Assessment Objective ART Year 8: World Art- Aboriginal

Assessment objective 1 Demonstrate the

ability to accurately make copies of the artist’s work

Draw relevant information by researching facts about the artists life/ key features of the culture

Evaluate and make analysis of their work

Develop designs influenced by the artist

Artist/ Cultural Exploration Research Aboriginal and Oceanic art –

‘Indigenous’ means, ‘Originating or occurring naturally in a particular place; native’

The ‘Aborigines’ are the native/ indigenous people of Australia.

The Aborigine’s sacred rock is called ’Uluru’ or ‘Ayers Rock’.

The Earth tones they use in their art work are: White, Black, Brown, Red, Orange, Yellow (Ochre)

They use boomerangs for many purposes such as: hunting; sport; digging and games.

Some typical Australian animals are: Kangaroos; Snakes; Dingo; Platypus; Koala; Crocodile; Frill necked lizard.

The Aborigine’s typically paint using a dotting technique to create elaborate patterns and images of their ‘Dream

Time’ ( the Aboriginal story of the Earth’s creation)

Images of Oceanic artefacts - general research

Assessment objective 2 Experiment with

a range of media and techniques.

Know and understand ‘colour theory’

Develop a range of design ideas based on an artist/ culture.

Annotate your ideas

Media Experiments and techniques Water colour paint- experimenting with paint control, texture, depth of colour and

colour blending.

Colouring crayons- shading, blending and refining.

Graphical pens- monochromatic tattoo designs and refining.

Poster paints- stippling techniques.

Theory The colour wheel.

Harmonious and Complementary colour schemes.

Tonal Range

Mark-Making

Warm, Cold, Aboriginal Earth colour schemes.

Pointillism.

Refining Ideas Develop a series of boomerang designs using research of Aboriginal symbols and native animals using pencil,

water colour paints and graphical pens.

Explain which ideas you like and why. Assessment objective 3 Draw using line,

tone, mark- marking and composition

Demonstrate a knowledge of the formal elements

Drawing and recording Observational pencil drawing of Oceanic artefacts/ animals using tonal range and proportion.

Using pencil and pen to draw the outline of native Oceanic animals using continuous line.

Colour blending, composition and shading using colouring crayon and watercolour studies to copy historical Oceanic art work.

Graphical pen tattoo patterns using different mark-making techniques and varying line thickness.

Aboriginal dotting (Pointillism) on boomerang using poster paint and a variety of found tools.

Assessment objective 4 Complete a final

piece of work which links to the other Assessment Objectives.

Evaluate your final piece considering how to develop your work further

Final piece A wooden boomerang decorated with Aboriginal colours, shapes, and techniques using watercolour paint, colouring crayons, poster paint, graphical pens.

Analysis Evaluate completed pieces of work Practise discussing art work using specialist vocabulary https://uk.pinterest.com/ - general research

Key words Pointillism, tone,

shade, line, mark making,

texture, harmonious,

complimentary, blend, earth

tones, stipple, sable hair, hog

hair colour theory,

indigenous, , Aborigine,

monochromatic

Assessment Objective ART Year 8: World Art- Aboriginal

Assessment objective 1 Demonstrate the

ability to accurately make copies of the artist’s work

Draw relevant information by researching facts about the artists life/ key features of the culture

Evaluate and make analysis of their work

Develop designs influenced by the artist

Artist/ Cultural Exploration Research Aboriginal and Oceanic art –

‘Indigenous’ means, ‘Originating or occurring naturally in a particular place; native’

The ‘Aborigines’ are the native/ indigenous people of Australia.

The Aborigine’s sacred rock is called ’Uluru’ or ‘Ayers Rock’.

The Earth tones they use in their art work are: White, Black, Brown, Red, Orange, Yellow (Ochre)

They use boomerangs for many purposes such as: hunting; sport; digging and games.

Some typical Australian animals are: Kangaroos; Snakes; Dingo; Platypus; Koala; Crocodile; Frill necked lizard.

The Aborigine’s typically paint using a dotting technique to create elaborate patterns and images of their ‘Dream

Time’ ( the Aboriginal story of the Earth’s creation)

Images of Oceanic artefacts - general research

Assessment objective 2 Experiment with

a range of media and techniques.

Know and understand ‘colour theory’

Develop a range of design ideas based on an artist/ culture.

Annotate your ideas

Media Experiments and techniques Water colour paint- experimenting with paint control, texture, depth of colour and

colour blending.

Colouring crayons- shading, blending and refining.

Graphical pens- monochromatic tattoo designs and refining.

Poster paints- stippling techniques.

Theory The colour wheel.

Harmonious and Complementary colour schemes.

Tonal Range

Mark-Making

Warm, Cold, Aboriginal Earth colour schemes.

Pointillism.

Refining Ideas Develop a series of boomerang designs using research of Aboriginal symbols and native animals using pencil,

water colour paints and graphical pens.

Explain which ideas you like and why. Assessment objective 3 Draw using line,

tone, mark- marking and composition

Demonstrate a knowledge of the formal elements

Drawing and recording Observational pencil drawing of Oceanic artefacts/ animals using tonal range and proportion.

Using pencil and pen to draw the outline of native Oceanic animals using continuous line.

Colour blending, composition and shading using colouring crayon and watercolour studies to copy historical Oceanic art work.

Graphical pen tattoo patterns using different mark-making techniques and varying line thickness.

Aboriginal dotting (Pointillism) on boomerang using poster paint and a variety of found tools.

Assessment objective 4 Complete a final

piece of work which links to the other Assessment Objectives.

Evaluate your final piece considering how to develop your work further

Final piece A wooden boomerang decorated with Aboriginal colours, shapes, and techniques using watercolour paint, colouring crayons, poster paint, graphical pens.

Analysis Evaluate completed pieces of work Practise discussing art work using specialist vocabulary https://uk.pinterest.com/ - general research

Key words Pointillism, tone,

shade, line, mark making,

texture, harmonious,

complimentary, blend, earth

tones, stipple, sable hair, hog

hair colour theory,

indigenous, , Aborigine,

monochromatic

Assessment Objective ART Year 8: World Art- Africa

Assessment objective 1 Demonstrate the

ability to accurately make copies of the artist’s work

Draw relevant information by researching facts about the artists life/ key features of the culture

Evaluate and make

analysis of their work

Develop designs

influenced by the artist

Artist/ Cultural Exploration Research Africa art :

‘Indigenous’ means, ‘Originating or occurring naturally in a particular place; native’

African Art is created by the indigenous people of the Sahara

The main art forms are masks and figures, generally used in religious ceremonies.

Textile art and tool decoration are very important in African cultures.

Some Indigenous animals to the African continent: Cheetah, crocodile, wart hog, elephant, fennec fox, giraffe, hippo, impala, klipspringer, lion, rhinoceros, wildebeest (gnu), zebra.

Tingatinga (also spelt Tinga-tinga or Tinga Tinga) is a painting style that developed in the second half of the 20th century in Tanzania and later spread to most East Africa. Tingatinga paintings are one of the most widely represented forms of tourist-oriented art in Tanzania, Kenya and neighbouring countries. The genre is named after its founder, Tanzanian painter Edward Saidi Tingatinga. Tingatinga paintings are traditionally made on masonite, using several layers of bicycle paint for a bright, bold, shiny result.

Assessment objective 2 Experiment with a

range of media and techniques.

Know and understand ‘colour theory’

Develop a range of

design ideas based on an artist/ culture.

Annotate your

ideas

Media Experiments and techniques

Watercolour paint- experimenting with paint control, texture, depth of colour and colour blending.

Batik- Wax resist painting.

Collage/Montage- Using various papers to images to create art.

Printmaking- Mono print, Block print, screen print techniques.

Oil pastels- Blending colours.

Colouring pencils- shading, blending and refining.

Graphical pens- monochromatic tribal designs.

Poster paints- stippling techniques. Theory

The colour wheel.

Harmonious and Complementary colour schemes.

Tonal Range, Mark-Making.

Warm, Cold, African colour schemes.

Print, Pattern. Refining Ideas

Creating ‘Tinga Tinga’ style artwork using observational drawings and studying the artwork with pencil, graphical pens and paint.

Developing African patterns using batik and print.

Develop a series of mask designs using research of African pattern and native animals using pencil, watercolour paints and graphical pens.

Explain which ideas you like and why (Evaluations).

Assessment objective 3 Draw using line,

tone, mark- marking and composition

Demonstrate a knowledge of the formal elements

Drawing and recording

Observational pencil drawing of African artefacts/ animals using tonal range and proportion.

Using pencil and pen to draw the outline of native African animals.

Colour blending, composition and shading using colour pencils/ watercolour to copy historical and contemporary African artwork.

Graphical pen animal/African patterns using different mark-making techniques and varying line thickness.

Assessment objective 4 Complete a final

piece of work which links to the other Assessment Objectives.

Evaluate your final piece considering how to develop your work further

Final piece A 2D painting in style of TingaTinga artwork. Animal drawing which has been stylized and pattern added to it. Bright, bold colours. Create a 3D ceramic animal mask inspired by Picasso and his African influence. Analysis Evaluate completed pieces of work Practise discussing art work using specialist vocabulary

Key words Tone, shade, line, mark

making, texture, harmonious,

complimentary, blend, Warm/Cold

colours, stipple, sable hair brush, hog

hair brush, colour theory,

indigenous, African, Picasso,

Stylized, monochromatic, Mixed

Media, Batik, Inks.

Devising Drama

Skills (are you using?)

Facial Expression

Movements

Gestures

Intonation

Projection

Exaggeration

Clear positioning

Techniques (has your group used?)

Still Image

Cross-Cutting

Thought-Tracking

Reportage

Forum Theatre

Mime

Another?

Stage Type

Proscenium Arch

Thrust

Arena in the Round

Traverse

Are You..?

Facing the audience?

Using appropriate stage areas?

Are you projecting?

Sustaining the role?

Is your plot clear to the audience?

Evaluating Drama

The Door of Shame!

Never use silly voices/names

Never act out a football match

Never talk off stage

Never play an animal

Don’t make it obvious if some-

thing goes wrong

Never walk on knees

Never pretend to be a vehicle

Never stamp your foot when

knocking on a door

Do not stand in a circle

What can you do instead of

these things?

Is the performance successful?

Did the plot make sense?

Could you see all of the action?

(Stage areas/blocking)

Could you hear everything?

Did you enjoy the experience? (why/why not?)

Could you understand what was happening?

Have they used..?

Still Image

Cross-Cutting

Thought-Tracking

Reportage

Forum Theatre

Mime

Any other techniques?

Were these techniques appropriate

for the scene?

Are they..?

Facing the audience?

Using appropriate stage

areas?

Are you projecting?

Sustaining the role?

Is your plot clear to the

audience?

Year 8 Drama Knowledge Organiser

Rehearsal techniques Techniques used in the rehearsal process to develop a role, make it more believable and realistic. Hot-seating Interviewing a character in role where they answer and move as the character would. Role-on-the-wall A technique where an actor records information about the character on a ‘gingerbread’

outline. Vocal exercises Strategies to develop the voice.

Dramatic/ Performance techniques Techniques used within a performance to make it more creative

Stylised devices Performance techniques that are non-naturalistic used to enhance a scene. Narrator A storyteller in a performance. Soundscape The use of sounds and music to build up an atmosphere. Cross-cutting Two scenes on stage side by side crossing back and forwards and freezing in turn. Still-image A still and silent picture made up of actors on stage. Every performance should

begin and end with a still-image. Thought tracking An actor steps forward and reveals the hidden thoughts of their character. The

remaining actors remain in a still-image. Forum theatre Involving the audience in a performance by asking them questions. Reportage Acting out a news report including interviews and CCTV. Mime Acting without talking focusing on exaggerating movements and facial expressions.

Stage Types The main 4 stage types to consider when devising.

Proscenium Arch A stage type where the audience sits on one side. Thrust A stage type where the audience sits on three sides. Arena in the round A stage type where the audience sits on 4 sides (all around the audience). Traverse A stage type where the audience sits on 2 opposite sides.

Acting Skills

The essential acting skills needed within every performance

Facial expressions Use of the face to show emotions.

Movement &

gestures Use of movements (the body) and gestures (hands) to portray a character and

show emotions.

Sustaining the role Ensuring the actor stays in role and does not laugh or lose focus.

Tempo/Pace The speed of dialogue delivered.

Pause Pauses in dialogue for dramatic effect.

Pitch How high or low the voice is for effect.

Projection/Volume How loud or quiet the voice is for effect.

Intonation/Tone The emotions portrayed in the voice.

Accent Adapting the voice to suggest a different region or class.

Plot/storyline elements Consider the below elements when devising your own performances

Plot/ Storyline The plot of a performance is the structure of the piece; the beginning, middle and end.

Dramatic tension Building up the atmosphere in a performance through pauses, lighting, sound and other means.

Monologue A speech by one person to the audience or to themselves.

Duologue A conversation between two people only.

Character A part that is played in a performance.

Genre The main topic/style of the performance.

Showing character relationships-status and proxemics

Status

1 2 3 4 5 6 7 8 9 10

Status is how important a character is in a particular scene and we measure status on a scale of 1-10 (1 is low and 10 is high).

We can say a character has high status if they are very confident and important in the

scene or low status if they are more reserved and not important in the scene. Status can be show by:

High status Stage areas can also dictate

status

Low status

Head held high

Looking down

Walking around proudly

Looking nervous

Making eye contact

Not looking at anyone

Tallest on stage

Lowest on stage

Proxemics

Proxemics are how close you position yourself to another person.

In Drama this shows how comfortable one character is to be near to another. It also shows the relationship between the characters.

Costume-A costume shows the age,

status and personality of a character.

Garments-The specific items of clothes worn.

Colour-The colour of the clothes with reasons for the choices.

Evaluation

You need to evaluate you strengths and areas to develop of your performance.

What was successful? Talk about: What could be improved? Talk about:

The best part of the performance for you. The weakest part of the performance for

you

How you used voice, facial expressions,

movements well.

How you could have improved your voice,

facial expressions, movements.

A technique you used successfully and why

it was successful.

A technique you could have included and

when.

Year 8 Food Knowledge OrganiserWhat is the Eatwell Guide?The Eatwell Guide is a guide that shows you the different types of food and

nutrients we need in our diets to stay healthy.

Why is the Eatwell Guide important?The Eatwell Guide shows you how much (proportions) of food you need for a

healthy balanced diet.

What are the consequences of a poor diet?A poor diet can lead to diseases and can’t stop us from fighting off infections.

What are the sections on the Eatwell Guide?1. Fruit and vegetables2. Potatoes, bread, rice, pasta and other starchy food3. Dairy and alternatives4. Beans, pulses, fish, egg, meat and other proteins5. Oils and spreads

What is the function of fat in our diet?Fat is an essential part of your diet. It provides energy, absorbs certain nutrients and maintains your core body temperature. You need to consume fat every day to support these functions, but some types of fat are better for you than others.

Good fats protect your heart and keep your body healthy, while bad fats increase.

damage your heartWhat is the impact of reducing fat in our diet?

It can assist in weight loss or weight maintenance since you will be eating fewer calories.

It can help reduce your risk of heart disease by reducing saturated fat, which will help lower blood cholesterol levels.It may help reduce your risk of cancer.

Eating fewer high-fat foods means more room for fruits, vegetables, grains, and beans.

How many portions of fruit and vegetables should we eat, daily?As a minimum, we should eat at least 5 portions each day.

How many glasses of water should we drink daily?As a minimum, we should drink 6-8 Glasses of water each day.

The Eatwell guide

Function of ingredients

Cupcakes

Self-raising

flour

Makes the cake rise (increase in size.

Caster sugar Makes the cake sweet.

Margarine Makes the cake moist.

Egg Binds the mixture together

Vanilla

essenceAdds flavour

Each ingredient has an important role in the making

of each dish.

Bread

Strong flour To provide structure.

Yeast Makes the bread rise.

Water Provides moisture.

Food Waste

What is food waste?Food waste is food that is discarded, lost or uneaten.

What is the difference between best before and sell by date?

Best Before date: It means the product will taste best up until that date. It is still edible and okay to eat a little past the listed date, though you may notice a slight change in texture, flavour, or colour.

Sell by date: a date marked on a perishable product indicating the recommended time by which it should be sold.

Tips for reducing food wasteReduceReuseRedistribute/recycleFirst in first outStore food correctly – use your freezerDon’t cook too muchKnow the difference between best before and use by dates

Dietary NeedsPeople have different dietary needs; this affects what they

can and cannot eat.

do not eat the meat of any animal

(meat, poultry or fish) or eggs,

milk, cheese and honey

do not eat the meat of any animal

(meat, poultry or fish), but they

do eat eggs, milk, cheese and

honey

do not eat red meat or poultry but

they do eat fish, eggs, milk,

cheese and honey

If you were a vegetarian, how could you get your portion of protein?

Sources of protein don’t have to be in the form of meat.• Beans (kidney beans, chickpeas, lentils, etc.)• Nuts• Soy and low-fat dairy products• Micro-protein (Quorn, etc.)

Key Words: Allergy: an adverse reaction by the body to certain

substances. Intolerance: a condition that makes people avoid

certain food because of the effects on their body Allergic reaction: the way someone responds to

certain food. For example: a rash/swelling/anaphylactic shock

Some people make a choice not to eat certain foods. Reasons include:

Religious beliefs Medical reasons

Taste/texture of food Ethical beliefs

No pork or shellfish

No milk and meat together

Meat must be kosher

Muslims

Jews

Religious/cultural reasons

Do not eat pork

Meat must be halal

No alcohol or shellfish

Name of medical condition Food/drinks to avoid Reason to avoid

DiabetesStarchy food/ high in

sugarHigh in saturated fat. Can lead to heart disease, while excess

sugars can cause unwanted weight gain and blood sugar spikes

Nut allergyNuts, blended cooking oil, margarine with nuts oils

and often seedsthe immune system overreacts to proteins in these foods

Lactose intoleranceMilk, cheese, yogurt,

processed food

cannot metabolize lactose properly; they lack lactase, an enzyme required in the digestive system to break down lactose. Patients typically experience bloating, flatulence, and diarrhoea

Gluten intolerance (coeliac)Wheat, wholemeal, bran,

pasta, rye, beer

Celiac disease is caused by a reaction to a gluten protein found in wheat, barley, rye, and sometimes oats. Symptoms include

chronic diarrhoea, weight loss and fatigue

Medical reasons

Year 8 Food Knowledge Organiser

Temperature is really important to keep food safe. The

following temperatures should be used:

Refrigeration Fridges should run at 4°C or below.

FreezingFreezing of food at -18°C or below

will stop bacteria multiplying.

Cooking Temperatures of 72 °C or above kills

almost all types of bacteria.

Danger Zone

The temperature range where

bacteria is most likely to reproduce:

8°C-63°C.

Storing Food

To prevent cross contamination (the spreading of

bacteria), foods must be stored separately. Follow the

rules of food storage within a fridge:

Bacteria

What are bacteria?A micro organism that multiply in certain conditions.

Where can bacteria be found?Everywhere!

Are all bacteria bad?No- some are good and essential for normal bodily function.

How can you reduce the risk of bacteria? Storing food separately Storing and cooking foods at the correct temperatures

Can we kill bacteria by putting them in the fridge?No- but keeping food chilled at the correct temperatures will

slow bacterial growth.

Food: provides the energy

for bacteria to grow,

multiply and produce

toxins

Time: if food is exposed

to these things for a long

time they will quickly

multiply

Water: bacteria need

moisture to grow

Temperature:

bacteria grows

when warm

What do bacteria need to multiply?

Cross Contamination

What is cross contamination?Cross contamination is

spreading bacteria from one place to another.

What are the four C’s to help prevent spreading bacteria?

Clean Cook Chilling Cross contamination

Why do we use different coloured chopping boards

when preparing food?To prevent the spreading of

bacteria (to avoid cross contamination).

Year 8 Food Knowledge Organiser

Crust – Solid thin layer of the

earths surface on which the

continents and oceans sit. Made

up of tectonic plates

Mantle – Thick layer made of

hot, slightly runny magma.

Causes the tectonic plates to

move

Outer core – Hot liquid metal

layer. 5000°C

Inner core – Hot solid metal

centre of the earth

The earths crust is cracked in to large tectonic plates. Most earthquakes

and volcanoes occur along theboundaries (edges) of these plates.

The plates move on the mantlebecause of convection currents.

Convection currents cause the earth’s plates to move together, apart or side to

side. The hot core heats the mantle which causes magma to rise and push against

the underside of the plates, moving them. Cooler magma sinks back to the core.

The earths continents are carried on slowly moving tectonic plates. They have changed

position over millions of years. This is called continental drift.

Destructive margins - two plates collide. The oceanic crust slides under the continental crust. The crust is destroyed. This causes violent earthquakes when the plates slip past each other and violent volcanoes as the plate melts and

magma escapes to the surface. Example - The Pacific ring of fire along the Western coastline of N and S America

Constructive margins - two plates split apart. A crack or fissure is formed and magma escapes to create a line of volcanoes and new crust is created. Example – The Mid

Atlantic Ridge. Iceland and Surtsey are Islands created from volcanoes along the Mid Atlantic ridge.

Conservative margins - two plates slide past each other. No crust is created or destroyed but violent earthquakes occur.

Earthquakes occur because friction causes the plates to stick, pressure builds up, then the plates slip violently along a fault

causing the ground to ripple and shake. (seismic waves) Example – San Andreas fault, Western USA

Volcanic Hazards• Lava• Mud flows (Lahars)• Pyroclastic flows• Ash clouds• Acid rain

Primary effects of earthquakes - caused directly by the shaking ground. Examples include collapsed buildings, crushed people, destroyed roads and

bridges, split gas and water pipes.

Secondary effects of earthquakes - caused because of the primary effects. Examples include homelessness,

fires, tsunami’s, landslides and spread of disease.

Primary effects are more significant than secondary effects - They usually kill more people and create more

damage and cost. (apart from tsunamis)

Earthquakes kill more people in LIC countries because poor quality buildings collapse on

people. They cost more in HIC countries

because expensive buildings are damaged.

Hazard prediction

Volcanoes are easier to predictthan earthquakes because they give off obvious signs.• Sulphur dioxide gas given off• The volcano swells and bulges• Earthquakes inside volcano• The ground heats up

Preparing for earthquakes

• Earthquake proof buildings• Earthquake drills• Search and rescue teams

Kobe (HIC) earthquake facts• January 1995• Destructive margin• Philippines, Pacific and Eurasian plates• Magnitude 7.4• More than 5,000 killed• 300,000 people homeless• Roads, buildings and railways ruined• £1 billion of damage

Earthquakes are measured on the Richter scale using a seismometer.

The size is called it’s magnitude

Year 8 History @ OAJW: Must Know… to secure a Grade 5 Topic 1: Slave Trade

Africa before the slave trade - The people of Africa had a rich history and culture long before the arrival European slavers. They had a variety of political arrangements which included city-states, kingdoms, and even great empires, each with their own language and culture.

The slave trade - refers to the transatlantic trading patterns which were established as early as the mid-17th century. Trading ships would set sail from Europe with a cargo of manufactured goods to the west coast of Africa. There, these goods would be traded, over weeks and months, for captured people provided by African traders. Once full, the European trader's ship would depart for the Americas or the Caribbean to sell the slaves. Ships would return to Europe with cargoes of sugar, rum, tobacco and other 'luxury' items.

Middle Passage - The transport of black Africans to the Americas by slave ship became known as the Middle Passage because it was the middle leg of the Triangular Trade route used by the European merchants:

o Conditions - the African slaves were viewed as cargo by the merchants and were packed into the ships with no regard to their basic human rights. Many slaves became seasick or developed diarrhoea. Unable to move because they were chained into their positions, the slave’s deck became a stinking mass of human waste.

Auctions and plantations: o Once in the Americas, slaves were sold, by auction, to the person that bid the most money for

them. It was here that family members would find themselves split up, as a bidder may not want to buy the whole family, only the strongest, healthiest member.

o Slavery was legal in all 13 colonies, but it was more common on southern plantations. Many enslaved Africans worked in fields of huge farms. However, small farms were more common.

o For a period of two to three years, they were trained to endure their work and conditions - obey or receive the lash. It was mental and physical torture. It was a life of endless labour. They worked up to 18 hours a day, sometimes longer at busy periods such as harvest. There were no weekends or rest days. Life expectancy was short, on many plantations only 7-9 years.

Abolitionists: o Before 1807, this meant a person campaigning for the abolition of the transatlantic slave trade. o After 1807, abolitionist came to mean a person who wanted existing slaves emancipated.

End of slavery - In 1807, the British government passed an Act of Parliament abolishing the slave trade throughout the British Empire.

Topic 2: Industrial Revolution Industrial changes - The Industrial Revolution brought the United Kingdom into an era of technology and

productivity. It created wealth for many but social problems and poverty for others. By 1914, England had become a great trading nation with a worldwide empire, which covered a fifth of the globe. There were many notable changes including;

o a 260 per cent growth in population o a change from agriculture to industry o a move from domestic industry to factory work o a move from water and wind power to steam engines o a revolution in transport and communications, from canals and pack horses, to railways and the

telegraph - Transport and communications - George Stephenson and Isambard Kingdom Brunel oversaw the 'Railway Mania' of the 1800s.

Inventions o Steam power - In around 1712, Thomas Newcomen built the first commercially successful steam

engine to pump water out of mines. James Watt made steam engines much more efficient. His other improvements meant steam engines could replace water and horse power in a wide variety of industries, which in turn allowed factories to be built anywhere.

o There were a number of other ground breaking inventions such as; 1837 - Samuel Morse invented the telegraph, in 1839 - Kirkpatrick Macmillan invented the bicycle and in 1885 - Karl Benz invented the motor car.

Urbanisation:

o In 1750, only about 15 per cent of the population lived in towns. By 1900 it was 85 per cent. By 1900, London had 4.5 million inhabitants. The biggest other towns were Glasgow with 760,000 inhabitants and Liverpool with 685,000.

Pandemics: o Disease accounted for many deaths in industrial cities during the Industrial Revolution. With a

huge lack of hygiene, little knowledge of hygienic care and no knowledge as to what caused diseases (let alone cure them), diseases such as cholera, typhoid and typhus were devastating. As the cities became more populated, so the problem got worse.

Case study – the 1854 outbreak of cholera prompted John Snow to investigate: o Snow created a spot map to show the deaths from cholera that occurred around Broad Street in

the Soho district of London. o This led Snow to notice a pattern; that the deaths were all connected to the water pump. o Snow removed the handle of the water pump and prevented people from using it. o There were no more deaths in the Broad Street area from cholera. o Snow was able to prove that cholera was spread by dirty water, however he could not support his

work with scientific evidence so many rejected his work. It wasn’t until Pasteur’s Germ Theory that Snow’s theory could be explained.

Topic 3: WWI Causes – there are many causes of WWI however, you can link them to four main areas; Militarism,

Alliances, Imperialism and Nationalism (M.A.I.N): o Militarism – the naval race between Germany and Britain is an example of conflict over arms and a

battle for who would be ‘masters’ of the sea. o Alliances - a number of alliances had been signed by countries between the years 1879 and 1914,

notably the Triple Alliance and the Triple Entente. These were important because they meant that some countries had no option but to declare war if one of their allies declared war first.

o Imperialism - was also a cause of conflict, the amount of lands ‘owned’ by Britain and France increased the rivalry with Germany who had entered the scramble to acquire colonies late and only had small areas of Africa.

o Nationalism - means being a strong supporter of the rights and interests of one’s country, this caused tension among large areas of both Austria-Hungary and Serbia were home to differing nationalist groups, all of whom wanted freedom from the states in which they lived.

o Trigger – the assassination of Austrian Franz Ferdinand by a Serbian Gavrilo Princip, resulted in those countries alongside Germany, Russia, France and Britain becoming embroiled in a war. The European countries became involved in the war because of the alliances they had formed with each other - they had promised to support each other in the event of war.

Recruitment: o When war came in August 1914, Lord Kitchener, the Secretary of State for War, realised that

Britain needed a bigger army. He did this by creating a new volunteer army, which became known as 'Kitchener's Army'. He made a direct and personal appeal to the men of Britain. Posters were printed showing him pointing his finger at passers-by with the words 'Your Country Needs You'.

o However, this was not enough, conscription was introduced in January 1916, and targeting single men aged 18-41. Within a few months World War 1 conscription was rolled out for married men.

Weapons: o The early 20th century a number of technological innovations created entirely new classes of

weapons. These WW1 weapons were responsible for the staggering scale of death from the Great War.

o These new weapons included; rifles, machine guns, gas (chlorine, mustard and phosgene), tanks, planes and torpedoes. Weapons were being developed to break the stalemate.

Trenches: o Trench warfare occurred after the failure of the Schlieffen plan. It is a form of warfare in which

trenches are dug and soldiers are able to have some protection. o For the soldiers, conditions were terrible. Rain and cold were constant problems. Artillery fire

destroyed the drains, so the battlefields became bogs of mud – often, men drowned in the mud. Sanitary arrangements were unsatisfactory, and disease killed as many men as the enemy.

Illness and injuries – the three main examples of ill health were; trench fever, trench foot and shell-shock: o Trench fever – transmitted by lice, it caused flu like symptoms.

o Trench foot – soldiers stood in the mud and waterlogged trenches, which caused painful swelling in their feet. Later gangrene would set in and the foot would need amputating.

o Shell-shock – caused by the stressful conditions of war, led to symptoms such as tiredness, nightmares, shaking and a mental breakdown. Around 80,000 British troops were effected.

Topic 4: WWII Treaty of Versailles – the Treaty of Versailles was supposed to ensure a lasting peace by punishing

Germany and setting up a League of Nations to solve diplomatic problems. Instead, it left a legacy of political and geographical difficulties which have often been blamed, sometimes solely, for starting the Second World War. Germany would have dislike all of the terms, but notably;

o Germany had to accept responsibility for starting the war, and had to agree to pay for the cost of the damage (set at £6.6 billion in 1921).

o Germany's army was reduced to 100,000 men. Germany's navy had to be handed over to the victorious Allies, and Germany was not allowed to manufacture war planes or tanks in the future.

Steps towards war: o Historians disagree about the causes of World War Two (WW2). Some trace it back to the anger

created in Germany by the Treaty of Versailles. Some blame Neville Chamberlain and the appeasers for being too weak. Some ascribe it to Hitler's aggression and actions.

o The invasion of Poland in 1939 was the trigger for war and end of the policy of appeasement. Key events of WW2:

o At first there was a 'Phoney War' – Britain and France was not directly threatened – but in 1940 the Germans attacked. Their Blitzkreig tactics quickly destroyed the Allied forces. France was defeated and the British army was evacuated from Dunkirk.

o For a while, Britain and the empire faced the Germans alone, and had to survive the Battle of Britain and the Blitz.

o In June 1941, Hitler invaded Russia and in December 1941, the Japanese attack on Pearl Harbor brought the USA into the war.

o The critical battles that changed the course of the war and can be considered turning points, were at Midway in the Pacific (June 1942), El-Alamein in Egypt (November 1942) and Stalingrad in Russia (January 1943). After that, the Allies never lost a battle. On D-Day (6 June 1944), the Allies invaded Normandy.

Topic 5: The Holocaust Rise of Anti-Semitism:

o Background – the hatred of Jewish people was common in Europe for centuries before the Nazis came to power. Among other things, they have been blamed for the death of Jesus.

o Anti-Semitism in Germany – millions saw them as a selfish race who were only interested in making money rather than improving the nation. Hitler had a personal hatred of the Jews and he felt they were part of an evil conspiracy to take over the world and should be destroyed.

Germany 1930s: o As soon as Hitler became leader of Germany in 1933 he introduced laws such as the Nuremburg

Laws 1935, that made their lives more difficult. o In November 1938 a mass attack on Jews all over Germany (known as the ‘Night of Broken Glass’)

led to the destruction of thousands of Jewish shops, homes and synagogues. Ghettos:

o In some countries Jews were bricked into separate areas outside the cities or sent to work in labour camps where they were worked to death. The largest ghetto was the Warsaw ghetto, conditions were unsanitary and overcrowded, thousands died of disease before reaching camps.

Final solution: o On 20 January 1942, Nazi leaders met to finalize their plans for the mass murder of every Jew in

Europe, either by working them to death or killing them in poison gas chambers. Auschwitz was the largest of the death camps, with as many 2000 prisoners killed in one go.

Other minorities: o 5 million of those murdered were non-Jewish. Others were Nazi victims because of what they did,

who they were, their genetic or cultural origins, or health conditions. o It was the explicit aim of Hitler's regime to create a European world both dominated and

populated by the Aryan race. The Nazi machinery was dedicated to eradicating millions of people it deemed undesirable.

o Some people were undesirable by Nazi standards because of who they were, their genetic or cultural origins, or health conditions. These included Jews, Gypsies, Poles and other Slavs, and people with physical or mental disabilities.

o Others were Nazi victims because of what they did. These victims of the Nazi regime included Jehovah's Witnesses, homosexuals, the dissenting clergy, Communists, Socialists and other political enemies.

Key Terms I must know:

Plantation: the general name given to land cultivated by slaves for a plantation owner. A plantation would grow crops such as cotton, coffee, tobacco and sugar.

Abolition: to abolish something is to put an end to it.

Pandemic: a n outbreak of a disease that occurs over a wide geographic area and affects an exceptionally high proportion of the population.

Cholera: potentially fatal bacterial infection caused by consuming contaminated food or water.

Triple Alliance: The alliance between Germany, Austria Hungary and Italy formed before the First World War

Triple Entente: the alliance between France, Russia and Britain formed before the First World War.

Nuremburg Laws: this stripped Jews of citizenship and civil rights (1935). Jews now not allowed to marry non-Jews.

The “Final Solution”: The Nazi program of annihilating all Jews in Europe during the reign of the Third Reich, an act of mass genocide that led to the murder of more than six million Jews.

Auschwitz: became the killing centre where the largest numbers of European Jews were killed during the Holocaust. After an experimental gassing there in September 1941 mass murder became a daily routine.

Year 8 History @ OAJW: Must Know… the Holocaust Topic 5: The Holocaust

Rise of Anti-Semitism: o Background – the hatred of Jewish people was common in Europe for centuries before the Nazis

came to power. Among other things, they have been blamed for the death of Jesus. o Anti-Semitism in Germany – millions saw them as a selfish race who were only interested in

making money rather than improving the nation. Hitler had a personal hatred of the Jews and he felt they were part of an evil conspiracy to take over the world and should be destroyed.

Germany 1930s: o As soon as Hitler became leader of Germany in 1933, he introduced laws such as the Nuremburg

Laws 1935 that made their lives more difficult. o In November 1938, a mass attack on Jews all over Germany (known as the ‘Night of Broken Glass’)

led to the destruction of thousands of Jewish shops, homes and synagogues. Ghettos:

o In some countries, Jews were bricked into separate areas outside the cities or sent to work in labour camps where they were worked to death. The largest ghetto was the Warsaw ghetto, conditions were unsanitary and overcrowded, thousands died of disease before reaching camps.

Final solution: o On 20 January 1942, Nazi leaders met to finalize their plans for the mass murder of every Jew in

Europe, either by working them to death or killing them in poison gas chambers. Auschwitz was the largest of the death camps, with as many 2000 prisoners killed in one go.

Other minorities: o 5 million of those murdered were non-Jewish. Others were Nazi victims because of what they did,

who they were, their genetic or cultural origins, or health conditions. o It was the explicit aim of Hitler's regime to create a European world both dominated and

populated by the Aryan race. The Nazi machinery was dedicated to eradicating millions of people it deemed undesirable.

o Some people were undesirable by Nazi standards because of who they were, their genetic or cultural origins, or health conditions. These included Jews, Gypsies, Poles and other Slavs, and people with physical or mental disabilities.

o Others were Nazi victims because of what they did. These victims of the Nazi regime included Jehovah's Witnesses, homosexuals, the dissenting clergy, Communists, Socialists and other political enemies.

Key Terms I must know:

Anti-Semitism: hostility toward or discrimination against Jews as a religious, ethnic, or racial group.

Aryan race: a non-Jewish European, especially of Northern Europe. Typified as having blonde hair and blue eyes.

Auschwitz: the killing centre where the largest numbers of European Jews were killed during the Holocaust. After an experimental gassing there in September 1941 mass murder became a daily routine.

Concentration camp: a place in which large numbers of people are deliberately imprisoned in a relatively small area with inadequate facilities, sometimes to provide forced labour or to await mass execution.

Ghetto: a part of a city, especially a slum area, where minority groups are put to isolate or segregate them.

Kristallnacht: Night of Broken Glass. November 9, 1938, 200 synagogues and 8,000 Jewish shops were destroyed, and tens of thousands of Jews were removed to concentration camps.

Nuremburg Laws: this stripped Jews of citizenship and civil rights (1935). Jews now not allowed to marry non-Jews.

The “Final Solution”: The Nazi program of annihilating all Jews in Europe during the reign of the Third Reich, an act of mass genocide that led to the murder of more than six million Jews.

Wannsee Conference: On January 20, 1942, 15 high-ranking officials decided on what would be called the "Final Solution of the Jewish Question."

Year 8 History @ OAJW: Must Know… Industrial Revolution Topic 2: Industrial Revolution

Industrial changes - The Industrial Revolution brought the United Kingdom into an era of technology and productivity. It created wealth for many but social problems and poverty for others. By 1914, England had become a great trading nation with a worldwide empire, which covered a fifth of the globe. There were many notable changes including;

o a 260 per cent growth in population o a change from agriculture to industry o a move from domestic industry to factory work o a move from water and wind power to steam engines o a revolution in transport and communications, from canals and pack horses, to railways and the

telegraph - Transport and communications - George Stephenson and Isambard Kingdom Brunel oversaw the 'Railway Mania' of the 1800s.

Inventions o Steam power - In around 1712, Thomas Newcomen built the first commercially successful steam

engine to pump water out of mines. James Watt made steam engines much more efficient. His other improvements meant steam engines could replace water and horse power in a wide variety of industries, which in turn allowed factories to be built anywhere.

o There were a number of other ground breaking inventions such as; 1837 - Samuel Morse invented the telegraph, in 1839 - Kirkpatrick Macmillan invented the bicycle and in 1885 - Karl Benz invented the motor car.

Urbanisation: o In 1750, only about 15 per cent of the population lived in towns. By 1900 it was 85 per cent. By

1900, London had 4.5 million inhabitants. The biggest other towns were Glasgow with 760,000 inhabitants and Liverpool with 685,000.

Pandemics: o Disease accounted for many deaths in industrial cities during the Industrial Revolution. With a

huge lack of hygiene, little knowledge of hygienic care and no knowledge as to what caused diseases (let alone cure them), diseases such as cholera, typhoid and typhus were devastating. As the cities became more populated, so the problem got worse.

Case study – the 1854 outbreak of cholera prompted John Snow to investigate: o Snow created a spot map to show the deaths from cholera that occurred around Broad Street in

the Soho district of London. o This led Snow to notice a pattern; that the deaths were all connected to the water pump. o Snow removed the handle of the water pump and prevented people from using it. o There were no more deaths in the Broad Street area from cholera. o Snow was able to prove that cholera was spread by dirty water, however he could not support his

work with scientific evidence so many rejected his work. It wasn’t until Pasteur’s Germ Theory that Snow’s theory could be explained.

Key Terms I must know:

Agriculture: a broad term for farming. This could be growing crops and raising livestock (animals).

Cholera: potentially fatal bacterial infection caused by consuming contaminated food or water

Empire: a group of countries ruled over by a single monarch. For example, the British Empire ruled India, Canada, Australia etc.

Germ Theory: the idea that diseases are caused by germs or microorganisms.

Hygiene: conditions to maintain health and prevent disease, especially through cleanliness.

Laissez-faire: the government policy of leaving things to take their own course, without getting involved.

Pandemic: an outbreak of a disease that occurs over a wide geographic area and affects an exceptionally high proportion of the population.

Revolution: a dramatic and wide-reaching change in conditions or attitudes.

Urbanisation: the process of making an area more urban. The move from rural areas to those of towns and cities.

Year 8 History @ OAJW: Must Know… Slave Trade Topic 1: Slave Trade

Africa before the slave trade - The people of Africa had a rich history and culture long before the arrival European slavers. They had a variety of political arrangements which included city-states, kingdoms, and even great empires, each with their own language and culture.

The slave trade - refers to the transatlantic trading patterns which were established as early as the mid-17th century. Trading ships would set sail from Europe with a cargo of manufactured goods to the west coast of Africa. There, these goods would be traded, over weeks and months, for captured people provided by African traders. Once full, the European trader's ship would depart for the Americas or the Caribbean to sell the slaves. Ships would return to Europe with cargoes of sugar, rum, tobacco and other 'luxury' items.

Middle Passage - The transport of black Africans to the Americas by slave ship became known as the Middle Passage because it was the middle leg of the Triangular Trade route used by the European merchants:

o Conditions - the African slaves were viewed as cargo by the merchants and were packed into the ships with no regard to their basic human rights. Many slaves became seasick or developed diarrhoea. Unable to move because they were chained into their positions, the slave’s deck became a stinking mass of human waste.

Auctions and plantations: o Once in the Americas, slaves were sold, by auction, to the person that bid the most money for

them. It was here that family members would find themselves split up, as a bidder may not want to buy the whole family, only the strongest, healthiest member.

o Slavery was legal in all 13 colonies, but it was more common on southern plantations. Many enslaved Africans worked in fields of huge farms. However, small farms were more common.

o For a period of two to three years, they were trained to endure their work and conditions - obey or receive the lash. It was mental and physical torture. It was a life of endless labour. They worked up to 18 hours a day, sometimes longer at busy periods such as harvest. There were no weekends or rest days. Life expectancy was short, on many plantations only 7-9 years.

Abolitionists: o Before 1807, this meant a person campaigning for the abolition of the transatlantic slave trade. o After 1807, abolitionist came to mean a person who wanted existing slaves emancipated.

End of slavery - In 1807, the British government passed an Act of Parliament abolishing the slave trade throughout the British Empire.

Key Terms I must know:

Abolition: to abolish something is to put an end to it.

Caribbean: a place near the United States where slaves were taken and sold in auctions.

Commodities: a product that can be bought and sold, but in the terms of slave they are considered someone else’s commodity.

Dehumanised: to be treated as if you are not human. You are also made to feel that way.

Middle Passage: the 6 to 8 week journey from Africa to the Caribbean and the Americas, where slaves were on board ships.

Plantation: the general name given to land cultivated by slaves for a plantation owner. A plantation would grow crops such as cotton, coffee, tobacco and sugar.

Rebellion: an act of armed resistance to an established government or leader.

Resistance: enslaved African Americans resisted slavery in a variety of active and passive ways. This showed that they disagreed with slavery.

Triangular Trade: the three way trade involving slaves between the Americas, Europe and Africa.

Year 8 History @ OAJW: Must Know… Second World War Topic 4: WWII

Treaty of Versailles – the Treaty of Versailles was supposed to ensure a lasting peace by punishing Germany and setting up a League of Nations to solve diplomatic problems. Instead, it left a legacy of political and geographical difficulties that have often been blamed, sometimes solely, for starting the Second World War. Germany would have dislike all of the terms, but notably;

o BLAME = Germany had to accept responsibility for starting the war, and had to agree to pay for the cost of the damage (set at £6.6 billion in 1921).

o LAND = Germany lost 13% of its land to surrounding countries. Poland gained the Polish Corridor dividing Prussia from Germany. Czechoslovakia gained the Sudetenland. France gained Alsace-Lorraine, which had been lost following the Franco-Prussian War. Smaller gains were made by Denmark, the Netherlands, Belgium, and Denmark.

o ARMY = Germany's army was reduced to 100,000 men. Germany's navy had to be handed over to the victorious Allies, and Germany was not allowed to manufacture warplanes or tanks in the future. Submarines were banned.

o REPARATIONS = Germany had to pay £6.6 billion in compensation to repair all of the damage of the war. This would cause Germany massive financial problems in the 1920s.

o EMPIRE = Germany had to give up all of its overseas empire; most of these areas were under the control of the League of Nations. These areas were eventually absorbed by other countries.

Steps towards war: o Historians disagree about the causes of WWII. Some trace it back to the anger created in Germany

by the Treaty of Versailles. Some blame Chamberlain for being too weak. Some ascribe it to Hitler's aggression and actions.

o Hitler had said in Mein Kampf (1924) that he would abolish the Treaty of Versailles. The Treaty had said he could only have an army of 100,000 men. Hitler built up his army in secret, then, in 1935, he openly held a huge rearmament rally. Britain made a naval agreement with Germany (the Treaty had said that Germany could only have 6 battleships).

o In 1936, also, Hitler broke the Treaty of Versailles by moving troops into the Rhineland demilitarised zone.

o Hitler also broke the Treaty in 1938 by invading Austria and declaring Anschluss. By the end of 1938, Hitler was doing the same thing in the Sudetenland, which was given to Czechoslovakia.

o The invasion of Poland in 1939 was the trigger for war and end of the policy of appeasement. Key events of WW2:

o At first, there was a 'Phoney War' – Britain and France was not directly threatened – but in 1940 the Germans attacked. Their Blitzkreig tactics quickly destroyed the Allied forces. France was defeated and the British army was from Dunkirk.

o Britain (its empire) faced the Germans alone, and had to survive the Battle of Britain and the Blitz. o In June 1941, Hitler invaded Russia and in December 1941, the Japanese attack on Pearl Harbor

brought the USA into the war. o The critical battles that changed the course of the war and can be considered turning points, were

at Midway in the Pacific (June 1942), El-Alamein in Egypt (November 1942) and Stalingrad in Russia (January 1943). After that, the Allies never lost a battle. On D-Day (6 June 1944), the Allies invaded Normandy.

Key Terms I must know:

Anschluss: the annexation of Austria in March 1938, forbidden in the Treaty of Versailles.

Appeasement: the concessions made to Hitler in an attempt to avoid conflict. E.g. rearmament and Sudeten Crisis.

Blitzkrieg: a German term for “lightning war”. A military tactic using mobile forces and rapid attacks.

Neville Chamberlain: British Prime Minister from 1937 and 1940. Followed the policy of Appeasement.

Hyperinflation: extreme inflation, where the value of money plummets and it becomes almost worthless.

League of Nations: the international body established after WWI in order to maintain world peace.

Mein Kampf: a 1925 autobiographical book by Hitler. It describes his anti-Semitism and future plans for Germany.

Phoney War: the period from 1939 to 1940 when, after the attack on Poland, seemingly nothing happened.

Treaty of Versailles: the treaty forced on Germany by the Allied powers in 1920 after the end of World War I.

Year 8 History @ OAJW: Must Know… First World War Topic 3: WWI

Causes – there are many causes of WWI however, you can link them to four main areas; Militarism, Alliances, Imperialism and Nationalism (M.A.I.N):

o Militarism – the naval race between Germany and Britain is an example of conflict over arms and a battle for who would be ‘masters’ of the sea.

o Alliances - a number of alliances had been signed by countries between the years 1879 and 1914, notably the Triple Alliance and the Triple Entente. These were important because they meant that some countries had no option but to declare war if one of their allies declared war first.

o Imperialism - was also a cause of conflict, the amount of lands ‘owned’ by Britain and France increased the rivalry with Germany who had entered the scramble to acquire colonies late and only had small areas of Africa.

o Nationalism - means being a strong supporter of the rights and interests of one’s country, this caused tension among large areas of both Austria-Hungary and Serbia were home to differing nationalist groups, all of whom wanted freedom from the states in which they lived.

o Trigger – the assassination of Austrian Franz Ferdinand by a Serbian Gavrilo Princip, resulted in those countries alongside Germany, Russia, France and Britain becoming embroiled in a war. The European countries became involved in the war because of the alliances they had formed with each other - they had promised to support each other in the event of war.

Recruitment: o When war came in August 1914, Lord Kitchener, the Secretary of State for War, realised that

Britain needed a bigger army. He did this by creating a new volunteer army, which became known as 'Kitchener's Army'. He made a direct and personal appeal to the men of Britain. Posters were printed showing him pointing his finger at passers-by with the words 'Your Country Needs You'.

o However, this was not enough, conscription was introduced in January 1916, and targeting single men aged 18-41. Within a few months World War 1 conscription was rolled out for married men.

Weapons: o The early 20th century a number of technological innovations created entirely new classes of

weapons. These WW1 weapons were responsible for the staggering scale of death in the war. o These new weapons included; rifles, machine guns, gas (chlorine, mustard and phosgene), tanks,

planes and torpedoes. Weapons were being developed to break the stalemate. Trenches:

o Trench warfare occurred after the failure of the Schlieffen plan. It is a form of warfare in which trenches are dug and soldiers are able to have some protection.

o For the soldiers, conditions were terrible. Rain and cold were constant problems. Artillery fire destroyed the drains, so the battlefields became bogs of mud – often, men drowned in the mud. Sanitary arrangements were unsatisfactory, and disease killed as many men as the enemy.

Illness and injuries – the three main examples of ill health were; trench fever, trench foot and shell-shock: o Trench fever – transmitted by lice, it caused flu like symptoms. o Trench foot – soldiers stood in the mud and waterlogged trenches, which caused painful swelling

in their feet. Later gangrene would set in and the foot would need amputating. o Shell-shock – caused by the stressful conditions of war, led to symptoms such as tiredness,

nightmares, shaking and a mental breakdown. Around 80,000 British troops were effected.

Key Terms I must know:

Archduke Franz Ferdinand: heir to Austria-Hungary, assassinated by Princip in Sarajevo (Bosnia).

Austria-Hungary: a massive empire made of a number of countries. (Austria, Hungary, Bosnia-Herzegovina etc.)

Conscription: compulsory enlistment for the armed forces.

Artillery: large weapons capable of firing shells over large distances.

Triple Alliance: The alliance between Germany, Austria Hungary and Italy formed before the First World War.

Triple Entente: the alliance between France, Russia and Britain formed before the First World War.

Shell shock: psychological illness caused by prolonged exposure to explosions in warfare.

Trenches: a long, narrow excavation in the ground, the earth is used as a shelter from enemy fire or attack.

Schlieffen Plan: the German plan to defeat France quickly, allowing troops to be moved east against Russia.

Algebra

2 x a = 2a 3 x b = 3b a + a + a + a = 4a y + y + y = 3y

𝑎 × 𝑎 = 𝑎2 𝑥 × 𝑥 = 𝑥2 𝑥

𝑥= 1

𝑎

𝑎= 1

Term Where a letter or symbol is used to represent a number or a

variable

Variable A symbol for a number which we don’t know yet

Expression A collection of terms without an equals symbol

Equation A collection of terms with an equals symbol

Identity Identically equal to

Statistics

Mean (average) Add up all the values and divide by how many values there are

Median (average) The middle value when they are in order

Mode (average) The most common value

Range (measure of spread)

The difference between the biggest and the smallest (largest value – smallest value)

Discrete data Data that can only take certain values

Continuous data Data that can take a range of values

Number

Knowledge Example

All Times Tables 1 x 1 = 1 9 x 0 = 0

Prime Numbers – have exactly two factors.

2,3,5,7,11,13,17,19… e.g. factors of 7 are 1 and 7.

Square Numbers - the product of a number multiplied by itself.

1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 196, 225 e.g. 2 x 2 = 4

Odd and Even Numbers Odd numbers end in 1, 3, 5, 7, 9. Even numbers end in 0, 2, 4, 6, 8

Multiplying and Dividing by powers of 10.

e.g. 67 x 10 = 670 7600 ÷ 1000 = 7.6

When you multiply by a number less than one, the number gets smaller.

e.g. 8 x 0.5 = 4

When you divide by a number less than one, the number gets bigger.

e.g. 8 ÷ 0.5 = 16

The inverse of multiply is divide and the inverse of add is subtract.

x ÷

+ -

The reciprocal is 1 divided by the number.

e.g. the reciprocal of 7 is 1

7

The reciprocal of 3

8 𝑖𝑠

8

3

Number

Know key FDP equivalents.

½ = 0.5 = 50% ¼ = 0.25 = 25% 1/10 = 0.1 = 10% 1/100 = 0.01 = 1%

Know that one whole is two halves, three thirds etc.

Know that a percentage is out of 100.

1 whole = 100%

Know that an integer is a whole number.

e.g. 5, -2, 300

Multiples are the result of multiplying a number by an integer.

e.g. multiples of 4 are 4, 8, 12, 16…

Factors are numbers we can multiply together to get another number.

e.g. factors of 12 are 1, 12, 2, 6, 3, 4.

Number bonds for 10 and 100 (numbers that add to make 10 and 100).

e.g. 7 and 3 add to 10. 24 and 76 add to 100.

Minus and subtract are the same

Cube numbers 1, 8, 27, 64, 125 2 x 2 x 2 = 8

Square and cube roots e.g. √25 = 5 Refer to square and cube numbers

Number

Fraction means divide or share

9

3= 9 ÷ 3

The order of operations BIDMAS

B (brackets) I (indices) DM (divide and multiply) AS (add and subtract)

A half of a quarter is an eighth

26 is the same as 26

1

Shape and Space

A right angle is 90°

Angles on a straight line add up to 180°

Angles in a triangle add up to 180°

Angles around a point add up to 360°

a + b + c + d + e = 360°

Angles in a quadrilateral (four sided shape) add up to 360°

a + b + c + d = 360°

Parallel Always the same distance apart. They will never meet

Perpendicular At right angles

Shape and Space

Area of a rectangle

Base x height

Area of a triangle

Area of a parallelogram

base x perpendicular height

Volume of a cuboid

Length x width x height

Circumference of a circle

Circumference = π x diameter

C = πd

Year 8 Ethics & Philosophy Knowledge Organiser

Absolute Morality Absolute morality is the ethical belief that there are

absolute standards, which moral questions can be judged against.

Therefore certain actions are always considered right or wrong, regardless of the circumstances or intentions.

Philosopher Immanuel Kant developed absolute morality. Kant believed that people should act in such a way, that they would be happy for everyone else to act, in any situation. Therefore, if you would not be happy for other people lying, then you yourself should not lie.

Absolute: A value or principle which is regarded by everyone as right.

Term 1 Morality

Relative Morality Relative morality teaches that there are no absolute

standards. They argue that what is right and wrong depends on the context of the situation.

For example, hurting another person, is usually considered to be wrong, however if it was done in self-defence, then the context of the situation would allow the action to be considered right.

People have different viewpoints on morality. What one person considers to be right, another person might consider to be wrong. This is because morality is often based upon time, culture and beliefs.

Relative: When morals are considered in relation or in proportion to something else.

Religion and morals Many Christians refer to the bible when making

moral decisions. The Bible contains many religious laws, and examples of Jesus life and teachings, which help guide Christians on how to act.

The Bible also teaches Christians about the rewards and sanctions for following God’s teachings.

Joseph Fletcher developed Situation Ethics. Fletcher stated that following the 10 Commandments is not always what is right or fair. He argued that instead of absolute rules, we should look to Jesus as an example when he said ‘Love your neighbour as yourself’. Therefore, Christians should see love as more important than following the rules and act in a way which achieves the most loving outcome.

The Bible: The Christian holy book.

Rules and laws Rules teach people how they should act. The law system helps ensure that everyone follows

the set rules and that justice is served to anyone who decides to break the laws.

Laws can be beneficial for people as they protect the wellbeing of everyone, by keeping order and stability in society.

However, laws can also be considered as limiting as they restrict how people can behave.

Religious people may disagree with country laws if they clash with their religious beliefs and teachings.

Rules: A code of practice and discipline Law: The system of rules which a particular country recognises. Justice: The quality of being fair and reasonable.

Moral choices We tend to make decisions based on the outcome

or consequences in order to achieve something good or avoid something bad. E.g. you complete your work to achieve good grades or avoid detentions.

When confronted with a moral dilemma, people often use other influences such as family, friends or their conscience as guidance to help make a decision.

Many Christians believe people are born with a conscience, which is God’s voice guiding us.

Many people believe that humans develop their conscience through their experiences and through their understanding of what is right and wrong.

Conscience: An inner feeling (voice) guiding us on what is right and wrong.

Other Useful Keywords Morality: The study of what is right and wrong or good and bad behaviour. Moral dilemma: A situation in which a difficult choice has to be made between two or more options.

The 10 commandments: 10 laws which God gave to Moses, to teach people how to live and how to please God.

KEYQUESTIONS

SENTENCE STARTERS

Qué haces en verano?What do you do in summer?

Normalmente.- normallya veces- sometimesCada verano – every summerVoy a – I go to Hago- I doJuego- I playVisito- I visit

Adónde fuiste de vacaciones?- where did you go on holidays?

Con quién fuiste? Who did you go with?

Cómo viajaste?- how did you travel?

Qué hiciste?- what did you do?

El año pasado – last yearEl verano pasado – last summerFui a – I went to Fui con- I went withFui en – I went byJugué- I playedComí- I ateBebí- I drankBailé – I dancedDescansé en la playa – I relaxed on the beachTomé el sol – I sunbathedSaqué fotos – I took photosVisité monumentos – I visited monumentsVi – I sawFue- it was El primer día- the first dayEl ultimo día- the last dayLuego= then

Cómo te fue?- how wasit?/what was it like

Me gusto – I liked (it)Me encantó – I loved (it)Fue divertido – it was funFue estupendo – it was brilliantFue fenomenal – it was fantasticFue inolvidable- it was unforgettableFue increíble- It was incredibleFue impresionante- it was impressiveFue flipante- it was awesomeFue horroroso- it was awfulFue un desastre- it was a disasterFue raro – it was weird

Qué tiempo hizo? What was the weather like?

Hizo buen/mal tiempo- it was good/bad weatherHizo calor/frío/sol/viemto- it was hot/cold/sunny/windyHubo niebla/tormenta- it was foggy/stormyLlovió- it rainedNevó- it snowed

STAR WORDS AND PHRASES

País- country

Lugar- place

Perdí- I lost

una/la maleta-

a/the suitcase

Sucio/a- dirty

¡Que rico! – How

tasty

Compré un

sombrero – I

bought a sombrero

PELIGRO! DANGER!

En = by (eg fui en coche = I went by car)

Con = with (eg voy con mis amigos = I go with my friends)

De vacaciones- on holiday

Raro = weird

Genial = great

Probar = to try (something new)

GRAMMAR

Past tense- el pretéritoTake off the ending (ar/er/ir) and add:

Term 1 KS3 UNIT 1 Y8LAS VACACIONES -HOLIDAYS

Francia = FranceGrecia -= GreeceEscocia = ScotlandGales = WalesItalia = ItalyEspaña = SpainInglaterra = EnglandTurquía = TurkeyIrlanda = Ireland

ARéasteóamosasteisaron

ER/IRÍIsteióimosisteisieron

IR – TO GO (past tense)FuiFuisteFueFuimosFuisteisFueron

IR – TO GO (present tense)VoyVasVaVamosVaisVan

Tren = trainAvión = planeBarco = boatCoche = car

SEE PAGE…..OF

VOCAB BOOK

Key Infinitives:Caminar = to walkVolver = to returnReservar = to reserveProbar = to tryViajar = to travel