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TRANSCRIPT
Alan Sillitoe was born in Nottingham and died aged 82. He was one of the most important British writers of the
post-war era. He made his name with the novel Saturday Night and Sunday Morning (1958) and the collection of
short stories The Loneliness of the Long
Distance Runner (1959).
Sillitoe’s father could not read or write and was not in regular employment. Therefore, Alan and his family
experienced extreme poverty.
It was Alan Sillitoe’s ambition to become a pilot and passed his examinations just before the end of World War II.
He completed his national service as a radio operator and returned to Nottingham. When he became ill with
tuberculosis, he read a lot of literature and began to write. His characters and stories were inspired by his own
experiences of being working class in Nottingham.
His first novel was rejected five times by publishers before it was accepted.
Alan Sillitoe
House Colour: Yellow
Ada Lovelace
House Colour: Green
Rebecca Adlington
House Colour: Blue
Year 8
Autumn 1 Knowledge Organiser
Morris Samuels
House Colour: Red
“Whatever people say I am, that is
what I am not”
Alan Sillitoe
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Belong to BBA
Contents
Timetable
Reading Log
Principal’s Reading 9th Sept
Principal’s Reading 16th Sept
Principal’s Reading 23rd Sept
Principal’s Reading 30th Sept
Principal’s Reading 7th Oct
Principal’s Reading 14th Oct
Subject: English
Subject: Maths
Subject: Science
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16
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Subject: Geography
Subject: History
Subject: Spanish
Subject: ICT
Subject: Product Design 1
Subject: Product Design 2
Subject: Food Technology
Subject: At and Design
Subject: Music
Subject: Drama
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Timetable Belong to BBA
Year 8 Monday Tuesday Wednesday Thursday Friday
w/b 9th Sept
English History/Geography Science Maths
200 word challenge
from this week’s library
lesson
ICT Drama/Music D&T Spanish Principal’s Reading
For next week
w/b 16th Sept
English History/Geography Science Maths
200 word challenge
from this week’s library
lesson
ICT Drama/Music D&T Spanish Principal’s Reading
For next week
w/b 23rd Sept
English History/Geography Science Maths
200 word challenge
from this week’s library
lesson
ICT Drama/Music D&T Spanish Principal’s Reading
For next week
w/b 30th sept
English History/Geography Science Maths
200 word challenge
from this week’s library
lesson
ICT Drama/Music D&T Spanish Principal’s Reading
For next week
w/b 7th Oct
English History/Geography Science Maths
200 word challenge
from this week’s library
lesson
ICT Drama/Music D&T Spanish Principal’s Reading
For next week
English History/Geography Science Maths
200 word challenge
from this week’s library
lesson w/b 14th Oct
ICT Drama/Music D&T Spanish Principal’s Reading
For next week
ALL WEEKS
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
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Reading Log
Monday Tuesday Wednesday Thursday Friday
W/b 9th Sept
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W/b 16th Sept
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W/b 23rd Sept
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W/b 30th Sept
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W/b 7th Oct
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W/b 14th Oct
Read:
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Belong to BBA
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Principals Reading
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Belong to BBA Principal’s Reading w/b 9th Sept
One fine evening a young princess put on her bonnet and clogs, and went out to take a walk by
herself in a wood; and when she came to a cool spring of water, that rose in the midst of it, she sat
herself down to rest a while. Now she had a golden ball in her hand, which was her favourite play-
thing; and she was always tossing it up into the air, and catching it again as it fell. After a time she
threw it up so high that she missed catching it as it fell; and the ball bounded away, and rolled along
upon the ground, till at last it fell down into the spring. The princess looked into the spring after her
ball, but it was very deep, so deep that she could not see the bottom of it. Then she began to bewail
her loss, and said, ‘Alas! if I could only get my ball again, I would give all my fine clothes and jewels,
and everything that I have in the world.’
Whilst she was speaking, a frog put its head out of the water, and said, ‘Princess, why do you weep so
bitterly?’ ‘Alas!’ said she, ‘what can you do for me, you nasty frog? My golden ball has fallen into the
spring.’ The frog said, ‘I want not your pearls, and jewels, and fine clothes; but if you will love me, and
let me live with you and eat from off your golden plate, and sleep upon your bed, I will bring you your
ball again.’ ‘What nonsense,’ thought the princess, ‘this silly frog is talking! He can never even get out
of the spring to visit me, though he may be able to get my ball for me, and therefore I will tell him he
shall have what he asks.’ So she said to the frog, ‘Well, if you will bring me my ball, I will do all you
ask.’ Then the frog put his head down, and dived deep under the water; and after a little while he
came up again, with the ball in his mouth, and threw it on the edge of the spring. As soon as the
young princess saw her ball, she ran to pick it up; and she was so overjoyed to have it in her hand
again, that she never thought of the frog, but ran home with it as fast as she could. The frog called
after her, ‘Stay, princess, and take me with you as you said,’ But she did not stop to hear a word.
The next day, just as the princess had sat down to dinner, she heard a strange noise—tap, tap—plash,
plash—as if something was coming up the marble staircase: and soon afterwards there was a gentle
knock at the door, and a little voice cried out and said:
‘Open the door, my princess dear,
Open the door to thy true love here!
And mind the words that thou and I said
By the fountain cool, in the greenwood shade.’
Then the princess ran to the door and opened it, and there she saw the frog, whom she had quite
forgotten. At this sight she was sadly frightened, and shutting the door as fast as she could came back
to her seat. The king, her father, seeing that something had frightened her, asked her what was the
matter. ‘There is a nasty frog,’ said she, ‘at the door, that lifted my ball for me out of the spring this
morning: I told him that he should live with me here, thinking that he could never get out of the
spring; but there he is at the door, and he wants to come in.’
While she was speaking the frog knocked again at the door, and said:
‘Open the door, my princess dear,
Open the door to thy true love here!
And mind the words that thou and I said
By the fountain cool, in the greenwood shade.’
Then the king said to the young princess, ‘As you have given your word you must keep it; so go and let
him in.’ She did so, and the frog hopped into the room, and then straight on—tap, tap—plash, plash—
from the bottom of the room to the top, till he came up close to the table where the princess sat.
‘Pray lift me upon chair,’ said he to the princess, ‘and let me sit next to you.’ As soon as she had done
this, the frog said, ‘Put your plate nearer to me, that I may eat out of it.’ This she did, and when he
had eaten as much as he could, he said, ‘Now I am tired; carry me upstairs, and put me into your bed.’
And the princess, though very unwilling, took him up in her hand, and put him upon the pillow of her
own bed, where he slept all night long. As soon as it was light he jumped up, hopped downstairs, and
went out of the house. ‘Now, then,’ thought the princess, ‘at last he is gone, and I shall be troubled
with him no more.’
But she was mistaken; for when night came again she heard the same tapping at the door; and the
frog came once more, and said:
‘Open the door, my princess dear,
Open the door to thy true love here!
And mind the words that thou and I said
By the fountain cool, in the greenwood shade.’
And when the princess opened the door the frog came in.
To continue reading this story you can find the book in the library.
THE FROG-PRINCE by the Brothers Grimm from the book Grimms’ Fairy Tales
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Belong to BBA Principal’s Reading w/b 16th Sept
The Visitor by Ray Bradbury from the book The Illustrated Man
SAUL WILLIAMS awoke to the still morning. He looked
wearily out of his tent and thought about how far away Earth
was. Millions of miles, he thought. But then what could you
do about it? Your lungs were full of the “blood rust.” You
coughed all the time.
Saul arose this particular morning at seven o’clock. He was a
tall man, lean, thinned by his illness. It was a quiet morning
on Mars, with the dead sea bottom-flat and silent—no wind
on it. The sun was clear and cool in the empty sky. He
washed his face and ate breakfast.
After that he wanted very much to be back on Earth. During
the day he tried every way that it was possible to be in New
York City. Sometimes, if he sat right and held his hands a
certain way, he did it. He could almost smell New York. Most
of the time, though, it was impossible.
Later in the morning Saul tried to die. He lay on the sand and
told his heart to stop. It continued beating. He imagined
himself leaping from a cliff or cutting his wrists, but laughed
to himself—he knew he lacked the nerve for either act.
Maybe if I squeeze tight and think about it enough, I’ll just
sleep and never wake, he thought. He tried it. An hour later
he awoke with a mouth full of blood. He got up and spat it
out and felt very sorry for himself. This blood rust—it filled
your mouth and your nose; it ran from your ears, your
fingernails; and it took a year to kill you. The only cure was
shoving you in a rocket and shooting you out to exile on
Mars. There was no known cure on Earth, and remaining
there would contaminate and kill others. So here he was,
bleeding all the time, and lonely.
Saul’s eyes narrowed. In the distance, by an ancient city ruin,
he saw another man lying on a filthy blanket.
When Saul walked up, the man on the blanket stirred
weakly.
“Hello, Saul,” he said.
“Another morning,” said Saul. “Christ, I’m lonely!”
“It is an affliction of the rusted ones,” said the man on the
blanket, not moving, very pale and as if he might vanish if
you touched him.
“I wish to God,” said Saul, looking down at the man, “that
you could at least talk. Why is it that iintellectuals never get
the blood rust and come up here?”
“It is a conspiracy against you, Saul,” said the man, shutting
his eyes, too weary to keep them open. “Once I had the
strength to be an intellectual. Now, it is a job to think.”
“If only we could talk,” said Saul Williams.
The other man merely shrugged indifferently.
“Come tomorrow. Perhaps I’ll have enough strength to talk
about Aristotle then. I’ll try. Really I will.” The man sank
down under the worn tree. He opened one eye. “Remember,
once we did talk on Aristotle, six months ago, on that good
day I had.” “I remember,” said Saul, not listening. He looked
at the dead sea. “I wish I were as sick as you, then maybe I
wouldn’t worry about being an intellectual. Then maybe I’d
get some peace.”
“You’ll get just as bad as I am now in about six months,” said
the dying man. “Then you won’t care about anything but
sleep and more sleep. Sleep will be like a woman to you.
You’ll always go back to her, because she’s fresh and good
and faithful and she always treats you kindly and the same.
You only wake up so you can think about going hack to sleep.
It’s a nice thought.” The man’s voice was a bare whisper.
Now it stopped and a light breathing took over.
Saul walked off.
Along the shores of the dead sea, like so many emptied
bottles flung up by some long-gone wave, were the huddled
bodies of sleeping men. Saul could see them all down the
curve of the empty sea. One, two, three—all of them
sleeping alone, most of them worse off than he, each with
his little cache of food, each grown into himself, because
social converse was weakening and sleep was good.
At first there had been a few nights around mutual campfires. And they had all talked about Earth. That was the only thing they talked about. Earth and the way the waters ran in town creeks and what homemade strawberry pie tasted like and how New York looked in the early morning coming over on the Jersey ferry in the salt wind. I want Earth, thought Saul. I want it so bad it hurts. I want something I can never have again. And they all want it and it hurts them not to have it. More than food or a woman or anything, I just want Earth. This sickness puts women away forever; they’re not things to be wanted. But Earth, yes. That’s a thing for the
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Belong to BBA
mind and not the weak body.
The bright metal flashed on the sky.
Saul looked up.
The bright metal flashed again.
A minute later the rocket landed on the sea bottom. A valve opened, a man stepped out, carrying his luggage with him. Two other men, in protective germicide suits, accompanied him, bringing out vast cases of food, setting up a tent for him.
Another minute and the rocket returned to the sky. The exile stood alone.
Saul began to run. He hadn’t run in weeks, and it was very tiring, but he ran and yelled.
“Hello, hello!”
The young man looked Saul up and down when he arrived.
“Hello. So this is Mars. My name’s Leonard Mark.”
“I’m Saul Williams.”
They shook hands. Leonard Mark was very young—only eighteen; very blond, pink-faced, blue-eyed and fresh in spite of his illness.
“How are things in New York?” said Saul.
“Like this,” said Leonard Mark. And he looked at Saul. New York grew up out of the desert, made of stone and filled with March winds. Neons exploded in electric color. Yellow taxis glided in a still night. Bridges rose and tugs chanted in the midnight harbors. Curtains rose on spangled musicals.
Saul put his hands to his head, violently.
“Hold on, hold on!” he cried. “What’s happening to me? What’s wrong with me? I’m going crazy!”
Leaves sprouted from trees in Central Park, green and new. On the pathway Saul strolled along, smelling the air. “Stop it, stop it, you fool!” Saul shouted at himself. He pressed his forehead with his hands. “This can’t be!”
“It is,” said Leonard Mark.
The New York towers faded. Mars returned. Saul stood on the empty sea bottom, staring limply at the young newcomer.
“You,” he said, putting his hand out to Leonard Mark.“You did it. You did it with your mind.”
“Yes,” said Leonard Mark.
Silently they stood facing each other. Finally, trembling, Saul seized the other exile’s hand and wrung it again and again, saying, “Oh, but I’m glad you’re here. You can’t know how glad I am!”
They drank their rich brown coffee from the tin cups. It was high noon. They had been talking all through the warm morning time.
“And this ability of yours?” said Saul over his cup, looking steadily at the young Leonard Mark.
“It’s just something I was born with,” said Mark, looking into his drink. “My mother was in the blowup of London back in ’57. I was born ten months later. I don’t know what you’d call my ability. Telepathy and thought transference, I suppose. I used to have an act. I traveled all around the world. Leonard Mark, the mental marvel, they said on the billboards. I was pretty well off. Most people thought I was a charlatan. You know what people think of theatrical folks. Only I knew I was really genuine, but I didn’t let anybody know. It was safer not to let it get around too much. Oh, a few of my close friends knew about my real ability. I had a lot of talents that will come in handy now that I’m here on Mars.”
“You sure scared the hell out of me,” said Saul, his cup rigid in his hand. “When New York came right up out of the ground that way, I thought I was insane.”
“It’s a form of hypnotism which affects all of the sensual organs at once—eyes, ears, nose, mouth, skin—all of them. What would you like to be doing now most of all?”
Saul put down his cup. He tried to hold his hands very steady. He wet his lips. “I’d like to be in a little creek I used to swim in in Mellin Town, Illinois, when I was a kid. I’d like to be stark-naked and swimming.”
“Well,” said Leonard Mark and moved his head ever so little.
Saul fell back on the sand, his eyes shut.
Leonard Mark sat watching him.
Saul lay on the sand. From time to time his hands moved, twitched excitedly. His mouth spasmed open; sounds issued from his tightening and relaxing throat.
Saul began to make slow movements of his arms, out and back, out and back, gasping with his head to one side, his arms going and coming slowly on the warm air, stirring the yellow sand under him, his body turning slowly over.
Leonard Mark quietly finished his coffee. While he drank he kept his eyes on the moving, whispering Saul lying there on the dead sea bottom.
“All right,” said Leonard Mark.
Saul sat up, rubbing his face.
After a moment he told Leonard Mark, “I saw the creek. I ran along the bank and I took off my clothes,” he said breathlessly, his smile incredulous. “And I dived in and swam around!”
To continue reading this story you can find the book in the library.
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Principal’s Reading w/b 23rd Sept Belong to BBA
William Tell
The people of Switzerland were not always free and happy as they are to-
day. Many years ago a proud tyrant, whose name was Gessler, ruled over
them, and made their lot a bitter one indeed.
One day this tyrant set up a tall pole in the public square, and put his own
cap on the top of it; and then he gave orders that every man who came into
the town should bow down before it. But there was one man, named
William Tell, who would not do this. He stood up straight with folded arms,
and laughed at the swinging cap. He would not bow down to Gessler himself.
When Gessler heard of this, he was very angry. He was afraid that other men
would disobey, and that soon the whole country would rebel against him. So
he made up his mind to punish the bold man.
William Tell's home was among the mountains, and he was a famous hunter.
No one in all the land could shoot with bow and arrow so well as he. Gessler
knew this, and so he thought of a cruel plan to make the hunter's own skill
bring him to grief. He ordered that Tell's little boy should be made to stand
up in the public square with an apple on his head; and then he bade Tell
shoot the apple with one of his arrows.
Tell begged the tyrant not to have him make this test of his skill. What if the
boy should move? What if the bow-man's hand should tremble? What if the
arrow should not carry true?
"Will you make me kill my boy?" he said.
"Say no more," said Gessler. "You must hit the apple with your one arrow. If
you fail, my sol-diers shall kill the boy before your eyes."
Then, without another word, Tell fitted the arrow to his bow. He took aim,
and let it fly. The boy stood firm and still. He was not afraid, for he had all
faith in his father's skill.
The arrow whistled through the air. It struck the apple fairly in the center,
and carried it away. The people who saw it shouted with joy.
As Tell was turning away
from the place, an arrow
which he had hidden under
his coat dropped to the
ground.
"Fellow!" cried Gessler,
"what mean you with this
second arrow?"
"Tyrant!" was Tell's proud
answer, "this arrow was for
your heart if I had hurt my
child."
And there is an old story,
that, not long after this, Tell
did shoot the tyrant with
one of his arrows; and thus
he set his country free.
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Belong to BBA Principal’s Reading w/b 30th Sept
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Belong to BBA Principal’s Reading w/b 7th Oct
Julius Caesar
Nearly two thousand years ago there lived in Rome a man whose name was
Julius Caesar. He was the greatest of all the Romans.
Why was he so great?
He was a brave warrior, and had conquered many countries for Rome. He
was wise in planning and in doing. He knew how to make men both love and
fear him.
At last he made himself the ruler of Rome. Some said that he wished to be-
come its king. But the Romans at that time did not believe in kings.
Once when Caesar was passing through a little country village, all the men,
women, and children of the place, came out to see him. There were not
more than fifty of them, all together, and they were led by their mayor, who
told each one what to do.
These simple people stood by the roadside and watched Caesar pass. The
mayor looked very proud and happy; for was he not the ruler of this village?
He felt that he was almost as great a man as Caesar himself.
Some of the fine officers who were with Caesar laughed. They said, "See how
that fellow struts at the head of his little flock!"
"Laugh as you will," said Caesar, "he has reason to be proud. I would rather
be the head man of a village than the second man in Rome!"
At another time, Caesar was crossing a narrow sea in a boat. Before he was
halfway to the farther shore, a storm overtook him. The wind blew hard; the
waves clashed high; the lightning flashed; the thunder rolled.
It seemed every minute as though the boat would sink. The captain was in
great fright. He had crossed the sea many times, but never in such a storm as
this. He trembled with fear; he could not guide the boat; he fell down upon
his knees; he moaned, "All is lost! all is lost!"
But Caesar was not afraid. He bade the man get up and take his oars again.
"Why should you be afraid?" he said. "The boat will not be lost; for you have
Caesar on board."
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Belong to BBA Principal’s Reading w/b 14th Oct
by the Brothers Grimm from the book Grimms’ Fairy Tales
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Knowledge Organiser
Subjects
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Section 1: Key Vocabulary Tier 3 vocabulary Definition
Anecdote A short interesting story about a real incident or person: ‘I had a friend who…’
Facts Something that can be proven to be true.: ‘smoking is bad for your health’
Opinion A personal belief : I believe schools need more money for books’
Rhetorical Questions A question designed to get the listener to think: ‘Do you know what it’s like to…’
Emotive Language Language designed to convey strong emotions ‘The litter around school is a disgrace’
Statistics Numerical facts, often expressed as percentages ‘65% of students would prefer…’
Tricolon A series of three parallel words, phrases or clauses: ‘Friends, Romans, Countrymen…’
Pronouns A word that you use to refer to something or someone when you do not need to use a noun.
Imperatives verbs Command phrases to force the listener to act ‘You must’
Anadiplosis Where the speaker uses a word at the end of a clause and then repeats that word to begin the next clause.
Antithesis If there is an antithesis between two things, there is a contrast between them.
Anaphora The same phrase repeated at the start of succeeding sentences.
Rhetoric The skill of using language effectively
Tier 2 vocabulary Definition
Vehemently To have strong feelings about something
Preposterous Ridiculous
Moral Decent, honest, respectable
Obligation A sense of duty
Reckless Irresponsible
Tyrannical Unfair to others whom they have authority over
Proposal Idea or suggestion
Compromise Coming to an agreement or settlement
Convincing Believable
Compelling Gripping or interesting
Section 3
In Churchill’s speech, you may have noticed that lots of his sentences begin with the phrase, ‘we shall…’ “We shall go on to the end, we shall fight in France, we shall fight
on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island,
whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the
streets, we shall fight in the hills; we shall never surrender”
Repetition of words or phrases at the beginning of successive clauses, phrases or sentences is called Anaphora. Anaphora is used for emphasis. TASK: Write a speech to your peers persuading them to act on an issue
you really care about.
Using the statement above, write a 300 word paragraph of your own, using anaphora. You could start with:
I love…
I hate…
I will…
I will never...
Section 2: Key Facts
Questions: Answers:
What is the Aristotelian Triad?
Aristotle suggested there are three main ways that writers and speakers appeal to their audience. These three methods of appeal have become known as the ‘Aristotelian Triad’.
What is ‘Ethos’? Ethos is how we portray ourselves in an argument: it is the image persuaders present of themselves, to those they attempt to persuade. ‘You should believe in me because..’
What is ‘Logos’? Logos is a Greek term meaning ‘word’ and refers to using logic and reasoning as your appeal. Logos is the clarity of the message itself, the credible arguments used and the supporting evidence on which arguments are built: facts, rather than emotion.
What is ‘Pathos’? Pathos is the emotional influence of the speaker on the audience. Its goal is to make the audience feel something. Whether this is fear, joy, or patriotism, appealing to people’s emotions is a really powerful way to get them onside.
What is socialism? Socialism is a set of left-wing political principles whose general aim is to create a system in which everyone has an equal opportunity to benefit from a country’s wealth. Under socialism, the country’s main industries are usually owned by the state.
What is capitalism?
Capitalism is an economic and political system in which property, business, and industry are owned by private individuals and not by the state.
What is communism?
Communism is the political belief that all people are equal and that workers should control the means of producing things.
Who was George Orwell?
Orwell was an English novelist whose work is well known for raising awareness of social injustice and supporting democratic socialism.
Belong to BBA Subject: English Topic: Rhetoric Year: 8 Term: Autumn 1
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Year 8 GCSE RHETORIC
w/b 9th September Pick 10 pieces of vocabulary from the first column of your English Knowledge Organiser for this half term. Design a symbol or logo
that represents each piece of vocabulary and its meaning.
w/b 16th September The words ‘good’ and ‘bad’ have been banned indefinitely. Come up with 15 synonyms for each that you could use as an
alternative in your writing.
w/b 23rd September Write a short analysis of a television advert and explain how it uses ethos, logos and pathos to persuade the audience to buy the product.
w/b 30th September
Write a 200 word speech arguing for or against something of your choice. You must include at least one example of:
Anaphora
Tricolon
Rhetorical Question
w/b 7th October Look at Section 3 of your Knowledge Organiser. Create a power plan for the task: Write a speech to your peers persuading them
to act on an issue you really care about.
w/b 14th October Write a 300 word response to the task you planned last week: Write a speech to your peers persuading them to act on an issue
you really care about.
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Belong to BBA Subject: Maths Year: 8 Term: Autumn 1
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Ratio Compares the size of one part to an-other part.
Equivalent Ratios Ratios that express the same relation-ship between numbers. For example: 1:2 is equivalent to 2:4 and 3:6
Proportion Compares the size of one part to the size of the whole.
Unitary method Finding the value of a single unit
Best Buy Comparing the cost of the same num-ber of items and the lowest price is the best value.
Percentage Number of parts per 100
Percentage Increase Increase a quantity by a percentage
Percentage Decrease Decrease a quantity by a percentage
Percentage Change Comparing the initial (or before) and final (or after) quantities as a percent-age.
Multiplier A number you multiply a quantity by to increase or decrease by a percent-age
Factor A number that divides into another number without a remainder
Common Factor A number that divides exactly into two or more numbers.
Tier 2 vocabulary Definition
Reduce To decrease an amount
Calculate To work something out using mathe-matical reasoning
Section 2: Key Fact/Methods/Processes/Questions
Adam and Kevin share the running costs of the car in the ratio 1 : 3. Last year it cost £1860 to run the car. How much did Kevin pay?
To make suet you need fat and flour in the ratio 1:3. Yasmin has 180g of flour. How much fat does she need to make the suet?
Increase £30 by 10%. Method 1: Using a Ratio table Method 2: Multiplier £30 × 1.1 = £33 Method 3: Bar Model
A TV costs £320 and it is reduced in the sale by 12%. What is the new price?
To find a 12% reduction, multiply by 0.88
Percentage Change =
Section 3: Possible exam/CAF-style questions
You must draw a diagram for each question.
1. Share £40 between two people in the ratio 3:5.
2. Bart and Homer share some cookies in the ratio 2:5.
Homer eats half of his cookies and now has 12 more cook-
ies than Bart.
How many cookies did Homer have to begin with?
3. Jake watched 135 minutes of a film which is 225 minutes
long. What percentage of the film has he watched?
Show his progress watching the film on a bar model.
4. A box of 14 bars of chocolate from Adli cost £8.40
however 20 bars costs £14.50 from Midl.
Which shop gives better value and is the best buy?
(Use a ratio table for each supermarket )
5. Ben wants to know how much of each ingredient he will need to make 12 pancakes. He has a recipe for 8 pancakes: 300ml milk, 2 eggs, 100g plain flour.
% 100 10 110
£ 30 3 33
÷10
÷10
100+10
30+3
10% 0% 100% 110%
£0 £30 £33 £3
0% 100
0 225
Pancakes 8
19
Year 8 Mathematics
w/b 9th September
Section 1: Vocabulary
Calculate the mean median and mode of this data set 1, 5, 0, 2, 3, 4, 9, 3, 1, 2.
Which average would you use as a representative value of the data set? Write a few sentences to explain your reasoning.
Hegarty Maths Video Numbers: Mean 405, Median 409, Mode 404
w/b 16th September
Section 2: Key Facts
Hegarty Maths Video Numbers: Unsure 68 Confident 67
w/b 23rd September
Section 3: CAF Questions
Draw diagrams to answer questions 1, 2, and 3 in section 3.
Hegarty Maths Video Numbers: Unsure 332 333 Confident 333 334 Sharing in a given ratio
w/b 30th September
Section 1: Vocabulary
Simplify these ratios: a) 2:4 b) 21:35 c) 36:12 Write five equivalent ratios to 1:5
Hegarty Maths Video Numbers: Unsure 329 Confident 329 331
w/b 7th October
Section 2: Key Facts
At shop A a pack of 10 pens is £1. Shop B sell 4 pens for 38p. Which is the best buy? You must draw ratio tables.
Hegarty Maths Video Numbers: Unsure 763 764 Confident 764 765
w/b 14th October
Section 3: CAF Questions
Draw tables to answer questions 4 and 5 in section 3.
Hegarty Maths Video Numbers: Unsure 739 Confident 740 Recipes
20
Subject: Science Topic: Electricity and magnetism Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Electrons The negative particle responsible for
carrying current.
Current Measured in Amps (A)
Conductors Something that allows electricity to
flow through it.
Insulators Something that does not allow
electricity to flow through it.
Resistance How difficult it is for the current to get
around a circuit. Measured in Ohms
(Ω)
Potential difference The difference in charge between two
points of a circuit. Measured in Volts
Series A circuit with only one loop with
everything working together.
Parallel A circuit with more than one loop,
each loop working independently.
Magnetic field Area surrounding a magnet. The closer
together the lines are the stronger the
field.
Electromagnet A core which is made into a magnet by
the passage of electrical current going
through the coil surrounding it.
Pole Ends of a magnet.
Permanent magnet Something that retains its magnetic
properties. Induced magnet Something that has its magnetic properties
turned off and on.
Tier 2 vocabulary Definition
Component Part of a circuit e.g. a buzzer.
Repel To push away
Attract To pull something towards
Section 3: Possible exam/CAF-style ques-
tions
Section 2: Key Fact/Methods/Processes/
Questions
1 KW 1000 W
÷ 1000
x 1000
Key equations
charge flow (C) = current (A) × time (s)
potential difference (V) = current (A) × resistance (Ω)
Power (W) = potential difference (V) × current (A)
power (W) = (current)2 (A) × resistance (Ω)
energy transferred (J) = charge (C) × potential dif-
ference (V)
1. Calculate the charge flow in a circuit that
runs for 1 minute and has a current of 30A.
2. Calculate the potential difference for a
circuit which has a current of 20 Amps and
resistance of 3 Ω.
3. Calculate the power of a circuit with a
current of 10 A and a resistance of 5 Ω.
4. Convert the following :
i) 2 KW —> W
Ii) 7000 W —> KW
Iii) 7.5 KW —> W
IV) 10,000 W —> KW
V) 0.07 KW —> W
5. Sammy works at a scrap metal yard. He
needs to move some metal from one side
of the yard to the other. Explain how
Sammy could use electromagnets to help
him achieve this.
6. The diagram shows a magnetic lock for a
door. It consists of both a strong
permanent magnet and an electromagnet.
It is fitted into the door frame. An iron
plate is attached to the door.
21
Year 8 Science Autumn 1
w/b 9th September Read, cover, write and check Section 1 Vocabulary for Electricity and Magnetism.
w/b 16th September
Use your knowledge of resistance to plan a practical investigating the resistance of a wire. You will change
the length of the wire and measure the resistance across the circuit.
1. Identify the independent, dependent and control variables.
2. List the equipment you would need.
3. Identify any risks associated with the practical.
w/b 23rd September
Using your planning from last week,
1. Write a method for Investigating the Resistance of a Wire practical.
2. Write a predict ion for what you think you would see.
3. Draw a suitable table to record your results in.
w/b 30th September Read, cover, write and check the equations in Section 2. Practise rearranging the equations
w/b 7th October
Read, cover and write the circuit symbols in Section 2.
Use the circuit diagrams to draw the following:
1. Parallel circuit containing: a variable resistor, a bulb and a cell.
2. A series circuit containing: a variable resistor, a bulb and a cell.
3. A parallel circuit containing: a battery, 2 bulbs, a motor, an ammeter.
4. A series circuit containing: a battery, 2 bulbs, a motor, an ammeter.
w/b 14th October Answer the exam questions in Section 3.
22
Belong to BBA Subject: Geography Topic: Development Year: 8 Term: Autumn 1
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Development
indicator
A method of measuring the
wealth of a country.
Developed country A country with high human
development, e.g. UK.
Emerging country A country with medium human
development, e.g. Brazil.
Developing country A country with low human
development, e.g. Malawi.
Aid The giving of help and support in
order to help countries/places
develop.
Population density A measurement of the number of
people living in one area.
Densely populated A large amount of people living in
one area.
Sparsely populated Few people living in one area.
Tier 2 vocabulary Definition
Social Geographical term for people
Economic Geographical term for money.
Environmental Geographical term for land and
water.
Rural Geographical term for the
countryside.
Urban Geographical term for towns and
cities.
Population The amount of people in one
area.
Challenges Problems an area might face.
Section 2a: Key Fact Questions
1. Which development indicator is about money?
2. Give three social measures of development
3. Is Malawi a developed, emerging or developing
country?
4. On which continent do you find Malawi?
5. What is the capital of Malawi?
6. What is the currency in Malawi?
7. What is the population of Malawi?
8. In what city is the Ndirande slum located in?
9. What is the population of the Ndirande slum?
10. What does the term ‘landlocked’ mean?
11. What disease is associated with dirty water?
Section 2b: Thinking Questions
1. Explain one factor (e.g. lack of clean water) that has
impacted the development of Malawi. Write at least
one paragraph.
2. Explain two ways in which the Ndirande slum could
be improved. Write at least one paragraph.
Section 3
Figure 1.
1. Malawi is a landlocked country. Explain what impact
this has had on the country’s development. Write at
least one paragraph.
Figure 2.
2. Using figure 2, explain two challenges of living in the
Ndirande slum. Write at least one paragraph.
23
Year 8 Subject Geography
w/b 9th September Put at least seven of the Tier 2 and 3 words into a full geographical
sentence, e.g. The UK is a developed country in Europe.
w/b 16th September Answer the question based on figure 1. Write at least one
paragraph.
w/b 23rd September Use the self assessment template to mark your own work (from
week 2) and improve it.
w/b 30th September Answer the question based on figure 2. Write at least one
paragraph.
w/b 7th October Answer the questions in this section – simple, short, one or two
word answers is all you need.
w/b 14th October Full paragraph answers to the questions in 2b. Explain your answers
using chains of reasoning.
24
Subject: History Year: 8 Term: Autumn 1 Belong to BBA
Section 2a: Key Fact Questions
1. Who was in an alliance with the UK in 1914?
2. Who was in an alliance with Germany in 1914?
3. What happened in Sarajevo on 28th June 1914?
4. What was the name of the terrorist group who assassi-
nated Archduke Franz Ferdinand?
5. What was the name of the man who assassinated Arch-
duke Franz Ferdinand?
6. What encouraged a lot of British soldiers to ‘Join Up’?
7. Which battle began July 1st, 1916?
8. In which country did the Battle of the Somme occur?
10. How many casualties were there on all sides in the
whole of the Battle of the Somme?
10. When is Remembrance Day?
Section 2b: Historical concepts e.g.
What was the main cause of the First World War?
Write one paragraph on the MAIN cause (Militarism, Alliance
System, Imperialism or Nationalism) that you think was the
most important reason for the war.
Remember to explain your answers using “because” and
“This meant that…”
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Militarism Wanting your country to have power-
ful armed forces
Alliance System When countries agree to support
each other if they ever get involved in
a war e.g. Britain was in an alliance
with France and Russia.
Imperialism Wanting to take over countries
around the world and have an em-
pire.
Nationalism Believing your country is better than
all other countries.
Trenches The ditches dug by the armies of
WW1 to protect the soldiers from
enemy fire
Morale The spirit or determination of an army
or nation to carry on fighting
Barrage Firing lots of shells repeatedly at the
enemy
Shell Like a bomb. It explodes with a lot
power
Shell-shock A mental illness that soldiers devel-
oped in WW1 due to the difficult cir-
cumstance that they had to endure
Casualties The number of dead and wounded
soldiers during a battle
Infantry Soldiers fighting on foot
Tier 2 vocabulary Definition
Assassinate Murder an important person
Propaganda Information that is usually exaggerat-
ed, used to promote a point of view.
General One of the highest ranked soldiers in
an army
Objective A goal you wish to reach
Military Armed forces
Section 3
Look at this poster from 1918.
The poster is encouraging British men to join up to the ar-
my. How do you know?
Use details from the source and your own knowledge
Look at this painting from 1923, by German artist Otto Dix.
What does it tell you about what the First World War was
like?
Use details from the source and your own knowledge
25
Year 8 History
w/b 9th September SECTION 1— Put at least five of the words into a full sentence. Use the
word in a historical context e.g. Militarism caused WW1 because…
w/b 16th September SECTION 3—Answer the question based on image 1.
w/b 23rd September Use the PEEL Marking Checklist to mark your own work (from week 2)
and improve it.
w/b 30th September SECTION 3 - Answer the question based on image 2.
w/b 7th October SECTION 2a—Answer the questions in this section – simple, short, one
or two word answers is all you need.
w/b 14th October
SECTION 2b— Full paragraph answers to the questions in 2b. Explain
your answers using historical words such as causes, consequences,
significant.
26
Subject: Spanish Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
El año pasado Last year
El verano pasado Last summer
Fui a... I went to...
Escocia Scotland
Gales Wales
Inglaterra England
Los Estados Unidos USA
autocar coach
avión plane
barco boat/ferry
coche car
tren train
luego then
Más tarde later
después afterwards
El primer día On the first day
El último día On the last day
Otro día Another day
a/al/a los/a las to (the)
en by
Además Also, in addition
No fui de vaciones. I didn’t go on holiday.
Normalmente... Normally...
Section 3 - CAF Style Question
Ángel and Borja have blogged about their holidays in Brazil. Read the blogs, then an-swer the questions by writing A (Ángel), B
(Borja) or A + B (Ángel and Borja).
En el verano fui de vacaciones a Río de Janeiro. ¡Qué guay! Fui a un hotel en la playa, donde descansé y escuché música. El primer día cono-cí a una chica muy guapa. Por la noche bailé con ella en la discoteca del hotel. El último día de mis vacaciones fui a ver un partido de fútbol en el famoso estadio de Maracaná. Fue genial. Me gustó mucho Brasil, especialmente la visita al estadio. Ángel
En las vacaciones de verano fui a Brasil. Hizo muy buen tiempo. Durante las vacaciones mi hermano y yo tomamos el sol por la mañana y luego por la tarde fuimos de compras. Un día fuimos en autocar a ver monumentos. También visitamos el estadio de fútbol. Fue fantástico y saqué muchas fotos. La última tarde salí con mi hermano a una discoteca, donde bailamos mu-cho. Borja
Who… Example: went dancing? A + B
mentions the weather?
made friends while on
holiday?
went on holiday in the
summer?
went on a coach trip?
loved the football stadium?
does not mention with whom
they went on holiday?
Section 2: Key Ideas
¿Qué hiciste? What did you do?
Bailé - I danced
Compré una camiseta - I bought a T-shirt
Descansé en la playa - I relaxed on the beach
Mandé SMS - I sent texts
Monté en bicicleta - I rode my bike
Nadé en el mar - I swam in the sea
Saqué fotos - I took potos
Tomé el sol - I sunbathed
Visité monumentos - I visited monuments
Bebí - I drank
Comí—I ate
¿Cómo te fue? How was it?
Fue... - it was...
divertido - fun/funny
estupendo - brilliant
fenomenal - fantastic
flipante - awesome
genial - great
guay - cool
regular - ok
un desastre - a disaster
horroroso - terrible
raro - weird
Me gustó - I liked (it)
Me encantó - I loved (it)
porque ...- because…
hizo buen tiempo - the weat-her was good
llovió - it rained
Exclamaciones Exclamations
¡Qué bonito! - How nice!
¡Qué rico! - How tasty!
¡Qué lástima! - What a shame!
¡Qué mal! - How bad!
¡Qué rollo! - How annoying!
27
Year 8 Spanish
w/b 9th September Learn the countries and the modes of transport in Spanish for a vocab check in your first lesson of the week.
w/b 16th September Learn the English meaning of the activities from the ¿Qué hiciste? part of section 2, for a vocab check in your first lesson of
next week.
w/b 23rd September Learn the Spanish spellings of the activities from the ¿Qué hiciste? part of section 2, for a vocab check in your first lesson of
next week.
w/b 30th September Learn the Spanish spellings of the opinions in the ¿Cómo te fue? part of section 2, for a vocab check in your first lesson of
next week.
w/b 7th October
Write a power plan in Spanish to answer the following bullet points:
Where did you go on holiday last year?
What activities did you do?
How was your holiday?
Use section 1 and 2 for help.
w/b 14th October Complete the reading activity in section 3 by writing A (Ángel), B (Borja) or A + B (Ángel and Borja) next to the English statements
about the texts. Use section 1 and 2 for help if needed.
28
Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Binary
Binary is a number system that only uses two digits: 1 and 0. All information that is processed by a computer is in the form of a sequence of 1s and 0s. Therefore, all data that we want a computer to process needs to be converted into binary.
Denary
The number system most commonly used by people. It contains 10 unique digits 0 to 9. Also known as decimal or base 10
Translator
Program translators convert program code into machine code to be executed by the CPU. There are three types of translator:
1. Interpreter 2. Compiler 3. assembler
Interpreter
A program that translates high level programming languages into machine code. Programs can either be interpreted or compiled.
Tier 2 vocabulary Definition
Representing Data
All data inside a computer is transmitted as either on or off. In order for a computer to be able to process any kind of data, including text, images and sound, they must be converted into binary form.
Software
The programs, applications and data in a computer system. Any parts of a computer system that aren't physical.
Bit The smallest unit of data in computing represented by a 1 in binary.
RAM
Random Access Memory (RAM): Memory that is constantly being written to and read from. It does not retain its contents without a constant supply of power.
Section 3: Possible exam/CAF-style questions
1) What is binary?
a. A sequence of 1s and 0s
b. The way a computer speaks
c. A useless code that is no longer used
2) What kind of a ‘base’ system is binary known as?
a. Base 10
b. Base 2
c. Base 16
3) What would the denary number 199 be in binary?
a. 11000110
b. 10100111
c. 11000111
4) What code can be used to convert text into binary?
a. Python
b. ASCII code
c. Binary code
5) Convert the following into binary:
6) Convert the following into decimal:
Section 2: Key Fact/Methods/Processes/
Questions The benefits of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc:
Portable.
Can be used on different machines.
Larger capacity.
Useful for Backups. The limitations of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc:
Can be slower.
Some are easier to lose which means that it is gone for ever.
DVDs can be scratched and folders / files can become corrupted.
Hexadecimal (or hex) is a base 16 system used to simplify how binary is represented. A hex digit can be any of the following 16 digits: 0 1 2 3 4 5 6 7 8 9 A B C D E F. Each hex digit reflects a 4-bit binary sequence. Hex codes are used in many areas of computing to simplify binary codes. How to tell if the answer to a Decimal Value will be an Odd number: There will be a 1 placed in the conversation table under the 1 bit value as shown in the example below. Binary Addition Rules: 1+0=1 1+1=10 1+1+1=11 Remember: Binary only works with 0s & 1s and is not worked out like traditional maths problems.
128 64 32 16 8 4 2 1
22 =
97 =
134 =
128 64 32 16 8 4 2 1 Decimal
0 0 0 0 0 1 1 1 =
1 0 1 0 1 0 1 0 =
1 1 1 1 0 1 1 1 =
Subject: ICT Topic: Data Representation Year: 8 Term: Autumn 1
29
Year 8 Data Representation
w/b 9th September Learn the spelling sand meanings of all the Tier 2 Vocabulary in preparation for the CAF test
w/b 16th September
Go onto the following website and revise the information on Binary and then answer the questions from the test in your
homework book.
Web link: https://www.bbc.com/bitesize/guides/z26rcdm/revision/1
w/b 23rd September Learn the spellings and meanings of all the Tier 3 Vocabulary in preparation for the CAF test
w/b 30th September Answer the questions from Section 3.
w/b 7th October
Go onto the following website and revise the information on Representing Text, Images and Sound and then answer the
questions from the test in your homework book.
Web link: https://www.bbc.com/bitesize/guides/zpfdwmn/revision/1
Remember to write the questions out as well.
w/b 14th October Highlight all of the keywords in Section 2 and research three further keywords and find what the meanings are
Note: do not use keywords already in Section 1.
30
Subject: Product Design 1 Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Product Analysis Product analysis can take different forms but in general it means asking questions about a product and forming answers.
Manufacturing The process of converting raw materials, components, or parts into finished goods that meet a customer's expectations or specifications.
Access Fm ACCESS FM is the acronym for creating a great product in design technology, the letters stand for: Aesthetics (how it looks) Cost (the price) Customer (who will buy it) Environment (is it eco-friendly)
Sketching Drawing lightly when you first start a picture, to get the shape and proportion; by pressing lightly you can rub out any inaccuracies
Development Providing details and support for our ideas is called development.
Design Specification A design specification is used to describe all of the client and technical requirements gathered throughout the research process
Functionally In a way that is practical and useful, rather than attractive.
Modification
Unforeseen changes may affect timescale, cost and material selection. These may be minor and have low impact on the design.
Tier 2 vocabulary Definition
Logo A symbol or other small design adopted by an organisation to identify its products, uniform, vehicles, etc.
Evaluate Form an idea of the value or assess the quality or effectiveness of a piece of work.
Section 2: Key Fact/Methods/Processes/Questions
Many everyday items have been made
more comfortable and effective to use.
Do you think these are more expensive to make? Explain/
Discuss:
What makes a successful logo?
Section 3: Possible exam/CAF-style questions
1. Product analysis; where is it used in industry?
2. How does product analysis affect the way in which
products are designed?
3. What information do you think would be helpful for a
designer making a chair for a café?
4. How does research help a designer improve their design?
5. As part of research, it’s essential to know what else is on
the market and how it’s made. Why?
6.Product analysis can help your awareness of:
7. What areas should you consider when carrying out
product analysis?
8. Why is it important to test a final product?
9. What could cause a change to the original design
specification?
31
Year 8 Product Design 1
w/b 9th September SECTION 1— Put at least 5 of the words into a full sentence.
w/b 16th September SECTION 3—Answer first 4 question in section 3. Where required, use as much detail as
possible and justify your response
w/b 23rd September Using your knowledge of ACCESS FM produce a product analysis for the kids fork and spoon
in section 2
w/b 30th September SECTION 2—Study the information and images shown in section 2 and perform the task to
the best of your ability
w/b 7th October SECTION 1— Put the other 5 words into a full sentence. Make sure you are using Design and
technology references.
w/b 14th October SECTION 3—Answer the last 4 question in section 3. Where required, use as much detail as
possible and justify your response
32
Subject: Product Design 2 Topic: Timbers and Plastics Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Brainstorming Listing all possibilities for the design
problem, usually in a spider-type
diagram or similar.
CAD Computer software that helps the
designer to create designs, plans,
technical drawings and 3D images of
the design being explored. Computer
aided design.
CAM Computer software programs and
Computer Numeric Control (CNC)
machinery, such as a milling machine
lathe or vinyl cutter machine, that
allows CAD produced designs to be
made by the CAM machinery.
Computer aided manufacture.
Durability The ability of a material or product
to last a long time.
Research Gathering information to help with
design work. The process of looking
at existing ideas and designs and
listing good and bad features.
Gathering other information that will
assist with design work.
Hardwoods From deciduous trees, oak, teak,
beech, high cost as grow slow
Softwoods From coniferous trees ‘pine, spruces’
low cost as grow fast
Man- made
boards
MDF, plywood, hardboard.
Reshaped to improve the properties
Thermoplastic Can be heated and shaped many
times
Section 3: Possible exam/CAF-style questions What does MDF stand for?
What tool would you use to support a piece of wood while
cutting?
What is the unit of measurement used in the workshop?
Vacuum forming is a method of what?
What are the properties of concrete?
What does the term “tolerance” mean in Design and
Technology?
How much variation from a precise size specification
can be allowed.
How well you work together with your partner in the
workshop.
Marking out using a specific tool such as a try
square.
Making sure you hold your wood in place while
sawing.
Explain the difference between natural wood and man-
made board. Use examples to justify your answer.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Section 2: Key Fact/Methods/Processes/Questions
Task: Draw out the tools/equipment and make sure they
are labelled correctly. Describe what each is used for during
your practical lessons.
The pillar drill is used for drilling holes through
materials including a range of woods, plastics
and metals.
A tenon saw and bench hook are used to
cut straight lines in timber.
33
Year 8 Subject Product Design 2
w/b 9th September SECTION 1— Put at least five of the words into a full sentence.
w/b 16th September SECTION 3—Answer all the question in section 3. Where required, use as much detail as
possible and justify your response
w/b 23rd September List ten health and safety rules that should be followed when performing practical tasks in
the workshop. Justify your answers fully.
w/b 30th September SECTION 2—Study the information and images shown regarding the “pillar drill”. Answer the
questions in as much detail as you can.
w/b 7th October SECTION 1— Put the other four words into a full sentence. Make sure you are using Design
and technology references.
w/b 14th October SECTION 2—Study the information and images shown regarding the ‘tenon saw and bench
hook’. Describe the process you would go through in order to cut straight lines in wood.
34
Subject: Food Technology Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Contamination The action or state of being made impure
by polluting or poisoning.
Risk assessment A systematic process of evaluating the
potential risks that may be involved in a
projected activity or undertaking.
Hygienic Maintaining health and preventing
disease, especially by being clean; sanitary.
Risk A situation involving exposure to danger.
Hazard A danger or risk
Safety The condition of being protected from or
unlikely to cause danger, risk, or injury.
Functions The functional properties of different
ingredients can be combined. Binding uses
fats, eggs, cereals and flour to bind
ingredients. For example, egg is used to
bind together a biscuit mixture
Disinfect Clean (something), especially with a
chemical, in order to destroy bacteria.
Sanitisation Making something sanitary (free of germs)
as by sterilising. Sanitising, cleaning or
cleansing, the act of making something
clean.
EHO Environmental Health Officer
Tier 2 vocabulary Definition
Precautions A measure taken in advance to prevent
something dangerous, unpleasant, or
inconvenient from happening.
Equipment The set of necessary tools, clothing, etc.
for a particular purpose
Purpose The reason for which something is done or
created or for which something exists.
Modifications To change or modify something
Section 2: Important ideas
Salmonella Salmonella bacteria typically live in animal and
human intestines and are shed through faeces.
Humans become infected most frequently through
contaminated water or food.
Listeria A bacterium that causes an illness called
Listeriosis. Cases of foodborne illness from listeria
are rare, but can involve serious symptoms and
even death in certain groups of people
Campylobacter Commonly found in raw meat, particularly raw
poultry such as chicken, turkey, etc. Cooking meat
thoroughly usually kills the bacteria.
Escherichia coli E. coli is a type of bacterium that normally lives in
the intestines of people and animals. However,
some types of E. coli can cause intestinal infection.
Other strains cause intestinal sickness.
Clostridium
botulinum
A bacterium that produces dangerous toxins under
low-oxygen conditions. The toxins are one of the
most lethal substances known. They block nerve
functions and can lead to respiratory and muscular
paralysis.
Staphylococcus Staph food poisoning is an illness involving the
intestines and causes vomiting, nausea, diarrhoea
and especially dehydration. It is caused by eating
food which is contaminated by toxins produced by
Staphylococcus aureus.
Food poisoning
symptoms
Food poisoning is an illness caused by eating
contaminated food, symptoms include abdominal
cramps. diarrhoea. vomiting. loss of appetite. mild
fever. weakness. nausea. headaches.
Bacteria
multiplication
In the correct conditions (with warmth, moisture,
nutrients) bacteria can multiply rapidly. The
correct core cooking temperature to kill bacteria is
70 degrees.
Section 3: Possible exam/CAF-style questions
Raising agents
Any substance added to a food product (such as dough or
batter) that makes them rise when cooked; leavening
agent.
Types of leavening agent
Chemical – baking powder, sodium bicarbonate,
ammonium bicarbonate (by releasing carbon dioxide gas)
Biological – yeast (by fermentation)
Mechanical -Air can be added to food mechanically using
whisking, sieving, creaming, beating, rubbing in, rolling and
folding.
Disadvantages of convenience foods:
May have less meat, fish, or cheese than you would
include in homemade versions.
Cooking time is sometimes increased for thawing or
longer baking time.
Harder to control fat, salt and sugar levels.
Cost per serving may be higher than homemade.
Convenience foods are typically high in calories, fat,
saturated fat, sugar, salt, and trans-fats.
They tend to lack freshness in fruits and vegetables,
which means less vitamins.
Packaging that is not able to be recycled .
What are the risks of eating a poor diet?
In the short term, poor nutrition can contribute to stress,
tiredness and affect our capacity to work, and over time, it can
contribute to the risk of developing some illnesses and other
health problems such as: being overweight or obesity, tooth
decay, high blood pressure, type 2 diabetes .
Eat a Balanced Diet
Good nutrition depends on eating all the essential nutrients -
fats, carbohydrates, protein, vitamins, minerals, and water -
and eating them in a balance that nourishes your body. There
are three main nutrients in all foods: carbohydrates, protein
and fats.
35
Year 8 Food
w/b 9th September Read section 1 and 2
What are some of the serious implications of food poisoning? How can food poisoning be prevented ?
w/b 16th September Read section 1
What is the role of the environmental health officer in the food industry? Why is it important to maintain a good rating ?
w/b 23rd September
Read section 3
Write a passage to answer the following: Why are raising agents important in the production of baking? How will this affect
the texture of the product if they are not used?
w/b 30th September Read section 3
Ready meals are becoming more widely used in the UK, what impact might this have on the health of people and the environment ?
w/b 7th October Read the extract in Section 3
When considering a balanced diet how would you advise someone else how to follow a healthy lifestyle?
w/b 14th October Read the extract in Section 3
What is the impact on your health if you do not have a varied diet? How could this affect you?
36
Subject: Art and Design Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Scenario This is the setting given that relates to the
client brief; it will give you a theme
Design brief This sets out what a client expects you to
make or design for them , this is your
starting point
Mood board A collection of images to do with your
theme that can give you inspiration,
normally collected from the internet onto
a PowerPoint . This is a form of secondary
research.
Observational
drawing
Looking at something that is in front of
you and drawing it.
Collage A collection of chocolate and sweet
wrappers glued on to a piece of paper
View finder 2 L-shaped pieces of paper that you can
put over a section of an image so that you
can draw what is in the box
Grid drawing A table of squares, put over the top of an
image to help process the shape and
proportions within an image
Typography The style of lettering used in graphics for
writing words
Artist research A form of secondary research where you
collect images and information on an
artist
Tier 2 vocabulary Definition
Evaluation A written judgement on how something
has been done.
Communicate To explain work to show ideas and
development ideas in your work
Section 3:
Grid Drawing
To create an accurate drawing , we can put a grid over
our image, then draw the same grid on a piece of plain
paper . Now use the grid to help you plot points of
where the outlines and the details would be
Section 2: Key Fact/Methods/Processes/Questions
1 Name the 3 primary
colours
1. Red, Yellow, Blue
2. Name the 3 secondary
colours
2. Green , Orange, Purple
3. What are the 3 sets of
complementary colours?>
3. Red and green, purple and yellow ,
blue and orange
4 What is the difference
between watercolour
paints and acrylic paints?
Watercolour paints use water to
make the paint liquid on a block ,
acrylic paints are already liquid and
can be mixed straight away; they are
plastic based paints.
5. Which colour should
you paint first ?
5. The lightest colours first and you
can the always go darker
6. Which colours do you
add last and why?
6. Black; as you will not pollute any
of your colours or it can be used to
outline or neaten edges.
7 How do you mix a tint
of a colour?
A tint is made by adding white to a
colour
8.How do you mix a tone
of colour?
A tone is made by mixing black with
a colour
9. How do you make
purple?
9. Red + Blue = Purple
10.How do you make
green?
10.Yellow + Blue = Green
11.How do you mix the
colour orange?
Red + yellow = orange
37
Year 8 Art and Design Homework
w/b 9th September
Read through your knowledge organiser highlight or underline six words that you do not understand , in your homework
book write them down and then find out their meanings, using a dictionary or the internet to get their definitions .
w/b 16th September
Complete homework worksheet 1 on creating a collage. See definition in the knowledge organiser.
You should collect five to seven sweet or chocolate wrappers and glue them onto a page to create a collage, glue this into
your workbook
w/b 23rd September Make a view finder and place over your collage from last weeks home work . On work sheet 2 given out in lesson draw what you see in
your view finder . See definition of a view finder in your knowledge organiser. Bring sheet to next lesson
w/b 30th September Answer the following question in your homework book using full sentences
What is the difference between primary and secondary research ?
w/b 7th October
Answer the following questions in your homework book in full sentences
What is a design brief ?
What design brief are we working to in lessons?
w/b 14th October Using a style of typography design a logo for the shop ‘Sweets & Treats’ in your homework book
38
Subject: Music Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Leitmotif A recurrent theme throughout a musical composition, associated with a particular person, idea, or situation.
Melody The tune. A melody is a sequence of notes moving by step and moving by leap.
Device A technique used by a composer to create a particular effect.
Musical clichés An expression, idea, or element of music which has become overused .
Dissonance Intervals between notes that sound unpleasant. Clashing notes. Used to build tension.
Consonance Intervals between notes that sound pleasant and pleasing to the ear.
Chromatic A musical scale that uses all 12 pitches (black and white notes).
Tonality The arrangement of pitches and chords. The use of major and minor chords and how they are linked.
Timbre Describes the tone or unique quality of a sound of an instrument.
Tier 2 vocabulary Definition
Perform Present work to an audience. To entertain an audience.
Compose Write or create a piece of music.
Evaluate A piece of writing where you look at your project as a whole and discuss its successes and areas for development.
Recurrent Occurring often. Repeated.
Section 3:
Listen to the James Bond theme.
Analyse the piece using the questions below:
1. What instruments are used in the piece?
2. Is the music a leitmotif?
3. If it is a leitmotif what person, idea or situation
is it associated with?
4. What mood does the composer create?
5. How does the composer achieve this mood?
6. What composition musical devices are used in
this piece?
7. What do you like/not like about the piece of
music? Justify your answer.
The James Bond theme was written by Monty
Norman (4th April 1928-present). The theme
was first heard in Dr No in 1962. John Barry (3rd
November 1933-30th January 2011) re-arranged
the theme as producers were not satisfied with
Norman’s arrangement.
Section 2: Key Fact/Methods/Processes/Questions
Composition musical devices
A musical device is a tool composers use when they write music. These
tools help the composer to create more ideas which are connected to
the music that has already been heard. This helps them to write longer
pieces of music and also makes a piece of music feel "glued" together,
because it uses similar ideas as it goes along. Here are some devices
that could be used in film music:
Syncopation Usually, when a composer writes a rhythm, they fit it to a time signature
so that the notes that fall on the strong beats of the bar are given a little
emphasis, or slight accent, when they are played. This little "push" on
the strong beat helps us to feel the beat and to understand how many
beats per bar there are as we listen or play. In all time signatures the
beat that is strongest (or has the most accent) is beat 1. Most rhythms
are not syncopated. This means they are written so that notes that are
worth more than one beat fall on the strong beats, and not on the weak
beats. In syncopated music, the long notes are moved onto the weak
beat of the bar.
Ostinato
A repeated pattern in music. Ostinatos (or ostinati) can be built on a
melody or just a rhythm (on a drum, for example).
Sequences
A sequence is a repeated section of melody, beginning on a different
note. The interval distance between each of the notes in the melody will
stay the same. The intervals between each of the notes in the melody
stay the same, and the rhythm stays the same.
Imitation
The copying of a musical phrase by different instruments or voices in a
piece.
Dissonance
This means unstable or clashing sound. To create dissonance you just
have to play 2 or more notes that are really close to each other.
39
Year 8 Music
w/b 9th September Listen to the extract shown in column 3. Analyse it using the questions provided. Make sure you answer in full sentences.
w/b 16th September
Create a mind map for a character from a film of your choice. The mind map needs to include characteristics and
personality traits. In a different-coloured pen add on how you could show these things musically.
E.g. Big character = loud dynamics, low pitched instrument.
w/b 23rd September Explain what a musical cliché is, giving examples.
w/b 30th September Using the information about composition musical devices, create an example for each one. This needs to be written on a
stave, which you can draw out or find drawn on music manuscript paper.
w/b 7th October If a composer re-arranges a piece of music what do you think this would involve them doing? Explain your answer, giving
examples.
w/b 14th October
“I want to write and feel the drama. Music is essentially an emotional language, so you want to feel something from the
relationships and build music based on those feelings.” Howard Shore.
To what extent do you agree/disagree with Howard Shore? Explain your reasons.
40
Subject: Drama Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Slow Motion Slow motion is a drama technique
that slows down the speed of the
action from real time.
In Role Writing Writing in role is a drama strategy
that asks students to write from a
character's perspective, typically in a
familiar format like a diary entry; a
letter, email, or text; a newspaper
headline; or a letter to an editor.
Placard A placard is a sign or additional piece
of written information presented
onstage. Using placards might be as
simple as holding up a card or banner.
Multimedia or a PowerPoint
slideshow can also be used for this
effect.
Conscience Alley A useful technique for exploring any
kind of dilemma faced by a character,
providing an opportunity to analyse a
decisive moment in greater detail.
The class forms two lines facing each
other.
Cross Cutting Cross-cutting is a technique used to
show two different scenes happening
at the same time in different places.
Whilst one plays the other freezes.
Tier 2 vocabulary Definition
Protagonist A protagonist is a leading character or
one of the major characters in a play
or scene.
Corpsing To lose focus and come out of role
and giggle.
Justify
Give reasons for the points you are
marking so that the marker knows
how you arrived at that conclusion.
Section 3:
Character Development; In-role writing example:
I am astonished by the lack of support that you have given
to me at this difficult time. I thought we were close friends
but I was mistaken. You clearly only think of yourself and of
your feelings which is not only inconsiderate, but
exceptionally hurtful. In the past I have supported you and
your needs. When you cried, I cried. When you laughed I
was beside you laughing with you. That now seems like a
lifetime ago and even though you have reached out for me I
hand on heart can say… this so-called friendship is not for
me. We are two very different people with differing sets of
values and I cannot and will not compromise. A true friend
would have been there to hold my hand and pass me a
tissue to wipe away my tears. I am afraid I have no more
words for you. Please delete my email address and take on
board what I have said. Life will be a very lonely place for
you if you continue to treat others the way you have
treated me.
Target Setting:
When target setting you need to consider the following:
1. Identify exactly what aspect of your performance
work you need to improve– be specific
2. Identify the steps that need to be taken in order to
achieve your target
3. Set a realistic timescale for improvement
4. Check your progress regularly
5. Outline what success will look like to help you to
track your progress
6. Be reflective and persistent
Section 2: Key Fact/Methods/Processes/Questions
Reviewing your performance work
In drama it is essential that you can review your own work and the
work of others. The best reviews look at all aspects of the
performance work, and the responses are justified and well
thought out.
Example 1:
“I believe that my use of sill image helped to successfully mark the
moment. I believe this because the given moment we chose to
capture for the audience was a significant moment for the
protagonist. This was further developed by the skill thought
tracking; which allowed the actors to share their private thoughts
with the audience in this given moment.”
Example 2:
“Throughout my performance I was able to project my voice
loudly enough for the audience to hear. Feedback from my peers
and teacher gives me confidence in this statement. However, I
now need to work on my diction and articulation as some of my
words were slurred.”
Key things to consider as part of your review:
The techniques used and the impact that they had on the
performance
The actor’s use of physical movements and gestures
The actor’s use of facial expression
The actor’s use of their voice including projection, diction
and vocal expression
The actor’s ability to stay in role and not corpse
The actor’s ability to respond to cues and remember lines
Use of props and / or token costume
The intended impact on the audience
The audience’s response
41
Year 8 Drama
w/b 9th September Make a list of five possible captions that you could use in your performance. Next to each explain why you have chosen
them and what you want the impact of each of these to be.
w/b 16th September Explain what a protagonist is and then write a paragraph about the protagonist in your performance piece considering who
they are, what they want and what they are going through in your play.
w/b 23rd September In Role Writing- Write a letter, email or text from your character to another character.
w/b 30th September Think about the role that you are playing and the direct address that you have started to develop in class. Write an
extended direct address that reveals your character’s true feelings / emotions / thoughts.
w/b 7th October Write a review of your performance work. Use Sections 1&2 to help you with key words and subject specific vocabulary.
w/b 14th October Use Section 3 to help you to set targets for improvement.
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Notes:
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