YEAR 8KNOWLEDGE ORGANISERTerm 1&2 September - December

Name:

Tutor Group:

“Knowledge is power. Information is liberating” - Kofi Annan

What is your Knowledge Organiser?

Your Knowledge Organiser has been designed by your subject teachers. Your Knowledge Organiser contains a summary of the information your subject teachers would like you to know and understand across Terms One and Two (Sep-tember until December).

Understanding the information in your Knowledge Organiser and practising the tasks suggested will help you to get the very best out of every lesson.

Do I need to bring my Knowledge Organiser to lessons?

Yes. You are expected to bring your Knowledge Organiser to every lesson and to Tutor Time. Your subject teachers will ask you to use your Knowledge Organiser to check key facts and ideas, to check the spelling of key words, to help you to complete a task in the lesson, to help you with a piece of homework and to help you prepare for assessment tasks.

Your subject teachers will ask you questions about the information and ideas in your Knowledge Organiser to check your subject knowledge and understanding.

KNOWLEDGE ORGANISER

How can I use my Knowledge Organiser at home?

Your Knowledge Organiser will help you to work independently and develop the skills you need to be a successful learner.

You can use your Knowledge Organiser at home in a number of different ways.• Ask someone to write questions for you to answer• Createmindmapsorflashcardsfordifferentsubjects• Put the key words into new sentences• Giveyourselfaspellingsordefinitionstest• Draw diagrams of processes• Draw images and label them to show your ideas and understanding• Carry out some further research on a topic and think about how you might present this information

ArtComputer ScienceCraftDramaEnglishFood TechnologyGeography HistoryMathsMFL – French & SpanishMusicPEREScience

CONTENTS

Prim

ary

S

econ

dary

AR

T T

ERM

1 &

2 C

OLO

UR

TH

EOR

Y

Prim

ary

Colo

ur:

thes

e ca

nnot

be

mixe

d. R

ed, Y

ello

w a

nd B

lue.

Seco

ndar

y Co

lour

s: co

lour

s cre

ated

by

mixi

ng a

ny tw

o of

the

thre

e pr

imar

y co

lour

s. Ex

ampl

e: m

ixing

red

and

blue

mak

es

Purp

le.

Tert

iary

Col

ours

: col

ours

crea

ted

by m

ixing

a p

rimar

y co

lour

w

ith a

seco

ndar

y co

lour

. Exa

mpl

e: m

ixing

yel

low

with

gre

en

crea

tes a

Yel

low

/Gre

en co

lour

.

Dip,

Wig

gle,

Squ

eeze

,

Load

, Rol

l, Sp

read

.

Blac

k an

d W

hite

in

pain

ting

term

s or

colo

ur th

eory

, are

no

t con

sider

ed a

s co

lour

s, in

stea

d th

ey a

re d

efin

ed

as T

int (

whi

te) a

nd

Shad

e (b

lack

).

Whe

n pa

intin

g, w

e on

ly

use

the

Prim

ary

colo

urs

of R

ed, B

lue,

and

Ye

llow

and

mix

them

to

crea

te S

econ

dary

an

d Te

rtia

ry co

lour

s.

Blue

/ Pur

ple

Re

d/ P

urpl

e

Red

Blue

Purp

le

Red

Red/

Ora

nge

Yello

w

Yello

w /O

rang

e

Oran

ge

Gree

n

Yello

w

Blue

/ Gre

en

Bl

ue

Yello

w/ G

reen

Prim

ary

Seco

ndar

y

Tert

iary

.

VARI

ABLE

S

Va

riab

le –

A v

alue

whi

ch m

ay c

hang

e wh

ile

the

prog

ram

is r

unni

ng.

Va

riab

les

are

data

val

ues

that

can

cha

nge

when

th

e us

er i

s as

ked

a qu

esti

on,

for

exam

ple,

th

eir

name

.

Va

riab

les

may

also

cha

nge

whil

e th

e pr

ogra

mme

is r

unni

ng (

such

as

a sc

ore)

Th

e ex

ampl

e be

low

show

s a

vari

able

cal

led

name

wh

ich

curr

entl

y ha

s th

e va

lue

“Bob

”. T

his

valu

e co

uld

be c

hang

ed t

o “S

arah

”.

COMP

UTER

SCIEN

CE

DATA TYPES

Ca

stin

g is

whe

n yo

u wa

nt t

o ch

ange

bet

ween

da

ta t

ypes

. Eg

– i

f yo

u wa

nt t

o us

e an

in

tege

r in

a s

ente

nce

you

woul

d ne

ed t

o co

nver

t it

to

a st

ring

.

Data Type

Definition

Stri

ng

Text

eg:

“He

llo”

Inte

ger

Whol

e nu

mber

eg:

32

Floa

t/Re

al

Deci

mal

numb

er e

g: 1

.2

Bool

ean

Two

valu

es e

g: t

rue

or f

alse

Char

acte

r A

sing

le c

hara

cter

eg:

b

VARI

ABLE

ERR

ORS

The

most

com

mon

mist

ake

that

peo

ple

make

whe

n us

ing

vari

able

s in

pr

ogra

mmin

g is

typ

ing

the

name

of

the

vari

able

one

way

at

the

star

t of

th

eir

code

(eg

: Na

me)

and

then

typ

ing

it d

iffe

rent

ly w

hen

they

try

to

use

it a

gain

(eg

: na

me).

.

Encryption

Decryption

In P

ytho

n w

e us

e “S

elec

tion”

to

give

diff

eren

t pos

sible

pa

thw

ays t

hrou

gh o

ur

prog

ram

. Cypher

The

proc

ess

of con

vert

ing

data

int

o cy

pher

-text

so

that

it

can

only b

e unde

rsto

od i

f you

know

the

key.

An a

lgor

ithm

to en

cryp

t and

decr

ypt

data

The

proc

ess

of con

vert

ing

encr

ypte

d da

ta bac

k in

to

plai

n te

xt

COMP

UTER

SCIEN

CE

APE

X

Know

ledg

e

Chatbots

A ch

atbo

t is

a com

pute

r pr

ogra

m desi

gned

to

simu

late c

onve

rsat

ion

with

hum

an u

sers,

espe

cial

ly o

ver th

e In

tern

et.

Chatbo

ts a

re u

sed

by c

ompa

nies

to gi

ve c

usto

mers

advic

e on

line

. Th

is sav

es t

he

comp

any

mone

y beca

use

they

don

’t hav

e to

pay

rea

l peop

le f

or t

his

job.

Chat

bots

are

progr

amme

d to

mak

e them

see

m in

tell

igent.

Thi

s me

ans

that

the

pro

gramme

r ha

s to

thi

nk of

all

the

diff

erent

ways

a

conv

ersa

tion

could

go

and

prog

ram th

em.

Hello

! How

may

I he

lp yo

u?

Chat

bot

Chal

leng

es:

Do som

e re

sear

ch int

o ch

atbo

ts t

o find

out

mor

e ab

out

them

. Yo

u co

uld lo

ok i

nto

exam

ples o

f wh

ere

they

are u

sed,

wha

t th

e adva

ntag

es

and

disa

dvan

tages

of t

hem

are

and yo

u co

uld

even

try a

nd h

ave

a co

nversa

tion

wit

h one

to s

ee h

ow eff

ecti

ve i

t is

.

Belo

w is

an

exam

ple

of h

ow

sele

ctio

n lo

oksi

n p

ytho

n:

choi

ce=i

nput

(“Pi

ck A

, B o

r C”

) If

choi

ce =

= “a

”:

pr

int(“

You

chos

e A”

) el

if ch

oice

==”b

”:

pr

int(“

You

chos

e B”

) el

if ch

oice

==”c

”:

pr

int(“

You

chos

e C”

) el

se:

pr

int(“

Unre

cogn

ised

choi

ce”)

Sele

ctio

n us

es IF

, ELI

F an

d EL

SE to

give

diff

eren

t po

ssib

ilitie

s. Th

is ca

n be

pa

rticu

larly

use

ful w

hen

prog

ram

min

g a

chat

bot.

Why

do

you

thin

k th

is m

ight

be

?

Mos

aic

A

mos

aic

is a

pie

ce o

f A

rt o

r im

age

mad

e fr

om t

he a

ssem

blag

e of

sm

all

piec

es o

f m

ater

ials

, usu

ally

col

oure

d gl

ass

and

ston

e. I

t is

oft

en u

sed

in

deco

rati

ve A

rt o

r as

inte

rior

de

cora

tion

. Mos

t m

osai

cs a

re m

ade

of s

mal

l, fl

at, r

ough

ly s

quar

e, p

iece

s of

mat

eria

l.

Colla

ge

Colla

ge (f

rom

the

Fre

nch:

col

ler,

"to

gl

ue"]

) is

a te

chni

que

of a

rt

prod

ucti

on, p

rim

arily

use

d in

the

vi

sual

art

s, w

here

the

art

work

is

mad

e fr

om a

n as

sem

blag

e of

di

ffer

ent

form

s, t

hus

crea

ting

a n

ew

whol

e. A

col

lage

may

som

etim

es

incl

ude

mag

azin

e an

d ne

wspa

per

clip

ping

s, r

ibbo

ns, p

aint

, bit

s of

co

lour

ed o

r ha

ndm

ade

pape

rs,

port

ions

of

othe

r ar

twor

k or

tex

ts,

phot

ogra

phs

and

othe

r fo

und

obje

cts,

glu

ed t

o a

piec

e of

pap

er o

r ca

nvas

.

Crea

tive

CRA

FT e

ncou

rage

s ou

r st

uden

ts t

o be

insp

ired

and

cha

lleng

ed t

o de

velo

p th

eir

craf

t sk

ills

thro

ugh

stud

ying

tra

diti

onal

cra

ft p

roce

sses

, co

ntem

pora

ry in

terp

reta

tion

s of

tra

diti

onal

ski

lls, s

usta

inab

le w

ork

prac

tice

s an

d th

e us

e of

new

mat

eria

ls a

nd t

echn

olog

ies

by m

aker

s an

d de

sign

ers.

The

em

phas

is is

on

deve

lopi

ng p

ract

ical

ski

lls a

nd k

nowl

edge

in d

esig

ning

and

mak

ing.

Crea

tive

CRA

FT

M

osai

c /

Colla

ge

Ter

ms

1 an

d 2

Tech

niqu

es

Cut

Torn

Ripp

ed

Twis

ted

Scru

nche

d

Laye

red

Hol

e pu

nche

d

Mat

eria

ls y

ou c

ould

use

mag

azin

es, j

unk

mai

l, co

lour

ed p

aper

, han

dmad

e pa

per,

tis

sue

pape

r,

fabr

ic, b

utto

ns, b

eads

, pho

togr

aphs

, pai

nted

pap

er, w

rapp

ers,

sti

cker

s, c

olou

red

tape

and

mor

e.

An example of a GOBO being used to create a pattern of stars and planets on the floor.

Plac

ards

: A

plac

ard

is a

sign

or a

dditi

onal

pi

ece

of w

ritten

info

rmati

on

pres

ente

d on

stag

e. U

sing

plac

ards

m

ight

be

as si

mpl

e as

hol

ding

up

a ca

rd o

r ban

ner.

Mul

timed

ia o

r a

Pow

erPo

int s

lides

how

can

also

be

used

for t

his e

ffect

.

Rehe

arsa

l te

chniqu

e:

Ang

el &

Dev

il

A pl

ot d

evice

use

d fo

r dra

mati

c and

/or

hu

mor

ous

effec

t. Th

e an

gel

repr

esen

ts c

onsc

ienc

e an

d is

often

ac

com

pani

ed b

y a

shou

lder

dev

il re

pres

entin

g te

mpt

ation

. The

y ar

e a

usef

ul c

onve

ntion

for

dep

icting

the

in

ner c

onfli

ct o

f a ch

arac

ter.

Dra

ma

Ligh

ting

key

ter

ms:

Ba

rn d

oors

: Ro

tata

ble

atta

chm

ent

on t

he

fron

t of

a F

resn

el o

r pa

rcan

ligh

t to

cut

of

f th

e be

am in

a p

arti

cula

r di

rect

ion.

Cu

e: t

he c

omm

and

give

n to

tec

hnic

ians

to

carr

y ou

t a

part

icul

ar a

ctio

n (e

.g. l

ight

ing

cue)

. Fl

ood:

a t

ype

of s

tage

ligh

t wh

ich

is w

eak

but

cove

rs t

he w

hole

sta

ge a

rea.

Fres

nel: A

lant

ern

whic

h pr

oduc

es a

sof

t-ed

ged

beam

of

light

. It

has

mor

e co

ntro

l th

an a

Par

can.

Gel: a

she

et o

f pl

asti

c in

sert

ed in

fro

nt o

f a

lant

ern

to c

hang

e it

s co

lour

. Go

bo:

a th

in m

etal

pla

te w

ith

a pa

tter

n or

im

age

carv

ed in

to it

e.g

. lea

ves,

win

dow

pane

s, f

ire.

Pa

rcan

: A

str

ong

inte

nse

lant

ern

whic

h is

no

t as

eas

y to

foc

us a

s a

Fres

nel b

ut

prod

uces

a s

tron

ger

beam

of

light

. Pr

ofile

: U

sed

in c

onju

ncti

on w

ith

Gobo

s,

can

prod

uce

a sm

all b

ut s

tron

g be

am o

f lig

ht w

ith

an im

age

in it

. Oft

en u

sed

to

light

act

or’s

face

s.

Prog

ramming:

the

act

of

plan

ning

and

in

putt

ing

the

light

ing

chan

ges

into

the

lig

htin

g de

sk.

Rigg

ing:

the

act

of

hang

ing

the

lant

erns

on

to t

he b

ar a

nd s

ecur

ing

them

usi

ng a

sa

fety

cha

in.

Key

word

s:

Impr

ovisat

ion:

to

crea

te

perf

orm

ance

wor

k sp

onta

neou

sly—

to m

ake

it u

p as

yo

u go

alo

ng.

Stim

ulus

: A

line

of

dial

ogue

, pi

ctur

e, o

bjec

t, a

ctio

n, t

hem

e or

idea

whi

ch c

an b

e us

ed a

s a

star

ting

poi

nt f

or d

evis

ing.

Nar

rative

: th

e st

oryl

ine

of a

pe

rfor

man

ce.

How

hav

e lig

hting

effe

cts b

een

used

to

crea

te a

tmos

pher

e in

the

two

imag

es?

The

Wom

an in

Bla

ck (p

rodu

ction

on

at th

e Fo

rtun

e Th

eatr

e, Lo

ndon

)

CHAL

LENG

E: FI

ND O

UT W

HO B

ERTO

LT B

RECH

T W

AS A

ND ID

ENTI

FY H

OW H

E US

ED P

LACA

RDS

IN H

IS W

ORK.

This

term

I w

ill b

e le

arni

ng h

ow to

ana

lyse

and

writ

e a

bout

diff

eren

t for

ms o

f non

-fict

ion

text

s

Horiz

on K

now

ledg

e

Reac

h fo

r the

Sta

rs

WOW

Voc

abul

ary

Extra

Rea

ding

Web

sites

St

ruct

ure

Anal

ytica

l Rh

etor

ic Co

mpa

rativ

e In

terp

reta

tion

Expl

icit

Impl

icit

Synt

hesis

e Pe

rspe

ctiv

e Pe

rsua

sive

Decla

rativ

e Ex

clam

ator

y In

terr

ogat

ive

Tabl

oid

Broa

dshe

et

Pare

nthe

tical

Da

shes

Fr

onta

l Adv

erbi

als

Rhet

orica

l Que

stio

ns

Anec

dote

Em

otiv

e La

ngua

ge

Anne

Fran

k w

as ju

st 1

5 ye

ars o

ld w

hen

she

died

but

her

dia

ry is

per

haps

the

best

kno

wn

docu

men

t chr

onicl

ing

life

unde

r Naz

i occ

upat

ion

and

the

pers

ecut

ion

suffe

red

by Je

ws.

Writ

ten

over

the

cour

se o

f tw

o ye

ars,

Anne

’s di

ary

deta

ils

the

time

that

her

fam

ily sp

ent i

n hi

ding

dur

ing

the

Nazis

’ occ

upat

ion

of th

e Ne

ther

land

s. Th

e At

lant

ic sla

ve tr

ade

or tr

ansa

tlant

ic sla

ve tr

ade

invo

lved

the

trans

porta

tion

by sl

ave

trade

rs o

f ens

lave

d Af

rican

pe

ople

, mai

nly

to th

e Am

erica

s. Th

e sla

ve tr

ade

regu

larly

use

d th

e tr

iang

ular

trad

e ro

ute

and

its M

iddl

e Pa

ssag

e, a

nd

exist

ed fr

om th

e 16

th to

the

19th

cent

urie

s. Th

e va

st m

ajor

ity o

f tho

se w

ho w

ere

ensla

ved

and

trans

porte

d in

the

trans

atla

ntic

slave

trad

e w

ere

peop

le fr

om ce

ntra

l and

wes

tern

Afri

ca, w

ho h

ad b

een

sold

by

othe

r Wes

t Afri

cans

to

Wes

tern

Eur

opea

n sla

ve tr

ader

s , w

ho b

roug

ht th

em to

the

Amer

icas

•An

ne Fr

ank’s

Dia

ry

•In

to T

hin

Air

by

John

Kra

kaue

r •

Any

Biog

raph

y •

Fast

est M

an A

live

by

Usa

in B

olt

•Yo

u ca

n’t s

ay th

at

by K

en Li

ving

ston

e •

Trav

el W

ritin

g •

Any

Broa

dshe

et

New

spap

er

Trav

el b

logs

ht

tps:/

/ww

w.pl

acep

ass.c

om/b

log/

best

-tra

vel-b

logs

Th

e Ti

mes

web

site

http

s://w

ww.

thet

ime

s.co.

uk/

Parli

amen

t Tod

ay

http

s://w

ww.

parli

am

ent.u

k/bu

sines

s/

By th

e en

d of

this

term

I w

ill b

e ab

le to

und

erst

and,

iden

tify

and

ana

lyse

diff

eren

t for

ms o

f non

-fict

ion

writ

ing

This

term

I w

ill b

e le

arni

ng to

und

erst

and

and

anal

yse

the

Shak

espe

are

play

‘Mac

beth

’ foc

ussin

g on

the

char

acte

rs o

f the

W

itche

s

Horiz

on K

now

ledg

e

Reac

h fo

r the

Sta

rs

WOW

Voc

abul

ary

Extra

Rea

ding

Web

sites

By th

e en

d of

this

unit

I will

hav

e a

clear

und

erst

andi

ng o

f the

stor

y of

Mac

beth

focu

ssin

g on

the

char

acte

rs o

f the

Witc

hes

Mac

beth

is k

now

n as

one

of S

hake

spea

re's

mos

t stro

ng a

nd fo

rcef

ul p

lays

. The

pla

y w

as w

ritte

n in

160

6,

a tim

e in

hist

ory

that

was

calle

d th

e El

izabe

than

era

. The

Eliz

abet

han

Age

was

an

age

of d

iscov

ery

and

of

expa

nsio

n. Sh

akes

pear

e's p

lays

wer

e w

ritte

n fo

r the

ave

rage

man

or w

omen

in th

e st

reet

. The

witc

hes o

f Sh

akes

pear

e's t

ime

wer

e kn

own

as "E

lizab

etha

n W

itche

s". T

hey

wer

e kn

own

as th

is be

caus

e it

was

du

ring

Quee

n El

izabe

th's

Reig

n in

Eng

land

(155

8 -16

03).

The

peop

le o

f thi

s era

not

onl

y be

lieve

d in

w

itche

s but

gre

atly

fear

ed th

em b

ecau

se th

ey w

ere

afra

id o

f the

ir ab

ility

to h

arm

and

des

troy

peop

le. I

n 15

97, K

ing

Jam

es V

I of S

cotla

nd p

ublis

hed

a co

mpe

ndiu

m o

n w

itchc

raft

law

calle

d Da

emon

onlo

gie.

It

was

also

pub

lishe

d in

Eng

land

in 1

603

whe

n Ja

mes

acc

eded

to th

e En

glish

thro

ne

•Da

emon

onlo

gie

by

Jam

es 1

st

•

Any

Shak

espe

are

Play

•

Mob

y-Di

ck b

y He

rman

Mel

ville

•

The

Daug

hter

of

Tim

e by

Jose

phin

e Te

y

•Br

ave

New

Wor

ld

Equi

voca

te

Blas

phem

e Fe

vero

us

Dial

ogue

M

onol

ogue

Ca

thar

sis

Trag

edy

Conf

lict

Supe

rnat

ural

De

cept

ion

Dram

atic

Irony

St

age

Dire

ctio

ns

Prot

agon

ist

Anta

goni

st

Anti

Hero

De

noue

men

t Fo

resh

adow

ing

Wor

d Cl

ass

Slau

ghte

rous

(arc

haic)

Re

gicid

e

Mac

beth

Voc

abul

ary

http

s://w

ww.

voca

bula

ry.co

m/li

sts/

206

87

Expl

ore

Shak

espe

are

http

s://w

ww.

shak

espe

are.

org.

uk/e

xplo

re-

shak

espe

are/

Nut

rient

So

urce

Fu

nctio

n D

efic

ienc

y

Prot

ein

Anim

al p

rodu

cts,

nu

ts, c

erea

ls, p

ulse

s

Gro

wth

, Rep

air

seco

ndar

y so

urce

of

ener

gy

Kwas

hior

kor

Fats

Fa

tty fo

ods,

dai

ry, r

ed

mea

t

ene

rgy,

war

mth

, Fat

so

lubl

e vi

tam

ins

(exc

ess)

Cor

onar

y H

eart

dise

ase

& ob

esity

Car

bohy

drat

es

Cer

eals

, pot

atoe

s,

rice,

pas

ta, f

lour

, co

usco

us

ener

gy

Fat

solu

ble

vita

min

s

A D

airy

, Gre

en v

eg,

carro

ts

See

in d

im li

ght,

heal

thy

skin

N

ight

Blin

dnes

s

D Su

nlig

ht, o

ily fi

sh, r

ed

mea

t

Abso

rptio

n of

ca

lciu

m,

Ric

kets

, os

teom

alac

ia

E

Plan

t pro

duct

s an

tioxi

dant

K G

reen

leaf

y ve

geta

bles

Bl

ood

clot

ting

Wat

er

solu

ble

vita

min

s

B M

eat,

cere

als

Rel

ease

of e

nerg

y fro

m fo

od

Beri

Beri

C Fr

uit e

spec

ially

citr

us

fruit

Hea

lthy

skin

ab

sorp

tion

of ir

on

Scur

vy

Min

eral

s Iro

n R

ed m

eat,

gree

n ve

geta

bles

Tran

spor

ts o

xyge

n ar

ound

the

body

in

the

red

bloo

d ce

lls

Ana

emia

Calci

um

Dai

ry fo

ods,

can

ned

fish,

St

rong

bon

es, t

eeth

an

d na

ils

Ric

kets

, os

teom

alac

ia

Tran

sfer

of

heat

Hea

lthy

Eat

ing

Year

8 F

ood

and

Nut

ritio

n

Food

Pro

vena

nce

Key w

ords

De

finiti

on

Crea

ming

To

bea

t with

a w

oode

n sp

oon

to a

erat

e a

prod

uct

Aera

tion

To a

dd a

ir to

a d

ish vi

a cr

eam

ing, w

hiskin

g,

foldi

ng, s

ieving

Fo

ld To

use

a m

etal

spoo

n to

gra

duall

y “fo

ld” fl

our i

nto

a m

ixtur

e to

ens

ure

it doe

s not

lose

air

Enzy

mic

Brow

ning

The

disco

loura

tion

of fr

uit o

r veg

etab

le du

e to

the

reac

tion

of e

nzym

es, w

ithin

the

food

, with

oxy

gen

in th

e air

Se

nsor

y ev

aluat

ion

Using

your

5 s

ense

s to

evalu

ate

a pr

oduc

t

Cont

amina

tion

Whe

n ba

cteria

or o

ther

micr

o or

ganis

ms g

et in

to

cont

act w

ith fo

od a

nd m

ultipl

y mak

ing it

unsa

fe to

ea

t Da

nger

zone

Te

mpe

ratu

res i

n wh

ich b

acte

ria m

ultipl

y at t

heir

faste

st ra

te

High

Risk

fo

ods

Food

s th

at a

re h

igh in

pro

tein

and

wate

r tha

t nee

d to

be

stor

ed ca

refu

lly a

s per

fect

cond

itions

for

bact

erial

gro

wth

Path

ogen

ic Ba

cteria

that

cau

ses f

ood

poiso

ning

Rubb

ing in

Us

ing yo

ur fin

gerti

ps to

com

bine

flour

and

fat t

o m

ake

“bre

adcr

umbs

” Ba

lance

d m

eals

Mea

ls th

at c

onta

in th

e co

rrect

ratio

of t

he d

iffere

nt

nutri

ents

Nutri

ents

Chem

ical s

ubst

ance

s fou

nd in

food

s tha

t help

us

to liv

e an

d gr

ow h

ealth

ily

Brid

ge

Claw

Dic

ing

Sens

ory

Test

ing

Geog

raph

y Te

rm 1

Te

cton

ics

Wha

t is t

he s

truc

ture

of

the

Eart

h?

Do

cont

inen

ts r

eally

mov

e?

The

Eart

h's

crus

t is

bro

ken

up

into

pie

ces

calle

d pl

ates

. Hea

t ri

sing

and

fal

ling

insi

de t

he

man

tle

crea

tes co

nvec

tion

cu

rren

ts w

hich

slo

wly

mov

e th

e pl

ates

so

yes,

con

tine

nts

mov

e.

Plat

es m

ove

apar

t at

a

cons

truc

tive

bou

ndar

y.

Plat

es m

ove

towa

rds

each

ot

her

at a

des

truc

tive

bo

unda

ry.

Plat

es s

lide

past

eac

h ot

her

at

a co

nser

vative

bou

ndar

y.

Wha

t ha

ppen

s at

plate

bo

unda

ries

(mar

gins

)?

Tect

onic h

azar

ds a

re t

he

dang

ers

caus

ed b

y th

e m

ovem

ent

of t

he t

ecto

nic

plat

es:

Eart

hqua

kes

are

foun

d al

ong

all

type

s of

pla

te m

argi

ns.

Volcan

oes

only

occ

ur a

t co

nstr

ucti

ve a

nd d

estr

ucti

ve

plat

e m

argi

ns.

Mos

t ts

unam

is a

re c

ause

d by

ea

rthq

uake

s at

des

truc

tive

pla

te

boun

dari

es.

Key

Wor

ds

Inne

r co

re

Volc

ano

Out

er c

ore

Tsun

ami

Man

tle

Seis

mom

eter

Cr

ust

Rich

ter

scal

e Te

cton

ic p

late

Cr

ater

Co

nvec

tion

cu

rren

ts

Pyro

clas

tic

flow

Co

nstr

ucti

ve

Lava

D

estr

ucti

ve

Mag

ma

Cons

erva

tive

A

sh

Eart

hqua

ke

Laha

r Ca

n we

pre

dict

and

mea

sure

te

cton

ic h

azar

ds?

Mov

emen

ts in

the

Ear

th’s

crus

t ca

n be

a s

ign

that

an

eart

hqua

ke

or v

olca

nic

erup

tion

is a

bout

to

happ

en. M

ovem

ents

are

mea

sure

d by

seism

omet

ers

or s

atel

lites

. Th

e st

reng

th o

f ea

rthq

uake

s is

m

easu

red

on t

he R

icht

er s

cale

.

Wha

t is t

he s

truc

ture

of

a vo

lcan

o?

Wha

t ar

e vo

lcan

ic e

mission

s?

How

do

peop

le m

itigat

e ag

ains

t te

cton

ic h

azar

ds?

a. Pr

ediction

invo

lves

usi

ng

seis

mom

eter

s to

mon

itor

ea

rth

trem

ors.

b.

Pro

tect

ion

invo

lves

co

nstr

ucti

ng b

uild

ings

so

that

th

ey a

re s

afe

to li

ve in

and

wi

ll no

t co

llaps

e.

c. Pr

epar

ation

mea

ns t

hat

hosp

ital

s, e

mer

genc

y se

rvic

es

and

resi

dent

s pr

acti

ce f

or a

n ea

rthq

uake

. The

y ha

ve d

rills

in

all

publ

ic b

uild

ings

so

that

pe

ople

kno

w wh

at t

o do

in t

he

even

t of

an

eart

hqua

ke.

Why

do

peop

le live

in a

reas

th

reat

ened

by

tect

onic

haza

rds?

a.

Ge

othe

rmal e

nerg

y is

whe

re

heat

fro

m w

ithi

n th

e Ea

rth

is

used

to

heat

wat

er a

nd

gene

rate

ele

ctri

city

. Thi

s is

go

od f

or in

crea

sing

our

re

newa

ble

ener

gy u

se.

b. L

ava

and

ash

ejec

ted

by t

he

volc

ano

acts

as

a go

od

fert

ilise

r fo

r so

ils.

c.

Volc

anoe

s at

trac

t m

any

tour

ists

, who

enj

oy t

he

dram

atic

sce

nery

tha

t th

ey

prod

uce.

Geog

raph

y Te

rm 2

Sh

ould y

ou g

o on

holiday

? W

hy h

as t

ourism

gro

wn?

In

tern

atio

nal t

ouri

sm h

as g

rown

be

caus

e of

cha

nges

in s

ocie

ty.

Peop

le in

HIC

s no

w ha

ve m

ore

time,

mor

e mon

ey, long

er

holid

ays

and

are

expo

sed

to m

ore

info

rmat

ion

abou

t ot

her

plac

es in

th

e wo

rld.

Tec

hnolog

y ha

s m

eant

th

at p

eopl

e ar

e ab

le t

o ac

cess

pl

aces

in t

he w

orld

the

y ne

ver

coul

d be

fore

, and

tra

vel time

is

muc

h re

duce

d. P

acka

ge h

oliday

s ha

ve m

eant

tha

t ho

liday

s ab

road

be

com

e m

ore

popu

lar

and

chea

per

than

hol

iday

s in

the

UK.

Whe

re d

o pe

ople g

o on

holiday

?

Top

5 to

uris

t de

stin

atio

ns

1. N

iaga

ra F

alls

, U

SA/C

anad

a.

2. T

he G

reat

Pyr

amid

s of

Gi

za, E

gypt

.

3. T

he G

reat

Wal

l of

Chin

a. .

4. E

iffe

l Tow

er, F

ranc

e.

5. A

crop

olis

of

Ath

ens,

Gr

eece

.

Why

do

you

thin

k pe

ople

may

wa

nt t

o vi

sit

thes

e ar

eas?

Wha

t is t

he B

utlers

mod

el?

The

Butl

ers

mod

el s

hows

how

to

uris

m c

hang

es o

ver

tim

e in

a

reso

rt.

Key

Wor

ds

Butl

ers

mod

el

Dev

elop

men

t A

ir t

rave

l Re

juve

nati

on

Acc

ess

Tour

ism

Pa

ckag

e ho

liday

s

Inte

rnat

iona

l to

uris

m

Leis

ure

tim

e D

omes

tic

tour

ist

Expl

orat

ion

Tran

spor

t Co

nsol

idat

ion

Infr

astr

uctu

re

Dec

line

How

doe

s M

ajor

ca f

it w

ith

the

Butler

s mod

el?

Wha

t ar

e th

e ef

fect

s of

to

urism?

Posi

tive

Inco

me

from

tou

rist

s

Bett

er in

fras

truc

ture

Impr

oved

hea

lthc

are

and

serv

ices

for

loca

ls.

Neg

ativ

e

Pollu

tion

Glob

al w

arm

ing

Li

tter

Loss

of

cult

ure

D

amag

e to

the

env

iron

men

t

Ant

isoc

ial b

ehav

iour

Was

Tha

iland

right

to

ban

tour

ists

in

2018

?

Aut

hori

ties

in T

haila

nd h

ave

orde

red

the

tem

pora

ry c

losu

re

of t

he b

each

mad

e fa

mou

s by

Le

onar

do D

iCap

rio

in t

he m

ovie

Th

e Be

ach.

May

a Be

ach,

on

the

Thai

isla

nd o

f Ko

h Ph

i Phi

Leh

, wi

ll be

clo

sed

for

four

mon

ths

from

Jun

e. A

ccor

ding

to

offi

cial

s, t

he c

losu

re is

a b

id t

o ha

lt e

nvir

onm

enta

l dam

age

caus

ed b

y to

uris

ts.

Do

you

thin

k th

is w

as a

goo

d or

ba

d id

ea?

Why

?

Shou

ld H

eath

row

build

a t

hird

ru

nway

? ht

tps:

//ww

w.in

depe

nden

t.co

.uk/

tra

vel/

news

-and

-ad

vice

/hea

thro

w-th

ird-

runw

ay-

harm

onds

wort

h-vi

llage

-de

mol

itio

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ise-

airp

ort-

expa

nsio

n-a8

9893

06.h

tml

http

s://

www.

inde

pend

ent.

co.u

k/en

viro

nmen

t/he

athr

ow-t

hird

-ru

nway

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ate-

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ge-p

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st-

exti

ncti

on-r

ebel

lion-

envi

ronm

ent-

a898

8301

.htm

l

Term

1—

Did t

he a

bolit

ion

of t

he S

lave

Tra

de le

ad t

o eq

ualit

y?

1582

Fir

st

Engl

ish

Slav

ery

voya

ge t

o A

fric

a

1787

Tho

mas

Cl

arks

on s

et u

p th

e A

bolit

ion

of

Slav

ery

Com

mit

tee

1789

Olaud

ah

Equian

o pu

blis

hed

auto

biog

raph

y

1791

The

sl

ave

rebe

llion

on

St D

omin

gue

1804

The

sla

ves

on S

t D

omin

gue

won

the

rebe

llion

an

d re

-nam

ed t

he

isla

nd H

aiti

1807

The

Sla

ve

Trad

e wa

s ab

olis

hed

in

Brit

ain

1833

Sl

aver

y wa

s ab

olis

hed

in

the

Brit

ish

Empi

re

1861

-186

5 Th

e Amer

ican

Civil

War

Key

Wor

ds

Key

Peop

le

Slav

e A

per

son

who

is o

wned

by

anot

her

pers

on

Olaud

ah E

quiano

1745

-179

7

An

ex-s

lave

who

mov

ed t

o En

glan

d an

d wr

ote

his

auto

biog

raph

y, f

rom

whi

ch m

any

peop

le b

ecam

e aw

are

how

awfu

l sla

very

was

.

Abo

lish/

Abo

lition

Abo

lish—

to s

top

som

ethi

ng h

appe

ning

Abo

litio

n—to

bri

ng a

n en

d to

the

Sla

ve T

rade

William

Wilb

erfo

rce

1759

-183

3

Brit

ish

MP

who

cam

paig

ned

for

the

abol

itio

n of

sl

aver

y in

Par

liam

ent.

Middle

Pass

age

The

jour

ney

from

Afr

ica

to t

he C

arib

bean

. Shi

ps

were

load

ed w

ith

capt

ured

Afr

ican

s re

ady

to b

e so

ld a

s sl

aves

.

Tous

saint

L’Ouv

ertu

re

1743

-180

3

In 1

791

ther

e wa

s a

slav

e re

belli

on o

n St

Dom

ingu

e.

He

was

the

lead

er a

nd e

vent

ually

won

and

abo

lishe

d sl

aver

y th

ere

in 1

804.

Plan

tation

A

far

m w

ith

man

y fi

elds

gro

wing

one

cro

p to

be

sold

for

pro

fit

e.g.

cot

ton,

tob

acco

or

suga

r.

Thom

as C

lark

son

Gran

ville

Sha

rp

Josiah

Wed

gwoo

d

Key

cam

paig

ners

who

hel

ped

brin

g an

end

to

slav

ery

thro

ugh

vari

ous

acti

viti

es.

The

Civil R

ight

s M

ovem

ent

Can

you

mak

e lin

ks f

rom

thi

s to

pic

to y

our

lear

ning

in R

E?

Amer

ican

Civil

War

1854

- O

ppon

ents

of

slav

ery,

or

abol

itio

nist

s, s

et u

p Re

publ

ican

Par

ty.

1860

- R

epub

lican

can

dida

te A

brah

am L

inco

ln e

lect

ed p

resi

dent

.

1860

-61

- El

even

pro

-sla

very

sou

ther

n st

ates

bre

ak a

way

lead

ing

to

civi

l war

wit

h an

ti-s

lave

ry s

tate

s in

the

nor

th.

1863

- L

inco

ln is

sues

ord

ers,

dec

lari

ng s

lave

s in

all

stat

es t

o be

fre

e.

1865

- P

ro-s

lave

ry s

tate

s de

feat

ed; s

lave

ry a

bolis

hed

unde

r Th

irte

enth

Am

endm

ent.

Lin

coln

is a

ssas

sina

ted.

Wes

t Af

rica

Carib

bean

Brita

in

Nort

h Am

erica

Indu

strial

revo

lution

A

com

plet

e ch

ange

in t

he w

ay t

hing

s we

re m

ade;

a t

ime

when

fac

tori

es r

epla

ced

farm

ing

as t

he m

ain

form

of

busi

ness

. Po

pulation

Th

e nu

mbe

r of

peo

ple

livin

g in

a p

arti

cula

r pl

ace.

In

vent

ion

Som

ethi

ng n

ew w

hich

is c

reat

ed, c

an b

e an

obj

ect

or a

n id

ea.

Econ

omy

The

syst

em o

f ho

w m

oney

is u

sed

with

in a

par

ticu

lar

coun

try.

Agr

icultu

re

The

proc

ess

of p

rodu

cing

foo

d, a

nd f

ibre

s by

fa

rmin

g of

cer

tain

pla

nts

or r

aisi

ng a

nim

als.

Pove

rty

The

lack

of

basi

c hu

man

nee

ds s

uch

as c

lean

wa

ter,

nut

riti

on, h

ealt

hcar

e, e

duca

tion

and

sh

elte

r.

Sanita

tion

Sa

nita

tion

is t

he s

yste

m t

hat

disp

oses

of

hum

an w

aste

.

Indu

stry

Th

e pr

oces

s of

mak

ing

prod

ucts

by

usin

g m

achi

nes

and

fact

orie

s.

Mas

s pr

oduc

tion

Th

e pr

oduc

tion

of

man

y pr

oduc

ts in

one

go

e.g.

te

xtile

s.

From

175

0 Br

itain

went

thr

ough

a p

roce

ss o

f ch

ange

in

a nu

mbe

r of

key

are

as:

Agr

icultu

re –

New

too

ls, f

erti

lizer

s an

d ha

rves

ting

tec

hniq

ues

were

intr

oduc

ed, r

esul

ting

in in

crea

sed

prod

ucti

vity

and

ag

ricu

ltur

al p

rosp

erit

y.

Indu

stry

– f

acto

ries

spr

ung

up a

ll ov

er t

he c

ount

ry c

reat

ing

mor

e ef

fici

ent

ways

to

prod

uce

good

s su

ch a

s te

xtile

s.. S

team

po

were

d m

achi

nery

incr

ease

d de

man

d fo

r co

al a

nd ir

on. T

he

incr

ease

in f

acto

ries

bro

ught

tho

usan

ds o

f ne

w jo

bs.

Tran

spor

t an

d co

mmun

icat

ions

- T

hom

as T

elfo

rd b

uilt

roa

ds

and

cana

ls in

the

170

0s a

nd G

eorg

e St

ephe

nson

and

Isa

mba

rd

King

dom

Bru

nel o

vers

aw t

he 'R

ailw

ay M

ania

' of

the

1800

s.

Ther

e ha

d pr

evio

usly

bee

n no

ver

y fa

st w

ay o

f tr

ansp

orti

ng

good

s an

d pe

ople

aro

und

the

coun

try.

Tech

nology

- T

here

wer

e al

so m

any

scie

ntif

ic d

isco

veri

es a

nd

tech

nolo

gica

l inv

enti

ons

that

cha

nged

soc

iety

and

indu

stry

. Ch

ange

s to

san

itat

ion

and

med

ical

tre

atm

ent

such

as

the

work

of

Joh

n Sn

ow a

nd E

dwar

d Je

nner

impr

oved

peo

ple’

s qu

alit

y of

lif

e.

Term

2—

1750

—19

00: Did t

he I

ndus

trial Re

volution

cha

nge

peop

le’s li

ves

for

the

bett

er?

Fact

ory

work

ing

cond

itions

Lo

ng w

orking

hou

rs:

norm

al s

hift

s we

re u

sual

ly 1

2-14

hou

rs a

day

, wit

h ex

tra

tim

e re

quir

ed d

urin

g bu

sy

peri

ods.

Lo

w wa

ges:

a t

ypic

al w

age

for

mal

e wo

rker

s wa

s ab

out

15 s

hilli

ngs

(75p

) a w

eek,

but

wom

en a

nd

child

ren

were

pai

d m

uch

less

, wit

h ch

ildre

n th

ree

shill

ings

(15p

). Fo

r th

is r

easo

n, e

mpl

oyer

s pr

efer

red

to e

mpl

oy w

omen

and

chi

ldre

n.

Crue

l discipline:

the

re w

as f

requ

ent

stra

ppin

g" (h

itti

ng w

ith

a le

athe

r st

rap)

. Oth

er

puni

shm

ents

incl

uded

nai

ling

child

ren'

s ea

rs t

o th

e ta

ble,

and

dow

sing

the

m in

wat

er b

utts

to

keep

the

m

awak

e.

Acc

iden

ts:

forc

ing

child

ren

to c

rawl

into

dan

gero

us,

ungu

arde

d m

achi

nery

led

to m

any

acci

dent

s an

d de

aths

. Hea

lth:

The

air

was

ful

l of

dust

, whi

ch le

d to

che

st

and

lung

dis

ease

s an

d lo

ud n

oise

mad

e by

mac

hine

s da

mag

ed w

orke

rs' h

eari

ng.

Living

con

dition

s Ove

rcro

wding:

due

to

larg

e nu

mbe

rs o

f pe

ople

mov

ing

to t

he c

itie

s, t

here

we

re n

ot e

noug

h ho

uses

for

all

thes

e pe

ople

to

live

in.

Disea

se:

typh

us, t

ypho

id, t

uber

culo

sis

and

chol

era

all e

xist

ed in

the

cit

ies

of

Engl

and.

Ove

rcro

wdin

g, lo

w st

anda

rd h

ousi

ng a

nd p

oor

qual

ity

wate

r su

pplie

s al

l hel

ped

spre

ad d

isea

se.

Was

te d

ispo

sal:

gutt

ers

were

fill

ed w

ith

litte

r. H

uman

was

te w

as d

isch

arge

d di

rect

ly in

to t

he s

ewer

s, w

hich

flo

wed

stra

ight

into

riv

ers.

Po

or q

ualit

y ho

using:

hou

ses

were

bui

lt b

ack-

to-b

ack,

so

ther

e wa

s lit

tle

light

or

fre

sh a

ir in

side

the

m. T

hey

did

not

have

run

ning

wat

er a

nd p

eopl

e fo

und

it

diff

icul

t to

kee

p cl

ean.

La

ck o

f fr

esh

wate

r: p

eopl

e co

uld

get

wate

r fr

om a

var

iety

of

plac

es, s

uch

as

stre

ams,

wel

ls a

nd s

tand

pip

es, b

ut it

was

oft

en p

ollu

ted

by h

uman

was

te.

Who

is

th

is?

YEAR

8 M

ATHS

St

atis

tics

: th

e ar

ea o

f m

aths

tha

t de

als

with

col

-le

ctio

n, o

rgan

isat

ion,

ana

lysi

s, in

ter-

pret

atio

n an

d pr

esen

tati

on o

f da

ta.

YEAR

8 M

ATHS

In

dex

Indice

s

Powe

rs

Expo

nent

Ba

se N

umbe

rs

Fact

or

Multiple

Polygo

n Po

lyhe

dron

Co

nver

sion

Are

a Vo

lume

Equa

tion

Ex

pres

sion

K E Y W

O

R D

S

YEAR

8 M

ATHS

St

atis

tics

: th

e ar

ea o

f m

aths

tha

t de

als

with

col

-le

ctio

n, o

rgan

isat

ion,

ana

lysi

s, in

ter-

pret

atio

n an

d pr

esen

tati

on o

f da

ta.

If yo

u w

ant t

o be

out

stan

ding

in yo

ur fi

eld,

use

TRA

CTOR

S!

Tim

e

Ra

ng

e o

f L

an

gu

ag

e

Co

nn

ec

tiv

es

T

en

se

s

Op

inio

ns

Su

bo

rdin

ate

Cla

us

es

Ad

jec

tiv

es

Je p

ense

que

I t

hink

that

À

mon

avi

s In

my

opin

ion

Je cr

ois q

ue

I bel

ieve

that

Je

pré

fère

I p

refe

r Je

n’ai

me

pas

I don

’t lik

e

beau

be

autif

ul

biza

rre

stra

nge

géni

al

grea

t m

arra

nt

funn

y nu

l ru

bbish

Je va

is—I g

o Je

suis

allé

(e) -

I w

ent

On va

—w

e go

On

est

allé

—w

e w

ent

Je fa

is—I d

o J’a

i fai

t—I d

id

Je v

isite

—I v

isit

J’ai v

isité

—I v

isite

d Je

man

ge—

I eat

J’ai

man

gé—

I ate

J’a

chèt

e—I b

uy

J’ai a

chet

é—I b

ough

t

où

whe

re

cepe

ndan

t ho

wev

er

avec

w

ith

sans

w

ithou

t

puis

then

Re

as

on

s

Tous

les a

ns

Ever

y ye

ar

Norm

alem

ent

Norm

ally

Pend

ant l

es

vaca

nces

Du

ring

the

holid

ays

L’ann

ée d

erni

ère

Last

year

En é

té

In su

mm

er

On p

eut…

/je v

oudr

ais…

/je v

ais..

. Yo

u ca

n…/I’

d lik

e to

…/I’

m g

oing

to...

man

ger a

u re

stau

rant

/au

café

ea

t in

a re

stau

rant

/caf

é

visit

er d

es m

onum

ents

/mus

ées

visit

mon

umen

ts/m

useu

ms

faire

des

exc

ursio

ns/d

u vé

lo/u

n to

ur e

n ba

teau

go

on

trip

s/a

bike

/a b

oat t

our

alle

r à u

n co

ncer

t/au

théâ

tre

go to

a co

ncer

t/th

e th

eatr

e

parc

e qu

e be

caus

e

car

beca

use

Je su

is al

lée

au ca

fé a

vec m

es p

aren

ts, o

ù j’a

i man

gé u

n cr

oque

mon

sieur

. C’é

tait

délic

ieux

!

“La personne qui sait deux langues en vaut deux!” Micr

o ch

alle

nges

— p

lan

a ho

liday

to a

Fre

nch

spea

king

coun

try.

Whe

re w

ould

you

like

to g

o? W

hat w

ould

you

visi

t, ea

t and

do?

OR

Find

five

new

, im

pres

sive

adje

ctive

s - n

ot in

tére

ssan

t or e

nnuy

eux!

If yo

u w

ant t

o be

out

stan

ding

in yo

ur fi

eld,

use

TRA

CTOR

S!

Tim

e P

hra

se

s

Ra

ng

e o

f L

an

gu

ag

e

Co

nn

ec

tiv

es

T

en

se

s

Op

inio

ns

Su

bo

rdin

ate

Cla

us

es

Ad

jec

tiv

es

Je m

’inté

ress

e à.

.. I’m

inte

rest

ed in

...

J’ai b

eauc

oup

aim

é...

I rea

lly li

ked…

Je cr

ois

que.

.. I b

elie

ve th

at…

J’aim

erai

s...

I wou

ld li

ke to

...

Je n

’aim

erai

s pas

... I

wou

ldn’

t lik

e to

..

crea

tif/-

ive

crea

tive

stre

ssan

t/-e

st

ress

ful

facil

e ea

sy

trava

illeu

r/-e

use

hard

wor

king

resp

onsa

ble

resp

onsib

le

je fa

is - I

do

je va

is fa

ire —

I’m

goin

g to

do

je p

arle

– I s

peak

je

vais

parle

r — I’

m go

ing

to sp

eak

je so

rs –

I go

out

je

vais

sorti

r — I’

m go

ing

to go

out

je

voya

ge–

I tra

vel

je va

is vo

yage

r — I’

m go

ing

to tr

avel

je

trav

aille

– I w

ork

je va

is tra

vaill

er —

I’m

goin

g to

wor

k c’e

st–

it is

ce se

ra—

it w

ill b

e

d’ab

ord

first

ly

aprè

s aft

er

final

emen

t fin

ally

alor

s so

/the

refo

re

tand

is qu

e w

here

as

Re

as

on

s

hier

ye

ster

day

le m

atin

in th

e m

orni

ng

le so

ir In

the

even

ing

le m

ois d

erni

er

Last

mon

th

à l’a

veni

r In

the

futu

re

Je d

ois..

./je

voud

rais.

../j’e

spèr

e...

I hav

e to

…/I’

d lik

e to

.../I

hope

to

...

aide

r les

clie

nts

help

clie

nts

parle

r au

télé

phon

e sp

eak

on th

e ph

one

netto

yer l

es ch

ambr

es

clean

room

s

trav

aille

r en

équi

pe

wor

k in

a te

am

parc

e qu

e be

caus

e

car j

’appr

ends

be

caus

e I’m

le

arni

ng

Je v

oudr

ais t

rava

iller

en

Fran

ce. L

’ava

ntag

e, c’

est q

ue je

suis

fort

e en

lang

ues!

Thune/fric/pognon/balles/sous—all slang for money! Micr

o ch

alle

nges

— re

sear

ch a

job

usin

g Fr

ench

. Whe

re w

ould

you

like

to w

ork?

How

wou

ld y

ou u

se y

our l

angu

age?

OR

Find

five

new

, im

pres

sive

job

title

s—w

hat’s

the

Fren

ch fo

r sys

tem

s ana

lyst

?

If yo

u w

ant t

o be

out

stan

ding

in yo

ur fi

eld,

use

TRA

CTOR

S!

T

ime

Ph

ras

es

R

an

ge

of

La

ng

ua

ge

Co

nn

ec

tiv

es

T

en

se

s

Op

inio

ns

Su

bo

rdin

ate

Cla

us

es

Ad

jec

tiv

es

Pien

so q

ue...

I t

hink

that

…

En m

i opi

nión

...

In m

y op

inio

n…

Creo

que

...

I bel

ieve

that

…

Prefi

ero.

.. I p

refe

r...

No so

porto

...

I can

’t st

and.

.

herm

oso/

a be

autif

ul

soso

/a

tast

eles

s la

bom

ba

awes

ome

grac

ioso

/a

funn

y un

rollo

a

bore

voy-

I go

fu

i— I

wen

t va

mos

– w

e go

fu

imos

-we

wen

t ha

go–

I do

hice

– I d

id

visit

o– I

visit

vi

sité—

I visi

ted

com

o– I

eat

com

í– I

ate

juga

mos

– w

e pl

ay

juga

mos

-we

play

ed

dond

e w

here

con

with

sin

with

out

sin e

mba

rgo

how

ever

lueg

o th

en

Re

as

on

s

Cada

año

Ev

ery

year

Gene

ralm

ente

Ge

nera

lly

Dura

nte

las

vaca

cione

s Du

ring

the

ho

liday

s

El a

ño p

asad

o

Last

year

En ve

rano

In

sum

mer

se p

uede

…/m

e gu

star

ía../

voy

a ...

on

e ca

n../I

’d li

ke…

/I’m

goi

ng to

...

com

er e

n un

rest

aura

nte

eat i

n a

rest

aura

nt

visit

ar m

onum

ento

s/m

useo

s vi

sit m

onum

ents

/mus

eum

s

hace

r una

exc

ursió

n en

bar

co/e

n bi

ci/po

r la

ciuda

d go

on

a bi

ke/b

oat t

rip/a

roun

d th

e cit

y

ir a

un co

ncie

rto/

al te

atro

go

to a

conc

ert/

the

thea

tre

dado

que

be

caus

e

ya q

ue

beca

use

El ve

rano

pas

ado

fui a

l res

taur

ante

con

mis

padr

es d

onde

com

í pae

lla. ¡

Fue

delic

ioso

!

There are 4 languages spoken in Spain. What are they?. Micr

o ch

alle

nges

—pl

an a

hol

iday

to a

Spa

nish

spea

king

coun

try.

Whe

re w

ould

you

like

to g

o? W

hat w

ould

you

visi

t, ea

t and

do?

OR

Find

five

new

, im

pres

sive

adje

ctive

s - n

ot in

tere

sant

e or

abu

rrid

o!

If yo

u w

ant t

o be

out

stan

ding

in yo

ur fi

eld,

use

TRA

CTOR

S!

Tim

e P

hra

se

s

Ra

ng

e o

f L

an

gu

ag

e

Co

nn

ec

tiv

es

T

en

se

s

Op

inio

ns

Su

bo

rdin

ate

Cla

us

es

Ad

jec

tiv

es

Me

inte

resa

...

… in

tere

sts m

e

No m

e im

porta

.. I d

on’t

care

…

Creo

que

...

I bel

ieve

that

…

Me

gust

aría

...

I wou

ld li

ke to

...

No m

e gu

star

ía n

ada

I w

ould

n’t l

ike

to..

crea

tivo/

a cr

eativ

e es

tresa

nte

stre

ssfu

l fá

cil

easy

tra

baja

dor(a

) ha

rdw

orki

ng

resp

onsa

ble

resp

onsib

le

hago

- I d

o Vo

y a

hace

r — I’

m go

ing

to d

o

estu

dio

– I s

tudy

Vo

y a

estu

diar

-I’m

goin

g to

stud

y

cuid

o– I

look

afte

r Vo

y a

cuid

ar–

I’m go

ing

to lo

ok a

fter

viaj

o– I

trave

l Vo

y a

viaj

ar—

I’m go

ing

to tr

avel

traba

jo–

I wor

k Vo

y a

traba

jar–

I’m

goin

g to

wor

k

es–

it is

Va a

ser–

it is

goin

g to

be

prim

ero

first

ly

desp

ués

after

final

men

te

final

ly

por e

so

so/t

here

fore

aunq

ue

alth

ough

Re

as

on

s

Ayer

ye

ster

day

Por l

a m

añan

a In

the

mor

ning

Por l

a ta

rde

In th

e aft

erno

on

El m

es p

róxi

mo

Next

mon

th

En e

l fut

uro

In th

e fu

ture

Teng

o qu

e../m

e gu

star

ía../

espe

ro..

I hav

e to

…/I’

d lik

e to

../I h

ope

to

ayud

ar lo

s clie

ntes

he

lp cl

ient

s

habl

ar p

or te

léfo

no

spea

k on

the

phon

e

limpi

ar h

abita

cione

s cle

an ro

oms

trab

ajar

en

equi

po

wor

k in

a te

am

dado

que

be

caus

e

ya q

ue a

pren

do

beca

use

I lea

rn

Soy

depe

ndie

nte

y te

ngo

que

ayud

ar lo

s clie

ntes

que

me

inte

resa

muc

ho. ¡

Es le

che!

Es la leche = it’s the milk= it’s awesome! Micr

o ch

alle

nges

—re

sear

ch t

he m

ost

biza

rre

job

in th

e w

orld

. List

3 th

ings

they

hav

e to

do.

Wou

ld y

ou li

ke to

do

it? W

rite

the

answ

er in

Spa

nish

.

Wh

at M

ake

s a

‘Ch

art

To

pp

er’

?

Gu

ita

r U

ku

lele

B

ass

8.1

KS3

Core

PE

Know

ledg

e Or

gani

ser –

Com

pone

nts o

f Fitn

ess &

Fitn

ess T

estin

g

Com

pone

nts o

f Fitn

ess a

nd F

itnes

s Tes

ting

Com

pone

nt

Defin

ition

Fi

tnes

s Tes

t Ag

ility

Q

UEST

IONS

Na

me

a sp

ort w

here

agi

lity

wou

ld b

e a

signi

fican

t adv

anta

ge.

Expl

ain

why

Usa

in B

olt d

oesn

’t re

quire

hi

gh le

vels

of a

gilit

y.

The

abili

ty to

mov

e an

d ch

ange

di

rect

ion

quick

ly (a

t spe

ed) w

hilst

st

ayin

g in

cont

rol.

Illin

ois A

gilit

y Te

st

Ba

lanc

e Q

UEST

IONS

St

ate

thre

e di

ffere

nt sp

ortin

g ac

tiviti

es

whi

ch re

quire

hig

h le

vels

of st

atic

bala

nce.

Dy

nam

ic ba

lanc

e is

bala

ncin

g w

hilst

m

ovin

g, st

ate

thre

e di

ffere

nt sp

ortin

g ac

tiviti

es w

hich

requ

ire h

igh

leve

ls of

st

atic

bala

nce.

The

mai

nten

ance

of t

he ce

ntre

of m

ass

over

the

base

of s

uppo

rt.

Th

e St

ork

Bala

nce

Test

Card

iova

scul

ar E

ndur

ance

(A

erob

ic Po

wer

) Q

UEST

ION

Usin

g yo

ur k

now

ledg

e of

Aer

obic

pow

er, e

xpla

in w

hy m

arat

hon

runn

ers

requ

ire m

ore

Aero

bic p

ower

than

a

badm

into

n pl

ayer

.

Th

e ab

ility

of t

he h

eart

and

lung

s to

supp

ly o

xyge

n to

the

wor

king

mus

cles.

Mul

ti-st

age

Fitn

ess T

est

(Ble

ep te

st)

Coor

dina

tion

QUE

STIO

N Ha

nd e

ye co

-ord

inat

ion

is sp

ecifi

cally

us

ed in

tabl

e te

nnis.

Wha

t oth

er ty

pes

of b

odily

mov

emen

ts co

uld

be cl

asse

d as

co-o

rdin

atio

n?

The

abili

ty to

use

diff

eren

t (tw

o or

m

ore)

par

ts o

f the

bod

y to

geth

er,

smoo

thly

and

effi

cient

ly.

Wal

l Tos

s Tes

t (A

nder

son

Ball

Catc

h Te

st)

Flex

ibili

ty

QUE

STIO

N W

hy d

oes t

he si

t and

reac

h te

st n

ot

give

an

over

all a

ccur

ate

asse

ssm

ent o

f fle

xibili

ty o

f the

bod

y?

The

rang

e of

mov

emen

t pos

sible

at a

jo

int.

Sit a

nd R

each

Tes

t

Mus

cula

r End

uran

ce

(sim

ilar t

o Dy

nam

ic St

reng

th)

QUE

STIO

N Ex

plai

n us

ing

your

kno

wle

dge

of

mus

cula

r end

uran

ce, w

hy it

is

impo

rtan

t for

a ro

wer

to h

ave

high

le

vels

of m

uscu

lar e

ndur

ance

for t

heir

race

.

Abili

ty o

f a m

uscle

or m

uscle

gro

up to

un

derg

o re

peat

ed co

ntra

ctio

ns, a

void

ing

fatig

ue.

Abdo

min

al C

url C

ondi

tioni

ng T

est

(Sit-

up B

leep

Tes

t)

Pow

er/e

xplo

sive

stre

ngth

(A

naer

obic

Pow

er)

QUE

STIO

N Na

me

a sp

ort w

here

exp

losiv

e po

wer

is

the

mos

t im

port

ant c

ompo

nent

of

fitne

ss, j

ustif

y yo

ur a

nsw

er.

The

prod

uct o

f str

engt

h an

d sp

eed,

ie

stre

ngth

x sp

eed.

Ve

rtica

l Jum

p Te

st

(Ser

gean

t Jum

p Te

st)

Reac

tion

Tim

e Q

UEST

ION

‘A fo

otba

ll go

alke

eper

nee

ds to

reac

t qu

ickly

to sa

ve th

e ba

ll’

Disc

uss t

he a

bove

stat

emen

t, ex

plai

ning

why

you

agr

ee o

r disa

gree

.

The

time

take

n to

initi

ate

a re

spon

se to

a

stim

ulus

.

Rule

r Dro

p Te

st

8.2

KS3

Core

PE

Know

ledg

e Or

gani

ser –

War

m U

p an

d Co

ol D

own

War

m u

p an

d co

olin

g do

wn

are

two

very

impo

rtan

t asp

ects

that

a p

erfo

rmer

mus

t con

sider

to h

elp

prev

ent i

njur

y &

ill e

ffect

s of e

xerc

ising

W

arm

-Up

Part

of W

arm

-Up

Exam

ple

Activ

ities

Re

ason

Grad

ual P

ulse

Rai

sing

Activ

ity

Fast

wal

k, jo

g, li

ght s

wim

, lig

ht ro

w,

low

inte

nsity

cycle

To

incr

ease

the

hear

t rat

e an

d th

e am

ount

of

oxyg

en to

the

wor

king

mus

cles.

This

raise

s you

r bo

dy te

mpe

ratu

re a

nd m

akes

mus

cles,

tend

ons

and

ligam

ents

mor

e fle

xible

.

Dyna

mic

and

Stat

ic St

retc

hing

He

el fl

icks,

high

kne

es, s

ide

step

s, lu

nges

, ki

ck-th

roug

h, st

atic

stre

tche

s for

legs

and

arm

s. In

crea

ses t

he ra

nge

of m

ovem

ent a

vaila

ble.

He

lps t

o av

oid

inju

ry

Skill

Bas

ed P

ract

ices

Drib

blin

g or

pas

sing

prac

tices

in fo

otba

ll, ru

gby,

ne

tbal

l etc

. Pr

actic

e ba

sic le

vel m

ovem

ents

in d

ance

, gy

mna

stics

.

To a

llow

tim

e to

pra

ctice

mov

emen

t ski

lls th

at

will

be

used

in th

e pe

rform

ance

.

Men

tal P

repa

ratio

n De

ep b

reat

hing

, pos

itive

self-

talk

, visu

alisa

tion.

Fo

cuse

s you

, kee

ps y

ou ca

lm a

nd a

llow

s you

to

‘Get

in th

e Zo

ne’

Cool

-Dow

n

Part

of C

ool-D

own

Exam

ple

Activ

ities

Re

ason

Gent

le A

erob

ic Ex

ercis

e (g

radu

ally

re

ducin

g in

inte

nsity

)

Jog,

wal

k, sw

im, r

ow, c

ycle

To

gra

dual

ly re

duce

the

hear

t rat

e, b

reat

hing

rate

an

d bo

dy te

mpe

ratu

re.

This

help

s with

the

rem

oval

of l

actic

acid

and

ca

rbon

dio

xide.

Stat

ic St

retc

hing

St

retc

h th

e m

ajor

mus

cle g

roup

s tha

t hav

e be

en

used

in th

e ac

tivity

. Al

low

s the

bod

y to

star

t rec

over

ing

afte

r exe

rcise

. He

lps t

o pr

even

t Del

ayed

Ons

et M

uscle

Sor

enes

s (D

OMS)

Re

cove

ry Fr

om E

xerc

ise

Met

hod

of R

ecov

ery

Desc

riptio

n W

hy d

o w

e do

it?

Man

ipul

atio

n of

Die

t Dr

inki

ng w

ater

to re

hydr

ate

is es

sent

ial t

o he

lp

your

bod

y to

reco

ver a

nd re

plac

e flu

ids l

ost i

n ex

ercis

e.

The

body

also

nee

ds n

utrie

nts s

uch

as

carb

ohyd

rate

s and

pro

tein

afte

r exe

rcise

to

prov

ide

ener

gy a

nd w

ith re

cove

ry.

To st

ay h

ydra

ted

and

to a

void

feel

ing

sick,

losin

g co

ncen

trat

ion,

bec

omin

g lig

ht h

eade

d an

d no

t be

ing

able

to tr

ain.

So

that

the

body

can

reco

ver e

ffect

ivel

y so

that

tr

aini

ng ca

n co

ntin

ue.

Ice

Bath

s and

mas

sage

Ha

ving

a sp

orts

mas

sage

incr

ease

s blo

od fl

ow to

th

e so

re a

rea

and

spee

ds u

p re

cove

ry. A

n ice

bat

h he

lps t

o re

mov

e la

ctic

acid

from

the

mus

cles.

Help

s to

prev

ent D

elay

ed O

nset

Mus

cle S

oren

ess

(DOM

S), t

he so

rene

ss th

at y

ou fe

el in

you

r m

uscle

s the

day

afte

r int

ense

exe

rcise

.

Seri

es c

ircu

it

with

2 b

ulbs

Pa

ralle

l cir

cuit

wi

th 2

bul

bs

Circ

uit

Sym

bols

E L E C T R I C I T Y

Ohm

’s L

aw

Pote

ntia

l dif

fere

nce

= cu

rren

t x

resi

stan

ce

Unit

Symbo

l

Curr

ent

Am

pere

s A

Po

tent

ial d

iffe

renc

e Vo

lts

V

Resi

stan

ce

Ohm

s Ω

Char

ge f

low

Coul

ombs

C

Tim

e Se

cond

s s

Equa

tion

linking

cha

rge

flow

, cu

rren

t an

d time

Char

ge f

low

= cu

rren

t x

tim

e

Term

Def

inition

Curr

ent

The

rate

of

flow

of

elec

tric

al c

harg

e

Pote

ntia

l

diff

eren

ce

A m

easu

re o

f ho

w m

uch

ener

gy is

tra

ns-

ferr

ed b

etwe

en t

wo p

oint

s in

a c

ircu

it

Resi

stan

ce

Any

thin

g in

a c

ircu

it t

hat

redu

ces

the

flow

of

cur

rent

Bond

ing

Gian

t io

nic

stru

ctur

es

Gian

t co

vale

nt s

truc

ture

s

Dia

mon

d

Fu

llere

ne

Gian

t m

etal

lic s

truc

ture

s

Stru

ctur

e Des

cription

Org

anel

le

A s

peci

alis

ed u

nit

with

in a

cel

l whi

ch

perf

orm

s a

spec

ific

fun

ctio

n

Cell

The

basi

c bu

ildin

g bl

ock

of a

ll liv

ing

or

gani

sms

Tiss

ue

A g

roup

of

cells

wor

king

tog

ethe

r to

pe

rfor

m a

sha

red

func

tion

, and

oft

en

with

sim

ilar

stru

ctur

e

Org

an

A s

truc

ture

mad

e up

of

grou

ps o

f

diff

eren

t ti

ssue

s, w

orki

ng t

oget

her

to

perf

orm

spe

cifi

c fu

ncti

ons

Org

an

syst

em

A g

roup

of

orga

ns w

ith

rela

ted

func

tion

s, w

orki

ng t

oget

her

to

perf

orm

cer

tain

fun

ctio

ns in

the

bod

y

Org

anis

atio

n

Ani

mal

s

Stru

ctur

e Fu

nction

Ada

ptat

ion

Palis

ade

mes

ophy

ll To

abs

orb

light

eff

icie

ntly

Pa

cked

wit

h ch

loro

plas

t To

ward

s th

e up

per

surf

ace

of t

he le

af

Spon

gy

mes

ophy

ll Ti

ssue

eff

icie

nt f

or g

as e

x-ch

ange

of

ca

rbon

dio

xide

an

d ox

ygen

Tiss

ue is

loos

ely

pack

ed

Cells

are

cov

ered

by

a th

in

laye

r of

wat

er

Upp

er

ep

ider

mis

Li

ght

can

pass

thr

ough

to

the

palis

ade

laye

r Th

is la

yer

is t

rans

pare

nt

Plan

ts

Food Technology:https://www.foodafactoflife.org.uk/11-14-years/healthy-eating/eat-well/

Drama:http://www.supersummary.com/drama-theater-guide/

Year Eight - Useful Websites

Art and Craft:https://m.theartstory.org/https://artsandculture.google.com/

Computer Science:https://hourofcode.com/uk/learn

History: http://abolition.e2bn.org/slavery_43.htmlhttps://spartacus-educational.com/

Maths:www.corbettmaths.com www.mymaths.co.uk Login: Bexhill Username: school

Geography:https://www.nationalgeographic.com/https://www.natgeokids.com/uk/

English:https://www.placepass.com/blog/best-travel-blogshttps://www.shakespeare.org.uk/explore-shakespeare/

Year Eight - Useful Websites

MFL French & SpanishFrench https://www.1jour1actu.com/infos-animees/france/page/9Spanish https://revistalaleche.com/

Science:Electricity https://www.bbc.com/bitesize/topics/zcg44qtBonding https://www.bbc.com/bitesize/topics/z33rrwxOrganisation https://www.bbc.com/bitesize/topics/zwj22nb

PE:https://www.bbc.co.uk/sporthttps://www.senecalearning.com/

RE:https://www.bbc.com/timelines/z86tn39

Music:https://www.educationquizzes.com/ks3/music/https://www.musictheory.net/outdated/2017/

NOTES

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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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