Year 9

Knowledge Organisers

Term 1

1

Year 9 Term 1 Homework Quizzing - Question Bank English History

1. What is a utopia?

2. What is a dystopia?

3. List three ways to begin a sentence.

4. Which sentence starter is being used

in the following sentence: Happy, the

children played in the street.

5. How would you define power?

6. How would you define control?

7. Freedom is when

8. Those in power have complete

control and do not allow people

freedom to oppose or go against

them. What type of government is

this?

9. Which o………………………………….

means when a person or a group of

people who have power, use it in a

way that is not fair/or cruel.

10. What does indefinite mean?

11. If you are shaking or nervous, what

word could be used to describe you?

12. What does Post-Apocalyptic mean?

13. Binary Opposition means?.

14. Give two examples of a binary

opposition.

15. Scarlet, ruby, cherry – what colour

are these words synonyms for?

16. List five synonyms (words that have

the same meaning) for the colour

white. E.g. pearl

17. If I wanted to describe a grey sky,

what words could I use instead of

grey?

18. What sense is being described using

the word ‘rustle’?

19. What sense is being described using

the word ‘coarse’?

20. There was a blue sky over the city.

Upgrade this sentence – start with

varying the word choice for blue.

1. What word describes a desire to have a large army

and navy in order to have global influence?

2. What is nationalism?

3. In 1914, which countries were in the Alliance called

the "Triple Alliance"?

4. In 1914, which countries were in the Alliance called

the "Triple Entente"?

5. What is artillery?

6. Austria-Hungary competed with Russia over land,

France wanted revenge for losing Alsace & Lorraine

and Britain was competing with Germany for colonies

in Africa. This relates to... (Imperialism / Nationalism /

Alliances / Militarism)

7. Which heir to the throne was shot by Serbian

terrorists on 28th June 1914?

8. Which country had blood links with Serbia and

promised to protect it from Austria-Hungary's attack

AFTER their Archduke was assassinated in 1914?

9. In 1914 Britain and Germany were both competing

with each other building what types of large warship?

10. Which plan involved Germany invading France

(through Belgium) so they didn't have to fight Russia (

on their east) AND France (on their west)?

11. How many continuous miles of trenches were on the

'Western Front'?

12. Why were trenches dug in 1914? (3 reasons)

13. What gases were used during World War 1 with the

first use by Germany in 1915? (3 answers)

14. What year did the British use the first ever tanks on a

battlefield?

15. How many British men were killed / wounded in

World War One?

16. What name is given to the underground shelters in

the trenches?

17. What was introduced in January 1916 to make sure

we had enough soldiers in our Army?

18. What was the area between the English / French and

German sets of trenches known as?

19. What was shrapnel?

20. A soldiers rations included: Corned beef, rum, dry

biscuits, tobacco, tea and ice-cream. TRUE OR FALSE?

2

Geography Science

1. Define tornado

2. Define weather

3. Give one social, economic and environmentaleffect of tornadoes

4. Name and date the UK tornado we studied

5. Name and date the USA tornado we studied

6. Define climate

7. Where in the USA receives the most tornadoesannually?

8. State one condition needed for tropical storms toform

9. Give one other name a tropical storm is known by

10. Where, within a tropical storm, are the calmestconditions found?

11. Give one social, economic and environmentaleffect of Hurricane Katrina

12. Specifically, where did Hurricane Katrina effect?

13. What is the study of weather called?

14. What is a microclimate?

15. What factors might affect microclimates?

16. What is a depression and what kind of weatherdo they bring?

17. What are the impacts of depressions?

18. What do we mean by the term prevailing wind?

19. What are the impacts of summer anticyclones?

20. Define precipitation

Cells

1. Name a part of cell that can be found in

both animal and plants cells?

2. What is the "tail" of a bacteria cell

called?

3. What do you look through on a

microscope?

4. What is the function of a nerve cell?

5. What is the adaptation of a nerve cell?

6. What is the function of a root hair cell?

7. What is the adaptation of a root hair

cell?

8. Name a part of a cell that is only found

in plant cells.

9. What is an embryonic stem cell?

10. How many pairs of chromosomes are in

a human cell?

Energy

1. State the equation used to calculate

power

2. What is the unit of energy?

3. What is the unit of power?

4. Moving objects have what type of

energy?

5. What is specific heat capacity?

6. What type of energy store is released

during chemical reactions?

7. What tyoes of energy store is found in

stretched objects?

8. What type of energy store is found in

raised objects?

9. What type of energy store is found in

magnets?

10. What type of energy store is found in

the nucleus of some atoms?

3

Medium

close

up shots

include

Identity: The distinguishing character or personality of an individual

Shot Size: How much of the scene is included in the picture, and whether it

mainly shows the setting, people in the setting, or details of faces and things

Shot angle: The angle at which the camera is placed to take a shot.

Expression: The action of making known one's thoughts or feelings.

(Expressions, A look on someone's face that conveys a particular emotion.Expressive)

Emotion: Psychological states associated with thoughts, feelings,

(Emotions, behavioural responses, and a degree of pleasure or displeasure.Emotional)

Proportion: The dimensions. Relationships between height, width, and depth

(Proportions, How the sizes of different parts of a piece relate to each other.Proportional, Proportionate)

Portrait: The representation of a person, in which the face and its

(Portraits, expression is predominant. The intent is to display the likeness,

Portraiture) personality, and even the mood of the personMontage: Work that is made by cutting, gluing, arranging and overlapping

two or more images together, sometimes using material such as text or other

abstract shapes.Inspired: To move someone to act, create, or feel emotions(Inspirational, Inspire)

Enlargement: The process of making or becoming larger or more extensive.(Enlarged, Enlarge)

Framing your shotLighting your shot

Continuous lighting means that

when you turn the studio lights on,

they stay on. They produce ‘What

You See Is What You Get’ lighting

Butterfly lighting is where the

light is placed above and centred.

This creates a shadow under the

nose that resembles a butterfly

www.hattiestewart.com

www.edwardhonaker.com/booktwo

www.moma.org/artists/5392

Artists Cindy Sherman

Edward Honaker

Hattie Stewart

Know the camera

“Live View”

button

View finder

Mode selector

Zoom ring

Lens with lens cap

Memory card

slot

Battery slot

On/Off switch

Split lighting involves “splitting”

the face into two proportional

halves, with one side being in the

shadow and the other side being

in the light.

Spot lighting is directed light

used to draw attention to certain

areas of the frame.

a character from the

shoulders/chest area up to

the top of the head.

Closeup shots concentrates

on the

whole

head

from the

neck to

the top of the head.

Big Closeup shots show a

person filling the image from

chin to forehead.Each

increases

the level

of

‘intimacy’

“Pictures generation” Feminism. Female roles. Her work is about the“seductive and often oppressiveinfluence of mass-media over our individual and collective identities”

Doodle bombing – the art movement and technique that she created. Bored of the plain and boring, she scribbles her quirky, colourful style all over magazines, posters etc.

His dreamlike images expose his struggle with depression. The work shows obscured faces, communicating disconnect from self and the surrounding world

4

Computer Science: Problem Solving 

There are two main types of errors: syntax errors, logic errors. 

Syntax errors. These are errors where the system finds something wrong with the program and will notrun at all. For example, spelling mistakes in the code or parts of the code missing or brackets and speechmarks missing etc.

Logic errors. Often mathematical errors. An example of this type error could be using the greatersymbol instead of the less than symbol. The program still runs but does not produce results as expected.

5

DESIGN TECHNOLOGY YEAR 9 Term 1

KEY WORDS

Isometric:- A 3D drawing drawn at a 30°

angle.

Weight of line:- How hard you press to

create the line.

Feint:- Very light lines or working lines

Working lines:- For example to show the

crate in the crating technique before the

object was drawn.

CAD Visuals:- Computer generated visuals

of an imagined space, using different images

to simulate materials.

Textures:- Rendering techniques to

represent the surface of different materials.

Annotation:- written explanation's to help

others understand what you are designing.

(materials, sizes, construction methods)

Ergonomics is the process of designing or arranging workplaces, products

and systems so that they fit the people who use them. ... Ergonomics aims to improve workspaces and environments to minimise risk of injury or harm.

Anthropometrics is the practice of taking measurements of

the human body and provides categorised data that can be

used by designers.

Anthropometrics help designers collect useful data, eghead circumferences when designing a safety helmet.

Percentiles. Percentiles are shown

in anthropometry tables and they tell you

whether the measurement given in the tables

relates to the 'average' person, or someone

who is above or below average in a certain

dimension.

DESIGN TECHNOLOGY

Task Find out about which ergonomic features are important for a range of different products eg Kettle.

6

Year 9 DRAMA, TERM 1+2: COMMEDIA DELL ARTE

What are we working on?

1. To know the names of key practical skills

2. To know the names of key features of Commedia Dell Arte

3. Demonstrate practical skills

4. To demonstrate the key features of Commedia Dell Arte

5. To give constructive feedback to others and/or reflect on own practice.

Key practical skills

1. Rhythm: the pace of movement being

steady and ritualistic

2. Soundscape: a selection of sounds to

create atmosphere

3. Spatial relationships: how far or close

you are to other actors

4. Body language: how you use your body

5. Facial expressions: how you use your

face

6. Eye-contact: where the focus of your

eyes is and what this communicates

7. Posture: how you hold yourself, e.g.

slumped or straight back

8. Demeanour: your attitude

Key features of Commedia Dell Arte

1. Still image: a technique used to high-

light a key moment by being still

2. Marked gesture: using hands in an

exaggerated way.

3. Lazzi: a comedy routine which is

cyclical (it starts where it ends)

4. Cross-talk: a dialogue based comedy

routine, e.g. answering a question

with a question, statement with a

statement, mishearing

5. Ruled Walk: only being able to step

on 1 and 3 step, and turn at right-

angles

6. Mask: a technique which allowed the

actor to focus on their physicality

How to give constructive feedback

• I/the actor used the skill [WHAT]

• I/the actor used the skill in the follow-

ing way [HOW]

• I/the actor used the skill because...

creating the effect of… [WHY]

• This mean that I/the actor succeeded

because… [LINK]

• HOWEVER, I/the actor did not use the

skill [WHAT]

• I/the actor could have used the skill in

the following way [HOW]

• This would’ve created the effect that…

[WHY]

7

Key Vocabulary, Spellings and Definitions (QLAs W1 and W3):

1) Power = When a person or a group of people have the ability to dosomething or act in a particular way.

2) Control = When a person or a group of people have the power toinfluence or direct another person’s or an object’s behaviour.

3) Freedom = When a person has the power or the right to speak,think or act as they want to.

4) Totalitarian = Those in power have complete control and do notallow people freedom to oppose (go against) them. Thesegovernments often have strict rules and harsh punishments forbreaking them.

5) Oppression = When a person or a group of people who have poweruse it in a way that is not fair or cruel.

6) Indefinite = When something will last for an unknown amount oftime.

7) Tremulous = Describes when you are shaking or nervous8) Concept = An abstract (not concrete) idea9) Post-Apocalyptic = A world after an apocalypse (destroying of the

world).10) Binary Opposition = Where two opposites move the narrative

(story) forward – e.g. good vs evil / light vs dark.

Subject Specific Content (QLA W1)

What is a Utopia?

• This is a place of perfection – an imagined ‘perfect’ world.

• This could be a government, social (living) conditions, laws, environment.

What is a Dystopia?

• This is the opposite of a utopia.

• It is an imagined world where everything is ‘imperfect’.

• It will often be set in the future, and it will show a world that links to the fears of

society – it may dehumanise people (where they are treated like objects or animals).

• It may show a very fearful life – of creatures, disease, the environment. Or it may

show a harsh, cruel and often very controlling government.

Dystopia – English

Grammar (QLAs W2 and W5):

Sentence Openings:

1. Place, time or direction: Around the corner, the path

stretched and wound its way up the mountain.

2. Imagine x3: Imagine a time when people were not afraid.

3. The more, the more, the more: The more he resisted its

charms, the more he fell head over heels.

4. One-word phrase: definition: Monday: the worst day of the

week.

5. Emotion, (comma): Terrified, John ran away from the beast.

Vocabulary (QLA W3):

Colour Thesaurus:

1) White = ivory, salt, bone, pearl, porcelain

2) Red = scarlet, blood, ruby, cherry, mahogany

3) Blue = indigo, azure, sapphire, arctic, teal

4) Brown = chocolate, mocha, cedar, caramel, tawny

5) Grey = graphite, charcoal, slate, ash, pewter

6) Black = raven, ink, midnight, coal, obsidian,

Senses (QLAs W1 and W3):

See: What can you see? Zoom in to the smallest details.

Touch: What textures could you feel? E.g. Coarse, cool, dusty, silky

Smell: What smells could you describe? E.g. Aroma, overpowering, faint, intoxicating

Hear: What sounds could you describe? E.g. Murmur, shrill, rustle, blare

Taste: What tastes could you describe? E.g. Nauseating, bitter, stale, sour

8

FOOD SAFETY – Re-cap and Embed Good food safety and hygiene practices are essential to reduce the risk of food poisoning.

HUMAN NUTRITION – Re-cap and Embed When choosing food and drinks, current healthy eating guidelines should be followed.

The Eatwell Guide

• Comprises 5 main food groups.

• Is suitable for most people over 2years of age.

• Shows the proportions in whichdifferent groups of foods areneeded in order to have a well-balanced and healthy diet.

• Shows proportions representativeof food eaten over a day or more.

Task

Plan a menu for a day that applies the principles of The Eatwell Guide and the 8 tips for healthier eating. Make one of the dishes and calculate the energy and nutrients provided using nutritional analysis. - https://explorefood.foodafactoflife.org.uk/

To find out more, go to: https://bit.ly/2QzUMfe

8 tips for healthier eating

These eight practical tips cover the basics of healthy eating, and can help you make healthier choices. 1. Base your meals on starchy

carbohydrates.2. Eat lots of fruit and veg.3. Eat more fish – including a portion of

oily fish.4. Cut down on saturated fat and

sugar.5. Eat less salt (max. 6g a day for

adults).6. Get active and be a healthy weight.7. Don’t get thirsty.8. Don’t skip breakfast.

Key terms

The Eatwell Guide: A healthy eating model showing the types and proportions of foods needed in the diet. Hydration: The process of replacing water in the body. Dietary fibre: A type of

carbohydrate found in plant

foods.

Composite/combination food:

Food made with ingredients

from more than one food group.

Key terms

Allergens: Substances that can

cause an adverse reaction to

food. Cross-contamination must

be prevented to reduce the risk

of harm.

Bacteria: Small living organisms that can reproduce to form colonies. Some bacteria can be harmful (pathogenic) and others are necessary for food production, e.g. to make cheese

and yogurt. Cross-contamination: The transfer of bacteria from one source to another. Usually raw food to ready to eat food but can also be the transfer of bacteria from unclean hands, equipment, cloths or pests. Can also relate to allergens. Food poisoning: Illness resulting from eating food which contains food poisoning micro-organisms or toxins produced by micro-organisms. High risk ingredients: Food

which is ready to eat, e.g. cooked

meat and fish, cooked eggs,

dairy products, sandwiches and

ready meals.

Task

Create a poster highlighting the top tips

for ensuring food is safe to eat. Include

personal hygiene, safe storage,

preparation and cooking of food.

To find out more, go to: https://bit.ly/2Z97B5f

Bacterial growth and multiplication All bacteria, including those that are harmful, have four requirements to survive and grow: • food;• moisture;• warmth;• time.

9

Qu’est-ce que tu aimes comme musique ? What type of music

do you like?

Quel genre de musique aimes-tu? What type of music do you like? J’adore / je préfère / j’aime – I love / I prefer / I like

Mon genre musical préféré, c’est – my favourite type of music is la musique rap/hip-hop/pop/rock/danse la musique danse/folk/country/classique la musique électronique – electronic music les chansons de Billie Eilish - songs by Billie E toutes les chansons qu’on entend en boîte – all the songs you

hear in clubs

la musique des années soixante / quatre-vingts – music

from the 60s / 80s

La dernière chanson de X est tellement entraînante que je n’arrive pas à me la sortir de la tête – X’s latest song is so

catchy that I can’t get it out of my head.

J’écoute de la musique en voiture / en autobus / en marchant / à la maison / dans ma chambre – I listen to music

in the car / on the bus / while I’m walking / at home / in my room

sur mon lecteur mp3 / sur mon téléphone intelligent / sur mon portable / à la radio – on my MP3 player / on my

smartphone / on my mobile / on the radio

Est-ce que tu joues d’un instrument ? – Do you play an

instrument ?

Non, je n’en joue pas – No I don’t play any

Non, je n’en joue plus – I no longer play any

Je joue du piano / de la guitare / du clavier / de la batterie / du violon – I play the piano / the guitar / the keyboard / the

drums / the violin

Je m’entraîne tous les jours – I practise every day

Je fais partie d’un groupe de rock / d’un orchestre – I’m

part of a rock band / an orchestra

Quand j’étais plus jeune je jouais.. – When I was younger I

used to play…

Je rêve de jouer du / de la – I dream of playing…

J’aimerais jouer du / de la – I’d like to play…

OPINIONS

verbs: c’est – it is c’était – it was ce sera – it will be

intensifiers: vraiment – really très – very un peu – a bit assez – quite trop – too

adjectives (add ‘s’ for plurals) original/e - original différent/e - different entraînant/e – catchy émouvant/e – moving

impressionnant/e - impressive passionnant/e – exciting intéressant/e – interesting rasant/e – boring

mauvais/e - bad ennuyeux/euse - boring sérieux/euse – serious

incroyable - incredible casse-pieds - irritating moche - awful minable - pathetic superbe – superb drôle – funny superficiel/le – shallow

nul/le – rubbish

bon/ne - good

Qu’est-ce que tu aimes comme émission de télé ? What

type of TV programme do you like?

les comédies – comedies les feuilletons - soaps les séries – serials les dessins animés - cartoons les actualités – news la météo – the weather les émissions de sports – sports programmes les émissions de musique – music programmes les jeux télévisés - gameshows

les films – films les documentaires - documentaries les publicités - adverts les émissions de télé-réalité – reality shows

Quel genre de film aimes-tu? What type of film do you like? les comédies musicales – musicals les comédies - comedies

les films historiques – historical films

les films policiers – detective films les westerns – westerns

les films de science-fiction – science-fiction films

les films d’aventure – adventure films

les films romantiques – romances les dessins animés - cartoons

les films d’horreur – horror films les films de guerre – war films

La télé nous informe, nous amuse et nous relaxe – TV informs,

amuses and relaxes us.

De nos jours on utilise aussi l’ordinateur pour regarder les

émissions de télé – Nowadays we also use the computer to watch TV shows.

Je ne regarde presque rien à la télé car je préfère télécharger

une émission et la regarder sur ma tablette – I hardly watch anything

on the TV because I prefer to download a programme and watch it on my tablet

La télé, ce n’est pas mon truc – TV isn’t my thing.

Je préfère regarder les films français en VO – I prefer to watch

French films in the original version

Useful verbs in 3 tenses

Past Present Future (going to) [infinitives]

j’ai aimé j’aime je vais aimer to like

je n’ai pas aimé je n’aime pas je ne vais pas aimer to dislike

j’ai adoré j’adore je vais adorer to love

j’ai détesté je déteste je vais détester to hate

j’ai vu je vois je vais voir to see

j’ai regardé je regarde je vais regarder to watch

j’ai écouté j’écoute je vais écouter to listen to

j’ai lu je lis je vais lire to read

j’ai joué je joue je vais jouer to play

j’ai fait je fais je vais faire to make/do

Yr 9 French – Free Time: Music, Cinema, TV

Le film dure deux heures: c’est trop long pour moi. – The film lasts two

hours : it’s too long for me.

J’adore regarder les films au cinéma mais c’est trop cher;

normalement je les regarde sur DVD chez moi. – I love to watch films at the

cinema but it’s too expensive; normally I watch them on DVD at home.

Un service de streaming / un service de diffusion – streaming service

(Netflix/ Amazon/ Disney + etc)

J’ai vu la bande-annonce de Bohemian Rhapsody et le film paraît

génial – I saw the trailer for BR and the film looks great..

nouns le rythme - the rhythm le clip - the video clip

la chorégraphie - the choreography la mélodie - the tune les paroles - the lyrics

une émission – a programme une chaîne – a channel un billet – a ticket

le chanteur / la chanteuse – the singer

l’acteur / l’actrice – the actor / actress

l’histoire – the story l’intrigue – the plot

les effets spéciaux – the special effects

une séance – a (film) showing

la bande-annonce – the trailer

10

Weather Hazards key words

Weather is the day to day conditions in the atmosphere. E.g. Rain, sunny, windy

Climate is the average weather conditions of a place measured over a longer period of time, usually 30 years. E.g.

Annual rainfall, average temperature, hours of sunlight.

Water – The driving force of all weather. Can be in liquid, gas (water vapour) or solid (ice) forms.

Temperature – A measure of heat given in degrees C or Fahrenheit

Precipitation – Any form of water – liquid or solid – falling from the sky. E.g. Rain, hail, sleet or snow

Humidity – The amount of water vapour in the air measured as a %

Wind movement of air caused by changes in temperature and air pressure. Winds are always identified by the compass

direction from which they blow.

Prevailing wind - The most common wind direction for a particular location. E.g. in the UK prevailing wind is from the

south west.

Air mass A large body of air that has similar temperature, pressure and moisture properties.

Meteorology – the study of the weather.

Hydrological Cycle – or the water cycle, is the continuous recycling of water between the sea, air and land.

Climate graphs

Climate graphs show the average temperature and precipitation of a place for each month throughout the year.

The climate graph combines two graphs in one, a line graph to show temperature which is shaded red, and a bar graph to show precipitation which is shaded blue.

Climate graphs help us to make predictions about weather patterns in particular places such as major cities.

Tornadoes

A tornado is a rapidly rotating column of air that is in contact with both the surface of the Earth and a cumulonimbus (thunder) cloud. Tornadoes can destroy buildings, flip cars, and create deadly flying debris. Tornadoes can happen anytime and anywhere bring intense winds, over 200 MPH; and Look like funnels.

Causes of tornadoes

Tornadoes form when warm moist air rises and cools with a layer of drier and colder air above. Towering thunder clouds develop in to super cells. Winds from different directions cause air to rotate forming a funnel cloud, which drops from the sky and connects with the ground.

Responses to tornadoes

• Radio & tv stations provide emergency alerts. If your community has sirens, then become familiar with the warning tone.

• Pay attention to weather reports. Meteorologists can predict when conditions might be right for a tornado.

• Identify and practice going to a safe storm shelter in the event of high winds. Manyhomes in tornado alley have purpose built tornado shelters The next best protection is a small, interior, windowless room on the lowest level of a sturdy building.

• Take additional cover by shielding your head and neck with your arms and puttingmaterials such as furniture and blankets around you.

Microclimate

A microclimate is the climate of a very small or restricted area, especially when this differs from the climate of the surrounding area. Microclimates can be found around the school grounds where an area may be warmer or cooler than the normal conditions.

Factors affecting microclimates

• Aspect: the direction that you/a building is facing is called aspect, facing the south will be warmer.• Surface: the colour of the ground affects warming.• Shelter: trees, hedges, walls and buildings can provide shelter, which means they will be warmer.• Buildings: buildings give off heat that has been stored during the day, they also break up any wind.• Physical features: trees can provide shade, water can provide a cooling effect and hill tops can be windy.

Cold weather extremes

Extremes of cold can affect people and places during winter months or even all year round. At the poles (Arctic & Antarctica) temperatures are constantly well below zero degrees.

Beginning on 24 February 2018, the United Kingdom and Ireland were affected by a cold wave, named the Beast from the East by the media, which brought widespread unusually low temperatures and heavy snowfall to large areas. The cold wave combined with Storm Emma, part of the 2017–18 UK and Ireland windstorm season.

Up to 50cm (19 inches) of snow fell in parts of Dartmoor, Exmoor and upland parts of south-east Wales accompanied by gales or severe gales in exposed areas. British Airways cancelled hundreds of short-haul flights from Heathrow, and London City Airport also cancelled many services. The weather cost the UK millions. The AA estimated that there were 8,260 collisions on Britain’s roads from the snow chaos in just three days, with the insurance cost above £10m.

The Moore Tornado, Oklahoma: 20th May 2013

Travelled 14 miles, mostly through the densely populated city of Moore, Oklahoma.Spanned 1.1 miles in width and lasted 40 minutes.Killed 24 people and completely destroyed 300 homes.Caused $2 billion worth of damage.

Anticyclones (heatwave 2003) Depressions (Boscastle flood

Areas of high pressureHeatwave and drought in summer

Areas of low pressureClouds, Heavy rain and strong winds

SocialIncreased cases of asthma2000 people lost their lives in the UKHeatstroke and sunburnPeople enjoying BBQs and social time

EconomicFood prices across Europe increased due to crop failureRoads were damaged as tarmac meltedSales of ice cream, fans and sun cream increased

EnvironmentalRivers and lakes dried upThe lack of water resulted in plants and trees dyingWildlife lost their source of foodPollution levels were high

SocialPeople were devastated by the loss of their homes and businesses.A lot of people were upset by the flood, some were terrified as they clung to roofs, awaiting rescue. Many suffered flashbacks

Economic58 properties were flooded and four were swept away. 20 B and B’s and hotels had to shut and it took a long time to reopen90% of Boscastle’s income comes from tourism

EnvironmentalMany trees were destroyed as well as other vegetation.Pollution from the damaged cars went out to seeTonnes of sediment was washed down the river

11

Key term Definition

Militarism Desire to have a large army and navy in order to have a large global influence

Alliance Agreement to support (defend? Fight for?) another country

Imperialism NOUN = to gain influence by ruling over foreign territories overseas

Nationalism Feeling that YOUR country is superior

Assassination Deliberate murder of important person

Dreadnought Type of huge warship being built in early 1900s

Artillery Large guns used to shell trenches and battlefields

Dugout Underground shelter in the trenches

Western Front 600-miles of continuous trenches andbarbed wire in Belgium and France

Bayonet Blade which attaches to end of a rifle

Colony Head of the Catholic Church

No-Man’s Land Area between the two sets of trenches

Conscientious Objector

Someone who refuses to fight due to their beliefs

Conscription Jan 1916 rule forcing men to join army

Recruitment NOUN = getting people to join up

Colony An area ruled by a country which is actually foreign land (often overseas)

1914 - TIMELINE: How did WW1 actually break out?

28th June – The heir to the Austrian throne, Archduke Franz Ferdinand, was killed in Sarajevo by a Bosnian Serb terrorist.

23rd July – Austria-Hungary blamed Serbia for the death of Archduke Franz Ferdinand.

28th July – Austria-Hungary declared war on Serbia. Belgrade, the capital of Serbia was attacked.

29th July – The Russian army got ready to help Serbia defend itself against Austrian attack. Serbians have Slavic (Russian) blood.

30th July – Friend of Austria-Hungary, Germany sent a message to Russia ordering it not to help Serbia.

1st August – Germany declared war on Russia. It also began moving its army towards France and Belgium.

2nd August – The French army put on war alert, ready to fight any German invasion. Germans worried as FRANCE and RUSSIA preparing for war.

3rd & 4th August – SHLIEFFEN PLAN - Germany declared war on France and invaded Belgium. Britain ordered Germany to leave Belgium. When Germany refused Britain declared war.

6th August – Austria-Hungary declared war on Russia.

Challenge yourself to learn more about WW1 here:https://www.bbc.co.uk/bitesize/topics/zqhyb9q/articles/znhhrj6

History – KPI 1: World War I Causes of WW1MILITARISM❖ Britain and Germany competing over their navies

(Dreadnought building)❖ Russia, France and Germany competing over armies

ALLIANCES➢ (See Alliances box) Small dispute between Serbia and

Austria-Hungary ends in a huge European conflict.

IMPERIALISM❑ Competition over colonies in Africa raised tensions

between Germany and Britain and France❑ Austria-Hungary and Russia disputing their land❑ France want revenge for Alsace-Lorraine loss

NATIONALISM• Huge patriotism and feeling of superiority over other

nations making wars seem attractive.

TRENCH WARFARE➢ Trenches dug (due to huge casualties + protection

from artillery & machine guns)➢ Trench structure – barbed wire / parapet / fire-step /

duckboards / dugout / sandbags➢ Kit: Bayonet / Entrenching tool / puttees (shins)

➢ New technology = machine guns + first tanks 1916 +first use of gas 1915 (chlorine, mustard, phosgene) –

improvements in aircraft➢ Conditions – lice + rats + trenchfoot + diseases like

typhoid➢ Rations – corned beef / rum / dry biscuits / tobacco /

teaGB = 800,000 dead soldiers + 250,000 wounded =

Remembrance Sunday + Poppies. (Overall 20m deaths)

Alliances in 1914The Triple Entente – Britain + France + Russia

The Triple Alliance – Germany + Austria-Hungary + Italy

12

Mathematics

Ratio and Proportion

PercentagesThe original amount is always 100%

To find 10% of £300

% £

100 300

10 30

÷10 ÷10

To find 50% of £300

% £

100 300

50 150

÷2 ÷2

To find 5% of £300

% £

10 30

10 15

÷2 ÷2

÷2

To find 65% = 50%+ 10%+ 5%

1503015

65% £195

13

MUSIC

Year 9Popular Music Part I

Term Definition

Verse Tells the story. Lyrics change each time but tune stays

the same.

Chorus The main message of the song. Same words and tune

each time.

Bridge A section that links two othersections.

Melody The main tune.

Intro The beginning. Sets the mood and style. Usually just instrumental.

Outro The ending.

Chords 2 or more notes played together.

Bassline The lowest notes in the piece supporting the chords.

Riff Repeating pattern in the bass.

Major A happy sounding tone.

Minor A sad sounding tone.

Harmony Additional notes added to create harmonies.

Topic Key Words

Typical Popular Instruments

Popular Music is music with wide appeal that is typically distributed to large audiences through the music industry. *Pop - short to medium-length songs written in a basic format*Rock - Generally ‘more aggressive’ than Pop but also includes rock-ballads.

Listen to….

The Who Jimmy Hendrix The Beatles

Pink Floyd The Sex Pistols The Clash

AC/DC David Bowie Queen

QLA’s 1 & 2

QLA 2

QLA 1

Bass guitar

Electric guitar

Acoustic guitar

Drum Kit

Keyboard/Synthesiser Vocals

Backing Vocals

QLA’s 3, 4 & 5

14

|Rugby Year 9 Knowledge Organiser |

Key Skills

1 Outwitting Opponents

2 Tackling

3 Rucks

4 5 Man Scrum

5 Line Out

6 Gameplay

7 Communication

8 Teamwork

Basic Rules1 A rugby team consists of anywhere between 7-15

players

2 The aim of the game is to score as many tries as you can. Each try is worth 5 points and a conversion is 2 points

3 The ball can only be passed backwards or sideways-not forwards

4 Players are allowed to tackle the ball carrier

5 Tackles must be made in low position

1. PHYSICAL ME (Term 1)

RULES AND REGULATIONS

Know all of the rules and

regulations to be able to

officiate.

SKILLS AND TECHNIQUES

Perform advanced skills and

techniques.

TACTICS AND STRATEGIES

Perform some tactics and

strategies needed for the

sport.

15

Topic Name: Right & Wrong

Key word Definition

Absolute morality An action is absolutely right or wrong. There are no grey

areas.

Relative morality Something is right or wrong depending on the situation.

Ethics and morals Ethics are specific rules and actions in life. Morals are

guiding ideas that might influence someone’s actions.

Religious sources of

authority

Sources of authority that a religious person might turn to

when deciding whether something is right or wrong, like

the Bible or a vicar.

The Ten Commandments A set of ten rules that a Christian follows when deciding

the difference between right and wrong.

The Eightfold Path A Buddhist teaching that tells Buddhists eight things that

they should follow in order to decide what is right and

wrong in life.

Animal rights and

vivisection

Rights that animals should have. Vivisection is

experimenting and operating on animals for scientific

research.

Fertility treatments A scientific way of an infertile couple being able to

have a baby.

Euthanasia Prematurely ending the life of someone who has a

terminal illness.

Abortion The premature termination of a pregnancy.

Key Content:

1) What is the difference between right and wrong?

2) How do we know if an action is right or wrong?

3) What sources of authority might someone turn to when

judging what is right and wrong – for religious and non-

religious people.

4) How might The Ten Commandments and Eightfold Path

effect how a Christian and Buddhist acts?

5) Should animals have rights? Should they be used for

cosmetic and medical research?

6) What are fertility treatments? Religious and non-religious

views.

7) What is euthanasia? Religious and non-religious views.

8) What is abortion? Religious and non-religious views.

Have a look at the websites below to add to your understanding of

moral issues and religious views on them.

Useful websites for extended reading:

https://www.bbc.co.uk/bitesize/guides/zypykqt/revision/1

https://www.bbc.co.uk/bitesize/guides/z3fbwmn/revision/1

https://www.bbc.co.uk/bitesize/guides/zys3d2p/revision/1

https://www.bbc.co.uk/bitesize/guides/zcnp7p3/revision/4#:~:text=In%20vitro%20fertili

sation%20(IVF)%20treatment&text=IVF%20involves%20giving%20a%20mother,a%20dish

%20in%20the%20laboratory.

https://www.bbc.co.uk/bitesize/guides/zfhf9j6/revision/1

How do you know if something is

right or wrong?

16

17

Year 9 Spanish – Home,Town

and Neighbourhood Make sure you revise and learn the ‘Where I live’ and

‘Shopping’ KOs from year 7 + 8

¿Dónde vives? – where do you live?

Vivo en – I live in

Sueño con vivir en – I dream of living in

una casa - a house un piso - a flat un bungaló – a bungalow una granja – a farm

un edificio – a building / a block of flats una casa adosada - a terraced house

una casa semiadosada - a semi-detached house

mi casa está / estaría– my home is located / would be located

en las afueras - on the outskirts

en una isla on an island

en el campo – in the countryside en una urbanización – in a housing estate en el centro – in the centre of the town vivo aquí desde hace 3 años – I’ve been living here for 3 years

vivo aquí desde mi nacimiento – I’ve been living there since birth

Mi casa fue construida en los años ochenta – My house was built

in the 1980s.

la ducha en mi casa no funciona – the shower in my home

doesn’t work

solamente hay un cuarto de baño - there is only one bathroom

mi padre odia hacer el bricolaje – my dad hates to do DIY

tengo mi propia llave pero mi hermana menor no –I have my own key but my little sister doesn’t have one

los muebles en mi casa son unas antigüedades – the

furniture in our house are antiques

todos los dormitorios son grandes, salvo el mío – all

the bedrooms are big, except mine

el dormitorio de mis padres – my parents’ bedroom

un cuarto – a room un césped – a lawn

un ascensor – a lift una escalera – a staircase

una litera – bunkbeds un sofá – a sofa un armario – a cupboard de madera – wooden

de piedra – made of stone de ladrillo – made of brick

Adjectives (remember agreement):

mi pueblo es – my town is mi pueblo ideal sería – my ideal town would be

mi barrio era – my neighbourhood was

Trowbridge era – Trowbridge used to be

bonito/a - pretty animado/a – lively

tranquilo/a - peaceful pequeño/a - small ruidoso/a - noisy contaminado/a – polluted

aislado/a – isolated limpio/a - clean sucio/a – dirty

turístico/a - touristy histórico/a - historic feo/a - ugly pintoresco/a - picturesque antiguo/a - old peligroso/a - dangerous

aburrido/a – boring

caro/a – expensive

precioso/a – beautiful

barato/a – cheap

grande – big

industrial – industrial residencial – residential

Many adjectives change ‘o’

to ‘a’ to describe something

feminine and singular. Add

‘s’ to the singular versions to

make plurals.

Adjectives ending in ‘e’ - no

change in the singular forms;

add ‘s’ for both plural forms.

La ventaja / la desventaja de mi barrio / de mi

pueblo – The advantage / the disadvantage of my

neighbourhood / of my town

lo que me gusta / me encanta / odio / no me

gusta de mi barrio / de mi pueblo – what I like / I love

/ I hate / I don’t like about my neighbourhood / of my town

es que es / es que no es… + adjective - is that it is / is that it isn’t …

en el pasado era (más / menos)… + adjective –

in the past it was (more/less)…

These adjectives that end in

a consonant don’t change for

feminine singular; add ‘es’

for both plural forms.

¿Qué se puede hacer en Trowbridge? What can you do in

Trowbridge?

se puede / no se puede (fácilmente) + infinitive – you can / you can’t (easily) hacer deportes – do sport hacer la natación – go swimming ir al cine – go to the cinema hacer el esquí - go skiing ir de compras – go shopping hacer amigos – make friends ir a una discoteca / a un concierto de música pop – go to a nightclub / pop

concert

viajar en tren – travel by train quedar con amigos – meet up with friends utilizar los transportes públicos – use public transport

ir de paseo en bici en el campo – go for a bike ride in the countryside

hacer las actividades al aire libre – do outdoor activities

hacer la equitación – go horse riding

En mi pueblo– In my town

una fábrica – a factory

un parque – a park

un lugar – a place

las flores crecen bien – the flowers

grow well

Es un pueblo verde – it’s a green

town

un barrio – a neighbourhood

antiguamente – at one time

no es tan bonito – it isn’t so attractive

el ayuntamiento – the town hall

Las estaciones – the

seasons

en invierno – in winter

en verano – in summer

en otoño – in autumn

en primavera – in spring

El (único) problema de vivir en mi barrio / en Trowbridge es

que - The (only) problem with living in my neighbourhood / in Trow is that

hay / no hay… that there is / there aren’t any…

es / no es + adjective - that it is / it isn’t

otra ventaja es / otra desventaja es – another advantage is / another

disadvantage is

Hay más espacios verdes en Trow que en Melksham – there

are more green spaces in Trow than in Melk

COMPARATIVES – más adjective que = more

adjective than

menos adjective que = less adjective than

tan adjective como = as adjective as

En el futuro – in the future; Cuando sea mayor – when I’m older; Cuando

tenga dieciocho años – when I’m 18

Voy a vivir en – I’m going to live in; Quisiera vivir en – I’d like to live in

sería – it would be + adjective habría – there would be + noun

podría – I could + infinitive – see top box

haría buen tiempo it would be good weather; haría más sol que aquí – it would be

sunnier than here; echaría de menos a mi familia – I’d miss my family

quiero mejorar mi español – I want to improve my Spanish

quiero hablar italiano con fluidez – I want to speak Italian fluently

18

feud

flabbergasted

ambivalent

livid

perplexed

precipitous

abhorrent

conquer

crevasse

flamboyant

As blob stood by the start of the bridge he feltcompletely ambivalent, could he possibly make it acrossin one piece? He could see that on the other side, armswide with pride, blob had clearly managed to conquerhis fears and crossed the bridge successfully. However,there were those who clung on with a perplexedexpression and he wondered what they had to be sopuzzled about.

Perhaps they (as to be honest, he was) were questioningthe risky and flamboyant choice of blob balanced soprecariously on the rope of the bridge. With such a steepprecipitous edge and deep crevasse to fall into, it didseem a rather foolish idea. It was almost certainly thisthat had exacerbated his trepidation over setting foot onthe bridge.

Blob was so focused on the left side of the bridge that hefailed to notice the abhorrent act of another blob whohad pushed his foe over the edge! With a livid cry, hisenemy hurtled to the ground! This heinous act waswitnessed by a flabbergasted blob who instinctivelystretched out his arms in vain, but knew there was nohope of saving him.

It was quite incredulous to think that not more blob’shad tried to help! Although for some, the feud they werehaving with their friend had taken their attention awayfrom everything. For others, they ought to stop gawkingat the lost blob and focus on saving the other clinging onto the bridge!

precariously

foe

heinousgawk

perplexed – confused livid – very angry

flabbergasted – shockedambivalent – unsure

feud – argumentcrevasse – abyss

foe – enemy

conquer – overcomegawk – stare

precariously – not secure

abhorrent – terribleheinous – horrific

precipitous – steepIncredulous – disbelieving

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