nottingham ouncil house

Year 9

Autumn 1 Knowledge Organiser

For centuries there were two halls where important decisions for the city were taken, one for the English community and one for the French.

The Norman building, the Moot Hall, once stood at the corner of Wheeler Gate and the English town hall, or Guildhall, remained at Weekday Cross until the 1880s. The affairs of the town were administered there is a fine chamber which was also known as the Council House.

The last meeting in this building was in 1877 after which there was a move to temporary accommodation until the Old Exchange, which stood on the site of the present Council House, was adapted for use in 1879.

In the 1920s, Nottingham architect T. Cecil Howitt was commissioned to design Nottingham's prestigious new Council House. Interestingly Howitt worked in the council's City Engineers Department. He also designed many notable buildings in Nottingham including Nottingham Trent University's Newton Building and Nottingham University's Portland Building.

Initial plans had an estimated cost of £500,000, which is a time of economic recession caused some public outcry, but the Council gave assurances that the sum would be recovered through rent from businesses using the premises.

The first design provided for a shopping arcade and office accommodation only, and it was not until the Council realised it would have to spend a further £100,000 on new civic offices and council chamber elsewhere that the plan was revised to incorporate these. T Cecil Howitt is said to have had some trouble deciding the style of the building but settled on a classical design as something more modern was in danger of becoming dated. The contract was let in 1925 and the foundation stone laid in 1927, on what was to be the largest stone building commissioned in the country since the First World War.

The official opening on May 22, 1929, has been recorded as a perfect day when thousands of people massed for the arrival of the Prince of Wales. The Prince, later to become King Edward VIII, opened the great doors with a gold key, which is still displayed on a wall plaque, just inside the building to the left of the grand staircase.

Nottingham Council House

http://en.wikipedia.org/wiki/Thomas_Cecil_Howitt

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Subject: Spanish

Subject: GCSE Computer Science

Subject: Design Technology

Subject: BTEC DIT

Subject: Hospitality and Catering

Subject: Art and Design

Subject: Music

Subject: Drama

Subject: Hair and Beauty

Subject: Childcare

Subject: BTEC Sport

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Contents

Timetable

Reading Log

Principal’s Reading 6th Sept




Principal’s Reading 4th Oct

Principal’s Reading 11th Oct

Subject: English

Subject: Maths

Subject: Biology

Subject: Chemistry

Subject: Physics

Subject: Geography

Subject: History

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Timetable Belong to BBA

Year 9 Monday Tuesday Wednesday Thursday Friday

w/b 6th Sept

Science English OCR Sport Option 2

Maths

200 word challenge Option 1 French/History/

Geography Principals reading

w/b 13th Sept


Maths



w/b 20th Sept


Maths 200 word challenge Option 1

French/History/


w/b 27th Sept


Maths 200 word challenge Option 1

French/History/


w/b 4th Oct


Maths



w/b 11th Oct


Maths



ALL WEEKS

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 Belong to BBA

Monday Tuesday Wednesday Thursday Friday

W/b 6th Sept

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W/b 13th Sept

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W/b 4th Oct

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W/b 11th Oct

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6

A shirt, tie and blazer may not be the ingredients for my favourite outfit, but if I were given the choice, I wouldn’t throw away the idea of school uniform. Wearing a uniform is a badge of pride, creates an identity for a school and is an important part of being a school student. “Uniforms show that you are part of an organisation. Wearing it says we’re all in this together,” Jason Wing, head teacher at the Neale-Wade academy in Cambridgeshire, says. “Also, if you wear your uniform with pride, it means you are half way there to being respectful, buying into what the organisation is all about.” Claire Howlette, an English teacher, agrees: “Uniforms give students a sense of belonging to a particular school and create an identity for the school in the community.” My school is one of many that seem to be reverting to a more formal uniform – this September I will be wearing a shirt and blazer instead of my old jumper and polo shirt. A number of students have complained about the change, but general opinion is that the jumpers and polo shirts were “childish”. A school uniform teaches students to dress smartly and take pride in their appearance. Howlette says: “Uniforms help students to prepare for when they leave school and may have to dress smartly or wear a uniform.” Some people believe that a school uniform can improve

learning by reducing distraction, sharpening focus on schoolwork and making the classroom a more serious environment, allowing students to perform better academically. Perhaps most importantly, a uniform means students don’t have to worry about peer pressure when it comes to their clothes. When everyone is dressed the same, worrying about what you look like isn’t so important. There is no competition about being dressed in the latest trend, which would put a great deal of financial pressure on students and parents. Potential bullies have one less target for their insults; it’s hard to make fun of what someone is wearing when you’re dressed exactly the same In America, where a majority of schools do not have a uniform, roughly 160,000 children miss school every day due to fear of attack or intimidation by other students. This might not be directly linked to what they’re wearing, but having a uniform can be a safety net for many students who might otherwise suffer from bullying. A strict uniform gives the impression that rules are strict too, perhaps helping maintain a sense of order at school. Although wearing a school uniform is less expensive than buying a whole wardrobe of outfits, uniform can still be pricey. Many schools have a specific supplier, and wearing cheaper alternatives can result in punishment if the black skirt you’re wearing isn’t exactly the right black skirt. Finding uniform that fits

you, especially if you’re limited to one shop, can also be a struggle. Recently the Liberal Democrats held a conference about the cost of school uniforms across England. The education minister David Laws is to issue new guidance to end the practice of using a single uniform supplier, enabling parents to shop around for uniform. If schools decide to change their uniform, for example with a new emblem or colour, changes should be restricted to one or two items, preferably with sew-on logos. Changing from a one-supplier system could help families with the cost of school uniform. Although it might seem a shame to miss out on those two years of dressing as you like at school, I welcome the smart dress code. Not only does it make getting dressed each morning a lot easier, but it sets sixth formers up as role models for younger students, and that’s important. Macy Vallance, a year-eight student, says I like uniforms because everyone is the same and no one can be left out by the way they are dressed. Our new uniform looks smarter, which is good. My uniform might not be what I would wear in my own time, but it gives me a sense of belonging, takes away the pressure of what to wear and deters the bullies. School uniform isn't fashionable, but thats exactly why I think it should be here to stay.

What's the point of school uniform?

You might hate your school uniform, but I think it's there for good reason, says 15-year-old Chloe Spencer Photograph: Christopher Thomond for the Guardian

Belong to BBA Principal’s Reading w/b 6th Sept

7

On a cold day in April of 1984, a man named Winston Smith returns to his home, a dilapidated apartment building called Victory Mansions. He is thin and frail; he is thirty-nine years old and it is painful for him to trudge up the stairs. Winston is a low-ranking member of the ruling Party in London, in the nation of Oceania. Everywhere Winston goes, even his own home, the Party watches him

It was a bright cold day in April, and the clocks were striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him. The hallway smelt of boiled cabbage and old rag mats. At one end of it a coloured poster, too large for indoor display, had been tacked to the wall. It depicted simply an enormous face, more than a metre wide: the face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features. Winston made for the stairs. It was no use trying the lift. Even at the best of times it was seldom working, and at present the electric current was cut off during daylight hours. It was part of the

economy drive in preparation for Hate Week. The flat was seven flights up, and Winston, who was thirty-nine and had a varicose ulcer above his right ankle, went slowly, resting several times on the way. On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are designed to that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran. Inside the flat a fruity voice was reading out a list of figures which had something to do with the production of pig-iron. The voice came from an oblong metal plaque like a dulled mirror which formed part of the surface of the right-hand wall. Winston turned a switch and the voice sank somewhat, though the words were still distinguishable. The instrument (the telescreen, it was called) could be dimmed, but there was no way of shutting it off completely. He moved over to the window: a smallish, frail figure, the meagreness of his body merely emphasized by the blue overalls which were the uniform of the party. His hair was very fair, his face naturally cheerful, his skin roughened by coarse soap and blunt razor blades and the cold of the winter that had just ended.

Outside, even through the shut window-pane, the world looked cold. Down in the street little eddies of wind were whirling dust and torn paper into spirals, and though the sun was shining and the sky a harsh blue, there seemed to be no colour in anything, except the posters that were plastered everywhere. The black-moustachio’d face gazed down from every commanding corner. There was one on the house-front immediately opposite. BIG BROTHER IS WATCHING YOU, the caption said, while the dark eyes looked deep into Winston’s own. Down at street level another poster, torn at one corner, flapped fitfully in the wind, alternately covering and uncovering the single word INGSOC. In the far distance a helicopter skimmed down between the roofs, hovered for an instant like a bluebottle, and darted away again with a curving flight. It was the police patrol, snooping into people’s windows. The patrols did not matter, however. Only the Thought Police mattered.

Nineteen Eighty Four – George Orwell Chapter One

Belong to BBA Principal’s Reading w/b 13th Sept

8

Speech by UN Women Goodwill Ambassador Emma Watson at a special event for the HeForShe campaign, United Nations Headquarters, New York, 20 September 2014

Today we are launching a campaign called “HeForShe.”

I am reaching out to you because I need your help. We want to end gender inequality—and to do that we need everyone to be involved.

This is the first campaign of its kind at the UN: we want to try and galvanize as many men and boys as possible to be advocates for gender equality. And we don’t just want to talk about it, but make sure it is tangible.

I was appointed six months ago and the more I have spoken about feminism the more I have realized that fighting for women’s rights has too often become synonymous with man-hating. If there is one thing I know for certain, it is that this has to stop.

For the record, feminism by definition is: “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.”

I started questioning gender-based assumptions when at eight I was confused at being called “bossy,” because I wanted to direct the plays we would put on for our parents—but the boys were not.

When at 14 I started being sexualized by certain elements of the press.

When at 15 my girlfriends started dropping out of their sports teams because they didn’t want to appear “muscly.” When at 18 my male friends were unable to express their feelings.

I decided I was a feminist and this seemed uncomplicated to me. But my recent research has shown me that feminism has become an unpopular word.

Apparently I am among the ranks of women whose

expressions are seen as too strong, too aggressive, isolating, anti-men and, unattractive.

Why is the word such an uncomfortable one?

I am from Britain and think it is right that as a woman I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body. I think it is right that women be involved on my behalf in the policies and decision-making of my country. I think it is right that socially I am afforded the same respect as men. But sadly I can say that there is no one country in the world where all women can expect to receive these rights.

No country in the world can yet say they have achieved gender equality.

These rights I consider to be human rights but I am one of the lucky ones. My life is a sheer privilege because my parents didn’t love me less because I was born a daughter. My school did not limit me because I was a girl. My mentors didn’t assume I would go less far because I might give birth to a child one day. These influencers were the gender equality ambassadors that made me who I am today. They may not know it, but they are the inadvertent feminists who are changing the world today. And we need more of those.

And if you still hate the word—it is not the word that is important but the idea and the ambition behind it. Because not all women have been afforded the same rights that I have. In fact, statistically, very few have been.

In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights. Sadly many of the things she wanted to change are still a reality today.

But what stood out for me the most was that only 30 per cent of her audience were male. How can we affect change in the world when only half of it is invited or feel welcome to participate in the conversation?

Men—I would like to take this opportunity to extend your formal invitation. Gender equality is your issue too.

Because to date, I’ve seen my father’s role as a parent being valued less by society despite my needing his presence as a child as much as my mother’s.

I’ve seen young men suffering from mental illness unable to ask for help for fear it would make them look less “macho”—in fact in the UK suicide is the biggest killer of men between 20-49 years of age; eclipsing road accidents, cancer and coronary heart disease. I’ve seen men made fragile and insecure by a distorted sense of what constitutes male success. Men don’t have the benefits of equality either.

We don’t often talk about men being imprisoned by gender stereotypes but I can see that that they are and that when they are free, things will change for women as a natural consequence.

If men don’t have to be aggressive in order to be accepted women won’t feel compelled to be submissive. If men don’t have to control, women won’t have to be controlled.

Both men and women should feel free to be sensitive. Both men and women should feel free to be strong… It is time that we all perceive gender on a spectrum not as two opposing sets of ideals.

If we stop defining each other by what we are not and start defining ourselves by what we are—we can all be freer and this is what HeForShe is about. It’s about freedom.

I want men to take up this mantle. So their daughters, sisters and mothers can be free from prejudice but also so that their sons have permission to be vulnerable and human too—reclaim those parts of themselves they abandoned and in doing so be a more true and complete version of themselves.

You might be thinking who is this Harry Potter girl? And what is she doing up on stage at the UN. It’s a good question and trust me, I have been asking myself the same thing. I don’t know if I am qualified to be here. All I know is that I care about this problem. And I want to make it better.

Emma Watson: Gender equality is your issue too Date: Saturday, September 20, 2014

Principal’s Reading w/b 20th Sept Belong to BBA

http://www.heforshe.org/

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Dr Santanu Das gives an overview of the numbers

and roles of colonial troops in World War One.

Where did colonial troops serve and how was 'race'

used as a factor in military policy?

Even by conservative estimates well over four million

non-white men were mobilised into the European

and American armies during the First World War, in

combatant and non-combatant roles. What do we

know about the daily lived war experiences of these

men from former colonies and from different racial

and ethnic groups? In spite of important work being

done and the recent ‘global turn’ in First World War

studies, the social and cultural history of the war still

continues to maintain a neat symmetry to the war

itself: the non-European aspects, like the non-

European sites of battle, remain ‘sideshows’. The

contours of the ‘Great War and modern memory’

start to look different if, instead of the writings of an

ordinary European soldier, let alone a poet like

Wilfred Owen or a novelist like Erich Maria

Remarque, we consider the memories of an Indian

sepoy, a Chinese worker or an African askari.

Among the various colonies of the British Empire,

India contributed the largest number of men, with

approximately 1.5 million recruited during the war

up to December 1919. The dominions (self-governing

nations within the British Commonwealth) –

including Canada, South Africa, Australia, New

Zealand and Newfoundland – contributed a further

1.3 million men. New Zealand’s mobilisation of more

than 100,000 men may seem relatively small

compared to India’s, but in proportionate terms New

Zealand made one of the largest contributions to the

British empire, with five percent of its men aged 15-

49 killed. Indian and New Zealand troops fought

together in Gallipoli, where out of a total of 3000

Indian combatants, some 1624 were killed, a loss

rate of more than 50 per cent.

In addition to the 90,000 troupes indigènes already

under arms when the war started, France recruited

between 1914 and 1918 nearly 500,000 colonial

troops, including 166,000 West Africans, 46,000

Madagascans, 50,000 Indochinese, 140,000

Algerians, 47,000 Tunisians and 24,300 Moroccans.

Most of these French colonial troops served in

Europe. However, the majority of the Africans served

as labourers or carriers in Africa. In total, as Hew

Strachan has noted, over 2 million Africans were

involved in the conflict as soldiers or labourers; 10

percent of them died, and among the labourers

serving in Africa, the death rates may have been as

high as 20 percent. Additionally, nearly 140,000

Chinese contract labourers were hired by the British

and French governments, forming a substantial part

of the immigrant labour force working in France

during the war. With the entry of the United States

into the war, nearly 400,000 African-American troops

were inducted into the US forces, of whom 200,000

served in Europe.

While in popular memory, the perception of the First

World War remains narrowly confined to the

Western Front, First World War fighting took place in

Europe, Africa and the Middle East, with brief

excursions into Central Asia and the Far East. The

litany of the names of different theatres of battle

often becomes the marker for the ‘world’ nature of

the First World War. The colonial homefront – the

lives of hundreds of thousands of women and

children in villages across Asia and Africa who lost

their husbands, brothers or fathers, and faced

different kinds of hardships – remains one of the

most silent and under-researched areas in First

World War history. Part of the problem is one of

sources: many of these people were non-literate and

have not left us with the diaries and memoirs that we

have in Europe. However, the global reverberations

of this ‘world war’ become apparent when we

consider the experiences of people, both men and

women, combatants and non-combatants, from

around the world who fought or laboured or whose

lives were changed forever because of the war.

Adapted from the ‘Introduction’ to Race, Empire and

First World War Writing edited by Santanu Das

(Cambridge, 2011).

Experiences of colonial troops in World War One Article by: Santanu Das

Belong to BBA Principal’s Reading w/b 27th sept

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Belong to BBA Principal’s Reading w/b 4th Oct

11

After an hour’s descent I reach the desert. Sweat pours from my body and evaporates in seconds. My water is half-finished, and the lake has sunk from view. I must rely on my compass from now on. The sun is still overhead. As I breathe the hot air in and out, my mouth becomes as dry as dust. The compass in my hand burns like the gravel underfoot. The dry noodles have reached my stomach and seem to be sucking the moisture from my blood. I long to reach the shore of the lake and plunge my head in its cool water. For brief moments, refracted through the heat waves on the right, I see villages, moving trucks, or a sweep of marsh. If I didn’t have a compass, I might be tempted to walk straight into the mirage. Four or five hours go by. At last I see clumps of weed rise from the gravel. The land starts to dip. I check the compass. Sugan should be right in front of me now, but all I see is the wide stony plain. Suddenly it dawns on me that distances can be deceptive in the transparent atmosphere of the desert. The lake that from the pass seemed so near could be a hundred kilometres away. After all, what looked like a tiny blue spot is in fact a huge lake. It is too late to turn back now though - my bottle is empty. I have no choice but to keep walking towards the water. Where there is water there are people, and where there are people there is life. There is no other path I can take. As the sun sinks to the west, the lake reappears at last. It is not a lake exactly, just a line of grey slightly brighter than the desert stones, not wavering in the heat haze this time, but lying still at the edge of the sky. I am on course, but my legs can barely hold. There is camel-thorn underfoot now and the earth is covered with a thick saline crust. The sun sinks slowly below me, then reddens and disappears.

When my feet tread on to damp grass the sky is almost black. I move forward in a daze. The ground gets wetter and wetter. Through the green weeds ahead I glimpse a cold sweep of water. Hurriedly I drop my pack and wade down through the marsh towards the lake. I have arrived at last. Let me plunge into your waters! I stamp to the shore, throw myself down and scoop the water into my mouth. The taste is foul and brackish. A fire burns down my chest and my stomach explodes. I roll over and retch and my mind goes black. A while later I wake up shivering with cold. Instinctively, I start moving away from the lake. A briny taste rises from my stomach and sticks to the vomit on my tongue. I long for a sip of clean water to rinse my mouth and throat. My body and mind are frazzled but if I don't leave now I will die here on the shore. I try to crawl, but my hands give way. I fall and sink into the mud. When I left Beijing I thought to myself, it doesn’t matter where I go because I can dig my grave anywhere in China's yellow soil. But now that my life hangs on a thread, my only thought is of survival. I force my eyes open and try to see what lies ahead. A soft light falls on my brow. I crawl out of the marsh and see a full moon at the horizon, clear and round. I can almost touch it. I want to walk towards it, but stop myself. Its beauty is as beguiling as the lake’s, and would prove just as murderous. I scramble to my pack, pull everything out and rummage through the mess, ripping bags open, tossing things aside. At last I find a sachet of coffee granules in a small plastic bag. I stuff the bag into my mouth and chew through the plastic and foil. The granules are hard and dry. I swallow a few, and spit out the rest. My mind begins to clear. I sense the need to pass water, so I hold out my bottle and wait. A few drops fall to the bottom. I swig them back and feel my blood start to flow again. In the moonlight I sort through my belongings and discard

everything unnecessary: books, magazines, clothes, socks. Then I swing on my pack and struggle to my feet. I check my compass and decide to walk 10 degrees north. That should take me back to the Qinghai road. Li Anmei, the Qiaozi announcer, told me her parents live in Tuanjie village on the road between Gansu and Qinghai. Apart from the echo of my dragging footsteps, the desert is silent. The full moon rises into the night sky. After a few hours of slow march I see a light in the distance. At first I suspect I am imagining it. I walk for a while with my eyes closed, but when I open them again the light is still there. I walk towards it. The light grows larger. It appears to be a lamp. I stop and rest, still gazing at the light, afraid that if I blink it will vanish. Now that I have a goal to walk to, I feel my body being pulled towards it. Soon I can see it is a truck. A lamp hangs over the boot. I hear noises. My legs move excitedly. Getting closer, I see a man hammering at the wheel. The sound bangs through the night air. It is a comforting noise. I do not shout, in case it startles him. Then I spot the lid of a thermos flask set on the path ahead. I pounce on it and empty the water into my throat. My body trembles with life. Moisture seeps into my eyes. I crouch down and look at the driver. He is 10 metres away, sitting in front of his truck, staring right back at me. “Thank you, brother,” I say, putting the lid down.

A travel writing extract: Red Dust by Ma Jian

Belong to BBA Principal’s Reading w/b 11th Oct

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Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

200 Word Challenges

Use the Principal’s Reading as inspiration for your 200 word challenge.

You could write:

A story

A newspaper article

A speech

A letter

A report

An account from a person/character in the PR

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

Belong to BBA

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

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Knowledge Organiser

Subjects

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Belong to BBA Section 1: Key Vocabulary

Term Definition

Prejudice A preconceived opinion that is not based on reason or

actual experience. People can make prejudiced

assumptions based on what they’ve heard rather than

experienced.

Social class prejudice is still present today.

Stereotype A widely held but fixed and oversimplified image or

idea of a particular type of person or thing.

A female is often stereotyped as a maternal figure.

Injustice A lack of fairness or justice.

The man was shocked by the injustice of his treatment.

Anguish Severe mental or physical pain or suffering.

A look of anguish crossed Paul’s face.

Discrimination The unjust or prejudicial treatment of different

categories of people, especially on the grounds of

race, age, sex, or disability.

She was a victim of racial discrimination.

Ideology A system of ideas and beliefs.

Their ideology can sometimes be controversial.

Companionship A feeling of fellowship or friendship.

The group of soldiers felt a strong sense of

companionship.

Systematic Something done according to a fixed plan or system.

The group used a systematic approach to solve the

problem.

Institutionalised Anything established as a norm or convention within

an organisation or culture.

Racism had become institutionalised in the Los Angeles

Police Department.

Segregation The action of setting someone or something apart from

others.

The Apartheid caused there to be segregation in

schools.

Section 3: Exam/CAF Questions

Themes

Dreams

How might dreams have influenced the behaviour of

some of the characters in the story?

Loneliness

How is the theme of loneliness important to the

story?

Companionship

Why is companionship such a significant theme

throughout the story?

Fear

Fear is an important theme, as almost every character

in the play experiences some form of worry or

trepidation. Identify three characters from the story

and explain what their fear is.

Characters

George

Would George have been better off without Lennie?

Curley’s Wife

Is Curley’s wife a troublemaker or a victim?

Section 2: Key Fact/Methods/Processes/Questions

Key characters in ‘Of Mice and Men’:

1) CURLEY

2) GEORGE

3) CROOKS

4) CANDY

5) LENNIE

6) SLIM

7) CURLEY’S WIFE

In the table at the bottom, match each character’s name to their description and key quote. A) A protective father-figure to Lennie but also has a short-temper. “Guys like us...they don’t belong no place.” B) A doomed character who relies on George; he copies George’s actions and follows his instructions. ‘Lennie smiled…”Strong as a bull.” C) The ranch owner’s aggressive son. ‘He glanced cold-ly...calculated and pugnacious.’ D) The only present female character in the novella. “Well I think Curley married...a tart.” E) Well-respected figure of authority. ‘Slim’s opinions were law.’ F) Lonely, sharp-witted, disabled, stable-hand. “I ain’t wanted in the bunkhouse and you ain’t wanted in my room.” G) Elderly, disabled handyman and owns a dog. “Candy lay still and staring at the ceiling… he rolled slowly over and faced the wall and lay silent"

Subject: English Topic: American Literature Year: 9 Term: Autumn 1

1 2 3 4 5 6 7

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Year 9 English

w/b 6th Sept Use the internet to research the Black Lives Matter movement. Then write a 50 word summary of your

findings.

w/b 13th Sept

Take three contextual facts from your work on 1920s or 1930s America and use them to write a response

using the sentence stem below:

‘When writing Of Mice and Men, I think that Steinbeck was influenced by [insert contextual factor]

because... ‘

w/b 20th Sept

Using Section One of your knowledge organiser, use at least three of the key terms to present your

understanding of three characters.

‘The theme of _________ is presented through the character of ________ because... ’

w/b 27th Sept Using Section Two of your knowledge organiser, match up each of the characters to their description and

key quote.

w/b 4th Oct Using Section Three of your knowledge organiser plan answers for the questions about ‘dreams’,

‘loneliness’ and ‘companionship’.

w/b 11th Oct Using Section Three of your knowledge organiser plan answers for the question about ‘fear’. Also, write

one paragraph answering each of the character questions about George and Curley’s Wife.

16

Belong to BBA Subject: Maths Year: 9 Term: Autumn 1

Section 1: Key Vocabulary

Tier 3

vocabulary

Definition

Causality When one variable influences another variable.

Correlation A measure of how strongly two variables are related. No correlation is when there is no relation between two variables.

Histogram A graphical display of data using bars of different widths. Frequency Density is a better way to compare frequencies if the class width is not the same.

Pie chart A circular chart where each sector shows a proportion of the total.

Scatter graph A graph that shows data which involves two variables. Several points are plotted.

Outlier A value that ‘lies outside’ most of the other values in a set of data.

Mean The average found by adding all the values in a set and dividing by the number of values.

Median The middle value when data is arranged in order of size.

Mode The value in a set that occurs most often.

Range The difference between the largest and the smallest value in a set.

Conclusion A decision based on examining data.

Distribution The arrangement or spread of the data.

Estimate A calculation based on the approximate values or judgement of a quantity.

Scale The chosen intervals on the x and y axes on a graph.

Section 2: Important ideas

Qualitative data is non numerical data. E.g Eye colour

Quantitative data is numerical. E.g Height

Continuous data can take any numerical value within a given

range. E.g weight, length, or voltage.

Discrete Data can take specific values in a range. E.g shoe size

Types of Correlation:

Positive — As one

quantity increases

so does the other.

Negative — As one

quantity increases

the other decreases.

No correlation Both

quantities vary with

no clear relationship.

Line of best fit is a straight line that best represents the data on the graph.

It does go in the direction of the plotted points.

It does roughly a similar amount of points on each side.

It doesn’t necessarily go through points.

It doesn’t necessarily start at (0,0).

Ignore any outlier when drawing the line of best fit.

We can estimate values using the line of best fit.

Example 1

The line of best fit estimates a 69kg person will have shoe size 6.

Example 2

The estimate for someone’s weight with a shoe size of 10 and a half is 87kg.

The lines help us show this.

Section 3: CAF Style Questions

1. Write true, false or cannot tell for each statement.

a) Both teams lost the same amount of games.

b) The rugby team won 10 games.

c) The football team lost 25% of games.

d) The rugby team drew a larger proportion of their matches than the football team.

2 Students sit a non-calculator and a calculator maths paper. The maths teacher draws a scatter graph of the results from a few students in their class.

a) What type of correlation is shown? b) Draw a line of best fit on the graph. c) A student was absent for their calculator test.

Estimate their calculator mark if they achieved 90 marks in the non-calculator paper.

d) A student that took both tests missed an entire page of questions by accident in the calculator paper. Circle the point that is likely to represent this student.

17

Year 9 Mathematics

w/b 6th September

Section 1: Vocabulary

Use five words in Section 1 to make five mathematical sentences.

Hegarty Maths Video Numbers: Recap: Mode 404 Mean 405 Median 409 Confident 406— 408

w/b 11th September

Section 2: Key Facts

Five people are in a group. The mean age of the group is 10 years old. Q1. Would the mean decrease if 1 person left the

group? Explain with reasoning. Q2. Tim is 10 years old and joins the group, what is the average age of the group now?

Hegarty Maths Video Numbers: Getting started, see above Unsure 413 Confident 419

w/b 13th September

Section 3: CAF Questions

Complete Question 1 from Section 3.

Hegarty Maths Video Number: 429

w/b 20th September

Section 1: Vocabulary

What is the difference between primary data and secondary data? Give 1 example for each type of data.

What is the difference between discrete data and continuous data? Give 3 examples of each.

Hegarty Maths Video Numbers: Getting started 392 393 Confident 394

w/b 27th September


In Section 2, look at the “types of correlation” section. Give 2 different examples of each type or correlation (positive

correlation, negative correlation and no correlation). In your book, sketch the 6 graphs with labels on the axes.


w/b 4th October

Section 3: CAF Questions

Complete Question 2 from Section 3


w/b 11th October

All sections

Research a news article that includes a graph. Copy the graph into your book (you may print it). What type of graph is it?

What does the graph show? Which aspects of the graph make it easier for the reader to understand the graph?


18


Tier 3 vocabulary Definition

Prokaryotic cell A cell that does not contain a true

nucleus so the genetic material lies free

in the cytoplasm.

Means ‘pre-nucleus.’

Eukaryotic cell A cell with a nucleus. The genetic

material is held in the nucleus.

Means ‘true nucleus.’

Chloroplast Containing chlorophyll. The sites of

photosynthesis. Found in plant cells.

Vacuole A store of cell sap. Found in plant cells.

Nucleus Controls the activity of the cell.

Contains DNA.

Microscopy Using a microscope to magnify and

observe small structures.

Diffusion The movement of particles from a high

concentration to a low concentration

Osmosis The diffusion of water across a partially

permeable membrane from a dilute

solution (high concentration of water) to

a concentrated solution (low

concentration of water).

Active Transport The movement of ions or molecules

across a cell membrane into a region of

higher concentration, assisted by

enzymes and requiring energy.


Function The job or role of an object

Structure An arrangement or organisation of parts

to form an organ, system, or living thing

Transport The act or means of moving molecules or

ions across cell a membrane or through

the bloodstream.

Section 3: Possible exam/CAF-style questions

Section 2: Key Fact/Methods/Processes/

Questions Animal Cell:

Plant Cell:

Bacterial Cell:

Growing Bacteria 1) Sterilise petri dish and agar 2) Put inoculating loop in the Bunsen burner flame to steri-

lise 3) Lift the lid of the petri dish by a small amount 4) Use loop to gently spread bacteria over the agar 5) Seal lid to dish using sellotape

A student is given a tube containing a liquid nutrient

medium. The medium contains one type of bacterium.

The student is told to grow some of the bacteria on agar

jelly in a Petri dish. Describe how the student should

prepare an uncontaminated culture of the bacterium in

the Petri dish. You should explain the reasons for each

step that you describe. (6 marks)

Cells can be classified according to their structure.

Complete Table 1 to show which features each cell has.

Write a tick or a cross in each box.

Nucleus Plasmids Cytoplasm

Prokaryotic

Eukaryotic

Subject: AQA Biology Topic: Chapter 1 Year: 9 Term: Autumn 1

19



Atomic number The number of protons (which equals the number of electrons) in an atom. It is sometimes called the proton number.

Compound A substance made when two or more elements are chemically bonded together

Electron A tiny particle with a negative charge. Electrons orbit the nuclei of atoms or ions in shells.

Element A substance made up of only one type of atom.

Isotope Atoms that have the same number of protons but different numbers of neutrons.

Mixture When two or more elements and / or compounds are not chemically bonded and can be physically separated.

Neutron A dense particle found in the nucleus of an atom. It is electrically neutral, carrying no charge.

Nucleus (of an

atom)

The very small and dense central part of an atom that contains protons and neutrons.

Proton A tiny positive particle found inside the nucleus of an atom.


State Solid, liquid, gas, plasma.

Pure substance Contains only one substance, with no other substances mixed in .



Questions An atom has a central nucleus. This is surrounded by electrons

arranged in shells. The nuclei of all atoms contain subatomic

particles called protons. The nuclei of most atoms also

contain neutrons.

The Periodic Table

Mendeleev’s table became accepted by other scientists

whereas Newlands’ table was not.

Evaluate Newlands’ and Mendeleev’s tables.

You should include:

• a comparison of the table

• reasons why Mendeleev’s table was more acceptable.

(6 Marks)

Subatomic particle Mass Charge

Proton 1 +1

Neutron 1 0

Electron Very small -1

History of the Periodic Table

John Newlands put forward his Law of Octaves . He arranged all

the elements known at the time into a table in order of relative atomic

mass. Newlands' table showed a repeating or periodic

pattern of properties, but this pattern eventually broke down. By

ordering strictly according to atomic mass, Newlands was

forced to put some elements into groups that did not match

their chemical properties. He also had more than one element

in each box.

Mendeleev also arranged the elements known at the time in order

of relative atomic mass,. He realised that the physical and

chemical properties of elements were related to their atomic mass in

a repeating way, and arranged them so that groups of elements with

similar properties fell into columns in his table. Sometimes this

method of arranging elements meant there were gaps in his rows. But

Belong to BBA Subject: AQA Chemistry Topic: Atomic Structure and the Periodic Table Year: 9 Term: Autumn 1

20



Efficiency Useful energy transferred by a device divided by total energy supplied to the device.

Specific Heat Capacity

Energy needed to raise the temperature of 1kg of a substance by 1oC.

Wasted energy Energy that is not usefully transferred

Dissipated energy Energy that is not usefully transferred and stored in less useful ways

Work done The energy transferred by a force

Kinetic energy The energy of a moving object.

Stored energy The energy that is stored by an object.

Insulator (thermal) Prevent heat from escaping a container or from entering the container

Conductor (thermal)

A material that allows energy in the form of heat, to be transferred within the material, without any movement of the material itself


Conservation Where energy or mass cannot be created not destroyed

Power The energy transformed or transferred per second. The unit of power is the watt (W).



Questions

1) Complete the sentences

Choose answers from the box

chemical elastic potential gravitational potential

Kinetic

2) As the cyclist accelerates, the energy

storeg in the cyclist’s body decreases and the

energy of the cyclist increases.

3) The mass of the cyclist is 80kg. The speed of the cyclist

is 12m/s. Calculate the kinetic energy of the cyclist.

Use the equation:

Kinetic energy = 0.5 x mass x (speed)2

4) A student investigated the insulating properties of

newspaper.

Figure 1 shows the equipment that the student used.

Describe the method the student could have used. (6

marks)

Energy store Description Examples

Magnetic The energy stored when

repelling poles have been

pushed closer together or

attracting poles have been

pulled apart.

Fridge magnets,

compasses

Thermal Energy generated and

measured by heat.

Hot coffee, light

bulbs

Chemical The energy stored in

chemical bonds

Foods, muscles,

batteries

Kinetic The energy of a moving

object

Runners, buses,

comets

Electrostatic The energy stored when

repelling charges have been

pushed closer together or

attracting charges have

been pulled apart

Thunderclouds, Van

de Graaff

generators

Gravitational

potential

The energy of an object at

height

Kites, Waterfalls

Elastic

potential

The energy stored when an

object is stretched or

squashed

Inflated balloons,

springs

Nuclear Energy stored in the

nucleus of an atom

Uranium nuclear

power

Insulation RPA

1) Pour 100ml of boiling water into a beaker

2) Place lid with a hole for the thermometer on the beaker

3) Put the thermometer through the hole and wait until the

temperature reaches 80oC

4) Record the time in seconds until the water reaches 75oC

5) Add layers of insulating material (1,2,3,4,5) and repeat

the experiment for each layer 3 times.

Subject: AQA Physics Topic: Energy Year: 9 Term: Autumn 1

21

Year 9 Science

w/b 6th September 1. Complete Educake OR

2. Using the method in Section 2 Biology: Write a risk assessment for the method provided.

w/b 13th September

1. Complete Educake OR

2. Using the information in Section 2 Chemistry: make a leaflet that summaries the

structure of the atom and the History of the Periodic Table.

w/b 20th September

1. Complete Educake OR

2. Using the method in Section 2 Physics: identify independent, dependent, and control

variables for the required practical. Write a risk assessment for the method provided.

w/b 27th September 1. Complete Educake OR

2. Complete Biology exam questions in section 3.

w/b 4th October 1. Complete Educake OR

2. Complete Chemistry exam questions in section 3.

w/b 11th October 1. Complete Educake OR

2. Complete Physics exam questions in section 3.

22

Belong to BBA Subject: Geography Topic: Development Dynamics Year: 9 Term: Autumn 1



Development indi-

cator

A factor used to measure quality of

life within a country.

Transnational

corporations

(TNCs)

A company that owns/controls pro-

ductive operations in more than

one country through FDI

Top down

development

Development decisions made by

governments/organisations usually

large scale

Bottom up

development

Development decisions involving

local people/communities—usually

small scale

Population pyra-

mid

Vertical bar chart which shows dis-

tribution of population by gender

and age

Human develop-

ment index (HDI)

Measure of peoples quality of life

using life expectancy, education

and standard of living

Purchasing power

parity (PPP)

A way of adjusting GDI to allow for

the difference a US dollar can buy


Aid Assistance in the form of grants or

loans at below market rates

Debt Money owed by a country to anoth-

er country or organisation

Globalisation The increasing interconnections and

independence of the world eco-

nomically and politically

Poverty The state of being extremely poor.

Fair Trade Farmers/producers given a fair deal

by buyers

Inequality Differences in society e.g.

healthcare, education

Section 2a: Key Fact Questions

1. What is the development gap?

2.What is the UK’s birth rate per 1000 people?

3. Name two causes of inequality.

4. In 2015 what was the worlds largest TNC?

5. What does WTO stand for?

6. What is infant mortality rate?

7. What is GDP per capita?

8. What stage of development is the UK at?

9. What are the three ways of classifying a country based on

its development?

10.What are remittances?

Explain two factors which affect quality of life (4)

One factor which affects quality of life is . . .

This means that . . .

Another factor which affects quality of life is . . .


Section 3

Assess the causes of inequality in developing and emerg-

ing countries (8)

Use the images below to help plan your answer.

Sentence starters you could use when writing your an-

swer:

The most significant cause of inequality is...


Another significant cause is . . .

The least significant cause of inequality is . . .

This means that…

Overall, I think the most significant causes of inequality

are . . .

I think this because . . .

23

Year 9 Geography

w/b 6th September SECTION 1 —Select 5 words from the Tier 2/3 terminology list. Draw pictures (Dual Coding) that

define these words.

w/b 13th September SECTION 2b— Write one paragraph to the question in 2b. Explain your answers using ‘this means

that’ or ‘because’.

w/b 20th September SECTION 1— Copy out the Frayer Model on page 24 of your Knowledge Organiser and write

development indicator in the centre. Complete this as guided in last week’s lesson.

w/b 27th September SECTION 3—Complete your own copy of a PowerPlan (see page 25 of your knowledge organiser)

for the 8 mark question in section 3. Plan 3 paragraphs around the causes of inequality.

w/b 4th October SECTION 3— Use your PowerPlan from last weeks homework to complete the 8 mark question

practice. Remember to write in full sentences.

w/b 11th October SECTION 2a— Answer the questions in this section – simple, short, one or two word answers is all

you need.

26

Belong to BBA Subject: History Topic: The Cold War Year: 9 Term: Autumn 1

Section 3

Source: A patch given to astronaughts for

the moon landing mission

How useful is Source A for Historians

studying the space race during the cold war.

You could use the sentence starters and

PERMs factors to help you.

Section 2a: Key Fact Questions

1. The Cold War began straight after which other war?

2. Who was the leader of the Soviet Union at the start of the Cold

War?

3. Which German city was divided after WW2

4. The USA supported which idea capitalism or communism?

5. President Truman encouraged what policy against communism?

The word begins with C.

6. Who led the Communist revolution in China in 1949?

7. in 1962 what crises almost started WWIII?

8. What conflict was the USA involved in during the 1960’s and

70’s?

9. What nuclear disaster happened in Russia?

10. What came down in 1990?

Section 2b: Historical concepts e.g.

Explain why the Berlin Blockade was historically significant.

Try to write two paragraphs.

One paragraph should explain how it was significant then

and the other should explain why it continued to be

important later.

Think about what the Berlin Blockade changed, what the

consequences of it were, how many people it affected, how

it affected them.

Section 1: Tier 2 Vocabulary


Communism A belief that all of the world’s resources should be shared equally

Capitalism A belief that wanting to get rich is good as it encourages everybody to work harder. That way society advances.

Iron Curtain A term for the divide between the capitalist west and communist east during the Cold War

Demilitarised Zone An area where no armed forces are allowed in.

Cold War A global conflict between 1945 and 1991 between communists and capitalists.

Guerrilla Warfare A type of fighting where small groups of soldiers attack quickly and then go into hiding

Blockade Preventing entry to an area or country

Conspiracy Theory An idea which rejects mainstream thinking. E.g the illuminati

Tier 3vocabulary Definition

Propaganda Media that is designed to make people think a certain way.

Government The people who run a country or place.

Glasnost The Soviet policy of being more honest with their people.

Perestroika Soviet policy of reforming and restructuring Russia

The economy A word to summarise all of the money, trade and businesses in one area

Politics Concerning how people think a place should be governed (run).

Treaty A written agreement between countries

Dente A period of peace and cooperation between countries

27

Year 9 History

w/b 6th Sept SECTION 1— Dual code ( create images) for at least FIVE words from Tier2 and 3 Vocabulary

w/b 13th Sept

Use the Frayer model and complete it for the word ‘Consipracy theory’ from the tier 2 terminology. Ensure that

you complete all sections and give examples. Complete a second frayer model with a word of your choice from

the tier 2/3 terminology. You will need to copy the frayer model into your book.

w/b 20th Sept

SECTION 2b— Write full a paragraph answer to question 1 in section 2b. Explain your answers using historical

words such as words from the Tier 2/3 vocabulary e.g. Communism, Iron Curtain

You could use the following sentence starters:

The Berlin blockade was significant in the short term because...

For example…

This meant….

w/b 27th Sept

SECTION 3 - Answer the question based on source A.

You could use the following sentence starters:

Source A is useful because

For example, the source states ( describe the source

I know this to be accurate because…. ( add your own knowledge)

w/b 4th Oct SECTION 2a—Answer the questions in this section – simple, short, one or two word answers is all you need.

w/b 13th Oct

Using your knowledge organisers and what your have learnt, create a mind map called England and Invaders.

You could use heading such as Romans , Anglo-Saxons Celts and write down key pieces of information on each

( dates, locations)

Perms Factors

Political

Economic

Religious

Military social

30


Vocabulary Definition

Me chifla(n) I love

Me flipa(n) I love

Me mola(n) I love

la moda fashion

la pesca fishing

las tareas domésti-

cas

household chores

un polideportivo a sports centre

un equipo a team

Voy a ver I’m going to see

una película a film

Claro que sí of course

De acuerdo all right

¿Estás loco/a? Are you crazy?

¡Ni en sueños! not a chance!

¡Qué rollo! how boring!

por supuesto of course

así que so, therefore

casi almost, nearly,

Primero First

luego then

después afterwards

más tarde later


Lee el texto. ¿Verdadero o falso? Escribe V o F, luego corrige

los errors.

Subject: Spanish Topic: Somos así Year: 9 Term: Autumn 1


Questions: Answers:

¿Qué cosas te gustan?

What things do you like?

¿Qué cosas te encan-

tan?

What things do you

love?

Me gusta(n) / me encanta(n) / me

chifla(n) / no me gusta(n) nada

el baile (dance)

el deporte (sport)

el racismo (racism)

la naturaleza (nature)

la violencia (violence)

las injusticias (injustice)

¿Cómo organizas tu

semana?

How do you organise

your week??

Cocino para mi familia (I cook for my

family)

Escribo canciones (I write songs)

Leo revistas (I read magazines)

Preparo la cena (I prepare dinner)

Toco el teclado (I play the keyboard)

Veo un partido de fútbol (I watch a

football match)

¿Cómo fue tu

cumpleaños?

How was your birthday?

¿Qué hiciste?

What did you do?

Fui al parque de atracciones (I went to

the theme park)

Invité a mis amigos (I invited my

Friends)

Bebí refrescos (I drank soft drinks)

Comí tarta de cumpleaños (I ate

birthday cake)

Recibí muchos regalos (I received lots

of presents)

Fue alucinante / increíble (it was ama-

zing . Incredible)

31

Year 9 Spanish

w/b 6th September Learn the spellings and meanings of the first 11 words from section 1 (me chifla(n) - claro que sí) for a vocab check in your

next lesson.

w/b 13th September Learn the spellings and meanings of the last 11 words from section 1 (de acuerdo—más tarde) for a vocab check in your

next lesson.

w/b 20th September Write at least 5 extended sentences giving your opinion of some of the topics in section 2, box 1.

w/b 27th September Complete the reading activity in section 3 by deciding if the sentences below are true or false and correcting any false statements.

w/b 4th October Translate the first paragraph of the text in section 3 into English. E.g. I’m called Bea and...

w/b 11th October Write a short paragraph answering question 3 in section 2—¿Cómo fue tu cumpleaños?

32



ASCII America Standard Code for Information Interchange: Only 128 western characters (7 bits). Extended ASCII uses 1 Byte (8-bits) so can also include 256 European characters.

Binary Addition

Overflow

When the sum of two binary numbers is too large to be stored in the given number of bits; you can't store the value 300 using 8 bits, as the highest number is 255.

Binary Shift Allows you to easily multiply and divide base-2 binary numbers. Left shift multiplies by 2, right shift divides by 2.

Bit Depth Also known as colour depth, is the number of bits used to indicate the colour of a single pixel. The number of bits are equally split into red, green and blue, so a 24 bit colour depth can have 8 bits for red, 8 bits for green and 8 bits for blue, for a total of 16.7 million shades of colour.

Character-Set The set of symbols that may be represented in a computer at a particular time, either ASCII, eASCII or Unicode.

Metadata A set of data that describes and gives information about other data, e.g. metadata for an image might include the GPS location where the image was taken, the date and time, camera used etc.

Pixel A pixel is the smallest unit of a digital image or graphic that can be displayed and represented on a digital display device.

Resolution The number of pixels on the horizontal axis and the number on the vertical axis of an image e.g. 1024 x 768

Unicode Standard character set that replaces the need for all the different character sets It is a 16-bit extension of ASCII with over 65,535 characters.

Need Help? bit.ly/2YAreAw CGP p100-116


1(a) Convert the denary number 137 into an 8 bit binary number (1) 1(b) State the largest denary number that can be stored in an 8 bit binary number (1) 1(c) Convert the binary number 01010101 into its denary equiva-lent (1) 1(d) Convert the binary number 11010111 into its hexadecimal equivalent (1) 1(e) Convert the hexadecimal number 7F into its denary equiva-lent (1) 2(a) Show the effect of a binary shift left of 2 places on the binary number 00111100 (1) 2(b) Show the effect of a 1 place right binary shift on the binary number 00101100 (1) 2(c) Describe a shift that can be used to quarter the value of the binary number 11110000 (2) 3(a) Add together the following two 8 bit binary numbers. Express your answer in an 8 bit binary form and show all of your working. (2)

01110011 01101100

3(b)(i) Add together the following two 8 bit binary numbers. Ex-press your answer in an 8 bit binary form and show all of your working. (2)

01110011 01101100

3(b)(ii) Identify the problem the addition from question 3)b)i) above had created. (1)

4. The character Á is part of a computer’s character set. (a) Describe what is meant by a character set. (1) When sending text messages using a mobile phone, people can choose from hundreds of characters, called emoji, to insert in their message. An example of an emoji is . (b) Explain why mobile phones that can send emoji would use Unicode instead of ASCII as their character set. (2)


Binary to Hex Hex to

Denary Denary to Binary

Reverse the method to convert the other way.

Binary addition Use the five rules to add two 8-bit binary

numbers, showing carry bits

Effect of binary

addition

overflow

A value over 255 needs 9 bits. If only the first

8 bits are used, the wrong value is input and

can give unpredictable results.

Effect of binary

shift on data

Left shift pads out lowest values with 0s.

Right shift loses the lowest bit, reducing

accuracy.

Limitations of

ASCII

ASCII uses 7bits, so can only represent 128

characters. EASCII (extended) uses 8 bits for

256 characters. Neither can represent non-

western characters. Such as Russian (Cyrillic

alphabet)

Binary Addition Rules

0 + 0 = 0

0 + 1 = 1

1 + 0 = 1

1 + 1 = 0 carry 1

1 + 1 + 1 = 1 carry 1

Number bases

Storage capacities

Subject: OCR GCSE Computer Science Topic: HT1 - 1.2 Data Representation 1 Year: 9 Term: Autumn 1

33

Craig n Dave

Unit 1.2 Year 9 Computer Science 1.2 Data Representation Part 1

w/b 6th September Make notes on the Craig and Dave videos for Data representation - video 7 (https://bit.ly/J277U12DataRep1). Notes should

be made in your exercise book and include definitions of any new words and a summary of the key points.

w/b 13th September

Make notes on the Craig and Dave videos for Data representation - video 8 (https://bit.ly/J277U12DataRep1). Notes should


Answer question 1 from Knowledge Organiser section 3. Show your working and do not use a calculator! (Use the videos on

https://bit.ly/J277U12DataRep1 to help if you get stuck)

w/b 20th September

Make notes on the Craig and Dave videos for Data representation - video 9 (https://bit.ly/J277U12DataRep1). Notes should


Create a mind map to organise the key terms in the vocabulary section. Make sure you use colour and add images to help

jog your memory.

w/b 27th September

Make notes on the Craig and Dave videos for Data representation - video 10 and 11 (https://bit.ly/J277U12DataRep1).

Notes should be made in your exercise book and include definitions of any new words and a summary of the key points.



w/b 4th October

Make notes on the Craig and Dave videos for Data representation - video 12 (https://bit.ly/J277U12DataRep1). Notes

should be made in your exercise book and include definitions of any new words and a summary of the key points.



w/b 11th October

Make notes on the Craig and Dave videos for Data representation - video 13 (https://bit.ly/J277U12DataRep1). Notes

should be made in your exercise book and include definitions of any new words and a summary of the key points.



34



Materials The matter from which a thing is or can be made

Hardwood

The wood from a broadleaved tree (such as oak, ash, or beech)

Softwood The wood from a conifer (such as pine, fir, or spruce)

Evergreen Relating to a plant that retains green leaves throughout the year

Deciduous A tree or shrub shedding its leaves annually

Strength The amount of load or compression something can withstand

Toughness Absorption of energy through shock before splitting

Elasticity Will it return to shape after being compressed?

Hardness How resistant is the surface? Will it survive scratches, knocks and abrasion?

Manufactured

boards

A manmade material made from sawmill scraps, recycled wood, low grade timbers and even sawdust

Ferrous metals

Ferrous metals contain iron and may rust

Non-ferrous metals Metals that don’t contain iron


Questions

Task. Read the information on the slides below which

you will be familiar with from class. Complete any further

research you require and answer the questions in as

much detail as possible.

Natural and manufactured timbers

Unit 3 Materials and their working properties

Desirable hardwood

• Mahogany is sought after for its

durability, colour and aesthetics

• Its deep rich reddish brown hue gives beauty

and warmth to furniture, musical instruments,

boats and interior panelling

• Unfortunately man’s desire for mahogany

has increased the destructive and illegal

logging trade

• What would be the result of continual

illegal logging to the Amazon rain forest?

• Why is it essential to source wood from

sustainably managed forests?

Natural and manufactured timbers

Unit 3 Materials and their working properties

Manufactured boards

• These can be made from sawmill scraps, recycled

wood, low grade timbers and even sawdust

• Wood pieces are bound together with adhesives to make

man-made / manufactured board

• Manufactured board can be

susceptible to moisture

• Boards are rigid, stable and

supplied in large sheets

• What are the advantages of

producing board in

larger sheets?

Subject: Design Technology Topic: 3.1.6 Materials and their working properties Year: 9 Term: Autumn 1


1 .What type of tree does softwood come from? __________________________________________________________________________________________________

2. Why is softwood relatively cheap? __________________________________________________________________________________________________

3. What type of tree does hardwood come from? ______________________________________________________________________________________________________________________________________________________

4. Why is hardwood expensive? __________________________________________________________________________________________________

5. Is balsa wood a softwood or a hardwood? __________________________________________________________________________________________________

6. What does MDF stand for? ___________________________________________________________________________________________________

7. Name two types of protective layer that could be added to metal to help prevent rust. _______________________________________________________________________________________________________

8. List 4 non-ferrous metals? _____________________________________________________________________________________________________

9. List 4 ferrous metals? __________________________________________________________________________________________________

10. What are the advantages of creating alloys? _________________________________________________________________________________________________

35

Year 9 Design Technology

w/b 6th September SECTION 1— Construct and write out an exam style questions where the following words are the answers. Hardwood,

Softwood, Strength, Toughness and Manufacturing boards . All the questions must be related to Design and Technology

w/b 13th September SECTION 3—Answer the first 5 question in section 3. Where required, use as much detail as possible and justify your

response.

w/b 20th September

Why is hardwood expensive? There are a number of factors to consider so ensure your answer is detailed and justify your

response.

Flat pack furniture is often made out of MDF, state two properties of MDF that make it a good material for flat pack

furniture.

w/b 27th September SECTION 2—Study the information and images shown and the slides. Answer the questions in as much detail as you can.

w/b 4th October SECTION 3—Answer the last 5 question in section 3. Where required, use as much detail as possible and justify your

response.

w/b 11th October SECTION 1— Can you explain why a lot of children's toys are made of soft wood, justify your reasons.

36



User Needs

A user is a person who uses an inter-

face. “User needs” are the things that

a person needs to be able to do when

using a computer device.

High

Contrast

When dark text is displayed on a light

background. Also, when lightly col-

oured text is displayed on a dark

background. This makes information

Simple

Language

Information that is written with the

use of only one or two short words.

Language that is not complicated.

White space

Any area of an interface that is not

used or space around an object.

White space helps to separate text

and graphics to make a user interface

less crowded and easier to under-


Accessibility Needs

Some users may have problems with

their eyesight or hearing. Other users

may have difficulty pressing buttons

on a device. These users have accessi-

bility needs. User interfaces will need

Design

Principles

A list of rules that should be followed

when creating an easy to use inter-

face. For example: the use of simple

language, consistent layout, lots of

white space and easy to read style of

font.

Intuitive

Symbols

Symbols that help you to understand

and use a device straight away, with-

out receiving any training. For exam-

ple, a message app icon will often

have the symbol of a envelope on it.


Skills that you will need to demonstrate:

Name several design principles used in interface design

Describe the design principles used in an actual user interface

Explain why design principles have been used

Explain the good and bad features of an interface

Explain how a user interface meets the needs of a user

Give several examples of how a user interface meets

the needs of a user

Identify weaknesses in a user interface

Explain how a user interface may not meet the needs of a user

How could a user interface be adapted for users

with the following needs?

Visual

Hearing

Fine Motor Skills

Subject: DIT Component 1 Topic: Investigate user interface design Year: 9 Term: Autumn 1


Examples of Intuitive Design

The following icons are all taken from Microsoft Word.

Do you know what each icon represents?

If not, can you work it out? Are they all intuitive?

Name three different design principles used in this

Interface. What does a user need to be able to do?

Explain the good and bad features of this interface.

37

Year 9 Digital Information Technology

w/b 6th September Write out the spellings and meanings of all the Tier 1 Vocabulary.

w/b 13th September Give three examples of design principles and explain how they make a user interface easy to use .

w/b 20th September Explain the benefits of using intuitive symbols on a user interface.

w/b 27th September Write out the spellings and meanings of all the Tier 2 Vocabulary.

w/b 4th October Describe how a user interface could be modified to meet the needs of people with accessibility issues.

w/b 11th October Look at any user interface. Describe it’s strengths and weaknesses. How could the interface be improved?

38

Belong to Subject: Hospitality and Catering Topic: LO4 4.1 Food elated causes of ill health Year: 9 Term: Autumn 1



Food allergies The most common food allergies are: eggs, milk, fish, peanuts and tree nuts. Symptoms: coughing; dry, itchy throat and tongue; nausea and feeling bloated; wheezing and shortness of breath; swelling of the lips and throat; runny or blocked nose; sore, red and itchy eyes. Intolerances tend to be less serious.

Anaphylaxis A severe and potentially life-threatening reaction to a trigger such as an allergy. Someone who is known to suffer from Anaphylactic shock would always carry with them an EpiPen.

Lactose

intolerance

Is when a person has symptoms due to a decreased ability to digest lactose, a sugar found in dairy products. Soya and vegetable products replace milk in a number of foods, milk, cream, cheese, yoghurt can all be made from soya.

Gluten

intolerance

Intolerant to the protein gluten, Causes diarrhoea, anaemia, weight loss. Gluten is found in many cereals plants primarily wheat, rye, barley and some oats,. Avoid pasta, bread, cereals flour based foods, Gluten free products are available

Coeliac disease A condition where your immune system attacks your own tissues when you eat gluten. This damages your gut (small intestine) so you are unable to take in nutrients.

Yeast

intolerance

Yeast is present in a variety of foods, baked products and alcoholic beverages.


Liable Responsible by law; legally answerable.

Misconduct Unacceptable or improper behaviour,

by an employee or professional person.

Section 3:

HACCP, or the Hazard Analysis Critical Control Point system,

is a process control system that identifies where hazards might

occur in the food production process and puts into place

stringent actions to take to prevent the hazards from

occurring.


What do

Pathogenic

Bacteria do ?

Attack your body causing illness, some such as

Salmonella cling to the gut wall preventing absorption

of water and nutrients.

What do bacteria

need to multiply?

The environment it needs to thrive is a Moist, Warm,

environment. It also needs Time to produce and

What are the

sources of food

poisoning?

People/sewage, Raw food, Insects, Rodents, Soil/dust,

Refuse/waste, Animals/birds, Contaminated packaging

What are the

symptoms of food

poisoning?

Mouth increase in saliva, Head headache, Skin fever,

shivering, Gut abdominal pain, nausea vomiting,

diarrhoea, Circulation, low blood pressure, weak

pulse, fatigue

What are non food

poisoning illness?

Norovirus, From leafy greens such as lettuce, fresh

fruits and foods that are not washed before eating.

Toxoplasmosis, From infected meat, long term affects

of this can cause blindness.

How do chemicals

get into food?

Packaging, additives, cleaning products, hormones,

pesticides, fertilizers.

What is physical

Food

contamination ?

Common physical contaminants

include hair, glass, metal, pests, jewellery, dirt and

fake nails.

What are

allergies and

intolerances to

food ?

Food intolerances are more common than food

allergies. Symptoms include bloating and stomach

cramps. A food allergy is a rapid and potentially

serious response to a food by your immune system.

Why are food

labels so

important?

They are a legal requirement. They help consumers

make informed choices about the food they buy, help

them to store, cook and use it safely. They also tell the

consumer what ingredients are in the product such as

eggs, nuts and dairy as people who have allergies are

aware of them. This includes restaurant menus.

Major allergens

All menu items must be marked with any of the 14 major allergens

they contain. Waiting staff should have a good knowledge of which

allergens are present in the foods on the menu. If someone is

affected my the misconduct and poor knowledge of the menu

resulting in an allergic reaction the food outlet would be liable.

Different types of pathogenic bacteria: Campylobacter, Clostridium perfringens, E. coli, Listeria, Norovirus, Salmonella, Bacillus cereus, Botulis, Staphylococcus aureus.

39

LO4: 4.1 Food related causes of ill health

w/b 6th September

Look at section 1 and 3: What are the most common food allergies? Explain some of the symptoms of allergies, which can be the most

serious symptom?

Look at section 1 and 2 : How does the term liable relate to the food industry when providing food to be purchased by

consumers?

w/b 13th September Look at section 2: How does physical contamination differ to microbiological or chemical contamination?

Look at section 3 and 2: How do the rules of HACCP relate to Bacteria within the Hospitality and catering industry?

w/b 20th September

Look at section 2 and 3: Why is it important to make sure that all ingredients are labelled correctly on food packaging and

menus? What could be the consequences of not following the law with Food labelling ?

Look at Section 2 and 3: What is the environment that bacteria thrives in? How does this relate to the HACCP chart?

w/b 27th September Look at section 3: Explain how the key temperatures relate to the process of storing, cooking and serving food in a buffet

style restaurant like Maysum in Nottingham city centre.

w/b 4th October Look at section 2: What are some of the signs that a restaurant maybe at risk of a food poisoning outbreak?

w/b 11th October

Look at the major allergy diagram in section 3: write down 2 products for each allergy that someone with an allergy would

not be able to consume.

Look at section 1 and 2: compare the differences and similarities of Gluten intolerance and Coeliac disease.

40

Belong to BBA

Section 3: Presentation of work

.


Questions

Section 1: Key Vocabulary Tier 3 vocabulary Definition

Client The person who your work for as a artist and

designer . They hire you to do a job

Design brief This is what a client will give you when they want

you to make something for them . It sets out

Primary research Is research done by you it can be a first hand

observational drawing or a photograph you

Secondary

research

This is something someone else has done, eg in a

book a newspaper or items found on the

Mind map Is a diagram with a central theme with

information on that theme added in round it

Mood boards A collection of images gathered together either

for a collage or on a PowerPoint presentation

that you can use as inspiration for your work

Target audience These are the people that your product would

appeal to and who you would want to buy it in

Product This is an article or item that is manufactured or

refine for sale.

Textiles products Items made out of fabrics

Visual arts

products

Items that are made to look visually appealing on

walls e.g. canvas, wall hanging , frames or clocks

Unique selling

point

What makes the product stand out from others

Empathy Ability to share and understand others

Common themes What does your brief says is your theme eg

healthy life styles and fruit and vegetables


Evaluation A written judgement on how something has

been done.

Technique How to do something in a certain way

Medium The materials that we use. e.g. paint, pencil, oil

pastilles

Subject: BTEC Tech Award in Art and Design Practice Year: 9 Term: Autumn 1

Questions to ask yourself when trying to un-derstand the client .

What is the company Ikea?

What products do they sell?

What is the company ethos ?

Who are the people that go to Ikea and why?

What textiles products do Ikea sell ?

What visual arts products Ikeas sell?

What to you think about the products ?

Type , style, colour, pattern ,

Primary research

For primary research if you go to Ikea take some pho-tos of the outside of the store and some of the prod-ucts they sell

Mind maps

Mind maps can give a lot of information on a certain topic in a crea-tive way

topic in a creative way all on one sheet

Example of secondary research a mood board showing a

collection of images of canvas’s and wall hangings for

kitchen walls . This is to be done on PowerPoint

Example layout of understanding the client power point

41

Year 9 Art and Design Homework Activities for Autumn 1 Half Term

Over the next 6 weeks you have two tasks to complete for homework. Your studies will then get put

into your coursework portfolio. You may do these tasks at home or in art club at lunch or after

school . Your home works have been designed so that you can take time and effort to produce

quality outcomes that show the techniques you are studying in this half term

Each task will be assigned in teams at the start of term, every week you should upload and image of

your progress on to the assignment so I can monitor your progress and give you feedback on your

techniques.

Task 1

You will use the internet to research the company Ikea, in section 2 of your knowledge organiser you

will see there are some questions . You must set these questions out as a mind with the word Ikea in

the centre . Then answer the questions in as much detail as you can , you can add images , writing

and evaluations to your mind map.

Task 2

Take a trip to Ikea..

For primary research take a trip to Ikea and take some photographs of the building and the products

inside the store , focus on textiles products and items for the walls you could even take pictures of

42



Film Music The role of music is film is vital. There are two types of film music, music written for the film and music which is pre composed.

Program Music Program music is symphonic music which tells a story—the original film music

Leitmotif A leitmotif is a short theme which is associated with a character, place or emotion.

Ostinato A shorty repeated pattern of notes or sound. Often used to create tension in film music

Mickey Mousing When the music mimics the action on screen. This technique is used in cartoons.

Idee Fixe A theme in program music. Similar to e leitmotif.

Underscoring When the music is used to set the scene and support the emotion but not noticeable. Used under dialogue.

Extended

instrumental

techniques

When classical instruments are used in experimental ways to create new sounds.

Tier 2

vocabulary

Definition

Accuracy Playing the right notes in the correct order.

Fluency Playing the right notes at the right time with no stops.

Playing from

memory

Remembering a pattern and playing it without notation.

Section 3: CAF-style questions

1. Why would a film director use existing music

rather than music composed for their film?

2. Why are leitmotifs so important in film music?

3. If underscoring is composed to be in the back-

ground, why is it needed at all?

4. You have been asked to compose music for a

scene in which a person climbing a tree slowly,

then faster as they reach the top —how would you

compose for this using mickey mousing?

5. Research the difference between a leitmotif and

an idee fixe

6. Write a short summary of the story Berlioz tells

with his Symphonie Fantastique

7. Research an extended instrumental technique

either used in Symphony Fantastique or on any

classical instrument.

8. Give three techniques you would use to com-

pose a leitmotif for a hero

9 What is an ostinato? Why is it used in film mu-

sic?

10 Research a piece of program music we have not

studied in depth.

Section 2:Key Fact/Methods/Processes/Questions

Film Music

Two types of film music will be studied. Music written

specifically for a film and music already existing being used in

a film. By learning about different film music composition

techniques the importance of music in films will be

understood. This will be reinforced through composition

activities, creating leitmotifs and underscoring for

contrasting film genres.

Important film music composers; John Williams, Hans

Zimmer, Danny Elfman, Howard Shore, James Horner.

Program Music

Program music is classical music which carries an extra

musical meaning. It is similar to film music in that it uses

musical elements to create emotions in the listener to tell a

story. Program music was most popular in the Romantic

period. We will focus on Berlioz Symphony Fantastique to

develop understanding of program music and the

compositional techniques used.

Important programmatic composers; Berlioz, Beethoven,

Grieg, Mussorgsky.

Subject: Music Topic: The Blues Year and Rock n Roll : Year 9 Autumn 1

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43

Year 9 Music

w/b 6th September

Find an example of a hero’s leitmotif in a film and an example of a villain’s leitmotif. Write down three differences between

them (eg. Low pitch vs high pitch…)

w/b 13th September Research an example of existing music being used in a film score.

w/b 20th September Research the a film composer of your choice. Write a short profile on them.

w/b 27th September Complete questions 6

w/b 4th October Complete question 7

w/b 11th October Complete question 10

44



Articulation Having control of your mouth muscles

and tongue to get your mouth around

the words so that you can clearly

pronounce them.

Projection Using your voice in such a way that

everyone in the performance space

can hear you.

Breath control Making sure that you are taking in

sufficient air to support the volume

needed for projecting your voice.

Vocal Colour /

Tone / Expression

The way in which an actor expresses

feelings and emotions through their

voice. The same line can be said but

given different meaning with a

different tone.

Pitch To speak at a given frequency or

vibration to stress certain words and

communicate feelings. How low or

high the words sound.

Dialect A regional variety in language that

includes different phrases,

pronunciation, words and usage of

words.

Accent The expression of words and lines

using the vocal style of a certain

country or region, such as Scotland,

America, the north-East England etc.


Analyse Identify the factors that apply, and

state how these are linked and how

each of them relates to the topic.

Demonstrate Prove you can carry out a more

complex activity.

Make

recommendations

Make relevant and appropriate

suggestions; usually for improvement.

Section 3:

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 time scale 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

Breath Control & Projection


Reviewing your performance work

In drama it is essential that you can review your own work and

make considered decisions regarding your use and application of

skills and techniques. The best reviews outline the practical task

and state why the skills from each workshop are important for an

actor and their stagecraft. In your log book work you need to be

able to discuss the workshop aims and your responses must be

justified, analysed and well thought out.

Example:

“In this skills workshop we focused on our breath control. (Explain

the workshop in detail). By developing our breath control we aim

to have full control over our breathing in order to support our

projection and delivery of lines. If I am unable to control my

breath I run the risk of running out of breath and thus my

projection will dip and the audience will not hear all of my lines.

Breath control also helps an actor to relax and have control of

their nerves prior to a performance. An actor must have full

control over their emotions in order to successfully portray and

play a character verbally and physically. Throughout my workshop

I was able to demonstrate control over my breath and this helped

me to project my voice loud enough for the audience to hear.

Feedback from my peers and teacher gives me confidence in this

statement”.

Key things to consider when writing up your skills logs:

Have you discussed the workshop aims?

Have you been able to state why the set skill / technique is

important for an actor to work on / develop / master?

Have you discussed the impact of the skill upon the

audience?

Have you identified areas of strength?

Have you identified an area for improvement?

Have you been able to set yourself targets for

improvement?

Can you identify an exercise that will help you to improve?

Subject: Drama Topic: Component 2 Year: 9 Term: Autumn 1

45

Year 9 Drama

w/b 6th September Write a paragraph that explains the term ‘articulation’ giving two justified reasons why an actor must work on their

articulation.

w/b 13h September Draw and label the diagram of the function of the diaphragm in breathing. Write an account of how you used your breath control in

this week’s workshop.

w/b 20th September “An actor may as well not bother even learning lines if they cannot project”. Discuss.

w/b 27th September Use section 3 to help you to set targets for improvement from a skills workshop you have taken part in.

w/b 4th October Discuss how an actor may use their vocal colour / tone / expression in a performance.

w/b 11th October Peer support. Choose a peer and identify one improvement they need to make. Research an acting exercise that they can

use in order to improve. Share this with your peer.

46

Belong to BBA Section 3: Possible exam/CAF-style questions

LABEL the Hair structure.


Questions The hair cuticle is the outermost part of the hair shaft. It is formed from dead cells, overlapping in layers, which form scales that strengthen and protect the hair shaft. While the cuticle is the outermost layer, it is not responsible for the changes of the hair. The cortex of the hair structure is located between the hair cuticle and medulla and is the thickest hair layer. It also contains most of the hair's pigment, giving the hair its colour. The pigment in the cortex is melanin, which is also found in skin. This layer is very important and is where all the chemical processes take place and the changes to the style of the hair. This can be temporary or permanently until it grows out. The medulla is the innermost layer of the hair shaft. This nearly invisible layer is the most soft and fragile, and serves as the pith or marrow of the hair. Alpha and Beta Keratin Hair in its natural state of curly, wavy or straight is described as being in an alpha-keratin state . When hair has been wetted, stretched and dried into a new shape, it is described as being in a Beta Keratin state. Heat from styling equipment, such as curlers and straighteners can also change the state from alpha to beta-keratin. These are only temporary and when the hair has been wetted by shampooing or even by rain, fog or steam the hair will return to its natural state of alpha-keratin. Humidity Hair is hygroscopic and the hair style can be affected by the humidity and moisture in the air, the hair absorbs the moisture from the air and the beta-keratin changes back to the alpha keratin, because the moisture softens the temporary hydrogen and salt bonds and reverts the hair back to its original state



Cuticle The outer layer of the hair

Cortex The cortex is the main section of the hair

and where the basic and chemical changes

take place

Medulla The medulla is a space found within the

central core of the hair that may or may not

be present

Epidermis Outer layer of the skin. The bit we can

touch.

Dermis The inner layer of the skin where all the

vessels live.

Effleurage The stroking movement to apply and spread

shampoo and conditioner on the hair and

scalp.

Rotary Shampoo movement using circular

movement to massage the shampoo to the

hair and scalp

Petrissage Circular relaxing movement used when

conditioning

Styling Drying the hair into a new shape or style

Finishing

Teasing the hair with products to put into

shape at the end of the style.

Texture How thick or thin one strand of hair is.

Density How many hairs are on one head.

Sparse Not many hairs on one head.

Growth patterns The way the hair grows from the scalp.

Contra-

indications

Contagious or infectious diseases, and scalp

infections.

Tension How tightly the hair is pulled when styling

and finishing hair.

Abundant A lot of hairs on one head.

Toner A lotion or light astringent used to

wipe over the skin after cleansing.

Moisturiser A cream or lotion applied to the

skin to keep it soft and supple.

Exfoliate A product used to remove dead

skin cells from the face or body.

Face mask

A product applied to the skin to

deep cleanse or moisturise.

Eye cream

A specialised product used to care

for the delicate skin around the

eyes.

Subject: Hair and Beauty Topic: Shampooing and Blow-Drying Year: 9 Term: Autumn 1

What is a styling product?

What is a finishing product?

Why is it important to cool hair prior to dressing out?

Why could the hair feel sticky after drying?

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47

Year 10 hair and beauty

w/b 6th September Tell me the features and benefits of toner and moisturiser on the skin

w/b 13th September Explain the different layers of the hair structure and their importance.

w/b 20th September Complete section 3 in your books. Draw and label the hair structure.

w/b 27th September Describe how to use the three massage movements

w/b 4th October How does humidity affect the hair and why?

w/b 11th October Explain what happens to the hair when it gets wet.

48



Statutory

setting

These are services that have to be available by law, i.e. through legislation which requires either the government or local authorities to provide them. Schools are a good example of a statutory service.

Private setting Crèche at a shopping centre. These are profitmaking services. They will have an owner or be run by a company.

Voluntary

setting

Parent and toddler group run by a local church These are services provided by organisations such as charities where some or all of their funding comes from donations.

Independent

setting

Private school. These are services that are provided independently of the state and do not rely on government funding. This term is usually used in relation to schools. Independent schools may choose not to follow the National Curriculum because they do not receive government funding.

Safeguarding Safeguarding is the action that is taken to promote the welfare of children and protect them from harm.

Confidentiality The state of keeping or being kept secret or private.

Discrimination The unfair or harmful treatment of different categories of people, especially on the grounds of race, age, or sex.

Child protection Child protection is the protection of children from violence, exploitation, abuse and neglect.

Auditory A learning style in which a person learns through listening.

Kinaesthetic A learning style in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations.

Visual A style in which a learner utilises graphs, charts, maps and diagrams.


Expectations Expectation is what is considered the most likely to happen.

Polite Having or showing behaviour that is respectful and considerate of other people.

Positive

attitude

Have a positive, joyful attitude and you'll have positive, joyful results.


What must you do before you attend work experience in

a setting?

What are the expectation when working in a setting.?

Explain why it is important to know the responsibilities of

own role.

What might happen if the responsibilities of the early

years worker are not met

What the different learning styles?

When do you need to pass on information to other

professionals?

Identify how you can respond to the individual needs of

children

Why is it important to understand your own learning

style?

What is safeguarding ?


What do you need to ensure when preparing for a place-

ment?

What type of job role would a statutory setting have?

Subject: Health and Social Care Year: 9 Term: Autumn 1

49

Year 9 Health and Social Care

w/b 6th September Explain why safeguarding in important with children of 0-5 years.

w/b 13th September Tell me the different childcare settings and explain their purpose.

w/b 20th September Answer all questions in section 3

w/b 27th September What are the different learning styles? Explain each one.

w/b 4th October What is the job role of an early years worker? Explain all areas

w/b 11th October What is child protection? What happens if responsibilities are not met?

50

Subject: BTEC Sport Topic: Component 1 Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

Tier 1 vo-

cabulary

Definition

Skeleton The framework of the body and gives the person

their shape.

Muscles Used to produce movements, these can be volun-

tary or involuntary

Heart Located to the left of the chest cavity where it will

pump blood around the body and to the lungs

Veins These are blood vessels that carry deoxygenated

blood to the heart

Arteries These are blood vessels that carry oxygenated

blood away from the heart.

Bicuspid

and Tricus-

pid Valves

These are to stop the back flow of blood through

the blood vessels/chambers of the heart

Ligament These are pieces of connective tissue that connect

bones to bone

Tendon Muscles are attached to bones by tendons

Synovial

Joint

Two or more bones meet, these can be known as

articulating joints.

Tier 2 vocab-

ulary

Definition

Aerobic Aerobic consists of exercise where oxygen is pre-

sent and used to fuel the body. This is usually

done over a long period of time and is lower in-

tensity

Anaerobic Anaerobic consists of exercise where oxygen is

not present and used to fuel the body. This is usu-

ally done over a short period of time, and is a high

intensity

Hypertro-

phy

An increase in size of the heart as the blood flows

through it during exercise.

Double

Circulation

The dynamic action of the heart is that of a dual-

action pump in that both sides of the heart con-

tract simultaneously.


1. Identify the four functions of the skeleton

2. Select a sporting example (e.g. a footballer), Explain

how the bones in the body are used within the sport.

(see the example on the next page).

3. Describe the three types of connective tissue and

what do they do?

4.Explain the term Hypertrophy

5. Describe the difference between aerobic and anaer-

obic respiration

6. Using a diagram, describe how blood flows through

the body.

7. Describe the purpose of bicuspid and tricuspid

valves

8. Describe the blood vessels and how they carry

blood through the body

9. Explain how the respiratory and cardiovascular

systems work together

10. Explain how the muscular and skeletal systems

work together

“How does this apply to the course?”

Identify—Indicate the main features or purpose of something

Describe—Give a clear objective account in their own

words, showing recall, and in some cases application,

of relevant features and information. Normally requires

breadth of content coverage

Explain—Provide details and give reason and/or evi-


Skeletal System:

Muscular System

Skeletal System:

51

All questions taken from

Learning Aim A, Assignment brief

1A. Year 9: Sport; BTEC Tech Award

w/b 6th September

Explain the structures of the cardiovascular system locating the key parts - atria, ventricles, septum,

tricuspid, bicuspid and semi-lunar valves, aorta, vena cava, pulmonary artery, pulmonary vein.

w/b 13th September

Explain the functions of the cardiovascular system. Explain the structures of the respiratory system

locating the key parts - lungs, bronchi, bronchioles, alveoli, diaphragm.

w/b 20th September Explain the functions of the respiratory system. Explain how the respiratory and cardiovascular systems

work together.

w/b 27th September

Explain the structures of the muscular system locating the major muscles - deltoid, biceps, triceps,

pectoralis major, latissimus dorsi, external obliques, hip flexors, gluteus maximus, quadriceps,

hamstrings, gastrocnemius and tibialis anterior.

w/b 4th October

Explain the structures of the skeletal system locating major bones - cranium, clavicle, scapula, five

regions of the vertebral column (cervical, thoracic, lumbar, sacrum, coccyx), ribs, sternum, humerus,

radius, ulna, carpals, metacarpals, phalanges (in the hand), pelvis, femur, patella, tibia, fibula,

tarsals, metatarsals, phalanges (in the foot).

w/b 11th October Explain the functions of the musculoskeletal system. Explain how the muscular and skeletal systems

work together.

52

Notes:

53

Notes:

nottingham ouncil house

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