year 8 knowledge organiserhomework every evening using the grid in your ko on page 4. parents ......

Year 8 Autumn Term Knowledge Organiser 2019

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YEAR 8 KNOWLEDGE ORGANISER:

Autumn Term 2019

Name: Form:

“The view from space is really very special. From the window, you can look back at the Earth and see the stars around you. I just hope that more people from Britain get the chance to experience it.”

Helen SharmanHelen Patricia Sharman, OBE, is a British chemist who became the first British astronaut and the first woman to visit the Mir space station in 1991.

Born: 30 May 1963


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CONTENTS PAGE:Page 3

Page 4 & 5

Page 6

Page 7

Page 7

Pages9 &10

Pages 11 & 12

Pages 13 & 14

Page 15

If you are using an electronic version of this Knowledge Organiser and open it in Adobe Acrobat Reader you can press the buttons above to jump straight to the page you want.

Page 16

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Instructions for using your Knowledge OrganiserEvery school day you should be studying at least 1 section of your Knowledge Organiser (KO) for homework.

The timetable on the next page tells you which subjects you should be studying on which days (it doesn’t matter if you have that subject on that day or not, you should follow the timetable).

You are to use your exercise book to show the work you have done. Each evening you should start a new page and put the date clearly at the top.

You need to bring your KO and exercise book with you EVERYDAY to the academy.

Your parents should tick off your homework every evening using the grid in your KO on page 4. Parents should also sign off your reading using the reading log on page 5, this will be checked in your library lesson.

Your KO and exercise book will be checked regularly in form time, failure to show homework for ALL FIVE days of the week will result in an after school detention that day.

You will also be tested in your lessons on knowledge from the organisers.

PresentationYou should take pride in how you present your work: • Each page should be clearly dated at the top left hand side with

Subject 1 written in the middle. • Half way down the page a line should divide it in two with Subject 2

written above the dividing line. • Each half of the page should be neatly filled with evidence of self-

testing. There should be an appropriate amount of work.• Failure to show pride in your presentation or wasting space on your

page with large writing or starting a number of lines down will result in a

negative point.

• Ask someone to write questions for you• Write your own challenging questions and

then leave it overnight to answer them the next day

• Create mindmaps• Create flashcards• Put the key words into new sentences • Look, cover, write and check• Mnemonics• Draw a comic strip of a timeline

• Use the ‘clock’ template to divide the information into smaller sections. Then test yourself on different sections

• Give yourself spelling tests• Definition tests• Draw diagrams of processes• Draw images and annotate/label them with

extra information• Do further research on the topic• Create fact files• Create flowcharts

Self-testingYou can use your KOs and book in a number of different ways but you should not just copy from the

Knowledge Organiser into your book. Use the ‘How to self-test with the Knowledge Organiser’ booklet you were given to help you. It can also be

found here: http://www.bluecoatwollaton.co.uk/learning/knowledge-organisers/

Below are some possible tasks you could do in your workbooks, no

matter which tasks you do you should always check and

correct your work in a different coloured pen.


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You are expected to study the subject(s) shown on your timetable each day.Each day use a page of your exercise booklet to evidence your work.Week 1

Week starting2nd September

Subject 1 Subject 2 Signed Off

MondayTuesdayWednesday Maths DTThursday Principal’s Page MFLFriday Science

Week 2Week starting 9th September


Monday English HistoryTuesday RE PEWednesday Maths ITThursday Principal’s Page GeographyFriday Science



Monday English Art

Tuesday Music Drama

Wednesday Maths DT

Thursday Principal’s Page MFL

Friday ScienceWeek 4Week starting 23rd September


Monday English History

Tuesday RE PE

Wednesday Maths IT

Thursday Principal’s Page Geography

Friday Science



Monday English Art

Tuesday Music Drama

Wednesday Maths DT


Friday Science

Week 6Week starting 7th October



Tuesday RE PE

Wednesday Maths IT


Friday Science

Week 7Week starting 14th October


Monday English Art

Tuesday Music Drama

Wednesday Maths DT


Friday Science

Example:Week starting


Monday English p Art p SignatureTuesday Music p Drama p SignatureWednesday Maths p DT p SignatureThursday Principal’s Page p MFL p SignatureFriday Science p Signature


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You are expected to study the subject(s) shown on your timetable each day.Each day use a page of your exercise booklet to evidence your work.Week 8

Week starting4th November


Monday English ArtTuesday Music DramaWednesday Maths DTThursday Principal’s Page MFLFriday Science

Week 9Week starting 11th November


Monday English HistoryTuesday RE PEWednesday Maths ITThursday Principal’s Page GeographyFriday Science

Week 10Week starting 18th November

Subject 1 Subject 2

Signed Off

Monday English Art

Tuesday Music Drama

Wednesday Maths DT


Friday ScienceWeek 11Week starting 25th November



Tuesday RE PE

Wednesday Maths IT


Friday Science

Week 12Week starting 2nd December


Monday English Art

Tuesday Music Drama

Wednesday Maths DT


Friday Science

Week 13Week starting 9th December



Tuesday RE PE

Wednesday Maths IT


Friday Science

Week 14Week starting 16th December


Monday English Art

Tuesday Music Drama

Wednesday Maths DT


Friday Science

Example:Week starting


Monday English p Art p SignatureTuesday Music p Drama p SignatureWednesday Maths p DT p SignatureThursday Principal’s Page p MFL p SignatureFriday Science p Signature


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Use this reading log to record the books you read, how long you have spent reading, plus AR quizzes and Bedrock lessons

Reading LogWeek MON TUE WED THURS FRI SAT SUN Book(s) read (title and author) Time spent reading Parent/Guardian/

Staff signature

2/9

9/9

16/9

23/9

30/9

7/10

14/10

Half Term

4/11

11/11

18/11

25/11

2/12

9/12

16/12

Visit the library to

find lots of books to

read!‘The more that you read, the more things you will know.

The more that you learn, the more places you’ll go.’

= Bedrock lesson completed. Remember you will complete one in your library lesson, then you must do a minimum of one homework

Bedrock lesson each week

Use this code to record when you complete Accelerated Reader quizzes and Bedrock lessons

= Accelerated Reader Quiz completed

BAR


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Mon Tues Weds Thurs Fri Sat Sun 7G1 LIBRARY 7G2 LIBRARY 7G3 LIBRARY 7H1 LIBRARY 7H2 LIBRARY 7H3 LIBRARY

Remember the weekly minimum is:

1 x Bedrock Library lesson

1 x Bedrock homework

Aim to get everything done in plenty of time to get rewards for punctuality and progress

Don’t forget the drip feed! 24 hour block between lessons

Monday morning Bedrock

reports sent to staff to check

progress

Free to complete Bedrock homework

Drip feed block – do not attempt Bedrock homework


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Principal’s Page An Inspector CallsA. The Inspector’s final speech. Act 3.

Inspector: But just remember this. One Eva Smith has gone – but

there are millions and millions and millions of Eva Smiths and John

Smiths still left with us, with their lives, their hopes and fears, their

suffering and chance of happiness, all intertwined with our lives,

and what we think and say and do. We don’t live alone. We

are members of one body. We are responsible for each other.

And I tell you that the time will soon come when, if men will not

learn that lesson, then they will be taught it in fire and blood and

anguish. Good night.

C. Socialism CapitalismDefinition: an economic, political, and social system that is based on the belief that all people are equal and should share equally in a country’s money.

Definition: an economic, political, and social system in which property, business, and industry are privately owned, directed towards making the greatest possible profits for successful organizations and people.

What this means in practice

Believes we should be socially conscious (we live in a society and have to look after each other)

Believes we should be individualistic (look after yourself first to motivate everyone to achieve)

Public ownership/control of property and natural resources via the state (government)

Private ownership/control of property and natural resources

State controls resources and provides support to everyone

Wealthy individuals control resources and accumulate profit

People have a more equal split of money

Vast inequality in distribution of wealth

Introduced NHS, social housing and welfare state

Sold national industries, deregulated economies and weakened unions

D. Social contextQuotation (1912) Context (viewed 1945 – 2018)“there’s a lot of wild talk about possible labour trouble in the near future. Don’t worry. We’ve seen the worst of it.”

1914 – 140,000 miners strike1917 – women workers in equal pay disputes1926 there is a General Strike; it lasted 9 days and 1.7 million people refused to work.

“Unsinkable, absolutely unsinkable” 1912 - the Titanic sinks on its maiden voyage, killing 1514

“we’re in for a time of steadily increasing prosperity”

1914 – income tax doubled to pay for war1921 – 2.2 million unemployed1936 – Great Depression

“Nobody wants war” 1914 – 1918 The Great War1939 – 1945 World War 2

“The world’s developing so fast that it’ll make war impossible”

1914 – for the first time modern killing technology includes tanks, shells, warships, submarines, poison gas and bombers that kill millions

B. VocabularyDramatic irony The audience know information that the

characters do not.

Foreshadowing When the writer or playwright hints at events before they happen.

Stage directions Instructions for the actors; often about tone of voice, movement on stage or costume.

Setting The time and place in which the events of a story occur.

Responsibility 1. Having a duty to take care of something.2. Being to blame for something.

Patriarchy A social system where the men hold mort of the power and women very little.

Morality A code of values that defines behaviour as right or wrong.

Theme The central or dominant idea(s) in a work of fiction e.g. guilt, responsibily

Social class Dividing society into sections because of money/financial status.

Cliffhanger A dramatic ending to a scene, act or play that leaves the audience wanting to know what happens next.


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English 1 Art of RhetoricA. Rhetorical Devices C. Rhetorical structures

Superlativea word or phrase acts as an adjective or adverb which notes the highest degree of the comparison e.g. smallest, best, and most carefully, (typically ending with -st)

Aristotle’s rhetorical triangle - Aristotle articulated his belief that all the best arguments should have three elements of rhetoric: Logos (logic), Ethos (morality/character) and Pathos (emotion/feeling) See also: https://prezi.com/7snss9sqhkoi/aristotles-rhetorical-triangle/

Hyperbole a device used by a writer to show extreme over-exaggeration

Imperative a command - linked to the verb choice of the writer

Personal pronouns

words such as I, we, us, they, our, which can be used to create a bond between a writer/speaker and reader/audience

Direct Address the use of the pronoun ‘you’ by a writer to directly engage the reader/audience

Anecdote a personal story/account of an incident which is interesting or amusing

Fact a piece of information that cannot be refuted/is true

(Expert) Opinion a personal view or belief, which cannot be proven to be true D. Grammar terminology

Rhetorical Question

a question asked solely to produce an effect or to make an assertion and not to elicit a reply

Active voice

when the syntax of the sentence includes subject then object (directly contrasting with passive voice) implying

that the subject has carried out the action.

e.g. The school arranged a visit (subject) (object)Emotive Language

vocabulary used by a writer which is designed to cause an emotional response from the reader

Statistics numerical facts or data which can be used to evidence a point

Passive voice

when the syntax of the sentence includes object then subject (the reverse of active voice) implying that the

subject has less involvement/control.

e.g. A visit was arranged by the school (object) (subject)

Triple/Rule of 3/tripartite sentence

a phrase or sentence which has three parts to emphasise a point or provide breadth e.g. the room was dark, filthy and smelly

B. Recap Section

Modal verbs

Modal verbs are used to change the meaning of other verbs. They can express meanings such as certainty, ability, or obligation. The main modal verbs are: will, would, can,

could, may, might, shall, should, must and ought.

Repetition Discourse markers

Imagery (simile, metaphor,

personification)

Shift/change

Juxtaposition Foreshadowing ToneE. Vocabulary

passionate vitriolic diatribe astute discerning bombastic histrionic poignant

dynamic scathing antithetical contemplative articulate eloquent concise ardent


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English 2A. Key terminology

PROLOGUE a separate introductory section of a literary, dramatic, or musical work. In Romeo and Juliet, the prologue summarises the events of the play, informing the audience that the protagonists (main characters) ‘take their life’ at the end. This then colours the audience’s view from the start, as they know that the play is a tragedy.

FORESHADOWING a warning or indication of a future event.

DRAMATIC IRONY

a literary technique, originally used in Greek tragedy, by which the full significance of a character’s words or actions is clear to the audience or reader although unknown to the character. This is particularly apparent once the lovers are married as the majority of the characters have no idea that this has happened.

BAWDY HUMOUR Bawdy describes humour that is off-colour: about sex or other vulgar topics.

MONOLOGUE a long speech by one actor in a play, although there can be other characters present on stage.

SOLILOQUY an act of speaking one’s thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.

OXYMORON a combination of words that have opposite or very different meanings

AMBIC PENTAMETER

a line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable, for example Two households, both alike in dignity.

JUXTAPOSITION the fact of two things being seen or placed close together with contrasting effect.

TRAGEDY a play dealing with tragic events and having an unhappy ending, especially one concerning the downfall of the main character.

SONNET FORM composed of three quatrains (4 line stanzas) and a final couplet in iambic pentameter with the rhyme pattern abab cdcd efef gg. Traditionally associated with romance and love poetry.

BLANK VERSE composed of three quatrains (4 line stanzas) and a final couplet in iambic pentameter with the rhyme pattern abab cdcd efef gg. Traditionally associated with romance and love poetry.

C. Context

Courtly Love: a medieval tradi-tion of love between a knight and an unattainable noble-woman common in European literature of the time. The love of the knight for his lady was regarded as an overwhelming passion and the relationship was typically one sided.

Dueling and the concept of honour: Honour was hugely important at the time, and maintaining the honour of your family name was crucial. If you were challenged to a duel and you refused, you would be deemed a coward, thus damaging your hon-our and the status of your family.

The role of women in a patriarchal society: Elizabethan England was a society controlled by men. Women were seen as the weaker sex and were expected to be ruled over by men. Women needed to be meek and mild, and most importantly, obedient to their fathers and later their husbands.

Arranged marriages: Marriages amongst the wealthy were arranged by parents, and were not about love. Mostly the marriages were arranged for the purposes of status and power, and improving the social standings of families.

The Catholic setting of the play: The play is set in Italy which is a Catholic country. Religion was extremely important, and marriage vows were sacred – once made, they could not be broken.

The Globe Theatre: had different areas for those of all social backgrounds. The theatre was the main form of entertainment for all people. Plays were performed during the day (open air) and heckling was common.

D. Key characters

Romeo Montague Intense, intelligent, quick witted, and loved by his friends.

Juliet Capulet Naïve and sheltered at the beginning, develops into a woman with strength. Grounded.

Mercutio Romeo’s close friend. Wild, playful and sarcastic

Tybalt Juliet’s cousin. A hothead consumed by issues of family honour. Hates the Montagues.

Benvolio Romeo’s cousin, less quick witted than Romeo and Mercutio, tries to keep the peace.

Friar Lawrence A Franciscan monk and a friend to both Romeo and Juliet.

Nurse Juliet’s best friend and confidante, and arguably is more her mother than Lady Capulet is.

Prince Escalus Leader of Verona, concerned with keeping order between the warring fam-ilies.

E. Key Themes

Love The love Romeo and Juliet share is beautiful and passionate. It is pure, exhil-arating, and transformative, and they are willing to give everything to it. But it is also chaotic and destructive, bringing death to friends, family, and to themselves.

Fate No matter what the lovers do, what plans they make, or how much they love each other, their struggles against fate only help fulfill it. But defeating or escaping fate is not the point. No one escapes fate. It is Romeo and Juliet's determination to struggle against fate in order to be together, whether in life or death, that shows the fiery passion of their love, and which makes that love eternal.

Language and word play

Romeo and Juliet constantly play with language. They pun, rhyme, and speak in double entendres. All these word games may seem like mere fun, and they are fun. The characters that pun and play with language have fun doing it. But word play in Romeo and Juliet has a deeper purpose: rebellion. Romeo and Juliet play with language to escape the world.

Violence and conflict

Conflict is one of the key driving forces in the play and it occurs between a range of characters – within families; within friendship groups; between warring households and between members of the communities. This conflict results in a huge amount of violence – violence opens the play in scene one and it also concludes the play with the deaths of the two lovers.

Individuals v society

Because of their forbidden love, Romeo and Juliet are forced into conflict with the social world around them: family, friends, political authority, and even religion.

B. Recap section

Metaphor Simile Imagery Metre Protagonist Antagonist Sonnet

Romeo and Juliet


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MathematicsA. Fractions, Decimals

and Percentages

E. Compound Interest

B. Key Words and DefinitionsIncrease Become or make greater in sizeDecrease Make or become smaller or fewer in sizeMultiplier A quantity by which a given number (a multiplicand) is to be

multipliedDiscount A deduction from the usual cost of somethingDepreciation A reduction in the value of an asset over time, due in particular to

wear and tearinterest Money paid regularly at a particular rate for the use of money lent,

or for delaying the repayment of a debtReduction The action or fact of making something smaller or less in amount,

degree or sizeRatio The relationship between groups or amounts that expresses how

much bigger or smaller one is than the other Accrue To increase in number or amount over a period of timeEquivalent Having the same value

To calculate percentages using a

multiplier, multiply your original amount by the

equivalent decimal

To find 60%, multiply by 0.6



C. Calculating % using multipliers

D. Bar Modelling


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MathematicsA. Prime Numbers D. Law of indices

E. Expanding brackets

C. Solving equations

B. Prime factor decompositionAny number can be broken down into ‘prime factors’.This is done by splitting the number into factors until the number at the end of every ‘branch’ is a prime factor that cannot be split

further.

am x an = am+n

32 x 34 = 36

am / an = am-n

410 / 47 = 43

(am)n = am x n

(53)4 = 512

When solving equations, we complete the same mathematical operation for both sides. In this example first we subtract 3x from both sides, then subtract 15 from both sides, then divide both sides by 3.

Multiply every term inside the brackets by the term outside the brackets.You can use a grid, like that used in grid multiplication, to help you.

36 = 2 x 2 x 3 x 3


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Science Electricity and Magnetism

A. Key word Definition

Static electricity

Electric charge caused by friction that can cause sparks

Current The flow of charge in a circuit

Potential difference

The difference in electrical energy between difference points on the circuit (voltage)

Electron Carries a negative charge

Series circuit A circuit where all the parts are in one loop

Parallel circuit A circuit where the parts are in two or more loops

Electrical power

The rate at which energy is transferred in a circuit

Magnetic field A region around a magnet where the force of magnetism is

Electromagnet A metal made into a magnet by electricity which you can turn on or off

Resistance How difficult it is for electric current to pass through a circuit

Transformer Can increase or decrease the potential difference of a circuit

Component Part of a circuit, e.g. light bulb, motor, buzzer

D. EquationsCharge flow (C) = Current (A) x Time (s)

Potential difference(V) = Current(A) x Resistance (Ω)

Energy transferred (J) = Charge (C) x Potential difference (V)

Power (W) = Potential difference (V) x Current (A)

Energy transferred (J) = Power (W) x Time (s)

E. Parallel circuits

Components are in more than one loop. The current splits according to how many components of a circuit there are, but the potential difference is the same between each component and the cell.

F. Series circuits

Components are in one loop.The current is the same in each component, but the potential difference splits between each component.

B. Drawing a line of best fitThe line of best fit is drawn on a graph to show the trend (pattern) of the data. It passes close to most of the points, but does not have to pass through the points themselves. You can use the line to make predictions about the data.Sometimes, the data is not in a straight line. In these cases a curve of best fit can be drawn to represent the trend of the data.

C.


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B. Menstrual cycle

This is a cycle that occurs in women each month. The cycle length is different in every female, some are longer, some are shorter. Day 1 is when bleeding from the vagina begins. The lining of the uterus breaks down and leaves the body. This is known as a period or menstruation. Around day 5, bleeding stops. The uterus lining starts to grow and an egg begins to mature in an ovary. Around day 14, ovulation occurs. This is when an egg cell is released from the ovary. It travels through the oviduct and heads to the uterus. If a sperm cell doesn’t fertilise an egg cell in the oviduct, the uterus lining breaks down and the cycle starts all over again.

Science Inheritance

D. DNA

Every living thing is made up of cells. Within these cells is a nucleus. The nucleus contains chromosomes. Chromosomes are structures made from DNA. DNA is a molecule which contains the code for making us who we are. DNA can be split into smaller sections called genes. Each gene is a code for making a particular protein, which in turn makes a particular characteristic in our body.

E. Theory of evolution by natural selection

This theory states that those organisms that are best suited to an environment will survive, whereas organisms that aren’t suited will die out. As reproduction happens, the genes for the poorly suited organisms won’t be passed on, whilst the genes for the well suited organisms will. This leads to evolution of the species.

Diagram to show natural selection

of giraffes

F. Identifying trends in data

We can analyse data in science to help us identify trends in our results. For example: In the first graph, we can say there is a positive correlation, as when the independent variable increases, so does the dependent variable.

In the second graph, we can say there is a negative correlation, as when the independent variable increases, the dependent variable decreases.

Sometimes there is no relationship between the data. Here we can say there is no correlation.

A. Key word DefinitionGametes Sex cells, e.g. sperm

and egg cells

Uterus Part of the female reproductive system where the foetus develops

Menstrual cycle

The process of ovulaton (egg release) and menstruation (period) in a woman

Hormone Chemical messangers in the body

Progesterone Hormone responsible for maintaining the lining of the uterus

Oestrogen Hormone responsible for building up the uterus lining

Variation Differences between things

DNA Genetic material of a living organism

Allele Version of a geneMutation Change in DNAEvolution Theory of how

living things have developed over millions of years

C. Menstrual cycle graph


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Religious StudiesA: Key word Definition

FactSomething that actually exists or can be proven to be true 100%

BeliefAccepting that something is true that isn’t usually based on evidence

Theist Someone who DOES believe in God

Atheist Someone who DOESN’T believe in God

Agnostic Someone who believes it is impossible to know whether God exists or not

Religious experience

An experience that brings a person closer to God

Mystical ex-perience

An experience of God that is difficult to explain

Conversion An experience which makes someone follow a religion or change religion

Natural Evil/Suffering

Evil/Suffering that is caused by nature

Moral Evil/Suffering

Evil/Suffering that is caused by humans

The FallWhen Adam and Eve disobeyed God in the garden of Evil, this brought evil and suffering into the world

FreewillGod has given humans the freedom to make choices

Humanism A non-religious view of the world

ReasonUsing the mind to think, understand, and form judgements logically

Human Rights A right which belongs to every person

B: Arguments for the existence of GodArgument Cosmological (First Cause) argument

• Everything has a cause, so the world existing can prove God exists

• Everything in the universe comes from something. You cannot make some-thing out of nothing.

• As everything in the universe has a cause, therefore the universe itself must have a ‘First Cause’ That First Cause is God

Teleological (Design) Argument: • Through the design of the world and the universe you

can prove God exists• If you were walking on a heath and saw a watch on

the ground you would assume that its parts had not come together by chance because it is too ordered and complicated.

• Therefore someone must have designed it or it would not work. Because the universe is also ordered and complicated, someone must have designed that too.

• That someone is God

Atheist’s argument

Big Bang Theory About 13.7 billion years ago all the matter in the Universe was concentrated into a single incredibly tiny point. This began to enlarge rapidly in a hot explosion, and it is still expanding today. This caused the universe and not God

Big Bang Theory About 13.7 billion years ago all the matter in the Universe was concentrated into a single incredibly tiny point. This began to enlarge rapidly in a hot explosion, and it is still expanding today. This caused the universe and not God

Philosophy: Ultimate Questions

D: Humanist Beliefs• Humans only have one life • You should give meaning to your own life by seeking happiness and helping others to do the same• Moral decisions should be made based on reason, empathy and a concern for other human being -

Everyone’s human rights should be respected• Human experience and reason provide the only source of knowledge

• The world is a natural place and we should use science and reason to make sense of the world

C: The problem of evil

Muslim and Christian views Muslim View

it is important to learn from our mistakes and the existence of evil and suffer-ing is God’s way of allowing this to happen

Evil and suffering is all part of God’s plan of which we will never understand.Don’t question God. Accept his will.

God does not cause suffering humans do by mis-using their free will

Suffering is test from God to test faith, for which you will be rewarded

Responses to the Problem of Evil


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History Industrial Revolution and Slavery in the British EmpireA. Tier 3 vocabulary Definition

Capitalism An economic system where individuals are able to privately own their goods and make money.

Cholera An infectious disease caused by bacteria in the intestine which causing vomiting and diarrhoea.

Spinning Jenny An early machine of the Industrial Revolution. It would spin cotton on more than one spindle.

Power Loom Designed in 1784, this machine was able to weave fabric using mechanical or electrical power.

Empire A group of countries ruled by one monarch.

Monarch A king or queen of a country.

Colony A country under the control of another country.

Triangle Trade Trade between three different countries or regions.

Slave A person who is the legal property of someone else.

Middle Passage A journey taken by ship from Western Africa to the Caribbean.

Planation An estate (area of land) where crops such as coffee, cotton, tobacco and sugar are grown.

Trade The action of buying and selling goods.

Abolition The practice of banning something e.g. slavery.

Economic factors To do with money, jobs and business.

Social factors To do with society and people.

Political factors To do with government and law.

Tier 2 vocabulary Definition

Revolution A quick change in conditions in a country.

Reform To change and improve; often a slow or gradual change.

Industry The process of making products by using machines and factories.

Act A written law passed by Parliament.

Public Health The health of the population. Controlled by the government.

Urbanisation Increase in the number of people living in urban areas (towns and cities).

Section 3: Facts/Context/Historical relevance/dates

1750 Considered to be the starting point of the Industrial Revolution.

1765 Hargreaves invents the Spinning Jenny for spinning thread.

1787 The first shipment of transported prisoners to Australia in the British Empire.

1787 The society for the abolition of the Slave Trade was founded in Great Britain.

1787 Cartwright invents the power loom.

1789 Olaudah Equiano published his autobiography.

1801 The first census is taken.

1807 First Abolition of the Slave Trade Act. This banned the trading of slaves across the Atlantic. The Act was ineffective.

1832 Cholera outbreaks occur in British cities.

1833 This Act gave all slaves in the British Empire their freedom. The British govern-ment paid compensation to British slave owners.

1833 The Factory Act prevents the use of children at work until they are 9 years old.

1849 10,000 people died in 3 months in London from a cholera epidemic.

1871 The ‘Scramble for Africa’ begins as European countries aim to take over African countries for their empires.

1875 The Public Health Act gives government the responsibility to ensure public health is adequate for housing and sewage.

1901 The Education Act makes school compulsory for all children up to 10 years old.

Section 2: Important ideas Industrial Revolution Questions and Answers:1. What was London’s population by 1900?

4.5 million people.

2. How many people might live in one house at a time?

40 people.

3. What percentage of the population lived in towns and cities by 1900?

70% lived in towns and cities.

4. What is back-to-back housing?

A housing system built in a court grid system, where rows of houses were literally built back-to-back.

5. What is a privy? A toilet located in a small shed outside a house or other building.

6. What is a cesspit? An underground container for the storage of liquid waste and sewage.

Slavery in the British Empire Questions and Answers

7. Where were slaves forced to work?

Plantations.

8. Why did slave owners make lots of money?

They did not have to pay slaves a wage.

9. Who was William Wilberforce?

Wilberforce was the Member of Parliament (MP) for Yorkshire and leader of the abolition of the slave trade.

10. Who was Olaudah Equiano?

Equiano was a freed slave who lived in London. His autobiography, published in 1789, helped in the creation of the Slave Trade Act in 1807.

The British Empire Industrial Manchester


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Geography Development

Key:

Very high MediumHigh Low

A. World map showing levels of human development

No data available

The Human Development Index (HDI) is a score out of 1. The higher the num-ber the better the level of development. It includes many different indicators.

B. Measures of development

Definition UK Malawi

Gross Domestic Product (GDP) per capital

The total value of goods and services a country produces in a year, divided by the number of people. It is measured as US$ per person.

$43,734 $381

Life expectancyThe number of years a person can expect to live on average. Measured in years.

81 years 63 years

Access to safe waterThe percentage (%) of people with access to clean water for drinking and washing.

100% 61%

Adult literacy rateThe percentage (%) of the population aged 15 or over who can read and write.

99% 61%

Infant mortality rateThe number of babies who die before their first birthday, per 1000 babies born.

4.3 per 1,00044.8 per

1,000

C. Examples of countries split by income.

LICLow income

country

NEENewly

Emerging Economy

HICHigh income

country

MalawiLaos

AfghanistanCambodia

BrazilRussiaIndiaChina

Mexico

UKUSA

FinlandNew Zealand

Japan

Increasing development levels

D. Factors influencing development

Physical Economic Historical

Poor climateWhen the weather is very hot or very cold it can reduce the amount of food which can be grown.

Natural hazardsHazards, such as volcanoes or hurricanes, cause damage which must be repaired.

Levels of debtSome countries owe large amounts of money which needs to be paid back..

Poor trade linksSome countries do not have strong links to trade goods or services with other countries.

ColonisationSome countries were ruled by others in the past.

ConflictSome countries have had war, particularly civil war which can displace people and cause huge levels of damage.


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Holidays and TechnologySpanishRegular Past Tense Verbs

You use the preterite (simple past tense) to talk about completed events in the pastRegular -ar, -er and -ir verbs follow these patterns:

bailar to dance conocer/vivir to meet/to live

bailé I danced conoci/vivi I met/I Iivedbailaste you danced conociste/viviste you met/you livedbailó he/she danced conoció/vivió he/she met/he/she livedbailamos we danced conocimos/vivimos we met/we livedbailasteis you (pl) danced conocisteis/vivisteis you (pl) met/you (pl) livedbailaron they danced conocieron/vivieron they met/they lived

De vacaciones El transporte

el verano pasado last summer ¿ Cómo fuiste? How did you get there?fui a... I went to... Fui/Fuimos en I/we went by

¿con quién fuiste? Who did you go with? coche car

Fui con... I went with tren trainmis amigos/as my friends avión airplane

mi clase my class autocar coach

mis padres my parents autobus bus

Fui solo/a I went alone bicicleta bike

Las Actividades¿Qué hiciste en tus vacaciones? What did you do on holiday?Bailé I dancedCompré una camiseta I bought a t-shirtDescansé en la playa I relaxed on the beachMonté en bicicleta I rode my bikeNadé en el mar I swam in the seaSaqué fotos I took photosTomé el sol I sunbathedVi monumentos/un castillo I saw monuments/a castle

¿Qué haces con tu móvil?Chateo con mis amigos I chat with my friendsComparto mis vídeos favoritos I share my favourite videosDescargo melodías o applica-ciones

I download ringtones or apps

Hablo por Skype I talk on SkypeJuego I playLeo mis SMS I read my textsMando SMS I send textsSaco fotos I take photosVeo vídeos o películas I watch videos or films

La televisiónUn programa de música A music programmeUn programa de deportes A sports programmeUn concurso A game showUn documental A documentaryUn reality A reality showUna comedia A comedyUna serie policíaca A police seriesUna telenovela A soap operaEl telediario The news

¿Qué hiciste ayer?Hablé por Skype I spoke on Skype

Jugué en línea con mis amigos/as

I played online with my friends

Vi una película I saw a filmHice los deberes I did my homeworkNavegué por internet I surfed the internetDescargué applicaciones I downloaded appsAyer YesterdayAnteayer The day before yesterday


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ArtArt Key Words

Proportion The size relationship between different elements. E.g. height compared to width

Control How carefully you work with a specific media

Symmetry When one side of an object mirrors the other 3D Having, or appearing to have, length, depth and width

Pattern An arrangement of repeated or matching symbols or lines

Accuracy The extent to which one piece of work looks like another

Composition Where you place objects on the page Blending A seamless transition between two colours or tones

Tone The lightness or darkness of something Negative Space The empty or unfilled areas of a piece of artwork

Range The amount of variation between light and dark tone Balance The distribution of visual weights

Portrait A painting, drawing, or photograph of a particular person

Self-Portrait A portrait that an artist produces of themselves

Portrait guidelinesEyes = 1/2 down Nose = 1/4 down Lips = 1/8 down

The History of the Portrait

Earliest portraits can be traced back to Ancient Egypt in the 14th Century BC. Pharoahs and rulers often had their portraits commissioned for their burial. These portraits were not meant to represent how they looked specifically, but were meant to show an ideal version of them.

In Ancient Greece and Rome, portraits for burial were more commonplace, and often showed everyday people instead of just kings. They would also be far more realistic, showing flaws and imperfections. However in the 4th century, the style once again turned to idealisation, and portraits began to be perfect impressions rather than a true snapshot of the subject.

In the Middle Ages, this changed once again, and people began to demand realism in their portraits, whether they were for tomb doors, manuscripts, or wood panels. This continued throughout the Renaissance, in the 15th and 16th Century. During this time, portraits were often used to show status or wealth.

Only the rich could afford portraits made for them.

With the beginning of cubism however, realism was no longer necessary. Concepts like emotion and mood replaced this, and so portraits could capture the essence of a person rather than an outward appearance.

With the invention of cameras, portrait photography, and in particular self portraits became much more commonplace. Middle-class people could now access portraiture in a way never previously considered. Self portraits with cameras became commonplace; a trend which has returned recently with selfies. Portraits are defined as being a composed impression of a subject, whereas photography captures snapshots of a person. Selfies, therefore, can be argued to be self-portraits.

Portraits


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Drama Narrative,Genre & Tension

Genre Definition Conventions -Key Features

Science Fiction

Stories that make imaginative use of scientific knowledge. Often show HUMANITY at its best and worst, e.g. corrupt governments using technology to trick the people; space battles to free enslaved people from terrible dictators.

•These stories are often set in the future. •They use the science and discoveries that we have made to imagine other things that may or may not be possible. •Futuristic technology is often featured.•They might be set in space or on a ‘Future Earth’.

Gothic Horror

Gothic horror is a genre or mode of literature and film that combines fiction and horror, death, and at times romance. The effect of Gothic fiction feeds on a pleasing sort of terror.

Examples are: Dracula, Frankenstein, Jekyll and Hyde, The Woman in Black

•Gothic plots often surround a family mystery, curse, ancient prophecies or revenge. Concepts of “inherited” curses or terrible family mysteries are common•Often, the protagonist must overcome the ancestral curse to restore the world to order.•Sometimes depicts a fallen society -- one that has succumbed to some kind of evil or temptation -- that must brought back to the light.

KeywordsDramatic Tension

Keeping an audience wondering; not knowing some-thing they want to know

Suspense A synonym for Dramatic Tension

Mime Movement/copying physical action

Slow-motion The slowing down of real-life speed to highlight a key moment

Atmosphere The mood or feeling of a narrative

Cliff-hanger Halting the action at the peak of tension

Exposition Establishing information and details about characters, background and plot

Rising Action Events, actions and problems created for the characters

Climax (Peak of Tension)

The highest point of suspense, where danger, uncertainty etc is at its greatest

Falling Action After the Peak, the immediate events that affect the characters

Denouement The longer term impact/consequences on the remaining characters suggested or shown

Pace The speed at which the story is delivered, or with which something happens or changes

Tone A quality in the voice which expresses the speaker’s feel-ings or thoughts

Volume The level of sound produced

Pause/silence A short period in which something such as a sound or an activity is stopped before starting again

Resonance / Clarity of voice

The quality of being loud and clear

Distinction between characters

The use of different voices for different characters

Pitch The relative highness or lowness of a tone as perceived by the ear

EXPOSITION/SET-UP

RISING A

CTION

CLIMAX (PEAK OF TENSION)

FALLIN

G A

CTIO

N

DENOUEMENT

Plot Diagram


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MUSICBASS SOUND A sound produced by striking an African drum in the middle

producing a “hollow” sound

CALL AND RESPONSE

One person plays (or sings) a musical phrase which is then responded to be a group performing a different phrase, like a musical conversation

CYCLIC RHYTHM A rhythm which is repeated over and over again (looped)

IMPROVISATION A piece or section of music which has not been previously prepared

MASTER DRUMMER

Often the leader of an African tribe and someone who performs the “calls” during call and response sections

POLYRHYTHM The use of several rhythms performed simultaneously, often overlapping to create a thick, “polyrhythmic” texture

RHYTHM A series of notes of different lengths that create a pattern. Usually fits with a regular beat or pulse

SYNCOPATION A way of changing a rhythm by making some notes sound a bit early, often so that they cross over the main beat of the music, emphasising the week or “off beats”

TONE SOUND A sound produced by striking an African drum between the middle and the edge producing a “shallower” sound than the bass sound

DRONE A continually repeating bass line, normally a fifth apart, almost like the bagpipes

ENHARMONIC Tones that are identical in pitch but are written differently according to the key in which they occur, as C sharp and D flat, for example

FLAT The musical name for a black note lowered one semitone lower than its natural.+_

PENTATONIC “Penta” means five. A pentatonic scale has five notes

SCALE A scale is a series of notes. The word scale originally meant “ladder.” There are seven notes in a major or minor scale

SHARP The musical name for a black note raised one semitone higher than its natural

STRUCTURE The order in which sounds occur in a piece of music, also how the whole piece of music is put together and divided into different sections

World Music & The BluesThe Blues

12 Bar Blues A 12 bar structure over which the Blues is writtenWalking bass line

Bass accompaniment which creates a feeling of regular movement, like walking

Chord 2 or more notes played togetherImprovisation creating or performing spontaneously or ‘on the

spot’, without preparationChord sequence

A series of chords, one after the other. Sometimes known as a chord progression

Chord of C A chord using C,E and G with C at the bassChord of F A chord using F,A and C with F at the bassChord of G Chord using G,B and D with G at the bass

12 bar Blues in C major

There are 4 beats per box of the grid

Common Fetaure of The Blues-12 bar structure to the verse- Melodic lines using flattened notes ( usually 3rd, 5th and 7th)- A growling timbre used in the singing - sometimes imitated in the saxophone or trumpet too- Lyrics expressing hardships of life for the African/American

C C C C

F F C C

G F C C

C

C

E G

G

AF

B D

C

F

G


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Computer ScienceA. VocabularyAlgorithm A structured sequences of steps used to solve a

problemScratch Programming language based on graphical code

blocksBlocks Programming commands that you snap together to

create a program in ScratchProjects A completed program in ScratchStage Where your project is displayed when activeScripts The instructions that determines what happens on the

stageSprite The objects on the scratch stage that performs actionsBackdrop Background displayed on your scratch stageRepeat Blocks Blocks that allow you to repeat scripts multiple timesCostumes Alternate appearances of your spriteInput Information supplied to a computer or programOutput Information provided by a computer or programSequence The specific order in which instructions are performed

in an algorithmSelection A decision or question which allows us to include more

than one path through an algorithmIteration Repeating steps, or instructions, over and over again.

This is often called a ‘loop’Efficiency The ability to get code todo what it needs to in the

least amount of stepsDecomposition Is the process of splitting a big and difficult problem

into smaller simpler pieces which are easier to solveDebug To identify and remove errors from computer code or

softwareVariable A location in memory that is used to store

C. Block MeaningThis will start our game running. When the green flag is clicked all connected blocks will be run in order

This creates a loop. Code inside is run over and over until the game is quit

This is an if block. It checks whether something is true and if so, the code inside it is run

This block allows us to animate our character to walk.

This block goes inside an if block and allows us to check whether a key has been pressed

This block allows us to move our character right or left (on the x axis)

B. Scratch colour categories

Have a notch on the top and a matching

bump on the bottom.

Do not have notches. Return a value

Have a rounded top. Run blocks below them. Have openings to

hold other blocks


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Physical Education

Keywords & Definitions: DIET

Balanced Diet Having the correct energy output to balance your energy input.

Basal Metabolic Rate (BMR)

Is the number of calories required to keep your body functioning at rest. BMR is also known as your body’s metabolism; therefore, any increase to your metabolic weight, such as exercise, will increase your BMR.

Glycemic index The glycemic index is a number associated with a particular type of food that indicates the food’s effect on a person’s blood glucose level.

Obesity The state of being grossly overweight

Calorie A unit which measures heat or energy production in the body, normally expressed as Kcal.

DIETGLOSSARYCarbohydrates A substance (as a starch or sugar) that is

rich in energy and is made up of carbon, hydrogen, and oxygen

Fibre Plant material that cannot be digested but that helps you to digest other food

Fats The foods we eat contain nutrients that provide energy and other substances the body needs. Most of the nutrients in food fall into three major groups: proteins, fats, and carbohydrates. The body uses fat as a fuel source, and fat is the major storage form of energy in the body

Minerals An inorganic element, such as calcium, iron, potassium, sodium, or zinc, that is essential to the nutrition of humans, animals, and plants

Vitamins Means ‘vital for life’. Vitamins and minerals are compounds necessary for the healthy functioning of our bodies. We need vitamins and minerals to help us grow, to see properly, to make bones, muscles, skin and organs, as well as to help us battle infections

Calcium Is a mineral that is found in foods, specifically dairy, and stored in bones and teeth in our body. It is essential for growth as it maintains strong bones and teeth while also assisting in muscle contractions, nerve stimulations and regulating blood pressure


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C.

B.

DT: Food Technology Food spoilage and food safety

A. What causes food spoilage?

• Bacteria, mould, fungi, yeast

• Insects, rodents, pests• Chemical reactions• Moisture, warmth, oxygen• Time

SIGNS OF FOOD SPOILAGE

• Discolouration• Change in texture

(soft, slimy)• Mould• Unpleasant smell• Off tasting

STORAGE OF FOODS• Ambient foods—stored in a cool dry place at room tem-perature• Frozen foods—stored in a freezer at –18°c• Refrigerated foods stored in a fridge at 5°c

Key temperatures

• Freezer = -18°c• Fridge = 5°c• Cooked food = 75°c• Hot Held Food = 63°c• Danger zone = 5°c to 63°c

TYPES OF CONTAMINATION

• PHYSICAL: Hair, jewellery, plasters, glass, plastic• CHEMICAL: cleaning products, pesticides• BIOLOGICAL: bacteria, fungi, mould

PREVENTING CROSS CONTAMINATION

• Washing hands before and during food prep• Washing hands after handling raw foods• Using colour coded chopping board• Wearing correct clothing (apron, hat)• Keeping raw foods separate from cooked foods• Cleaning equipment thoroughly• Keeping food stored at the correct temperature

Use-by-date/Best Before Date

• Use by date—food will be unsafe to consume after this date

• Best before date—food will be safe to consume but the

D. Food Poisoning Found in

• Campylobacter Raw chicken, meat, milk• Salmonella Humans and animals. Raw chicken, eggs• Staph Humans—nose, eyes, hair• E.Coli 0157 Raw meat, vegetables from the ground (carrots)• Bacillus cereus Cooked rice and pasta

SYMPTOMS OF FOOD POISONING• Sickness• Diarrhoea• Nausea• Fever• Abdominal pain

FOOD PRESERVATION

• Heat—kills most microorganisms• Freezing/refrigerating— microorganisms

become less active and reproduction slows down

• Drying—removes moisture stopping microorganisms from reproducing

E.HIGH RISK FOODS

• High in protein and moisture

• Raw meat, eggs, cheese, milk, fish

HACCP

Hazard Analysis Critical Control Point—a process where food businesses highlight potential hazards and put measures in place to reduce the risk

PREVENTING FOOD POISONING

• Cook food thoroughly and to correct tempera-ture

• Store food correctly• Wash hands regularly• Check the dates of food• Wash surfaces and equip-ment thoroughly• Use correct equipment such as colour coded


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THERMOSETTING POLYMER (Plastic)Once heated and moulded, these plastics cannot be reheated and remoulded.

D. DesignACCESSFM

• where did the designer get their inspriation? Could the product look better?

• Do you think it looks attractive or ugly? Why?• What does the product look like? THINK shape, form,

materials, size, beauty, ugliness

• Is it affordable to your customer? Will it make profit?• Is it valus for money?• How much does it cost?

• What impact would it have on a customers life• Why would a customer buy it? What makes it suitable for

them?• Who would buy it? Who would use it?

• What is the product’s impact on the enviropnment? THINK batteries, rethink, refuse, reduce, reuse,

recycle, lifecycle• How would the product be disposed off?• Is the product needed or wanted? How long will it last?

• Is the product high quality? Does it meet safety standards?

• How has the designer concidered safety?• Could the product hurt anyone? Are there any sharp

edges?

• Is it an appropro=iate size? Would it work better if it was bigger or smaller?

• Does it come in differnt sizes?• How big is it?

• Does the product work? Could the product work better?• How does the product work? Why is the product

needed?• What does the product do? Is it easy to use?

• What impact could the designer’s choice of material have on the environment?

• Would a different material make it better?• What material has it been made from?

B. MetalsFERROUS METALS A ferrous metal is a metal that contains Iron. An example of a ferrous metal is Mild steel. Car bodies, general parts for machines, steel tube, chains and many more.

NON- FERROUS METALSNon-ferrous metals do not contain iron. Consequently, they do not to rust or suffer from contact with moisture. They do not react to a magnet.Examples are:

C. PlasticTHERMOPOLYMER (Plastic)These plastics can be re-heated and re-shaped in various ways. These types of plastics can be recycled.

DT: Resistant MaterialsA. TimbersMANMADE BOARDS Manmade boards are commonly used in the construction industry, for interior fit-tings and furniture. The three main types are; Plywood’s, MDF (Medium Density Fibre board) ChipboardHARDWOODS (DECIDUOUS)Sometimes called Broad-leaf trees. They lose their leaves in winter. Hardwoods tend to be harder than Softwoods (with the exception of Balsa Wood).

SOFTWOODS (CONIFEROUS)Softwoods are from trees that have needles not leaves. They grow quickly, compared to most hardwoodsSoftwoods are used by the construction industry and are also used to produce paper pulp, and card products.

Oak Beech

Pine

Aluminium Copper Brass

Acrylic/ PerspexUse: car lights, CD/DVD cases, safety glasses, machine guards, boats, baths, greenhouses

Polyyvinyl Chloride (PVC)Use: Rain coats, hose pipe, showers curtains, inflatable dingies, water pipes, window frames

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year 8 knowledge organiserhomework every evening using the grid in your ko on page 4. parents ......

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