Knowledge Organiser 2 - Irlam & Cadishead Academy

1PB

Knowledge Organiser 2

END OF YEAR ASSESSMENTS

Name:

Tutor Group:

Tutor & Room:

Y9

“If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.”

2021Irlam and Cadishead Academy

January 2021 to July 2021

®United Learning The best in everyoneTM

12

Contents1. Your Knowledge Organiser

2. How do I complete Knowledge Organiser homeworks?

3. ICA Literacy Literacy Fundamentals

4. ICA Literacy Literacy Fundamentals

5. Art Dragons

6. Art Fantasy Doodle/Architecture

7. Drama John Godber

8. English Sherlock Holmes

9. English Poetry – Relationships

10. English Romeo & Juliet

11. French Structures, sentence starters, tenses…

12. French Key vocab per module

13. Geography Economies

14. Geography Resource Management

15. History The Holocaust

16. History World War Two

17. History British Society 1939 to 1975

18. History Terrorism & Iraq War

19. Computer Database

Science

20. Literacy Up-levelling your writing

21. Literacy High-frequency words

22. Mathematics Definitions

23. Mathematics Metric conversions

24. Mathematics Circles

25. Music Live Lounge Ensemble

26. Music Live Lounge Ensemble

27. PE Fitness Components

28. PRE Islamphobia/Hate Crime

29. PRE Religions

30. Science Biological Systems and Processes



33. Science Structure of DNA

34. Food Tech What will I need to know

35. Textiles Key words & examples

Your Knowledge Organiser

Knowledge Organisers contain critical, fundamental knowledge that you MUST know in order to be successful in Year 9 and subsequent years.

They will help you recap, revisit and revise what you have learnt in lessons in order to move the knowledge within from your short-term memory to long-term memory.

Knowledge Organisers

You MUST bring your Knowledge Organiser to

EVERY lesson and place it on your desk at the beginning of

each lesson.

You MUST keep all of your Knowledge Organisers

because the fundamental knowledge required in Year 9

will also be required in years 10 to 11.

Knowledge Organisers are NOT a replacement for revision

guides but they include the fundamental knowledge that ALL students in Year 9 require.

1PB

Knowledge Organiser 2

END OF YEAR ASSESSMENTS

Name:

Tutor Group:

Tutor & Room:

Y9

“If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.”

2021Irlam and Cadishead Academy

January 2021 to July 2021

®United Learning The best in everyoneTM

32

Can I write in paragraphs? I am proud of my work because... Can I use different sentence types?

Common contractions

HomophonesWe must use an apostrophe to replace any letter(s)

we have left out.

I have checked that I have not mixed up my homophones.

Can I spell familiar words accurately?

Have I used the correct grammar?

The TIPTOP rule

You move onto a new paragraph when you change Time, Place, Topic or Person.

1. I always start an essay with an introduction which addresses the question.

2. Ifinishanessaywitha conclusion to summarise the main points of my argument and to address the question again.

3. I use connectives in each paragraph to link my ideas and to put them in a logical order.

• I have written clearly so that my reader can understand my writing easily.

• I have checked my spelling and corrected any errors.

• I have used full sentences with a subject and a verb.

• I have used correct punctuation and grammar.

• I have paragraphed my work using TIPTOP.

• My writing is suitable for the person I am writing for.

Simple sentences: Contains a subject and a verb and can contain an object.• Sarah likes to read in the library.• Tom enjoys reading at home.

Compound sentences: Joins two simple sentences using the connectives: for, and, nor, but, or, yet, so. • Sarah likes to read in the library but Tom prefers to read at home.

Complex sentences: A complex sentence contains a conjunction such as because, since, after, although, or when.• Because Robert felt tired, he only studied for an hour.• Although the rain had stopped, the pitch was still water-logged.• Paul enjoys Music, however, he is more proficient in Art.

11 o’clock

Aren’t

Can’t

Couldn’t

Didn’t

Doesn’t

Don’t

Hadn’t

Hasn’t

Haven’t

He’d

He’ll

He’s

How’d

How’ll

How’s

I’d

I’ll

I’m

Isn’t

It’d

It’ll

It’s

Mightn’t

Mustn’t

Shan’t

She’d

She’ll

She’s

Shouldn’t

They’d

They’ll

They’re

Wasn’t

We’d

We’ll

We’re

Weren’t

What’d

What’ll

What’s

When’d

When’ll

When’s

Where’d

Where’ll

Where’s

Who’d

Who’ll

Who’s

Why’d

Why’ll

Why’s

Won’t

Wouldn’t

You’d

You’ll

You’re

Affect/effect

Bare/bear

Brake/break

Buy/by

For/four

Flour/flower

Grate/great

Hair/hare

Hole/whole

Hour/our

Knight/night

Know/no

Meat/meet

One/won

Passed/past

Peace/piece

Practice (n)/practise (v)

Read/red

Sea/see

Sight/site

Son/sun

To/too/two

Wait/weight

Weak/week

Wear/where

Furthermore Whereas

Nevertheless Alternatively

Consequently

But Since

Yet ThereforeBesides

Meanwhile Nonetheless

However Although Moreover

I am aware that I must use language that is appropriate to my reader.

• No slang that lesson was bangin’• No informal language I’m gonna do my homework now

Other things to consider: I am clear about the purpose of this

piece of writing I know who my audience is I will use a suitable layout and text type

Literacy Fundamentals 1 of 2

How do I complete Knowledge Organiser homeworks?You will be set a MINIMUM of 2 Knowledge Organiser homeworks in every subject each half term

STEP 1 STEP 2 STEP 3

STEP 4 STEP 5 STEP 6

Check Microsoft Teams and identify what words/definitions/factsyouhavebeen

asked to learn.

CoverthedefinitionsinyourSELF-QUIZZINGBOOK,apartfromthefirst.Read it, Cover it, Say it in your head, check it… REPEAT until

confident.

Write today’s date and the title from your Knowledge Organiser.

CoverupALLthedefinitions/factsandwrite them out from memory in your

SELF-QUIZZINGBOOK.

Check your answers and correct where required. Repeat Steps 4 to 6 until you are

confident.

You will be testedonthewords/definitions/facts as a starter activity in your lesson on

the day that the homework is due.

This will be completed in your normal exercise book and you will mark it in class.

Writeoutthekeywords/definitions/factsyouhave been set from Microsoft Teams in FULL.

54

Basics:

Can I spell accurately?

Can I use punctuation?•Everysentencemuststartwithacapitalletter.•Everysentencemustfinishwithsomeformof punctuation: .?!• Proper nouns need capital letters. These are unique people, places or things e.g. there are many cities so ‘city’ doesn’t take a capital letter. However there is only one London, therefore it takes a capital letter.•Whenwritingtitlesofworkssuchasbooks,films or plays: •Capitalisethefirstword • Capitalise any main/important words • Don’t capitalise minor words such as ‘and’, ‘of’ or ‘the’ e.g. The Sound of Music, The Wizard of Oz, Harry Potter and the Goblet of Fire• When writing speech: Go to a new line when a different person speaks e.g. “Good morning” said the Headteacher. “It’s the afternoon!” replied the student. Eachperson’sspeechismarkedwith speech marks e.g. “Walk on the left” said Mr Mathews.

Apostrophe for Possession(To show that something belongs to another)

If a single thing/person owns anything, add an apostrophe + ‘s’.• The dog’s bone

• The boy’s homework

• Jones’s bakery

• Yesterday’s lesson

However, if it is plural (more than one), an apostrophe comes after the ‘s’.• The dogs’ bones

• The boys’ homework

• Joneses’ bakeries (lots of Jones families)

• Many websites’ content is educational

There/their/they’reNote: special care must be taken over the use of there, their and they’re as they sound the same but are used quite differently:

• There shows position Your seat is over there

• Their shows that ‘they’ own something Their blazers are navy blue

• They’re is short for they are as in They’re revising every day

Your/you’reNote: special care must be taken over the use of your and you’re as they sound the same but are used quite differently:

• Your is possessive as in this is your pen• You’re is short for you are as in you’re coming over to my house

Its

1. Sound out the word

2. Think about how it looks

3. Think about a similar word

4. Is there a memory sentence

for this word? (e.g. big

elephants cannot always

use small exits)

5. Find the word in a list –

• Key words list

• Frequently used words list

• Your own word bank

6. Look it up in a dictionary/ spellchecker

7. Ask a friend or teacher

8. To learn it: look, cover, write, check

9. Once you’ve solved it, add the correct spelling to your own word bank.

The ApostropheI always aim to use apostrophes correctly.

There are two main reasons why we use apostrophes: for possession and to replace a letter or letters

Note: Apostrophes are NEVER used to denote plurals

Full stop . Indicates that a sentence has finished

Comma ,

Indicates a slight pause in a sentence, separates clauses in a complex sentence and items

in a list

Question mark ? Goes at the end of a question

Exclamationmark

!Goes at the end of a dramatic

sentence to show surprise or shock

Apostrophe ‘ Shows that letter(s) have been left out or indicates possession

Speech marks “”Indicate direct speech, the

exact words spoken or being quoted

Colon : Introduces a list, a statement or a quote in a sentence

Semicolon ;Separates two sentences

that are related and of equal importance

Dash / hyphen -Separates extra information

from the main clause by holding words apart

Brackets ()Can be used like dashes, they separate off extra information

from the main clause

Ellipsis ...To show a passage of time, to hook the reader in and create

suspense

Literacy Fundamentals 2 of 2

Note: its, which shows that something owns something (like our, his etc), does not take an apostrophe: the dog ate its bone and we ate our dinner.

ART 1 of 2Dragons

Techniques specific to drawing:

Colour

Chinese dragon, also known as Long or Lung, are legendary creatures in Chinese mythology, Chinese folklore, and culture at large. Chinese dragons have manyanimal-likeformssuchasturtlesandfish,butaremost commonly depicted as snake-like with four legs. They traditionally symbolize potent and auspicious powers, particularly control over water, rainfall, typhoons,andfloods.

The dragons also a symbol of power, strength, and goodluckforpeoplewhoareworthyofitinEastAsian culture.

Hatching:Drawingoffinelinesincloseproximity especially to give an effect of shading.Cross Hatching: Drawing lines that’s cross over each other to give the image depth and shadowBlending: Gradually blend and build upon tones whether with pencil or colour. The change of tone should be subtleStippling: Drawing or painting, applying small dots to provide tone. The closer the dots, the deeper the tone.

Cultural Composition

Mythical Tone

Bold Depth

Fierce Texture

Bowed Pattern

Celebration Experimentation

Ancient Sophisticated

A01 A02 A03 A04

Research Development Drawing Final piece

Red

Yellow

White

Brown

Blue

Grey

Gold

Green

Black

Shape

Line

Pattern

Form Tone

Texture

76

Drama 1 of 1

• Multi role play

• Stereotypical characters

• Rhyming couplets

•Exaggeratedexpressionandgestures

• Stylised movement

• Mimetic Gesture

• Cross gender role play

• Use of music to change the scene and

music for stylised movement.

Establishedin2011withthepurposeofallowingtheplaywrightJohnGodbertocontinueexpressinghimself through the dramatic form.

After having seen how the board of a theatre can destabilise a company John and his playwright/director/actor wife, Jane, decided to create their own company in order to keep control of their work without the meddling hands of a theatre board who had scant or no theatrical experience.

AsArtisticDirectorGodberhadsteeredHullTruckfrombankruptcyin1984totheWestEnd,aninternationalreputationandfinallyapurposebuilt£15milliontheatrewhichhehelpeddesignandraise the money for, which opened in 2010. Shortly after the new theatre had opened the then Artistic Director, Gareth Tudor Price, was made redundant, and Godber, in a gesture of support to his long time friend and artistic colleague, left Hull Truck, after a relationship of twenty six years.

TheJohnGodberCompany,whichhasabaseinEastYorkshirehasanumberofproductionoutletopportunities;currentlytheyworkonthemiddlescalewithTheatreRoyalWakefield,wheretheyaretouring Shafted!

ThearecurrentlyinvolvedonthesmallscalewithHullUniversityDramaDepartmentandEastRidingCouncilwithatourofRubyandtheVinylbyJohnandElizabethGodber.

And the company is also involved with Hull New Theatre in two bespoke productions of Bouncers and Men of the World, as well as developing other partnerships in the future.

JGCalsohasaproductionpartnerintheERTinBeverleyandhavefurtherplansin2016.

The John Godber company believes in putting the artist at the centre of the theatrical creative process.

Techniques About the John Godber Company

John Godber

ART 2 of 2

An insanely popular illustrator from the Philippines, whose intricate illustrations of characters, wildlife, and more have earned him more than 1 million followers on Instagram. He has also released several art books and colouring books of his work.Heworksinfineliner,creatingboldandelaboratecompositions.

SHADING: Is a technique used to show dark and light tones. This helps create the illusion of depth and 3D form. You would add more pressure to your pencil when creating darker tones.

HIGHLIGHTS: In a drawing, the highlight is the lightest area on the object. The highlight is located on a surface where the light rays hit the form.

OUTLINE: A line or set of lines enclosing or indicating the shape of an object in a sketch.

CONTOUR LINES: They are simply “outlines”. We typically use contour lines to show the edges of objects and details within them.

POSITIVE SPACE: The space within the drawing of an object.

NEGATIVE SPACE: The background space in a drawing.

Composition Layers

Fantasy Doodle

Features Geometric

Shape Depth

Free-hand Contrast

Composition Layers

structure Angular

Perspective Graphical

Linear Complexity

Shape Tone

Kerby Rosanes: Techniques specific to Drawing:

Fantasy Doodle Architecture

Kyle Henderson

Ian Murphy

Rupert Van Wyk

98

English 1 of 3Sherlock Holmes

Context Key VocabularyKey Characters - Scandal in Bohemia

Key Terminology

Author: Arthur Conan Doyle (1859-1930)Nationality: Scottish Other notable works: ‘The Hound of the Baskervilles’, ‘The Sign of Four’,‘A Study in Scarlet’, ‘The Lost World’ Dates: ‘Scandal in Bohemia’ published in 1891Era: VictorianGenre(s): Crime/Detective/Mystery Fiction Set: London,EnglandForm: Short stories

Sherlock Holmes: a consulting detective who resides at 221b Baker Street. Assisted in his cases by his friend Dr. Watson.

Dr. Watson: the narrator of the story. Sherlock Holmes’ friend who assists him with his cases. Recently married to a woman named Mary.

Irene Adler: a central character who is respected for her intellect and integrity.

Count Kramm / King of Bohemia: a man of royal blood who hires Sherlock Holmes.

Mr. Godfrey Norton: a gentleman and a lawyer.

Detective Fiction:

LiteraryConventions:

Third Person Limited Narrative:

Protagonist:

Antagonist:

Setting:

Symbolism:

Tone:

Exposition:

Rising Action:

Climax:

Falling Action:

Asub-genreofcrimefictionandmysteryfictioninwhichaninvestigatororadetective(professional, amateur or retired) investigates a crime, often murder.

Definingfeaturesofparticulargenressuchasnovel, short story, ballad, sonnet, and play.

A type of narrative in which the narrator’s thoughts, feelings, and knowledge of situations closely follow one character’s perspective, usually the main character’s but can switch between different characters in the text.

Thecentralcharacterorleadingfigureinapoem, narrative, novel or any other story. Sometimes can also be referred to as a “hero” by the audience or readers.

A person who actively opposes or is hostile to someone or something; an adversary.

The time and place in which the story takes place in a piece of literature. Setting can establish the mood or atmosphere of a scene or story.

The use of symbols to express ideas or qualities.

The choice of writing style the writer employs to conveyspecificfeelings,emotionsorattitudes.

Refers to part of the story used to introduce background information about events, settings, characters etc. to the reader.

A related series of incidents in a literary plot that build toward the point of greatest excitement/interest.

The point of highest tension in a narrative.

Occurs immediately after the climax, when the main problem of the story has been resolved.

Author biographyArthurIgnatiusConanDoylewasbornonMay22,1859,inEdinburgh,Scotland to a prosperous Irish-Catholic family. AttendedaJesuitboardingschoolinEnglandfromtheageofnine.At school, he rebelled against the harsh regimes and corporal punishment typicaloftheEnglisheducationsysteminthatera.Discovered his talent for storytelling at school, he would make up exciting stories to entertain the younger students, which offered an escape from the brutality of school life. Despitehisobviouscreativeflair,DoylechosetostudymedicineatEdinburghUniversity. Atuniversity,hemetoneofthemostinfluentialfiguresinhislife,Dr.JosephBell.Bell was a master at observation, logic, deduction, and diagnosis; qualities which were later to be found in the character of Sherlock Holmes.After medical school, he spent time travelling the world as a ship’s surgeon on a whaling boat.In1879,hisfirststorieswerepublished.In1887,hisfirstSherlockHolmesstory, ‘A Study in Scarlett’, was published in Mrs. Beeton’s Christmas Annual.Sherlock Holmes stories were a huge success, making Doyle a household name. In 1893, Doyle killed off Holmes but a public outcry later made him bring him back to life. Knighted following the publication of a pamphlet he had written justifying Britain’s involvement in the Boer War, a war that had killed his son, brother and two nephews.In his later life he became very interested in spiritualism. Died on 7th July 1930.

Social, Historical & Literary contextLiterary Context: Detective Fiction EdgarAllanPoe’s‘TheMurdersintheRueMorgue’(1841)isconsidered theearliestoriginsofdetectivefictionintheEnglishspeakingworld.OthershavearguedthatthefirsttruedetectivenovelwasWillkieCollins ‘The Moonstone’ (1868). Conan Doyle cemented the popularity of the genre with Sherlock Holmes. Holmes appeared in 56 short stories and 4 novels. Commonfeaturesofdetectivefiction: • A celebrated, skilled and professional detective. • Ineffective and bungling local police. • An ‘Inside’ job • Red herrings • The ‘least likely suspect’. • A large number of false suspects • The ‘least likely suspect’. • A ‘locked room’ murder • A reconstruction of the crime •Afinaltwistintheplot.

Deduce:

Deduction:

Reasoning:

Red Herring:

Suspect:

Whodunit:

Idiosyncratic:

Incorrigible:

Temperament:

Faculties:

Introspective:

Obstinacy:

Indiscretion:

Carte Blanche: Inextricable:

Disreputable:

Preposterous:

Perpetrator:

Morose:

Vagabonds:

Convulse:

Notorious:

Insolence:

Imprudence: Scrupulous:

Arrive at a fact or a conclusion by reasoning; draw as a logical conclusion.

The process of reaching a decision or answer by thinking about the known facts. The action of thinking about something in a sensible and logical way.

A clue or piece of information which is or is intended to be misleading or distracting.

A person thought to be guilty of a crime or offence.

A story or play about a murder in which the identity of the murderer is not revealed until the end.

A word to describe behaviour which is considered to be distinctive or peculiar.

Not able to be changed or reformed.

A person’s or animal’s nature/traits of personality, which have a permanent impact on their behaviour.

A natural physical or mental power/an aptitude for doing something.

To look inward to examine or observe one’s own mental and emotional processes.

The quality or condition of being stubborn.

Behaviour that is indiscreet or lacks good judgement.

Complete freedom to act as one wishes.

Impossible to escape from, or separate from.

Not considered to be respectable in character or appearance.

Utterly absurd or ridiculous; contrary to reason or sensible judgement. A person who carries out an illegal, harmful or immoral act.

Sullen and ill-tempered.

People who wander from place to place without a home or job.

To suffer violent involuntary contraction of the muscles, producing jerky movements of the body or limbs. Famous or well known, typically for some bad quality or deed.

Rude and disrespectful.

Lacking discretion, wisdom, or good judgment.

Careful, thorough, and extremely attentive to details.

Poetry – Relationships

ContextWriter/Poet: W.H. Auden (1907-1973)Nationality: Anglo American Poem: ‘Funeral Blues’Era: 20th Century Other notable poems/collections: Biography:

Poet: Sylvia Plath (1932-1963)Nationality: AmericanPoem: ‘Mushrooms’Other notable poems/collections: Era: 20th CenturyBiography:

Wystan Hugh Auden was born in York on 21 February 1907. Graduated from Oxford University in 1928 and then became a teacher. In1935,AudenmarriedErikaMann,thedaughteroftheGermannovelist Thomas Mann. It was a marriage of convenience for her to gain British citizenship and escape Nazi Germany. Auden was gay and homosexuality was illegal at the time. In 1939, Auden and his friend, novelist Christopher Isherwood, emigrated to the United States. This was controversial as some saw this asthemfleeingfromdangerbeforetheoutbreakofwar.In New York, Auden met poet Chester Kallman who he was in a relationship with until his death. Auden taught at a number of American universities and, in 1946, took US citizenship.He continued to publish poetry and was awarded the Pulitzer Prize. In 1972, with his health declining, Auden left America to return to Oxford.He died in his second home in Austria on 29 September 1973.

Born in Boston, USA in 1932.Publishedherfirstpoemattheageofeight-theyearherfatherdied.In 1950, received a scholarship to Smith College, Massachusetts and then went to study at Cambridge University. Suffered from mental health issues and spent time in a psychiatric hospital, which formed the basis of her semi-autobiographical novel ‘The Bell Jar’.Met fellow poet Ted Hughes at a party in Cambridge; they were married within three months. The couple went to teach in America, before deciding to commit to writing full-time. In1960,gavebirthtoherfirstchild,Frieda,andpublishedherfirstbookof poetry, ‘The Colossus’. The poems she is best remembered for were written in the last few months of her life.ShetookherownlifeinherLondonflat,aged30.Her last collection, ‘Ariel’, was published to critical acclaim after her death.

Key Vocabulary

FORM

Alliteration

Allusion

Assonance

Blank Verse

Contrast

Couplet

Dialect

Dialogue

Diction

Enjambment

Extended Metaphor

Form

Free Verse

Half-Rhyme

Iambic Pentameter

Image

Irony

Juxtaposition

Metaphor

Onomatopoeia

Pace

Persona

Personification

Refrain

Rhyme Scheme

Rhythm

Setting

Simile

Standard English

Stanza

Structure

Symbolism

Syntax

Tone

Verse

Volta

Villanelle

Sonnet

Elegy

Ballad

DramaticMonologue

The repetition of the same consonant sound, often at the beginning of words.

An expression designed to call something to mind without mentioning it explicitly.

The repetition of a vowel sound for emphasis.

Poetry without rhyme but where the lines are always of the same number of syllables; it is usually written in iambic pentameter. Placing words, lines, verses etc. together to emphasise their differences.

Two successive lines of verse of which the finalwordsrhymewithanother.

A particular form of a language which is used by peopleinaspecificregionorsocialgroup.

A conversation between two or more people. A poet’s choice of words such as verbs, adjectives to create a particular effect.

The overlapping of a sentence onto the following line, usually to emphasise a word or phrase at the start of a line or verse.

A metaphor that is developed throughout a poem. The way a poem is set out, or a term used to categorise poems which follow particular conventions.

Poetry that does not have a regular pattern of rhyme.

Partial rhyme, which occurs when similar but not identical sounds are repeated.

Alineofversewithfivemetricalfeet,eachconsistingof one short (or unstressed) syllable followed by one long (or stressed) syllable, with the accent (or emphasis) placed on the second syllable.

A picture created with words, usually used to describe an imaginative comparison often using a simile or metaphor.

The use of words to imply the opposite of, or something different from what is being said.

When two or more ideas, images, words etc. are placed side by side to develop comparisons and contrasts.

A comparison in which one thing is said to be another.

The use of a word that sounds like its meaning.

Thespeedatwhichapoemflows.

The ‘speaker’ in a poem who is a created character, not the poet.

The attribution of human feelings, emotions, or sensations to an inanimate object.

A recurring phrase or set of lines.

Thepatternofapoem’srhyme,oftenidentifiedusingletters e.g. ABABCC

The ‘movement’ of the poem as created through the meter and the way that language is stressed within the poem.

The description of the place in which a poem is set.

A comparison that uses ‘like’ or ‘as’.

TheformoftheEnglishlanguagewhichiswidelyrecognisedasacceptablewhereverEnglishisspoken and understood.

A group of lines forming a unit in a poem.

The way a poem is organised.

The use of symbols to express ideas or qualities.

The way in which sentences are structured.

Feelings or ideas suggested by the language used by the poet.

Another word for poetry; a group of lines forming a unit in a poem, also known as a stanza.

A ‘turning point’ in a poem.

Anineteenlinepoemconsistingoffiveunitsofthreelines, rhymed or unrhymed, followed by a quatrain.

A poem that has 14 lines and a particular pattern ofrhyme(ABABCDCDEFEFGG)

Apoemofseriousreflection,typicallyalament for the dead

A narrative poem which is typically written in short stanzas.

A poem in which an imagined speaker addresses a silent listener, usually not the reader.

English 2 of 3

1110

Romeo & Juliet

Plot

Symbols

Act 1 - In Italy two noble families, the Montagues and Capulets, have much bad blood between them. Romeo, son of old Montague, is in love with Rosaline, who disdains his love. As a result, Romeo is depressed. To cure him of his love, his friend Benvolio induces him to attend a masked ball at the Capulets, where he could encounter other beauties and forget Rosaline. At the ball, Romeo is attracted by a girl who he learns is Juliet, daughter of the Capulets. They seal their love with a kiss.

Act 2 – Romeo lingers in Capulet’s garden, standing in the orchard beneath Juliet’s balcony. He sees Juliet leaning over the railing, hears her calling out his name, and wishes that he were not a Montague. He reveals his presence, and they resolve, after an ardent love scene, to be married secretly.

Act 3 – Tybalt encounters Romeo returning from Friar Lawrence’s cell. Romeo, softened by his newfound love and his marriage to Juliet, refuses to be drawn into a quarrel with Tybalt, now his kinsman by marriage. Mercutio grapples with Tybalt and is killed. Aroused to furybythedeathofhisfriend,RomeofightswithTybaltandkillshimand takes shelter in the Friar’s cell.

Act 4 – In despair, Juliet seeks Friar Lawrence’s advice. He gives her a sleeping potion, which for a time will cause her to appear dead. Thus, on the day of her supposed marriage to Paris, she will be carried to the family vault. By the time she awakens, Romeo will be summoned to the vault and take her away to Mantua.

Act 5 – The Friar’s letter fails to reach Romeo. When he hears of Juliet’s death Romeo procures a deadly poison from an apothecary and secretly returns to Verona to say his last farewell to his deceased wife and die by her side. At Juliet’s side, Romeo drinks the poison and dies. When Juliet awakens from her deep sleep, she realises Romeo’s error and kills herself with his dagger. The Capulets and the Montagues decide to reconcile as a result of the deaths of their children.

Light/dark and day/nightRomeoandJulietisfilledwithimageryoflightanddark.Butwhilelight is traditionally connected with “good” and dark with “evil”, in Romeo and Juliet the relationship is more complex. Romeo and Juliet constantly see each other as forms of light. In the balcony scene, Romeo describes Juliet as the sun, while Juliet describes Romeo as stars. But the relationship between light and dark is complicated by the lovers’ need for the privacy of darkness in order to be together.

Characters

Key Quotes

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

Juliet Capulet Naive 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’sbestfriendandconfidante, and in many ways is more her mother than Lady Capulet is.

Prince Escalus Leader of Verona, concerned with keeping order between the warring families.

Love – The love Romeo and Juliet share is beautiful and passionate. It is pure, exhilarating, 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 againstfateonlyhelpfulfilit.Butdefeatingorescapingfate 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 showsthefierypassionoftheirlove,andwhichmakesthat love eternal.

Individuals v society – Because of their forbidden love, RomeoandJulietareforcedintoconflictwiththesocialworld around them: family, friends, political authority, and even religion.

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.

English 3 of 3

Prologue – “Two households, both alike in dignity, in fair Verona, where we lay our scene, From ancient grudge break to new munity, where civil blood makes civil hands unclean. From forth the fatal loins of these two foes, a par of star-crossed lovers take their life”.

Romeo and Mercutio – A1 “Romeo: I dream’d a dreamto-night.Mercutio: And so did I. Romeo: Well, what was yours?Mercutio: That dreamers often lie.”

Juliet – A1 “My only love sprung from my only hate! Too early seen unknown. And known too late!”

Romeo – A2 “But, soft! What light through yonder window breaks? It is the east, and Juliet is the sun!”

Juliet – A2 “O Romeo, Romeo! Wherefore art thou Romeo? Deny thy father and refuse thy name; or, if thou wilt not, be but sworn my love, and I’ll no longer be a Capulet.”

Tybalt – A3 Romeo, the hate I bear thee can afford no better term than this: thou art a villain.”

Romeo and Mercutio – A3 “Romeo: Courage, man; the hurt cannot be much.Mercutio: No, ‘tis not so deep as a well, nor so wide as a church-door; but ‘tis enough, ‘twill serve: ask for me to-morrow,andyoushallfindmeagraveman.”

Juliet – A4 “Or bid me to go into a new-made grave, And hide me with a dead man in his shroud.”

Juliet – A5 “Yea, noise, then I’ll be brief; O, happy dagger! This is thy sheath; there, and let me die.”

Romeo – A5 “O true apothercary! Thy drugs are quick. – Thus with a kiss I Die. “

French1 of 2

Adverbs

Addition EmphasisCause/effect Contrast/Balance

Wonderful ‘wow’ words Time connectives

Time connectives

Lentement SlowlyJoyeusement HappilyEtonnamment SurprisinglyPrécipitament Hurriedly Brutalement BrutallySans problème SmoothlyPrudemment CarefullyAvec impatience EagerlyTranquillement Leisurely Extrêmement Extremely

Et AndAussi AlsoDe plus In addition to En outre FurthermoreEncore AgainSuivant(e) The following

Alors Consequently Ainsi ThusDonc SoPar Conséquent Therefore / As a resultJusqu’à Until

Surtout Above all

En particulier In particular

Particulièrement Notably /

Especially

Considérablement Significantly

En fait / En réalité In fact

Mais ButCependant HoweverNéanmoins NonethelessOu bien/ Ou sinon AlternativelyMalgré DespiteToujours StillAu lieu de Instead of..

D’un côté…d’un autre côtéOn one hand…On the other

Intelligent IntelligentJoyeux CheerfulRadieux Radiant Grincheux/euse GrumpyEffrayé FrightenedAnimé BustlingUtile UsefulPassioné Passionate Ponctuel Punctual

Premièrement Firstly

Après Next

Après After

Puis / Ensuite Then

Soudainement Suddenly

Pendant ce temps meanwhile

Quand When

Depuis Since

Avant Before

Deuxièmement Secondly

Brièvement Briefly

La semaine dernière Last Week

Bientôt Soon

Il y a 2 ans Two years ago

Il y a 2 jours Two days ago

Finalement Eventually

Au Final Finally

1312

Les mots essentiels High frequency words

car for

comme as

lorsque when

par contre on the other hand

par exemple for example

puisque since/as

si if

surtout especially

avec qui? with whom?

combien de? how much/how many?

que?/ qu’est-ce que? what?

pourquoi? why?

y there

quel(le)(s) which?/what

toujours always

prochain(e)(s) next

à mon avis in my opinion

au lieu de instead of

avant tout above all

comment how

complètement completely

etre d’accord to agree

franchement frankly

malheureusement unfortunately

malgré in spite of

même even

plein de loads of

pour (+ infin) in order to

pourtant however

Module 4 Module 5 Module 6 RévisionJe vais en vacances I go on holiday

au bord de la mer to the seaside

á la campagne countryside

á la montagne mountains

J’y vais… I go there...

avec ma famille with my family

J’y reste… I stay there …

une semaine/ one week

Je pars en colo I go to a holiday camp

Je pars en classe de neige I go on a winter camp

On fait du camping We go camping

Les activités vacances Holiday activities

Je fais… I do/go…

du canoë-kayak canoeing

du VTT mountain-biking

du ski nautique water-skiing

du snowboard snowboarding

de la plongée sous-marine scuba diving

de la voile sailing

de la planchet à voile wind-surfing

de l’équitation horse-riding

de l’escalade climbing

des randonnées dans la forêt hiking in the forest

Je vais à la pêche Igofishing

Je prends des cours de ski I have skiing lessons

J’ai fait un stage de (voile) I did a (sailing) course

II n’y a pas grand-chase à faire There’s not much to do

Les affaires de vacances Holiday items

un adaptateur an adaptor

un chargeur (pour mon mp3) a charger (for my mp3)

un chapeau de paille a straw hat

un tuba a snorkel

un sac à dos a rucksack

une lampe de poche a torch

de la crème solaire sun cream

des lunettes de plongée (fpl) swimming goggles

des palmes (fpl) flippers

Mes droits My rights

j’ai le droit de/d’ I am allowed to….

aller au MacDo avec mes copains go to McDonald’s with my friends

aller sur des forums go onto forums

aller sur Facebook go on Facebook

jouer à des jeux vidéo play video games

regarder la télé jusqu’à 11 heures watch TV until 11pm

sortir seul(e) go out by myself

surfer sur internet une heure par jour surf the net for one hour per day

Les conditions Conditions

si j’ai aidé à la maison if I have helped around the house

si j’ai fini mes devoirs ifIhavefinishedmy homework

si j’ai mon portable sur moi if I have my phone on me

si je renter avant dix heures du soir if I get back by 10pm

si je veux if I want

si mes parents savent avec qui je suis if my parents know who I am with

si mes parents savent où je vais if my parents know where I am

Les reactions Reactions

Mais ce n’est pas juste! But it’s not fair!

C’est tout à fait normal That’s quite right

Ce n’est pas du tout normal That’s not right at all

C’est fou! That’s crazy!

On te traite comme un enfant They are treating you like a child

Mais révolte - toi! Rebel!

Tes parents exagérent! Your parents are going too far

Les expressions avec avoir Expressionswithavoir

avoir envie de to want to

avoir faim to be hungry

avoir le droit de to be allowed to

avoir raison to be right

avoir soif to be thirsty

avoir tort to be wrong

en avoir marre de to be fed up of

Des verbes utiles Useful verbs

acheter to buy

adopter to adoptFrench2 of 2

Newly Emerging Economies

India as an NEE

Supporting countries to develop Consequences of the development gap

India’s Industrial structure

NEE:NewlyEmergingEconomy(thosemovingfromLIC to HIC).

HIC: Higher Income Country (e.g. Australia/Canada).

LIC: Lower Income Country (e.g. Somalia/Sierra Leone).

Development: The progress made over time by a country.

Poverty: People living without basic needs or income.

Corruption: Dishonest or wrong doings by those in power.

Quality of life: The social, economic and environmentalfactorsoflife(E.g.health,employment, income, building quality etc).

Sanitation:Theprovisionof,andaccessto,flushingtoilets, clean water etc.

Inequality: Gap between rich and poor.

Slums: Informal housing, often made from scrap material on undesirable land (also known as shanty towns).

Migration: The movement of people from one area to another (often linked with rural to urban migration inNEEs).

Urbanisation: The growth in the proportion of people who live in urban areas (linked to migration).

Disparities in health: Gaps in health as poorer people are unable to access vaccines or medicines.

Primary: Work relating to raw materials.

Secondary: Manufacturing and industrial jobs.

Tertiary: Jobs that provide a service.

Quaternary: Research and development.

Industrial structure: The break down of the economy into each sector (primary, secondary, tertiary, quaternary).

Exports: The goods that are traded out of a country. Imports: The goods that are traded into a country.

Aid: Help.

Emergency aid: Help given for short term, often after natural disasters or outbreaks of diseases.

Development aid (long-term aid): Help given for a longer time, often focusing on areas of need e.g. health, education.

International aid: Aidsentfromabroad.E.g.UKsending international aid to Nigeria.

Bilateral aid: Help given from one country to another. E.g.UKsendingaidtoIndia.

Multilateral aid: Help given when organisations work together.E.g.TheDisasterEmergencyCommitteewho collected donations from countries to support after Nepal’s earthquake.

Self help schemes: Schemes that provide training and materials to encourage people to improve their own standards of living.

Appropriate technology: Providing communities with resources that are appropriate for their level of development.E.g.AwaterpumptoanLIC.

Remittances: The money sent home – often from migrants.

Debt relief: The partial or total wiping off of any debts paid (has been given to many Highly Indebted Poor Countries–HIPCS–globallye.g.Ghana,EthiopiaandHaiti

Trade: Transfers of goods and services from one country to another.

Trading agreements: A deal made between countries.

Trading blocs: A group of countries or organisations who work together to create deals for trade.

Investment: Money that is put into a country to support with business etc.

Bollywood: TheIndianfilmindustry(thebiggestfilmindustry in the world)

Dharavi: The largest slum in Asia, located in Mumbai.

Caste system: The traditional class structure, determined by birth.

Social segregation: The gap between the rich and the poor (seen in many urban areas).

Economic development: The progress that India are making over time.

Industrialisation: The focus of the economy on industry and manufacturing.

Globalisation: The increased interconnectivity of the world, linked to TNCs. TNCS: Trans-national corporations. Large companies whoworkonaglobalscale.E.g.NikeorBT. Geography

1 of 2

34%

24%

42%

Primary

Secondary

1514

Geography 2 of 2

The UK’s resources Managing food insecurity Impacts of food insecurity

Global food resources

Sustainable food supply

Consumption: Howmuchisused(E.g.water,energyand food consumption).

Water deficit: When demand for water is greater than supply.ThereisdeficitintheSouthandEastoftheUK. Water surplus: When supply of water is greater than demand. There is surplus in the North and West of the UK.

Water security: Availability of a reliable water supply.

Water stress: When there is a greater demand than supply of clean water - when water is restricted. This issometimesexperiencedintheSouthandEastofthe UK.

Water transfer schemes: The movement of water fromareasofsurplustoareasofdeficit(E.g.ElanValley in Wales to Birmingham).

Carbon footprint: The amount of carbon dioxide released per person (can link to food miles).

Seasonal food production: A focus on seasonal crops rather than imported crops

Arable farming: Crops. Popular areas in the UK are LincolnshireandEastAnglia.

Pastoral farming: Animals.

Agribusiness: Intensive farming used to maximise profits.

Organic farming: Farming without chemicals.

Energy demand: The amount of energy needed to provide for a population.

Energy security: Having enough energy to provide for a population.

Fossil fuels: Coal, gas and oil. These are non-renewable.

Renewable energy: Energythatdoesn’trunout(e.g.solar, wind, biomass, tidal, hydro). Fracking: The process used to source shale gas from rocks under the ground.

The Green Revolution: Water harvesting, soil conservation, using science to improve the quality of crops and livestock, mechanisation. Appropriate technology: Using cheap materials to supportLICs(E.g.Bicycleusedtodehuskcoffeebeans, or drip irrigation used in LICs).

Biotechnology: Using living organisms to increase cropoutput/yields.E.g.GM.

Aeroponics: Sprayingplantswithfinewatercontaining nutrients constantly and reusing water.

Hydroponics: Constant supply of water and light. No soil needed – mineral wool used instead.

The Indus Basin Irrigation System: The largest irrigation system (watering) in the world – it consists of 3 large dams, and over a hundred smaller dams that regulatewaterflow.

Famine: Widespread shortage of food – often leading to starvation and death.

Rising prices: Demand on food increases which rises prices of food, which leads to people being unable to afford it.

Soil erosion: Overuse of the soil by farmers growing crops & grazing animals means the soil loses fertility and is unusable.

Undernutrition: Lack of a balanced diet leading to illnesses (negative multiplier)

Social unrest: Rioting or arguments over resources as there is not enough of them.

Sustainable food supply: Producing food in a way that fertile soils, water and environmental resources are available for future generations.

Fish from sustainable sources: Set catch limits (quotas), monitor breeding.

Meat from sustainable sources: Free range, small scale, organic.

Permaculture: Permanentfarming.Encouragingbees, harvesting rainwater, crop rotation.

Urban farming: Using land/space in settlements to grow food (good for community).

Magic stones: Linesofstonesareplacedinfields(arid/ LICs) to stop surface runoff – low tech management technique.

Sand dams: Small scale dams built to collect sediments eroded during rainfall, these sediments contain water for later use – low tech management technique.

Food security: Accesstosufficient,safe,nutritiousfood to maintain a healthy life.

Food Insecurity: Being without a reliable access to enough affordable nutritious food.

Food surplus: When countries produce more food than the population needs.

Food deficit: When countries do not produce enough for their population.

Food Miles: The distance travelled by food.

Irrigation: How we water crops. This can be large scale with dams and reservoirs, or small scale with drip irrigation.

Resource Management

Anti-Semitism Hostility directed against Jewish people.

Boycott When people refuse to buy or use something to make a point.

Blood Libel The accusation in the Middle Ages that Jews had committed ritualistic murders.

Bystander Someone who has seen or heard an event but not actively took part.

Concentration camps A prison usually for political prisoners or members of persecuted minorities e.g Jews. In Nazi Germany, they were overcrowded with poor conditions and prisoners had to do hard labour.

Death camps Camps like Auschwitz-Birkenau where prisoners were often murdered using gas chambers.

Einstazgruppen SS killing squads who were given the task of murdering Jews and other minorities/political opponents.

Final Solution ThetermgiventotheNaziplantomurderallEuropeanJews.

Ghettos Walled off areas of cities in which Jews were made to live in terrible, overcrowded conditions e.g. Warsaw Ghetto where there were 400,000 Jews in 1.3 square miles.

Genocide Thedeliberatekillingofagroupofpeoplee.g.ofaspecificnationorrace.

Heinrich Himmler Head of the SS and later the all police forces in Germany. Worked closely with Hitler and made the decisions that led to the Holocaust.

Kindertransport A rescue attempt by the British government (1938-39) that brought about 10,000 Jewish children to Britain.

Kristallnacht ‘Night of Broken Glass’. Nazi thugs robbed and smashed 7,000 Jewish businesses, homes, schools. 250 synagogues burned down.

Nuremberg Laws LawspassedbytheNazisthatputrestrictionsonJews.E.g.forbiddenfrom marrying Aryans, stripped of their right as German citizens.

Perpetrator A person who played a role in the formulation or carrying out harmful actions (against Jews).

Persecution Mistreatment of an individual or group.

Pogrom Violent attacks directed against an ethnic minority, such as Jews.

Synagogue A Jewish place of worship.

Reinhard Heydrich Oversaw the development of the ‘Final Solution’ and chaired the Wansee Conference.

History1 of 4

The Holocaust Key Dates1190

JewswereblamedforafireinYorkand sought refuge in Clifford’s Tower. There was a

massacre of the Jews who were inside the castle by angry Christians

1290KingEdwardIorderedallJewstoleave

England(EdictofExplusion). They were only allowed to return in 1656

1905The ‘Aliens Act’. Britain tried to reduce

the number of Jewish migrants into Britain

30 January 1933Hitler became Chancellor of Germany

1 April 1933When the Nazis ordered a boycott

of all Jewish shops

1935The Nuremberg Laws

1936Berlin Olympic Games

1938Jews had to have a ‘J’ stamped on their passport

7 November 1938Kristallnacht (See glossary)

September 1939WW2 began

September 1941Jewish people over 6 years old

had to wear a yellow star

Janurary 1942WanseeConference.Naziofficialsmettowork out the ‘Final Solution’ of the ‘Jewish Problem’. ThisledtothefinalstageoftheHolocaust

April 1943Warsaw Ghetto Uprising

27th Jan 1945Russia liberates (frees) Auschwitz

1945-1949Nuremberg War Crimes Trials

1991War Crimes Act. Those who became British citizens

after the war could be tried for any alleged war crimes between 1933-1945

1716

History2 of 4 World War Two

Key Historical Words: Key Words:

Key People:

Timeline:

Chronology– Putting events in order of time

Cause– Why an event happens

Consequences– The results of an event

Convincing– Believable

Change– Differences

Event– something that happens

Similarities– When things are the same

Significance– Why something is important

Useful– How it helps you

Support– Agree

Oppose– Disagree

Source– A piece of information about the past

Interpretation– A person or historians view about the past

Anschluss: Germany uniting with Austria into once country

Appeasement: A British policy under British Prime Minister Winston Churchill to give in to some of Hitler’s demands to stop a war from happening

Battle of Britain: German attempt in 1940 to gain control of British airspace to prepare for a land inva-sion

Blitz: Bombing of Britain by the Germans

Blitzkrieg: Lightning war; German term for warfare using fast-moving tanks supportedbyfighterplanes

D-Day:AlliedinvasionofNazi-occupiedEurope

Dunkirk: French port from where British Army was evacuated back to Britain

Evacuation: Sending children and other vulnerable groups form the cities to the countryside to escape Nazi bombing

Hurricane:AlongwiththeSpitfire,aBritishplaneflownduringWorldWarTwo

Luftwaffe: The German Air Force

Operation Barbarossa: Hitler’s invasion of the Soviet Union in 1941

Pearl Harbor: American naval base in Hawaii

Radar: Technology that locates and tracks objects by bouncing radio waves off them

Rationing:Ensuringallpeoplehadaccesstofoodandothermaterialstoprevent starvation and hoarding

RAF: Royal Air Force, British air force

Stalingrad (Battle of): Massivbe battle in the USSR (1942-1943) that forced the Germans to begin re-treating

Neville Chamberlain: British Prime Minster from 1937 to 1940, followed the policy of appease-ment

Winston Churchill: British Prime Minister from 1940 to 1945, during World War Two

Adolf Hitler: Leader of Nazi Germany during World War Two

Franklin Roosevelt: American President during World War Two

Josef Stalin: Leader of the Soviet Union during

1937: Neville Chamberlain becomes Prime Minister of Britain

March 1938: Hitler unites Germany and Austria into one country, this was called the Anschluss

September 1938: The Munich Agreement is signed, giving Hitler the Sudetenland area of Czechoslo-vakia

March 1939: Hitler breaks the Munich Agreement and takes over the rest of Czechoslovakia

August 1939: The Nazi-Soviet Pact

September 1939: Germany invades Poland, Britain declares war on Germany– start of World War Two

May 1940: Winston Churchill becomes British Prime Minister

June 1940: British Army evacuated at Dunkirk

June 1941: Operation Barbarossa, Germany attack the Soviet Union

December 1941: Pearl Harbor, Japan attacks USA who enter the war

1943: Battle of Stalingrad

1944: D-Day,BritishandAmericainvasionofNazioccupiedEurope

May 1945: Germany surrenders to the Allies

August 1945: Atomic Bomb dropped on Hiroshima

September 1945: Japan surrenders to the Allies

This topic looks at the causes of World War Two. It then looks at some of the key events of World War Two, including major battles. Finally, this topic looks at the Home Front in Britain during the War

Immigration

Teenagers

Immigration

• Immigrants arrived into Britain after WW2- this was because we needed people to do jobs done by soldiers who were killed by the Nazis

• The British Nationality Act 1948 allowed these immigrants in- mainly from countries we used to control such as the Caribbean, India and Africa

• Many came to Britain because they would get better wages that their home countries- but when they arrived many had low paid jobs and suffered terrible racism

• The Teddy Boys attacked Black immigrants in Notting Hill in 1958, breaking their windows and chasing them.

• The Commonwealth Immigration Act 1962 restricted the amount of immigrants that could enter the country.

• But the Race Relations Act 1965 made it illegal to discriminate against black people- for example in jobs

• EnochPowellsaidaveryfamousspeechin1968called‘RiversofBlood’-init,hesaid if immigration continued there would be race riots on the streets. Some ordinary people agreed with him, others criticised him and he was sacked for his comments

• In 1972 Idi Amin, leader of Uganda, kicked out all the Asians in his country. He blamed them for all of Uganda’s problems. Many wanted to come to live in Britain and most were allowed, although some British people opposed this.

• Before the 1960s most people lived like their parents, wearing the same clothes and doing the same jobs.

• However, some historians think that this changed a lot in the 1960’s. There were lots of jobs so teenagers had more spending power.

• The money they had was spent on clothes, music and going out

• A lot of people’s attitudes changed, like to sex and using the pill

• Many teenagers worshipped new idols like The Beatles and Rolling Stones

• However, some historians argue change was not that great for teenagers. For example, they argue that change was less for poorer teenagers who lived in the countryside.

• Some teenagers were very rebellious. For example, the mods and rockers fought at Brighton and other seaside resorts in 1964. However, newspapers often exaggerated how rebellious they were

• DuringWW2,manywomendidthejobsthemendidwhowerenowawayfightingthe Nazis, for example bus drivers and making bullets in factories.

• However, when they returned, many women became housewives again. Stereotypes of women were that they should look after the house, husband and their children and do the housework.

• However, over time more and more women started to get jobs and become more equal with men- although many people were still sexist.

• In schools, boys and girls often did different subjects. For example, boys did woodwork and girls did cooking and typing- which reinforced stereotypes.

• From the 1960’s there was a number of laws which improved things for women:

• 1961 Pill- the pill was made free on the NHS for married women. They could now plan how many kids they wanted and had more sexual freedom.

• 1967 Abortion Act- made abortion legal in a hospital if 2 doctors agreed. Before this women had to have ‘back-street’ abortions which were dangerous.

• 1969 Divorce Reform Act- women could now divorce men on the grounds of adultery, domestic violence or mutual consent. Divorce rates rocketed.

• 1970EqualPayAct-womennowhadtobepaidthesamefordoingthesamejob. However, many employers tried to dodge the law to save money.

• 1975 Sex Discrimination Act- employers could not now discriminate against women when giving them a job. For example, a job advert could not say “men only.”

• Feminism happened in the 1960’s. These were women who campaigned for equal rights with men.

History: British Society 1939 to 1975 History3 of 4

1918

Terrorism & Iraq WarHistory4 of 4

Causes of Terrorism

Government Response to Terrorism

Causes of the Iraq War- Remember DR.WHO

Opposition to the Iraq War

Events of the Iraq War

Consequences of the Iraq War

• Poverty• Desire for Land• Religious differences• Brainwashing and propaganda

• IRA- The British government used military force in Northern Ireland during the ‘troubles’ to try and eliminate the threat from the IRA. However, they secretly used negotiations strategies which resulted in the Good Friday Agreement of 1998- which led to peace in Northern Ireland and eventually the creation of a Northern Irish government

•Al-Qaeda-TheUSgovernmentusedmilitaryactionagainstAl- Qaeda.Afterthe9/11attacksonAmerica,PresidentGeorge Bush declared his ‘War on Terror’ which resulted in invasions of AfghanistanandIraqtoeliminateAl-Qaeda

• The PLO has been met with military force by the Israeli government. However, the US government has also tried negotiations between Israel and the PLO, resulting in theOsloAccordsof1993whichtriedtobringtheconflicttoan end.However,theconflictbetweenIsraelandPalestineisstillone which has not been resolved

Democracy - Iraq was a dictatorship under its President Saddam Hussein. The USA, which went to war with Iraq in 2003, argued that Iraq should be able to vote for its own leader (a democracy)

Religion - The three main groups of people in Iraq are Shia Muslim, Sunni Muslim and the Kurds. Saddam Hussein was a Sunni Muslim and persecuted the other two religious groups. The USA argued that it was necessary to stop this persecution

Weapons of Mass Destruction - The USA argued that Iraq had biological, chemical and nuclear weapons which could be used against the USA and other countries, and therefore an invasion needed to take place to destroy these

Human Rights - Saddam Hussein abused the human rights of Iraqis through torture, executions and lack of freedoms. In particular, the Kurds were treatedharshly,andsomeweregassedatHalabjain1988.TheUSAjustifiedan invasion to stop these abuses

Oil - Some opponents of the war argued that the USA wanted to invade Iraqforitsoilandmakeaprofitfromit

Many people marched against the war in 2003. The main reason for this was:

• Some people were worried the USA only wanted Iraq’s oil• Some people were worried the USA hadn’t planned what to do with Iraq after the invasion• Some people argued that Iraq didn’t have any weapons of mass destruction

The USA did not get approval from the United Nations to go to war in Iraq, however with British support an invasion took place in March 2003. The war lasted around 6 weeks, and the Iraqi military were easily defeated by the US army which had more money and more technology. A famous event in the war was when the statue of Saddam Hussein was torn down by the American Army.

• Increase in terrorism- The Iraq War led to more terrorism as people used it to justifyjoiningAl-QaedaandISISandfightagainstAmericaandtheWest. An example of this was the Madrid bombings in 2004 and 7/7 in London on 2005.

• Abuse of Human rights- The American army were accused of torturing Iraqis in prison at Abu Ghraib- this was embarrassing for the Americans as they had invaded Iraq to stop such abuses

• Lack of planning in Iraq- Although the war was over quickly, Iraq quickly descended into chaos as the USA had not planned how to run the country effectively after the war was over

Aims Methods Membership

IRA (Irish Republican Army)

ToremoveBritishinfluencefrom Northern Ireland and reunite Northern Ireland with the Republic of Ireland

BombsCar/Lorry bombsHostagese.g. Warrington 1993

Catholic Nationalists

Al-QaedaTo create an Islamic state intheMiddleEast,freefromWesterninfluence

Suicide BombsHijacksHostagese.g 9/11 and 7/7

Extremist/FundamentalistsMuslims

PLO (Palestinian Liberation Organisation)

To create a nation called Palestine which is separate and independent from Israel

HostagesBombsRockets

Palestinian Nationalists

Computer Science 1 of 1

A database is a collection of data which is held together in an organised or logical way.

The structured set of data is stored in a database table. The data can be entered, modified or deleted.

Fields make up the columns in a database. They hold one piece of data e.g. the ‘street’ field holds the street names only.

Records are rows of data in the database.

Each record has a unique identifier. This is called the Primary Key

Different data types can be used.

Using a database In order to make a database user friendly different data entry methods are used. For example bar codes, forms, optical mark readers. These allow for the capture of data.

Forms can be designed with a consistent layout and design to make it easy for the user to input data. This also helps to reduce errors.

If you need to find information on a database you need to perform a query. This allows a database, which could have thousands of records, to be searched. You can sort the database into a useful order.

Databases use their own type of programming language. This language is known as Structured Query Language, or SQL.. SQL allows for the inter-rogation of a database.—this means that carefully designed questions can be asked.

Databases in real life A supermarket will store the details of everything it sells in a database. This means it knows when items are running low and when to order more. The price is held in the database so that when it is scanned the database will be searched, the item and the cost found and then added to the bill. A school database could store information about attendance or contact in-formation. This database would need a password so data is kept safe.

A library might use a database to keep track of which books are available and which are out on loan.

Flat file database—data stored in one table in a database

Relational database—contains connected tables


The structured set of data is stored in a database table. The data can be entered, modified or deleted.

Fields make up the columns in a database. They hold one piece of data e.g. the ‘street’ field holds the street names only.


Each record has a unique identifier. This is called the Primary Key


Using a database In order to make a database user friendly different data entry methods are used. For example bar codes, forms, optical mark readers. These allow for the capture of data.

Forms can be designed with a consistent layout and design to make it easy for the user to input data. This also helps to reduce errors.

If you need to find information on a database you need to perform a query. This allows a database, which could have thousands of records, to be searched. You can sort the database into a useful order.

Databases use their own type of programming language. This language is known as Structured Query Language, or SQL.. SQL allows for the inter-rogation of a database.—this means that carefully designed questions can be asked.

Databases in real life A supermarket will store the details of everything it sells in a database. This means it knows when items are running low and when to order more. The price is held in the database so that when it is scanned the database will be searched, the item and the cost found and then added to the bill. A school database could store information about attendance or contact in-formation. This database would need a password so data is kept safe.

A library might use a database to keep track of which books are available and which are out on loan.

Flat file database—data stored in one table in a database

Relational database—contains connected tables

Eachrecordhasauniqueidentifier. This is called the Primary Key


Databases use their own type of programming language. This language is known

as Structured Query Language, or SQL..SQLallowsfortheinter-rogationofa

database.—this means that carefully designed questions can be asked.

Databases in real life

A supermarket will store the details of everything it sells in a database. This means

it knows when items are running low and when to order more. The price is held in

the database so that when it is scanned the database will be searched, the item

and the cost found and then added to the bill.

A school database could store information about attendance or contact in-

formation. This database would need a password so data is kept safe.

A library might use a database to keep track of which books are available and

which are out on loan.

Fields make up the columns in a database. They hold one piece of datae.g.the‘street’fieldholdsthestreetnamesonly.

The structuredsetofdataisstoredinadatabasetable.Thedatacanbeentered,modifiedordeleted.



Using a database

In order to make a database user friendly different data

entry methods are used. For example bar codes, forms,

optical mark readers. These allow for the capture of data.

Forms can be designed with a

consistent layout and design to

make it easy for the user to input

data. This also helps to reduce

errors.

If you need to find information on a database you need to

perform a query. This allows a database, which could have

thousands of records, to be searched.

You can sort the database into a useful order.

Flat file database — data stored in one table in a database

Relational database — contains connected tables

2120

Adverbial openers + comma Time Connectives for Sequencing

Said Words

-ing words (as openers)Connectives

Wonderful ‘Wow’ Words

Literacy1 of 2

To up-level your writing, you must• Use a wide range of punctuation• Organise sentences into clearly-structured paragraphs, linking ideas in a sophisticated way• Include longer sentences with appropriate connectives• Include description, choosing ‘wow’ words to describe things (think of the 5 senses)• Use a variety of simple, compound and complex sentences - try some adverbial openers

Rhetorical QuestionsDo you think that…?Don’t you think that…?Isn’t it time to…?Have you ever thought about…?Haven’t you always longed for…?Why is it (that)…?When should we…?

Complex sentence openers• Although (it was incredibly cold...),• EventhoughSamwasinthecompanyofhisfamily,• Despite achieving 100% in the exam,• When there was torrential rain,• Since I began my journey,• If you build this house using only wood,• Assoonashefinishedthechapter,

Slowly

Briefly

Happily

Clumsily

Rudely

Surprisingly

Patiently

Anxiously

Enthusiastically

Mournfully

Gradually

Hurriedly

Wearily

Erratically

Brutally

Smoothly

Sweetly

Hatefully

Carefully

AdditionAndAlsoTooFurthermoreMoreoverIn addition (to)AgainThe following

EmphasisAbove allIn particularNotablySpecificallyEspeciallySignificantlyMore importantlyIndeedIn fact

As forThe oppositeStillInstead ofOn the other handWhereasOtherwiseApart fromAlthough

Cause/EffectConsequentlyThusSo Hence(forth)ThereforeAccordinglySinceUntilAs a result

Contrast/BalanceButHoweverNeverthelessAlternativelyTo turn toYet Despite thisOn the contraryAs for

Firstly/First of all

Then

Next

After

Soon

Suddenly

Meanwhile

Shouted

Exclaimed

Whispered

Bellowed

Highlighted

Addressed

Answered

Seething

Fuming

Watching

Glancing (around)

Raging

Grabbing

Grasping

WonderfulSplendidFantasticMarvellousValuableBlissfulElatedCheerfulQuick-wittedIntelligentSmoothLusciousAppetisingDelectableRadiantShimmeringTransparentTranslucentTriangularSphericalEllipticalSizzlingScented

Immediately

Eagerly

Tenderly

Strictly

Cautiously

Regretfully

Thankfully

Horrendously

Suspiciously

Unbelievably

Leisurely

Insanely

Majestically

Recently

Graciously

Savagely

Lovingly

Longingly

Meekly

When

Since

Secondly

Briefly

After a while

Before

(Two) years ago

Pleaded

Assured

Pleaded

Advised

Boasted

Bragged

Cautioned

Looking

Planting

Running

Walking

Dancing

Singing

Scanning

(Four) years ago

Eventually

Finally

Last week/year

Confessed

Declared

Grumbled

Insisted

Joked

Muttered

Remarked

Skimming

Touching

Painting

Fleeting

Rushing

Dreaming

Creating

ImportantUsefulUselessIncredibleBustlingDeafeningRowdyBlaringThunderousPutridFarawayRemoteLoathsomeGrainyPolishedMediocreSwelteringFrostySteamyFrightenedPetrifiedMiserableGrumpy

BustlingNoxiousFragrantShadowyIcyFiery PunctualInfantileMatureColourfulColourlessOdourlessPainfulPainlessMagnifiedGiganticEnormousMinisculeWorthlessImpatientSurprising Glorious

Literacy2 of 2

High frequency words - Year 9 Literacy ‘Must Know’ wordsAsk

Change

Goes

Know

Stopped

Used

Woke

Better

Much

Sometimes

While

Also

Following

Place

Under

Brother

Head

Work

Friends

Own

Whole

Asked

Coming

Gone

Leave

Thing

Walk

Woken

During

Never

Still

Year

Around

High

Right

Where

Children

Something

World

Important

Paper

Why

Being

Does

I’m

Opened

Told

Walking

Always

First

Often

Today

Above

Between

Near

Such

Baby

Garden

Swimming

Eyes

Light

Small

Began

Didn’t

Heard

Might

Thought

Walked

Almost

Every

Number

Suddenly

Young

Below

Inside

Round

Without

Clothes

Sure

Earth

Lady

Sister

Window

Brought

Don’t

Jumped

Show

Tried

Watch

Any

Half

Only

Until

Across

Both

Other

Through

Balloon

Great

Those

Father

Money

Sound

Can’t

Found

Knew

Started

Turned

Write

Before

Morning

Second

Upon

Along

Different

Outside

Together

Birthday

Happy

Word

Fair

Mother

White

Will

Wednesday

February

August

Yellow

Would

Friday

April

October

Green

Monday

Sunday

June

December

Pink

With

Thursday

March

September

Blue

Your

Saturday

May

November

Orange

Tuesday

January

July

Red

Purple

2322

Mathematics1 of 3

Notationa x a x a = a3 and a + a + a = 3a

3ab x 4a2 = 3 x 4 x a2 x a x b =12a3b

SimplifyingCollecting like termsRemember to take signs in front of terms with the termExample:

Expanding bracketssingleMultiply all terms inside the bracket by the term on the outsideExample:2x(5+3a)2x ×5 = 10x2x ×+ 3a = + 6ax so: 10x+6axDouble(x + 3)(x -4)

FactorisingInto single bracketsLook for the highest common factors of all terms:EXAMPLE:16x2 + 12x 4x is the HCF of both termsSo: 4x (4x + 3)Into double bracketsLook what multiplies to make the number, and what addstogivethe‘x’coefficientEXAMPLE:x2 + 9x + 20 +4 x +5 =20 +4 +5 = 9

So: (x+4) (x+5)

EquationAn equation is a mathematical statement that two things are equal. It consists of two expressions, one on each side of an ‘equals’ sign.

IdentityIdentities are true for any value of the variablesExample:0.5a

ExpressionAn expression is numbers, symbols and operators (+,-,x,÷) grouped together that show the value of something.Example:2a+5g–6+5a

FormulaA formula is a rule or fact written with mathematical symbols.It usually has:• an equals sign (=)• two or more variables (x, y, etc) Example:Theformulaforthe volume of a cuboid is V = l × w × h

When dividing, subtract the powers:

When multiplying, add the powers:

When brackets are involved, multiply:

Creating expressionsFollowing the order of events in the text in order to write your expression/s correctly

Example:The cost of a badger is b pence. A raccoon is 5 pence more expensive than a badger and a beaver three times as expensive as a badger.a) cost of a raccoon? b + 5b) cost of a beaver? 3 (b + 5)c) cost of a raccoon and 8 badgers? b + 5 + 8b = 9b + 5

SubstitutionSwap all unknown values into the expression tofindthevalueEXAMPLE:Ifa=3,b=2andc=-2find2ab+4c

2 x (3) x (2) + 4 x (-2 )= 12 + -8 = 4

Definitions Index laws

Expressions and substitution

Mathematics 1 of 3 Page 24 Year 9: February to July

Notation a x a x a = a3 and a + a + a = 3a

3ab x 4a2 = 3 x 4 x a2 x a x b =12a3b

SimplifyingCollecting like termsRemember to take signs in front of terms with the

termExample:

Expanding bracketssingleMultiply all terms inside the bracket by the term on the outside:EXAMPLE: 2x( 5 + 3a)2𝑥𝑥 ×5 = 10𝑥𝑥2𝑥𝑥×+3𝑎𝑎 = +6𝑎𝑎𝑥𝑥 so: 𝟏𝟏𝟏𝟏𝟏𝟏+𝟔𝟔𝟔𝟔𝟏𝟏Double(x + 3)(x -4)

FactorisingInto single bracketsLook for the highest common factors of all terms:EXAMPLE: 16x2 + 12x 4x is the HCF of both terms

So: 4x (4x + 3)Into double bracketsLook what multiplies to make the number, and what adds to give the ‘x’ coefficientEXAMPLE: x2 + 9x + 20 +4 x +5 =20 +4 +5 = 9

So: (x+4) (x+5)

DefinitionsEquation - An equation is a mathematical statement that two things are equal. It consists of two expressions, one on each side of an 'equals' sign.

Identity- identities are true for any value of the variablesEXAMPLE: 0.5𝑎𝑎 ≡ 3

4

Expression – An expression is numbers, symbols and operators (+,-,x,÷) grouped together that show the value of something.EXAMPLE:2a + 5g – 6 + 5a

Formula – A formula is arule or fact written with mathematical symbols.

It usually has:• an equals sign (=)• two or more variables (x, y, etc)Example: The formula for the volume of a cuboid isV = l × w × h

Index laws When dividing, subtract the powers:

𝟔𝟔𝟕𝟕

𝟔𝟔𝟐𝟐 = 𝟔𝟔𝟕𝟕7𝟐𝟐 = 𝟔𝟔𝟓𝟓

when multiplying, add the powers:𝟔𝟔𝟑𝟑×𝟔𝟔𝟓𝟓 = 𝟔𝟔𝟑𝟑:𝟓𝟓 = 𝟔𝟔𝟖𝟖

When brackets are involved, multiply:(𝟔𝟔𝟐𝟐)𝟑𝟑= 𝟔𝟔𝟐𝟐×𝟑𝟑 = 𝟔𝟔𝟔𝟔

Expressions and substitutionCreating expressionsFollowing the order of events in the text in order to write your expression/s correctlyEXAMPLE:The cost of a badger is 𝑏𝑏 pence. A racoon is 5 pence more expensive than a badger and a beaver three times as expensive as a badger.a) cost of a racoon? b + 5b) cost of a beaver? 3(b + 5)c) cost of a racoon and 8 badgers? b + 5 + 8b = 9b + 5SubstitutionSwap all unknown values into the expression to find the valueEXAMPLE: If a = 3, b = 2 and c= -2 find 2ab + 4c

2 x (3) x (2) + 4 x (-2 )= 12 + -8 = 4



3ab x 4a2 = 3 x 4 x a2 x a x b =12a3b


termExample:




So: (x+4) (x+5)



4





𝟔𝟔𝟕𝟕

𝟔𝟔𝟐𝟐 = 𝟔𝟔𝟕𝟕7𝟐𝟐 = 𝟔𝟔𝟓𝟓




2 x (3) x (2) + 4 x (-2 )= 12 + -8 = 4



3ab x 4a2 = 3 x 4 x a2 x a x b =12a3b


termExample:




So: (x+4) (x+5)



4





𝟔𝟔𝟕𝟕

𝟔𝟔𝟐𝟐 = 𝟔𝟔𝟕𝟕7𝟐𝟐 = 𝟔𝟔𝟓𝟓




2 x (3) x (2) + 4 x (-2 )= 12 + -8 = 4

x

x-4 -4x -12

+3+3x+x2

Subtract 1 from each part

Multiply both sides by 3

Subtract 5 from both sides

Divide both sides by 2

5cmUnknowns on both sides9x + 14 = - 7x + 12

9x + 7x + 14 = - 7x + 7x + 12

16x + 14 = 12

16x + 14 - 14 = 12 - 14

x = - 0.13

Linear inequalitiesThese are solved like linear equations

When you have two inequality signs used you must balance all involved

This can be placed on a number line

Divide each part by 3

2x - 4 < 18+4 +4

31< 3x + 1 < 49-1 -1 -1

30 < 3x < 48

10 < x < 16

2x < 22x < 11

Perimeter The total distance around the outside of a shape.

Multistep solving7x + 4 = 25

7x + 4 - 4 = 25 - 4

7x = 21

7x ÷ 7 = 21 ÷ 7

x = 3

Write the equation

Subtract 4 from both sides

Simplify


Simplify

Aim to get rid of the denominator first by multiplying

Add 7x to both sides

Take 14 from both sides


Add up the lengths of ALL sides:2+2+3+3+5+5=20cm

10mm = 1cm100cm = 1m1000m = 1km

100cl = 1L1000ml =1L1000g = 1kg

1cm2 = 100mm2

1m2 = 10 000cm2

1km2 = 1 000 000m2

A square 1cm by 1cm is equivalent to a square with 10mm by 10mm

Example:Convert 1 hr 36 mins into hrs.60 mins + 36mins = 96/60 = 1.6hrs

cm mmx10 000

x100 ÷100

m cm

cm mm÷10 000

cm m

2cm

2cm 2cm

2cm

3cm 3cm

3cm

3cm

6cm 6cm

4cm 4cm

5cm

Perimeter, Area and Measures Area formulae (Area is given in the units ‘ 2 ’) Solving Linear equations Solving equations with fractions involved

Area conversions

Time conversions

A = 1cm2

A = 100mm2

(10mm)1cm

(1cm)10mm

1 min = 60 secs 1 hour = 60 mins 1 day = 24 hours

x60 x60 x24

÷60 ÷60 ÷24

Rectangle

Area = length x width = L x W

Area = base x hight = bh

The area of this shape The area of these two

The area of this shape:= (6 x 4) + (2 x 3)= 24 + 6= 30cm2

Equals

Area = (a + b) x height = (a + b)h

L

W h

h h

a

b

b b

Parallelogram

Triangle

Trapezium

Area = x base x height =

O = > or < and O = > or <

10 15 20

Angle factRegular polygonsOne exterior angle of a regular polygon= 360o ÷ number of sides

Interior angle + exterior angle = 180osotofindthevalue of one interior angle 180o - exterior angle

Parallel lines: Corresponding angles are equal

Parallel lines: Alternate angles are equal

Parallel lines: Co-interior (supplementary) angles add up to 180 degrees

Vertically opposites angles are equal

Angles in a triangle add up to 180 degrees

Angles around a point add up to 360 degrees

Angles on a straight line add up to 180 degrees

130o 110o

50o

75o

75o

105o105o

150o

180o

30o

53o

80o

140o

87o

70o

a

a + b + c = 180o

b c

Metric conversions

Mathematics2 of 3

2524

Mathematics3 of 3

VolumeFormula: Volume of a cuboidLength x width x depth

Volume of a triangular prism:Area of the triangular face x depth

Volume of a cylinder: πr2 x height

Volume of a sphere π

Use Pythagoras’ Theorem to calculate the height h of this isosceles triangle.

Using Pythagoras’ Theorem in half of the isosceles triangle, we have...

Pythagoras’ Theorem in isosceles triangles

h

h

8cm

5.8cm

5.8cmh2 + 42 = 5.82

h2 = 5.82 - 42

h2 = 33.64 - 16h2 = 17.64h = 17.64h = 4.2cm

4cm

Circles

Circumference: distance around the outside of a circle

Radius: distance from the centre of the circle to the circumference

Diameter: distance across the width of the circle through the centre

Chord: line segment with two endpoints on the circle

Tangent: straight line that touches the circle at a single point

Segment

Chord

Diam

eter

Centre

Radius

Sector

Arc

Tangent Circum

fere

nce

Area and circumference

Area of a circle= π x radius2

Circumference of a circle = π x diameter

Remember that the diameter = 2 x radius

Arc Length =

Area of Sector =

Formula: Area = πr2 Diameter = πd or 2πr

Length of arc and area of sector

Dia

met

er

Radius

=12.83cm2

=3.667cm

30o7cm

Pythagoras’ Theorem

Finding missing sides:Tofindthehypotenuse(oppositetherightangle, always the longest side) you square the two short sides and ADD them.Example:

He found that the Areas of the two side squares add up to equal the Area of the long sloping “Hypotenuse” square.

E.g. 16 + 9 = 25

Hypotenuse = 15 inches

Lega = 12

hypotenusec = ?

legb = 9

A2 + B2 = C2Formula

leg2 + leg2 = hypotenuse2

a2 + b2 = c2

122 + 92 = c2

144 + 81 = c2

225 = c2

15 = c=225 c

2

Finding missing sides:Tofindashorterside.Hypotenuse2 – short side2

Example: x2 = 102 – 82

x2 = 100 – 64 x2 = 36

B2=3X3=9

C2=5X5=25

A2=4X4=16 4 53

Music1 of 2

Form and Structure The different sections of a piece of music or song and how they are ordered.

Intro The introduction sets the mood of a song, it is often instrumental but can occasionally start with lyrics.

Verses Verses introduce the song’s theme. They are usually new lyrics for each verse which helps to develop the song’s narrative, but the melody is the same in all verses.

Pre-Chorus A section of music that occurs before the CHORUS which helps the music move forward and “prepare” for what is to come.

Chorus All the choruses have the same lyrics. This section relays the main message of the song and this part of the song is repeated identically each time with the same melody and music (although this sometimes changes key before the CODA to add drama).

Modulates Change key.

Middle 8/Bridge This section adds some contrast to the verses and choruses by using a different melody and chord progression.

Instrumental Solo Solos are designed to show off instrumentalists’ skills. Rock, jazz and blues often feature solos on instruments such as piano, saxophone, guitar and drums. Sometimes the Middle 8/Bridge features an instrumental solo.

Coda/Outro Thefinalsectionofapopularsongwhichbringsittoanend(CodaisItalianfor“tail”!).

Melody Themaintuneofapopularsong,oftensungbytheLEADSINGERorsometimesplayedoninstrumentswithinthebande.g.LEADGUITAR.Amelody canmovebySTEPusingnotesthatarenexttoorclosetooneanother,thisiscalledCONJUNCTMOTION,oramelodycanmovebyLEAPSusing notes that are further apart from one another which is called DISJUNCT MOTION. The distance between the lowest pitched and highest pitched noteinamelodyiscalledtheMELODICRANGE.

Chord A group of two or more pitched notes played at the same time.

Bass Line The lowest pitched part of a song, often performed by bass instruments such as the BASS GUITAR. The bass line provides the harmonies on which the chords are constructed.

Accompaniment Musicthataccompanieseitheraleadsingerormelodyline–oftenknownasthe“backing”–providedbyabandorBACKINGSINGERS.

Lyrics The words of a song performed/sung by the singer or backing singers.

Texture Layers of sound combined to make music – in a pop song this could be the bass line, chords and melody.

Hook A ‘musical hook’ is usually the ‘catchy bit’ of the song that you will remember. It is often short and used and repeated in different places throughout the piece.

Riff ArepeatedmusicalpatternoftenusedintheintroductionorintheMIDDLE8/BRIDGEorINSTRUMENTALSOLOSofasong.RIFFScanberhythmic, melodic or lyrical, short and repeated.

Instrumentation PopBandsoftenfeatureaDRUMKITtoprovidetherhythmalongwithELECTRICGUITARS(LEADGUITAR,RHYTHMGUITARandBASS GUITAR) and KEYBOARDS.SometimesACOUSTICINSTRUMENTSareusedsuchasthePIANOorACOUSTICGUITAR.ORCHESTRALINSTRUMENTSareoftenfound inpopsongssuchastheSTRINGS,SAXOPHONE,TROMBONEandTRUMPET.Singersareessentialtoapopsong-LEADSINGER–Oftenthe“frontline” memberoftheband(mostfamous)whosingsmostofthemelodylinetothesong.BACKINGSINGERS–Supporttheleadsingerproviding HARMONY and don’t sing all the time but just at points within a pop song.

Live Lounge Ensemble Project

2726

Music2 of 2

Live Lounge Ensemble ProjectTypical pop song structure: • Intro • Verse 1 • Verse 2 • Chorus • Verse 3 • Chorus • Bridge/middle 8 • Chorus • Coda The 4 chords commonly used in

pop songs are: I - C majorV - G majorVI - A minorIV - F major

C major

G major

A minor

F major

Tempo in Italian

Dynamics in Italian

Rhythm Symbols and Values

Rhythms into Syllables

Largo

Very Slow

PianissimoVeryQuiet

CrescendoGradually getting louder

DiminuendoGradually getting quieter

Semibreve

4 beats

Tea LemonadeCoffee Coca-Cola Pineapple

Minim

2 beats

Crotchet

1 beats

Quaver

1/2 beat

Semiquaver

1/4 beat

Mezzo PianoMedium

Quiet

ForteLoud

PianoQuiet

Mezzo ForteMedium Loud

FortissimoVery Loud

Andante

Walking Pace

Adagio

Slow

Allegro

Fast

Presto

Very Fast

Every Green Bus Drives Fast Notes in the SPACES spell “FACE” Notes from MIDDLE C going up in pitch (all of the white notes) are

called a SCALE

Pulse: Thebeatofmusic.Everypieceofmusichasaheartbeat.It doesn’t need to be played by drums - you can ‘feel’ the beat.

Rhythm: Notes have different lengths, some long, some short. When we combine long and short sounds it creates a pattern, which is a rhythm.

Pitch: Pitch is a variation of high and low sounds. Pitch increases and decreases by step of a scale. Scales are Major and Minor.

Tempo: Tempo means the speed of the music. Music can change tempo within a piece. We describe tempo using Italian words.

Dynamics: Dynamics means the volume of the music. Music can change dynamics within a piece. We describe dynamic using Italian words.

Structure: Music is divided into sections. The order of these sections creates a structure. Song structure includes Chorus, Verse, Instrumental etc.

Texture: A single melody creates a thin sound. Adding more parts/layers creates a bigger sound. These layers can interact with each other.

Timbre:Eachinstrumenthasauniquesoundandsoundsdifferent to others. This individual sound quality is called Timbre.

The Elements of Music

E G B D F F A C E

C CCG GE EB BD DA AF F




C D E F G A B C D E F

PE 1 of 2

KPI 8: Fitness components and Principles of safe and effective fitness KPI 9 : Physical and mental well-being linked to effects of exercise

Long term effects and Benefits of Aerobic and Anaerobic Training

Effects and benefits of exercise to the Skeletal System

Adaptations to the Cardiovascular System

Effects and benefits of exercise to the Respiratory System

Aerobic benefitsHypertrophyofslowtwitchmusclefibresbenefitsmuscularenduranceIncreased myoglobin content improves oxygen supply to musclesIncreased size and number of mitochondria produces more energy aerobically

Anaerobic benefitsHypertrophyoffasttwitchmusclefibresbenefitsstrengthandpoweractivitiesIncreased strength increases the amount of force that can be appliedIncreased tolerance to lactic acid reduces muscle fatigue

Weight bearing activities lead to increased bone density which means stronger bones which means less chance of breaks/fractures or osteoporosisRegular exercise leads to stronger ligaments and tendons which means increased stability which means less likely to dislocate a joint

Healthbenefitsinclude;reducedchanceofstroke,coronaryheartdiseaseandtype11diabetesAdaptations are; increased elasticity of veins and arteries, increase in size and strength of the heart and an increase in resting stroke volumeThebenefitsoftheseadaptationsare;dropinrestingbloodpressure,reduceschancesofCHD,heartcancontractmoreforcefullyandmorebloodisejectedfromthehearteachbeatatrest, lower resting heart rate increased maximum cardiac output, increased capillarisation, increased number of red blood cells, quicker recovery rateBenefitsoftheseadaptationsare;Greatertrainingzonewithanincreasedstrokevolume,increasedoxygendeliveryandcarbondioxideremovalandmoreefficientrecoveryafterexercise

Adaptations are; increased number of alveoli, increased strength of intercostal muscles, increased strength of diaphragm, increased tidal volume and increased vital capacityBenefitsoftheseadaptationsare;moreopportunityforgaseousexchange,increasedmusclemeansmorespaceiscreatedforthelungstoinflate,anoverallincreaseinlungvolume,more air can be breathed in and more oxygen is extracted from the air breathed in ready for transport to the working muscles

2928

PRE1 of 2Islamphobia/Hate Crime

Overview

Islamophobia

Some people have blamed all Muslims for recent terrorist attacks carried out by extreme groups who say they follow the religion of Islam.

But many people say those terrorist groups have extreme beliefs of hatred and violence that have little to do with what most Muslims believe.

They say it is important not to blame a big group of people for what a small number of individuals have done.

Islamophobia can result in Muslims being targeted, whether in person or online.They can be badly treated, insulted or even physically hurt.

Many people think Islamophobia is created when a person doesn’t properly understand what Muslims do or believe, and that the best way to combat it is to have a better understanding of Muslims and Islam.

Hate Crime

A hate crime is a criminal offense that is motivated by racism, sexism, homophobia, or another type of prejudice. Hate crimes are often acts of physical violence but can also include verbal abuse or vandalism.

A crime is recognised as a hate crime when it is motivated by a prejudice towards any of the following:

· race

· religion

· disability

· transgender identity

· sexual orientation

Hate crimes are crimes which are committed out of prejudice towards any of the above characteristics ofaperson.Examplesinclude:assault;criminaldamage; harassment; murder; sexual assault; hate mail; theft.

Right Wing Extremism

Extremismreferstoasetofbeliefsandvalueswhichareconsideredtobe‘extreme’andpotentiallyharmfulto a particular group or groups of people. Views are classed as ‘extremist’ if they advocate, encourage, or promote violence and discrimination against particular groups of people.

Right-wing extremism – Focusing on the superiority of your ethic/racial/ religious group above all others to the extent that other types of people are discriminated against and / or seen as inferior.

Patriotism-thetermusedforbeingproudof,orloyalto,yourcountry.Thismightinvolve:flyingthecountry’sflag;celebratingthecountry’straditions;promotingthecountry’sinterests,andmanyotheractivities.Itmayalsoinvolvefightingforyourcountry.

Nationalism – the concept that your country is superior to all others and its people deserve better treatment and living conditions – even at the expense of people from other nations or migrants to your country.

Key Terms

Religious prejudice – having prejudice thoughts about a certain type of people because of their religious beliefs, dress and appearance.

Islamophobia – a fear of Muslims.

Discrimination – acting on your prejudices, e.g. actively doing something to favour one type of person above another.

Hate Crime - a crime motivated by racial, sexual, or other prejudice, typically one involving violence.

Inciting Racial Hatred – a crime under UK law, deliberately provoking hatred of a racial group.

Islamic Dress

Within Islam, there are debates about which clothes should be obligatory (in other words, required for Muslims to wear). The rules around modesty are open to some degree of interpretation. The word ‘hijab’ can mean ‘cover’ or ‘screen’, and some interpret this to mean that a full-body covering is appropriate, where others have interpretedthistomeanthatpartialcoveringissufficient.Insomecountries and situations, a physical screen is used to separate men from women when they are talking in the same room.In non-Islamic societies, especially Western secular countries such the UK, France, and Sweden, there is some debate around the wearing of Islamic dress for women. The debate mostly centres around the burqa as it is the most extreme form of covering, although to a lesser extent, there is debate around the niqab and hijab.

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ReligionsReligions Religions Religions Religions Religions Religions

Judaism Star of David

Synagogue Torah Ten Commandments

Abraham, Moses

Christianity Cross Church Bible Love your neighbour

Jesus Christ

Islam Star and Crescent Moon

Mosque Qur’an (or Koran)

Five pillars (Faith, Prayer, Charity, Fasting, Pilgrimage)

Muhammad (pbuh)

Hinduism Aum Mandir Vedas Ahimsa (non-violence)

Brahma, Vishnu, Shiva, Ganesh

Buddhism Wheel of Dharma

Temple Pali Canon Five precepts (avoid killing, stealing, sexual misconduct, lying and intoxication)

Buddha (Siddartha Gautama)

Sikhism Khanda Gurdwara Guru Granth Sahib Selflessserviceandequality of all

Gure Nanak, Guru Gobind Singh

Beliefs

Atheist: someone who does not believe in God

Theist: someone who believes in God

Agnostic: someone who cannot be sure of the existence of God

Monotheist: someone who believes in only one God

Polytheist: someone who believes in multiple gods

Secular: non-religious

Religions Timeline

c.2000BCHinduism is founded

c.1800BC Abraham makes

a covenant with God

c.483BCSiddharta Gautama

is born

c.1AD: Jesus Christ

is born in Bethlehem

c.571ADMuhammad

is born

c.1469ADGuru Nanak

begins teaching

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Science 1 of 4

The human gas exchange system Aerobic respiration Anaerobic respiration

• Oxygen is needed for respiration;• Carbon dioxide produced in respiration needs to be removed;Gas exchange is moving oxygen from the air into the blood, and removing waste carbon dioxide from the blood into the air.

The respiratory system contains the organs that allow us to get the oxygen we need and to remove the waste carbon dioxide we do not need:• Air passes from the mouth into the trachea (windpipe);• The trachea divides into two bronchi - one for each lung.•Eachbronchusdividesintosmallertubescalledbronchioles. • At the end of each bronchiole, there are air sacs (alveoli) • The alveoli increase the surface of the lungs.

• Increase surface area of lungs;• Moist, thin walls (just one cell thick);• A lot of tiny blood vessels called capillaries

The gases move by diffusion (from a high concentration to a low concentration):• oxygen diffuses from the air into the blood;• carbon dioxide diffuses from the blood into the air.

• Ventilation is another word for breathing;• It involves movements of the ribs, intercostal muscles and diaphragm to move air in and out of the lungs:• inhale – breathing in; exhale – breathing out;

Energyisneededfor:• growth and repair• movement• control of body temperature in mammals/birds

The equation for aerobic respiration is:glucose + oxygen –> carbon dioxide + water

• Glucose and oxygen react to produce carbon dioxide and water and release energy;• It is aerobic respiration because oxygen is used;• Respiration happens in all living cells, including plant and animal cells;• Takes place in the mitochondria of the cell;•Energyisreleasedfromglucose;• Do not confuse respiration with breathing (which is called ventilation).

In humans:The equation for anaerobic respiration in humans is:glucose –> lactic acid• Lactic acid builds up in the muscles; • Causing pain and tiredness (fatigue);• Can lead to cramp;• Lactic acid is broken down when you start aerobic respiration again.

FermentationThe equation for anaerobic respiration in yeast is:glucose –> ethanol + carbon dioxide• Anaerobic respiration happens in microbes (eg bacteria);• They need to release energy from glucose;• Yeast (unicellular fungi) can carry out an anaerobic process called fermentation;•Ethanol(alcohol)isproduced;• The ethanol is used to make beer and wine;• The carbon dioxide helps bread rise.

Impact of exercise - exercise causes an increase in:• breathing rate;• tidal volume (volume of air breathed in/out in one breath);

Regular exercise can increase the:• strength of the diaphragm and intercostal muscles;• vital capacity (volume of air that can be forcibly exhaled after inhaling fully).

Features of the alveoli

Ventilation

9BB Biological systems and processes

Aerobic Anaerobic

Needs oxygen? Yes No

Needs glucose? Yes Yes

Product(s) formed Carbon dioxide and water Lactic acid

Energy released More Less

Science 2 of 4

9BB Biological systems and processes

SmokingSmoking is very harmful to health. Smoke contains harmful substances. These include:• tar• nicotine• carbon monoxide

Tar• causes cancer of the lungs, mouth and throat;• coats the inside of the lungs causing coughing; •damagesthealveoli,makinggasexchangedifficult.

Smoke• Cells in the trachea, bronchi and bronchioles produce mucus;• Mucus traps dirt and microbes;• Cells with cilia move the mucus out of the lungs;• Smoke and tar damages the cilia;• Smokers cough to move the mucus and are more likely to get bronchitis.

Nicotine• Nicotine is addictive;• Nicotine increases heart rate and blood pressure, and makes blood vessels narrower; • This can lead to heart disease.

Carbon monoxide• Carbon monoxide takes the place of oxygen in red blood cells;• This reduces amount of oxygen that the blood can carry;• It means the circulatory system has to work harder, causing heart disease.

Smoking and pregnancy

Drugs Stimulants

DepressantsAsthma

Smoking can damage the foetus during gestation. For example, it can:• increase the risk of complications in pregnancy and birth;• make it less likely to have a healthier pregnancy and a healthier baby• increase the risk of stillbirth; • make it more likely to be born too early;• be more likely to be born underweight.

Drugs are a substance that has an effect on the body.They can be:• medicines are drugs that treat pain or disease;• recreational drugs are taken because people like the effects they have on their bodies.

• Some recreational drugs are legal, eg caffeine, tobacco & alcohol;• Most recreational drugs are illegal, eg cannabis, ecstasy and heroin;•Recreationaldrugscanbeclassifiedasadepressant or a stimulant;• Most recreational drugs can be addictive.

Stimulants speed up messages in the brain and along the nerves. Legal Stimulants• Nicotine and caffeine are legal stimulants;• Caffeine is found in cola drinks, coffee and tea; • Caffeine makes you feel more alert, but it can cause insomnia (difficultyinsleeping),headachesandnervousness;

Illegal Stimulants• Cocaine, ecstasy and amphetamines are all illegal stimulants;• Cocaine, ecstasy and amphetamines make you feel more energeticandconfident,butdamagetheliver and heart;• They cause loss of memory and concentration, and increase risk of mental illness;

Depressants slow down messages in the brain and along the nerves;• alcohol, heroin and solvents are depressants

Here are some of the typical effects depressants have on the body:• feelings of well-being;• lowered inhibition;• slowed thinking;• slowed muscular activity;• a distorted view of the world, or hallucinations.

Long-term effects of depressants:• damage to the liver, brain and heart;• alcohol can cause weight gain;• solvent abuse causes a rash around the nose and mouth;• loss of memory and concentration;• increased risk of mental illness.

• Any drug that is misused can cause damage to the body, as well as personal and social problems.• Injecting drugs with syringes that someone else has used may lead to diseases such as HIV and hepatitis.

• Asthma affects the bronchioles;•Airwayscanbecomeinflamed,swollenandconstricted (narrowed);• excess mucus is produced.

During an asthma attack:• the lining of airways becomes inflamed;•fluidbuildsupintheairways;• muscles around bronchioles contract, which constricts airways.

Symptoms are:• wheezing, tight chest and difficulty breathing.• treated using drugs called relievers which relax and open up the airways.

Relievers are often administered using an inhaler, to breathe the medicine in directly into your lungs.

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Science 3 of 4

Joints The Skeleton

• Most joints allow parts of the skeleton to move;• The human skeleton has joints called synovial joints.

• Bone is a living tissue with a blood supply. • It is constantly being dissolved and formed• It can repair itself if a bone is broken.• Calcium and other minerals make bone strong butslightlyflexible.

Four functions of the skeleton:

1) Support the body The skeleton supports the body. For example, without a backbone we would not be able to stay upright.

2) Protection of vital organs• the skull protects the brain• the ribcage protects the heart and lungs• the backbone protects the spinal cord

3) Movement• Bones are linked together by joints;• Some are fixed joints – eg in the skull;• Some are flexible joints – eg the knee;• Muscles move bones attached by joints.

4) Making blood cellsTwo main types of blood cell:• red blood cells, which carry oxygen;• white blood cells, which destroy harmful microbes (pathogens);• Both are made in the bone marrow - soft tissue inside large bones protected by the hard part of the bone around it.

Muscles and movement• Muscles work by getting shorter - they contract;• Muscles are attached to bones by strong tendons. • During muscle contraction, it pulls on the bone, moving it.

Antagonistic muscles• Muscles can only pull, they cannot push;• Muscles work in pairs, called antagonistic muscles;

Your elbow joint has two muscles that move your forearm up or down. These are the biceps and the triceps:• to raise the forearm, the biceps contracts and the triceps relaxes;• to lower the forearm again, the triceps contracts and the biceps relaxes.

• Muscles exert a force on bones when they contract. • You could work out the force exerted by the biceps muscle using the idea of moments. • The way in which muscles and bones work together to exert forces is called biomechanics.

The synovial joint• The ends of the bones in a joint are covered with a tough, smooth substance called cartilage. •Thisiskeptslipperybyaliquidcalledsynovialfluid.• Tough ligaments join the two bones in the joint;• If two bones moved against each other, without cartilage they would eventually wear away;• This is called arthritis.

9BB Biological systems and processes Science 4 of 4

Structure of DNA

Structure of Chromosomes, DNA and genes

Genetic information is passed from one generation to the next.

This is called heredity and why we resemble our parents.

The genetic information itself is contained in a complex molecule called DNA.

Scientists worked out the structure of DNA in the 1950s.RosalindFranklinmade‘X-raydiffraction’images of DNA.

Watson and Crick were able to work out how DNA was arranged.They worked out that:• DNA has two strands;• the strands are twisted to form a double helix;• the strands are held together by bonds between base pairs.

The DNA in all of your cells is approximately two metres long, except for:• Red blood cells which have none;• Sperm or eggs only have about one metre.

• It is coiled into structures called chromosomes. • Chromosomes are found in the nucleus of each cell.

• Human body cells each contain 23 pairs of chromosomes;• Half of which are from each parent;• Human gametes (eggs and sperm) each contain 23 chromosomes;• When an egg is fertilised by a sperm, it becomes a cell with 23 pairs of chromosomes;• We each have half of our chromosomes and DNA come from each parent;• DNA makes up genes, which makes up chromosomes. • One copy of all your chromosomes is called your genome.

James Watson and Francis Crick used information from one of her images to work out a model for the structure of DNA.

Work by Maurice Wilkins, a colleague of Franklin, supported their model.

Key terms Definition

Base Pairthe pair of nitrogenous bases that connects the (complementary) strands of DNA;

Bond the chemical link that holds molecules together;

Chromosome strands of DNA;

DNADeoxyribonucleic acid. The chemical carrying the genetic code;

Double helix the shape of DNA molecule, two strands twisted in a spiral;

Genea section of DNA which we inherit from our parents, and which controls part of a cell's chemistry (protein production);

Hereditygenetic information that determines an organism's characteristics, passed on from one generation to another.

Nucleuscontrols what happens inside the cell, and contains chromosomes

3534

Food 1 of 1

What words will I need to know?

Sausage Rolls

Victoria Sandwich Cake

Chicken Wings

Quiche Lorraine

Meatballs & Ragu Sauce

Knife skills

Marinating

Simmering

Baking

Frying

Cooking

Pastry rolling

Time of year

Skills of staff

Type of provision

Finance

Client base

Customer needs - nutritional and organoleptic

Planning- sequencing and timing

Packaging, sustainability

Food Technology Textiles 1 of 1

Portrait Delicate

Line Fabric

Layered Shape

Embroidery Pattern

Sewing Collage

Collage describes both the technique and the resulting work of art in which pieces of paper, photographs, fabric and other materials are arranged and stuck down onto a supporting surface.

Embroideryisthecraftofdecorating fabric or other materials using a needle to applythread.Embroiderymay also incorporate other materials such as beads and sequins.

Sue Stone is a contemporary Textiles artist. Using hand and machine embroidery as a means of mark making, her inspiration is drawn from subjects both past and present, all with some connection to her own life and environment.

Embroidery stitches• Running stitch• Backwards stitch • Cross stitch• Chain stitch• French Knot• Blanket stitch• Straight stitch• Whipping stitch• Straight stitch• Couching• Lazy Daisy

A01 A02 A03 A04

Research Development Drawing Final piece

Sue Stone

Keywords

3736

Notes Notes

PB38130647

Knowledge Organiser 2 - Irlam & Cadishead Academy

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