st james school - organiser year 9 knowledge cycle one...elp communicate ideas. demonstrate...
TRANSCRIPT
2020-21
Cycle OneYear 9
Knowledge Organiser
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 2
Intro
du
ction
Don’t just copy material from the knowledge organiser into your book.This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!
TOP TIP
Why should you self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.
You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.
Research shows that students remember 50% more when they test themselves after learning something.
This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.
How should I self-quiz?There are many different ways to learn the material in your knowledge organiser. Whichever method you decide to use, your tutor will ask to see evidence of your work.
You could:
a) Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right and correct any mistakes using a different colour.
b) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.
c) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy and then repeat.
d) Make up mnemonics (e.g. BIDMAS) to help you remember key facts. Write these out from memory.
Self – Quizzing
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 3
Intro
du
ction
Subject 1 Subject 2 Subject 3
Monday Sparx Maths Sparx Maths Sparx Maths
Tuesday MFL Science* Extended Writing*
Wednesday English Science* Humanities
Thursday MFL Science* JBACC
Friday English Option A Option B
Independent Study Schedule This table shows you which knowledge organisers you should use each day for Independent Study. Remember that your workbooks will be checked each morning in tutor time. To effectively ‘self-quiz’ and therefore learn the content, you should dedicate 20 minutes to each slot on the timetable.
T
CNA
on Time
Accurate
Neat
Complete
Independent Study should be TANC.
Any work that is not TANC will be considered incomplete.
What are the Independent Study expectations?You must aim to meet the following expectations. Any adjustments to these expectations must be discussed with your Tutor :
• Check the schedule below to see which knowledge organisers you should use each day.
• Complete one full page for each subject on the schedule in your workbook every day.
• Use your knowledge organiser after you have finished to mark and correct your own work.
• Write the date and subject heading for each piece of work.
Independent Study Expectations
Option subjectsArt ComputingMusic SociologyPerforming Arts (Dance) Performing Arts (Drama)Statistics
Food Preparation and NutritionEngineering Design
Sport StudiesHealth and Social Care
iArt
* It is vital that you have opportunities to practise your extended writing. This will be completed in your English books and will be checked by your English teacher.
* Science homework expectations; for each Science slot on the timetable above, you are expected to spend at least 20 minutes on Tassomai. In addition, you may wish to use the Science Knowledge Organiser pages included in this booklet to pre-learn information, recap key concepts and revise for assessments. By continually revisiting and practicing these topics you will be in the best possible position to revise and succeed in your GCSE exams. Your Tassomai will be checked every day and if needed you will be told to attend after school catch up sessions.
In order to ensure you are fully prepared for your GCSE your teachers may recommend that you spend some additional time on their subject. This is to support you in spacing out your revision so that you are not overwhelmed when the exams start. Any additional work will be checked in lesson and not in tutor time.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 4
Art an
d D
esign
A
nnota
tion G
uide
– Rec
ord
ing id
ea
s and
Intentio
ns AO
2 AO
3
SJE$$$$2020$
Perso
nal re
spo
nses – Yo
ur visual d
iary
Aim
to re
co
rd p
erso
na
l tho
ug
hts, re
flec
tion
s, eva
lua
tion
s, jud
gm
en
ts, an
d re
spo
nse
s (rath
er th
an
re
gu
rgita
ting
fac
ts or th
e vie
ws o
f oth
ers), p
rovid
ing
insig
ht in
to yo
ur th
inkin
g a
nd
de
cisio
n-m
akin
g.
Co
mm
unica
te w
ith cla
rity C
om
mu
nic
ate
in a
suc
cin
ct a
nd
cle
ar m
an
ne
r. Tho
ug
hts m
ay b
e re
co
rde
d in
an
y leg
ible
form
at: m
ind
ma
ps,
writte
n q
ue
stion
s, bu
llete
d su
mm
arie
s an
d c
om
ple
te p
ara
gra
ph
s. Avo
id ‘txt’ sp
ea
k an
d sp
ellin
g e
rrors; th
ese
in
dic
ate
slop
pin
ess a
nd
will n
ot h
elp
co
mm
un
ica
te id
ea
s. D
em
onstra
te sub
jec
t-spe
cific
know
led
ge
A
im to
co
mm
un
ica
te in
form
ed
an
d kn
ow
led
ge
ab
le re
spo
nse
s, usin
g a
ran
ge
of a
rt-rela
ted
voc
ab
ula
ry an
d
term
ino
log
y. Use
sen
sory la
ng
ua
ge
wh
en
you
are
writin
g a
bo
ut th
e p
ho
tog
rap
hs o
r art – w
ha
t you
fee
l or
ima
gin
e a
bo
ut th
e a
rt. A
void
the o
bvio
us Se
lf-exp
lan
ato
ry state
me
nts, su
ch
as “I d
rew
this u
sing
pe
nc
il” or “th
is is a d
raw
ing
of a
sho
e” a
re u
nn
ec
essa
ry; th
ey c
om
mu
nic
ate
no
ne
w in
form
atio
n.
Rec
ord
ing
! Ha
ving
cre
ate
d a
serie
s or se
t of d
raw
ing
s, pa
intin
gs o
r exp
erim
en
tal p
iec
es – th
ink a
bo
ut w
ha
t you
’ve
cre
ate
d?
! Ho
w h
as it b
ee
n c
rea
ted
? ! D
esc
ribe
the
step
s take
n to
cre
ate
the
artw
ork.
! Wh
at m
ed
ium
or m
ate
rials d
id yo
u u
se? - N
ote
in d
eta
il the
reso
urc
es u
sed
to c
rea
te yo
ur a
rtwo
rk. Think a
nd w
rite a
bo
ut the...
Line, to
ne, fo
rm, c
olo
ur, pa
ttern, te
xture, sub
jec
t ma
tter a
nd c
om
po
sition o
f the a
rtwo
rk
Sente
nce
starte
rs: In this p
iec
e o
f wo
rk I have
... I ha
ve use
d the
follo
wing
ma
teria
ls... I re
ally like
how
the…
I think the
(line w
ork, to
ne, c
olo
ur etc
) give
s the w
ork…
Thro
ugh w
orking
in this wa
y I have
lea
rned
how
to...
I like the
cha
rac
teristic
s of the
lines...
I have
found
cre
ating
this pie
ce
of w
ork a
cha
lleng
e b
ec
ause
…
Loo
king a
t the w
ork, the
artw
ork sug
ge
sts Insig
hts and
Intentio
ns ! H
avin
g re
flec
ted
on
the
exp
erim
en
tal w
ork, a
sk you
rself w
ha
t are
you
go
ing
to d
o n
ext?
! Wh
at a
spe
cts o
f you
r artw
ork h
ave
be
en
suc
ce
ssful in
exe
cu
ting
? ! Sta
te a
t lea
st fou
r asp
ec
ts of yo
ur a
rtwo
rk you
be
lieve
you
ha
ve e
xec
ute
d w
ell.
! Wh
at m
igh
t you
do
diffe
ren
tly if you
co
uld
? ! A
re yo
u g
oin
g to
use
diffe
ren
t ma
teria
ls or te
ch
niq
ue
s ha
ving
exp
erim
en
ted
? ! W
rite a
bo
ut th
e c
ha
llen
ge
s you
mig
ht e
xpe
rien
ce
an
d h
ow
you
mig
ht a
pp
roa
ch
the
cre
atio
n o
f the
w
ork.
Sente
nce
starte
rs: I like
the id
ea
of using
the te
chniq
ue to
ma
ke…
To
further e
xtend
the id
ea
I’m g
oing
to c
rea
te...
I wo
uld like
to use
…
I’m inte
reste
d in trying
... To
refine
the w
ork I c
ould
…
I pla
n to m
ake
the sc
ale
of the
wo
rk…
I am
go
ing to
use…
……
…I think this w
ill rea
lly enha
nce
…
I wa
nt the w
ork to
have
the fe
eling
of…
……
……
.so tha
t the vie
we
r mig
ht fee
l…
I think the c
entra
l ide
a b
ehind
the b
od
y of w
ork is…
I w
ant m
y wo
rk to b
e vie
we
d in suc
h a w
ay a
s to…
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 5
Art an
d D
esign
A
nnota
tion G
uide
– Rec
ord
ing id
ea
s and
Intentio
ns AO
2 AO
3
SJE$$$$2020$
Form
: D
esc
ribe
exa
ctly w
hat c
an yo
u see
in the a
rtwo
rk? W
hat’s in the
fore
gro
und o
r ba
ckg
round
? Is it fig
urative
or a
bstra
ct?
Wha
t co
lours c
an b
e se
en?
I ca
n see
... In this p
ainting
, I ca
n see
... The
wo
rk rem
inds m
e o
f... The
size o
f the w
ork m
ight sug
ge
st…
Proc
ess:
De
scrib
e ho
w the
artist a
chie
ved
the a
rt using fo
rma
l ele
me
nts? W
hat kind
s of skills ha
ve b
ee
n used
? D
iscuss:
Lines - thin, thic
k, curve
d, ja
gg
ed
, zigza
g, he
avy, lig
ht, short, w
avy, flo
wing
, dire
ctio
n, do
tted
, vertic
al,
horizo
ntal, e
xpre
ssive
Co
lours - p
rima
ry, sec
ond
ary, te
rtiary, w
arm
, co
ol, c
om
plim
enta
ry, harm
onio
us, mo
noc
hrom
atic
, vivid,
solid
, da
rk, tone
, tint, vibra
nt Te
xture – im
pa
sto, thic
k, roug
h, soft, sm
oo
th, furry, gritty, fine
, uneve
n, bum
py, d
ry, ab
rasive
Sp
ac
e – c
om
po
sition, p
ersp
ec
tive, p
ositive
spa
ce
, neg
ative
spa
ce
, fore
gro
und, b
ac
kgro
und, m
idd
le g
round
Sha
pe
– circ
ular, sq
uare
, triang
ular, o
rga
nic, c
urvac
eo
us, and
ge
om
etric
Pa
ttern – na
tural, m
anm
ad
e, re
pe
ating
, reg
ular, irre
gula
r, rad
ial, sp
iral, rhythm
, symm
etry
C
onte
xt: W
hat d
o yo
u think you a
re trying
to c
onve
y? Wha
t do
es it m
ake
you
fee
l or re
mind
you o
f? W
hat kind
of fe
eling
s do
es it e
voke
? Im
ag
ine w
hat the
view
er m
ight se
nse fro
m se
eing
the w
ork?
Fee
ling o
r ap
pe
ara
nce
of the
art:
Expre
ssive, a
live, lo
nely, a
tmo
sphe
ric, c
om
ple
x, de
lica
te, funny, sa
d, sho
cking
, joyo
us, be
autiful, ug
ly, stra
nge
, im
po
sing,
disturb
ing,
de
pre
ssing,
harro
wing
, e
there
al,
nosta
lgic
, im
pre
ssionistic
, surre
al,
fake
, d
istorte
d, sym
bo
lic, a
bstra
ct, g
eo
me
tric, flo
wing
, exc
iting, so
mb
re…
I th
ink th
e a
rtwo
rk de
pic
ts…
I rea
lly like h
ow
the
ma
in e
mp
ha
sis is on
…
I’m tryin
g to
dra
w th
e vie
we
r’s eye
s to…
I be
lieve
I’ve a
ch
ieve
d th
is by…
I th
ink th
e th
em
e o
r ide
a b
eh
ind
this a
rtwo
rk is…
I rea
lly like th
e p
ain
t ha
s…
I like th
e id
ea
of u
sing
this te
ch
niq
ue
an
d p
erh
ap
s co
mb
inin
g it w
ith…
I a
m g
oin
g to
atte
mp
t to u
se a
simila
r tec
hn
iqu
e to
cre
ate
a n
ew
set o
f prin
ts? Pain
ting
? etc
…
I wa
nt to
use
…
I wa
nt to
exp
erim
en
t with
... U
sing
(ink, a
crylic
, wa
terc
olo
ur, o
il, ch
arc
oa
l etc
) will g
ive a
sen
se o
f…
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 6
Co
mp
ute
r Scie
nce
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 7
En
gine
erin
g De
sign
Week 2
know your hand tools Week Use a HACK SAW or Junior HACKSAW forcutting metal (see picture below left). It has very fine ,hard teeth so it can cut through most workshopmaterials. Use the Engineers vice to clamp your workpiece and remember how you clamp your work is justas important as how you cut it.Use FILES for removing smaller amounts andpreparing surfaces. See below right for sections offiles.
Always deburr holes to remove any sharp edges after drilling on a pillar drill.
ENGINEERING D T in the metal workshop
SCREWING/using BOLTS is the clamping of twopieces of material using a threaded component(either a machine screw or a bolt/nut/washer). Theadvantage of joining like this is that it can easily bedisassembled if needed although they are often usedfor permanent fixing s as well.
know parts of a bolt
Week1
know how to mark out metalWhen you mark out material you must always leave roomfor the cut. SAWS, FILES etc are all ‘wasting’ tools so theyproduce waste when used i.e. METAL SWARF/FILINGS.We always cut on the waste side of the line. Rememberyou can always take material away but you can never putit back.
To measure and mark out accurately in the workshop youshould use a SCRIBER, an ENGINEERS TRI SQUARE and aSTEEL RULE.Drill centres should all be marked using a CENTREPUNCH and BALL PEIN HAMMER on the back of anENGINEERS VICE.
Week3
know about screws and bolts
Week 4
know permanent joints in metalWELDING is the permanent fusing of 2 materialstogether. You can use electricity as the heat source tomelt the materials as in MIG (see below right), TIG or ARCwelding. Alternatively you can use a flame created byburning gas as in Oxyacetylene welding (see belowright).
BRAZING is the permanent joining of 2 metals by meltingand flowing a filler metal into the joint, the filler metalhaving a lower melting point than the adjoining metal.The filler metal flows into the gap between close-fittingparts by capillary action.(see below right)
RIVETING is the processof joining 2 pieces ofMaterial, normally sheet or plate through forming (oftenhammering) a rivet over/through two aligned holes.(from left to right ; snaphead rivet, countersunk rivet,Pop (or blind) rivet. Rivet iscommonly thought of as asemi-permanent method of joining asthe rivet can be drilled out to release the joint.
Week 5
know how to describe material properties Tough = Withstands impact without breaking Brittle = Will easily smash or shatter under impact
(opposites)Ductile = will stretch along its length without breakingHard = withstands indentation or scratchingDurable = hard wearingCorrosion Resistance = does not degrade/corrode/rustor Insulator = blocks the flow of heat/electricity)
or Conductor? (opposites)Elastic = returns to its original length once loading
has been removedor Plastic = deforms without returning to its original shape? (opposites)Stiff = des not deflect (opposite of easily bent)Strength = Resistance to deformation or fracture in a
particular direction(tensile/compression/torsion/shear)
Malleable = deforms easily (linked to plasticity /hardness /machinability/ductility)
Machinability = cuts/machined/finished wellMagnetic = attracts or repels magneticallySustainable = can be used forever without it running outAesthetics = shape/ looks/form/colour/impression
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 8
En
gine
erin
g De
sign
Week 10
know about modellingCardCard is a cheap and quick way to testideas you have drawn. Hot melt glueis a good way to attach parts togetherquickly although be careful when usingthe glue guns.
Even multi national companies like make models out of card to test ideas. In the workshop we can quickly and easily laser cut parts for modelling to check fits, dimensions, function or aesthetics.
CAD3D CAD models are also an excellent way to visualise, test and develop ideas without using up physical resources. Most of the time designers use a combination of CAD and Card to develop products and check they meet the customers needs.
know different types of drawing stylesWeek 6 - Isometric Isometric drawings, sometimes called isometric projections, are a good way of showing measurements and how components fit together. Unlike perspective drawings, they don’t get smaller as the lines go into the distance.
There are three main rules to isometric drawing:horizontal edges are drawn at 30 degreesvertical edges are drawn as vertical linesparallel edges appear as parallel lines
Week 7 -Orthographic projectionOrthographic projections are working drawings in either a first or thirdangle projection and show each side of a design without perspective, iea 2D drawing of a 3D object. They are used to show an object from everyangle to help manufacturers plan production. Starting with a front viewof a product, construction lines show where areas join and are used todraw a side and plan (birds eye) view, ensuring that the drawing isaccurate from all angles. These drawings are to scale and must showdimensions.
Week 8 - First and third angle projectionsFirst angle projections and third angle projections are the two maintypes of orthographic drawing, also referred to as ‘working drawings’.The difference between first and third angle projection is in the positionof the plan, front and side views.
In third angle, what you see from the right would be drawn on the right.In first angle, the view from the right would be projected through anddrawn on the left. The views in first angle are depicted as if you werelooking at an x-ray of the object.
ENGINEERING D T – Design Communication& Problem Solving Skills
Not
e: W
e w
ill b
e lo
okin
g at
oth
er 2
D
draw
ing,
2/3
pt p
ersp
ectiv
e an
d sk
etch
ing
tech
niqu
es in
futu
re K
O’s
.
Week 9
know about communicating ideasWritten communication is an important part of the designers job. Making sure your ideas have been clearly described and explained is very important if a product is going to be successful. The following should be added to all sketches in your portfolio.
Rendering – shading your sketches taking into account light and shade.
Labelling – making sure each part is clearly named
Annotation - labelling with detailed descriptions to explain function and showing detail in your ideas. Sometimes this will be to show you have evaluated your work.
Dimensions - adding the measurements to you designs in mm
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 9
En
glish
Short Stories: The Classic story structure Short stories: Other models The Questions to ask when reading and planning a short story
Analytical Writing
Opening (Exposition)
The scene is set; characters come into the story.
Complication Something important happens to move the story on.
Development Another important thing happens to move the story on towards a climax.
Climax (Crisis) A final thing happens to make the story get very tense, exciting or dramatic.
Resolution Things are sorted out (happily or unhappily).
Ending (Coda)
The final sentence or two make it clear how the reader should feel about events.
The Encounter story: The protagonist is confronted by another character or situation that shakes up his or her everyday routine. The protagonist must now engage with this new situation as something important is at stake. Self/ Realisation stories: This story tends to focus on the inner drama of a character who- after being confronted with a dramatic situation- learns something new and important about self or others. The Isolated Moment This portrays a brief, intense experience where the point and power of the story lie in the depiction of the story itself and its impact on the individual at the end. An example of this might be a child seeing the ocean for the first time or a person’s first experience of love. A Parabolic story A story with deep symbolic meaning.
Remember there is
One main character One main problem One main outcome
Premise What is the central story idea? Plot How does this premise develop? People Who are the people in the story? What is their relationship and role? Place Where is this set? How does the setting reflect the story and the characters? Period When time in history is this set? How is this significant to the story?
Vocabulary to use when exploring HOW Accentuates, intensifies, enhances, heightens, creates, establishes, encapsulates, epitomises, typifies, evokes, symbolises, reinforces, characterises. Vocabulary to use when exploring WHY. Subtle, skilful, admirable, challenging, striking, satisfying, commendable, provocative, significant, pivotal, powerful, crucial.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 10
En
glish
Language terms Structure terms Other Literary terms Grammatical Construction Word Level: Noun- the name of an object or person Verb- A word use to describe what someone is doing, or being. Adverb- A word that describes how something is being done. Adverbs can be adverbs of time, manner or place. Adjective- A word that describes a noun Imperative verbs- commanding words. Phrase level Imagery (violent, natural, animal etc)- language that is used to create a visual or vivid picture for the reader. The writer always does this for a reason. Sensory imagery (visual, aural, tactile)- employs the senses when describing. Connotations- other ideas or words a word can evoke. Semantic fields- words that are linked through a similar idea. Used throughout a piece of writing to emphasis/ convey an idea. Mood/ tone/atmosphere- the feeling created.
Juxtaposition- where two contrasting ideas are placed next to each other for specific impact. Perspective- the viewpoint from which something is written. This may change. Contrast- where you see two different ideas/ characters/ settings in the same text. Again, this is constructed for impact. Motif- the repetition of an idea or image throughout a text. Focus- the idea/ image the writer looks at. This often changes. Foreshadow- where an idea or event is hinted at throughout a text. Foreground- to make something prominent or stand out. Patterns of meaning- where there is a repetition of a word or ideas repeated throughout a text.
Protagonist- the main character of the story or novel, around which the main events unfold. Symbolism- where images or events within a text represent another idea or person. Allegorical- a story or character that represents a bigger or wider story. For example, a character might be an allegory for a certain type of person. Allusion- a reference to another story or stories. For example, there may be a biblical allusion in a poem, which means there is reference to the bible. Denouement- the end of the story, where all ideas are pulled together Characterisation- the way a character is constructed by an author. Dystopian- a story may be dystopian if it writes about a society where every aspect of the society has been corrupted. It is recognisable, but it is wrong.
Colon Used to introduce, expand or embellish a
point that has been made
Semi colon Used to join two independent clauses.
Ellipsis Three dots used to show omission from speech or a sentence
trailing to the end. Main clause A clause that can act
as a stand alone sentence.
Subordinate clause
A phrase that can not make sense on its own.
Compound sentence
A sentence made up with two main
clauses, joined with a conjunction.
Complex sentence
A sentence made up of a main clause and
at least one dependent clause.
Discourse markers
Words or phrases used to signpost a
piece of writing. They can create order,
develop an argument or show contrast.
Fragments Words or sentences punctuated as
sentences, but they are not actually main
clauses. They are used for impact.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 11
Foo
d P
rep
aration
and
Nu
trition
Sugar is pure carbohydrate. It is referred to as providing ‘empty calories’ and it does not provide any other nutrients.Sugar is made from either sugar beet or sugar cane
The sugars we eat are in two main forms:Intrinsic sugars – are found naturally in plants we eatExtrinsic sugars are those you can see, such as sugar you put into cakes and biscuits or add to drinks.
Sugar, fat and cake methods
Single units: glucose and fructoseGlucose or dextrose is widely found in fruit & veg and used extensively in food manufacturing Fructose is typical fruit sugar found naturally in fruit. It is 1 ½ x sweeter than table sugar. Very important in the confectionery industry
Monosaccharides: Disaccharides:
These are formed from 2 monosaccharides joined together. When they join, water is released and a bond is formed. Maltose: 2 glucose units joined together. This sugar is found in Cereal crops.Lactose: 1 glucose unit + 1 galactose unit. More commonly known as milk sugar. Sucrose: 1 glucose + 1 fructose unit. More commonly known as table sugar. Used extensively in the confectionery industry (usually as invert sugar ….. More on this later)
Invert sugar is used extensively in manufactured foods because it does not crystallise out of solution. This means sweetened products can retain their smooth texture. Invert sugar is more soluble than sucrose so it is used in products to retain moisture.
Invert sugar
So why is sugar in food?a) It makes food sweetb) It provides bulk in
foods such as ice cream, cakes and biscuits
c) It provides smoothness and flavour in products such as ice cream
What are the health risks associated with eating too much sugar?- Tooth decay- Obesity (being overweight so that it affects your health) – sugar that is not ‘burnt off’ through exercise is stored as fat- Type 2 diabetes
Sugar beetBeet is a root crop.Its grown in the colder climates e.g UK.20% of worlds sugar is from beet.
Sugar caneCane is tall, bamboo like grass that can grow up to 6 metres.Grown in tropical countries e.g Brazil80% worlds sugar is from cane.Cane is cheaper than beet
Functions of sugar:Adding colour – Maillard reaction (toast goes brown)Preserving - JamsFermentation – feeds yeastRaising agent – aeration in cakesCoagulation – raises the temp of eggsFoaming – meringues
What’s the difference between fats and oilsA fat is solid at room temperature and has a high melting point. Most commonly from animals.
Oil is liquid at room temperature and has a lower melting point. Most commonly from a plant sources.
Facts on ButterMade from cream that is churned. Butter is a solid, firm fat.When warmed or heated it will soften and melt.The two main types of butter found in shops are salted and unsalted butterButter can be used in icing, sauces, cakes, biscuits and pastry Butter is high in saturated fat and provides vitamin A and D
Unsaturated Fats These fats are found in a range of foods originating from plants and oily fish. There are two types of unsaturated fats:• Monounsaturated fats- Soft at room temperature. Healthier for you and could potentially lower
blood cholesterol and reduce the risk of cancer and diabetes. Found in oily fish, nuts, avocados and oils.
• Polyunsaturated Fats – Liquid or very soft at room temperature.
Saturated Fats• Are solid at room temperature • Mainly come from animals however palm and coconut oil also contain high levels of saturated fat• Contains high levels of cholesterol• Can lead to a build up of fat in and around major organs causing heart disease, obesity and high
blood pressure.
Essential Fatty AcidsThese are vital for the health and function of the body. Omega 3 – This helps to protect the heart and is found in oily fish, seeds and green leafy vegetables.Omega 6 – Helps to lower blood cholesterol and is found in vegetables, grains, seeds and poultry.
Why do we need fat?• It provides energy• Forms an insulating layer under the skin (Keeps us warm)• Protects and surround vital organs in the body• Provides texture and flavour to foods• Is a source of fat soluble vitamins A,D, E and K
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 12
Fre
nch
Week 3 Week 4
Week 2
Year 9 AQA GCSE French. Cycle 1. Family and Relationships
Week 6
Week 8Higher Vocab…
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Week 7 Higher Vocab…
1 Week 9
Higher Vocab…
Week 5
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Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 13
Fre
nchfaire = to do aimer = to like être = to be manger = to eat boire = to drink
je fais = I do j’aime = I like je suis = I am je mange = I eat je bois = I drink
on fait = we do on aime = we like on est = we are on mange = we eat on boit = we drink
j’ai fait = I did j’ai aimé = I liked j‘ai été = I was j’ai mangé = I ate j’ai bu = I drank
on a fait = we did on a aimé = we liked on a été = we were on a mangé = we ate on a bu = we drink
je faisais = I used to do j’aimais = I used to like j‘étais = I used to be je mangeais = I used to eat je buvais = I used to drink
je vais faire = I’m going to do
je vais aimer = I’m going to like
je vais être = I am going to be
je vais manger= I am going to eat
je vais boire = I am going to drink
je ferai = I will do j’aimerai = I will like je serai = I will be je mangerai = I will eat je boirai = I will drink
je ferais = I would do j’aimerais = I would like je serais = I would be je mangerais = I would eat je boirais = I would drink
aller = to go avoir = to have se disputer = to argue s’entendre = to get on with préférer = to prefer
je vais = I go j’ai = I have je me dispute = I argue je m’entends = I get on je préfère = I prefer
on va = we go on a = we have on se dispute = we argue on s’entends = we get on on préfère = we prefer
je suis allé(e) = I went j’ai eu = I had je me suis disputé = I argued je me suis entendu = I got on j’ai préféré = I prefered
on est allé(e) = we went on a eu = we had on s’est disputés = we argued on s’est entendus = we got on on a préféré = we preferred
j’allais = I used to go j’avais = I used to have je me disputais = I used to argue je m’entendais = I used to get on je préférais = I used to prefer
je vais aller = I am going to go
je vais avoir = I am going to have
je vais me disputer = I’m going to argue
je vais m’entendre = I’m going to get on
je vais préférer = I am going to prefer
j’irai = I will go j’aurai = I will have je me disputerai = I will argue je m’entendrai = I will get on je préférerai = I will prefer
j’irais = I would go j’aurais = I would have je me disputerais = I would argue je m’entendrais = I would get on je préférerais = I would prefer
AQA GCSE French – Y9 Cycle 1 – Key Verbs
il y a = there is / there areil y avait = there was / wereil y aura = there will beil y aurait = there would be
c’est = it isc’était = it wasça sera = it will beça serait = it would be
il y a du soleil = it’s sunnyil fait beau = it’s nice weatheril fait mauvais = It’s bad weatheril pleut = it’s rainingil y a du vent = it’s windy
je crois que = I think thatj’imagine que = I imagine thatje dirais que = I would say thatil me semble que = It seems to me thatcela me rappelle de = It reminds me of
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 14
Ge
ograp
hy
Key vocabulary (WEEK 1 & 2)
Superpower A state or organisation that can extend a dominant influenceglobally (e.g. the USA)
Globalisation Organisations and ideas on a worldwide scale. The increasinglinks between countries around the world as a result of themovement of goods, services and money
Economy The wealth and resources of a country in terms of the goodsthat are produced and consumed there.
Trade The activity of buying, selling or exchanging goods and servicesbetween people, business or countries.
Regional power A state or organisation with a sphere of influence that tends tobe continental rather than global (e.g. the EU)
Hard power Power through force or coercion (e.g. military)
Soft power Power through favour or persuasion (e.g. film, food)
Blue-water navy A navy that can be deployed into open ocean i.e. with largeocean-going ships.
Transnational companies (TNCs)
A business that is found in more than one country (also knownas multinational) such as MacDonalds.
YEAR 9 CYCLE 1 GEOGRAPHY - Superpowers Knowledge Organiser
Features of a superpower (WEEK 3)
Physical size and location
Larger countries have more resources and influence. However, morebordering countries can create more tensions e.g. Russia
Economic power & influence
Top 10 largest economics earn 65% of the global GDP (wealth).Attract investments and creates global hubs e.g. London. Dollar andEuro are powerful currencies. Largest economies decide whichdeveloping countries receive aid (help).
Population Large population can create a sufficient labour force. China and Indiahave large populations for cheap labour. Can also lead to largemarkets (people to buy products)
Political Political groups such as the G7 and OECD work with others toimprove countries.
Military strength
Historical influence on determining power. China has largest militaryfollowed by USA. 37% of all military spending by USA.
Cultural influence
TNCs such as Coca-Cola, MacDonalds, Disney and Sony influencepeople’s lifestyles around the world.
Access to natural resources
Oil, gas and coal for energy and metals like iron ore for the steelindustry are essential to development. Does not guaranteedevelopment though; some countries are unable to access them.
Emerging powers – BRICS and MINT nations (WEEK 5)
Emerging power A state or organisation that is growing significantly in power andbeginning to extend a more global influence (e.g. China)
BrazilRussia
IndiaChina
South AfricaMexico
Indonesia NigeriaTurkey
WEEK 4
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 15
Ge
ograp
hy
YEAR 9 CYCLE 1 GEOGRAPHY - Superpowers Knowledge Organiser
Role of China in Africa (WEEK 8)
Colonialism The gaining of political control over a territory by another country e.g.British Empire.
Neo-colonialism The use of economic, political and cultural power to influence othercountries (e.g. China’s interest in the African continent).
Dependency The progress of a developing country is influenced by economic,cultural and political forces that are controlled by developed countries.
South China Sea (WEEK 9)
Fast fashion (WEEK 6)
India Space Race (WEEK 10)
China in Laos (WEEK 7)
Aral Sea Citarum river, Indonesia
Kazakhstan affected by cotton production – inthe 1960s, the Aral Sea covered 68000 sq km.It was one of the largest inland seas with athriving fishing and tourist industry.It has now all but gone. One of the rivers thatfed the Aral Sea – Amu Darya – was diverted tocotton-production farms, sucking the river dry.Caused seasons to change. No water to absorbheat and keep the climate mild. Summers nowas hot as 45°C!
On the banks of the Citarum Riverthere are over 400 factories.Chemical waste/toxic chemicals arebeing released into the waterways.Tests of the river water found toxiclevels of mercury, cadmium, lead andarsenic. Locals use the water forbathing and washing clothes.Lack of oxygen and high levels ofpollutants in the water has killed fish.
India criticised for spending money on a space project when nearly a quarter of itspopulation live below the poverty line. India’s space programme costs roughly $1billion a year.
Satellites improve data on monsoons rains and weather patterns, helping farmersget a better idea of when to plant crops
India is reducing poverty quickly, with 44 people lifted from poverty every minute.40% of children are malnourished and half the population have no toilets.
Chinese officials say they are playing a constructive role in helping countries in China todevelop. They do not want to be a country taking resources but to be a partner.Africa is a key target for China’s ‘belt and road initiative’ which aims to improve trade andtransportation between China and the rest of the world.China issued over $84 billion in loans to finance thousands of infrastructure projects inAfrica e.g. dams.President Xi Jinping stresses that their investment in Africa comes with no strings attached.China has built train lines across East Africa and trained troops to maintain peace in areaswhere conflict can occur.China has been criticised for their actions, with some suggesting that they are onlyinterested in accessing the natural resources that exists across the continent such ascopper, gold and oil.
China, Vietnam, the Philippines, Taiwan,Malaysia and Brunei all have competingclaims to the South China Sea.
China believes that it owns the largestportion of the territory – the sea withinthe ‘Nine-dash-line’China has been building islands withmilitary bases in the South China Sea,creating more 3,200 acres of new land.The USA, who has allies with some of thecountries above, relies on the shippingroute through the Sea for trade. The USAsent military ships and planes to monitorthe region.
Laos is a landlocked country of 6.8 million people in SE Asia.China has invested in transportation infrastructure, an economic zone, hydropowerdams, schools and military hospitals, indicating growing ties with Laos.Laos has the Mekong River running through it, making hydropower a big industryand it also has underdeveloped resources including minerals and rubber.Boosting connectivity via roadways and high-speed passenger and freight railwayswill help China to distribute its goods to Laos but also to the Andaman Sea.The China-Laos railways is an example of one of China’s Belt and Road Initiatives.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 16
He
alth an
d S
ocial C
are
YEAR 9 Health and Social Care Knowledge Organiser: Component 1 Human Lifespan Development Learning Aim A: Understand human growth and development across life stages and the factors that affect it
How do people grow and develop throughout their lives? How can factors such as lifestyle choices, relationships affect this? Understanding these processes is essential knowledge and understanding for health and social care practitioners.
A1 Growth and development across life stages A2 Factors affecting growth and development
TASK 1: Life stages 1. Infancy (0 – 2 years) – Dependant on
parents, rapid physical growth 2. Early childhood (3 – 8 years)- Developing
physical skills, becoming independent 3. Adolescence (9 – 18 years)- Physiological
and emotional changes, puberty 4. Early adulthood (19 – 45 years)– Reach
full physical maturity 5. Middle adulthood (46 – 65 years)– aging
process begins, menopause 6. Later adulthood (65+ years)- aging
process continues, decline in strength and memory
TASK 2: Holistic Development 1. Physical development – Physical growth
and physiological change 2. Intellectual development – Developing
thinking and language skills and common activities that promote learning and development
3. Emotional development – Developing feelings about self and others
4. Social development – Forming relationships with friends and family
TASK 3: Physical factors 1. Genetic inheritance – Hair and Eye colour 2. Diet and lifestyle choices – Drinking / smoking 3. Experience of illness and disease – cancer/ arthritis 4. Appearance Economic factors 1. Income/ wealth/ social class/ poverty 2. Material possessions – property or belongings that are tangible
TASK 4: Social, Cultural and emotional factors
1. Educational experiences, e.g. school, college, university 2. Culture, e.g. community involvement, religion,
gender 3. Influence of role models 4. Influence of social isolation 5. Personal relationship with friends and family
Learning Aim B: Investigate how individuals deal with life events
B1 Different types of life event B2 Coping with change caused by life events TASK 5: Life events Important events that happen in someone's life. 1. Expected life event - predictable life
events that the individual is sure will happen, they are planned e.g. leaving school
2. Unexpected life event – something that takes a person completely by surprise e.g. losing job
Examples of life events Physical events Accident/ injury/ Ill health
Life circumstances Moving house, school or job/ Exclusion
from education/ Redundancy/ Imprisonment/ Retirement
Relationship changes Entering a relationship/ Marriage/
Divorce/ Parenthood/ Bereavement
TASK 6: How individuals adapt to these changes using support Types of support –
1. Formal support – provided by trained professionals such as Counsellors, Doctors, trained carers
2. Informal support- provided by Family, friends partners 3. Voluntary support- Given by community groups, voluntary
and faith based organisations Sources of support- School / Doctors/ AA groups/ Counselling/ Family/ Friends/ Support groups/ Helplines/ Religious groups/ Benefits of support- Emotional support/ advice/ Practical help
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 17
Histo
ry
What do the 7 hills tell us about Ancient Rome and key impacts on Britain1
–Ke
y dat
es
753BC – Rome is founded by Romulus and Remus, according to legend. 509 BC - The last king of Rome, is run out of the city and the Republic is established44 BC – Caesar is murdered by rebelling senators. 31 BC Octavian (later Augustus), Caesar's adopted son, ends the struggle for power when he triumphs over the forces of Mark Antony and Cleopatra27 BC – Augustus becomes first Roman Empire43AD – Rome, under the leadership of Empire Claudius invades Britain successfully.
6 –
Key
date
s
1066 - William, Duke of Normandy defeats Harold Godwinson in The Battle of Hastings.1068 - King William orders the building of Rougemont (Red Mountain) Castle in Exeter following a rebellion in the city.1100 - By the end of the 11th century, it is estimated that the Normans had built close to 1000 motte-and-bailey castles in England and Wales.1215 - King John is forced to sign The Magna Carta by his barons.1348 - Roughly 40% of England’s population dies from the Black Death.
2 –
Key d
ates
2
79 AD - Mount Vesuvius erupts destroying Pompeii80 AD - The Colosseum in Rome is completed seating 50,000 spectators285 AD - Split in Roman Empire to divide it between East & West330AD - Establishment of Constantinople as capital of the Roman Empire410 AD – Tribes beginning to attack the borders of the Western Roman Empire476 The last Emperor of the West, Romulus Augustulus, abdicates (leaves his position of power) and Rome is taken over by the Goths. Western Rome collapses 7
–Ke
y da
tes 2
1381 - The Peasants’ Revolt begins in Essex over the issue of taxes.1534 – Henry VIII issues the act of Supremacy and breaks from the Catholic Church1558 - Elizabeth I becomes Queen of England1559 – Elizabeth passed her religious settlement1588 – The Spanish Armada sails for England in the hope of placing a Catholic ruler on the English throne.
3 –
Key p
eopl
e
Romulus and Remus - Mythical twin brothers who founded Rome at the base of the Palatine Hill. Julius Caesar - Military general and politician; ceased power of the Roman Republic; later assassinated by SenatorsAugustus - Great nephew, adopted son & heir of Caesar; first Emperor of the Roman Empire. Nero - Infamous Roman Emperor; executed anyone who disagreed with him (including his mother); played the fiddle whilst Rome burnedBoudicca – Queen of the Celtic tribes who fought against the Romans in BritainConstantine the Great – converted the Roman Empire to Christianity – moving away from their belief in multiple Gods 8
Key
Indi
vidu
als
1. King William I (The Conqueror): Duke of Normandy and ruler of England from 1066-1087.2. King John: Henry II’s youngest son and ruler of England from 1199-1216. The King who signed the Magna Carta3. Wat Tyler: The leader of the Peasants’ Revolt. Peasants were unhappy with the economic struggles they were facing as a result of their leaders 4. Richard II: King of England from 1377-1399. He was just 14 years old when he met Wat Tyler and the leaders of the Peasants’ Revolt.5. Elizabeth I: Youngest daughter of Henry VIII and ruler of England from 1558-1603. Attempted to unite Britain after years of religious reforms from her Father and her Sister (Mary)
4 –
Key w
ords
Latin – the language of Ancient RomeSenate – Political body of the Republic – controlled money and foreign policyRepublic – Before Rome had an emperor, it was run by elected individuals. Consul – Two highest elected officials in charge of Rome for a one year termBC – the time ‘Before Christ’AD – Anno Domini – the time after Christ was bornCenturion - An officer who commanded a group of 80-100 soldiers within a LegionLegion - Large unit of the Roman army consisting of around 5000 soldiers. 9
Key
wor
ds 1
Motte – The Mound on which early castles were builtBailey – the courtyard inside the castle walls which contained buildings crops and livestock. The Magna Carta - (The Great Charter): A list of demands by which the barons (rich landowners) tried to limit the power of the king to their own advantage.Peasant - The poorest members of medieval society. Landless farmers who worked for the lord of the manor.Revolt - To rise up and rebel against those in power.Economic – A historical factor related to money.
5 –
Key w
ords
2
Aqueduct - A structure, like a bridge, which is used to carry water.Public Bath - A building, like a Spa today, where people went to wash, exercise and meet other people. Dictator – a person who has complete power of a countryEmperor – a person who runs an empireGaul - The area where France and Holland is today. Kingdom – an area ruled by an King or QueenCelt - Group of people, mainly based in Britain, Ireland and Gaul, who were ruledby and fought against the RomansConstantinople - Capital city of the Roman Empire during its late period. Modern Istanbul. 10
Key
wor
ds 2
Protestant - Protestants: Christians who broke way from the Catholic Church, believing it to be greedy and corrupt.Catholic - The original Christians, loyal to the Pope in RomeReformation – The split in the Christian Church between Catholics and Protestants.Martin Luther - A German Monk who wrote an essay criticising the Catholic church and therefore protested against itThe Act of Supremacy – the official act signed by Henry VIII that established the Church of England, instead of England subscribing to the Catholic Church
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 18
iArt
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Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 19
JBA
CC
Theme 1- Equality
Week Definitions
1 Prejudice: Holding biased opinions about a person or group. These are often negative opinions. Discrimination: Behaviour caused by prejudice. Social Justice: The protection of everyone’s rights and op-portunities, and taking care of the least advantaged members of society.
2 Equality: The state of being equal, especially in rights and op-portunities. Sexual Stereotyping: Having a fixed general idea or image of how men and women will behave
3 Gender Identity: The gender which someone assigns to them-selves and identifies as in society. Sexual Orientation: How someone is sexually or romantical-ly attracted to other people.
Stonewall: An international organisation which works to promote the rights of LGBT people around the world.
Stephen Lawrence: A black teenager from South London who was murdered in 1993. The response to Stephen’s murder by police highlighted institutional racism in Metropolitan Police Force. Institutionally racist: When racist attitudes and beliefs are seen as normal in an organisation and affect the way it is run.
4
Black Lives Matter: An international organisation which aims to build power to bring justice, healing, and freedom to Black people across the globe.
5 Positive Action: Promoting and encouraging the rights of indi-viduals from groups who have been discriminated against pre-viously. Positive Discrimination: The policy of favouring individuals belonging to groups who have been discriminated against previ-ously, to the disadvantage of other groups.
Theme 2 – Politics and Democracy Week Definitions
1
Political spectrum – the idea that politics is on line be-tween ‘left’ and ‘right’ Political party – a group of people with a shared politi-cal interest Democracy – the political idea that society should be organised by elected officials
2
Rule of law – Agreeing to live by certain rules that so-ciety has agreed on Independence – Free from interference, particularly by the government Liberty – individual freedom
3
Left-wing – Generally focussed on workers’ rights, col-lectivism and big government Right-wing – Generally focussed on business, financial responsibility and individual freedom Free Market – A system where prices are determined by privately owned businesses
4
Protest – A demonstration expressing disapproval of something Riot – When a protest becomes violent or damages property Terrorism – unlawful use of violence, particularly aimed at civilians, for a political goal.
5
Human Rights – a right that belongs to every person Equality – the idea that every human should be treated equally and fairly Equity – the idea that some people need more help to receive equality with others.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 20
Math
s
Foundation Formulae – each week practice and learn them
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 21
Math
s
Higher Formulae – each week practice and learn them
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 22
Mu
sicY9 Music -Autum
n
IS1IS2IS3IS4IS5IS6
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 23
Pe
rform
ing A
rts (Dan
ce)
EmphasisFacial expressionsProjectionSensitivity to other dancersMusicalityEnergyExpressionTimingPhrasingFocusCharacterisation
ThemeWordsVisualTouchAuditoryKinaestheticPropSongObject Existing workArtTactileIdeational
Spatial awarenessAccuracyCoordinationControlContractionPostureExtensionBalanceAlignmentStaminaStrengthMovement memoryFlexibilityRange of dynamics
JazzLyricalMusical TheatreBalletBreak Dance CapoeiraContemporaryHip HopRiver dance/ IrishBallroomLatinSalsaTapRock n RollAfrican Lindy Hop
Still ImagesPost-ModernRepertoireImprovisationGroupChance MethodsNon-traditional spacesTrioDuetMotifNon-LinearSoloLinearShapeSpaceTimeEnergy
StructureBinaryTernaryRondoAB/ABA/ABACADA1 A2 A3 A4 A5EpisodicTheme and variationClimaxHighlightBeg/Mid/EndFormationsNarrativeTransitions
StimuliStyle
ChoreographicTechniques
Physical Skills
Interpretive Skills
InversionCanonUnisonLead & FollowTempoMotif developmentEmbellishmentSizePathway DirectionInstrumentation RetrogradeRepetitionLevelsQuestion & answer ComplimentaryContrastAccumulationFragmentationFloor Plan
Choreographic Devices
End onProscenium ArchIn the RoundSite SpecificCurtain CallDance for CameraCentre StageWingsThrustBackstageUpstageDownstageTraverseImmersivePromenade
Stage
year 9Performing
Arts-Dance
WWrriittee oouutt eeaacchh tteerrmm..CChheecckk yyoouurr uunnddeerrssttaannddiinngg ooff iitt bbyy rreesseeaarrcchhiinngg iitt aanndd tthheenn wwrriittiinngg iitt iinn yyoouurr oowwnn wwoorrddss.. TThheerree aarree 88 sseeccttiioonnss,, ddoo 11 sseeccttiioonnppeerr wweeeekk aanndd tthheenn ggoo bbaacckk aanndd rreeppeeaatt tthhee ttrriicckkiieerr tteerrmmss..
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 24
Pe
rform
ing A
rts (Dram
a)
Lighting: Spot, wash, colour, atmosphere, blackout.
Sound: Music, sound effects, sound scape, actor/human noise, recorded, live.
Scenery: Trucks, backdrop, flats, blocks, props.
Costume: naturalistic, exaggerated, symbolic, period, blank canvas.
Era play is set inSocial contextCultural contextHistorical contextPolitical contextPlaywright backgroundDirector’s intentionsThemes Message/moral
ImprovisationHot seatingRole on the wallWriting in roleBlockingSpeed runForum theatreTech rehearsalDress rehearsalStimulus Exploration Facial expressions
Body languageEye contactGesturesPostureWalk/gait
Use of voicePitchPace PauseToneIntonationEmphasisAccentProjectionInflection
ShakespeareKonstantin StanislavskiBertolt BrechtStephen BerkhoffMark WheelerJohn GodberWilly Russell Frantic AssemblyDV8
Freeze Frame/TableauMimeSlow motionSplit scene/Cross cutThought trackingFlashbackFlash forwardMarking the momentMark the passing-of timeClimaxAnti-climax TensionMulti-role Direct addressNarrationMonologueSoliloquy Dialogue DuologueProxemics
Dramatic Context
DramaticTechniques
Rehearsal and devising
techniques
Dramatic elements NaturalisticNon-NaturalisticPhysical TheatreEpic Theatre ImmersiveMusical TheatreDidactic Verbatim Theatre in EducationAbstractKitchen sink dramaMelodramaGreek theatreCommedia de l’arteComedy
Style/Genre
End onProscenium ArchIn the RoundSite SpecificTraverseImmersivePromenade Curtain CallDrama for CameraThrustWingsBackstageCentre StageUpstageDownstageStage left/rightDownstage left/rightUpstage left/right
Staging
Year 9Performing
Arts-Drama
Write out each term and check your understanding. Write in your own words what it means and if you aren’t sure do some research.There are 8 sections, do 1 section per week and then go back and repeat the trickier areas.
Characterisation
Practitioners and Playwrights
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 25
Scie
nceGroup
1Group
2Group
3Group
4Group
5Group
6Group
7Group
0
Period1 key
relative atomic massatomic symbol
nameatomic (proton) number
1H
hydrogen1
4He
helium2
Period2
7Li
lithium3
9Be
beryllium4
11B
boron5
12C
carbon6
14N
nitrogen7
16O
oxygen8
19F
fluorine9
20Neneon10
Period3
23Na
Sodium11
24Mg
magnesium12
27Al
aluminium13
28Si
silicon14
31P
phosphorus15
32S
sulfur16
35.5Cl
chlorine17
40Arargon18
Period4
39K
potassium19
40Ca
calcium20
45Sc
scandium21
48Ti
titanium22
51V
vanadium23
52Cr
chromium24
55Mn
manganese25
56Feiron26
59Cocobalt
27
59Ni
nickel28
63.5Cu
copper29
65Znzinc30
70Ga
gallium31
73Ge
germanium32
75As
arsenic33
79Se
selenium34
80Br
bromine35
84Kr
krypton36
Period5
85Rb
rubidium37
88Sr
strontium38
89Y
yttrium39
91Zr
zirconium40
93Nb
niobium41
96Mo
molybdenum42
[98]Tc
technetium43
101Ru
ruthenium44
103Rh
rhodium45
106Pd
palladium46
108Agsilver47
112Cd
cadmium48
115In
indium49
119Sntin50
122Sb
antimony51
128Te
tellurium52
127I
iodine53
131Xexenon
54
Period6
133Cs
caesium55
137Ba
barium56
139La*
lanthanum57
178Hf
hafnium72
181Ta
tantalum73
184W
tungsten74
186Re
rhenium75
190Os
osmium76
192Ir
iridium77
195Pt
platinum78
197Augold79
201Hg
mercury80
204Tl
thallium81
207Pblead82
209Bi
bismuth83
[209]Po
polonium84
[210]At
astatine85
[222]Rnradon86
[223]Fr
francium87
[226]Ra
radium88
[227]Ac*
actinium89
[261]Rf
rutherfordium104
[262]Db
dubnium105
[266]Sg
seaborgium106
[264]Bh
bohrium107
[277]Hs
hassium108
[268]Mt
meitnerium109
[271]Ds
darmstadtium110
[272]Rg
roentgenium111
* The Lanthanides (atomic numbers 58-71) and the Actinoids (atomic numbers 90-103) have been omitted.Relative atomic masses for Cu and Cl have not been rounded to the nearest whole number.
Alkali Metals• reactive
• low melting and boiling points
• more reactive down the group
Alkali Earth Metals Transition Metals• reactive
• high melting and boiling points
• forms coloured compounds
Other Metals Halogens• reactive
• non-metals
• less reactive down the group
Noble Gases• unreactive
• full outer shell of electrons
Other non-metals
Elements with atomic numbers 112-116 have been reported but not fully authenticated
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 26
Scie
nce
GCSE Combined Sciences Physics Equations To Learn
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 27
Scie
nce
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 28
Scie
nce
Week Five Week Six
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 29
So
ciolo
gy
Week 1: Processes, Structures and Issues Social Processes: Processes in society that involve interaction between individuals, groups and social structures. Social structures: The ‘parts’ that make up society, e.g. families, education and healthcare systems. Social Issues: Issues that affect individuals, communities or societies, e.g. parenting or care of the elderly.
Week 2: Key concepts and Socialisation Culture: The whole way of life of a particular society. Values: General ideas and beliefs that people have about what is desirable and worth striving for. Norms: Accepted behaviour for specific situation, e.g. how to behave in a cinema. Socialisation: The way that we learn the culture, values and norms of the society we live in.
Week 3: Marx Means of production: Raw materials and machinery used in production. Bourgeoisie: The ruling class who owns the means of production Proletariat: The working class who own nothing and work for a wage. Capitalism: An economic system which keeps the Bourgeoisie rich.
Week 4: Durkheim Functionalism: A sociological approach which views society as a working organism and every part of society as an organ which helps it to function. Durkheim particularly studied the functions of crime, religions and education in society.
Week 5: Max Weber & Feminist Perspectives Weber argued that classes were separated by ownership of property and: Social Class: Skills and qualifications Status: How groups and professions are viewed in society. Power: How far a group can get others to behave how they want them to Feminist perspectives explore gender inequality and discrimination in societies.
Week 6: Consensus v. Conflict Consensus approaches argue that social order is maintained because people generally agree with society’s norms and values and work together to achieve them. Conflict approaches argue social order is maintained because one powerful group enforces order and keeps society running how they like, to the disadvantage of other groups.
Week 7: The Research Process, steps 1 2 & 3 Step 1: Reviewing the existing literature (previous sociological research). Step 2: Developing Research questions, aims and hypotheses. Step 3: Choosing a research method or methods which will effectively address your questions, aims or hypotheses.
Week 8: Steps 4 & 5 Step 4: Carrying out a pilot study. This is a trial run of your study which may highlight problems before you start the main study. Step 5: Selecting a sample. There are many ways select a sample and it is important that you choose the appropriate method for your research.
Week 9: Steps 7, 8 & 9 Step 7: Collecting data Step 8: Analysing data. What does the data tell you about the topic you are researching? Step 9: Evaluating the research: Recognising strengths and weaknesses of your research and how far it has addressed your questions, aims and hypotheses.
Week 10: Theoretical factors affecting choices of research methods Positivism: A ‘scientific’ approach to research which focuses on behaviour that be observed and measured. Interpretivism: An approach that aims to understand feelings and emotions and their effects on behaviour.
Week 11: Questionnaires Social surveys: A list of pre-set questions that can be given in person/by post. Closed questions: Questions with simple answers e.g. ‘yes/no’ or multiple choice. Open questions: Questions which enable respondents to give their views in more detail.
Week 12: Interviews Structured interviews: Interviews where questions are pre-set. They are basically verbal questionnaires. In depth interviews: Interviews which are less structured and allow more of a conversation. Group interviews: Structured or in-depth interviews conducted with a group of people.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 30
Sp
anish
11FF 11GG 11HH 11II 11JJttiieennee s/he, it has eell the (m) hhaayy there is/are ppooddeerr to be able to ssee ppuueeddee one/we canssoonn they are llaa the (f) uunnaa mmeessaa a table ppuueeddoo I can vviissiittaarr to visit
uunnooss some (m) llooss the (m pl) uunnaa ssiillllaa a chair ppuueeddeess you can ccaammiinnaarr to walkuunnaass some (f) llaass the (f pl) uunnaa ppllaannttaa a plant eessttuuddiiaarr to study vveerr to see
uunn aammiiggoo a friend (m) eell ppaarrqquuee park uunnaa ccaammaa a bed eessccuucchhaarr to listen ccoommpprraarr to buyuunnaa aammiiggaa a friend (f) eell mmuusseeoo museum uunn zzaappaattoo a shoe hhaacceerr to do ccoommeerr to eat
nneeggrroo//aa black eell rreessttaauurraannttee restaurant uunnaa mmaannoo a hand jjuuggaarr to play bbeebbeerr to drinkaammaarriilllloo//aa yellow eell cciinnee cinema aazzuull blue ddeeppoorrttee sport mmoonnuummeennttooss monuments
rroojjoo//aa red llaa ttiieennddaa shop vveerrddee green mmúússiiccaa music ppeellííccuullaass moviesuunnoo one llaa eessccuueellaa school mmaarrrróónn brown vviiddeeoojjuueeggoo videogame rreeccuueerrddooss presentsddooss two ppeeqquueeññoo//aa small eennttrree between ttaammbbiiéénn also bboonniittoo//aa prettyttrreess three ggrraannddee big
ccuuaattrroo four iinntteerreessaannttee interestingcciinnccoo five ttrriissttee sad
11AA 11BB 11CC 11DD 11EE
eessttaarr To be(location/state)
eessttooyy I am (location/state)
sseerr to be (trait)
eess s/he, it is (trait)
tteenneerr to havetteennggoo I have
eessttáá s/he is, it is (location/state)
eessttááss you are (location/state)
ssooyy I am (trait) ffaammoossoo//aa famous ttiieenneess you haveeerreess You are (trait) ttaalleennttoossoo//aa talented uunn a/an (m)
eessttooyy I am (location/state)
ccoonntteennttoo//aa happy ssiimmppááttiiccoo//aa friendly iinnggllééss//aa English uunnaa a/an (f)aabbuurrrriiddoo//aa bored, boring aannttiippááttiiccoo//aa unfriendly eessppaaññooll//aa Spanish uunn hheerrmmaannoo a brother
nnoorrttee north eennffeerrmmoo//aa ill ffeeoo//aa ugly ccaannttaannttee singer uunnaa hheerrmmaannaa a sisterssuurr south ccaannssaaddoo//aa tired, tiring gguuaappoo//aa good-looking ppiinnttoorr//aa painter (m/f) uunnaa bbiicciicclleettaa a bike
cceennttrroo centre bbllaannccoo//aa pale, white aallttoo//aa tall jjuuggaaddoorr//aa player (m/f) uunn lliibbrroo a bookIInnggllaatteerrrraa England mmuuyy very bbaajjoo//aa small ffúúttbbooll football uunn tteellééffoonnoo a phone
EEssppaaññaa Spain hhooyy today yy and tteenniiss tennis uunnaa iiddeeaa an ideaAAmméérriiccaa America ¿¿ccóómmoo?? how? uunnaa pprreegguunnttaa a question¿¿ddóónnddee?? where? ¿¿qquuéé?? what?
eenn in
¡Me gusta el español porque es genial!
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 31
Sp
anish
Week 3
1
Week 4
1
Week 2
1
Year 9 AQA GCSE Spanish. Cycle 1. Family, Relationships and TechnologyWeek 1
1
Week 7
Week 8
1
Week 6
1 Week 9
Week 5
1
Wee
k 10
–Re
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n of
all
prev
ious
wee
ks in
pre
para
tion
for A
sses
smen
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of th
ese
voca
b lis
ts re
ady
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ise o
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Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 32
Sp
anish
ser = to be ir = to go hacer = to do/make tener = to have ver = to see
soy = I am voy = I go hago = I do tengo = I have veo = I see/watch
es = he/she/it is va = he/she/it goes hace = he/she/it does tiene = he/she/it has ve = he/she/it watches
somos = we are vamos = we god hacemos = we do tenemos = we have vemos = we watch
son = they are van = they go hacen = they do tienen = they have ven = they watch
fui= I was fui = I went hice = I did tuve = I had vi = I saw / watched
fue = he/she it was fue = he/she/it went hizo = he/she/it did tuvo = he/she/it had vio = he/she/it watched
voy a ser = I’m going to be
voy a ir = I’m going to go voy a hacer = I’m going to do
voy a tener = I’m going to have
voy a ver = I am going to watch
sería = I would be iría = I would go haría = I would do tendría = I would have vería = I would watch
enviar = to send descargar = to download hablar = to speak / talk mandar = to send jugar = to play
envío = I send descargo = I download hablo = I talk mando = I send juego = I play
envía = he/she sends descarga = he/she downloads
habla = he/she/it talk manda = he/she/it sends juega = he/she/it plays
enviamos = we send descargamos = we download
hablamos = we talk mandamos = we send jugamos = we play
envían = they send descargan = they download
hablan = they talk mandan = they send juegan = they play
envié = I sent descargué = I downloaded
hablé = I talked mandé = I sent jugué = I played
envió = he/she sent descargó = he/shedownloaded
habló = he/she talked mandó = he/she sent jugó = he/she played
voy a enviar = I am going to send
voy a descargar = I am going to download
voy a hablar = I am going to talk
voy a mandar = I am going to send
voy a jugar = I am going to play
enviaría = I would send descargaría = I would download
hablaría = I would talk mandaría = I would send jugaría = I would play
Spanish Key Verbs – Cycle 1
hay= there is / there arehabía = there was / werehabré = there will behabría = there would be
es = it isfue = it wasserá = it will besería = it would be
hace sol = it’s sunnyhace calor = it’s hothace frío= It’s coldllueve = it’s rainingnieva = it’s snowinghace viento = it’s windy
creo que = I believe that thatpienso que = I think thatopino que = I think that me parece que = it seems to me thata mi modo de ver = from my point of view
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 33
Sp
ort S
tud
ies
Provide 2 examples of each type of leader
1 2 3
5
Skills of a Leader Organisation skills Able to make decision Communication skills Verbal e.g. giving instructions Non-verbal e.g. gestures,
use of whistle Good Listener
Show respect for performers
4 Behaviour management: how they
deal with behavior Able to plan and structure activities Be able to set realistic targets to work
to Be able to evaluate performance and
make decisions Ability to read the game or sporting
situation
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 34
Statistics
Statistics – Y9Describing data 2 – Week 4
Vocab Definition Example
Quantitative Numericalobservations or measurements
Height, number of pets, weight
Qualitative Non-numericalobservations
Hair colour, type of pet, make of car
Continuous Can take any value on a continuous numerical scale
Length, mass, weight, time
Discrete Can only take particular values on a continuous numericalscale
Shoe size, number of pets, amount of cars sold
Describing data 3 - Week 5
Vocab Definition Example
Categorical Can be sorted in non-overlapping categories
Colour : blue, red, green…Weight : 10kg<w≤20
20kg<w≤ 30
Ordinal Can be written inorder or a numerical rating scale
1st place, 2nd place, 3rd
place, Film ratings
Bivariate Involves pairs of related data
Time taken and distance of train journeys
Multivariate Involves three of more related data values
Plants: colour, leaf size, height
Describing data 1 – Week 3
Vocab Definition Example
Primary Data collected by, or for, the person who us going to use it.
Tallying cars in car park,measuring peers heights etc…
Secondary Data that has been collected by someone else.
Data found on websites, databases, newspapers etc…
The Statistical enquiry cycle – Week 1 & 2
When you carry out statistical investigations in the real world, the process is a cycle. The statistical enquiry cycle is divided into five stages.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 35
Statistics
Sampling 1 – Week 6
Vocab Definition
Population The whole group you are interested in
Census A survey of a whole population
Sample Small part of a population rather than the whole population
Sampling Units People or items to be sampled
Sampling Frames List of all the sampling units
Random Sampling Every member of a population has an equal chance of being chosen
Stratified Sampling Population is divided into separate groups, called strata. Then, a probability sample (often a simple random sample ) is drawn from each group of a size that is proportional to that stratum.
Sampling 2 - Week 8
Vocab Definition
Judgement Sampling Using own judgement to select representative sample
Opportunity Sampling Using people/objects that are available at the time
Cluster Sampling Data naturally splitting into groups. Choosing a specific group e.g. geographical areas
Systematic Sampling Choosing a sample at equal intervals through a population e.g. every 5th person on a register or every 12th car that passes on a road. This is not a random method.
Quota Sampling Group the population by characteristics. Such as age/gender and interview a quota (number) from each group. E.g. 10 males over 25, 15 females aged 35-40
Collection of Data 1 – Week 7
Vocab Definition
Independent Variable(Explanatory)
The independently changing variable. Generally know as the 𝑥𝑥 value.
Dependent Variable(Response)
Variable that if affected by the change of the independent variable. Generally know as the 𝑦𝑦value.
Questionnaire A set of questions designed to obtain data
Respondent The person completing a questionnaire
Open question A question that has no suggested answers
Closed Question A question that gives answers to choose from
Average and Measures of Spread – Week 9 & 10
When comparing two sets of data, two factors should you always include:ALWAYS include an average (mean, median, mode) and a measure of spread or variation (range or IQR)
Mean Advantages - Includes every item of dataDisadvantages - Can be skewed by extreme values
Median Advantages - Not affected by extreme valuesDisadvantages - It doesn’t take into account the value of each piece of data
Mode Advantages - Is the only average that can be used for qualitative data. E.g. favourite colourDisadvantages – There can be more than one mode. It doesn’t always represent the data
StandardDeviation
Standard Deviation measures the spread of the data.It can be useful to see how ‘consistent’ your data is.It is NOT an average.Standard deviation: 𝜎𝜎 = Σ(𝑥𝑥 − 𝜇𝜇)2
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 36
Po
st 16
LLiiffee aafftteerr SStt JJaammeess:: -- WW
hhaatt qquuaalliiffiiccaattiioonn sshhoouulldd II cchhoooossee?? Since 2015, in England, young people m
ust be in some form
of ‘education or training’ until they are 18. The government decided
to do this because it is widely recognised that staying in training im
proves your career prospects. Early in Year 11, you will need
to decide what you w
ant to do after your GCSEs.
Full-Tim
e Study – an academic or vocational qualification taken at a sixth form
, college or training provider.
An Apprenticeship – working for an em
ployer while studying for a qualification as part of your training.
Traineeships – this is an option for students w
ho would like to do an apprenticeship but w
ho do not yet have the experience, skills or qualifications to do so. A traineeship can prepare you for an apprenticeship.
Part-Tim
e Study – you may w
ork or volunteer full-time if you are also studying part-tim
e for a qualification.
Maths and English resits? If you get Grade 3 (or below
) in your GCSE Maths or English, you w
ill re-sit these qualifications as part of any course you study at college or as part of an apprenticeship. If you achieve low
er than a Grade 3, you might be
offered an alternative qualification called “Functional Skills Maths and English”.
T Levels are a new technical qualification, directly related to the w
orld of work. You pick one subject, and the
course is 80% study and 20%
(or 45 days) of relevant work experience.
Like A Levels, T Levels take 2 years to complete. They are assessed by a m
ixture of exams and coursew
ork, and students w
ill be graded “Distinction”, “Merit”, “Pass” or fail. A Distinction is equivalent to three A* at A Level.
Providers: Exeter College currently offers three T Levels: Construction, Digital, and Education & Childcare. It is
important to check the course guide (available in the school library) or their w
ebsite for up to date information.
Entry Requirements: See Exeter College w
ebsite
TECHNICAL (T) LEVELS
Vocational qualifications are work-related qualifications that blend classroom
learning with practical elem
ents, often including w
ork experience. There are literally hundreds of different qualifications at different levels, ranging from
Entry Level up to Level 3 (including NVQ
s and BTECs), your options are only limited by w
hat is offered locally. It is w
orth noting that T Levels will replace som
e Level 3 qualifications.
Providers: Further Education Colleges
VOCATIO
NAL Q
UALIFICATIO
NS
The IB Diploma is an academ
ic qualification, where you study three subjects to a higher level and three at a standard level.
There are also core courses that you must study. It allow
s you greater breadth than A Levels, although the trade-off is less depth.
Providers: Exeter College, Bridgwater &
Taunton College
Entry Requirements: See w
ebsite for specifics, but at least 6 GCSEs (inc. Maths and English) at Grade 6+.
THE INTERN
ATION
AL BACCALAUREATE (IB)
A Levels are academic qualifications, w
here you study a subject in depth. Most students chose three subjects,
which are assessed by exam
s at the end of two years. There are m
any different subjects to choose from, so you
need to see what courses are offered at your chosen provider.
When choosing A Levels, think about the com
bination of subjects – do they work w
ell together? Some
University courses require specific A Levels – so do your research w
hen choosing.
Providers: 6th Form
s and Further Education Colleges
ADVANCED (A) LEVELS
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LLooccaall FFuurrtthheerr EEdduuccaattiioonn ((FFEE)) CCoolllleeggeess Exeter College: O
ffers a whole range of subjects (e.g., Hair and Beauty, Childcare,
Construction, Business Managem
ent, Performing Arts and Photography) at various levels
(from Entry Level to Level 5) https://exe-coll.ac.uk/ .
Bicton College: Part of the Cornwall College group, the Bicton College site focuses on land-
managem
ent type courses, including Animal Care and the M
ilitary and Protective Services. Again, it runs courses from
Entry Level through to Level 5 https://ww
w.bicton.ac.uk/ .
Exeter Maths School: A sm
all college, focusing on Maths, Physics and Com
puter Science. Linked to the University of Exeter https://w
ww
.exetermathem
aticsschool.ac.uk/ .
Some of the secondary schools in Devon have a Sixth Form
where students can stay at school and enter
year 12 and then year 13. Sixth Forms typically focus on A-Level qualifications.
AApppprreennttiicceesshhiippss
Apprenticeships combine practical training in a job w
ith studying for a related qualification. The employer
decides the qualification and chooses a training provider, which could be a local or national college or an
industry-specific training provider. Apprenticeships are governed by “Standards”. The standards set out the skills, know
ledge and behaviours that apprentices must achieve during the apprenticeship.
At Post 16, you will probably be looking at Interm
ediate Level apprenticeships.
Traineeships are for students that do not have the relevant qualifications, experience or skills to start an apprenticeship but are interested in progressing on to one in the future. They involve a program
me of up
to six months of study, including a w
ork placement, qualifications in M
aths and English and support with
finding a job or apprenticeship once the course is completed. Traineeships are unpaid.
https://ww
w.gov.uk/find-traineeship
In addition to Exeter College and Bicton College, there are local specialist training providers, who w
ork with
employers to deliver apprenticeships. If you are looking for an apprenticeship, it can help to talk to one of
these providers as well as the colleges:
PGL Training offer a wide range of courses; from
Hairdressing to Bricklaying, to W
arehousing and Business Administration. Pick up a prospectus from
the Careers Library or see w
ww
.pgltraining.com.
Many em
ployers will not use local training providers for Apprenticeships. Som
e, such as Hays Travel, have an in-house schem
e that they run themselves. O
thers, such as some accountancy firm
s, will also use
national bodies such as Kaplan.
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 38
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YYoouurr 11::11 aappppooiinnttmmeenntt ww
iitthh aa qquuaalliiffiieedd CCaarreeeerrss AAddvviissoorr All students w
ill receive an invitation to a 1:1 meeting w
ith our qualified Careers Advisor, M
aria. This meeting w
ill take place at the end of Year 10 or the very start of Year 11. You should com
e to this meeting prepared to talk
about your ideas, likes, dislikes. The Advisor will then be able to help you to
focus your thinking.
UUssee yyoouurr nneettww
oorrkk Your friends and fam
ily, tutors and teachers, people who know
you well: tap into
your network and ask them
questions. What route did they take? W
hat did they like / dislike? W
hat do they think you would prefer? At the end of the day, it is
your decision that you need to take, but it can be helpful to learn from other peoples’
experiences.
GGoo oonnlliinnee::
Be sure to look at the website of local colleges and
sixth forms, here you w
ill find the most up to date
selection of courses.
The Career Pilot website is so easy to use. It has
loads of useful information about all aspects of
choosing your next steps. It is worth having a look,
even if you are already certain about your choices.
Another good one is BBC Bitesize, which has useful
videos and information:
https://ww
w.bbc.co.uk/bitesize/articles/z6w
s47h
WH
ERE TO
GO
FOR
MO
RE H
ELP…
Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 39
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tes