symbol $

STRING

Stores alphanumeric combinations and

text. String is a group of characters

stored together as one. Numbers to be

used for calculations should not be stored

as string data even though they can be.

Bitesize

BOOLEAN

Stores True or False only. This is some-

times taught as 1 or 0 only where 1 is true

and 0 false

True

29

Year 8 Computer Science—Programming

w/b 24th February

Write a paragraph about your favourite piece of software. It could be a game, application (e.g. photoshop), web app or

phone app. What is good about it? Is there anything you wish were different? Do a 5 minute sketch of one of the screens

and label it.

w/b 2nd March Answer questions 1-3 from Section 3

w/b 9th March Answer questions 4-6 from Section 3

w/b 16th March Plan out a program that would display the 10 times table. Could you modify it so that the user could get the times table for

any number they typed in (up to 10 times)?

w/b 23rd March Write a program that asks the user to type in their age then works out what year they were born and displays it on the

screen.

w/b 30th March

Plan a quiz program with five questions using information from the knowledge organiser. Include what you would put on

screen IF the user enters the right answer, ELSE what they would see if they got the wrong answer. Super challenge: Can

you add a scoring system?

30

Subject: Product Design 1 Year: 8 Term: Spring 2



Product Analysis Product analysis can take different forms but in general it means asking questions about a product and forming answers.

Manufacturing The process of converting raw materials, components, or parts into finished goods that meet a customer's expectations or specifications.

Access FM Access FM is the acronym for creating a great product in design technology, the letters stand for: Aesthetics (how it looks) Cost (the price) Customer (who will buy it) Environment (is it eco-friendly)

Sketching Drawing lightly when you first start a picture, to get the shape and proportion. By pressing lightly you can rub out any inaccuracies

Development Providing details and support for our ideas is called development.

Design Specification A design specification is used to describe all of the client and technical requirements gathered throughout the research process

Functionally In a way that is practical and useful, rather than attractive.

Modification

Unforeseen changes may affect timescale, cost and material selection. These may be minor and have low impact on the design.


Logo A symbol or other small design adopted by an organisation to identify its products, uniform, vehicles, etc.

Evaluate Form an idea of the value or assess the quality or effectiveness of a piece of work.

Section 2: Key Fact/Methods/Processes/

Questions

Many everyday items have been made

more comfortable and effective to use.

Do you think these are more expensive to make? Explain/

Discuss

What makes a successful logo?


1. Product analysis, where is it used in industry?

2. How does product analysis affect the way in which

products are designed?

3. What information do you think would be helpful for a

designer making a chair for a café?

4. How does research help a designer improve their design?

5. As part of research, it’s essential to know what else is on

the market and how it’s made. Why?

6. Product analysis can help your awareness of:

7. What areas should you consider when carrying out

product analysis?

8. Why is it important to test a final product?

9. What could cause a change to the original design

specification?

31

Year 8 Product Design 1

Week 1 Product analysis where is it used in industry?

Week 2 How does research help a designer improve their design?

Week 3 As part of research, it’s essential to know what else is on the market and how it’s made. Why?

Week 4 What does each letter of ACCESS FM stand for? And what do they mean?

Week 5 Explore what is meant by the term quality control giving examples. Describe why it is important during the manufacturing

of a product.

Week 6 Explain why we perform a product analysis during the research stages of a project and how ACCESS FM is used in this

process.

Week 7 What makes a successful logo? Give reasons for your answer

Week 8 State two important features of chocolate packaging and give reasons for your answer

Week 9 Name two advantages of using CAD (computer-aided design) and give justifications for your answer

32



Brainstorming Listing all possibilities for the design

problem, usually in a spider-type

diagram or similar.

CAD Computer software that helps the

designer to create designs, plans,

technical drawings and 3D images of

the design being explored. Computer

aided design.

CAM Computer software programs and

Computer Numeric Control (CNC)

machinery, such as a milling machine

lathe or vinyl cutter machine, that

allows CAD produced designs to be

made by the CAM machinery.

Computer aided manufacture.

Durability The ability of a material or product

to last a long time.

Research Gathering information to help with

design work. The process of looking

at existing ideas and designs and

listing good and bad features.

Gathering other information that will

assist with design work.

Hardwoods From deciduous trees; oak, teak,

beech, high cost as grow slowly

Softwoods From coniferous trees; ‘pine’,

‘spruces’ low cost as grow fast

Man- made

boards

MDF, plywood, hardboard.

Reshaped to improve the properties

Thermoplastic Can be heated and shaped many

times

Section 3: Possible exam/CAF-style questions Why is MDF suitable for making prototypes?

What tool would you use to cut straight lines in a piece of pine and why?

Why would you always use mm as the unit of measurement in the workshop? Justify your answer.

What is meant by the term quality assurance and how do you use it while making your pine boat?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain the difference between hardwoods and softwoods Use examples to justify your answer.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Task: Draw out the tools/equipment and make sure they

are labelled correctly. Describe what each is used for during

your practical lessons to produce your pine boat

What are some of

the properties of

pine?

Pine is a soft, white or pale

yellow wood which is

lightweight, straight grained

and lacks figure. It resists

shrinking and swelling.

Why is varnish

applied to natural

timbers?

Varnish is applied to protect

or enhance the aesthetics of

the natural wood.

What are the

advantages of

computer aided

design?

- Can be more accurate than hand-drawn designs - it reduces human error.

- You can save and edit ideas, which makes it easier and cheaper to modify your design as you go along.

- You can modify existing ideas,

which saves time.

Subject: Product design 2 Topic: timbers and plastics Year: 8 Term: Spring 2

A Tenon saw and bench hook are used to

cut straight lines in timber.

33

Year 8 Product Design 2

Week 1 SECTION 1— Put the each of the 3 top words into full sentences. These sentences should be separate

and related to Design and Technology

Week 2 SECTION 3—Answer the first 3 question in Section 3. Where required, use as much detail as possible

and justify your response

Week 3 List ten health and safety rules that should be followed when performing practical tasks in the

workshop. Justify your answers fully.

Week 4 SECTION 2—Study the information and images shown regarding the cutting process. Answer the

questions or complete the task in as much detail as you can.

Week 5 SECTION 1— Put the each of the next 3 words on the list into full sentences. These sentences should

be separate and related to Design and Technology

Week 6 SECTION 2—Study the information at the lower part of the section. Read, cover and copy the

information into your books. You will be quizzed on the information during lesson.

Week 7 SECTION 3—Answer the final 2 question in Section 3. Where required, use as much detail as possible

and justify your responses

Week 8 SECTION 2—Research what is the meaning of the acronym ACCESS FM stands for. If you need access

to the internet to do this, you may come to C32 to use the computers during lunch or after school.

Week 9 SECTION 1— Put the final 3 words into full sentences. These sentences should be separate and

related to Design and Technology

34

Belong to BBA Subject: Food Technology Year: 8 Term: Spring 2

Section 2: Important ideas

Commercial sector;

residential.

Hotels, guest houses, bed & breakfasts,

farmhouses, family holiday camps, glamping,

cruise ships, long-distance train, airlines,

motorway services, youth hostels.

Commercial sector;

non-residential .

Restaurants, bars, cafes, tearooms,

takeaways and fast food, pubs, clubs and

casinos, street food, pop-up restaurants,

mobile roadside food, tourist attractions,

Non-commercial

sector; residential

Public sector catering, NHS hospitals, NHS

nursing homes, emergency services prison,

universities , armed forces , homeless

hostels/ shelters , private nursing and care

homes, boarding schools.

Non commercial

sector; non-residential

Workforce catering , voluntary sector/ health

and welfare– senior citizens lunch clubs,

charity food vans and soup kitchens,

Childcare and school holiday clubs, schools.

What is the kitchen

brigade?

A system for setting out and explaining the

job roles and responsibilities of those people

who work in the kitchen. Created by a French

chef in the 19th Century, this is why French

terms are historically used in cooking.

What is the economy? A country or region in terms of the

production and consumption of goods and

services and the supply of money.

What is a Michelin

star ?

Michelin stars are a rating system used by

the red Michelin Guide to grade restaurants

on their quality. One star signifies "a very

good restaurant", two stars is "excellent

cooking that is worth a detour", and three

stars means "exceptional cuisine that is

worth a special journey".



Commercial Making or intending to make a profit.

Non-commercial Not having a commercial objective; not intended to make a profit.

Caterer A business or person that arranges the preparation, delivery and presentation of food for clients

Catering Providing food and beverages

Client group Individuals or establishments whom a company may aim to attract to their business , this can be for commercial or non commercial establishments .

Beverages Liquid intended for human consumption, (drink)

Yeast A microorganism, a product containing living yeast cells that is used in baking to make dough rise and in the making of alcoholic beverages (such as wine)

Raising agents A raising agent is something that makes bread and other foods rise. Chemical raising agents include bread soda, baking powder. Yeast is a biological raising agent

Special dietary

need

Restricted diet from the main choices. This could be due to an allergy, intolerance, medical need, religious or cultural requirement, social choice (vegetarian/vegan)


Explain Make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts

Describe give a detailed account in words of.

Industry economic activity

Establishment A business organisation, public institution, or household.

Section 3: Possible exam/CAF-style

questions What is the role of the environmental health office

EHO? They are responsible for carrying out

measures for protecting public health, including

administering and enforcing legislation related

to environmental health and providing support to

minimise health and safety risks relating to food

and facilities which provide services for customers.

How can a poor food hygiene rating affect a

hospitality and catering establishment ? Five point

food safety rating could boost a business’s sales.

Where as a low rating may put customer off from

purchasing food from the premises as it may be

seen as being a place that is not clean.

What does the

thermometer

showing the danger

zone represent ?

The temperature

range in which food

-borne

bacteria can grow is

known as the danger

zone. Food safety

agencies define the

danger zone as

roughly 5 to 63 °C.

35

Year 8 Food

Week 1 Read the extract in Section 3 and use the information from Key facts

Explain what the role of the EHO is in the food industry is Why is this important for the hospitality and catering industry?

Week 2

Read the extract in Section 2

Why is it important to use the kitchen brigade system to manage a kitchen ?

Week 3

Read the extract in Section 2

How could a Michelin star help to promote a restaurant? How could this affect the business?

Week 4

Read Section 3

What could be the consequence of a poor hygiene rating from an Environmental Health Officer on a hotel? How might this

Week 5

Read Section 2

Compare and contrast the different sectors of the hospitality and catering industry.

Week 6

Read Sections 1 and 2

Give examples of different commercial residential establishments, explain what the intentions of these businesses are.

Give examples of different non- commercial residential establishments, explain what the intentions of these businesses

are.

Week 7

Read Section 3

Redraw the temperature chart accurately using colour and labels

Week 8

Read Section 1

Why is it important that you make sure you are clear about what is contained in the food on the food label? What could be

Week 9 Read Section 1

Why is yeast important in the production of bread? What other products are used in a similar process ?

36

Belong to BBA Subject: Art and design Year: 8 Term: Spring 2



Scenario This is the setting given that relates to

the client brief; it will give you a

theme

Design brief This sets out what a client expects you

to make or design for them, this is

your starting point

Mood board A collection of images to do with your

theme that can give you inspiration,

normally collected from the internet

onto a PowerPoint . This is a form of

secondary research

Observational

drawing

This is looking at something that is in

front of you.

Collage A collection of chocolate and sweet

wrappers glued on to a piece of paper

View finder Two L shaped pieces of paper that you

can put over a section of an image so

that you can draw what is in the box

Grid drawing A table of squares, put over the top of

an image to help process the shape

and proportions within an image

Typography The style of lettering used in graphics

for writing words

Artist research A form of secondary research where

you collect images and information on

an artist


Evaluation A written judgement on how

something has been done.

Communicate To explain work to show ideas and

development in your work


Grid Drawing

To create an accurate drawing , we can put a grid over

our image, then draw the same grid on a piece of plain

paper . Now use the grid to help you plot points of

where the outlines and the details would be


1 Name the 3 primary

colours

1. Red, Yellow, Blue

2. Name the 3 secondary

colours

2. Green , Orange, Purple

3. What are the 3 sets of

complementary colours?

3. Red and green, purple and yellow ,

blue and orange

4 What is the difference

between watercolour

paints and acrylic paints?

Watercolour paints use water to

make the paint liquid on a block ,

acrylic paints are already liquid and

can be mixed straight away; they are

plastic based paints.

5. Which colour should

you paint first ?

5. The lightest colours first and you

can then always go darker

6. Which colours do you

add last and why?

6. Black; as you will not pollute any

of your colours or it can be used to

outline or to neaten edges.

7 How do you mix a tint

of colour ?

A tint is made by adding white to a

colour

8. How do you mix a tone

of colour?

A tone of colour is made by mixing

black with a colour

9. How do you make

purple?

9. Red + Blue = Purple

10.How do you make

green?

10.Yellow + Blue = Green

11. How do you mix the

colour orange?

Red + yellow = orange

Artists name

37

Year 8 Art and Design

Week 1

Read through your Knowledge Organiser and highlight or underline six words that you do not understand. In your

homework book write them down and then find out their meanings, using a dictionary or the internet to get their

definitions .

Week 2

Complete homework worksheet 1 on creating a collage. See the definition in the Knowledge Organiser.

You should collect 5-7 sweet or chocolate wrappers and glue on to a page to create a collage; glue it in to your workbook

Week 3

Make a view finder and place over your collage from last week’s homework . On worksheet 2 given out in lesson draw what you see in

your view finder. See the definition of a view finder in your knowledge organiser. Bring the sheet to your next lesson

Week 4

Answer the following question in your homework book using full sentences

What is the difference between primary and secondary research?

Week 5

Answer the following questions in your homework book in full sentences

What is a design brief?

What design brief are we working to in lessons?

Week 6 Using a style of typography design a logo for the shop ‘Sweets & Treats’ in your homework book

Week 7

Explain which things need to be put on a creative study artist research page .

Week 8

Colour theory:

write out all the primary colours and how they can be put together to make different secondary colours

Week 9

Write an evaluation of 70 words explaining how your bag design meets the requirements of the design brief .

38



Band A group of musicians who play modern music together:

Pop music A term used to describe a distinct genre, designed to appeal to all.

Multitrack recording A method of recording sound. Each instrument can be recorded separately in a studio. Parts can be adjusted and effects can be added after recoding . They are then put together to complete the track.

Riff A short repeated phrase in popular music and jazz, typically used as an introduction or refrain in a song.

Backbeat A beat counted as "two" or "four" in 4/4 rhythm.

Off beat A beat between the main beats, often counted as "and" by musicians.

Vocalist A person who sings, typically with a band.

Backing singer A singer who gives vocal support to a lead singer.

Bassist A person who plays the bass guitar.

Pianist A person who plays the piano.

Guitarist A person who plays the guitar.

Drummer A person who play the drums.


Discern To see or perceive how something is different.

Exemplify To give examples.

Derive You take information from a specific source and use it logically to create something new.

Section 3: CAF-style questions

The pieces you need to listen to can be found on Youtube. 1. Leonard Cohen Hallelujah 2. John Cale Hallelujah 3. KD Lang Hallelujah 4. Jeff Buckley Hallelujah 5. Alexandra Burke Hallelujah 6. Pentatonix Hallelujah Listen to the six different versions of the same song. You are going to create a table and compare the six versions. Your table must include: 1. Instruments 2. Voice 3. Similarities 4. Differences Some of these cover versions were very successful, reaching high chart positions in the UK and the USA. Why do you think some of them were not so successful? Which version do you prefer? Explain your rea-sons for your choice.

Section 2:Key Fact/Methods/Processes/Questions

In popular music, a cover version, remake, cover song, revival, or simply cover, is a new performance or recording by someone other than the original artist or composer of a previously recorded song. Before the onset of rock 'n' roll in the 1950s, songs were published and several records of a song might be brought out by singers of the day, each giving it their individual treatment. Cover versions could also be released as an effort to revive the song's popularity among younger generations of listeners after the popularity of the original version has long since declined over the years. On occasion, a cover can become more popular than the original. The term "cover" goes back decades when cover version originally described a rival version of a tune recorded to compete with the recently released (original) version. Before the mid-20th century, the notion of an original version of a popular tune would have seemed slightly odd – the production of musical entertainment was seen as a live event, even if it was reproduced at home via a copy of the sheet music, learned by heart or captured on a gramophone record. In fact, one of the principal objects of publishing sheet music was to have a composition performed by as many artists as possible. In previous generations, some artists made very successful careers of presenting revivals or reworkings of once-popular tunes, even out of doing contemporary cover versions of current hits. Musicians now play what they call "cover versions" (the reworking, updating or interpretation) of songs as a tribute to the original performer or group. Using familiar material (such as evergreen hits, standard tunes or classic recordings) is an important method of learning music styles. Until the mid-1960s most albums, or long playing records, contained a large number of evergreens or standards to present a fuller range of the artist's abilities and style. Artists might also perform interpretations ("covers") of a favorite artist's hit tunes

for the simple pleasure of playing a familiar song or collection of tunes. A cover band plays such "cover versions" exclusively.

Subject: Music Topic: Bands Year: 8 Term: Spring 2

https://dictionary.cambridge.org/dictionary/english/group

https://dictionary.cambridge.org/dictionary/english/musician

https://dictionary.cambridge.org/dictionary/english/play

https://dictionary.cambridge.org/dictionary/english/modern

https://dictionary.cambridge.org/dictionary/english/music

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

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

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

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

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

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

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

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

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

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

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Year 8 Music

w/b 24th February Complete the listening tasks in section 3, CAF style questions. Make sure you read all the information carefully and complete all the tasks.

w/b 2nd March DO YOUR DRAMA HOMEWORK

w/b 9th March Section 2 is about cover versions. Explain in your own words what is meant by the term cover versions. Give examples of cover versions, including the names of the original and cover artists.

w/b 16th March DO YOUR DRAMA HOMEWORK

w/b 23rd March Listen to the original version of the song your band has chosen and compare it to the version you are creating in class. Make use of

the keywords.

w/b 30th March DO YOUR DRAMA HOMEWORK

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The Given

Circumstances

Given circumstances are what Stanislavski believed we should do as soon as we have been given a script, given circumstances are what help you answer the six fundamental questions (who, when, where, why, for what reason and how).

Objectives The Stanislavski system of Objectives refers to a character's wants within a play. He theorised that the character will always want to achieve something by the end of the play and that every decision they make should lead them towards that goal in some way.

Narration Narrating is adding a spoken commentary for the audience about the action onstage. A narrator is like a storyteller informing the audience about the plot.

Flashing Backwards

& Forwards

Flash-forward is a device in which the plot goes ahead of time; meaning a scene that interrupts and takes the narrative forward in time from the current time in the story. Generally, a flash-forward represents expected or imagined events in the future, interjected into the main plot, revealing important information to the story that has yet to be brought to light. It is the opposite of a flashback, which reveals past events.

Still Image Still images and freeze frames are used to focus in on a particular moment in a play / scene.


Demonstrate

Show that you can do a particular activity or skill.

Section 3: Possible exam/CAF-style question

content

Stanislavski’s Given Circumstances:

WHO? Who is your character but it is also helpful to sum

up who the other characters are (acting is reacting, it is all

about what your character “needs” from the other person)

WHAT? What is going on within the scene, the key talking

point/ potential obstacle. What is it that the characters

wish to ascertain.

WHERE? Where are you, describe the room or if outdoors,

describe the area. Nothing is too specific – you are creating

a world, the world is not basic.

WHEN? What time of day, what time of year – remember

this will affect a change within your character no matter

how slight that change may be. It is also good to know

when it comes to costume should such decision become

your own…. you would not put your character in a summer

dress in the midst of winter.

WHY? Why is this conversation taking place. It is increas-

ingly rare for you to find a meaningless conversation within

a play, everyone wants and needs something. There are

exceptions of course but this would come from a certain

stylistic play.

Stanislavski ‘V’ Brecht:

Task– Write a paragraph explaining the differences be-

tween the two theatre practitioners. What is so different

between the style of Epic Theatre and the style of Natural-

ism? Which style do you prefer? Why?


Target Setting:

When target setting you need to consider the following:

1. Identify exactly what aspect of your performance

work you need to improve– be specific

2. Identify the steps that need to be taken in order to

achieve your target

3. Set a realistic time scale for improvement

4. Check your progress regularly

5. Outline what success will look like to help you to

track your progress

6. Be reflective and persistent

Reviewing your performance work:

Key things to consider as part of your review:

The techniques used and the impact that they had

on the performance

The actors use of physical movements and gestures

The actors use of facial expression

The actors use of their voice including projection,

diction and vocal expression

The actors ability to stay in role and not corpse

The actors ability to respond to cues and remember

lines

Use of props and / or token costume

The intended impact on the audience

The audiences response

Subject: Drama Year: 8 Term: Spring 2

https://literarydevices.net/plot/

https://literarydevices.net/narrative/

https://literarydevices.net/flashback/

41

Year 8 Drama

w/b 24th February Music homework to be completed this week.

w/b 2nd March For your role, list out the Given Circumstances; who, what, where, when and why. Next, explain what your objective is in

the scene.

w/b 9th March Music homework to be completed this week.

w/b 16th March Write a paragraph explaining your use of flashing backwards and forwards.

w/b 23rd March Music homework to be completed this week.

w/b 30th March

Use Section 2 to review your performance work. How successful were you in demonstrating the taught skills? How well did

you work as a team? What could you have improved? Set 3 specific targets for next half term.

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