Nottingham Theatre Royal423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/wp-content/up… · Principal’s Reading w/b 25th Nov elieve at BBA The Fight for Freedom of the Press ^In

Year 10

Autumn 2 Knowledge Organiser

Brimming with history, the Theatre Royal is not only a city centre landmark but also one of the most beautiful Victorian theatres

in Britain.

Built in 1865 by two successful Nottingham brothers, William and John Lambert, the new Theatre Royal’s elegant façade and

opulent interior were widely admired. Thirty years later, in 1897, renowned architect Frank Matcham transformed the original

auditorium, stage and backstage facilities, leaving the venue’s iconic columned portico as the only remaining original feature.

The Theatre Royal Nottingham is considered one of the best surviving examples of Matcham’s work.

On 6 October 1952, Agatha Christie opened The Mousetrap at the Theatre Royal Nottingham, her ‘lucky theatre’, prior to the

West End. Little did anyone anticipate that this production would become the longest-running play in theatre history.

In 1978, the Theatre Royal re-opened following a £5million refurbishment, boasting a stunning green and gold 1,186-seat

auditorium and remodelled foyers. Today, the timeless beauty of Nottingham’s Grand Old Lady continues to ‘wow’ and she

remains a vital and much-cherished part of our community.

Nottingham Theatre Royal

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Subject: Geography

Subject: History

Subject: French

Subject: GCSE Computer Science

Subject: Design Technology

Subject: Food Technology

Subject: Art and Design

Subject: Drama

Subject: Hair and Beauty

Subject: OCR Sports Science

Subject: Childcare

Subject: DIT

Subject: Citizenship

Subject: Business

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Contents

Timetable

Reading Log

Principal’s Reading 4th Nov




Principal’s Reading 2nd Dec

Principal’s Reading 9th Dec

Principal’s Reading 16th Dec

Power writing template

Subject: English Language

Subject: English Literature

Subject: English Literature

Subject: Maths

Subject: Biology

Subject: Chemistry

Subject: Physics

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Timetable Believe at BBA Year 10 Monday Tuesday Wednesday Thursday Friday

w/b 4th Nov

Citizenship

200 word challenge Maths Principal’s Reading Option 2 OCR Sport

Science Option 1 French/History/

Geography English Language English Literature

w/b 11th Nov

Citizenship



Geography English English Literature

w/b 18th Nov

Citizenship




w/b 25th Nov

Citizenship




w/b 2nd Dec

Citizenship




w/b 9th Dec

Citizenship




Citizenship


w/b 16th Dec



ALL WEEKS

20 mins reading of your own

book

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book



book



book



book


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Believe at BBA

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Principal’s Reading

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Believe at BBA Principal’s Reading w/b 4th Nov

What is Remembrance Day?

Remembrance Day is a memorial day which takes

place every year so that countries in the

Commonwealth can remember members of the

armed forces who have lost their lives serving their

country.

When is Remembrance Day?

Remembrance Day is always 11th November

(11/11). It was on the 11th hour of the 11th day of

the 11th month, that combat in World War 1 came

to an end in 1918.

Remembrance Day has been observed since 1919.

Why do we wear poppies on Remembrance Day?

The poppy was one of the first flowers to bloom on

the battlefields of Flanders during World War 1.

Their bright red colour symbolised the blood shed

during the horrific conflict, but also the hope of

new life, and the poppy became the symbol of

Remembrance Day.

The Remembrance Poppy has been used as a

symbol since 1920. Today, poppies are worn on

clothing in the days leading up to Remembrance

Day, and poppy wreaths are placed on war

memorials. This is why Remembrance Day is often

known as Poppy Day.

In the UK, poppies can be bought from The Royal

British Legion Poppy Appeal. The money raised

goes to help veterans of the armed services.

What is Remembrance Sunday?

Remembrance Sunday is always the second Sunday

in November, the Sunday closest to Remembrance

Day (Armistice Day). Many ceremonies are held

across the UK to remember those who gave their

lives during World War 1, World War 2 and later

conflicts.

The National Service of Remembrance takes place

on Remembrance Sunday at the Cenotaph (war

memorial) at Whitehall, London. The Queen lays a

wreath and other tributes are also placed. The

event is televised.

A two minute silence is traditionally held at 11

o’clock on both Remembrance Day and

Remembrance Sunday.

Why do we have Remembrance Day?

Remembrance Day is an opportunity to pay respect

and honour to those who lost their lives serving

their country. It also gives the public a chance to

remember family and friends who lost their lives

fighting in wars. Finally, it gives people a chance

to consider the cost of war.

Why do some people wear white poppies or

purple poppies?

White poppies are worn by pacifists (those people

who oppose all conflict and war) as a way of

promoting peace. Purple poppies are produced by

a charity called Animal Aid and remind people that

animals also lose their

lives during wars.

Remembrance Day

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Every year around the beginning of November they come out again to be worn proudly; the red poppies that remind us of those who lost their lives fighting in the First World War and in conflicts since. Sometimes, however, there are also a few white poppies to be spotted. However, since they are still quite controversial and not many dare to wear the white poppy publicly, we thought we would try to explain a little about this symbol of peace.

But what does the white poppy stand

for?

Just like the traditional red poppy, the

white poppy is worn to commemorate

those who died in war. The main

difference is that while the red poppy

mainly commemorates the soldiers who

lost their lives while the white

poppy remembers all the victims of war

and wishes for an end to all wars. It

aims to emphasise peace as the only

desirable outcome. The Peace Pledge

Union, who sell the white poppies,

explain:

The White Poppy symbolises the belief that there are better ways to resolve conflicts and reject killing fellow human beings for whatever reason.

Some supporters of the white poppy also say that the red poppy has become too political for them, as a way to glorify and justify wars.

The white poppy as a symbol of peace

carries a huge importance, especially if

The White Peace Poppy, a brief history?

http://www.ppu.org.uk/

http://www.ppu.org.uk/

http://www.bpec.org/index.php/news-views/140-the-white-peace-poppy-why-the-controversy

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Retribution First a reminder of the basic argument behind

retribution and punishment:

all guilty people deserve to be punished

only guilty people deserve to be punished

guilty people deserve to be punished in

proportion to the severity of their crime

This argument states that real justice requires

people to suffer for their wrongdoing, and to

suffer in a way appropriate for the crime.

Each criminal should get what their crime

deserves and in the case of a murderer what

their crime deserves is death.

Many people find that this argument fits with

their inherent sense of justice.

It's often supported with the argument "An

Deterrence Capital punishment is often justified with

the argument that by executing convicted

murderers, we will deter would-be

Some proponents of capital punishment

argue that capital punishment is beneficial

even if it has no deterrent effect.

eye for an eye". But to argue like that

demonstrates a complete misunderstanding

of what that Old Testament phrase actually

means. In fact the Old Testament meaning of

"an eye for an eye" is that only the guilty

should be punished, and they should

punished neither too leniently or too

severely.

The arguments against retribution

Capital punishment is vengeance rather

than retribution and, as such, is a morally

dubious concept

The anticipatory suffering of the

criminal, who may be kept on death row for

many years, makes the punishment more

severe than just depriving the criminal of life

That's certainly true in the USA, but delay is

not an inherent feature of capital punishment;

some countries execute people within days of

sentencing them to death

Some people are prepared to argue against

retribution as a concept, even when applied

fairly.

murderers from killing people.

The arguments against deterrence

The statistical evidence doesn't confirm

that deterrence works (but it doesn't show

that deterrence doesn't work either)

Some of those executed may not have

been capable of being deterred because of

mental illness or defect

Some capital crimes are committed in

such an emotional state that the perpetrator

did not think about the possible

consequences

No-one knows whether the death

penalty deters more than life imprisonment

Deterrence is most effective when the

punishment happens soon after the crime -

to make an analogy, a child learns not to put

their finger in the fire, because the

consequence is instant pain.

The more the legal process distances the

punishment from the crime - either in time,

or certainty - the less effective a deterrent

the punishment will probably be.

Cardinal Avery Dulles has pointed out

another problem with the deterrence

argument.

http://www.bbc.co.uk/ethics/capitalpunishment/against_1.shtml

http://www.bbc.co.uk/ethics/capitalpunishment/against_1.shtml

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The Fight for Freedom of the Press

“In Mexico, ‘It’s Easy to Kill a Journalist’” — The New York Times

“Police illegally obtained journalist’s phone records under new metadata retention regime” — The Sydney Morning Herald

“Donald Trump attacks US media at 100-day Pennsylvania rally” — The BBC

Each week brings more evidence of how freedom of the press is being eroded in all parts of the world. It is, therefore, no surprise to read that this year’s surveys of press freedom paint a dark picture of the global situation. “Media freedom is under threat now more than ever,” according to Reporters ‘Without Borders’ 2017 World Press Freedom Index. Freedom House’s Freedom of the Press 2017 report declared:

Evidence for the threats to press freedom commonly includes the

number of journalists killed, imprisoned and exiled. Since 1992, the

Committee to Protect Journalists (CPJ) has recorded 1236 confirmed

deaths. These are cases where CPJ is “reasonably certain that a

journalist was murdered in direct reprisal for his or her work; was

killed in crossfire during combat situations; or was killed while

carrying out a dangerous assignment such as coverage of a street

protest.” In 2016, the CPJ reported 259 journalists were jailed

worldwide and 452 journalists had been forced into exile in the last

six years. The geography of danger for journalists includes war

zones like Syria, Iraq, Afghanistan and Libya, as well as countries

suffering internal violence like Mexico, the Philippines, Colombia

and Russia.

Censorship is another indicator of declining press freedom, and

governments and others are finding new ways to promote

repression, many of which compromise the necessity of an open

internet. The CPJ analyses countries to determine their status using

a series of benchmarks, including:

the absence of privately owned or independent media,

blocking of websites,

restrictions on electronic recording and dissemination,

licence requirements to conduct journalism,

restrictions on journalists’ movements,

monitoring of journalists by authorities,

jamming of foreign broadcasts, and

blocking of foreign correspondents.

The resulting list of the 10 Most Censored Countries includes

Eritrea, North Korea, Saudi Arabia, Ethiopia, Azerbaijan, Vietnam,

Iran, China, Myanmar, and Cuba.

Where are photographers and visual journalists in this

global picture?

Many have been killed while doing their work. A number of

photographers have also been detained without good reason for

too long a time. The Reporters ‘Without Borders’ lists three

photographers imprisoned in Bahrain, one in China and three in

Egypt. In Egypt, the case of Mahmoud Abu Zeid (also known as

Shawkan), imprisoned since August 2013, is the best known.

While long-term detention is rare in democracies, there are still

significant cases of journalists being threatened, as the latest

Reporters ‘Without Borders’ report makes clear:

In Spain, a magazine photographer was fined in April 2016 for

posting a photo of a policeman arresting a woman on Twitter. The

fine was imposed under the Protection of Citizen Security Law, one

of the aims of which is to protect the image of the Spanish police,

restricting the right to demonstrate and limiting the rights of

journalists to gather and disseminate information.

In France, there were restrictions on the media’s coverage of

the dismantling of “The Jungle” encampment for refugees in Calais.

Several photographers and reporters were taken into police custody

while making reports about migrants, both there and on the Italian

border.

During the 2016 protests against a new labour law in France,

videos show that people filming or photographing demonstrations

were deliberately beaten. Many reporters said their press armbands

turned them into targets instead of protecting them.

How can the fight for the freedom of the press be best pursued?

It is true, if trite, to say there are no easy answers. Constant

vigilance and constant coverage of the issues, especially in our own

countries of residence and work, is the first necessity. Joining and

supporting the advocacy groups working in this area is another step.

Working with the coalition calling for the appointment of a

“journalists’ protector” with the position of special representative

to the United Nations secretary-general for the safety of journalists

is important too.

We recognise there are many issues related to press freedom to be

addressed in Indonesia itself, including media access and freedom in

West Papua. We’ll be making clear that quality visual journalism

helps provide accurate and independent reporting. Accurate and

independent reporting is what distinguishes a free press. And a free

press is the vehicle that secures freedom of speech.

https://www.nytimes.com/2017/04/29/world/americas/veracruz-mexico-reporters-killed.html

http://www.smh.com.au/federal-politics/political-news/police-illegally-obtained-journalists-phone-records-under-new-metadata-retention-regime-20170428-gvutjx.html

http://www.bbc.com/news/world-us-canada-39760283

https://rsf.org/en/news/2017-press-freedom-index-ever-darker-world-map

https://rsf.org/en/news/2017-press-freedom-index-ever-darker-world-map

https://freedomhouse.org/report/freedom-press/freedom-press-2017

https://cpj.org/killed/

https://cpj.org/killed/

https://cpj.org/imprisoned/2016.php

https://cpj.org/imprisoned/2016.php

https://cpj.org/exile/

https://www.cpj.org/2017/04/introduction-the-new-face-of-censorship.php

https://www.cpj.org/2017/04/introduction-the-new-face-of-censorship.php

https://cpj.org/2015/04/10-most-censored-countries.php

https://www.nytimes.com/2016/11/23/world/middleeast/jailed-by-egypt-honored-for-his-photojournalism.html

https://rsf.org/en/journalism-weakened-democracys-erosion

https://rsf.org/en/news/rsf-condemns-police-violence-against-journalists-during-demonstrations

https://rsf.org/en/news/rsf-condemns-police-violence-against-journalists-during-demonstrations

https://rsf.org/en/news/international-coalition-urges-un-appoint-journalists-protector

https://medium.com/@UN

https://www.hrw.org/news/2017/04/25/indonesia-journalists-under-assault

https://www.ifex.org/indonesia/2016/12/15/press_west_papua/

https://www.ifex.org/indonesia/2016/12/15/press_west_papua/

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Believe at BBA Principal’s Reading w/b 2nd Dec

Diversity is Britain’s Greatest Strength

It’s time for politicians to unlock the huge, untapped

potential of our diverse, multicultural society – and

confound those who seek to divide us.

British politicians of all persuasions used to promote

diversity as one of the jewels in the crown of our

society. Diversity was viewed as a visible indication of

the vibrancy of an inclusive, multicultural society,

something to be celebrated and reflected throughout all

levels of society. In reality however, vested interests

mean our society is still ruled by elites and inequality is

entrenched. The desire to concentrate power and

influence in the hands of a small circle chokes the dream

of a diverse, meritocratic system of social progression.

The town that pioneered multiculturalism

Horrific terrorist attacks perpetrated by British citizens

whose hearts resided elsewhere reinforce the idea that

multiculturalism itself is under siege. And last year’s

referendum result had already appeared to signal that

multiculturalism was no longer desired by a majority of

the nation.

Yet diversity is necessary for the legitimacy of any

representative democracy. Over the years we have seen

low levels of voter participation and poor engagement

among minorities and other overlooked groups. Women,

black and minority ethnic communities, young people or

those with disabilities – huge swaths of the electorate

have felt uninspired to exercise their right to suffrage.

This is in part because those representing the population

have not reflected us in terms of ethnicity, gender,

disability, class and sexual orientation. This failure has

narrowed our political perspectives; if politicians are

from similar backgrounds, and have similar experiences

and outlooks, they begin to look unfamiliar to many of

those they represent. That in turn causes people to

disengage from politics.

But if we let extremists, who don’t believe in democracy

and an inclusive society, persuade us through acts of

violence that multiculturalism doesn’t work, and we turn

our backs on diversity, we become a more divided

society.

Rather than shrink from diversity we need to fully

embrace it. We should be using the best talents in

society to deal with threats such as terrorism – and

including people with experiences, skills and an

understanding beyond those of a narrow elite. Ideally,

individuals from marginalised communities where

extremism develops in the shadows would be

encouraged to share an understanding of how to tackle

its origins. However, racial and cultural inclusion is only

part of a bigger picture. We need to look at inequality as

a whole: we need more leaders who the

underrepresented can identify with.

If our politics was more reflective and representative of

the population, it would help address voter apathy and

shape the sorts of policies we desperately need

This is not an impossible feat: the US, with its history of

slavery and segregation, elected a black president with a

Muslim middle name and an African surname. We also

see further progress in Ireland, a country formerly

defined by its Catholicism, now choosing an openly gay,

half-Indian prime minister, Leo Varadkar. His

“improbable journey” is something we should all be

inspired by.

In October my first book, Diversify, will argue the case

for the social, moral and economic benefits of diversity,

while also exploring how limited we are by social

division – and provide simple steps on how to better

connect with the “other”. Researchers at Oxford

University have also compiled data on the current levels

of inequality faced by each of the “other” groups and the

statistics indicate there is still much cause for concern.

Only 4% of doctors, 6% of barristers, 11% of journalists

and 12% of solicitors come from working-class

backgrounds; women earn 14% less than men; and only

one in 16 top management positions are held by an

ethnic minority person.

But change can happen. What we need is action from

our politicians.

There is so much untapped potential: the economy that

is efficient enough to capture the talents of all those

available to contribute, and is capable of utilising all its

greatest minds, will be a model the rest of the world will

be desperate to emulate. We must not allow those who

seek to divide us to prevent us from achieving this.

Whoever wins the election, diversity must be at the top

of the agenda.

https://www.theguardian.com/commentisfree/2013/apr/22/multiculturalism-won-uk-move-on

https://www.theguardian.com/business/2017/jan/31/theresa-may-inequality-margaret-thatcher-resolution-foundation

https://www.theguardian.com/business/2017/jan/31/theresa-may-inequality-margaret-thatcher-resolution-foundation

https://www.theguardian.com/uk-news/2017/jun/04/it-was-a-rampage-witnesses-describe-horror-of-london-terrorist-attacks

https://www.theguardian.com/politics/2016/dec/14/voter-apathy-not-just-an-issue-for-cities

https://www.theguardian.com/commentisfree/2015/oct/30/britain-diversity-people-disabilities-women-race-sexuality-disabled

https://www.theguardian.com/commentisfree/2015/oct/30/britain-diversity-people-disabilities-women-race-sexuality-disabled

https://www.theguardian.com/world/2017/jun/02/leo-varadkar-becomes-irelands-prime-minister-elect

http://diversify.org/

https://www.thehrdirector.com/legal-updates/archive/business-in-the-community-report-finds-only-1-in-16-top-management-positions-held-by-bame-person/



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Believe at BBA Principal’s Reading w/b 9th Dec

Things are bad, and it feels like they are getting worse, right?

War, violence, natural disasters, corruption. The rich are

getting richer and the poor are getting poorer; and we will

soon run out of resources unless something drastic is done.

That’s the picture most people in the west see in the media

and carry around in their heads.

I call it the overdramatic worldview. It’s stressful and

misleading. In fact, the vast majority of the world’s

population live somewhere in the middle of the income scale.

Step by step, year by year, the world is improving. In the past

two centuries, life expectancy has more than doubled.

Although the world faces huge challenges, we have made

tremendous progress.

It is absolutely true that there are many bad things in this

world. The number of conflict fatalities has been falling since

the second world war, but the Syrian war has reversed this

trend. Terrorism too is rising. Overfishing and the

deterioration of the seas are truly worrisome. The list of

endangered species is getting longer. But while it is easy to

be aware of all the bad things happening in the world, it’s

harder to know about the good things. Over the past 20

years, the proportion of people living in extreme poverty has

almost halved.

Our instinct to notice the bad more than the good is related

to three things: the misremembering of the past; selective

reporting by journalists and activists; and the feeling that as

long as things are bad, it’s heartless to say they are getting

better. For centuries, older people have romanticised their

youths and insisted that things ain’t what they used to be.

Well, that’s true. Most things used to be worse. This

tendency to misremember is compounded by the never-

ending negative news from across the world.

Stories about gradual improvements rarely make the front

page even when they occur on a dramatic scale and affect

millions of people. And thanks to increasing press freedom

and improving technology, we hear about more disasters

than ever before. In the United States, the violent crime rate

has been falling since 1990. But each time something horrific

or shocking happened – pretty much every year – a crisis was

reported. The majority of people believe that violent crime is

getting worse.

My guess is you feel that me saying that the world is getting

better is like me telling you that everything is fine, and that

feels ridiculous. I agree. Everything is not fine. We should still

be very concerned. As long as there are plane crashes,

preventable child deaths, endangered species, climate

change sceptics, male chauvinists, crazy dictators, toxic

waste, journalists in prison, and girls not getting an

education, we cannot relax. But it is just as ridiculous to look

away from the progress that has been made. The consequent

loss of hope can be devastating. When people wrongly

believe that nothing is improving, they may lose confidence

in measures that actually work.

How can we help our brains to realise that things are getting

better? Think of the world as a very sick premature baby in

an incubator. After a week, she is improving, but she has to

stay in the incubator because her health is still critical. Does it

make sense to say that the infant’s situation is improving?

Yes. Does it make sense to say it is bad? Yes, absolutely. Does

saying “things are improving” imply that everything is fine,

and we should all not worry? Not at all: it’s both bad and

better. That is how we must think about the current state of

the world.

Take girls’ education. When women are educated, the

workforce becomes diversified and able to make better

decisions. Educated mothers have fewer children, and more

survive. More energy is invested in each child’s education: a

virtuous cycle of change. Ninety per cent of girls of primary

school age attend school; for boys, it’s 92%. There are still

gender differences when it comes to education in the

poorest countries, especially in secondary and higher

education, but that’s no reason to deny the progress that has

been made.

Remember that the media and activists rely on drama to grab

your attention; that negative stories are more dramatic than

positive ones; and how simple it is to construct a story of

crisis from a temporary dip pulled out of its context of a long-

term improvement. When you hear about something

terrible, calm yourself by asking: if there had been a positive

improvement, would I have heard about that? Even if there

had been hundreds of larger improvements, would I have

heard?

Hans Rosling was a Swedish physician, academic and

statistician, who died in 2017. This is an edited excerpt from

his posthumously published book Factfulness: Ten Reasons

We’re Wrong about the World.

Good news at last: the world isn’t as horrific as you think by Hans Rosling

13

Believe at BBA Principal’s Reading w/b 16th Dec

I spent St George's Day this year in Nottingham, among a large crowd bedecked

in the red and white of their national saint. "Why can't we celebrate St George?"

they asked me. "The Irish, Scots and Welsh have their national days. Why can't

we English have ours?"

The irony was obvious. No-one had suggested they couldn't. Indeed, a huge St

George's flag was draped across the town hall and police were good-naturedly

marshalling hundreds of patriots to the main square. The Lord Mayor of

Nottingham, in full regalia, had given the official send-off.

I have encountered such defensiveness many times. There is a commonly held

belief that, for all its size and influence within the union, England is treated like

an embarrassing uncle at a wedding.

It is fair to say that the politics of devolution over the past 20 years have focused

attention on the identity politics of other parts of the United Kingdom. The

appropriation of the St George's flag by elements of the far right has also

intensified squeamishness for English nationalism.

But the relationship between the people of England and the country in which

they dwell is fundamental to understanding the volatility of contemporary politics.

How proud is your area of being English?

Which part of the UK presents its greatest existential challenge? Scotland as it

tests the waters of independence? Northern Ireland with its borders buffeted by

the winds of Brexit? The nationalist flames of the Welsh dragon, perhaps?

The answer, I believe, is to be found buried in the soil of England. A quarter of

the population believe English interests should be prioritised, even if that were to

threaten the United Kingdom.

England has long been the conundrum at the heart of the union, which is why,

two years ago, I proposed the BBC should conduct a comprehensive survey of

English identity. I suggested that until we understood what England means to its

people, predicting its future would be very difficult.

The day I was due to discuss my plan with senior editors was 20 February 2016.

The meeting never took place, of course. That morning David Cameron

announced the UK would hold a referendum on our membership of the

European Union.

Almost two years later and 'The English Question' project did finally get the go-

ahead. Working with the pollsters YouGov and academics, we devised a

questionnaire on identity and belonging, to be completed by more than 20,000

people in England.

Although the focus of the research was England, we also commissioned surveys

in Scotland, Wales and in Northern Ireland to compare and contrast attitudes

across the kingdom.

Identities intertwined

All of us have multiple identities, of course. We may have a strong sense of

belonging to one nation or more than one. We may feel powerful allegiance to a

county or a city. People in England may feel English, British, something else or a

mixture.

Our survey tested the relative strengths of people's relationship with different

geographies. Its findings suggest 80% of the residents of England identify

strongly as English. But it also finds a similar proportion, 82%, strongly identify

as British.

Only small proportions said they were one but not the other. British and English

identities are intertwined; they are strands of the same national thread.

Some have suggested that the British identity is being strangled by rising English

nationalism, but that idea is not borne out by the survey.

Indeed, the British identity is felt strongly by all generations - exactly the same

proportion (83%) of both 18-24 year-olds and 50-64-year-olds report a powerful

association with Britain.

It's a strong national characteristic across almost every demographic: politics,

education, class and geography.

The English identity, however, is felt more variably.

Pride in identifying as English is weaker among the young (45%) and stronger

among the old (72%). This is the reverse of the experience in Wales where the

strength of the Welsh identity reduces with age. In Scotland, over 80% of all age-

groups say they feel strongly Scottish.

In England, Conservative voters are much more likely to say they are proud to

be English (77%) than those who support Labour (45%) and the Liberal

Democrats (42%). Among leave supporters in the Brexit referendum English

pride is 75%, among those who voted remain it is 44%.

The sharpest divide in English identity is associated with ethnicity. While 61% of

people who describe themselves as white are proud to declare their English

identity, among ethnic minorities it is just 32%. British identity is strongly felt by

three-quarters of the BME population.

The English identity emerges as more exclusive while the British identity is seen

as more inclusive. Among those who call themselves English rather than British,

only a third say the country's diversity is an important part of their identity.

Among those who describe themselves as more British than English, the figure

is two-thirds.

Better in the past?

The greatest contributors to English identity, the survey suggests, are the natural

landscape and the nation's history. The strongest image of England is a pre-

industrial bucolic nation populated by well-mannered and virtuous citizens.

People generally see England as conservative and traditional rather than liberal

and outward-looking.

There is more than a hint of nostalgia about people's sense of Englishness.

Almost three times as many of its residents think England was 'better in the past'

than believe its best years lie in the future.

In Scotland, Wales and Northern Ireland, by contrast, significantly more people

think their country's best years lie ahead rather than behind them.

So while the rest of the UK feels pretty optimistic about their prospects, England

seems particularly glum. The more English people feel, the more retrospective

they are, and English wistfulness is particularly strong among those who voted to

leave in the Brexit referendum.

England's Christian tradition is important for almost half of Leave voters, but only

29% of remain voters. Leave voters are significantly more likely to talk of

Englishness in terms of history, fair play, tolerance, plain-speaking and

friendliness than those who wanted to remain.

But not everyone is comfortable calling themselves English. Eight out of ten

people regard it is a strong part of their identity but fewer than six in ten say it is

a source of pride.

For some it is the opposite: among graduates, the young, Labour and Lib Dem

voters, remain voters, Londoners, Mancunians and Liverpudlians, roughly one

person in 10 says they would be embarrassed to describe themselves as

English.

Nevertheless, the interlaced English and British identities remain an important

part of how the people of England see themselves. For many it seems the two

are almost interchangeable, reflecting an enduring loyalty and love for the

nation, its story and its values.

Being English is more than a factual statement about place of birth or

citizenship. It is an attitude and a state of mind.

What is the National Identity?

https://www.bbc.co.uk/news/uk-england-44142843

14

Believe at BBA 200 Word Challenges

Plan your response to take the thinking out of the writing process.

This will allow you to focus on how well you are writing, rather

than what you are writing.

Power 1—your main idea

Power 2—3 supporting ideas

Power 3—details for each supporting idea

Power Plus—interesting vocabulary, devices,

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjD8NOZoPrWAhXCfxoKHRC1DSgQjRwIBw&url=https://freeclipartimage.com/article/top-82-book-clip-art&psig=AOvVaw0o-giRlJ5f9nanrZ7N6uD6&ust=1508418830995107

15

Knowledge Organiser

Subjects

16

Believe at BBA Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Shift in narration It is a shift in perspective while telling a story -- any story. The shift may be a change of location, change of narrator, change of time, etc. It's basically just any change that is important enough to be noticed.

Shift in tone Tone may shift throughout a work as the narrator's perspective changes, or as the plot becomes more complex, dramatic, bizarre, etc

Authorial voice Authorial voice refers to the voice of the author and is a part of that author's writing style.

Cyclical change A cyclical process is one in which a series of events happens ... archeological record is full of examples of such cyclical changes in intensity, ... are brilliant at providing natural sounding language for your speech and writing.

Anecdote A short amusing or interesting story about a real incident or person.

Discourse markers A word or phrase whose function is to organise discourse into segments

Climax The climax scene (or scenes) will have the highest level of conflict, the greatest tension, or the most devastating emotional upheaval.


Structure Structure refers to the order of ideas; the progression of your writing should feel smooth with similar points linked together

Section 2: Key Facts

Questions: Answers:

How many marks are available for Q3?

8

How long should you spend on Q3?

10-12 minutes

How many structural devices should you write about for Q3?

3-4 depending on time

What do you NOT do in this question, that you MUST do in all other English Language Reading questions?

You do NOT analyse language in this question. You analyse structure and explain why the writer has used these devices. What is their effect?

Why is structure important in a text?

Structure can aid meaning. It gives us a sense of what is happening when and why.

The use of direct speech is used so that… The narrative voice is significant as… The fact that it is past tense allows the writer to… The third/ first person narration creates a sense of… The contrasts created between… The continued shift in focus allows the audience to… The climax of the piece is… Structure is initially used to… One way in which structure has been used is to…

Section 3: Exam-style question

Storm Catchers by Tom Bowler The old room looked dusky but reassuringly familiar.

Behind the drawn curtains she could hear the rain lashing against the window; but at least there was no one here.

She pushed the door fully open and switched on the light. The features of the room sprang into focus: the piano, the fireplace, the armchairs, the sofa, the music stand with her

flute beside it. She walked into the room.

Tap! She jumped. It was the window. Someone must be out there, hidden by the curtains. She hurried to the

phone, picked it up and started to dial nine-nine-nine; then put it down. This was stupid. The tap wasn’t regular.

It might not be a person at all; it might be something trivial. What would Dad say if she called the police out for

nothing? She strode to the window, pulled back the curtain, and burst out laughing.

It was nothing after all. A chain from one of the hanging

baskets had broken loose and gusts were throwing it up at the window so that every so often the metal ring at the

end struck the glass. Tap! There it was again. She chuckled and reached out to close the curtain; then froze in horror. Reflected in the glass was a figure standing behind her in

the doorway.

She whirled round. It was a man, a huge man built like a bear. He wore a black oilskin top and black waterproof trousers, all gleaming wet, and blue sailing shoes. The

hood was up and fastened tight round the face, which was half-obscured by a scarf over the mouth and nose. She

took a step back.

‘Don’t hurt me. Please don’t hurt me.’ The eyes stared darkly at her. ‘What do you want?’ she said.

‘You,’ came the answer.

Topic sentences for Q3

Subject: English Language Topic: Paper 1, question 3 Year: 10 Term: Autumn 2

17

Believe at BBA

Year 10 English Paper 1, Question 3

w/b 4th November USING SECTION 1: find two pieces of fiction, one written in first person and the other written in third person. What is the

difference in effect when writing in these different perspectives? Identify at least three differences.

w/b 11th November USING SECTION 1: research other structural devices that an author might use in their writing. Create a spider diagram of

these and include a definition.

w/b 18th November USING SECTION 3: read and closely annotate the extract in section 3. identify as many structural devices as you can from

Section 1.

w/b 25th November USING SECTION 3: Write out 3 quotes from the extract in section 3 and annotate them with the structural device used and

perceptive inferences on effects.

w/b 2nd December USING SECTION 3: Write a full response to the question: How does the writer structure the extract to engage you as a

reader? Remember, this question is worth 8 marks so you need to write 2-3 SQUID paragraphs.

w/b 9th December Annotate your response to the above question. You need to show that you have included perceptive inferences, quotes and

referred to structural devices.

w/b 16th December In 5 bullet points summarise the 5 main things you have learnt from reading your knowledge organiser this half-term.

18



Capitalism Trade and industry are controlled by private owners for profit, rather than by the state

Socialism An economic system where everyone in the society equally owns the factors of production.

Allegory A story that can be interpreted to reveal a hidden meaning, typically a moral or political one.

Stave Dickens is acting as if the book is a Christmas carol, and each chapter is part of the song


Responsibility Having a duty to deal with something or of having control over someone

Miser Person who hoards wealth and spends as little money as possible.

Remorse Deep regret or guilt

Callous An insensitive and cruel disregard for others

Fate The outcome of a situation for someone or something

Redemption The action of saving or being saved from sin, error, or evil.

Ignorance Lack of knowledge or information

Want A desire to possess or do (something); wish for

Remorse Deep regret or guilt for a wrong committed

Hostility Unfriendliness or opposition

Hoard A store of money or valued objects, typically one that is secret or carefully guarded

Section 3


Questions: Answers:

How does Dickens use metaphor in the novel?

Example: hard and sharp as flint

How does Dickens use simile in the novel

Example: he iced his office in the dog-days

How is Scrooge presented at the start of the novel?

Miser, callous, ruthless, isolated, opinionated.

What is Scrooge’s relationship with Jacob Marley?

Jacob Marley is the deceased, former business partner of Ebenezer Scrooge.

Who is Fred? Scrooge’s nephew. Son of Scrooge’s dead sister.

Who was Scrooge engaged to? Belle.

Names of the three spirits who visit Scrooge?

The Ghost of Christmas Past, Christmas Present and Christmas Yet To Come.

Name the two children hidden under the Ghost of Christmas Present’s cloak

Ignorance and Want.

Who is Fezziwig? Scrooge’s former employer in his earlier years.

Name the Cratchit family Bob Cratchit, his wife, and their six children: Martha, Belinda, Peter, two smaller Cratchits (an unnamed girl and boy), and the lame but ever-cheerful Tiny Tim

What does Marley wear to represent his wasted life?

Chains, ‘I wear the chain I forged in life...The chain was made up of cash boxes...ledgers...heavy purses’

What is stolen from Scrooge after his death?

Nightshirt, curtains and coins

What is Scrooge’s typical reaction to Christmas?

Humbug.

Subject: English Literature Year: 10 Term: Autumn 2

19

Year 10 English Literature: ACC (LA)

w/b 4th November USING SECTION ONE—Choose 8 words from tier 3 and put each one into a full sentences. Use the definition to help

you.

w/b 11th November USING SECTION 2— Write a paragraph explaining the character of Ebenezer Scrooge.

w/b 18th November USING SECTION ONE—Choose the remainder of the words from tier 3 and put them into full sentences. Use the

definitions to help you.

w/b 25th November

USING SECTION 3— Fill in the character profiles of the characters of the novel.

Use at least 3 ambitious adjectives for each character.

Go onto BBC Bitesize: https://www.bbc.com/bitesize/topics/zgwyk7h

w/b 2nd December Write a SQUID paragraph explaining how Scrooge is presented (shown) as a miser through the quote

‘hard and sharp as flint’

w/b 9th December Write a SQUID paragraph explaining how Scrooge is presented (shown) as isolated through the quote

‘as solitary as an oyster’

w/b 16th December In 5 bullet points summarise the 5 main things you have learnt from reading your knowledge organiser this half-term.

20

Believe at BBA Subject: English Literature (ACC) Year: 10 Term: Autumn 2

Section 1: Key Vocabulary


Novella A short novel (story book). A

Christmas Carol is a novella.

Inference An idea or personal response you

have to something. They usually

include adjectives to describe your

thoughts and feelings.

Stave ‘Stave’ refers to the lines which

musical notes are written upon.

Dickens uses this to suggest that the

book is a Christmas carol, and each

chapter is part of the song. This

emphasises the moral message as

most Christmas carols carry Christian

moral messages.


Fate The outcome of a situation for

someone or something

Hostility Unfriendliness or opposition

Ignorance Lack of knowledge or information

Miser Person who hoards wealth and spends

as little money as possible.

Poverty The state of being extremely poor

Reformed To improve or correct, usually

behaviour or character.

Remorse Deep regret or guilt for a wrong

committed

Responsibility Having a duty to deal with something

or of having control over someone

Want A desire to possess or do (something);

wish for

Section 3: Possible exam/CAF-style

questions


Questions: Answers:

How is Scrooge presented

at the start of the novel?

Miser, callous, ruthless,

isolated, opinionated.

What is Scrooge’s typical

reaction to Christmas?

“Humbug!”

How is Scrooge presented

at the end of the novel?

As a reformed man who is

generous, loving and kind to

others.

What is Scrooge’s

relationship with Jacob

Marley?

Jacob Marley is the deceased,

former business partner of

Ebenezer Scrooge.

Who is Fred? Scrooge’s nephew. Son of

Scrooge’s dead sister.

Name the Cratchit family Bob Cratchit, his wife, and their

six children: Martha, Belinda,

Peter, two smaller Cratchits (an

unnamed girl and boy), and

Tiny Tim

Names of the three spirits

who visit Scrooge?

The Ghost of Christmas Past,

Christmas Present and

Christmas Yet To Come.

Who is Fezziwig? Scrooge’s former employer in

his earlier years.

Who was Scrooge engaged

to?

Belle.

Name the two children

hidden under the Ghost of

Christmas Present’s cloak

Ignorance and Want.

What does the Ghost of

Christmas Yet to Come

show Scrooge?

His dead body, people who

have stolen from him and his

own gravestone.

The following extract is from Stave One, when Marley’s

ghost is approaching Scrooge in his home.

After several turns, he sat down again. As he threw

his head back in the chair, his glance happened to rest

upon a bell, a disused bell, that hung in the room, and

communicated for some purpose now forgotten with

a chamber in the highest story of the building. It was

with great astonishment, and with a strange,

inexplicable dread, that as he looked, he saw this bell

begin to swing. It swung so softly in the outset that it

scarcely made a sound; but soon it rang out loudly,

and so did every bell in the house.

This might have lasted half a minute, or a minute, but

it seemed an hour. The bells ceased as they had

begun, together. They were succeeded by a clanking

noise, deep down below; as if some person were

dragging a heavy chain over the casks in the wine

merchant's cellar. Scrooge then remembered to

have heard that ghosts in haunted houses were

described as dragging chains.

The cellar-door flew open with a booming sound, and

then he heard the noise much louder, on the floors

below; then coming up the stairs; then coming

straight towards his door.

"It's humbug still!" said Scrooge. "I won't believe it."

Starting with this extract, explore how Dickens

presents Marley’s ghost in ‘A Christmas Carol’.

Write about:

How Dickens introduces the ghost in the

extract

How Dickens presents the ghost in the rest of

the novel

21

Year 10—English Literature (ACC) - Homework Tasks

w/b 4th November USING SECTION 1—Put each piece of tier 2 vocabulary into a full sentence. Use the

definition to help.

w/b 11th November USING SECTION 2—Write a paragraph, explaining the character of Scrooge.

w/b 18th November USING SECTION 3—Annotate the extract, considering the language that Dickens uses.

w/b 25th November USING SECTION 1—Put each piece of tier 3 vocabulary into a full sentence. Use the

definition to help.

w/b 2nd December USING SECTION 2—Create a diagram to explore the relationships between Scrooge and

the rest of the characters in ‘A Christmas Carol’.

w/b 9th December USING SECTION 3—Answer the example question, based on the extract.

w/b 16th December USING SECTION 3—Think about the extract that has been chosen to explore Marley’s

ghost. Which extract would you choose to explore Fred and why?

22



Circumference The distance around the outside of

a circle

Radius The distance from the centre of a

circle to its circumference

Diameter A straight line passing through the

centre of a circle from one side to

the other

Tangent A straight line touching a curve at a

single point

Chord A straight line joining two points on

the circumference of a circle

Arc A piece of a circumference

Sector A piece of a circle, bounded by two

radii and an arc

Segment A piece of a circle, bounded by a

chord and an arc

Coefficient A number which multiplies a

variable

Gradient The steepness of a line

Perpendicular At a right angle

y-intercept Where a line crosses the y-axis

Reciprocal Two numbers are the reciprocal of

each other if they multiply to 1


Substitution Putting one thing in place of

another

Simultaneous At the same time

Eliminate To remove or get rid of something

Intersection The place where two or more

objects meet

Section 3: Possible exam/CAF-style question

x² +y² = 144, what is the diameter of the circle?

Circle your answer;

12 24 72 144

The diagram shows a quarter circle with a radius

of 4.2cm

4.2cm

Work out the area of the quarter circle, give your

answer to 1d.p

At the Pantomime-

5 adult tickets and 2 child tickets cost £113.50

2 adult tickets and 2 child tickets cost £61

Work out the cost of one adult ticket.

Work out the cost of one child ticket

Subject: Maths Year: 10 Term: Autumn 2

Section 2: Key Fact/Methods/Processes/Questions

What is the formula for the

area of a circle?

Area of a circle=∏r²


circumference of a circle?

Circumference of a circle = ∏d


area of a sector?


length of an arc?

How do I work out the gradi-

ent of a straight line from

coordinate (2,5) to (8,17)?

What is the equation of a

circle with centre at the

origin and radius 5 cm?

The general equation is

x² + y² = r²

Here r=5 so the equation is

x² +y² = 25

What is the general equa-

tion of a straight line and

what do the m and c stand

for?

y=mx+c

Where m is the gradient and c is the

y-intercept

What is the gradient of the

straight line perpendicular

to y=5x+2?

The gradient is 5. So the line perpen-

dicular has gradient -1/5

What do you need to do in

order to solve simultaneous

equations by elimination?

You need to multiply one or both

equations to make one of the varia-

bles have the same coefficient

What do you need to do in

order to solve simultaneous

equations by substitution?

You need to rearrange one of the

equations to make a variable the

subject, then substitute this into the

other equation.

23

Year 10 Maths

w/b 4th November

Three chocolate bars and two bags of crisps cost £2.75

One chocolate bar and two bags of crisps cost £1.45 How much is one chocolate bar? How much is one bag of crisps?

Hegarty Maths Video Numbers: Unsure 190 Confident 191

w/b 11th November 2x-3y = 13

2x-5y = 9 Find the values of x and y.

w/b 18th November This common point for two lines meeting is called the point of intersection. What is the intersection of x+4=y and –x+2=y?


w/b 27th November x² + y² = 144 What is the radius of this circle?


w/b 2nd December

A circle has a centre labelled C. BD is the diameter of the circle. A is a point on the circumference. What is the size of angle

BAD?


w/b 9th December

A, B, C and D are joined points on the circumference of a circle. If BCD is 62° what is angle DAB?


w/b 16th December Calculate the area of a slice of pizza when the chef made all the slices with an angle of 45° and a radius of 15cm


24



Prokaryotic cell A cell that does not contain a true

nucleus so the genetic material lies free

in the cytoplasm.

Means ‘pre-nucleus.’

Eukaryotic cell A cell with a nucleus. The genetic

material is held in the nucleus.

Means ‘true nucleus.’

Chloroplast Containing chlorophyll. The sites of

photosynthesis. Found in plant cells.

Vacuole A store of cell sap. Found in plant cells.

Nucleus Controls the activity of the cell.

Contains DNA.

Microscopy Using a microscope to magnify and

observe small structures.

Diffusion The movement of particles from a high

concentration to a low concentration

Osmosis The diffusion of water across a partially

permeable membrane from a dilute

solution (high concentration of water) to

a concentrated solution (low

concentration of water).

Active Transport The movement of ions or molecules

across a cell membrane into a region of

higher concentration, assisted by

enzymes and requiring energy.


Function The job or role of an object

Structure An arrangement or organisation of parts

to form an organ, system, or living thing

Transport The act or means of moving molecules or

ions across cell a membrane or through

the bloodstream.

Section 2: Key Fact/Methods/Processes/

Questions Diffusion Particles (molecules and ions) in a liquid and a gas move continu-ously. Because of this movement, particles will spread themselves evenly throughout a liquid or a gas. If there is a situation where particles of a substance are in a higher concentration, they will move from this region to where they are in a lower concentration. This is called diffusion. Osmosis Osmosis is the diffusion of water molecules, from a region where the water molecules are in higher concentration, to a region where they are in lower concentration, through a partially permeable membrane. A dilute solution contains a high concentration of wa-ter molecules, while a concentrated solution contains a low concentration of water molecules. Active Transport Substances are transported passively down concentration gradi-ents. Often, substances have to be moved from a low to a high concentration - against a concentration gradient. Active transport is a process that is required to move molecules against a concentration gradient. The process requires energy. Osmosis RPA 1) Using the waterproof pen, label each tube with the name

of one of the solutions. Place the boiling tubes in the rack. 2) Dry a potato strip carefully by blotting it with a paper

towel. Measure its mass on the balance. 3) Place the potato strip into one of the tubes. Record the

concentration of sucrose and the mass of your strip in the results table.

4) Repeat steps 2 and 3 until all strips have been measured and placed in the tubes.

5) Carefully fill each tube with the appropriate solution, so the potato is fully covered. Leave the tubes for at least 20 minutes.

6) Use forceps to remove each porato strip from its tube, blot dry on a paper towel and measure its mass again. Record all the masses in the results table.

Subject: AQA Biology Topic: Chapter 1 Year: 10 Term: Autumn 2

Section 3: Possible exam/CAF-style questions

A student investigated the effect of different concentrations of sugar solution on pieces of potato. This is the method used. 1. Cut three pieces of potato to the same length. 2. Dry each piece on a paper towel. 3. Weigh each piece. 4. Place each piece in a different concentration of sugar solu-

tion 5. Leave all three pieces for 2 hours. 6. Remove the three pieces of potato from the solutions. 7. Dry each piece on a paper towel. 8. Measure the length and mass of each piece of potato. Figure 1 shows how the investigation was set up.

A) Why did the student dry each piece of potato before

weighing it B) What two changes would you expect in tube A? Choose 2. Breaks into pieces Decrease in hardness Decrease in size Increase in mass Increase in length C) Complete the sentences Water moves into and out of cells by a process called .

Water would move , the potato cells in the tube A. The solution outside the potato in tube A is at a , concentration than the solution inside the potato cells.

25



Atomic number The number of protons (which equals the number of electrons) in an atom. It is sometimes called the proton number.

Compound A substance made when two or more elements are chemically bonded together

Electron A tiny particle with a negative charge. Electrons orbit the nuclei of atoms or ions in shells.

Element A substance made up of only one type of atom.

Isotope Atoms that have the same number of protons but different numbers of neutrons.

Mixture When two or more elements and / or compounds are not chemically bonded and can be physically separated.

Neutron A dense particle found in the nucleus of an atom. It is electrically neutral, carrying no charge.

Nucleus (of an

atom)

The very small and dense central part of an atom that contains protons and neutrons.

Proton A tiny positive particle found inside the nucleus of an atom.


State Solid, liquid, gas, plasma.

Pure substance Contains only one substance, with no other substances mixed in .


A student used paper chromatography to investigate the

colours in different inks.

Figure 1 shows the apparatus the student used.

The student made two mistakes in setting up the apparatus.

A) Identify the two mistakes and describe each problem

the mistake would cause.

B) The student set the equipment again with no mistakes.

b) What colours are in the black ink?

c) Which ink is the most soluble? Explain your choice.

Subject: AQA Chemistry Topic: Atomic Structure and the Periodic Table Year: 10 Term: Autumn 2


The meaning of pure The word 'pure' is used in chemistry in a different way from its everyday meaning. For example, shops sell cartons la-belled as ‘pure' orange juice. The label means that the con-tents are just orange juice, with no other substances added. However, the juice is not pure in the chemical sense, be-cause it contains different substances mixed together. In chemistry:

a pure substance consists only of one element or one compound

a mixture consists of two or more different sub-stances, not chemically joined together

The substances in a mixture can be elements, or com-pounds, or both. Being part of a mixture does not change the chemical properties of the substances that are in it. Separating mixtures Mixtures can be separated by physical processes. These processes do not involve chemical reactions, and no new substances are made. Method

1. draw a pencil line across the chromatography paper, 1

- 2 cm from the bottom

2. use a pipette or capillary tube to add small spots of

each ink to the line on the paper

3. place the paper into a container with a suitable solvent

in the bottom

4. Allow the solvent to move through the paper, but

remove the chromatogram before it reaches the top 5. Allow the chromatogram to dry, then measure the dis-tance travelled by each spot and by the solvent

26



Efficiency Useful energy transferred by a device divided by total energy supplied to the device.

Specific Heat

Capacity

Energy needed to raise the temperature of 1kg of a substance by 1oC.

Wasted energy Energy that is not usefully transferred

Dissipated energy Energy that is not usefully transferred and stored in less useful ways

Work done The energy transferred by a force

Kinetic energy The energy of a moving object.

Stored energy The energy that is stored by an object.

Insulator

(thermal)

Prevent heat from escaping a container or from entering the container

Conductor

(thermal)

A material that allows energy in the form of heat, to be transferred within the material, without any movement of the material itself


Conservation Where energy or mass cannot be created not destroyed

Power The energy transformed or transferred per second. The unit of power is the watt (W).


A student investigated the change in temperature of oils of different heat capacities when heated. She set the equipment up like the diagram below. This is the method used. 1. Put 25g of oil into a boiling tube. 2. Pour 100ml of water into a beaker and heat it with a

Bunsen burner. 3. When the water is boiling, put the boiling tube into

the beaker. 4. When the temperature of the oil reaches 30oC, heat

for a further 30 seconds and record the rise in tem-perature.

5. Repeat with different oils 6. Repeat the whole investigation. A) Name 2 piece of apparatus used that are not shown

in the figure above. B) What are the independent and dependent variables

for this investigation? C) Give 2 safety precautions the student should have

taken D) Suggest one improvement to the student’s method.


Questions Specific heat capacity Heating materials When materials are heated, the molecules gain kinetic energy and start moving faster. The result is that the material gets hotter. Different materials require different amounts of energy to change tem-perature. The amount of energy needed depends on:

the mass of the material

the substance of the material (specific heat capacity)

the desired temperature change

It takes less energy to raise the temperature of a block of aluminium by 1°C than it does to raise the same amount of water by 1°C. The amount of energy required to change the temperature of a material depends on the specific heat capacity of the material. The amount of thermal energy stored or released as the temperature of a system changes can be calculated using the equation: change in thermal energy = mass × specific heat capacity × temperature change

This is when:

change in thermal energy (ΔEt) is measured in joules (J)

mass (m) is measured in kilograms (kg)

specific heat capacity (c) is measured in joules per kilogram per

degree Celsius (J/kg°C) temperature change (∆θ) is measured in degrees Celsius (°C) Method

1. Place the immersion heater into the central hole at the top of the

block.

2. Place the thermometer into the smaller hole and put a couple of

drops of oil into the hole to make sure the thermometer is sur-rounded by hot material.

3. Fully insulate the block by wrapping it loosely with cotton wool.

4. Record the temperature of the block.

5. Connect the heater to the power supply and turn it off after ten

minutes.

6. After ten minutes the temperature will still rise even though the

heater has been turned off and then it will begin to cool. Record the highest temperature that it reaches and calculate the temperature rise during the experiment.

Subject: AQA Physics Topic: Energy Year: 10 Term: Autumn 2

27

Year 10 Science

w/b 4th November 1. Using the key words write 10 sentences for Biology.

2. Using the method in Section 2 Biology: Write a risk assessment for the method provided.

w/b 11th November

1. Using the key words write 10 sentences for Chemistry.

2. Using the method in Section 2 Chemistry: Write a risk assessment for the method

provided.

w/b 18th November

1. Using the key words write 10 sentences for Physics.

2. Using the method in Section 2 Physics: identify independent, dependent, and control

variables for the required practical. Write a risk assessment for the method provided.

w/b 25th November Complete Biology exam questions in section 3.

w/b 2nd December Complete Chemistry exam questions in section 3.

w/b 9th December Complete Physics exam questions in section 3.

w/b 16th December Make a revision aid using the key information from Section 2 of Biology, Section 2 of

Chemistry and Section 2 of Physics.

28

Belong to BBA Section 1: Key Vocabulary


Convection currents Circular currents of heat in the

mantle of the earth.

Pyroclastic flow A lethal hot mixture of broken

rocks and gases that races down

the sides of volcanoes.

Andesitic lava A thick sticky lava erupted from

composite volcanoes.

Basaltic Lava Lava that is low in silica, is fluid

and flows easily.

Lithosphere Part of the Earths structure which

is made up by the crust and upper

mantle.

Asthenosphere The upper layer of the Earths

mantle in which convection

currents cause plate movement.

Super volcano A colossal volcano that erupts at

least 1000km³ of material


Earthquake A sudden and often violent shift in

the rocks forming the Earth’s

crust.

Volcano A cone shaped mountain formed

by eruptions of magma from

inside the earth.

Hotspot A section of the Earths crust

where plumes of magma rise,

weakening the crust.

Natural hazard An extreme natural event that

can cause loss of life, extreme

damage to property and disrupt

human activities.


Explain why the impacts of a sudden volcanic

eruption can vary from that of a volcano that

has been constantly erupting (4)

Secondary impacts of an earthquake are more

damaging. Assess this statement using examples

in contrasting countries (8)

Subject: Geography Topic: Tectonic Hazards Year: 10 Term: Autumn 2

Section 2a: Key Fact Questions

1. What do the terms primary and secondary impacts

mean?

2.What is liquefaction?

3. What is a tsunami?

4. What do we measure earthquakes by?

5. Name 3 primary effects of an earthquake

6. Name 3 secondary effects of an earthquake

7. Name the four major plate boundaries

8. What is the focus and the epicentre in relation to an

earthquake?

9. What does retrofitting a building mean?

10. What are fold mountains?

Section 2b: Thinking Questions

1. Write a paragraph to explain how a volcano is formed.

2. Write a paragraph that explains how convection currents

cause the tectonic plates to move.

Figure 1

Figure 2

29

Year 10 Tectonic Hazards

w/b 5th November Put at least 7 of the Tier 2 and 3 words into a full geographical

sentence, e.g. Haiti is a country prone natural hazards.

w/b 12th November Answer the question in section 3 based on figure 1. Write at least one

paragraph.

w/b 19th November Use the self assessment template to mark your own work (from week

2) and improve it.

w/b 26th November Answer the question in section 3 based on figure 2. Write at least one

paragraph.

w/b 3rd December Answer the questions in section 2a – simple, short, one or two word

answers is all you need.

w/b 10th December Write full paragraph answers to the questions in 2b. Explain your

answers using chains of reasoning's your answers.

w/b 17th December

Create a detailed mind map which summarises the tectonic Hazards

Include key information from the knowledge organiser and from your

lessons

30



Battle of Jutland May 1916. The only major sea

battle of the First World War.

Fourteen Points American President Woodrow

Wilson’s plan for ensuring peace

after the First World War.

Gallipoli Failed attempt from the Allies to

take control of the Dardanelles

Strait in the Ottoman Empire.

General Ludendorff Commander of the German army.

Hundred Days A series of campaigns from the

Allies from August to November

1918 which ended the First World

War.

RMS Lusitania British ship sunk by German

submarines on 7th May 1915.

Spring Offensive March 1918 campaign, led by

General Ludendorff, which was

supposed to push Germany to

victory.

U– Boats Name given to German

submarines. The U stands for

Undersea.


Abdicate When a King or Queen gives up

their crown

Armistice An agreement to stop the war

Blockade Preventing food and goods from

getting into a country.

Civilian An ordinary person, not a soldier.

Revolution A large change, often when people

get rid of their government..


Subject: History Year: 10 Term: Autumn 2

Section 2a: Key Fact Questions

Where were ANZAC soldiers from?

Which future British Prime Minister was in charge of the failed

campaign at Gallipoli?

How many people were killed by the sinking of the Lusitania?

Which two countries signed the Treaty of Brest Litovsk in

1917?

Why did German troops switch from the Eastern front to the

Western front in 1917?

Which country joined the war in April 1917?

Who abdicated on 9th November 1918?

When was Armistice Day?

Which group was set up as a result of Wilson’s Fourteen

Points?

Section 2b: Chains of Reasoning Questions

Write a paragraph two features of the Battle of Jutland.

Remember to give details for each feature.

Write a paragraph explaining the significance of the

sinking of the Lusitania.

Remember to think about short term and long term

impact.

Year Number of Deaths due to starvation or poor diet

1915 88,000

1916 120,000

1917 260,000

1918 294,000

This table shows the number of deaths of

German civilians (ordinary people, not soldiers).

Using the source and your own knowledge, how

useful is this source for understanding the impact

of the naval blockade on ordinary Germans?

31

Year 10 Subject History

w/b 4th November

Put at least 7 of the Tier 2 and 3 words into a full geographical

sentence, e.g. The Battle of Jutland was the only major sea battle of

the First World War.

w/b 11th November Answer the first question in Section 2b. Write at least one

paragraph.

w/b 18th November Use the self assessment template to mark your own work (from

week 2) and improve it.

w/b 25th November Answer the questions in section 2a – simple, short, one or two word

answers is all you need.

w/b 2nd December Answer the second question in Section 2b. Write at least one

paragraph.

w/b 9th December Use the self assessment template to mark your own work (from

week 5) and improve it.

w/b 16th December Answer the question in Section 3. Write at least one paragraph.

32



Je fais... I do/go...

du footing jogging

du patinage skating

de la planche à voile wind surfing

de l’escalade climbing

de l’équitation horse riding

des randonnées for walks

Je trouve ça... I think it’s...

passionnant exciting

barbant boring

Ça me donne evie de... It makes me want to...

Ça me rend... It makes me...

J’ai téléchargé... I downloaded...

J’ai horreur des... I hate/can’t stand...

Ça m’aide à

décompresser.

It helps me to relax

Ça me fait du bien It does me good

J’ai beaucoup

d’abonnés

I have lots of subscribers

Mes émissions

préférées sont...

My favourite TV

programmes are...

Je suis fan de... I am a fan of...

Depuis un moment For a while

Section 3 - Exam Style Question

Complete the text with the words listed below

Je préfère les sports ___ comme le tennis ou le golf,

mais ma soeur adore les sports d’équipe ___ le foot

ou le rugby parce qu’on ___ y jouer avec ses amis. Je

fais de l’escalade ___ trois ans car c’est ___ pour la

forme et je pense que c’est une activité passionnante

et divertissante. Dans le futur, je ___ essayer un nou-

veau sport, peut-être la planche à voile.

A vais

B aime

C individuels

D depuis

E jouer

F comme

G mauvais

H va

I veut

J bon

K peut

L car

[6 marks]

Section 2: Key Ideas

Questions: Answers: Quel est ton sport préféré? What is your favourite sport?

Mon sport préféré est… - (My favourite sport is...)

Je fais du/de la/de l’ - (I do…)

Je pratique le/la/l’ - (I practice...)

depuis x mois - (for x months)

J’aime beaucoup car c’est… - (I like it a lot because it is…)

C’est un sport qui est bon pour… - (It is a sport which is good for…)

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

Je joue du, de la, de l’ - (I play…)

Que fais-tu quand tu es connecté(e)? What do you do online?

Je fais beaucoup de choses - (I do lots of things)

Je fais des quiz - (I do quizzes)

Je fais des recherches pour mes devoirs - (I do research for my homework)

Je fais des achats - (I online shop)

Est-ce que tu aimes les réseaux sociaux? Do you like social media?

Je suis passionné(e) de… - (I am passionate about…)

Une chaîne YouTube - (a YouTube channel)

Je suis technophobe - (I am a technophobe)

Quelles sont tes habitudes de lecture? What are your reading habits?

Quand j’avais X ans, je lisais… - (When I was x, I used to read…)

Maintenant, je lis… - (Now I read...)

Subject: French Topic: Free Time Year: 10 Term: Autumn 2

33

Year 10 French

w/b 4th November Learn the French meanings and spellings of the first 10 words in section 1 (Je fais – barbant) for a vocab check in your first

lesson after your homework day.

w/b 11th November Use the Quel est ton sport préféré? part of section 2 to write at least 5 sentences describing your favourite sport in French.

w/b 18th November Learn the French and English meanings and spellings of the last 10 words/phrases in section 1 (ça me donne envie de—

depuis un moment) for a vocab check in your first lesson after your homework day.

w/b 25th November Complete the task in section 3, by choosing the correct word for each gap. Use section 1 and 2 for help if needed.

w/b 2nd December Translate the text from section 3 into English. (It should now be a complete text with the gaps filled from last week).

w/b 9th December

Create a power plan in French to answer the following bullet points:

Que fais-tu quand tu es connecté(e)?

Est-ce que tu aimes les réseaux sociaux?

w/b 16th December Write a paragraph discussing your reading habits and which instruments you play in French.

34

Believe at BBA Section 2: Key Fact/Methods/Processes/Questions

Questions: Answers:

What is a star topology?

A network layout with a switch at the centre connected to nodes by individual cables.

What are the adv. / disadv. of a Star network topology? E.g. School network

Computers are connected to a central switch with one cable each. This means that the bandwidth is good and it is cheap and simple to install. If one computer fails no others are affected. Commonly used in LANs. If the switch fails all connections are affected. It requires a lot of cable

What is a mesh (partial mesh) topology?

All nodes are connected to all other nodes (full mesh). Partial mesh means only some nodes are connected to all nodes, some are not, e.g. network printer connected to a server and shared.

What are the adv. / disadv.of a Mesh network topology? E.g. wifi

Switches (LAN) or routers (WAN) connected by multiple cables so there is more than one route to the destination. e.g. The Internet. More resilient to faults Due to the extra connections, more cable and network hardware is needed which increases cost.

What are adv./ disadv. of the 2.4Ghz WiFi frequency?

2.4 Ghz has a greater range than 5GHz. It is supported by more devices as it has been available for longer. It is slower than 5GHz It is more susceptible to collisions because there are fewer channels (13) Interference from fridges, microwaves, baby monitors etc

What are adv./ disadv.of 5GHz WiFi frequencies?

It has the highest speed. There are fewer collisions due to many more channels (24) Less interference due to higher frequency Because it is newer, fewer devices support it. It has a shorter range than 2.4 Ghz

Section 1: Key Vocabulary Tier 3

vocabulary Definition

WiFi

Wireless connection to a network. Requires a wireless access point (WAP) or router. Data is sent on a specific frequency band. Each frequency is called a channel.

Frequency

Wifi uses 2 frequency bands to send and receive data, 2.4GHz and 5GHz. This is the frequency that the radio bands.

Channels Both wifi frequency bands are divided into a number of smaller channels

Encryption

Encoding readable data (plaintext) into unreadable data (ciphertext). Only the intended recipient can decode the data using a key. Protects communications from hackers.

Ethernet

A standard for networking local area networks using protocols. Frames are used to transmit data. A frame contains the source and destination address, the data and error checking bits. Uses twisted pair and fibre optic cables. A switch connects computers together.

Node A connection point in a network, could be a PC, printer, server, switch, router, TV, smartphone etc

IP Address(Internet Protocol)

A unique string of numbers separated by full stops that identifies each computer. Assigned by the network, so can change. E.g. 192.168.1.1 (Each number can be up to 255)

MAC Address (Media Access

Control)

A unique identifier assigned to network interfaces for communications at the data link layer. MAC addresses are used for most network technologies. Cannot be changed. E.g. 30-65-EC-6F-C4-58 Each value is in hex.

Protocol A set of rules that allow 2 devices to communicate.

LAN (Local Area Network)

A number of computers connected together in a small geographical area (<5miles). Wired with UTP cable, fibre optic cable or wireless using routers and Wi-Fi access points.

WAN (Wide Area Network)

Large geographic area. Infrastructure is hired from telecommunication companies who own and manage it. Connected with telephone lines, fibre optic cables or satellite links.

Topology The way that nodes are connected together. Star, mesh and partial mesh) are in the exam.

Need Help? http://bit.ly/2n9sLQi CGP p21-30


questions

1. Explain the purpose of: a) A MAC Address[2] b) An IP Address[2] c) When data is sent from one computer to

another across the internet it is split into packets. Give four items that will included in each packet in addition to the data[4]

2a) When two computers on a network communicate, they have to use the same protocol. What is meant by a protocol?[1]

a) State three items that may be included in a transmission protocol.[3]

b) Suggest which protocol would be used in each of the following situations: (i) Making a payment securely when purchasing something over the internet[1] (ii) Transferring a file to another computer using a wide area network[1] (iii) Transferring an email from one mail server to another mail server[1]

d) Sensitive data may be encrypted before being transmitted to prevent a hacker from being able to read it. Using a simple Caesar cipher, in which a letter is replaced with a letter further along the alphabet, the word FUN maybe encrypted as GVO. Using a shift key of 3, write the word FLY in ciphertext.[1]

3. The TCP/IP protocol is commonly used when transmitting data across the internet. It consists of four layers.

a) Explain the concept of layers[4] b) Name and explain the function of two layers

in a layered protocol. [4] c) What is the advantage of layering?[2] 4. a) WPA2 is a type of encryption used in b) wired networks c) Wireless networks

Subject: OCR GCSE Computer Science Topic: HT2 1.5 Network topologies, protocols and layers (1) Year: 10 Term: Autumn 2

35

Believe at BBA Subject: OCR GCSE Computer Science Topic: HT2 1.5 Network topologies, protocols and layers (1) Year: 10 Term: Autumn 2

Section 1: Key Vocabulary Tier 3 vocabulary

Definition

NIC Network interface card. Internal hardware device used to connect a node to a network using transmission media.

Router Hardware device that connects one network to another, e.g. a home local area network to the internet.

Switch Hardware device that creates a list of attached nodes and direct data packets only to the intended node.

Transmission Media

The physical cable that connects the NIC to another NIC or switch. Could be made from coax cable (slowest), UTP (twisted pair cable, aka CAT 5, 6 or 7), or fibre optic (fastest)

Transmission speed

The number of bits per second that can be transmitted between two nodes. Usually measured in megabits per second (Mbps), not megabytes per second (MBps)

Bandwidth This is the total amount of data that can be transmitted across a network in one second.

Server

A piece of software run on a device that is designed to transmit and receive a specific type of data from authorised nodes.

Client A device that send requests to a server and receives specific types of data.

Peripheral

A device that is externally connected to a system. On a network this could be network attached storage (NAS) or a networked printer.

Layer A part of the TCP/IP protocol responsible for a small part of the process

Collision

When 2 nodes try to communicate at the same time a collision occurs. The TCP/IP protocol fixes this by causing each nodes to wait a random length of time before retrying their communication.

Packet

Data transmitted across a network is too large to be sent in one go, so it is broken into lots of smaller packets. Each packet has the items shown on the diagram to help it get to the right node as fast as possible by any route it can, and then be reassembled at the client.

Packet Switching

TCP splits data into smaller packets. Each packet takes its own route. Packets are assembled back into the correct order when they arrive at the destination. Maximises the use of the network. More secure as the full data stream is not sent in the same direction.

Checksum

A value calculated from a string of digits and added to the end of the string that can be recalculated at any point by any device to ensure accurate transmission of the data

Need Help? http://bit.ly/2n9sLQi CGP p21-30


questions


The concept of layers

TCP/IP consists of four modular layers which are each

responsible for a small part of the communication process.

The advantage of this is that because each layer does its job

independently of the others, it doesn’t matter if the hardware

or software involved in that layer changes. The overall system

will continue to work.

The top of the stack is the Application layer which encodes the

data being sent so that it will be understandable by the

recipient. This means formatting the data appropriately and

adding a header that explains which protocol is being used.

The next layer is the transport layer which splits the data into

packets and adds packet information, such as the packets

order and the total number of packets so they can be

reassembled correctly.

The third layer is the Network / Internet layer which attaches

the IP address of the sender so the recipient will know who

sent it. It also attaches the IP address of the host and the

destination IP address.

The fourth layer is the link layer which attaches the MAC

addresses of the sender and recipient, allowing the packet to

be sent to a specific device on a LAN.

At the receiving end the data packets are passed back up the

protocol stack.

Common Protocols

TCP/IP

Transmission Control Protocol / Internet Protocol: TCP pro-

vides an error free transmission between two routers. IP

routes packets across a wide area network.

HTTP

Hypertext Transfer Protocol is used for accessing and receiv-

ing web pages in the form of HTML files on the internet. The

protocol requests the web server to transmit the requested

web page to the user’s browser for viewing.

HTTPS

Hypertext Transfer Protocol Secure: Encryption and authen-

tication for requesting and delivering HTML web pages.

Used when sensitive form or database data needs to be

transferred. e.g. passwords and bank account details.

FTP

File Transfer Protocol: Used for sending files between com-

puters, usually on a wide area network. Typically used for

uploading web pages and associated files to a web server

for hosting.

POP Post Office Protocol: Used by email clients to retrieve email

from an email server.

IMAP

Internet Message Access Protocol: Used by mail clients to

manage remote mail boxes and retrieve email from a mail

server.

SMTP Simple Mail Transfer Protocol: Sends email to an email

server.

Parts of a data packet in the internet layer

Network hardware

Wireless Access Point

Switch

NIC (Network Interface Card)

Transmission media Coaxial cable (slowest, lowest

bandwidth)

UTP (cheapest, most common)

Optical fibre (fastest, highest

bandwidth)

36

Year 10 Computer Science 1.5 Network topologies, protocols and layers

w/b 4th November Make notes on the Craig and Dave videos 1.5 - Star and Mesh networks and 1.5—WiFi (http://bit.ly/2n9sLQi).

w/b 11th November Make notes on the Craig and Dave videos for 1.5 - Ethernet and 1.5—Addressing Protocols (http://bit.ly/2n9sLQi).

w/b 18th November Make notes on the Craig and Dave videos for 1.5 - Concept of Layers and 1.5—Packet Switching (http://bit.ly/2n9sLQi).

w/b 25th November Use both knowledge organisers to create a mindmap of the key vocabulary for the unit showing how the keywords are

related. Use both pages of the knowledge organiser.

w/b 2nd December

From memory, draw and label a diagram of a partial mesh network. Check your work afterwards and add in missing details

using a different colour. Label the network hardware required to build the network. Include the hardware required to

connect to other networks.

Answer exam questions 1 from section 3

w/b 9th December Answer exam questions 2, 3 and 4 from section 3.

w/b 16th December

Create revision cards for the sections covered in this half term. You can use your notes on Google Classroom, the

knowledge organiser, your CGP revision book and learncs.uk (http://bit.ly/2n9sLQi) to produce revision postcards for this

topic.

(Use the videos on http://bit.ly/2n9sLQi to help if you get stuck)

37

38

Believe at BBA Subject: Design Technology Topic: New and Emerging Technologies Properties Year: 10 Term: Autumn 2


Tier 3

Vocabulary Definition

Robotics The branch of technology that deals with the

design, construction, operation, and

application of robots.

Automation The use or introduction of automatic

equipment in a manufacturing or other

process or facility.

Production The action of making or manufacturing from

components or raw materials, or the process

of being so manufactured.

Industry The people or companies engaged in a

particular kind of commercial enterprise.

Market pull The term 'Market Pull', refers to the need/

requirement for a new product or a solution

to a problem.

Technology

push

Technology Push is when research and

development in new technology, drives the

development of new products.

Fairtrade Fairtrade is about better prices, decent

working conditions and fair terms of trade

for farmers and workers in less economically

developed countries

Society The aggregate of people living together in a

more or less ordered community

Culture The ideas, customs, and social behaviour of a

particular people or society.

Ethics Moral principles that govern a person's behaviour

or the conducting of an activity.


What are the 5

ways we would

judge the

success of new

technologies and

products?

Cost

Reliability

Longevity

Sustainability

Recyclability

What type of

information

should you

gather prior to

designing new

product?

Successes and shortfalls of similar available

products

Available technology

The size of the market

The market need

What is planned

obsolescence?

Planned obsolescence is when a product is

deliberately designed to have a specific life

span. This is usually a shortened life span. The

product is designed to last long enough to

develop a customer’s lasting need. The product

is also designed to convince the customer that

the product is a quality product, even though it

eventually needs replacing. In this way, when

the product fails, the customer will want to buy

another, up to date version

What is

disposability?

Disposability is when a product is designed for

or capable of being thrown away after being

used or used up

What is meant

by the term

designed for

maintenance?

Maintenance means any activity which allows

the product to have a longer life. It can include

anything from repairing worn out parts to

replacing batteries.

Designing a product to allow maintenance may

mean including features such as access panels

and standard screws. These help to allow parts

to be replaced.


questions Task. Understand the meaning of planned

obsolescence and apply the knowledge to other

products. Explain the reasons for your choice.

Planned obsolescence is sometimes designed into a

product, in order to encourage the customer to

buy the next upgrade. A good example of this is a

mobile phone. Mobile phones are often designed

with only current technology in mind, despite the

manufacturers knowledge of future technological

developments. For instance, a mobile phone may

have USB / connections / jack plugs, that fit current

products, such as head phones and computers.

This means that the phone is not future proof. The

manufacturer may already be working on updated

phones, that connect using different sizes of USB

ports / connections. Although the current phone

can be upgraded with software, eventually the ‘old’

USB / connections / jack plugs will make the

product obsolete. The customer will need a new

phone, even though there may be nothing wrong

with his / her existing phone. The old phone

becomes obsolete

Informing design decisions

Unit 1 New and emerging technologies

Determining product lifespan

• Why should designers of a new product consider:

• Fashion and trends?

• The requirements to maintain market share?

• New technologies?

• Upgradeability and function?

• Once the expected lifespan is determined,

manufactures need to appropriately engineer the

product in order to last as long as expected

• What are the consequences of over- or under-engineering

product parts?

39

Year 10 Subject Design Technology

w/b 4th Nov Section 3 Should all products last for your lifetime?

w/b 11h Nov Section 1 Can you put 6 key vocabulary into a sentence

w/b 18th Nov

Section 3 How long would you expect the following to last? School chair, ipod, shoes, newspaper, and a

plastic fork

w/b 25th Nov Section 2 What is meant by the term designed for maintenance?

w/b 2nd Dec Section 3 Why should designers of a new product consider: fashion and trends and new technologies

w/b 9th Dec

Section 2 Some products are planned with deliberately short lifespans, What are the advantages and

disadvantages of short product lifetimes to manufactures, consumers and the environment

w/b 16th Dec Section 2 What are the 5 ways we would judge the success of new technologies and products? Explain

your answer.

40

Believe at BBA Section 3: Possible exam/CAF-style

questions Hospitality is about people welcoming other people into their homes or other places where they work or spend their time. The word hospitality comes from the Latin hospes, which came from the word hostis, which originally meant "to have power.” Hospitality is all about the art of entertaining or receiving guests and being a good host. The hospitality industry sector Includes all businesses that provide food, beverages and / or accommodation services and includes restaurants, pubs, bars and clubs, hotels, contract catering and hospitality services. Catering establishments Commercial catering is defined as catering services provided just to earn profits, or in other words, in this type of catering, services provided by outlets are just to maximise profit, for example, restaurants , cafés , food stalls, takeaways. Non commercial catering services– they do not make a profit. Examples of this type of establishment include schools, prisons, hospitals and army bases. The Kitchen Brigade The French have a long history of writing systems and rules for cooking and passing them on to others, so French words have been adopted and are used in many countries. In the late 19th Century, a famous French chef, George Auguste Escoffier, created the kitchen brigade system to simplify the job roles and work in a busy kitchen, so that everyone knows where they fit within it.

Executive Chef (aka Group Chef)

Head Chef (aka Executive Chef, Chef de Cuisine)

Sous Chef (aka Second Chef)

Chef de Partie (aka Station Chef, Line Chef, Line

Cook)

Commis Chef

Kitchen Porter (aka Kitchen Assistant or Kitchenhand)

Dishwasher (aka Escuelerie)

Section 2: Important ideas

What is the purpose

of making a profit ?

Making a profit is essential for a business that

desires to expand it operations.

What are the different

types of suppliers in

the hospitality and

catering industry ?

Food suppliers and manufacturers, equipment

suppliers and maintenance , laundry supplies and

services.

What is a service

provider?

General: Organisation, business or individual

which offers service to others in exchange for

payment.

What are the different

types of hospitality

and catering services?

Catering Assistant, Restaurant Manager,

Executive Chef, Hotel Receptionist,

Hotel Manager.

What is residential? Providing accommodation in addition to other

services.

What is non-

residential ?

Not requiring or providing facilities for people to

stay overnight on the premises.

What is stock control

and stock

management?

Otherwise known as inventory control, is used to

show how much stock you have at any one time,

and how you keep track of it. It applies to every

item you use to produce a product or service,

from raw materials to finished goods.

How does the

economy affect the

success of an

establishment ?

Economic factors. These include interest rates,

taxation changes, economic growth, inflation and

exchange rates. (i.e. general level of increase in

prices). This may limit the amount of money

people are able to spend in the hospitality and

catering industry .

What is the leisure

industry ?

The leisure industry is the segment of business

focused on recreation, entertainment, sports, and

tourism (REST)-related products and services .



Commercial Making or intending to make a profit.

Non-

commercial

Not having a commercial objective; not

intended to make a profit.

Hospitality The friendly and generous reception and

entertainment of guests, visitors, or strangers.

Catering The provision of food and drink at a social event

or other gathering.

Restaurant A place where people pay to sit and eat meals

that are cooked and served on the premises.

Local amenities Things such as stores or sports facilities that are

provided for people's convenience, enjoyment,

or comfort. The hotel amenities include health

clubs, conference facilities, and banqueting

rooms.

Facilities A place, amenity, or piece of equipment

provided for a particular purpose.

Client A person or organisation using the services of a

professional person or company

Concierge A hotel employee whose job is to assist guests

by booking tours, making theatre and restaurant

reservations, etc

Accommodation A room, group of rooms, or building in which

someone may live or stay. Lodgings (room),

sometimes also including board (meals).


Establishment A business organisation, public institution, or

household

Industry A form of business or branch of economic or

commercial activity

Provider A person or thing that provides something

Sector An area or portion that is distinct from others

Justify Show or prove to be right or reasonable, be a

good reason for choice or decision.

Proposal A plan or suggestion, especially a formal or

written one, put forward for consideration by

others

Inventory. A list of items such as property or goods in stock

EHO Environmental health officer

Subject: Food Technology Year: 10 Term: Autumn 2

41

Year 10 Subject

Week 1

Read section 3

Why is the term host so important in the hospitality and catering industry. What does it represent?

Week 2

Read section 2

Why is it important to consider healthy balanced food when designing a meal for a catering business?

Week 3

Read section 1

What are the consequences of deficiencies in the diet? How can this impact our health if we do not eat balanced nutritious

meals ?

Week 4

Read section 3

Compare and contrast the different type of catering establishments. How are they different ? How are they similar ?

Week 5

Read the extract in Section 3

Which language is most commonly used in cooking? Why is this language the most common?

Week 6

Read section 3

Why is it important for kitchen staff to understand their roles clearly ? What could be a consequence of the roles not being

followed?

Week 7

Read section 1 and 2

Select a commercial residential establishment and discuss the different types of services that may help the running of the

business successfully.

Week 8

Section 2

How can the hospitality and catering industry be affected by the economy?

Week 9

Read section 2

How can poor stock control affect the effective running of a food business, along with causing illness ?

42

Believe at BBA Section 3: Possible exam/CAF-style questions

Design Process



Target

audience

Whom are you designing for? Age range? Male or female? Homeowners?

Primary source Drawing from first hand objects or own photographs

Secondary

source

Artist research , or images that others have created

Mood board A collection or carefully chosen and organised images on your theme

Marketing Identifying target audience, environment, industry and costings of product

Mind mapping A central theme that has lots of written ideas to do with the theme

Design brief This sets out what a client expects you to make or design for them , this is your starting point

Visual arts This is art for the walls; canvas, wall hangings or murals

Textiles Products made from fabric, or surface patterns and prints on fabrics

Artist research The content, the process, the formal elements, the mood

Client

expectations

Breaking down the design brief and considering what the client wants, target audience, costings etc

Annotation Writing down what you have done, and used and how you can use it to develop your ideas


Explore Finding a solution to the design brief

Evaluate Commenting on work and constructively showing how ideas are coming together

Development Showing how initial ideas have changed and have been adapted to the brief/ client needs

1.Initial Design Ideas

Using Artist research and knowledge of materials and

techniques to create design ideas that meet the

requirements of the client brief adding annotation.

Describe the properties of each of these 3D materials .

Show advantages and disadvantage of using them for

sculpture.

2.DEVELOPMENT OF DESIGN IDEAS

Taking best elements from initial ideas. produce 3

designs. Then get feedback from others to inform

final idea

3.FINAL IDEA: DESIGN PLAN

A design based on feedback from others that shows

the steps of how it will be made, scale, materials and

techniques involved

Final piece

Following your design plan you will spend at least 10

hours producing the final design that meets your

client brief

Client portfolio presentation

This is an evaluation that shows the client the

process you went through to meet the brief, you will

do this by producing a power point document that

has photographs of all of your designs and

preparations working up to your final design and final

piece


Understanding your clients needs

IKEA vision and business idea

‘To create a better everyday life for the many people’, this is the IKEA vision. Our business idea is ‘to offer a wide range of well-designed, functional home furnishing products at prices so low that as many people as possible will be able to afford them’. Our vision also goes beyond home furnishing. We want to create a better everyday for all people impacted by our business How it all began… IKEA was founded by Ingvar Kamprad in Sweden in 1943. Since that time, IKEA has grown into more than 50 different markets where we have 422 stores. IKEA Group also owns its own sawmills and production factories Swedwood from 1990s. In the Czech Republic, IKEA is more than 25 years on the market and runs 4 stores where more than 1 500 co-workers contribute to IKEA success and fulfilling of our vision and our business idea. Products that you could develop for visual arts and textiles include

Napkins, tablecloths

Cushions, fabrics, canvass Aprons

Subject: BTEC Art and Design Year: 10 Term: Autumn 2

43

Year 10 Art and Design

w/b 4th November In 70 words write what your client expectations are for the design brief we are covering in lessons.

w/b 11th November When evaluating your work or work of artists what formal elements need to be described?

w/b 18th November

In 50 words summarise Ikea’s business idea .

w/b 25th November What is Ikea’s target market? Whom do they want to sell their products to?

w/b 2nd December What do you base your initial ideas on? How do you develop your ideas further?

w/b 9th December Evaluate the last piece of work you did in no more than 60 words

w/b 16th December In 100 words describe how your design process is progressing to enable you to meet the client expectations

44



Vocal Colour /

Tone / Expression

The way in which an actor expresses feelings and emotions through their voice. The same line can be said but given different meaning with a different tone.

Facial Expression A series of expressions made by the muscles in the face expressing a mood or feeling.

Articulation Having control of your mouth muscles and tongue to get your mouth around the words so that you can clearly pronounce them.

Characterisation Characterisation is the way an actor plays a role, using their acting skills to create a character in drama. You can show a character in the way you walk and move (body language), in the way you speak (vocal qualities) and in your reaction to events in the drama

Spatial Awareness Spatial awareness is the ability to be aware of oneself in space and the actors proximity to one another.

Gesture A movement of part of the body, especially a hand or the head, to express an idea or meaning.

Proxemics The proxemics is the usage of space on a stage, or how the actors/characters are placed on a stage. The distance or level between character/actors shows their relationships and feelings, and give clues of the situation or the people within the situation at that moment.


Describe Give a full description including details of all the relevant features.

Analyse Identify the factors that apply, and state how these are linked and how each of them relates to the topic.

Section 3: Exam style questions and response

Target Setting:

When target setting you need to consider the following:

1. Identify exactly what aspect of your performance

work you need to improve– be specific

2. Identify the steps that need to be taken in order to

achieve your target

3. Set a realistic time scale for improvement

4. Check your progress regularly

5. Outline what success will look like to help you to

track your progress

6. Be reflective and persistent

Annotating your Script:

Annotating your script is important. Your script will go off to

the examiner and is an excellent tool to display the choices

and decisions that you made. This does not need to be per-

fect and there will be some crossing out as changes are

made. Use the annotation to discuss:

1. Who, what, where, why and when

2. Decision on blocking and proxemics and spatial rela-

tionships with a scene

3. How you say your lines– vocal expression

4. Key movements and gestures

5. Cues

6. Entrances and exits

7. The factors that are motivating your character– what

do they want?


Questions Assessing your Progress In Component 2 you must be able to assess the progress that you are making with you exam practical work (scripted work). At 3 intervals you will need to state exactly what you have achieved so far and what you need to do next in order to progress and make improvements. You must make considered and justified decisions regarding your use and application of skills and techniques. The best reviews discuss the progress made and identify areas that need further work. Areas for development should be linked to acting exercises that can used in order to make the improvements necessary. Key things you consider when assessing your progress:

What have you achieved so far? (This may be that you have some lines learnt, some research undertaken, you may have looked at the given circumstances of your character)

Have to identified your personal areas of strength? (For example are you delivering your lines with clarity? Can you be heard at the back of the hall? Have you begun to develop your role physically and verbally?)

Have you identified an area for improvement? (What do you need to do next? Will you need to work on developing character attitudes through in role writing or hot seating? Do you need to work on blocking taking into consideration proxemics and spatial awareness? How are you remembering cues?)

Have you been able to set yourself targets for improvement?

(From your identified areas for improvement, have you been able to identify which acting exercises will help you to make progress and set yourself targets?)

Have you reviewed your targets? (after further work on your targets and areas for improvement have you actually improved? Did the exercises help?)

Subject: Drama Topic: Component 2 Year: 10 Term: Autumn 2

45

Year 10 Drama

w/b 4th November

Annotate your script with the following:

1. Cues- verbal and non-verbal

2. Entrances and exits

3. Who, what, where, why, when

w/b 11th November Use sections 2& 3 to write a paragraph assessing your progress to date.

w/b 18th November

Research 3 acting exercises for the following:

1. Improving your Projection

2. Improving your Balance

3. Improving your Diction

w/b 25th November Hot Seating- Write 5 questions you would like your character to be asked in the hot seat. Against each, write X5 answers in

preparation.

w/b 2nd December

Role on the Wall- Develop a role on the wall for your character. On the outside write key events and information. You may

also include how other characters perceive you. On the inside write how your character feels and the different emotions

that they go through with your play / extract.

w/b 9th December In Role Writing- Write a diary entry from your characters perspective. This should offer insight into your character’s true

feelings regarding the action in the scene

w/b 16th December Write a paragraph explaining how the 3 previous character development exercises have helped you and you interpretation

of your role.

46

Believe at BBA Section 3: Possible exam/CAF-style questions


Questions Alpha Keratin is Hair in its natural un stretched state. Beta Keratin is Hair which has been stretched in a new position with water or heat. Growing stages ACT Anagen phase: more commonly known as the growth phase. Approximately 85% of all hair is in the growing phase at any one time. It can last anywhere from 2-6 years. Hair grows approxi-mately 10cm per year. Catagen phase: more commonly known as the transitional phase. At the end of the Anagen phase the catagen phase last about 1-2 weeks. During this phase the hair follicle shrinks. The lower part is destroyed and the derma papilla breaks away to rest below. Telogen phase: following the catogen phase the telogen phase last 5-6 weeks. During this time the hair does not grow but stays attached to the follicle while the derma papilla stays in the resting phase. Approximately 10-15% of all hair is in this phase at any one time. At the end of the end of the telogen phase the hair follicle re-enters the Anagen phase. The derma papilla and base of the follicle join together again and a new hair begins to form. The new hair pushes the old hair out and the growth cycle starts over again.



Cuticle The outer layer of the hair

Cortex The cortex is the main section of the hair

and where the basic and chemical chang-

es take place

Hydrogen bonds These are temporarily broken during the

setting or blow-drying process

Salt bonds Salt bonds are also physical side bonds.

Strong acidic or alkaline solutions break

salt bonds because they are affected by

changes in pH.

Humidity This is moisture in the air and as hair has

the ability to absorb moisture in a very

humid environment this would attack a

hairstyle and it would loose its shape due

to the hair shaft swelling taking the hair

back to alpha keratin

Hygroscopic Ability to absorb moisture from the at-

mosphere.

Porosity Checking the condition of the cuticle.

Elasticity Checking the condition of the cortex.

Hydrophilic Water loving (grease hating) molecules in

shampoo

Hydrophobic Grease loving (water hating) molecules in

shampoo. Tier 2 vocabulary Definition

Professionalism Using the correct tone, manner with

clients and staff

Consultation Gain information from the client on the

hair and skin

Root Section of the hair found at the base to

the follicle.

Point Section of the hair found at the ends of

the hair shaft.

How shampoo cleans the hair

Fill in the missing gaps.

Shampoos contains a …………………… agents called

surfactants. When you apply the shampoo and wa-

ter to the hair and generate lather,

the………………….head of the surfactant is drawn to

the water, while the ……………………….tail is drawn to

the oil and grease on the hair and scalp. The

…………………..and …………………….. are then removed

when rinsing the hair with water.

How do you know the hair is clean?

Why should conditioner be rinsed thoroughly?

What happens if the client is

positioned incorrectly at the

basin?

Risk of injury to the

client.

What effect will cool water have

on the hair when shampooing.

Will not clean the hair

of grease and products.

What are the 3 main hair

conditions?

Normal, dry, oily.

Why do we use conditioner ? Closing and smoothing

the cuticle, adding

shine.

Why should the shampoo

process be repeated?

To remove all dirt and

products from the hair.

Shampoo A Product for cleaning the hair

and scalp.

Conditioner

A product applied to the hair

after shampooing to make it

more manageable.

Hairspray A holding spray to hold it in

place and add shine.

Mousse / gel /

lotion / wax /

serum

Substances used to set or style

hair.

Hair mask

A product applied to the hair as

a specialised treatment to deep

condition.

Cleanser

A cream, gel or lotion for

cleaning the skin and removing

make-up.

Subject: Hair and Beauty Topic: Shampooing Year: 10 Term: Autumn 2

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47

Year 10 Hair and Beauty

w/b 4th November Tell me the features and benefits of mousse and hairspray on the hair

w/b 11th November Explain the different bonds and chains in the hair and their importance.

w/b 18th November Complete section 3 in your books.

Write and complete how shampoo cleans the hair.

w/b 25th November Describe how hydrophilic and hydrophobic help to clean the hair.

w/b 2nd December Explain how you communicate with clients and why you should be professional at all times.

w/b 9th December Explain the different growing stages of the hair.

w/b 16th December Explain how humidity affects the hair

48



Components of Fitness

Aerobic and anaerobic exercise /

Strength / Power / Agility / Balance /

Flexibility / Muscular Endurance /

Cardiovascular endurance

Principles of

Training

Progressive Overload / FITTA /

Specificity / Reversibility /

Regression / Moderation / Variance

Methods of Training

Aerobic

Low Intensity

With Oxygen

Steady and not too fast

Methods of Training

Anaerobic

High Intensity

Without Oxygen

Short, fast bursts of exercise

Methods of Training

Cardiovascular

Training

Continuous

Interval Long Periods

Fartlek

Methods of Training

Resistance

Resistance Machines

Free Weights / Circuits

Methods of Training

Power

Interval

Plyometrics

Repetition and Acceleration Sprint

Training

Methods of Training

Flexibility

Static—Passive and Active

Dynamic

Methods of Training

Agility

Agility Ladder

Agility Hurdles

Methods of Training

Balance

Balance Board

Exercise Ball

Section 3: Knowledge Application

Every sport requires a different mix

of the components of fitness in

order to be successful.

Swimmers will have excellent

cardiovascular endurance to make

sure they can maintain their pace

and finish the race.

A basketball player would have good

agility because they need to dodge

out the way of other players to

avoid getting the ball stolen off

them.


Questions

Each sport requires you to have good levels of fitness in all 7 of the components of fitness. Strength Power Agility Balance Flexibility Muscular Endurance Cardiovascular Endurance Each component of fitness has specific training methods that you can use in order for them to be improved through training. Training methods can be combined in order for you to get the most out of your training.

Subject: OCR Sports Topic: Applying principles of training Year: 10 Term: Autumn 2

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwiUsuHrhYDlAhWNx4UKHW0jBJAQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.rosiehope.com%2Ffit-news%2Fwhy-women-need-to-lift-weights&psig=AOvVaw0u5ZpZFzz5-HBiFfksWmZX&ust=1570190546398929

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwidwMbohoDlAhXQzYUKHXxoArsQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D6zXgwUGfgSg&psig=AOvVaw0BaUVw5bAyuqab5SpZLcre&ust=1570190796249488

49

Year 10 OCR Sport

w/b 4th November Which of the 3 aerobic training methods (Continuous / Interval / Fartlek) would give the best

results for a marathon runner? Explain your answer. (3)

w/b 11th November Explain in detail why 2 different sportspersons would use plyometrics in order to improve

their performance. (4)

w/b 18th November Design a circuit training session that includes 6 different stations that would improve your

cardiovascular endurance and your strength. (6)

w/b 25th November “When I go training I do loads of running and I spend 20 minutes on the rowing machine.

This really helps me with my power” - Do you agree / disagree with this statement? (4)

w/b 2nd December “There is no relationship between agility and balance. You don’t need either of these to be

good at sports” - Do you agree / disagree with this statement? (4)

w/b 9th December Pick 3 sports in rank order and explain why flexibility is important for each of them. (3)

w/b 16th December Explain what the difference is between using resistance machines and free weights when

you’re at the gym. (2)

50

What are the three different learning styles?

Why is it important to understand your own

learning style?

What are the expectation when working in a

setting.?

What are the expectation when working in a

setting.?

What are the three different types of settings?



Gross motor

skills

Large movements involving the use of the limbs

Fine motor skills Small movements involving the use of hands.

Milestone The range of skills that children are expected to show at certain points in their childhood

Ossification Hardening of bones

Telegraphese Children's early speech consisting of two or three words

Safeguarding Safeguarding is the action that is taken to promote the welfare of children and protect them from harm.

Confidentiality The state of keeping or being kept secret or private.

Discrimination The unfair or harmful treatment of different categories of people, especially on the grounds of race, age, or sex.

Child protection Child protection is the protection of children from violence, exploitation, abuse and neglect.

Key worker A member of staff who takes a special interest in the child and with whom the child can develop a strong relationship

Primary carers People who are the main caregivers for children. In many cases this will be the child's parents, but they may also be foster carers, grandparents or family members

Nutrients Substances in food that helps humans to grow and stay healthy

Weaning The process of introducing babies to new textures and tastes so that eventually they can eat a balanced diet


Expectations Expectation is what is considered the most likely to happen.

Polite Having or showing behaviour that is respectful and considerate of other people.

Positive attitude Have a positive, joyful attitude and you'll have positive, joyful results.

Section 2: Important ideas

What doses P.I.E.S. stand for?

Physical, intellectual, emotional, social development skills.

What are the different transitions children can go through in life?

New school, separation, moving house, ill health or disability, growing up.

How do we assess children's development?

By using different observational techniques and following the milestone growth charts.

Why is it important to observe the holistic development of children ?

So that their needs can be met during a transition situation.

What is an example of social development in children aged 3 years?

Spending time with other children

What is the best help to give a child aged 5 years during transition?

Respond sensitively when the child talks about what is happening. Involve them in any preparation.

Why is it most impotent to meet children's individual needs ?

It will help support all the areas of their development stages.

Why do hygiene routines support children's well being?

It reduces the risk of cross infection.

What will a healthy balanced diet contribute to a child?

Physical development.


questions Memorise the below and write out the diagrams.

Subject: Childcare Year: 10 Term: Autumn 2


51

Year 10 childcare

w/b 4th November Describe how we assess children's development

w/b 11th November Tell me why it is important for good nutrients.

w/b 18th November What is social development

w/b 25th November Why does a healthy balanced diet support children's wellbeing?

w/b 2nd December What is a primary carer and what do they do ?

w/b 9th December What are the different transitions children go through?

w/b 16th December What is emotional development ?

52


Tier 3


Infographics Infographics (a clipped compound of "information"

and "graphics") are graphic visual representations of

information, data, or knowledge intended to present

information quickly and clearly. They can improve

cognition by utilizing graphics to enhance the human

visual system's ability to see patterns and trends.

Verification Verification is a way of preventing errors when data

are copied from one medium to another. Verification

does not check if data make sense or are within

acceptable boundaries, it only checks that the data

entered are identical to the original source.

Data

Validation

Data validation is the process of ensuring data have

undergone data cleansing to ensure they have data

quality, that is, that they are both correct and useful.

Tier 2


Data Data, information, knowledge and wisdom are closely

related concepts, but each has its own role in relation

to the others, and each term has its own meaning.

Data are collected and analysed; data only becomes

information suitable for making decisions once they

have been analysed.

Column A column is a range of cells that go down (vertical) in

a spreadsheet/worksheet. Columns are identified by

letters, for example, column A, column G.

Rows A row is the range of cells that go across (horizontal)

the spreadsheet/worksheet. Rows are identified by

numbers e.g. row 1, row 5. Examples of use. A row

might contain the headings of a table e.g. product ID,

product name, price, number sold.

Fields A field is a single piece of data about one person or

one thing. Many fields make up a record. A field is

usually a single column within a multi-column table. It

is good practice to give a field a sensible name.


1) What are the four main characteristics of data?

2) What are the four main characteristics of information?

3) How can data be turned into information?

4) Lorraine is in Year 10. She has been at Bluecoat

Beechdale Academy since she was in 11 years old. She

has been studying Maths, English and ICT since Year 7

but she only started taking German in Year 9.

On average, she has missed four school days a year

through sickness. There is a progress assessment in

every subject twice per term.

I. What would be the best way to represent data

about Lorraine’s progress in Maths since Year 7 and

in German over the past three months?

II. What would be the best way to represent the data

about her absence? As numbers, tables, charts or as

infographics?

III. Explain why your chosen methods of representation

is the best one.

5) Using the table below, turn the information into a

graph making sure you have a main title, axis titles,

colour and a key.


Questions

Data are collections of numbers and/or text that are

stored and processed by a computer system.

Information is data that has been processed.

The processing may involves doing several different

things to the data, such as adding structure. Data

done often structured by splitting them into fields

and records in a table format.

Fields divide data up into groups of all the same type,

such as people’s names or their phone numbers.

Typically, the fields make up the columns within a

table of data.

Record is one complete set of fields. Typically, the

records make up the rows within a table of data.

Sales (£) Quarter 1 Quarter 2 Quarter 3 Quarter 4

South 2500 6000 7500 2400

Midlands 8500 4500 8500 6500

North 7000 3500 10500 9500

Subject: DIT component 2 Topic: Collecting, presenting & interpreting data Year: 10 Term: Autumn 2


53

Year 10 DIT

w/b 4th November Learn the spellings and meanings of all the Tier 2 Vocabulary.

w/b 11th November Give two examples of how a hospital might take data and turn it into information.

w/b 18th November Give the benefits and drawbacks of presenting data in a variety of different ways including text, tables, graphics and

infographics

w/b 25th November Learn the spellings and meanings of all the Tier 3 Vocabulary.

w/b 2nd December What is the difference between validation and verification? Describe how each can be used.

w/b 9th December Give two situations where validation can be applied to input data, but the data could still be wrong.

w/b 16th December Answer the questions from Section 3.

54



Multi-Culturalism

Multi-Culturalism is the presence of,

or support for the presence of,

several distinct cultural or ethnic

groups within a society.

Nationalism Nationalism can be defined as

patriotic feeling, principles, or efforts.

Segregation

Segregation is the action or state of

setting someone or something apart

from others.

Multiple Identity

A multiple identity is when you have

different cultural outlooks in your life.

You may also have different values

and beliefs in your family. People in

your family may also have different

ancestry i.e. from different countries.

Democracy

Democracy is a system of government

by the whole population or all the

eligible members of a state, typically

through elected representatives.

Immigration

Immigration is the action of coming

to live permanently in a foreign

country.

Emigration

Emigration is the act of leaving one's

own country to settle permanently in

another; moving abroad.

Asylum

Asylum is the protection granted by a

state to someone who has left their

home country as a political refugee.

Equal Rights

Equal rights may refer to: Equality

before the law, when all people have

the same rights.


1. Explain what is meant by Multiple Identity linking your answer to one or more of the key terms in section 2.

2. Why is the rule of law so important? Who does it protect?

3. What issues may arise in society if a society be-comes segregated?

4. Why is voting important? 5. “Offering Asylum is important”. Discuss. 6. If the Equality Act of 2010 did not exist, what prob-

lems would society face? 7. Why is having a free press important? Discuss. A free press, or freedom of the press is a concept that states that for a free, open and democratic society to exist the press should be free from political and judicial interfer-ence and be able to print any news stories they wish. Clear-ly within any society there needs to be laws to protect indi-viduals and organisations from newspapers printing false stories, but restrictions upon the press should be limited. The term ‘free press’ is now more widely interpreted to mean freedom for any form of mass media. Aims of the Free Press: Inform the public about what is going on and provide infor-mation on complex issues in such a way that they are acces-sible to their readership. Encourage public debates on major issues of public con-cern. Uncover abuses of power and challenge decision-makers and press for changes. Campaign and create and support public opinion in regard to issues and injustices. Speak to power so that those who hold positions of power (political, economic, social) are both accountable and aware of public opinion.

Section 2: Key Fact/Terms/Methods/Processes

Democracy- is a fundamental aspect of British life: All citizens should be able to participate in the democratic process. Every voters vote should be of equal importance. There should be fair, open and regular elections to public office. The rule of law- implies that no individual or group is above the law – Not even the Queen and Royal family. In a democratic society people are all equal and the law is applied the same to every member of society. Individual liberty- means that individuals are free to make their own decisions and choices and act according to their wishes, but if the actions they take are deemed illegal by the state, then they face the consequences through the legal system. Mutual respect and tolerance- of those with different faiths and beliefs and for those without faith is a vital component of life in a modern multicultural society. So what do we mean by Multicultural? Multiculturalism / multicultural society is a society that consists of people from a range of cultural and religious backgrounds.

Equality- Also it is important that there is equality of treatment and consideration for all members of society irrespective, for example of their:

Age

Race

Gender Ethnicity

Sexuality

Religion

The Equality Act 2010 safeguards these rights. The Equality Act brought together 116 pieces of legislation to provide Britain with a new discrimination law to protect individuals from unfair treatment and promotes a fair and more equal society

Subject: Citizenship Year: 10 Term: Autumn 2

55

Year 10 Citizenship

w/b 4th November Answer question 1 in section 3.




w/b 2nd December Answer question 5 in section 3.

w/b 9th December Answer question 6 in section 3.

w/b 16th December Answer question 7 in section 3.

56


Tier 3 vocabulary Definition Customer Any person or organisation which buys or is

supplied with a product or by a business

Consumer The person who ultimately uses (or consumes) a product.

Customer Needs The wants and desires of buyers of a product or the customers of a business.

Market Research The process of gaining information about customers, competitors and market trends through collecting primary and secondary data.

Primary (or field)

research

The gathering of new information, called primary data, which has not been collected before.

Promotion Build positive association with the enterprise

Advertising Persuade someone to make a purchase Sales Promotion Giving customers an incentive to buy an

enterprises product.

Personal Selling When representatives of an enterprise contacts potential customers directly.

Business to

customer markets

(B2C)

Anything you buy yourself– For example cloths or leisure activities– is a transaction taking place in a B2C market.

Business to

business (B2B)

markets

When an enterprise sells goods or services to other enterprises, it is targeting a business in the (B2B) market.

Tier 2 vocabulary Definition Market segment Part of a market that contains a group of

buyers with similar buying habits, such as age or income.

Price sensitive - When the price is very important in the decision about whether or not to buy.

Budgetary

constraints

An Enterprises amount of money available to it.

Target Market The consumers that an enterprise specifically aims its products at. E.g. a toy manufacturer might pay for an advert between 3-4pm on TV when children return home from school.

Section 3 Exam Questions

What is the purpose of

Advertising?

To Inform consumers

To persuade people to

make a purchase

Methods of Advertising? Moving images– TV,

YouTube

Print—Newspaper and

Magazines

Ambient– Public Spaces

Digital– Websites, Email or

text sent to customers

Audio– Radio adverts,

adverts on Spotify

Methods of sales

promotion?

Coupons

Competitions

Money off/Discount

Loyalty Schemes/ Incentives

Free Samples

Buy one get one free

Methods of personal

selling?

Face to Face

Telephone

Email

Video or Web conferencing

Why markets are

divided?

They are able to

understand the needs of

their customers better.

They can develop goods

and services for a specific

market segment.

They can Identify and

choose a target market to

specialise in.

Section 2 Facts and key Ideas

Believe at BBA Subject: Business Topic: Promotion and Finance for Enterprise Year: 10 Term: Autumn 2

57

Year 10 Business

w/b 4th November Explain the Promotional Mix? Give an example for each element?

w/b 11th November What is sales promotion? Explain 5 methods of sales promotion?

w/b 18th November What is advertising? Explain the 5 main methods and give relevant examples.

w/b 25th November What is PR? Explain the advantages and disadvantages of PR on an enterprise?

w/b 2nd December Explain the purpose of Direct Marketing ? What are the advantages of using Direct Marketing

for an Enterprise?

w/b 9th December What are the 2 types of markets that Enterprises operate in? Explain each one including

examples.

w/b 16th December What are the main 7 financial documents used in business?

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Notes:

Nottingham Theatre Royal423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/wp-content/up… · Principal’s Reading w/b 25th Nov elieve at BBA The Fight for Freedom of the Press ^In

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