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Year 11

Autumn 2 Knowledge Organiser

Alan Sillitoe

House Colour: Yellow

The daughter of famed poet Lord Byron, Augusta Ada Byron, Countess of Lovelace - better

known as “Ada Lovelace” - was born in London on December 10, 1815. Ada showed her

gift for mathematics at an early age. She translated an article on an invention by Charles

Babbage, and added her own comments. Because she introduced many computer

concepts, Ada is considered the first computer programmer. Ada died on November 27,

1852. She was buried, at her request, next to her father at the church of St. Mary

Magdalene, Hucknall, Nottingham.

Ada Lovelace’s contributions to the field of computer science were not discovered until the

1950s, Ada has received many posthumous honours for her work. In 1980 the U.S.

Department of Defence named a newly developed computer language “Ada” after

Lovelace.

House Colour: Green

Rebecca Adlington

House Colour: Blue

Morris Samuels

House Colour: Red

“The more I study, the more

instable do I feel my genius for it”

Ada Lovelace

Ada Lovelace

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjLhInBlsncAhUwz4UKHa8TCcEQjRx6BAgBEAU&url=https%3A%2F%2Fwww.spectator.co.uk%2F2018%2F03%2Fwas-ada-lovelace-the-true-founder-of-silicon-valley%2F&psig=AOvVaw3P65

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Subject: Chemistry

Subject: Physics

Subject: Geography

Subject: History

Subject: French

Subject: GCSE Computer Science

Subject: Design Technology

Subject: Food Technology

Subject: Art and Design

Subject: Drama

Subject: Hair and Beauty

Subject: Business BTEC

Subject: BTEC Sport

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Contents

Instructions for how to use your Knowledge Organiser

Timetable

Reading Log

Principal’s Reading w/b 5th Nov




Principal’s Reading w/b 3rd Dec

Principal’s Reading w/b 10th Dec


200 Word Challenges

Subject: English Literature

Subject: English Literature

Subject: Maths Foundation

Subject: Maths Higher

Subject: Biology

Subject: Biology

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Believe at BBA

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Instructions for how to use your Knowledge Organiser Believe at BBA

Read, Cover, Write

Step 1: Read the part of the section you

want to remember.

Step 2: Read it again.

Step 3: Read it aloud.

Step 4: Cover the part you are remembering

with your book.

Step 5: Write as much as you can remember

in your exercise book.

Step 6: Check your answers with a tick for

correct answers or a cross if incorrect.

Step 7: Correct your mistakes with the

information from that section.

Mind mapping

Step 1: Read the part of the section you

want to remember.

Step 2: Draw a mind map with the key

information.

Step 3: Add any extra information that

provides more detail about the topic.

Step 4: Check your answers using the

information in all three sections of the

Knowledge Organiser.

Step 5: Correct any mistakes.

Explaining a diagram

Step 1: Read, cover and write the diagram.

Step 2: Write a paragraph explaining what is

happening in the diagram and give

specific examples.

Step 3: Check your answers using your class

notes or ask your teacher to check in your

next lesson.


Putting new words into sentences

There was a sense of foreboding

through the reference to the

‘shadows that followed’

Step 1: Read, cover, write the new words

and their definitions.

Step 2: Write a sentence that includes the

new word in a real context, just as you

would use it in a lesson/exam question.

Step 3: Check your answer with a friend or

ask your teacher to check you have used

them correctly.


Foreboding A feeling that

something bad

will happen.

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Timetable Believe at BBA

Year 11 Monday Tuesday Wednesday Thursday Friday

w/b 5th November

Section 1: Vocabulary

Read, Cover, Write

English Maths Science Option 1 Power Writing Plan

(200 word challenge)

Science French/History/Geography Annotate Principal’s

Reading Option 2 English Literature

w/b 12th November

Section 2: Key Facts

Mind mapping





w/b 19th November

Section 3: Diagrams/pictures

As instructed or read, cover,

write





w/b 26th November

Section 1: Vocabulary

Put the words into new

sentences





w/b 3rd December

Section 2: Key facts

Read, Cover, Write





w/b 10th December

Section 3: Diagrams/pictures

Explain the diagrams in

words





w/b 17th December

All sections

Write down as much as you

can remember from memory

20 mins reading of your

own book

(record on Reading Log)


own book



own book



own book



own book


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Reading Log

Monday Tuesday Wednesday Thursday Friday

w/b 5th

November

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 12th

November

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 19th

November

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 26th

November

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 3rd

December

Read:


Signed:__________________

Read:


Signed:_______________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 10th

December

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 17th

December

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Believe at BBA

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Believe at BBA Principal’s Reading w/b 5th Nov

What is Remembrance Day?

Remembrance Day is a memorial day which takes

place every year so that countries in the

Commonwealth can remember members of the

armed forces who have lost their lives serving their

country.

When is Remembrance Day?

Remembrance Day is always 11th November

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

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

to an end in 1918.

Remembrance Day has been observed since 1919.

Why do we wear poppies on Remembrance Day?

The poppy was one of the first flowers to bloom on

the battlefields of Flanders during World War 1.

Their bright red colour symbolised the blood shed

during the horrific conflict, but also the hope of

new life, and the poppy became the symbol of

Remembrance Day.

The Remembrance Poppy has been used as a

symbol since 1920. Today, poppies are worn on

clothing in the days leading up to Remembrance

Day, and poppy wreaths are placed on war

memorials. This is why Remembrance Day is often

known as Poppy Day.

In the UK, poppies can be bought from The Royal

British Legion Poppy Appeal. The money raised

goes to help veterans of the armed services.

What is Remembrance Sunday?

Remembrance Sunday is always the second Sunday

in November, the Sunday closest to Remembrance

Day (Armistice Day). Many ceremonies are held

across the UK to remember those who gave their

lives during World War 1, World War 2 and later

conflicts.

The National Service of Remembrance takes place

on Remembrance Sunday at the Cenotaph (war

memorial) at Whitehall, London. The Queen lays a

wreath and other tributes are also placed. The

event is televised.

A two minute silence is traditionally held at 11

o’clock on both Remembrance Day and

Remembrance Sunday.

Why do we have Remembrance Day?

Remembrance Day is an opportunity to pay respect

and honour to those who lost their lives serving

their country. It also gives the public a chance to

remember family and friends who lost their lives

fighting in wars. Finally, it gives people a chance

to consider the cost of war.

Why do some people wear white poppies or

purple poppies?

White poppies are worn by pacifists (those people

who oppose all conflict and war) as a way of

promoting peace. Purple poppies are produced by

a charity called Animal Aid and remind people that

animals also lose their lives during wars.

Remembrance Day

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Forget Tiny Tim Cratchit - there are two other child

characters in Charles Dickens’s A Christmas Carol

that, for author Chris Priestley, are far more

powerful: Ignorance and Want. Here’s why:

When I was eight or so and living in Gibraltar (my

father was in the army and we were stationed

there), my teacher read us A Christmas Carol by

Charles Dickens as a pre-Christmas treat. The

setting of a cold and frosty Victorian London was

far removed from 1960s Gibraltar - and maybe

that’s one of the reasons it made such a lasting

impression.

But A Christmas Carol is more than just a story. It

is a tirade against greed, selfishness and neglect. It

uses the story of a rich man - the startlingly nasty

Scrooge - to highlight the plight of those affected

by the greed and meanness he exemplifies.

The famous child in A Christmas Carol is poor

“Tiny” Tim Cratchit but there are two others. When

Scrooge meets the Ghost of Christmas Present, he

is shocked when two wild and ragged children

tumble out from the giant’s robes.

He thinks they must belong to the giant, but he tells

Scrooge that they are Man’s. He tells him the boy is

called Ignorance and the girl Want.

“Beware them both, and all of their degree, but

most of all beware this boy…”

Every Christmas through the 70s (I was now on a

council estate in Newcastle where snow was more

familiar), the BBC showed an Oscar-winning

animated version of the story by Richard Williams,

with Alistair Sim voicing Scrooge. It is beautifully

animated in a style that evokes the John Leech

illustrations from the original publication, but

whereas the children are fairly bland creations in

those engravings, here they are snarling beasts. I

was - and remain - fascinated by them.

It is a brief moment in the story but surely a key

moment - and a big part of why the story is still so

relevant. Ignorance and Want remain the prime

movers behind so many of the worlds ills.

Dickens was passionate about education - education

for all. He was a steadfast campaigner for public

libraries and would be - rightly - disgusted to see

how little we seem to value them now.

But Dickens was having a go at his complacent

readers - he was chastising them about their own

ignorance - an ignorance that was in many cases a

wilful ignoring of the plight of their fellow

Londoners.

The Last of the Spirits attempts to use the structure

of Dickens’ fable to tell the story of two homeless

street children - a brother and sister - who will

become those same two children the Ghost of

Christmas Present calls Ignorance and Want.

I give them names - Sam and Lizzy - and a back

story that weaves in and out of Scrooge’s own story

of his relationship to his deceased partner Jacob

Marley. It also hints at some of the hardship

Dickens himself knew as a boy and which gifted

him the ability to empathise with others who had

not had not been lucky enough to escape a fate he

might so easily have shared.

The Last of the Spirits is emphatically not a re-

telling. It’s a response. It’s a thank you. It’s fan

fiction.

Ignorance and Want: why Charles Dickens's

A Christmas Carol is as relevant today as ever

9

It once occurred to a certain king, that if he always knew the

right time to begin everything; if he knew who were the

right people to listen to, and whom to avoid, and, above all, if

he always knew what was the most important thing to

do, he would never fail in anything he might undertake.

And this thought having occurred to him, he had it proclaimed

throughout his kingdom that he would give a great

reward to any one who would teach him what was the right

time for every action, and who were the most necessary

people, and how he might know what was the most important

thing to do.

And learned men came to the King, but they all answered his

questions differently.

In reply to the first question, some said that to know the right

time for every action, one must draw up in advance, a

table of days, months and years, and must live strictly

according to it. Only thus, said they, could everything be done

at its proper time. Others declared that it was impossible to

decide beforehand the right time for every action; but

that, not letting oneself be absorbed in idle pastimes, one

should always attend to all that was going on, and then do

what was most needful. Others, again, said that however

attentive the King might be to what was going on, it was

impossible for one man to decide correctly the right time for

every action, but that he should have a Council of Wise

Men, who would help him to fix the proper time for

everything.

But then again others said there were some things which

could not wait to be laid before a Council, but about which

one had at once to decide whether to undertake them or not.

But in order to decide that, one must know beforehand

what was going to happen. It is only magicians who know

that; and, therefore, in order to know the right time for

every action, one must consult magicians.

Equally various were the answers to the second question.

Some said, the people the King most needed were his

councillors; others, the priests; others, the doctors; while

some said the warriors were the most necessary.

To the third question, as to what was the most important

occupation: some replied that the most important thing in

the world was science. Others said it was skill in warfare; and

others, again, that it was religious worship. All the

answers being different, the King agreed with none of them,

and gave the reward to none. But still wishing to find

the right answers to his questions, he decided to consult a

hermit, widely renowned for his wisdom.

The hermit lived in a wood which he never quitted, and he

received none but common folk. So the King put on

simple clothes, and before reaching the hermit's cell

dismounted from his horse, and, leaving his bodyguard

behind, went on alone. When the King approached, the hermit

was digging the ground in front of his hut. Seeing the King,

he greeted him and went on digging. The hermit was frail and

weak, and each time he stuck his spade into the

ground and turned a little earth, he breathed heavily.

The King went up to him and said: "I have come to you, wise

hermit, to ask you to answer three questions: How can

I learn to do the right thing at the right time? Who are the

people I most need, and to whom should I, therefore, pay

more attention than to the rest? And, what affairs are the most

important and need my first attention?"

The hermit listened to the King, but answered nothing. He

just spat on his hand and recommenced digging.

"You are tired," said the King, "let me take the spade and

work awhile for you."

"Thanks!" said the hermit, and, giving the spade to the King,

he sat down on the ground.

When he had dug two beds, the King stopped and repeated his

questions. The hermit again gave no answer, but rose,

stretched out his hand for the spade, and said, "Now rest

awhile--and let me work a bit." But the King did not give

him the spade, and continued to dig. One hour passed, and

another. The sun began to sink behind the trees, and the

King at last stuck the spade into the ground, and said, "I came

to you, wise man, for an answer to my questions. If

you can give me none, tell me so, and I will return home."

"Here comes some one running," said the hermit, "let us see

who it is."

The King turned round, and saw a bearded man come running

out of the wood. The man held his hands pressed

against his stomach, and blood was flowing from under them.

When he reached the King, he fell fainting on the

ground moaning feebly. The King and the hermit unfastened

the man's clothing. There was a large wound in his

stomach. The King washed it as best he could, and bandaged

it with his handkerchief and with a towel the hermit

had. Again and again the King washed and rebandaged the

wound. At last the man revived and asked for something

to drink. The King brought fresh water and gave it to him.

Meanwhile the sun had set, and it had become cool. So

the King, with the hermit's help, carried the wounded man

into the hut and laid him on the bed. Lying on the bed the

man closed his eyes and was quiet; but the King was so tired

with his walk and with the work he had done, that he

crouched down on the threshold, and also fell asleep--so

soundly that he slept all through the short summer night.

Turn the page to continue . . .. .


THE THREE QUESTIONS

by Leo Tolstoy

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When he awoke in the morning, it was long before he could

remember where he was, or who was the strange

bearded man lying on the bed and gazing intently at him with

shining eyes.

"Forgive me!" said the bearded man in a weak voice, when he

saw that the King was awake and was looking at him.

"I do not know you, and have nothing to forgive you for," said

the King.

"You do not know me, but I know you. I am that enemy of

yours who swore to revenge himself on you, because you

executed his brother and seized his property. I knew you had

gone alone to see the hermit, and I resolved to kill you

on your way back. But the day passed and you did not return.

So I came out from my ambush to find you, and I

came upon your bodyguard, and they recognized me, and

wounded me. I escaped from them, but should have bled

to death had you not dressed my wound. I wished to kill you,

and you have saved my life. Now, if I live, and if you

wish it, I will serve you as your most faithful slave, and will

bid my sons do the same. Forgive me!"

The King was very glad to have made peace with his enemy

so easily, and to have gained him for a friend, and he

not only forgave him, but said he would send his servants and

his own physician to attend him, and promised to

restore his property.

Having taken leave of the wounded man, the King went out

into the porch and looked around for the hermit. Before

going away he wished once more to beg an answer to the

questions he had put. The hermit was outside, on his

knees, sowing seeds in the beds that had been dug the day

before.

The King approached him, and said, "For the last time, I pray

you to answer my questions, wise man."

"You have already been answered!" said the hermit still

crouching on his thin legs, and looking up at the King, who

stood before him.

"How answered? What do you mean?" asked the King.

"Do you not see," replied the hermit. "If you had not pitied

my weakness yesterday, and had not dug these beds for

me, but had gone your way, that man would have attacked

you, and you would have repented of not having stayed

with me. So the most important time was when you were

digging the beds; and I was the most important man; and to

do me good was your most important business. Afterwards,

when that man ran to us, the most important time was

when you were attending to him, for if you had not bound up

his wounds he would have died without having made

peace with you. So he was the most important man, and what

you did for him was your most important business.

Remember then: there is only one time that is important -- and

that is now! It is the most important time because it is

the only time when we have any power.

The most necessary man is he with whom you are, for no man

knows whether he will ever have dealings with any

one else.

And the most important thing to do is, to do good, because for

that purpose alone was man sent into this life!"

THE THREE QUESTIONS continued . . .

by Leo Tolstoy

11


Discover how suffrage campaigners of the 19th and 20th century secured women's right to vote in the UK. Who was involved in the campaign, what were they fighting for and what methods did they use?

Today, all British citizens over the age of 18 share a fundamental human right: the right to vote and to have a voice in the democratic process. But this right is only the result of a hard fought battle. The suffrage campaigners of the 19th and early 20th century, including the Chartists, suffragists and suffragettes, struggled against opposition from both parliament and the general public to eventually gain the vote for the entire British population in 1928.

Who took part in the campaign for women's suffrage? Groups and societies dedicated to the cause of women’s suffrage had formed in the late 1860s. The first women's suffrage bill, however, came before parliament in 1832. In 1867 John Stuart Mill led the first parliament debate on women's suffrage, arguing for an amendment to the Second Reform Bill, which would have extended the vote to women property holders. Mill's proposed amendment was defeated – but acted as a catalyst for campaigners around Britain. In 1897, various local and national suffrage organisations came together under the banner of the National Union of Women's Suffrage Societies (NUWSS) specifically to campaign for the vote for women on the same terms 'it is or may be granted to men'. The NUWSS was constitutional in its approach, preferring to hold public meetings and lobby parliament with petitions.

In contrast, the Women's Social and Political Union (WSPU), formed in 1903, took a more militant view. Almost immediately, it characterised its campaign with violent and disruptive actions and events, known as 'direct action'.

Together, these two organisations dominated the campaign for women's suffrage and were run by key figures such as the Pankhursts and Millicent Fawcett. However, there were other organisations prominent in the campaign, including the Women's Freedom League (WFL). These groups were often splinter groups of the two main organisations.

What did they campaign for? Before the first of a series of suffrage reforms in 1832, only 3% of

the adult male population were qualified to vote. For the most part, the right to vote depended on how much you earned and the value of your property. For this reason, the majority of people who were able to vote were both wealthy and male. Throughout the 1800s, campaigners fought to extend the franchise and some concessions were made in 1867 and 1884. However, under these reforms women were still denied the vote and an increasing number of groups began campaigning for just that.

Campaigners for women’s suffrage initially wanted the vote for women on the same terms as it was granted to men. This is because many of the original campaigners for women’s suffrage were female middle-class homeowners. Their priority was that the franchise should be extended to women of their own status rather than to all women. This version of reform did not include either working-class men or women but, eventually, universal suffrage – votes for all – became the goal of the campaign.

Why were they campaigning? The inability to vote meant that Victorian women had very few rights and their disenfranchised status became a symbol of civil inequality. The denial of equal voting rights for women was supported by Queen Victoria who, in 1870, wrote, 'Let women be what God intended, a helpmate for man, but with totally different duties and vocations'. Campaigners wanted the vote to be granted to women as they felt that too often the law was biased against women and reinforced the idea of women as subordinate to men. For example, until 1882, a woman’s property often reverted to her husband on their marriage. Steps towards equal rights came with the Married Woman's Property Acts of 1870, 1882 and 1884 (amended again in 1925). These enabled women to keep their property and money after marriage, where previously it was the automatic property of their husbands. Even after the Married Women’s Property Act of 1882, however, the situation was not much improved – women now had to pay taxes on the businesses the new law permitted them to own, but did not have any say in how those taxes were spent. Campaigners felt that the best way to achieve equal status with men, in society and in the home, would be to get the vote and participate in the parliamentary process.

How did they campaign? The campaign for women's suffrage took several forms and involved numerous groups and individuals. The constitutional National Union

of Women's Suffrage Societies (NUWSS) campaigned peacefully and used recognised ‘political’ methods such as lobbying parliament and collecting signatures for petitions. The group also held public meetings and published various pamphlets, leaflets, newspapers and journals outlining the reasons and justifications for granting women the vote. Members of the NUWSS and other such organisations were known as 'suffragists'.

In order to gain publicity and raise awareness, the Women's Social and Political Union (WSPU) engaged in a series of more violent actions. They chained themselves to railings, set fire to public and private property and disrupted speeches both at public meetings and in the House of Commons. Alongside this, the WSPU also took part in demonstrations, held public meetings and published newspapers and other literature. Members of the WSPU and other militant groups such as the Women's Freedom League were known as 'suffragettes'.

Many suffragettes went to prison as a result of their actions and their campaigns did not always stop there. While in prison, many women chose to go on hunger strike to continue gaining publicity for their cause and as a result were sometimes force fed. One of the most infamous suffragettes was Emily Davison who, in 1913, walked out in front of the King's horse at the Epsom Derby. She later died of her injuries and became a martyr to the cause.

When did this happen? As a result of campaigns dating back to the mid-19th century, some women were finally granted the vote in 1918. However, many women, particularly working-class women, were still excluded from the franchise. The Representation of the People Act enfranchised all males over the age of 21 and women over the age of 30 who already had the right to vote in local elections and who were also householders, the wives of householders, owners of property worth over £5 or university graduates. In total, the Act enfranchised 8,400,000 women. Universal franchise was finally granted with the Equal Franchise Act of 1928.

The campaign for women’s suffrage: an introduction

https://www.bl.uk/romantics-and-victorians/articles/chartism

https://www.bl.uk/votes-for-women/articles/womens-suffrage-glossary





https://www.bl.uk/votes-for-women/articles/womens-suffrage-key-figures

https://www.bl.uk/votes-for-women/articles/womens-suffrage-key-figures


https://www.bl.uk/votes-for-women/articles/womens-suffrage-timeline

https://www.bl.uk/votes-for-women/articles/womens-suffrage-timeline

https://www.bl.uk/votes-for-women/articles/suffragists-and-suffragettes

https://www.bl.uk/votes-for-women/articles/suffragists-and-suffragettes

https://www.bl.uk/collection-items/photograph-of-emily-davison

https://www.bl.uk/page-not-found?item=web%3a%7b4242F7B9-4C9D-43AA-A31E-336AC4F0AD2E%7d%40en



12

Believe at BBA Principal’s Reading w/b 3rd Dec

More than just citizenship

Whether you're born with citizenship or earn it after immigration, there's more to being a Good Citizen than just having that legal piece of paper. It's about how you conduct yourself as a person, how you interact with your community and society, and how you pass what you know and learn on to others. This isn't a discussion of patriotic brainwashing or anything along those lines; this is a discussion of the education, interpersonal skills and common courtesies needed to keep the country moving smoothly and strongly.

Starting with education

People who know more understand more. You don't have to be a PhD student in an Ivy League University, but you have to cultivate a habit of learning-- ignorance leads to fear, and fear leads to easy manipulation. A Good Citizen isn't easily manipulated, but understands what's going on and can make rational decisions.

A few useful topics to keep up on: Politics, both local and national; Education; the Environment; Energy Issues and what can be done at home about them; How things like banks and investments work; the actualities of Tax and tax Reform, not just the hype; How the government works and the best ways to vote it to work better; Heathcare; All the ways a ruling body helps it's citizens-- schools, hospitals, community groups, local clean-ups, the Postal Service, and so on.

Sometimes these things are boring, but understanding how they work will keep you from being snowballed over later.

Meanwhile, find a few topics you really care about on any subject, and keep learning. Research their histories, follow their trends, know their inner workings and become active in their communities: Know your passions and all the facts, and you can defend them when other things start infringing. Know how things worked and went in the past, and you can see them repeating in the present. All learning expands your view of the world and how it works, so keep learning always, and keep up with a rapidly changing world.

Social and Community Responsibility

A Good Citizen has to think about the nation as a whole as well as their local community and their own families. Americans tend to be sort of self-

centered and short-term thinkers, but if more people thought about how their actions and their decisions affected the rest of the nation, we'd have better planning and more reasonable long-term goals, instead of being reactionary and scrambling to fix unforeseen damage made by short-term planning.

Aside from being informed and educated, and helping your kids to be the same, here are a few ideas for societal thinking:

Recycling saves money for the city and the nation, cleans up the streets, lessens dependence on outside resources, and puts them firmly in our own borders and our own control.

Cleaning up local parks and wild places, and learning to not litter as well as buying less of the things that have all the packaging that gets littered, preserves the integrity of the local ecosystem, keeping air and water safer, protecting your kids and your friends and family, and making the area nicer to live in, which raises property value and gets the government and investors to see that your area is worth investing in.

Being friendly and knowing your neighbors personally builds social support systems, increases neighborhood and therefore city safety, protects the children and other helpless factors, and enriches lives, which leads to healthier and longer lifespans and lowers dependence on hospitals, medication, and public works.

Raising your kids to be bright, polite, responsible and reasonable leads to kids who can take care of themselves when they're old enough to be out alone, who are less likely to be either kidnapped or coerced into crime, will work harder and take more pride in their first jobs, and will lead to social stability and enrichment-- rather than instability and violence.

Supporting local businesses will keep your hard-earned money in the local economy, keep the individual character and flavor of your own city alive and healthy, and will slow the problems of homogenization and lack or loss of engagement of the public with the local City Council, keeping the city alive and vibrant and worth living in.

Getting involved in movements to make the lives of your fellow city dwellers better-- community gardens, clean-ups, local fairs, protests and marches, celebrations, homeless-shelters, volunteer groups, clubs, social gatherings, all these sorts of things-- will improve the overall lives of the whole city, and will stand as an example to other cities of how it can be, which will in turn lead to people all over the country having a better life.

Stay as healthy as you can: healthy people work harder and better, learn better, behave better, and rely less on the public for food and income. Keep your job as healthy as it can be, and you'll protect the workforce, which keeps the whole country going strong.

The key ideas are to think about how your own life in the city can affect the rest of the city and the country, to make yourself and your life an example of

how it should be, and to raise your kids to carry on the trend. Think about ensuring the future, and their future, and the future after that, not just about yourself and the rest of the world be damned.

Small things make big impacts

The people that most need to see how the world could be are those at the bottom, those who are most likely to rebel and those who are least able to do anything about it. The people who are most likely to be destabilizing the community by being inconsiderate are those at the top who are used to ignoring everyone else. So, a few personal tips on being a nice person, for everyone:

There is no reason to be a jerk to the person behind the counter; no matter how much money you have, you aren't any more important than the person behind you, and everyone, regardless of which side of the counter they're on, deserves the same respect. They're just doing their job as best as they know how. If something can't be done, politely leave it alone. Service Industry does not equal servant, and you have no right to demand things that aren't available.

Always tip well-- the person receiving the tip likely needs it, and you'll be remembered and get better service next time; a happy waitress is much more likely to be helpful, and there are enough angry people in a day without you adding to the mess. Additionally, happy employees make for more stable working environments, higher quality goods and services, and more informed staff.

Be polite in all the old ways: Open doors for people who don't have a free hand or are much older than you, give up your seat for old people and pregnant ladies, say please and thank you, excuse yourself when you run into someone, say bless you when someone sneezes, ask questions politely (especially if you're asking something above and beyond of someone), and don't cut in line. All of the things your grandparents want you to do are social lubricant: they make peoples lives just a little happier and easier, and it will, in turn, make your own life happier and easier. No one needs to be screaming and fighting with the whole world all the time.

Teach through example, especially if you have kids. Kids are little sponges, and the way they see people around them acting and handling situations is the way they'll do the same as they get older; ensure that their strongest examples are good ones, and they'll grow up to care about the world and how it works.

How to Be a Good Citizen by Samantha Holloway

13

Believe at BBA Principal’s Reading w/b 10th Dec

'Blood Brothers’ is finally leaving the West End, but its

restless writer Willy Russell still has plenty to say

'I don’t have anything like the ambition I once had,' says Willy

Russell. 'Having enjoyed so much success, I now feel able to

explore and experiment with all sorts of other creative

things'

After 24 years and more than 10,000 performances, the

musical Blood Brothers will, on November 10, finally leave

the West End stage. Its story, of fraternal twins who are

separated at birth and lead dramatically different lives, has

played to packed houses, left its audience in tears, won four

best musical awards and been called one of the greatest

musicals of all time. “It’s very flattering to have something

run for that long,” he says. “The occasion should be marked,

which is why I’ve agreed to be interviewed.”

It is a rare event and he establishes his boundaries from the

start. “Some people find me difficult because they don’t like

confrontation,” he begins, in a voice that could fill any

auditorium. “But if I feel I have to say something, I will,

because then everyone knows what they are dealing with.” It

soon becomes clear that I am dealing with a man who is self-

protective, instinctive, a natural observer of the nuances of

human behaviour, and someone who prefers meatier

questions to more superficial ones.

“I am not interested in talking about road directions, cars or

sport for more than five minutes,” he warns. “It’s why I

cannot abide being in all-male company. I want to talk about

things that matter.”

It is no doubt one reason why his plays have depth as well as

being entertaining. They have also provided a forum for him

to work through issues of, or similar to, his own. For

example, he ponders his own history of nature versus

nurture in Blood Brothers; and his own return to education

and its effects in Educating Rita (which was a hit film in 1983,

starring Julie Walters and Michael Caine). And he takes a

look, from the woman’s point of view, at stagnating long-

term marriages in Shirley Valentine. This, too, was initially a

play, and became a hit film starring Pauline Collins in 1989.

Russell has written plays for television, too, including Our Day

Out; a novel called The Wrong Boy, which was published in

2000; and his first album, Hoovering the Moon, was released

in 2003.

He believes that spending so much time with his mother,

aunts and grandmother developed his understanding of

women and of how to write convincing female characters.

“When I was 11 I was at quite a rough school, but we used to

read one-act plays, and one about two babies switched at

birth stayed with me. I thought a lot about what might

happen to each of them, and it became the seed for Blood

Brothers.

“I am very interested in nature versus nurture. When I look at

myself or catch sight of a gesture I make and see my father…

I also know I might have drunk myself to death at 30. Luckily,

I was saved by my in-laws, who nurtured me.”

Russell left school at 15 with one O-level in English literature

and, at his mother’s suggestion, became a hairdresser. He

also wrote songs and set up a group. His life and prospects

changed when he met Annie Seagroatt in a café where he ran

a folk club. “Her parents, who were professionals, welcomed

me into their house, and my folk group used to rehearse

there. We married when I was 21, which was late for a

working-class boy. She was 22, which was early for someone

who was middle class.”

Have they ever had a Shirley Valentine moment? “Every long

marriage does, but we talk about it,” he says. “If ever we

have problems it is because we haven’t spent enough time

with each other. Luckily, we have always made space for

each other. We don’t do a weekly date night like David

Cameron, but even when the kids were small we’d

occasionally go away by ourselves for a few days.

“Meeting Annie’s family was a massive influence in my life.

One day her mother Margaret, who knew I hated

hairdressing, said if I didn’t want to do it all my life, what was

I going to do about it? I said I wanted to teach because I

could then write in the holidays. She explained that I needed

five O-levels, and suggested I went to night school. I was 20

and took her advice.”

Willy Russell: 'I want to talk about things that matter’

14


On 23 June 2016 the people of Britain voted in a referendum about whether or not they thought that we should leave the European Union. The result was 53.4% to leave and 46.6% to remain. The British exit of the European Union is now commonly referred to as Brexit. This article will explore the Brexit pros and cons and will explore what you need to know about the changes and how you could be affected by them. Pros of Leaving the European Union 1. Currently, the UK contributes £10 billion a year to EU parliament. As a richer country we put in more money and resources than we got out of the union. Through this we were helping out the poorer countries, some argue that this is not our job and all countries should be equal in the Union. 2. By leaving the European Union, we no longer need to abide by the EU’s fishing policies, so we have more power over our own fisheries and oceans. This means that UK fishermen/women would have more power and ability to create bigger national businesses. 3. The EU’s common agricultural policy favours inefficient, smaller continental farms. By leaving the EU we are able to control and regulate our own farms and can rely on their produce more strongly. 4. As a country, we will be able to negotiate our own trade deals, which means we won’t have to deal with EU policy. This means we can start deals with new countries and create our own trade links. This is a really interesting pro on this list of Brexit pros and cons! 5. Without the EU’s input, the UK will be able to create our own regulations and deals without the bureaucratic overhead from the EU policy makers. These policy makers have many difficult levels and regulations that need to be met and agreed upon

before anything changes – trade deals, regulations etc. 6. The European Union Elections cost the UK taxpayer £107 million per election we hold. During the referendum process, the Brexit pioneers fought saying this money could be spent on the NHS or nationalisation of some institutions. Of course, with current negotiations this isn’t certain but it is, for the UK, a better spend. 7. Leaving the EU could mean being able to re-establish historical trade links with Commonwealth countries. When the UK joined the EU, the country was made to give up direct trade links to Australia, New Zealand and other such countries; now we are no longer part of the free market, we could create our own trade links. Cons of Leaving the European Union 1. Previous to leaving the EU, people from the UK could hop on a plane at a moment’s notice and be in France within the hour. However, one item under negotiation is the issue of free travel, which if lost means anyone planning on travelling to mainland Europe would need a visa or some form of bureaucratic document. Restricted travel is a huge con on the list of Brexit pros and cons! 2. The Erasmus scheme is one that is very popular and important to university students. The loss of freedom to study abroad with ease in European countries could mean a loss of European students coming into England and could therefore affect the amounts of the money coming into the country. 3. Without the ability to cross freely into mainland Europe, lorries and other trade transporters would not be able to move as quickly and continue the fast paced trade we’ve come to accept as normal in the UK.

4. By leaving the EU, we are pushing the UK further away from the idea of ‘one world, one love’. Instead, the country is pushing itself further away from free movement across the world. If other trade and movement routes are set up in wake of our departure then that creates more options for free movement around the world, but currently this doesn’t look immediate. 5. With regards to trade and movement, there will be increased bureaucracy because we will no longer have access to common trade and will have another layer of regulations to go through to be able to access trade that was once easy. 6. To leave the European Union, the UK will have to pay a lot of money to the Union in ‘divorce fees’. So, whilst there will be savings for the UK once we have left, the cost of leaving is very substantial and will cost the taxpayer a lot of money which could have been put to better use. 7. There is always the factor of uncertainty. An uncertainty of what will happen when we do leave as no real negotiations have been decided and we are still in limbo and will be for at least another year and a half.

The Brexit Pros And Cons And Everything You Need To Know by Hana Kelly

Believe at BBA

https://www.society19.com/uk/author/hanakelly/

15

200 Word Challenges Believe at BBA

Task

W/b 5th Nov Mock exam revision

W/b 12th Nov Mock exam revision

W/b 19th Nov Explain why the centenary of World War One was important?

W/b 26th Nov Explain what your career plans are for life beyond BBA.

W/b 3rd Dec

Choose a question from one of your subjects that requires an

extended writing response. Plan it, in preparation to write it out in

form time.

W/b 10th Dec



form time.

W/b 17th Dec



form time.

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

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

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

than what you are writing.

Power 1—your main idea

Power 2—3 supporting ideas

Power 3—details for each supporting idea

Power Plus—interesting vocabulary, devices,

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

16

Knowledge Organiser

Subjects

17

Subject: English Literature Topic: A Christmas Carol Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Capitalism Trade and industry are controlled by

private owners for profit, rather than

by the state

Socialism An economic system where everyone

in the society equally owns the

factors of production.

Allegory A story that can be interpreted to

reveal a hidden meaning, typically a

moral or political one.

Stave Dickens is acting as if the book is a

Christmas carol, and each chapter is

part of the song


Responsibility Having a duty to deal with something

or of having control over someone

Miser Person who hoards wealth and

spends as little money as possible.

Remorse Deep regret

Callous An insensitive and cruel disregard for

others

Fate The outcome of a situation for

someone or something

Poverty The state of being extremely poor

Redemption The action of saving or being saved

from sin, error, or evil.

Ignorance Lack of knowledge or information

Want A desire to possess or do

(something); wish for

Remorse Deep regret or guilt for a wrong

committed

Hostility Unfriendliness or opposition

Family A group of related things

Section 3


Questions: Answers:

How does Dickens use

metaphor in the novel?

Example: He was as solitary as an

oyster

How does Dickens use

simile in the novel

Example: hard and sharp as flint

How is Scrooge presented

at the start of the novel?

Miser, callous, ruthless, isolated,

opinionated.

What is Scrooge’s

relationship with Jacob

Marley?

Jacob Marley is the deceased, former

business partner of Ebenezer

Scrooge.

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

dead sister.

Who was Scrooge engaged

to?

Belle.

Names of the three spirits

who visit Scrooge?

The Ghost of Christmas Past,

Christmas Present and Christmas Yet

To Come.

Name the two children

hidden under the Ghost of

Christmas Present’s cloak

Ignorance and Want.

Who is Fezziwig? Scrooge’s former employer in his

earlier years.

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

children: Martha, Belinda, Peter, two

smaller Cratchits (an unnamed girl

and boy), and the lame but ever-

cheerful Tiny Tim

What does Marley wear to

represent his wasted life?

Chains, ‘I wear the chain I forged in

life...The chain was made up of cash

boxes...ledgers...heavy purses’

What is stolen from

Scrooge after his death?

Nightshirt, curtains and coins

What is Scrooge’s typical

reaction to Christmas?

“Humbug”

18

Subject: English Literature Topic: Paper 1 Question 5 Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Semantic field Words that are associated with a

common theme.

Cyclical structure Starting your writing in a similar way

to how it began.

Dialogue When characters speak

Pathetic fallacy Setting the mood and atmosphere

through the weather.

Protagonist The main character of a narrative.

Simile A descriptive comparison between

two things using like or as

Metaphor Making a direct comparison

Personification Giving an inaminate object living

qualities

Adjectives A word that describes a noun

Adverbs Words that tell you how, where or

when a verb is taking place


Cascading (v) To pour down rapidly, like a waterfall

Enveloping (v) Wrap up, cover or surround

completely

Permeate (v) Spread throughout

Pungent (adj) Having a sharp strong taste or smell

Observed (v) To see or look at

Cacophony (n) A harsh and loud mixture of sounds.

Reverberated (v) A loud noise repeated several times

like an echo.

Inhaled (v) To breathe in

Acrid (adj) Unpleasant or bitter

Tranquillity (n) The quality of state of being calm

Section 3: Read, remember , then try your own

X He ran as fast as a cheetah.

Like a predator chasing its prey, he

rapidly increased his pace, determined to

be victorious.

X She had a heart of gold.

Her golden heart was of an angel, whose

benevolence was admired by all who

encountered her.

Alternative words for said: whispered, murmured,

exclaimed, stammered, replied, declared.

Alternative words for walked: stumbled, staggered,

traversed, paced, sauntered, sashayed, trudged.

Sentence Openers:


Questions: Answers:

Why is it so important to plan

your response?

To take the thinking out of the

writing process, which will

improve the quality of your

writing.

How do you plan a response? Use the power writing structure to

zoom in on detail.

What is an abstract concept? A thread or theme that continues

throughout like an extended

metaphor.

How many paragraphs should

you write?

Five well-crafted and developed

paragraphs with a cyclical

structure.

How do you develop

paragraphs?

Notice the detail that no one else

will. Give everything a back story.

What is a narrative? A story following a main character

through action

What is a descriptive? A detailed explanation of a scene.

What are the main differences

between a narrative and a

descriptive?

A narrative has characters and

actions, whereas a description is

focusing mainly on setting.

How can you show not tell? Avoid using the most obvious

words.

How do you set out dialogue? New speaker = new line

Why should you vary sentence

lengths?

To create tension and to alter the

pace at which it is read.

How can you use punctuation

for effect?

Vary your use of exclamation

marks, colons and semicolons.

How could you start a

response?

Use pathetic fallacy to set the

mood and atmosphere.

When should you use third

person and first person?

Third person = descriptive

First person = narrative

How do you bring writing

alive?

Use descriptions that appeal to the

5 senses

19

Subject: Maths Foundation Year: 11 Term: Autumn 2 Believe at BBA Section 2: Important Ideas

What are the factors of 36? Factor pairs:

1×36 4×9

2×18 6×6

3×12

The factors: 1,2,3,4,6,9,12,18,36

What are the 3 laws of

indices?

am × an = am+n

am ÷ an = am-n

(am)n = amn

Simplify (0.5)3 × (0.5)7 (0.5)10

Simplify (x+3)12 ÷ (x+3)3 (x+3)9

Simplify (76)5 730

List all the prime numbers up

to 20

2, 3, 5, 7, 11, 13, 17, 19

Write 54300000 in standard

form

5.43×107

Write 0.0000324 in standard

form

3.24×10-5

Work out

5.2×103 × 3.4 × 108

Give your answer in standard

form

5.2×3.4×103×108

17.68×1011

1.768×1012

The probability of an event is

0.7. What is the probability it

doesn’t happen?

1—0.7 = 0.3

From the list of integers 1 to

10: A = {1,3,5,7,9} and

B={2,3,4,5,6}.

Write out

A B and A B and A’

A B = {1,2,3,4,5,6,7,9}

A B = {3,5}

A’ = {2,4,6,8,10}

Section 3:

Learn these diagrams and try to write your own questions

that you can answer using them.

The Venn diagram shows how many people take each of two different gym classes. What is the probability that a person chosen at random: A) does kickboxing? 32 people do kickboxing so P(Kickboxing) = 32/53 B) does yoga but not kickboxing? 11 people do only yoga so P(Yoga only) = 11/53 C) doesn’t take one of the classes? 10 people don’t take a class so P(No classes) = 10/53 On the Venn diagram shade each of the following regions: a) The union of A and B b) The intersection of A and B c) The complement of B a) A B b) A B c) B’ The sample space diagram shows all the possible outcomes of rolling a die and tossing a coin. Use the diagram to find the probability of getting a) a 3 and a Tail b) a number greater than 2 and a Head a) 1/12 b) 4/12 = 1/3

Section 1: Key Vocabulary


Factor A number that divides into

another number without a

remainder

Common factor A number that divides exactly into

two or more numbers

Prime factor A factor that is also a prime

number

Product The answer to a multiplication

calculation

Multiple The result of multiplying a

number by a whole number

Highest common factor

(HCF)

The largest number that is also a

common factor of given numbers

Lowest common

multiple (LCM)

The smallest number that is also a

multiple of given numbers

Standard form A way of writing a number using a

number between 1 and 10

multiplied by a power of 10

Venn diagram A diagram that uses overlapping

circles within a boundary to

represent sets

Sample space diagram A diagram showing all possible

outcomes from a probability

experiment

Dependent event An event that is affected by

previous events

Independent event An event that is not affected by

other events


Ascend To increase, or go up

Descend To decrease, or go down

Set A collection of objects or numbers

20

Subject: Maths Higher Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Index The number to which a power is

raised

Rational number Any number that can be written

as a whole number, fraction or

recurring decimal.

Irrational number Any decimal that does not recur.

Examples include π and

Surd An irrational number.

Rationalise Turn into a rational number.

Union The union of sets is all the

elements that are in at least one

of the sets.

Intersection The intersection of sets is all the

elements that are in every set.

Complement The complement of a set is all the

elements of the universal set that

aren’t in the given set.

Universal set The set that contains all the

elements under consideration. It

is denoted be the symbol ξ

Square root A number which, when squared,

gives the desired number.

Conditional probability The probability of an event, given

that a previous event has

occurred


Replacement To put something back where

you found it.

Set A group of elements with

something in common.

Element A member of a set.

Section 3

Learn how to use these diagrams to help you answer

questions. See if you can draw them to answer questions of

your own.

A bag contains 4 blue and 3 yellow marbles.

A marble is chosen at random and not replaced. Then a

second marble is chosen. The tree diagram shows the

probability of choosing each colour.

What is the probability of choosing exactly one yellow?

This comes from picking ‘Blue then Yellow’ OR ‘Yellow then

Blue’

So, P(Exactly one yellow) = 12/42 + 12/42 = 24/42

200 people at a gym were surveyed to see if they use the

Athetics or Badminton facilities. The results are shown in

the Venn diagram below.

a) What is the probability that a person chosen at random

uses both facilities?

a) There are 200 people & 15 use both. So P(Both)=15/200

b) What is the probability that a person who plays

badminton also uses the athletics facilities?

b) 60 people play badminton & of those, 15 people use the

athletics facilities. So P(Athletics given badminton) = 15/60


Questions: Answers:

What is as a power of

a?

What is as a power of

6?

What is 1/3 as a power of

3?

What is 1/25 as a power of

5?

What is in it’s

simplest form?

What is when I

rationalise the

denominator?

What is

simplified?

How do you calculate the

probability of two

independent events

Multiply together the probability

of both events

For independent events,

how do you calculate the

probability of one or the

other occurring?

Add together the probability of

both events.

A shop has 15 pens in stock.

6 of them are red. What is

the probability that the

next 2 pens sold are red?

(Each pen is equally likely to

be sold)

P(First pen red) = 6/15

Now 14 pens left & 5 are red.

P(Second pen red) = 5/14

P(both red) = 6/15 × 5/14

= 30/210 = 1/7

21

Subject: Biology Topic: B5.2 Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Natural selection The idea that organisms best suited to their

environment will survive and reproduce.

Evolution The gradual change in a species over time.

Fossil Remains of a plant or animal

mineralised or changed into rock.

Classification Grouping organisms who share

characteristics or similarities in DNA.

Binomial

nomenclature

A universal system of naming

species.

Phylogeny The study of evolutionary links.

Adaptation Changes in plants and animals to help survive

in a certain habitat.


Evidence Information that supports or

counters a scientific idea.

Organism A plant, animal or single celled

creature.

Antibiotic-resistance Bacteria that are not killed by a

certain antibiotic.

Artificial classification A system that groups organisms together

using observable

characteristics.

Resistant The ability to not be affected by something.

e.g. bacteria that are resistant to antibiotics

are described as showing antibiotic

resistance.

Theory A scientific theory is an explanation of some

aspect of the natural world that can, in

accordance with the

scientific method, be repeatedly tested, using

a predefined protocol of observations and

experiments.

Section 3: Copy and label

Section 2: Important ideas

1. Why did pale peppered

moths survive before the 19th

century?

1. They were camouflaged against trees.

2. How do organisms evolve? 2. Through the process of natural

selection.

3. Why do some antibiotics

stop working on certain

bacteria?

3. Because they mutate and develop

antibiotic resistance.

4. What is extinction? 4. The complete removal of a

species from the planet.

5. What does the fossil record

provide?

5. Evidence of species that no longer

exist.

6. How do fossils form? 6. Animal or plant remains are preserved

in rocks.

7. Who developed the

theory of evolution?

7. Charles Darwin

8. What is classification? 8. The process of sorting living

organisms into groups.

9. What does a phylogenic

tree show?

9. The evolutionary links between mod-

ern day animals and their

ancestors.

10. What is the smallest unit

of classification?

10. Species

11. Which period of history

caused the black peppered

moths to be better

camouflaged?

11. The industrial revolution

12. What is a mutation and

what causes them?

12. A mutation is a change in the DNA

sequence. Mutations can be random or

can be caused by

chemicals, x-rays, gamma rays.

Changes in the

fossil record.

The process of natural selection

22

Subject: Biology Topic: B6.1,6.2 Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Quadrat A square framed grid used to sample

and record organisms present.

Capture-recapture Technique used to estimate

populations.

Biodiversity The variety of living organisms

present in an area.

Genetic engineering Altering an organism’s genome to

produce an organism with the desired

characteristics.

Gene pool All the genetic material present in a

population.

Ecotourism Tourism that does not have a

negative impact on the natural

environment.

Selective breeding Choosing plants and animals to breed

for particular characteristics.

Sustainable food

production

Producing food in a way that can be

continued indefinitely.


Key An identification key is a chart used to

identify unknown organisms.

Sample A small number of organisms studied

to give an overview of a larger

population.

Deforestation The permanent removal of large

areas of forest.

Conservation Protecting a natural environment to

ensure habitats are not lost.

Genetic engineering Altering an organism’s genome to

produce an organism with the desired

characteristics.

Agriculture The science of farming animals and

growing crops.



1. How do you calculate

population size from a

capture-recapture

experiment?

1. 1st sample x 2nd sample

number of recaptured individuals

2. What are seed banks? 2. A way of conserving plants by

storing seeds.

3. How are nature

reserves controlled?

3. Controlled grazing, restricting

human access, feeding animals,

reintroduction of species

4. What do captive

breeding programmes

aim to do?

4. Create stable populations,

introduce species back into natural

habitat.

6. Suggest some

disadvantages of selective

breeding

6. Reduction of the gene pool,

reduced variety, less resistance to disease,

increases the risk of genetic disease.

7. Suggest some benefits of

genetic engineering

7. Can increase crop yield, can make crops

pest resistant, can produce

medicinal drugs.

8. What are the risks of

genetic engineering?

8. Possible future health problems,

possible disruption of the

ecosystem, ethical issues.

9. How are organisms

genetically engineered?

9. Identify genes for desired

characteristics remove gene from

donor organism insert gene in host

organism.

10. What are the names of

the enzymes involved in

genetic engineering?

10. Restriction enzyme cuts out the gene

and ligase enzymes re-join the ‘sticky

ends.’

11. Describe the process of

selective breeding.

8. Select individuals with desired

characteristics breed them

together select offspring with

desirable characteristics breed

them together continue for

generations.

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwit4qzu5pvcAhWCwxQKHdJyAzQQjRx6BAgBEAU&url=https%3A%2F%2Fwww.slideserve.com%2Fmayes%2Fecology-sampling-methods&psig=AOvVaw16w26Q_3xEqEyFCRZA_yIJ&ust=153156190263

23

Subject: Chemistry Topic: C4 Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Density Mass divided by volume

Crystalline A substance in its solid state that

has particles arranged in a giant

lattice.

Halogen An element in group 7 on the

Periodic Table

Monatomic A single atom

Alkali metal An element in group 1 on the

Periodic Table

Noble gas An element in group 8 on the

Periodic Table.

Transition metal An element in the block on the

Periodic Table between group 2

and 3.


Trend A general pattern

Displacement A reaction in which a more

reactive element displaces a less

reactive element from its

compound.

catalyst A substance that increases the

rate of reaction by lowering the

activation energy.


Flame test results


1. What is the standard

laboratory test for

hydrogen?

1. Put a lit splint into the gas—if

hydrogen is present it will give a

squeaky pop


laboratory test for

oxygen?

2. Put a glowing splint in the gas—if

oxygen is present the glowing splint

will re-light.


laboratory test for

chlorine?

3. Put damp blue litmus paper into the

gas—if chlorine in present the paper

will turn red then white.


laboratory test for

carbon dioxide?

4. Pour a small amount of limewater

into the gas—is carbon dioxide is

present the limewater will go cloudy.

5. How do you carry

out a flame test?

5. Dip a nichrome wire loop into

hydrochloric acid and rinse with

distilled water to clean. Then dip the

wire in the test substance, put into the

flame and record the flame colour.

6. Write down some

general facts about

group 1 metals.

6. Stored in oil as react with air and

water, silver colour, reactivity

increases as you go down the group,

they lose one electron when they

react.

7. Why does the

reactivity decrease as

you go down group 7?

7. Elements at the top of group 7 are

smaller in size so it is easier to gain an

electron to have a full outer shell,

hence they are more reactive

8. What will be

produced from:

magnesium + copper

sulfate?

8. Magnesium sulfate + copper.

This is a displacement reaction

Metal Ion Flame test

colour

Lithium Li+ red

Sodium Na+ Yellow

Potassium K+ Lilac

Calcium Ca2+ Orange/Red

Copper Cu2+ Blue/Green

The reactivity

series

24

Subject: Physics Topic: P8 Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Acceleration A change in velocity.

Terminal velocity The velocity that a moving object

achieves when the resultant force is

zero.

Scalar A quantity that has a magnitude (size)

but no direction.

Vector A quantity that has a direction as well

as a magnitude (size).

Energy source Something that can be used for

heating, transporting or generating

electricity, found on Earth or the Sun

Work done The transfer of energy.

National Grid The power stations, underground and

overland wires, pylons, and

transformers that supply electricity to

homes and businesses.

Transformer A circuit component that uses two

coils of wire and a core (usually iron)

which changes a potential difference.

Sankey diagram A diagram that shows energy

transform where the width of the

arrow is proportional to energy

transfer.

Fuse A thin piece of wire that melts at a

certain current, breaking the circuit.

Current The rate of flow of charged particles

(usually electrons)


Efficiency A number that shows how well a

device transfers energy in a way you

want.

Transfer Moving from place to place.



What methods are there

for measuring speed?

Speed camera, electronic timing,

light gate, wheel sensor, satellite

navigation system.

What is braking distance? The distance a car travels whilst the

driver is braking.

What affect sbraking

distance?

Road conditions

Tyres

Quality of brakes

What is thinking distance? The distance the car travels while

the driver reacts to a hazard.

What effects thinking

distance?

Alcohol and drugs

Loud music

Tiredness

Name some renewable

energy sources.

Biofuels, Sun, Waves, Tides, Wind

Hot rocks beneath the ground

(geothermal)

Water up high

Name some non-

renewable energy sources

Fossil fuels (e.g. coal, oil gas)

Nuclear fuels (e.g. uranium)

When governments or

individuals decide on

which energy sources to

use they need to consider:

Cost

Effect on environment

Contribution to climate change

How long the source will last

25


Questions on Processes: Answers:

1 What are the three key

weathering processes?

1 Physical (freeze thaw), chemical

(acid rain) and biological.

2 What are the two main

mass movements?

2 Soil creep and slumping

3 What are the four main

erosional processes?

3 Hydraulic action, abrasion,

solution and attrition

4 What are the four main

transportation processes?

4 Traction, saltation, Suspension

and solution

Landform Questions: Answers:

1 What are interlocking

spurs?

1 areas of higher land jutting out

from steep valley sides in a river’s

upper course

2 What features are

associated with

waterfalls?

2 plunge pools and gorges

3 What are the key

features of a meander?

3 river cliff, slip-off slope and a point

bar

4 How are oxbow lakes

formed?

4 neck of a meander is eroded,

water takes quickest route, cuts off

the unused bend, lake remains once

cut off completely

5 What are levees? 5 Naturally raised banks of

sediment along a river bank, which

may be artificially strengthened or

heightened

6 What are deltas? 6 Formed where layers of sediment

are deposited at river mouths faster

than the sea can erode them. Usually

a triangular shape and the river splits

into several channels

Subject: Geography Year: 11 Term: Autumn 2 Believe at BBA Section 3: Facts/Context/Historical

relevance/dates

1. Explain how human influences (urbanisation, farming

etc.) affect the shape of a hydrograph.

2. Describe the changes you would expect to see as you

travel down course.



River discharge The amount of water flowing in a

river, made up of its volume and

speed, and measured in cubic

metres per second (m3/sec or

cumecs)

Deposition A process where sediments are

dropped by the river, glacier or

waves that carried them.

Afforestation Planting trees and shrubs.

Antecedent conditions Conditions in a drainage basin in

the period before a rainfall event,

such as saturated or frozen

ground.

Tributary A stream or small river that joins

a larger one.

Long profile The shape and gradient of a river

bed from source to mouth. Tier 2 vocabulary Definition

Lateral Of, at, towards or from the side

or sides

Velocity The speed of something in a

given direction, eg water flow

Demountable Temporary structure—can be

removed and installed as needed

Maintenance The process of keeping something

in good condition

Infrastructure The basic services such as roads

and power supplies which are

needed to keep a country or

region running

Alluvium Fine sediments which are

deposited by rivers

Infiltrates Permeate or seep/soak through

eg. Water through soil

26

Subject: History Topic: The Normans Part 2: Life Under the Normans Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Domesday Book A record of a survey of the lands of

England, showing ownership, size and

value of all properties.

Marcher Lords The border lands of England were

called the Marches. The lords who

controlled the Marches were called

the Marcher Lords.

Patronage The power to control who gets to

hold (look after) and rule over areas

of land.

Serfs A farmer who was forced to work the

Lord’s land.

Villeins Villagers.

Murdrum Fine The fine imposed on the local

community if a Norman was

murdered and the murderer was not

found.

Forest Laws Laws in Royal Forests, which covered

one third of England. It made hunting

illegal in these areas .

Trials by Ordeal Tests used to decide if an accused

person was innocent or guilty. It was

believed God was the judge.


Inheritance The passing on of money and land

after death. This would usually go to

the person’s eldest son.

King’s Courts This court dealt with the most

serious offences e.g. murder, treason,

arson, robbery and rape.

Merchant’s Guilds A group of Merchants e.g

blacksmiths . You had to be part of

that guild to practice that craft.

Section 3


Questions: Answers:

What was an Oath of Fealty? A promise to be faithful to the Lord

and serve him.

What was an Act of Homage? A formal acknowledgement of

loyalty to a Lord

Why did William limit the

amount of land that a Baron

could rule over?

To make it harder for anyone to be

able to challenge the King’s position.

What did Barons and Bishops

give the King in exchange for

land to rule over?

They swore fealty and paid homage

to William. They also promised

money and military service (soldiers)

Who owned the land during

Norman rule?

William directly owned 20% of the

land. 25% was owned by the Church.

The rest was shared out amongst

William’s supporters (around 200

Norman Barons and Bishops)

How did inheritance laws

change under William’s rule?

Property and land was passed on to

the eldest son, not divided equally

amongst sons. If a person died with

no heir, the Lord would take over

the land.

How did William increase his

control of Earldoms in

England?

He sent our lots of writs to different

Earldoms, telling them what to do

and how to run things. These were

enforced by local governments.

What were the most important

courts in the Norman’s legal

system?

The King’s Court, The Shire Court

and the Hundred’s Court.

What were the main ways of

enforcing the law in Norman

England?

Constables, Watchmen, Hue and

Cry, Tithings.

What were the main trials that

were used in Norman England?

Trial by Hot Iron, Trial by Cold

Water, Trial by Combat.

How did the Domesday Survey

help to control England?

It showed who owned what and

they could also be taxed more.

Some of the questions included in the Domesday survey

A typical Norman village

How would these questions help William to control

England? Explain using examples from the questions

above

List reasons why

the Feudal Sys-

tem would help

William to con-

trol England

27

Subject: French Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


actuer/trice actor/actress

agent de police police officer

coiffeur/euse hairdresser

créateur/trice de mode fashion designer

facteur/trice postman/postwoman

fonctionnaire civil servant

infirmier/ère nurse

maçon(ne) builder

La chose qui me plaît le

plus, c’est...

What I like best is...

Après avoir terminé mes

examens...

After having finished my exams...

J’ai envie de/d’... I want to...

entrer en

apprentissage...

do an apprenticeship

Laisser un message To leave a message

La messagerie vocale Voicemail

Actuellement... At the moment...

Je suis en train de... I am in the middle of...

Si je réussis mes

examens...

If I pass my exams...

Mes examens de GCSE My GCSEs

Au sujet de... About/on the subject of...

Avant tout... Above all...

Section 3


Questions: Answers:

Qu’est-ce que tu voudrais

faire comme travail?

Je suis passionné(e) par…

Je sis fort(e) en…

Je préférais travailler…

J’aimerais travailler

comme…

Je veux être…

Je voudrais être...

Qu’est-ce que tes par-

ents font comme travail?

Ma mère/Mon père est...

Est-ce que tu as fait un

stage?

J’ai fait un stage dans…

C’etait...

Est-ce que tu veux aller

à l’université?

Je voudrais aller à l’univer-

sité car...

Non, je préférais...

Qu’est-ce que tu vou-

drais faire plus tard dans

la vie, à part le travail?

Plus tard/Un jour…

J’espère…

J’ai l’intention de/d’…

Mon rêve serait…

J’espère me marier/me

pacser

J’ai l’intetion de…

Mon but est…

Je n’ai aucune intention

de...

28

Subject: GCSE Computer Science Topic: NEA Year: 11 Term: Autumn 2

Section 3:

IPOD Table

Variables table

Validation Table

This shape indicates the start or end of a flowchart

A rectangular box represents a process, this is doing something. e.g. total = num1+num2

A parallelogram represents input or output. e.g. Input num1 Output total

A diamond shape represents a decision, YES or NO e.g. is it a weekday?

This can be used to represent a link to a smaller sub-task from a main flowchart, like

using a function.

Section 2: Important Ideas

Analysis Section

This must show how you used abstraction and decomposition to clearly identify parts of the problem and simplify them.

Validation to be used

What validation will you need for your inputs? What could the user do that might break your program? How can you defend against that (comes from 2.3 – Developing Robust Programs)

Flow chart and

Pseudocode

A flow chart is used first to explain the overall plan for the algorithms you will use (there may be more than one). Each part of the flow chart should then be translated into the required number of lines of pseudocode to explain how you will develop the final code.

Test Plan

This must include a range of test data (normal, erroneous, extreme) for each input and what the program should do in each situation

Development Section

Explains how you developed the code bit by bit to get to your finished solution. It includes screenshots and evidence of problems you had and changes you made to solve them, and screenshots and evidence of any tests you carried out as you developed the program to test that sections were working. Ends with fully annotated final code with screenshots.

Testing Section

Copy and paste the test plan and then fully complete it with screenshots showing the tests being carried out. If any tests failed, these should be corrected and re-tested. Evaluation of your solution against the success criteria, explaining how you have met each one.

Evaluation

You must evaluate your final program against the success criteria you came up with at the start. You can do this as a series of paragraphs or usinga table.


Tier 3 Vocabulary Definition

Analysis

An explanation of the task that you need to complete, saying what it will need to do A break down of the main task, listing the smaller sub-tasks

Design Planning section that explains to the moderator how the sub problems identified in the analysis will be solved, and how the solution are

Success Criteria What the final program must do to be successful. Mostly comes from the project brief.

IPOD table showing the inputs, processes, outputs and decisions that will be needed

Input Sanitisation

Method used to makes sure data is in an acceptable format e.g. using .upper() when inputting initials

Validation How a program checks to make sure that data input is valid and handles any errors e.g. Correct data type, displays a message if wrong data entered

Test plan Details the tests that will be carried out after development.

Normal data Data that the program should be expecting to deal with.

Erroneous data Data that shouldn’t be accepted, e.g. typing L or ? when asked to input an age

Extreme data Data that is valid and should be accepted but that is on the edges of what could be possible, e.g. entering an age of 120 or 0 years

Flow Diagram / Chart

A method of designing algorithms before coding using symbols.

Pseudocode A language independent description of the steps of an algorithm. Used by humans to design algorithms before coding.

Abstraction The process of separating ideas from specific instances of those ideas at work.

Decomposition The process by which a complex problem or system is broken down into parts that are easier to understand, program and maintain.

Syntax Error Rules of the language have been broken. The program will not run.

Logic Error The program runs but does not give the expected output.

Believe at BBA

Create a flowchart using the symbols above to boil water

29

Subject: GCSE Computer Science Topic: 2.3 Robust Programs & Problem Solving Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Defensive Design

“Defensive design is the practice of planning for

contingencies in the design stage of a project or

undertaking.”

Input

Sanitisation /

Validation

“Ensuring data input by the user meets specific criteria

before processing. Range check. e.g. between 1 and 31.

Type check. e.g. number not symbol. Presence check.

e.g. data has been input. Format check. e.g. postcode is

LLN(N) NLL. ”

Authentication

“Verifying a user identity before they can use a program

with username and password. Strong passwords over a

certain length with symbols and mixed case are

advised.”

Maintainability “A selection of techniques and methods that make code

easy to debug, update and maintain.”

Comments “Used by a programmer to explains sections of code.

Ignored by the compiler.”

Indentation

“Indenting makes it easy to see where structures begin

and end. Conditions and iterations should be indented.

Code inside procedures and functions should be

indented.”

Testing

“This involves testing the program under various

conditions to make sure it is going to work. You need to

think about what devices it could be used on and what

might cause the program to crash.”

Iterative Testing “Each module of a program is tested as it is developed.”

Final / Terminal

Testing

“Testing that all the modules of a program work

together as expected. Checking the program meets the

expectations of the user with real data.”

Syntax Errors

“Rules of the language have been broken. The program

will not run. Variables not being declared before use.

Incompatibility of variable types. e.g. sum = A Using

assignments incorrectly. e.g. 2 + 2 = x Keywords

misspelt. e.g. PRNT(“Hello”)”

Logic Errors

“The program runs but does not give the expected

output. Division by zero. Infinite loop. Memory full. File

not found.”

Test Data “Values used to test a program, includes normal test

data, boundary test data and erroneous test data.”

Section 3

To test and validate user input handling all errors


Operators

Logical

Operators

AND OR NOT

Example while x<=5 AND flag==false

Comparison

Operators

== Equal to

!= Not equal to

< Less than

<= Less than or equal to

> Greater than

>= Greater than or equal to

Arithmetic

operators

+ Addition e.g. x=6+5 gives 11

- Subtraction e.g. x=6-5 gives 1

* Multiplication e.g. x=12*2 gives 24

/ Division e.g. x=12/2 gives 6

MOD Modulus e.g. 12MOD5 gives 2

DIV Quotient e.g. 17DIV5 gives 3

^ Exponentiation e.g. 3^4 gives 81

Pseudocode

Comments Denoted with // not # as in python

Inputs variable = INPUT(“prompt”)

Variables

x = 3 // integer value

name = “Bob” // string value

GLOBAL userid = 123 // global integer value for use

outside functions

CONST vat = 20 //constant value defined at the

start of program

Casting

str(3) //cast an integer to a string

int (“3”) //cast a string to an integer

float(“3.14”) //cast a string to a float

Output to

screen

PRINT(string)

PRINT(variable)

Iteration:

condition

controlled

FOR i = 0 TO 5

//indented looped code goes here

NEXT i

Iteration:

counter

controlled

WHILE answer!=x


ENDWHILE

———————————————————————

DO


UNTIL answer ==x

Explain what is happening in the program above

Write out the information above

30

Subject: Design Technology Topic: Non Exam Assessment Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Design Ideas A design is a plan or something created that can be in sketch form

Development De-signs

The process of creating, developing, and communicating ideas

Design Fixation Design fixation negatively impacts design outcomes, especially when it occurs dur-ing the ideation stage of a design process

Modelling The activity of making three-dimensional models.

Prototype A prototype is a preliminary version of a product and should be made to the highest achievable quality

CAD Computer Aided Design

Manufacturing Specification

The manufacturing specification lists in-formation a manufacturer needs to pro-duce the product.

Evaluate To form a critical opinion of something, or to draw a conclusion.

Testing Is a process of measuring the properties or performance a product

Component A part or element of a product

Packaging Materials used to wrap or protect goods.

Client A person whom the designer is making the product for and they may be different to the end user or consumer.

Summary A brief statement or account of the main points of something


1. What do you need to consider to make a design marketable?

1. The design should also be innovative, functional and aesthetically pleasing

2. Why is it important to develop your ideas?

2. Developing ideas is important as this allows you to communicate your design ideas in more detail

3. What is a prototype? 3. A prototype is a preliminary version of a product and should be made to the highest achievable quality

4. How do you ensure a prototype is successful?

4. To ensure the prototype is successful it should satisfy the client’s brief

5. What strategies would you suggest designers utilise to keep their ideas fresh?

5. Create a vision board, finding creative inspiration from your surrounding or home talk to people outside your classroom for inspiration.

6. Why is it helpful to record your failures?

6. It is important to record your failures as this process will help improve your designs and modelling. Recording the steps (including the use of photography and video)

7. Can you list the three types of testing?

7. Non-destructive testing, destructive testing and market testing

8. What is market testing?

8. An example of this is if a group of people try out a new product to see if it is fit for purpose

9. What is a research summary?

9. Is a piece of writing that describes your research to some prospective audience, to provide the reader with a brief overview of the whole study

A= AESTHETICS (How the product looks) C= COST (The cost of the materials and the product itself) C= CLIENT (Whom is the product aimed at and why?) E= ERGONOMICS (The study of relationships between people, products and the environment) S= SIZE (Size of the product and its suitability) S= SAFETY (Are there any safety issues for the user and the manufacturer) F= FUNCTION ( What is the products intended use and does it do it well) M= MATERIALS (What materials are used, what are their properties

Section 3

31

Subject: Food Technology Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Economical Good value or return in relation to the money, time, or effort

expended.

Social Relating to society or its organization.

Environmental Relating to the natural world and the impact of human

activity on its condition.

Sensory Relating to the use of human senses (sight, smell, taste,

touch and hearing)

Seasonality Seasonality of food refers to the times of year when a given

type of food is at its peak, either in terms of harvest or its

flavour. This is usually the time when the item is the cheapest

and the freshest on the market. The food's peak time in

terms of harvest usually coincides with when its flavour is at

its best.

Adaptions the action or process of adapting or being adapted. To alter

or to modify something.

Advantages A condition or circumstance that puts one in a favourable or

superior position.

Disadvantages An unfavourable circumstance or condition that reduces the

chances of success or effectiveness.

Compare When you compare things, you consider them and discover

the differences or similarities between them.

Conclusion

Evaluation

A judgement or decision reached by reasoning.

The making of a judgement about the amount, number, or

value of something; assessment.

Improve Make or become better.

Staple A staple food is a food that is eaten routinely and supplies a

large portion of energy needs. It generally forms a significant

proportion of the intake of other nutrients as well.


Reviewing

Assessing

Assess (something) formally with the intention of instituting

change if necessary.

Apply Put decisions into place and act on them


What are reared

foods?

Agriculture concerned with animals

that are raised for meat, fibre, milk,

eggs, or other products. It includes day

-to-day care, selective breeding and

the raising of livestock.

What is farm

grown?

When plants and animals are grown or

reared on a large scale for people to

eat, it is called farming. There are

three main different types of farm:

arable, pastoral and mixed. Arable

farms produce crops (for example,

wheat or vegetables), while pastoral

farms raise animals for meat, wool or

dairy products.

What are processed

foods?

The transformation of cooked

ingredients, by physical or chemical

means into food, or of food into other

forms.

What are organic

foods?

Is the product of a farming system

which avoids the use of man-made

fertilisers, pesticides; growth

regulators and livestock feed additives.

What are factors

affecting food

choice?

Factors affecting dietary patterns and

practices include food accessibility,

sensory choices, environmental and

social influences, religion , value of

foods and food experiences in the

early years of life.

What is a reason

people become

vegan or

vegetarian?

To stop the exploitation of animals/

environmental factors are an

influence, health related reasons, to

improve health

Section 3:

Some social factor

affecting food choice:

Religion , Vegetarian ,

Vegan, fair trade.

Organic, produced

without the use of

chemical fertilizers,

pesticides, or other

artificial chemicals.

Some people choose

to be vegetarians

because it is more

sustainable to eat

crops over meat, it is

not always about the

harming of animals.

Free range is about

the quality of the

animals life while it is

being reared for the

purpose of providing

food

Environmental factors

Task: Copy all the diagrams and labels using colour

Where do foods

come from ?

32

Subject: Art and Design Topic: Communicating ideas in 3D Materials and Techniques Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Pathway

The field of expertise that an artist , craftsperson or

designer works in

Craft design Objects used for decoration or that are decorative and

used for a particular purpose

Art Paintings drawings, prints on canvas or wall hangings

that are aesthetically pleasing to the eye

Textile design Surface patterns that are created on top of fabrics

Graphic design Logos, product packaging, typography, menus and

websites

Portfolio A body of work presented as a whole

Journal A diary of what you have done, how you have experi-

mented and the outcomes you have created

Sample work Experiments using different materials for a particular

purpose

Design sheets Drawings / sketches of what you could make with anno-

tation of how you would make them .

Mood board

A collection of carefully selected images that artists and

designers use to help them get inspiration for their

design

Mind map A list of ideas that is planned in a structured way

Design plan A design based on feedback from others that shows the

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

and techniques .involved.

Design brief A scenario given at the start of the project setting out

what a client wants to have made.


Communicate

To explain work or to show ideas and development of

work.

Experiment

To find out different ways of doing a task with different

outcomes.

Development Taking your design process a step further and refining

your ideas.

Evaluation To make judgements on how something has been done

or made and to make comments on how they could be

improved.


1.What is a Pathway? 1. a field/area of expertise that an

artist/designer or crafts persons works

in e.g. print, photography

2. What could you produce for

craft designs for this project.

2. decorative napkin holders, fork

dispensers, bucket to hold knives and

forks

3. What could you produce for

graphic designs for this

project?

3. new logo, menus, signage, food

packagingor website design

4. What is your design brief for

this project?

4. A local businessman wants you to

redesign elements of his fish and chip

shop ‘The Cods Scallops’ on the theme of

‘At the Seaside’

5. What could you use for

textile design s for this

project?

5. aprons, hats, table cloths, towels,

napkins. Uniform for staff to wear

6. What are initial design

ideas?

6. this is where you bring together all of

your knowledge on artists and materials

and techniques to produce a series of

designs related to the design brief

7. How can you gather

feedback from others about

your development designs?

7. Produce a questionnaire about your

designs for people to answer.

Ask them to write what design they

prefer and why and put it all in a table.

8. What is a design plan and

how is it useful?

8. A design plan sets out how you will

make your final piece showing what

materials and techniques you think you

will need to use along the way.

9. What do you need to

produce to show the client

you have met their design brief

9. A client presentation which is a

PowerPoint documenting your design

process using photographs from your

sketchbook to show how work has

developed. It shows the client simply

how you have met their design brief.

Section 3:

DESIGN PROCESS

1.Initial Design Ideas

Use Artist research and knowledge of materials and techniques

2.DEVELOPMENT OF DESIGN IDEAS

Taking best elements from initial ideas. Get feedback from

others to inform final idea

3.FINAL IDEA: DESIGN PLAN

A design based on feedback from others that

shows the steps of how it will be made, scale, ma-

terials and techniques involved

Task. Describe the image

and name the specialist

pathway it relates to.

33

Subject: Drama Topic: Component 3 Year: 11 Term: Autumn 2 Belong to BBA Section 3: Facts/Context/Historical

relevance/dates


Questions: Answers:

1. List the techniques an actor

applies when responding to a

stimulus.

2. What performance skills and

techniques are required during the

devising process and performance?

3. Discuss what performer is doing

when they are ‘sustaining in

performance’.

1. An actor applies a number of

techniques when they are responding to

a stimulus,. These include mind-

mapping ideas, highlighting key words

in brief, research/story boards, mood

boards, sharing, responsibilities,

meetings, and rehearsal schedules .

2. During the devising and performance

process, a performer must demonstrate

vocal skills, physical skills and

interpretive skills.

3.When a performer is sustaining in

performance, they are likely to be

demonstrating high levels of

commitment, concentration, focus and

energy.

4. Suggest an effective method an

actor can use to reflect on their

individual process.

5. How can you create an intimate

atmosphere for an audience?

4. An actor can use the SMART method

to effectively reflect on their individual

process.

5.You can create an intimate

atmosphere for an audience by staging

your drama in ‘Traverse’ or ‘Arena’.

These types of stages can make an

audience feel included in the drama.

6. Identify the key Epic Theatre

techniques and the impact they can

have on an audience.

7. How do performers contribute

to the devising process?

6. Placards, narration, speaking stage

directions, song, mask and breaking the

fourth wall, are all Epic Theatre

techniques that aim to alienate the

audience and challenge viewpoints.

7.Performers can contribute to the

devising process in a number of ways.

These can include, the contribution of

ideas, communicating effectively with

other performers , and getting involved

during the ‘get in’ and ‘get out’.



Stimulus A starting point for theatre

creation.

Devise To create performance work from

a stimulus.

Structure A particular order in which scenes

or sequences follow each other in

drama.

Rehearse To plan and practise performance

work in preparation for an

audience.

Role An actor’s part in a play.

Running Time The length or duration of a theatre

production, often expressed in

minutes.

Brief A set of instructions given to a

theatre company before they

devise a production.


Contribute To offer a skill, idea , donation or

discipline within a group.

Develop To improve, elaborate, edit or refine

an idea.

Reflect To review with great consideration.

Areas of the stage

Stage areas are named so that people can easily

say where an actor needs to be. The areas of the

stage are always related to the actor, so 'stage

left' (SL) would be on the actor's left when facing

the audience. The director, watching from the au-

dience, would see stage left on his or her right.

Often stage areas will be abbreviated into the following:

US Up Stage

USL Up Stage Left

USR Up Stage Right

SL Stage Left

DS Down Stage

DSL Down Stage Left

DSR Down Stage Right

SR Stage Right

Draw out the diagram and using the abbreviated stage

positions, label accordingly.

http://www.bbbpress.com/2013/10/drama-game-stage-directions/

34

Section 3:

Subject: Hair and Beauty Year: 11 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Shampooing Clients have their hair shampooed and then styled

by blow-drying the hair.

Blow-drying Hair styled by blow-drying the hair into a new

position using products and electrical equipment.

Styling hair Hair styled into a hair up style for a special

occasion; wedding, proms, birthdays etc.

Perming The hair is changed from straight to curly

permanently, by using chemicals.

Full head

colouring

The hair is coloured to change the colour,

permanently or temporary. This could be to add

colour or cover grey hair.

Hair extensions Adding hair to make it look longer.

Manicures/

Pedicures

The hands and feet and nails are improved and

using files and lotions.

Waxing The hair is removed using warm wax.

Make up Make up is applied professionally for weddings

parties and special occasions.

Body massage The body is improved by massage to improve the

muscle and skin tone.

Electrolysis Removal of hair roots or small blemishes on the

skin by the application of heat using an electric

current.

Colour

technician

A colour technician is a hairstylist who specialises in

modifications to a client's hair colour.


Research To investigate and find out facts

Suitable Acceptable or right for someone or something

Project A project is a detailed study of a subject by a pupil

or student.

Reliability People or things that are reliable can be trusted to

work well or to behave in the way that you want

them to.

Analyse To examine in detail in order to discover meaning


What is the role of a salon

junior ?

Junior stylists may perform tasks

such as shampooing hair, keeping

towels and supplies stocked, and

cleaning the salon; can progress to

a senior stylist.

What services do hair stylist

do?

A hair stylist shampoos, cuts,

colours, and styles hair. They may

educate clients about hair and

scalp care .

What is primary research ? New research that you will find

yourself including questionnaires,

survey, or small groups.

What research method is it

when you search on the

internet?

Secondary research

What are SMART targets? Smart targets are to help you plan

your research project, achieve your

goals within a time scale, keep you

on track and help you succeed your

aims.

What qualification do you

need to be a colour

technician?

You would need to be fully

qualified at Level 2 and level 3.

What are the working

patterns in a salon.?

Hairdressers and beauty therapists

must be flexible. Most salons are

open 6 days a week and staff would

be on a rota to ensure they only

work 5 days a week with one late

night.

What happens if you are

still working on a client at

the end of your shift?

You cannot finish work until you

have finished the service on the

client. The client is the most

important person in the business.

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35

Subject: Business BTEC Topic: Unit 2—Finance Year: 11 Term: Autumn 2

Section 3:


1. How would you describe the running cost for a taxi company?

You would need to look at the cost of actually running the taxi, e.g. servicing, diesel / petrol etc. You then need to look at the cost for the premises e.g. rent, utilities, etc Finally you would need to look at the staff wages.

2. What would be the fixed cost a company would have to always pay?

Insurance – Premises, stock, staff etc. Business loans / repayments inc interest. Business Rates – the area / building in which the company is operating from. Utilities (gas & electric, water rates etc).

3. How would you show the working out of the variable cost?

Variable Cost = Cost of one unit X Number of units produced

4. How would you show the working out of the total cost?

Total Cost = Fixed Cost + Variable Cost

5. How would you show the working out of the total revenue?

Revenue = Number of Sales X Price per Unit

6. How would you show the working out of the profit?

Profit = Revenue - Expenditure

7. How would you work out the net inflow / outflow & the closing balance for the following table?

Start by working out the Net inflow / outflow which is: Net inflow / outflow (£20,000) = Total Receipts – Total Payments Then work out the closing balance by: Closing Balance (£35,000) = Net

inflow / outflow + Opening Balance



Revenue

The income generated from sales of goods or services, or any other use of capital or assets, associated with the main operations of an organisation before any costs or expenses are deducted.

Variable Cost

Variable cost is a corporate expense that changes in proportion with production output. Variable costs increase or decrease depending on a company's production volume.

Break-Even Point

Point in time when forecasted revenue exactly equals the estimated total costs; where loss ends and profit begins to accumulate. The point of which a business, product, or project becomes financially viable.

Cash Flow

Cash flow is the net amount of cash and cash-equivalents being transferred into and out of a business.

Forecast

The act of predicting business activity for a future period of time. Typically, it is a projection based upon specific assumptions, such as targeted prospects or a defined sales strategy.


Budgeting

The process of calculating how much money you must earn or save during a particular period of time, and of planning how you will spend it.

Gross Profit

The profit a company makes after deducting the costs associated with making and selling its products, or the costs associated with providing its services.

Receipts

A written acknowledgment of having received, or taken into one's possession, a specified amount of money, goods, etc.

Balance

The amount of money in a financial repository at any given moment. It can also refer to the total amount of money owed to a third party, such as a credit card company or other type of lender or creditor.

Believe at BBA

36

Section 3: Illinois Agility Run:

Subject: BTEC Sports Topic: Unit 1 Year: 11 Term: Autumn 2


What: Answers:

1. What is the fitness test

used for body

composition?

1. Skin Fold Caliper/ BMI/ Bio-

electrical impedance analysis

2. What type of equipment

would you use for the

Multistage fitness test?

2. CD Player, Cones, measuring

tape

3. What unit of

measurement would you

use for speed?

3. m/s

4. What is the definition of

agility?

4. The ability to run as fast as

possible while changing direction

Why? Answers:

5. Why do you need a

measuring tape for the

Illinois Agility Run?

5. To measure the distance

between each cone

6. Why do you need to

have the same distance

each time you run the

multistage fitness test?

6. To ensure it is a fair test and

the test result have validity

How? Answers:

7. How do you test for

Muscular Strength?

7. 3 attempts, squeeze grip

dynamometer measure in Kg or

KgW.

8. How do you test for

power?

8. Stand side on to wall reach up

and mark/set the measure.

Standing jump as high as possible

touching the wall. Measure

between two marks.

9. How do you test

Muscular Endurance?

9. Count how many sit ups or

press ups completed in 1 min.

Believe at BBA Section 1: Key Vocabulary


Body Composition The percentage of fat, muscle, tissue,

and water within the body

Aerobic

Endurance

The ability of the body to continue to

exercise over a period of time

Muscular Strength The ability of the body to exert a force

to move an object

Speed The ability to run as fast as possible

between two points

Flexibility The range of motion around a joint

Muscular

Endurance

The ability of the body to exert a force

to move an object repeatedly

Co-ordination The smooth flow of movement needed

to perform a motor task effectively and

accurately using two or more body

parts together

Reaction Time The time taken for a sports performer

to respond to a stimulus and the

initiation of their response

Agility The ability of a performer to quickly and

precisely move or change direction

without losing balance or time

Balance The ability of the body to maintain a

centre of mass over a base of support

Power The ability of the body to move an

object by exerting an explosive force.

(Speed x Strength = Power)

Frequency How often you train

Intensity How hard you train

Time How long you train

Type The type of training

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37

Notes:

38

Notes:

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