Do not be afraid to make mistakes. Nothing feels better ... · You should take pride in how you present your work; each page should be dated with the subject name and both underlined.

1 | P a g e

Do not be afraid to make

mistakes. Nothing feels better

than getting it right after getting

it wrong.

Name:

Tutor Group

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Page 2 Contents Page 16 French

Page 3 Instructions Page 17 PTE

Page 4 Timetable and parental sign off Page 18 Technology

Page 5 English Page 19 Technology

Page 6 Mathematics - Theta Page 20 Computer Science

Page 7 Mathematics - Delta

Page 8 Mathematics - Pi

Page 9 Science

Page 10 Geography

Page 11 History

Page 12 Food

Page 13 Dance

Page 14 Music

Page 15 Drama

3 | P a g e

Instructions Each day for homework, you should be studying the allocated sections of your Knowledge Organiser (KO). The timetable on the next page will let you know which subjects you should be studying on each day.

You should use the knowledge book that you have been given to show the work you have completed. Each evening you should rule off from the previous work and clearly write the date at the start of the next piece of work.

You need to bring your KO to school every day along with your exercise book.

Your parents should tick off your homework every evening using the grid in your KO.

Subject teachers will check that you have completed your homework; failure to show homework for all subjects will result in a sanction.

You will be tested on the knowledge you have learnt in your subject lessons.

Core subjects (Mathematics, English and Science) will set one homework from the knowledge organiser and one homework which may include an essay or extended written piece or a web based practice session. If this is the case, your teacher will let you know.

Self-testing You can use your KO and your knowledge book in a number of different ways but at no time should you be copying the information down. Use the ‘How to self-test with a Knowledge Organiser’ booklet which can be found on the Academy website in the homework section: http://www.trinity-academy.org.uk/about/emmanuel-schools-foundation/

Below are some possible tasks you could do in your knowledge books:

Presentation You should take pride in how you present your work; each page should be dated with the subject name and both underlined. You should use half to one full page and fill it neatly with evidence of notes and self-testing. When you start your second subject, remember to put the title and underline it.

There should be an appropriate amount of work ( ½ - 1 page of evidence). 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 sanction.

If your work is well presented and shows evidence of excellent work, merits will be awarded and will go towards a House Total.

Ask someone to test you by asking you questions and

then, write down everything you can remember in a

mind map

Write your own challenging questions then leave it

overnight and attempt them the next day

Create flash cards

Rewrite the key words in new sentences

Look, cove, write, check

Create mnemonics

Create a table of positives and negatives

Draw a comic strip of a timeline

Use a clock template to divide the information into

smaller sections

Give yourself spelling tests

Draw diagrams of processes

Draw images and label/annotate them with information

Do further research on the topic

Create fact files

Create flowcharts

Create a table of positives and negatives

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WC 24/02/20 Subject 1 Subject 2 Subject 3 Signed off WC 23/03/20 Subject 1 Subject 2 Subject 3 Signed off

Monday English DR/DA/MU Science Monday English DR/DA/MU Science

Tuesday Mathematics MFL/Literacy Tuesday Mathematics MFL/Literacy

Wednesday Science Tech/FD/ART English Wednesday Science Tech/FD/ART English

Thursday Geography Computer Science Thursday Geography Computer Science

Friday History PTE Mathematics Friday History PTE Mathematics

WC 02/03/20 Subject 1 Subject 2 Subject 3 Signed off WC 30/03/20 Subject 1 Subject 2 Subject 3 Signed off

Monday English DR/DA/MU Science Monday English DR/DA/MU Science

Tuesday Mathematics MFL/Literacy Tuesday Mathematics MFL/Literacy

Wednesday Science Tech/FD/ART English Wednesday Science Tech/FD/ART English

Thursday Geography Computer Science Thursday Geography Computer Science

Friday History PTE Mathematics Friday History PTE Mathematics

WC 09/03/20 Subject 1 Subject 2 Subject 3 Signed off Subject 1 Subject 2 Subject 3 Signed off

Monday English DR/DA/MU Science Monday

Tuesday Mathematics MFL/Literacy Tuesday

Wednesday Science Tech/FD/ART English Wednesday

Thursday Geography Computer Science Thursday

Friday History PTE Mathematics Friday

WC 16/03/20 Subject 1 Subject 2 Subject 3 Signed off WC Subject 1 Subject 2 Subject 3 Signed off

Monday English DR/DA/MU Science Monday English DR/DA/MU Science Signature

Tuesday Mathematics MFL/Literacy Tuesday Mathematics MFL/Literacy Signature

Wednesday Science Tech/FD/ART English Wednesday Science Tech/FD/ART English Signature

Thursday Geography Computer Science Thursday Geography Computer Science Signature

Friday History PTE Mathematics Friday History PTE Mathematics Signature

You are expected to study the subject(s) shown on this timetable each day. Each day use your knowledge book to evidence your work.

Box 1—Descriptive Writing

Metaphor When something is described as something else

Extended meta-phor

When something is described as something else

and continues throughout a series of sentences in a paragraph, or lines in a poem

Simile When something is described to be similar to some-thing else using like or as

Personification When an inanimate object is given human qualities or characteristics

Imagery When figurative language is used to create a strong

image in the reader’s mind

Box 3— A Midsummer Night’s Dream

Supernatural Something that takes place which cannot be explained

and goes against the laws of nature

Alternative reality

A parallel universe or a world different from our own

Setting Where the events of the text are set

Context Events that were happening around the time Shake-

speare was writing that may have influenced his work

Superstition A widely held belief in supernatural influences, especially

linking to having good or bad luck

Box 2—Writing

Paragraphing Paragraphs should be used to structure writing, ensure clarity of

ideas and to help create effect and meaning

Sentence openers Sentence openers should be varied to make writing interesting

Semicolon Used to show a defining pause between two main clauses. They

Box 4—The Chain of Being

What is it? It is a hierarchical structure for all aspects of life

Where does it begin? It begins with the highest form of all beings – God

What’s in the middle? Humans and animals are in the middle

What the lowest form of being? Minerals

Were humans all considered equal?

No. Within the human section of the Chain of Being

there were subsections. Kings and Queens were at the

top followed by nobles, merchants and peasants

Can we see this in A Midsummer Night’s Dream?

Yes. The characters in the play relate to individual

sections of the Chain of Being. The higher up the chain,

the more power and influence the character has

What happens when someone disrupts the Chain of Being?

People believed that if you disrupted the natural order,

which was considered a sin, then there would be disor-

der in the world.

Box 5- The Role of Men and Women

Patriarch The male head of a family or society Patriarchy A society where men are in charge

Matriarch The female head of a family or society Marriage It was quite normal for fathers to decide who their daughters married.

Subservient Someone who is prepared to obey others without ques-

tion

Repress To not allow something, especially feelings and opinions, to be expressed

Math

em

atic

s Theta

1

Decimal

A number with a decimal

point in it. Can be positive

or negative.

3.7, 0.94, -24.07

Rounding

To make a number simpler

but keep its value close to

what it was.

If the digit to the right of

the rounding digit is less

than 5, round down.; If the

digit to the right of the

rounding digit is 5 or more,

74 rounded to the near-

est ten is 70, because 74

is closer to 70 than 80.

152,879 rounded to the

nearest thousand is

153,000.

1)

3) Coordinate axes

4)

198

2)

197+

Sequence A set of numbers that follow a rule.

Term Each number in a sequence is called a term.

Term-to-term rule Tells you how to get from one term to the next.

Ascending sequence Sequence with numbers that are increasing.

Descending sequence Sequence with numbers that are decreasing.

Infinite A sequence that carries on forever.

Finite A sequence with a fixed number of terms.

Common difference The difference between the terms.

Pattern sequence Explain how the sequence grows by describing how

to get from one pattern to the next.

Example of pattern

sequence

200

x axis is horizontal

y axis is vertical

Line

segment

The part of a line that

connects two points.

Midpoint

The point

exactly in

the middle.

Finding the

midpoint

Lines 1- 4 are horizontal. They intersect with the y axis and all begin y = ……

Lines 5-7 are vertical. They intersect with the x axis and all have equation x = …...

5.Area

Math

em

atic

s Delta

1 H

T4

584+

3) Metric units

1 metre = 100 cm

1 cm = 10 mm

1m2 = 10000cm2

1 millilitre = 1cm3

1 litre = 1000cm3

2)

4)

Perpendicular

height

The height measured at

right angles to the base.

Base length

Perpendicular

height

Net A 2D shape that folds to make a

3D solid.

Example net

of a cube

833+

5)

Surface

Area

The total area of all

the individual faces

added together.

Volume

The amount of 3D

space a shape takes

up.

Units for

volume mm3, cm3, m3

6)

Volume of a cube

= length cubed

= l 3

Volume of a cuboid

= length x width x height

= l x w x h

7)

Math

em

atic

s Pi 1

HT4

Real life graphs that are

showing how something

changes over time, we put

time on the x-axis

(horizontal axis).

Coordinates are written in pairs.

The first number is the x-

coordinate (movement across)

The second number is the y-

coordinate (movement up or

down)

When using a formula, we can substitute a given number in.

Such as,

Distance = speed x time, find the distance when the speed is 40mph and time is 3 hours.

40 x 3 = 120 miles

A: (4,7) B: (-6,-3)

780

780

Equilateral Triangle

- all angles equal

- all sides equal

Isosceles Triangle

- two angles equal

- two sides equal

Scalene Triangle

- all angles and sides

are different

4) 5) A quadrilateral is a flat shape with four

straight sides.

Squares and rectangle are special

quadrilaterals. All their corners are right

angles.

All sides equal Opposite sides equal

square rectangle

Perimeter Distance around the edge of a

shape.

Area Space inside a shape.

Polygon A 2D shape with straight sides.

Regular polygon A shape with all sides the same

length and angles the same size.

7)

Line symmetry A shape has line symmetry if one half folds

exactly on top of the other half.

Rotational symmetry A shape has rotational symmetry if it looks the

same more than once in a turn.

548+

1)

2)

3)

6)

Electromagnets Box 1Potential

difference

(voltage)

The amount of

energy shifted from the battery to the moving

charge, or from the charge to circuit components,

in volts (V).Resistance A property of a component, making

it difficult for charge to pass through, in ohms (Ω).Electrical

conductor

A material that allows

current to flow through it easily, and has a low

resistance.Electrical

insulator

A material that does not allow current to flow

easily, and has a high resistance.

Electromagnets Box 2

BulbClosedSwitch

BatteryBuzzer

CellOpenSwitch

Electromagnets Box 5

Negatively charged

An object that has gained electrons as a result of the charging process

Positively charged

An object that has lost electrons as a result of the charging process.

Electrons Tiny particles which are part of atoms and carry a negative charge.

Charged up When materials are rubbed together, electrons move from one surface to the other.

Electrostatic force

Non-contact force between two charged objects.

Field The area where other objects feel an electrostatic force.

Electromagnets Box 3

Current Flow of electric charge, in amperes (A).

In series If components in a circuit are on the same loop.

In parallel If some components are on separate loops.

Waves Box 1

Vibration A back and forth motion that repeats.

Longitudinal wave

Where the direction of vibration is the same asthat of the wave.

Volume How loud or quiet a sound is, in decibels (dB).

Pitch How low or high a sound is. A low (high) pitch sound has a low (high) frequency.

Waves Box 2

Waves Box 3

Amplitude The maximum amount of vibration, measured from the middle position of the wave, in metres.

Wavelength Distance between two corresponding points on a wave, in metres.

Frequency The number of waves produced in one second, in hertz.

Vacuum A space with no particles of matter in it

Oscilloscope Device able to view patterns of sound waves that have been turned into electrical signals.

Waves Box 4

Incident ray The incoming ray.

Reflected ray The outgoing ray.

Normal line From which angles are measured, at right angles to the surface.

Angle of reflection Between the normal and reflected ray.

Angle of incidence Between the normal and incident ray.

Waves Box 5

Refraction Change in the direction of light going from one material into another

Absorption When energy is transferred from light to a material.

Scattering When light bounces off an object in all directions.

Transparent A material that allows all light to pass through it.

Translucent A material that allows some light to pass through it.

Opaque A material that allows no light to pass through it.

Electromagnet Box 4

Resistance (Ω) = potential difference (V) ÷ current (A).

Waves Box 6

Convex lens A lens that is thicker in the middle which bends light rays towards each other.

Concave lens A lens that is thinner in the middle which spreads out light rays.

Section 1 – Location of Brazil

Section 2 – Where do people live?

The South East of Brazil is the most crowded part. Most Brazilians live on or near the Coast. Overall, the rainforest area has very few people. The centre of Brazil is quite sparsely populated. The area around Sao Paolo is densely populated. Sao Paolo is Brazil’s largest City and Rio de

Janeiro is second.

Section 3 – What are the main features of favelas?

‘The huge numbers migrating to cities like Rio has caused many problems.

New arrivals to the city build their own houses out of basic materials such as tarpaulin, corrugated sheets and broken bricks, on land which they neither own nor rent.

These areas are illegal and are not recognised by the Government, so there is no electricity, rubbish collection, schools or hospitals. Houses have no basic amenities such as running water or toilets, so diseases like cholera and dysentery are common.

Overcrowding is a major problem. On average, the population density is about 37,000 people per square kilometre. Because of the lack of toilets and poor sanitation, sewage often runs in open drains. This causes diseases which spread rapidly.

People are poor and cannot afford healthcare or medicines so illnesses go untreated. Diseases spread quickly. As a result, infant mortality rates are high and life expectancy is low (on average 56 years) in a Rio favela.’

Section 4 – Ecosystems and Rainforests

Section 5 – Adaptations of Tropical Rainforests

Where is Brazil located in relation to continents,

oceans, lines of latitude and other countries?

An ecosystem is made up of

plants, animals and their

physical environment, including

soil, rainwater and sunlight.

Important interrelationships link

together the biotic (living) and

abiotic (non-living) parts of the

ecosystem. Nutrients are

recycled between the soil and

the trees.

Equator

Tropic of Cancer

Tropic of Capricorn

Y7 History Knowledge organiser Unit 3 – the Middle Ages (The Crusades)

Box 1: Key words Key word Definition Crusade A series of medieval military expeditions made by Europeans to gain

control of an area of land known as the Holy Land. Muslims had control of this land. The Crusades were in the 11th, 12th, and 13th centuries.

Christendom The Christian world – those countries that are Christian during the Medieval era.

Holy Land A region on the eastern shore of the Mediterranean, in what is now Israel and Palestine, revered by Christians as the place in which Christ lived.

Pilgrims People who go on a religious journey.

Box 2: Timeline Date Event 1096‒1099 The First Crusade First: an army of peasants set off for the Holy Land.

They were massacred by the Turks. An army of knights followed which massacred Muslims and captured Jerusalem in 1099.

1145‒1149 The Second Crusade involved King Louis VII of France. He invaded the Holy Land, but was defeated at Damascus.

1189‒1192 The Third Crusade was in 1187, the Muslim ruler Saladin had recaptured Jerusalem. The Crusaders (who included King Richard I of England) captured the port of Acre. But they quarrelled, and failed to capture Jerusalem. On the way home, Richard was kidnapped and held ransom until February 1194 when the English paid for his release.

Box 3: Timeline

Date Event 1202-1204 The Fourth Crusade. The Pope wanted to unite all Christians under his

authority. He captured Constantinople in 1204. Christians fought Christians. 1212 The Children’s Crusade. Children set off on Crusade. They were

kidnapped and sold as slaves. 1217‒1250

The Fifth, Sixth and Seventh Crusades all failed.

1396 The ‘Last’ Crusade. An army of French and Hungarian knights were massacred. Some historians refer to it as the 'last' Crusade.

Box 4: What did it achieve?

1. Failed to create a Christian controlled Holy Land. 2. The Crusaders learned more about warfare such as better castle design and

gunpowder. 3. Muslim scholars taught European scholars many things about science and

medicine. 4. The number system they used (1, 2, 3, 4) was more straightforward than

Roman numerals (I, II, III, IV) and made calculations easier to do. 5. The use of "0" in Arabic enabled the early scientists to develop the ideas of the

Arabic and Ancient Greek astronomers. We still use this numeric system today.

Box 5: What did it achieve?

6. Western Europeans re-learned many things, such as lemons, apricots, sugar, silk and cotton and spices used in cooking.

7. Goods from the Hold Land were in great demand and became very expensive, especially as the Muslims charged merchants high duties to pass through their lands. One of the reasons Christopher Columbus discovered America was because he tried to avoid expensive duties by sailing west to India.

8. Not all the Crusaders went home after fighting the Muslims. Many of them who went to the Holy Land liked it so much that they stayed and adopted a Middle Eastern way of life.

Box 6: What was the legacy of the Crusades? The Crusades led to the emergence of military and religious orders. Perhaps the most famous one is the Knights Templar. They were an elite fighting force. By protecting the wealth of pilgrims at different points on their journey, the Knights Templar inadvertently helped lay down some of the principles of modern international banking. The Knights of St John were founded in 1023 to help ill or injured pilgrims. This aspect of its work remains in the St John Ambulance. While the Crusades were supported in England, they were expensive. Arming, feeding and securing safe passage for armies was a significant drain on the national economy. Demands for higher taxation were never popular.

Y7

Fo

od

1. Nutrients

Protein Needed for growth and repair in the body, it is found mainly in animal products

such as meat and fish, but can also be found in beans, nuts, seeds and pulses.

Fats

Needed to keep us warm and protect our bodies, there are 2 types of fat, satu-

rated and unsaturated, saturated is found in animal products such as butter or

lard, and unsaturated is found in plant products such as oil or margarine.

Carbohy-

drates

Carbohydrates are needed for energy in the body, it is found in foods such as

bread, pasta, rice and potatoes.

Vitamins

and miner-

als

Vitamins and Minerals help your body to fight off infections and diseases, with-

out them our immune system would be weak and we could become ill more

easily. We find vitamins and minerals in fruits and vegetables.

Calcium Calcium is needed for strong bones and teeth, we find calcium in dairy products

such as milk, cheese, and yoghurt.

Fibre

Fibre is needed to help us pass stools and for good bowel health, fibre can be

found in wholegrain carbohydrate foods such as brown bread, brown rice or

brown pasta and some healthy cereals.

2. The 3 P’s of packaging

Protects

Packaging is designed to keep the product fresh until it is opened. It holds the food so no

food can fall out or leak and contaminate other foods. It protects bacteria from getting

inside the packaging.

Preserves Packaging preserved food so it stays fresh and edible.

Presents

Food is presented in packaging so people will notice it and buy it. The purpose of presen-

tation is to give people essential information about the product such as the name of the

product.

4. Cooking Methods

Dry In dry-heat cooking, heat is transferred to food via air, fat,

metal, or radiation.

Moist In moist-heat cooking methods, liquid or steam is used to cook

the food.

3. Information on a food label

Name of the

food

The Name of the food goes on the food label so you know

what the product inside the packaging is. If everything in a

supermarket was in a cardboard box, you wouldn’t know

what it was

Ingredients

list

The ingredients list must be displayed to show what is in

the food, the food is listed in order of quantity, and aller-

gens are listed in bold.

Instructions

for use

Must be given so that the consumer knows how to cook the

food product, if they are not given this information it can

lead to in proper cooking which can lead to food poisoning.

Storage in-

structions

Storage instructions must be given so that the consumer

knows how to store the product, e.g, raw chicken would be

stored in the fridge or the freezer, not in a pantry cupboard.

USE BY or

BEST BE-

FORE

This must be given so the consumer knows how long the

food is safe to eat for.

Special

Claims

These are so consumers can quickly identify points about

the product. E.g, a consumer on a diet can go around the

supermarket choosing low fat alternatives of a product.

Address of

manufac-

turer

This is so food can be traced back to the supplier in case of

an issue or a food poisoning outbreak.

A motif is a movement phrase (A small dance) with an idea that is repeated and developed through the piece.

Motif development is where you use one of the below to change the original movement. This will allow it to

become more interesting.

Motif

Motif Development

Gesture A movement of part of the body (especially the head or hand.

Elevation Where the whole body leaves the floor.

Stillness The whole body holds a certain position for longer than 4 seconds.

Turn Move in a circular direction around one point.

Twist The feet are planted in one direction whilst the torso moves in a different direction.

Travel Transfer weight from one leg to another to allow you to move from one part of the space to another.

Performance Skills

Performance skills are those aspects that set dancing apart from mechanical movement. Often, our attention is drawn to the dancer who is using a range of performance skills effectively, because they stand out from the rest.

Timing Moving to the beat of the music.

Confidence Showing that you know what you are doing and where you should be.

Energy Performing all movements with as much effort as possible.

Accuracy Trying to make sure the movements are as accurate as the way they were taught.

How it comes together

All of these aspects are connected to the way in which a dancer interprets the movement and the meaning of a dance. Some of these

skills may be set by the choreographer, for example where they should be (e.g. looking at the floor or another dancer).

Stepping Stone to Dance

1. What are the 6 basic dance actions? 2. What is a motif?

3. What is motif development?

4. What are performance skills?

Y7 D

ance

Notation and Instruments

1. Keywords - Singing 3. Keywords – Keyboard Skills

Dynamics The volume of the music. Chord Two or more notes played at the same time.

Melody A sequence of notes which are played to create a tune.

Harmony Accompaniment to a melody, similar to playing chords.

Rhythm A pattern of different length note values to create a beat.

Major/Minor A scale or chord which either sounds happy (major) or sad (minor).

Pitch How high or low a note is, in relation to the notes around it

Time signature How many beats in a bar of music.

Choir A group of singers perofrming together. Crotchet A note value of one beat.

Duet Two singers performing in a piece with equal importance.

Quaver A note value of half a beat.

Acappella Singing without accompaniment, only voices can be heard.

Minim A note value of two beats.

Posture How to stand when singing. Rest An interval of silence in a piece of music.

Dynamics The volume of the music. Chord Two or more notes played at the same time.

2. Notes on the keyboard 4. Reading sheet music – Seven Years

2. Using Your Body Body Language

Body language is communication coming from movement or position, particularly facial expressions, gestures and the positions of a speaker on stage. This can help the message being conveyed or add meaning to what is being said.

Tension You need to use tension to create emotional strength in your work. The use of tension in your body can add to a realistic performance

Mask Work

If we can't see your face, we're dependent on voice and movement to understand the situation. You may want to use big gestures to compensate for the loss of facial expression. You can also focus on the small details too such as the turn of your head, looking down or looking up and the way you hold out your arms.

Reaction When you’re onstage, you’ll mostly move in response to the movement or at least the presence of others. Therefore, it’s vital that you’re able to communicate well and have a rapport with other performers.

Avoiding Obstacles

Onstage, it feels as though you have invaded the other actor’s personal space! But if you can overcome the anxiety about making contact, whether it’s a hand on a shoulder, a hug or seizing someone’s hand in an enthusiastic greeting, it will add conviction to your performance.

Drama Conventions

1

.

.

2. Aimer + Infinitive

You use aimer, adorer and

détester, followed by the

infinitive of another verb, to say

what you like or don’t like

doing.

J’aime J’aime beaucoup J’aime assez J’adore

jouer… regarder… écouter… retrouver… téléphoner.. faire…

Je n’aime pas Je déteste

3. Jouer à

You use jouer à to say what sports you play. à + le = au Je joue au football. (Football is masculine in French.) à + la = à la Je joue à la pétanque. à + les = aux Je joue aux boules.

You must ensure that you know

whether the game is masculine,

feminine or plural and ensure that

you use the correct verb ending in

order to be accurate.

1. The Present Tense -er verbs

Most verbs end in –er in the dictionary, eg.

Regarder. For the present tense, you replace the –er

ending like this:

Je regarde I watch

Tu regardes you watch

Il / elle regarde he / she watches

Nous regardons we watch

Vous regardez you (plural) watch

Ils / elles regardent they watch

5. Avoir – to have

Avoir is an irregular verb – it doesn’t follow the –er

verb pattern.

J’ai I have Tu as You have Il /elle/on a He / she has/we have Nous avons We have Vous avez You (pl) have Ils/elles ont They have

8. Etre – to be

Etre is another irregular verb:

Je suis I am Tu es You are Il / elle/on est He / she is/we are Nous sommes We are Vous êtes You (pl) are Ils/elles sont They are

10. Faire – to do or make

You use faire de to talk about some sports and other activities. De changes to du, de la, de l’, or des

according to the noun that follows it.

Singular Plural

Masculine Feminine Before a vowel

le judo la natation l’équitation les promenades

Je fais du judo De la natation

de l’équitation des promenades

Faire is irregular:

Je fais I do Tu fais You do il/elle/on fait he/she does/we do

Nous faisons We do Vous faites You do Ils/elles font They do

9. Topic Vocabulary

Mon ordi et mon portable

Tu es sportif?

Qu’est-ce que tu fais?

J’aime faire ça !

Ils sont actifs !

4. Negatives

To make a verb negative

you put ne…pas around

the verb

Eg. To say ‘I don’t like’:

J’aime je n’aime pas

7. Ils and Elles

There are two words for “they” in French. Ils for male, elles for

female. For a mixture of male and female use ils.)

The ils/elles form of regular – er verbs ends in –ent. (The –ent ending

is silent.)

Ils aiment le sport. – They like sport.

Elles regardent la télé. – They watch TV.

6. Infinitives

There are 3 groups of infinitives in French. They end in –er -re and –ir. They are translated as “to” + verb e.g. jouer = to play If you look a French verb up in the dictionary, it will always be in its infinitive form.

Britain is a diverse mix of religions and

cultures.

Britain is a multi-faith country.

Britain is a multi-cultural country.

Britain is a post-Christian culture (this

means that we used to be Christian and our

laws and culture still reflect some Christian

values.)

When someone comes to the UK to live that

is called immigration.

When someone leaves the UK to live

elsewhere, that is called emigration.

What

does it

mean to

be

British?

Human Rights

1. 2. 3. The European Convention on Human Rights was

established in 1953. This was brought into law

in the UK in 1998. The Human Rights Act

establishes basic rights and political freedoms

for all people in Europe. There are 30 altogether

and these include:

The right to life.

The right to not be tortured.

The right to a free trial.

The right to claim innocence until proven guilty.

The right to privacy.

The right to a nationality.

The right to be educated.

The right to freedom of thought and freedom of

speech.

Global citizenship is about

looking after the world and all

the people in it. You can do

this in several ways: Give

money to charities that help

people around the world.

Recycle and take part in a

‘green’ lifestyle so your waste

does not become another

countries problem. Support

children in poverty by

sponsoring them through

organisations like Compassion

UK.

Proverbs 31:8-

9 “Speak up

for those who

cannot speak

for

themselves,

for the rights

of all those

who are

destitute.

Speak up and

judge fairly;

defend the

rights of the

poor and

needy.”

The UK net migration figure (immigration

minus emigration) for 2018 was 273,000.

There are more people leaving the UK

each year than coming to the UK.

Free movement is the agreement we have

with Europe that means people from

Europe can move around, crossing

borders and living in European countries

without getting special permission (called

a visa). 219.000 EU citizens came to the

UK to live last year.

Global

Citizenship

Water Aid – provide access to

clean water for communities

that don’t have it.

Mothers Union – work around

the world improving conditions

for families in poverty.

Compassion UK – sponsor

children in poverty through

individual sponsors, providing

healthy living and education

for communities that would

not otherwise have it.

Even though the trading of slaves has

been illegal since the 1800s, in recent

years it has come to light that people

across the world are still being stolen

or deceived into being trafficked

between countries and across

borders. Many of these people believe

they are coming to bona-fide jobs and

even pay large sums of money to be

smuggled out of poverty and into

what they expect to be a better life,

yet they find themselves as prisoners,

working in the sex trade or porn

industry or even shockingly, children

are kidnapped and passed around

paedophile rings! It is estimated that

around 1000 adults and children were

REPORTED to the Police as being

victims of human trafficking last year.

There are no figures available for

those that have not yet been able to

ask for help!

The Modern

Slave Trade

Hope for Justice and Stop the

Traffick are two Christian charities

that work with the UK Police Force,

Interpol and other international

organisations to find, rescue and

rehabilitate victims of human

trafficking. Often these slaves have

been forced to commit sex acts,

forcefully addicted to drugs and

alcohol and many of them are young

girls who have been trafficked as

children and been the ‘property’ of

their captors for many years. Many

have given birth or had abortions,

been raped and abused and made to

feel so worthless that they believe

there is no life for them in a ‘normal’

world.

4. The Slave Trade

(historical) 5. Christian Aid

The Slave Trade was a transatlantic business

trading in African men and women as slaves.

Ships would leave Europe full of manufactured

goods and sail to the west coast of Africa. There,

the goods would be traded for captured African

men and women (and children). The people

would be crammed into the ships hold in squalid

conditions while the ship then sailed to the

Caribbean or American mainland and traded the

slaves for rum and sugar, tobacco and other

luxury items which would be brought back to

Europe and the UK. Abolitionists eventually rose

up and demanded the end of this barbaric

trafficking of stolen people but unsurprisingly,

the threat of the loss of these luxury goods was

enough to keep slavery going for many years.

This trade of people lasted from the mid-17th

century, to its final abolition in all British

colonies in 1838.

William

Wilberforce

was an

English MP

who led the

movement

to abolish

slavery. His

life’s work

eventually

resulted in

the

Abolition of

Slavery Bill

in 1833.

Christian Aid is a charity that works to

improve conditions in all of these

areas. Christian Aid provide water,

medical aid, education and work

opportunities to people all around the

world who are in poverty or affected

by a natural disaster or war. They

respond to humanitarian crises all

over the world and sell ‘ethical gifts’

that people can purchase to provide

aid for those in poverty. For example,

someone can buy a goat for a family

or a water pump for a community all

through their website. This allows the

rich to truly help the poor and

redistributes the wealth of those who

have it, to those who need it.

“Our belief

that poverty

can be ended

is based on

our

understanding

of scripture

and the work

of a creative,

loving God.”

Christian Aid

statement on

their website.

6.

1. Keywords- DESIGNING AND MAKING PRINCIPLES

Creativity The process of creating new, imaginative or innovative products.

Tone The depth or darkness of colour when applied to a shape.

Pictorial Another word for drawing in 3D

Rendering A graphical term for adding colour

Product Analysis Investigating existing designs to evaluate the strengths and weakness of a product

Thick & Thin Line A technique for applying a thick line to enhance an idea.

Rule A piece of equipment for measuring linear dimensions.

Protractor A piece of equipment for measuring angles.

Isometric A way of drawing in 3D to lines at a 30° angle.

2. Polymers are made from crude oil :‘Mer’ is the single unit plastic is made from and ‘Poly’ means many.

Thermo-formingpolymers

Plastics that can be re-heated, re-shaped, recycled and reused.

Thermo-settingpolymer

Plastics that take years to break down. Once formed cannot be re-shaped, re-formed or re-used.

Elastomers Polymers that can be stretched and reshaped then return to their original form.

Mobius loop

The recycle symbol with a number inside.

3. Tools for shaping, forming and wasting polymers TECHNICAL PRINCIPLES

Coping saw Used to cut curved lines

Files To remove rough edges

Pillar drill To make accurate holes

Vertical sander To remove small areas of unwanted material

Silicon carbide paper (wet & dry)

Black paper which can be used wet or dry to remove waste and to smoothen the edges of polymers available in a range of Grits.(start with low grit first)

Uses

e.g.PMMAPolymethylMethacrylic acrylic Display signs,

windows, baths

4.

5. Keywords- DESIGNING AND MAKING PRINCIPLES

Techsoft 2D Design

a CAD program that is used to produce 2D work.

CAD Using a computer to design a product

DXF The file type used to speak to the laser cutter

CAM Using a computer to manufacture a product

Target Market The people a product is aimed at.

Scalpel A tool used to accurately cut and score paper and card.

Prototype Graphical term for modelling a product

Quality Assurance Ensuring the product is manufactured to a high standard.

Evaluation Completed after making a product to judge thesuccess of the design.

6. Tools for shaping, forming and wasting polymers TECHNICAL PRINCIPLES

Vacuum forming A process where the plastic is heated and formed around a shape using a vacuum

Line bender Or a strip heater is used to heat polymers in an area so that it can be bent

Laser cutter A CAD machine that uses a beam of light to cut any material

Vinyl cutter A CAD machine that has a cutting blade and will cut paper, card, vinyl and fabric to shapes designed o the computer

Abrasive papers Paper coated in a variety of surfaces, used to remove small particles to make the material smooth.

LINE BENDER LASER CUTTER VACUUM FORMER VINYL CUTTER

7. Health and safety

Box 5

What does this program do?

Sequencing and Programming

BOX 1 What is programming?

Sequencing is the specific order in which instructions are

performed in an algorithm.

Algorithms consist of instructions that are carried out

(performed) one after another. It is crucial that the steps in an

algorithm are performed in the right order - otherwise the

algorithm will not work correctly.

Once we have an algorithm that has been correctly

sequenced - we can convert this algorithm into a computer

program that will carry out the instructions in the correct

order.

To create our program we can use Scratch, which is a visual

programming language – that means we don’t see our code as

lines of text, we see it as blocks that we connect together. Box 4

What does this flowchart

show? Box 3 The Scratch user interface

BOX 2 What is sequencing?