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TRANSCRIPT
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 11th Nov
Principal’s Reading 18th Nov
Principal’s Reading 25th 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
200 word challenge Maths Principal’s Reading Option 2 OCR Sport
Science Option 1 French/History/
Geography English English Literature
w/b 18th Nov
Citizenship
200 word challenge Maths Principal’s Reading Option 2 OCR Sport
Science Option 1 French/History/
Geography English English Literature
w/b 25th Nov
Citizenship
200 word challenge Maths Principal’s Reading Option 2 OCR Sport
Science Option 1 French/History/
Geography English English Literature
w/b 2nd Dec
Citizenship
200 word challenge Maths Principal’s Reading Option 2 OCR Sport
Science Option 1 French/History/
Geography English English Literature
w/b 9th Dec
Citizenship
200 word challenge Maths Principal’s Reading Option 2 OCR Sport
Science Option 1 French/History/
Geography English English Literature
Citizenship
200 word challenge Maths Principal’s Reading Option 2 OCR Sport
w/b 16th Dec
Science Option 1 French/History/
Geography English English Literature
ALL WEEKS
20 mins reading of your own
book
(record on Reading Log)
20 mins reading of your own
book
(record on Reading Log)
20 mins reading of your own
book
(record on Reading Log)
20 mins reading of your own
book
(record on Reading Log)
20 mins reading of your own
book
(record on Reading Log)
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Reading Log
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W/b 4th Nov
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W/b 9th Dec
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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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Believe at BBA Principal’s Reading w/b 11th Nov
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?
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Believe at BBA Principal’s Reading w/b 18th Nov
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.
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Believe at BBA Principal’s Reading w/b 25th Nov
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.
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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.
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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
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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?
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
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.
Tier 2 vocabulary Definition
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
Tier 2 vocabulary Definition
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
Section 2: Key Facts
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
Tier 3 vocabulary Definition
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.
Tier 2 vocabulary Definition
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
Section 2: Key Facts
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
Tier 2 vocabulary Definition
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
What is the formula for the
circumference of a circle?
Circumference of a circle = ∏d
What is the formula for the
area of a sector?
What is the formula for the
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?
Hegarty Maths Video Numbers: Unsure 206 Confident 259
w/b 27th November x² + y² = 144 What is the radius of this circle?
Hegarty Maths Video Numbers: Unsure 778 Confident 779
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?
Hegarty Maths Video Numbers: Unsure 594 Confident 595
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?
Hegarty Maths Video Numbers: Unsure 596 Confident 597
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
Hegarty Maths Video Numbers: Unsure 546 Confident 547
24
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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.
Tier 2 vocabulary Definition
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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.
Tier 2 vocabulary Definition
State Solid, liquid, gas, plasma.
Pure substance Contains only one substance, with no other substances mixed in .
Section 3: Possible exam/CAF-style questions
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
Section 2: Key Fact/Methods/Processes/Questions
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
Tier 2 vocabulary Definition
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).
Section 3: Possible exam/CAF-style questions
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.
Section 2: Key Fact/Methods/Processes/
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
Tier 3 vocabulary Definition
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
Tier 2 vocabulary Definition
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.
Section 3: Possible exam/CAF-style questions
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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.
Tier 2 vocabulary Definition
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..
Section 3: Possible exam/CAF-style questions
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
Section 3: Possible exam/CAF-style
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
Section 3: Possible exam/CAF-style
questions
Section 2: Key Fact/Methods/Processes/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
Section 1: Key Vocabulary
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.
Section 2: Key Fact/Methods/Processes/Questions
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.
Section 3: Possible exam/CAF-style
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 .
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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).
Tier 2 vocabulary Definition
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
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
Tier 2 vocabulary Definition
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
Section 2: Key Fact/Methods/Processes/Questions
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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.
Tier 2 vocabulary Definition
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?
Section 2: Key Fact/Methods/Processes/
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
Section 2: Key Fact/Methods/Processes/
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.
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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.
Section 2: Key Fact/Methods/Processes/
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
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?
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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
Tier 2 vocabulary Definition
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.
Section 3: Possible exam/CAF-style
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
Believe at BBA Section 1: Key Vocabulary
Tier 3
vocabulary Definition
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
vocabulary Definition
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.
Section 3: Possible exam/CAF-style questions
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.
Section 2: Key Fact/Methods/Processes/
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
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
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.
Section 3: Possible exam/CAF-style questions
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 11th November Answer question 2 in section 3.
w/b 18th November Answer question 3 in section 3.
w/b 25th November Answer question 4 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
Section 1: Key Vocabulary
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
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
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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: