Year 8

Knowledge

Organisers

Term 1

EXTRA CURRICULAR – TERM 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Aft

er

school

3.1

5 –

4.1

5

Netball

Outside Netball Courts

Year 7/8

KBO

Netball

Outside Netball Courts

Year 9/ 10/11

SLO/JDU

Rugby

Field

Year 7

JMO

Rugby

Field

Year 8,9

JDU

Rugby

Field

Year 10/11

IWA

Girls Rugby

Field

All Years

VMA

Hockey

Astro

Mixed All Years

PE/KBO

Cycle Ball

(Football on a bike – you need

your own bike)

Outdoor basketball court

Outside coach

Badminton

Sports Hall

All Years

SLO/IWA

Girls Football

Astro

All Years

PE

Fitness

Gym

JM O

Basketball

Sports Hall

Sixth formers

Try and come along to

at least one club each

week as part of your

PE homework!

Wear your

PE kit!

Coming soon..

YOGA led by

an outside

coach!

Because the Eagle is the animal that flies the highest in the animal kingdom, many tribes have believed they are the most sacred, it deliverers prayers to the Creator, the “Thunderbird”. Additionally, the Eagle feather as a gift is considered the highest honour to be given. The Eagle signify courage, wisdom and strength. This is why Chiefs would wear Eagle feathers.

What’s your spirit animal? Internet task: What animal shares the same characteristics as you? Look up the meaning of Native American animals and read through what each animal represents. Which is the closest to you?

THE

EAGLE

THE BEAR Bear is considered a medicine being with impressive magical powers, and plays a major role in many religious ceremonies. Bears are symbols of strength and wisdom to many Native Americans Tribes and are often associated with healing and medicine (since bears continue fighting after being seriously injured). Many Tribes also link the Bear to Nature and the cycle of the seasons

Native Americans believe:- Humans were created to serve as

caretakers of Mother Earth. That all living things are connected and

each has a spirit, none lesser than any other.

Nature is viewed as a friend and ally. Animals are considered ‘brothers and

sisters’. Animals are part of Native American

tribes’ creation stories - they are messengers to the ancestors and the Creator, and they are teachers of humans.

Reading task. As there are lots of different Native American tribes, each with their own slightly different beliefs, there are lots of different ancient stories about Native American animals. Find and read a story about your spirit animal, or your favourite Native American animal.

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Year 8 Computer Science Topic 1- My Game Business

UNDERSTANDING WHAT IS BUSINESS, HOW WE CREATE A BUSINESS AND PLANNING FOR THE DESIGN AND CODING OF YOUR GAME

What Is A Business?

An organisation where goods and services are exchanged for one another or for money.

Project Plan A structured plan that is created to organise a set of tasks over a time period

What Is An Entrepreneur?

A person who sets up a business or businesses, taking on financial risks in the hope of profit.

Game Research

An important part of game development is to research, find, compare and contrast different features of a game to gain useful insights into your game creation.

Goods & Services A Business will sell either goods or services or both as part of their offering to the market.

Audience The age, gender, location and financial standing of your game

Aims and Objectives of Business

Businesses will a few SMART aims that are driven forward by SMART objectives

Initial Requirements

A written description of the requirements for the game and some of the key features it must have

What Is A Business Plan?

A document that helps a business set out formally its ideas, research, plans and costs for their venture

Purpose The reason for which something is done or created or for which something exists.

SMART Aims and Objectives

The best types of aims and objective are SMART. It stands for:

Specific: clearly state what is to be achieved,

Measurable: the desired outcome is a number value that can be measured

Achievable: can objectives be achieved

Realistic: the target is possible given the market conditions

Timed: the target will be met within a given period of time.

Market Research

The action or activity of gathering information about customer need, the potential of the market in the future and the threat of competitors

Success Criteria A list of key features that must be met to make the game successful

Storyboard A sequence of drawings, typically with some directions, annotations and dialogue, representing the screens planned for a game

Competition Business who have similar goods or services who are a or could be a threat to your continued success

Feedback Information about reactions to your ideas, which is used as a basis for improvement.

Business Costs The costs associated with running the business and come cover wages, equipment, rent, stock etc etc

Flowchart A logical diagram of the sequence of the game.

Revenue The total income that a business receives through the sale of goods and services

Evaluation A reflective action designed to think WWW/EBI and how you would improve if you had more time

DESIGN TECHNOLOGY YEAR 8 MODULE 1 Typography This is the study of Type and Text on a page, it is how it add impact or set the scene for a page.

You can change the style of text, its size, colour and space around the text to give you different appearances.

Analysing products

This is where we look at an existing product and say,

what we think is good and bad about the product

A Aesthetics :- what the product looks

like?

C Cost:- How much would it cost to

buy?

C Client:- Who would buy it?

E Environment:- How long would it

last?

S Safety:- Could the product hurt

anyone?

S Size:- How big is it?

F Function:- What will the product do?

M Materials:- What is it made from?

Vacuum forming:- This is a machine that is used to form and shape plastic. It is

used to make plastic food trays and packaging to store products.

KEY WORDS

Render:- To colour in an idea or design to

make it look like a material or to make it

stand out.

Enlarge:- to make, draw an object bigger

than the original drawing .

Reduce:- to make, draw and object smaller

than the original drawing

Oblique:- A 3D drawing technique which

shows the image at 45°.

Annotate:- To add notes to your designs

that explain what you are aiming to

achieve. ( Size, Materials, joining

techniques)

Mould:- A tool that is used to form a

material over to create a shape.

Blister Pack:- A form of packaging used to

display and protect products within a shop.

Freehand:- To produce a drawing without

the aid of drawing equipment like rulers

and set squares.

Template:- A card or paper drawing that

allows you to accurately mark out a shape.

Isometric:- A 3D drawing technique which

shows the image at 30°.

Orthographic:- A 2D drawing technique

used to show three views of an object so

that you are able to make the product.

Serif: These typefaces have

a tail and are mainly used

in the body of a text.

San Serif: This typeface has no tail

and is mainly used for headings as

it is plain and clear to read.

Script: These type Faces tend to look

Handwritten and have a more personal feel.

Stylised: These are more

decorative and are aimed at

attracting attention or giving some

meaning or association.

Mould making

Moulds are usually made form MDF or Expanded

Polystyrene and are used to shape plastic over or pour liquid

plastics into. Moulds need to be smooth and easy to remove

with no sharp edges to work well. Your mould will be used

as a blister packaging to hold and promote your product. It

will be made using MDF and you will form a thin sheet of

clear plastic using the Vacuum Former.

Stanislavski: The Man

Himself Born in Moscow,

Russia (1863), Stanislavski

was an actor that became

a director and teacher. His

family loved the theatre

and so he experienced it

from a young age; both

watching and acting.

Stanislavski: The Techniques

Melodrama—”sensational”,

characters and emotion are

exaggerated.

Given circumstances—

working with what the

playwright has told us (date,

set, characters etc)

Stanislavski: The Big Idea

Realism— he wanted

theatre to reflect “real life”.

Actors would work on char-

acters from the inside out,

to create a more “true” or

“real” performance. He

wanted the audiences’

emotional investment.

Emotional memory— using

your memories to help you

recreate the emotion of the

character.

Magic If—putting yourself

in the shoes of the charac-

ter by thinking “what if” I

was in that situation.

Key Spellings:

Shakespeare

Elizabethan

Macbeth

Dracula

Frankenstein

Gothic

Horror

Poetry

Poet

Descriptive

Simile

Metaphor

Pathetic Fallacy

Personification

Onomatopoeia

Monster

Ghost

Villain

Sinister

Eerie

Derelict

Abandoned

Deserted

Frightening

Unnerving

Unsettling

Mysterious

Haunting

Intimidating

Suspicious

English—Year 8—Term 1

Grammar focus: What is a subordinate clause and how do I use commas to show it?

A subordinate clause is additional information in a sentence. It is not a complete sentence

on its own.

The monster, who was very hungry, licked his lips.

If you took the subordinate clause out, the rest of sentence (known as the main clause)

would still make sense on its own. You can see that commas are used to part the main

clause and show where the subordinate clause has been inserted.

The subordinate clause can go anywhere in the sentence. See these examples:

Because it was raining, the monster used his umbrella.

The monster tried very hard, even though he found the subject difficult.

Context: Key Facts

Shakespeare wrote Macbeth in 1606 whilst King James I was on the throne. James I was

very religious and had a particular fear of witchcraft. He was also Scottish and the first king

to unite England and Scotland—one of the good characters in the play (Banquo) was alleg-

edly an ancestor of his.

Frankenstein was written in 1818 by Mary Shelley. Electricity had only recently been invent-

ed and people were quite fearful of it’s power. In the novel, a monster is created from parts

of different dead bodies and then brought to life using a powerful bolt of electricity. This is

a new twist on a gothic monster/ villain because it brings in new science and inventions that

people were fearful of to add an extra scary twist!

Dracula was written in 1898 at the end of the Victorian era. It is about a vampire—a mythi-

cal creature believed to be undead! Victorians were very fearful of the dead not being at

peace and potentially rising from the grave to haunt or torment the living. This is why vam-

pires have wooden stakes put through them—to keep them staked into the ground. The

Victorians had a lot of rituals around death (such as wearing black to show mourning) and

were very superstitious about spirits and the undead. Séances and Ouija boards became

very popular in this time.

Subordinate clause

Subordinate clause

Subordinate clause

Term Definition Example

Adjective Describing

word

Beautiful, ugly,

blue, soft

Noun Name of peo-

ple, places and

things

Table, chair,

London, Charlie

Verb Action word Running, singing,

swimming

Adverb Describes the

verb

Hungrily, quickly,

happily, slowly

Simile Comparison

using like or as

As slow as a snail

Roared like a lion

Metaphor Comparison

saying some-

thing is some-

thing else

The sea was a mon-

ster growling and

raging against the

cliffs

Personifi-

cation

Giving an ob-

ject human

features

The trees were

dancing in the

breeze

Onomat-

opoeia

Words which

make the

sound they

describe

Bang, crash, splash,

boom, pop

12

Je me présente – I introduce myself je m’appelle – I am called… elle s’appelle – she is called il s’appelle – he is called ils/elles s’appellent – they are called j’ai…ans (I am…years old) elle a…ans (She is …years old) il a …ans (he is…years old) mon anniversaire c’est le + DATE + MONTH (My birthday is the…) son anniversaire c’est le + DATE + MONTH (his/her birthday is the…) L’anniversaire de Paul est le + DATE + MONTH (Paul’s birthday is…) Les couleurs – The colours (adjectives)

rouge - red jaune – yellow bleu / bleue - blue vert / verte – green gris / grise – grey noir / noire – black

blanc / blanche – white violet / violette – purple orange – orange rose – pink

marron - brown

Dans mon sac – In my bag Tu as….? – do you have ….? Dans mon sac j’ai… in my bag I have…

un stylo – a pen un crayon – a pencil un taille-crayon –a pencil sharpener un cahier – an exercise book un livre – a book une règle – a ruler une trousse – a pencil case une gomme – a rubber une calculette/calculatrice – a calculator

des ciseaux – some scissors des feutres – some felt pens mais je n’ai pas de… (but I don’t have a …) Note after a negative in French we don’t use un/une eg: j’ai un sac – I have a bag BUT je n’ai pas de sac – I don’t have a bag

C’est moi!

Les mois – The months

janvier – January juin – June novembre - November

février – February juillet – July décembre - December

mars – March août - August

avril – April septembre - September

mai – May octobre - October

Les numéros et les dates- Numbers and dates

1 un 21 vingt et un

1st - premier 22 vingt-deux

2 deux 23 vingt-trois

3 trois 24 vingt-quatre

4 quatre 25 vingt-cinq

5 cinq 26 vingt-six

6 six 27 vingt-sept

7 sept 28 vingt-huit

8 huit 29 vingt-neuf

9 neuf 30 trente

10 dix 31 trente et un

11 onze …………………….

12 douze 32 trente-deux

13 treize 35 trente-cinq

14 quatorze 40 quarante

15 quinze 50 cinquante

16 seize 60 soixante

17 dix-sept 70 soixante-dix

18 dix-huit 80 quatre-vingts

19 dix-neuf 90 quatre-vingt-dix

20 vingt 100 cent

Mon anniversaire, c’est le neuf mars.

Ça va? How are you? / OK? Oui, ça va bien merci – Yes, I’m well thank you Pas mal/comme ci- comme ça – Not bad/so so Non, ça ne va pas – No, I’m not OK

Key verb – avoir – to have

j’ai – I have

tu as – you have

il a / elle a – he has / she has

nous avons – we have

vous* avez – you have

ils ont / elles ont – they have

* vous is also used for you singular FORMAL

singular

plural

Les jours – the days

lundi – Monday

mardi – Tuesday

mercredi – Wednesday

jeudi – Thursday

vendredi – Friday

samedi – Saturday

dimanche - Sunday

Describing nouns –GRAMMAR RULE - the

adjective comes after the noun and must agree

with the noun:

j’ai une trousse verte – I have a green pencil

case – we use verte because trousse is feminine

and singular.

Elle a deux règles blanches. She has 2 white rulers.

Nous avons trois crayons jaunes. We have 3 yellow

pencils.

No change m/f singular; add s

for plural

add e for f singular;

add s for m plural

add es for f plural

irregular change for f

singular; add s to the m or f

singular to form the plural

invariables – never change in

any form

Quelle est la date de ton

anniversaire?

Useful vocab oui – yes non – no s’il vous plaît – please merci – thank you je voudrais – I would like mais – but cependant – however avec – with sans - wthout dans - in

Weather Hazards key words

Weather is the day to day conditions in the atmosphere. E.g. Rain, sunny, windy

Climate is the average weather conditions of a place measured over a longer period of time, usually 30 years. E.g.

Annual rainfall, average temperature, hours of sunlight.

Water – The driving force of all weather. Can be in liquid, gas (water vapour) or solid (ice) forms.

Temperature – A measure of heat given in degrees C or Fahrenheit

Precipitation – Any form of water – liquid or solid – falling from the sky. E.g. Rain, hail, sleet or snow

Humidity – The amount of water vapour in the air measured as a %

Wind movement of air caused by changes in temperature and air pressure. Winds are always identified by the compass

direction from which they blow.

Prevailing wind - The most common wind direction for a particular location. E.g. in the UK prevailing wind is from the

south west.

Air mass A large body of air that has similar temperature, pressure and moisture properties.

Meteorology – the study of the weather.

Hydrological Cycle – or the water cycle, is the continuous recycling of water between the sea, air and land.

Water Cycle Key Terms

Precipitation Moisture falling from clouds as rain, snow, sleet or hail.

Interception Vegetation prevents rainfall reaching the ground.

Surface Runoff Water flowing over surface of the land into rivers

Infiltration Water absorbed into the soil from the ground.

Transpiration Water lost through leaves of plants.

EvaporationWater heated by the sun and changes from liquid to gas (water vapour)

CondensationWater vapour cools as it rises and condenses back in to a liquid, often as tiny droplets to form clouds.

Climate graphs

Climate graphs show the average temperature and precipitation of a place for each month throughout the year.

The climate graph combines two graphs in one, a line graph to show temperature which is shaded red, and a bar graph to show precipitation which is shaded blue.

Climate graphs help us to make predictions about weather patterns in particular places such as major cities.

Tornadoes

A tornado is a rapidly rotating column of air that is in contact with both the surface of the Earth and a cumulonimbus (thunder) cloud. Tornadoes can destroy buildings, flip cars, and create deadly flying debris. Tornadoes can happen anytime and anywhere bring intense winds, over 200 MPH; and Look like funnels.

Causes of tornadoes

Tornadoes form when warm moist air rises and cools with a layer of drier and colder air above. Towering thunder clouds develop in to super cells. Winds from different directions cause air to rotate forming a funnel cloud, which drops from the sky and connects with the ground.

Responses to tornadoes

• Radio & tv stations provide emergency alerts. If your community has sirens, then become familiar with the warning tone.

• Pay attention to weather reports. Meteorologists can predict when conditions might be right for a tornado.

• Identify and practice going to a safe storm shelter in the event of high winds. Manyhomes in tornado alley have purpose built tornado shelters The next best protection is a small, interior, windowless room on the lowest level of a sturdy building.

• Take additional cover by shielding your head and neck with your arms and putting materials such as furniture and blankets around you.

Microclimate

A microclimate is the climate of a very small or restricted area, especially when this differs from the climate of the surrounding area. Microclimates can be found around the school grounds where an area may be warmer or cooler than the normal conditions.

Factors affecting microclimates

• Aspect: the direction that you/a building is facing is called aspect, facing the south will be warmer.• Surface: the colour of the ground affects warming.• Shelter: trees, hedges, walls and buildings can provide shelter, which means they will be warmer.• Buildings: buildings give off heat that has been stored during the day, they also break up any wind.• Physical features: trees can provide shade, water can provide a cooling effect and hill tops can be windy.

Cold weather extremes

Extremes of cold can affect people and places during winter months or even all year round. At the poles (Arctic & Antarctica) temperatures are constantly well below zero degrees.

Beginning on 24 February 2018, the United Kingdom and Ireland were affected by a cold wave, named the Beast from the East by the media, which brought widespread unusually low temperatures and heavy snowfall to large areas. The cold wave combined with Storm Emma, part of the 2017–18 UK and Ireland windstorm season.

Up to 50cm (19 inches) of snow fell in parts of Dartmoor, Exmoor and upland parts of south-east Wales accompanied by gales or severe gales in exposed areas. British Airways cancelled hundreds of short-haul flights from Heathrow, and London City Airport also cancelled many services. The weather cost the UK millions. The AA estimated that there were 8,260 collisions on Britain’s roads from the snow chaos in just three days, with the insurance cost above £10m.

Year 8 – Term 1

Maths Essential Vocabulary

Word Meaning

Ascending In order, from the smallest up to the largest.

Descending In order, from the largest down to the smallest.

Increase To get bigger.

If we increase a value by 3, we add 3 on to it.

Difference Found by subtracting the numbers.

Decrease To get smaller.

If we decrease a value by 3, we subtract 3 on to it.

Sum Found by adding the numbers.

Total Found by adding the numbers.

Calculate Work out the answer.

Evaluate Work out the answer.

Factors The factors of a value are the numbers that divide exactly into it.

Eg. The factors of 12 are 1 & 12, 2 & 6 and 3 & 4.

The largest factor is the number itself.

Multiples The multiplication table for that number.

Eg. The multiples of 3 are 3, 6, 9, 12…

The smallest multiple is the number itself.

Product Multiply.

Eg. The product of 2 and 3 is 6 as 2 x 3 = 6

Whole

Number

An exact value, no decimal places or fractions.

Eg. 7 and 126.

Integer A positive or negative whole number or zero.

Prime A number that has exactly two factors. These will be 1 and the

number itself.

Equivalent

fraction

Two fractions that represent the same quantity.

Convert To change the way a number is written, without changing its value.

This can be from a decimal to a fraction.

Word Meaning

Mixed

numbers

A whole number and a fraction.

Proper

Fraction

A fraction where the numerator (top number) is smaller than the

denominator (bottom number).

Improper

fractions

A fraction where the numerator (top number) is bigger than the

denominator (bottom number). Also called top-heavy fractions.

Lowest

common

multiple

The first number that is a multiple of both numbers.

Eg. The lowest common multiple (LCM) of 3 and 4 is 12.

Highest

Common

Factor

The largest number that is a factor of both numbers.

Eg. The highest common factor (HCF) of 12 and 15 is 3.

Powers Squaring and cubing a numbers are powers.

Eg 23 = 2 x 2 x 2 = 8

Indices Another name for powers.

BIDMAS The order in which calculations are carried out. The letters stand for:

Brackets, Indices, Division, Multiplication, Addition & Subtraction.

Key Musical Features and words

Metre: 4/4 Tempo: Allegro

Rhythm: Syncopation Texture: Melody and Accompaniment

Melody: Repetitive Structure: Verse and Chorus

Harmony: Simple chords Often uses call and response

Instruments

Other Key Musical Words

Riff Work Song Soprano

Alto Tenor Bass Dynamics

Tonality Introduction Instrumental

Stepwise Intro Outro Vocals

Steel drum

Trumpet

Maracas

Acoustic guitar

Bass guitar

The John of Gaunt school – ASSESSMENT IN KEY STAGE 3 PHYSICAL EDUCATION

SOCIAL

TEAM WORK . Be part of a group CREATIVITY . Come up with 1 idea in the lesson. FEEDBACK . Tell my partner one thing they have done well in the lesson. ORGANISATION . Organise myself by being on time to the lesson and having correct kit. LEADERSHIP . Lead my partner in a practice.

3

TEAM WORK . Be of value to the group by concentrating on the task. CREATIVITY . Come up with ways to make the group task more challenging. FEEDBACK . Highlight strengths and areas for improvement in my partner’s performance. ORGANISATION . Organise my team into positions for a game. LEADERSHIP . Lead a warm up with a small group.

4

TEAM WORK . Work well in a group with people that I would not

normally work with.

CREATIVITY . Experiment with new practices within my group.

FEEDBACK . Observe the performance of others and highlight aspects

that I could do I my own performance to improve.

ORGANISATION . Organise my team into positions and give basic

information on what each player needs to do.

LEADERSHIP . Lead a sport specific warm up with a group

5

TEAM WORK . Actively assist those in my group who find the practices or

games more difficult.

CREATIVITY . Actively come up with new ideas for group practices

FEEDBACK . Analyse the performance of a team and give feedback on

what they did well and what they could do to improve.

ORGANISATION . Organise my team into positions and explain what tactics

we are going to use and why.

LEADERSHIP . Lead a sport specific warm up with a large group

6

TEAM WORK . Solve problems in the dynamics of my group through

effective communication

CREATIVITY . Come up with multiple uses for equipment and explain

how they could be used in a lesson.

FEEDBACK . Analyse a team performance and give feedback to

individuals about how they could impact the team.

ORGANISATION . Organise a whole class into small sided games

LEADERSHIP . Lead the whole class in a warm up and a sport

specific practice.

7

TEAM WORK . Inspire my team to work to the best of their ability.

CREATIVITY . Help develop the school schemes of work with creative

ideas.

FEEDBACK . Analyse a team performance and give whole team tactical

and technical feedback in a presentation.

ORGANISATION . Organise an activity for inter house with 50+ students.

LEADERSHIP . Lead an inter house activity, delegating jobs to

Others for support.

8

JOG P.E

3 top tips of a warm up and cool down

1. Pulse raiser consisting of things such as jogging, high knees.

2. Dynamic stretching (stretches on the move) lunges.

3. Static stretching.

1

Rugby Positions

Basic rules

1. A rugby team consists of any number of players

ranging from 7 to 15

2. The aim of the game is to score as many tries as you

can. Each try is worth 5 points and a conversion is 2

3. The ball can only be passed backwards or sideways –

not forwards

4. Players are allowed to tackle the ball-carrier only

Types of kicks

Place kick

Drop kick

Punt kick

Grubber kick

Rugby Football

Union (RFU)

Website

www.englandrugby.com

3 top tips of a warm up and cool down

1. Pulse raiser consisting of things such as jogging, high knees.

2. Dynamic stretching (stretches on the move) lunges.

3. Static stretching. 1

1

Netball Positions

1. GS (Goal shooter)- To score goals and to work in and

around the circle with the GA.

2. GA (Goal attacker)- To feed and work with GS and to

score goals.

3. WA (Wing attack)- To feed the circle players giving

them shooting opportunities.

4. C (Centre)- To take the centre pass and to link the

defence and the attack.

5. WD (Wing Defence)- To look for interceptions and

prevent the WA from feeding the circle.

6. GD (Goal Defence)- To win the ball and reduce the

effectiveness of the GA.

7. GK (Goal Keeper)- To work with the GD and to prevent

the GA/GS from scoring goals.

2

Basic rules

1. A netball team consists of 7 players

2. The game starts with a centre pass

3. A player must be 3ft away from the ball when defending

4. You have 3 seconds with the ball

5. You must comply with the footwork rule

6. A goal can only be scored by the GS or GA

7. A match consists of four quarters 3

Types of passes

Chest pass

Shoulder pass

Bounce pass

4

England Netball

Website

www.englandnetball.co.uk

5

The John of Gaunt – PSHE & Careers Year 8 Knowledge Organiser – Term 1

Careers Education

Key word Definition

Qualification something that makes a person fit for an

activity or job. This normally involves the

completed of an award or exam that is

graded.

Skill The power or ability to perform a task well,

especially because of training/practice

Quality a feature that makes a person or thing what it

is

Career the work a person chooses to do through life

Job a regular position for which a person is paid to

do particular duties

Employment work done for pay; job

GCSE A qualification typically taken by students in

Year 11 of KS4

Decision the act or result of making up one's mind

Stereotype a standardized and usually oversimplified and

inaccurate conception held in common by

many people

Gender the sex of a person or animal

Respect To express honour or esteem towards, treating

others how you wish to be treated

Values the worth, importance, or usefulness of

something

Interests the desire to learn, know, or take part in

something

Preparation the act of getting something ready.

Key Content:

In the careers topic we look in detail at the Year 8 GCSE options process,

as a part of this we look into positive decision-making and careers

available to you so that you can make an informed choice about your

future.

Within this topic you will…

Establish and identify your own strengths and weaknesses, interests,

skills, and qualities

Develop a greater awareness of the future career options available

to you

Become familiar with different types of work, and pathways to get

through life, education and work

Consider what influences our decision making and how to make

positive choices

Think about the GCSE options available to you, and learn about

different ways to get advice and support with managing this

decision making process

Discuss the benefits and importance of ambition and aspiration in

regards to the future

If you need further advice about the options process and careers

email Mrs Lynch our careers support worker on

alynch@jogschool.org

You can make an appointment for a careers interview by emailing

Mrs Lynch on the address above

Take a look at the following websites for further careers advice:

www.eclips-online.co.uk (the password is ba14 9eh)

This website is also helpful: www.careerpilot.org.uk

Useful websites for extended reading:

https://icould.com/

http://www.wiltshire.ac.uk/

https://www.bbc.com/education/topics/zsnfr82/resources/1

The John of Gaunt – Religious Education Year 8 Knowledge Organiser – Term 1

Prejudice – The Holocaust

Key word Definition

Prejudice An opinion that is formed without knowing or

considering all the facts.

Discrimination The act of treating some people unfairly because

of prejudice

Holocaust

The killing of millions of Jews and members of

other groups by Nazis during the Second World

War.

Racism The opinion or belief that a particular race of

people is better than another race or races.

Stereotype Usually oversimplified and inaccurate conception

held in common by many people

War A state or time of armed fighting between

countries, states, or other groups of people

Murder The deliberate and unlawful killing of a person

Genocide The intentional attempt to exterminate all

members of a certain race, nationality, or ethnic

group

Sacrifice The act of giving up something of great value to

show loyalty or deep affection

Religion

A set of beliefs about how the universe was made

and what its purpose is. Religion usually involves

worship of a god or gods, and the belief in certain

ideas about right and wrong behaviour

Peace A state of freedom from war or conflict

Evil Anything very wrong or bad that hurts people

without concern for the pain of others

Intolerance Inability or unwillingness to accept the existence

or validity of opinions, beliefs, customs, and

practices different from one's own

Key Content:

The Holocaust was the mass murder of six million Jews and millions of

other people leading up to, and during, World War II.

The killings took place in Europe between 1933 and 1945. They were

organised by the German Nazi party which was led by Adolf Hitler.

The largest group of victims were Jewish people. Nearly 7 out of every 10

Jews living in Europe were killed. Most of the victims were killed because

they belonged to certain racial or religious groups which the Nazis

wanted to wipe out. This kind of killing is called genocide.

The Nazis also murdered politicians, trade unionists, journalists, teachers

and anyone else who spoke out against Hitler. We will never know

exactly how many died but there were many millions of non-Jewish

victims, including gypsies, homosexuals, disabled people, Polish Catholics

etc.

Many Jewish people hid from the Nazis during World War II. They would

hide with non-Jewish families. Sometimes they would pretend to be a

part of the family and sometimes they would hide in hidden rooms or in a

basement or attic. Some were able to eventually escape across the

border into a free country, but many hid for years sometimes in the same

room.

We look into, and evaluate, the question of hiding – and how for many

non-Jews their religion played a part in their choice to help hide Jewish

families who were at risk of being transported to the ghettos and

concentration camps. For example, the story of the Good Samaritan.

Useful websites for extended reading:

https://www.hmd.org.uk/learn-about-the-holocaust-and-genocides/the-holocaust/

https://www.bbc.co.uk/programmes/p01zx5g7/clips

https://www.bbc.com/education/guides/zkfk7ty/revision/1

Key Terms Definitions

Transverse In transverse waves the vibrations are at 90 degrees to the direction in which the waves travel.

Angle of incidence Angle between the normal and incident ray

Angle of reflection The angle between the reflected ray and the normal.

Normal The imaginary line drawn at 90o to a surface or boundary.

Law of reflection In reflection the angle of incidence equals the angle of reflection

Refraction Process by which a wave changes speed and sometimes direction upon entering a more or less dense medium.

Lens A transparent tool that can change the direction of a light ray.

Retina The light sensitive area on the back of the eye. Light must be focused on the retina in order to see clearly.

LIGHT Knowledge Organiser.

How light travels

Light travels as waves. These are transverse waves, like the ripples in a tank of water. The direction of vibration in the waves is at 90° to the direction that the light travels. Light travels in straight lines, so if you have to represent a ray of light in a drawing, always use a ruler. Light travels extremely quickly. Its maximum speed is approximately 300,000,000 m/s, when it travels through a vacuum.

Reflection When light reaches a mirror, it reflects off the surface of the mirror:

the incident ray is the light going towards the mirror.

the reflected ray is the light coming away from the mirror.

Refraction Light waves change speed when they pass across the boundary between two substances with a different density, such as air and glass. This causes them to change direction, an effect called refraction. At the boundary between two transparent substances:

the light slows down going into a denser substance, and the ray bends towards the normal

the light speeds up going into a less dense substance, and the ray bends away from the normal The diagram shows how this works for light passing into, and then out of, a glass block.

Colour

White light is a mixture of many different colours, each with a different frequency. White light can be split up into a spectrum of these colours using a prism, a triangular block of glass or Perspex.

There are three primary colours in light: red, green and blue. Light in these colours can be added together to make the secondary colours magenta, cyan and yellow. All three primary colours add together make white light. The way coloured light mixes is very different from the way that paint does. When light hits a surface, some of it is absorbed and some of it is reflected. The light that is reflected is the colour of the object in that light. For example, a blue object absorbs all the colours of the spectrum except blue: it reflects blue light.

The Eye

Year 8 – The Periodic Table

The Big Question: Are all elements the same?

All the different elements are arranged in a chart called the periodic table. A Russian scientist called Dmitri Mendeleev produced one of the first practical periodic tables in the 19th century. The modern periodic table is based closely on the ideas he used:• the elements are arranged in order of increasing atomic number• the horizontal rows are called periods• the vertical columns are called groups• elements in the same group are similar to each other

The zig-zag line in this diagram separates the metals, on the left, from non-metals, on the right.

Making predictions using the periodic tableGroups in the periodic table contain elements with similar chemical properties. But there are usually trends in properties that allow us to make predictions. For example, in group 1:

Melting point Density Reactivity

LithiumDecreases down the group

Increases down the group

Increases down the group

SodiumDecreases down the group

Increases down the group

Increases down the group

PotassiumDecreases down the group

Increases down the group

Increases down the group

RubidiumDecreases down the group

Increases down the group

Increases down the group

Key Terms: Group, Period, Mendeleev, Metal oxide, Base, Alkaline, Neutralise, Acidic, Malleable, Sonorous, Density.

Year 8 – The Body

The Big Question:What happens inside our bodies?

The skeletonOur skeleton is made of more than 200 bones.

Function of the skeletonThe skeleton has four main functions:• to support the body• to protect some of the vital

organs of the body• to help the body move• to make blood cells

Bones are linked together by joints. Most joints allow different parts of the skeleton to move. The human skeleton has joints called synovial joints

Type of joint

Examples Movement allowed

Hinge jointKnee, elbow

The same as opening and closing a door, with no rotation (turning)

Ball and socket

Hip, shoulder

Back and forth in all directions, and rotation

MusclesMuscles work by getting shorter. We say that they contract, and the process is called contraction. Muscles are attached to bones by strong tendons. When a muscle contracts, it pulls on the bone, and the bone can move if it is part of a joint.

Nutrient Use in the body Good sources

Carbohydrate To provide energyCereals, bread, pasta, rice and potatoes

Protein For growth and repairFish, meat, eggs, beans, pulses and dairy products

Lipids (fats and oils)

To provide energy. Also to store energy in the body and insulate it against the cold.

Butter, oil and nuts

MineralsNeeded in small amounts to maintain health

Salt, milk (for calcium) and liver (for iron)

VitaminsNeeded in small amounts to maintain health

Fruit, vegetables, dairy foods

Dietary fibreTo provide roughage to help to keep the food moving through the gut

Vegetables, bran

Water Needed for cells and body fluids Water, fruit juice, milk

Human digestive systemThe food we eat has to be broken down into other substances that our bodies can use. This is called digestion. Without digestion, we could not absorb food into our bodies and use it.Enzymes are not living things. They are just special proteins that can break large molecules into small molecules. Different types of enzymes can break down different nutrients:• amylase and

other carbohydrase enzymes break down starch into sugar

• protease enzymes break down proteins into amino acids

• lipase enzymes break down lipids (fats and oils) into fatty acids and glycerol

Gas ExchangeIn the lungs, OXYGEN (O2) is exchanged with the CARBON DIOXIDE (CO2) because carbon dioxide is a waste product and need to be removed from our bodies. This happens in the ALVEOLI

The human gas exchange system is affected by exercise, asthma and smoking

Topic title - VariationBig Question – Why is every human different?

Links – Reproduction, cells, classification, adaptation to environment, food chains

Key facts – types of variationHumans are different in many ways such as weight, height, hair colour, eye colour etc. These differences can be due to where and how we live and some are what we inherit from our parents.

Key facts – sub-topic 2

Keyword Definition

Variation Differences between individualsin a species

Species Able to breed and produce fertile offspring

Inheritance Characteristics passed on to offspring by parents

Environment Conditions you live in

DNA Genetic material in cells

Genes Section of DNA that codes for a protein

MathsDuring this topic you will have to draw graphs and perhaps calculate ratios

some genes are “stronger” (dominant) than others

singular

(one person)

plural

(more than one person)

Los puntos cardinales – compass points el norte – the north el este – the east el noreste – the northeast el sureste – the southeast el sur – the south el oeste – the west el noroeste – the northwest el suroeste – the southwest

KEY VERB - ir – to go voy – I go vamos – we go vas – you go vais – you (pl) go va – he/she goes van – they go

Las atracciones – attractions / places in town una plaza de toros – a bull ring

una playa – a beach

una pista de hielo – an ice rink

una iglesia – a church

una catedral – a catedral

una bolera – a bowling alley

un centro comercial – a shopping centre

un teatro – a theatre; una biblioteca – a library

un río – a river; un lago – a lake

un cine – a cinema; un parque – a park

un parque temático – a theme park

un polideportivo – a sports centre

unos espectáculos – some shows

unos campos de golf – some golf courses

unos monumentos – some monuments

Mi barrio – My neighbourhood

Dónde vives? – where do you live?

vivo en – I live in

una casa - a house un piso - a flat un chalet – a bungalow una granja – a farm una casa adosada - a terraced house

una casa semiadosada - a semi-detached house

mi casa está – my home is (located)

en las afueras - on the outskirts

en el campo – in the countryside en una urbanización – in a housing estate en el centro del pueblo – in the centre of the town

Las Tiendas - Shops el mercado – the market; el supermercado - the supermarket

la farmacia – the chemist’s; la panadería – the baker’s

la carnicería – the butcher’s; la librería – the bookshop

la frutería – the fruit shop; la pastelería – the cake shop

la joyería – the jeweller’s; la floristería – the florist’s

la ferretería – the hardware store / ironmonger’s

la tienda de ropa – the clothes shop

la tienda de deportes – the sports shop

la tienda de comestibles – the grocer’s

los grandes almacenes – the department stores

las tiendas – the shops

Adjectives (remember agreement):

mi pueblo es – my town is mi pueblo ideal sería – my ideal town would be

mi pueblo era – my town was

Trowbridge solía ser – Trowbridge used to be

antiguo - old bonito - pretty hermoso - beautiful animado - lively tranquilo - peaceful turístico - touristy histórico - historic pequeño - small feo - ugly ruidoso - noisy aburrido - boring contaminado – polluted

peligroso - dangerous limpio - clean sucio – dirty

barato – cheap

caro – expensive

grande – big

industrial – industrial

residencial - residential

a la derecha – (on) the right

a la izquierda – (on) the left

todo recto – straight on el puente – the bridge la plaza – the square los semáforos – the traffic lights

la rotonda – the roundabout

Preguntas - questions ¿Por dónde se va a….? How do I get to..?

a la – to the (feminine singular place)

al - to the (masculine singular place) a el does not exist.

a los - to the (masculine plural place)

a las – to the (feminine plural place)

¿Dónde está…? Where is…?

¿Dónde están…? Where are…? ¿Quieres salir conmigo? Do you want to go out with me?

¿Adónde? - Where? ¿A qué hora? – At what time?

¿Dónde quedamos? – Where shall we meet?

Adjectives

ending in ‘o’ –

change the ‘o’

to ‘a’ to

describe

something

feminine and

singular. Add ‘s’

to the singular

versions to

make plurals.

Adjectives ending in ‘e’ - no change

in the singular forms; add ‘s’ for

both plural forms.

Adjectives ending in a

consonant - no change

in the singular forms;

add ‘es’ for both

plural forms.

¿Dónde quedamos? - Where shall we meet? quedamos – let’s meet en – in

enfrente de – opposite delante de – in front of

al lado de – next to detrás de – behind cerca de – near (to)

lejos de – far from

When using ‘de’ make sure to

follow on accurately:

de la – for a fem singular place

del – for a masc singular place -

de el does not exist.

de los - for a masc plural place

de las – for a fem plural place

A, THE and SOME

m/s f/s m/pl f/pl

the el la los las

a un una unos unas

some

Direcciones – directions tome - take dobla - turn sube – go up

cruza - cross va - go

baja – go down sigue – continue

la primera - the 1st

la segunda - the 2nd la tercera – the 3rd

la calle – the street

COMPARATIVES – más adjective que = more adjective than.

menos adjective que = less adjective than.

Lo bueno / lo mejor / lo malo / lo peor de mi pueblo es que hay… + noun

- the good thing / the best thing / the bad thing / the worst thing about my town is that there is/are…

En el pasado había (más / menos)… + noun – in the past there was/were (more/fewer)…

Trowbridge necesita – T needs

Trowbridge falta – T lacks

necesitamos – we need

faltamos – we lack

Lo bueno / lo mejor / lo malo /

lo peor de mi pueblo es que

es… + adjective - the good thing / the best thing / the bad

thing / the worst thing about my town is

that it is …

En el pasado era (más /

menos)… + adjective – in the

past it was (more/less)…

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