y8 knowledge organiserbooklet autumn term 2020€¦ · y8 knowledge organiserbooklet autumn term...

Y8 Knowledge Organiser Booklet Autumn Term 2020

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Please bring this booklet to school every day. Respect it and keep it safe.

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W/B Mon Tues Wed Thurs Fri Every day

7th Sept Subject 1 – Hegarty MathsSubject 2 – English

Subject 1 – Science Subject 2 – History

Subject 1 – Spanish Subject 2 – PE

Subject 1 – IT Subject 2 – PARTS

Subject 1 – Hegarty MathsSubject 2 – English

20 minutes reading10 minutes Educake


Subject 1 – Science Subject 2 – Geography

Subject 1 – Spanish Subject 2 – RE

Subject 1 – ArtSubject 2 – Maths



21st Sept Subject 1 – Hegarty MathsSubject 2 – English












5th Oct Subject 1 – Hegarty MathsSubject 2 – English
























2nd Nov Subject 1 – Hegarty MathsSubject 2 – English






9th Nov Subject 1 – Hegarty MathsSubject 2 – English












23rd Nov Subject 1 – Hegarty MathsSubject 2 – English












7th Dec Subject 1 – Hegarty MathsSubject 2 – English






14th Dec Subject 1 – Hegarty MathsSubject 2 – English





20 minutes reading10 minutes Educake2

The poems and their key metaphors‘Fog’ – Carl Sandburg, 1878 – 1967'The fog comes on little cat feet’

Both ‘the fog’ and the ‘little cat feet’ are grey, delicate and move gently.

‘November Night’ – Adelaide Crapsey, 1878 – 1914‘like steps of passing ghosts,/ The leaves, frost –crisp’d, break from the trees and fall’

Both ‘the leaves’ and ‘the steps of passing ghosts’ rustle softly.

‘Dreams’ – Langston Hughes, 1902 – 1967‘… if dreams die/ Life is a broken-winged bird/ That cannot fly’

Both a life without dreams and ‘a broken-winged bird/ That cannot fly’ are sad and wasteful.

‘Sally’ – Phoebe Hesketh, 1909 – 2005‘She was a dog-rose kind of girl:/ Elusive, scattery as petals’

Both Sally and ‘a dog-rose’ are wild and not traditionally beautiful.

‘Frogs’ – Norman MacCaig, 1910 – 1996’In mid-leap they are/ parachutists falling/ in a free fall’‘… their ballet dancer’s/ legs’

Both frogs and ‘parachutists’ leap into the air and spread out when they fall. Both frogs and ballet dancers have powerful and elegant legs.

‘Pigeons’ – Richard Kell, 1927 –‘small blue busybodies/ Strutting like fat gentlemen’‘their heads like tiny hammers’

Both pigeons and ‘busybodies’ walk around looking like they think they’re important. Both pigeons and fat gentlemen have big bellies but look quite dignified.

‘The Eagle’ – Alfred, Lord Tennyson, 1809 – 1892‘And like a thunderbolt he falls’

Both the eagle falling and ‘a thunderbolt’ are fast and dangerous.

‘The Tyger’ – William Blake, 1757 – 1827‘Tyger, tyger burning bright’

Both the tiger and fire are beautiful and powerful, but also difficult to control.

‘A Case of Murder’ – Vernon Scannell, 1922 – 2007‘The cat, half-through, was cracked like a nut’‘… the wound of fear gaped wide and raw’‘… the huge black cat pads out’ (the cat turns from tenor into vehicle for the boy’s fear)

Both the cat being slammed in a door frame and a nut being broken make a cracking sound. Both ‘fear’ and a ‘wound’ can be painful and can get worse. Both fear and a ‘huge black cat’ are haunting and can sneak up on you.

Poetry Tenor, vehicle, groundMetaphor A metaphor has three parts:

The tenor: the thing you want to try and describe to your audience. The vehicle: The imaginative idea you compare it with to help your audience understand it. This is the ‘made up’ bit. The ground: the thing the tenor and the vehicle have in common.

Here is an example:‘Achilles fought like a lion’ (both Achilles and the lion are strong)Achilles is the tenor because he is the thing being described. The lion is the vehicle because it is the imaginative idea Achilles is compared to. The ground is that they are both strong because this is what they have in common.

Literal language: if something is literal it is accurate or precise.• A literal description tells what actually happens.• Something that is literal reports on events. • An example would be ‘he is lazy’

Metaphor: if something is a metaphor it is not literal.• A metaphor does not report on what actually happens. • A metaphor tells us more about something by bringing ideas together.• An example would be ‘he is a couch potato’

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The Adventures of Sherlock Holmes by Sir Arthur Conan Doyle

Background informationSir Arthur Conan Doyle (1859-1930) was a British author. He wrote 60 stories about Sherlock Holmes as well as many other works of fiction. Conan Doyle was a qualified doctor and it is thought that the character of Sherlock Holmes is based on one of his teachers at university, Dr. Joseph Bell, who was a master at observation, logic, deduction, and diagnosis much like Sherlock Holmes. Doyle’s short stories were published individually in The Strand Magazine.

Key words

Scandal- A situation or event that is thought to be shocking and immoral

Bohemia-an area of the Czech Republic, formerly known as Czechoslovakia

Enlighten-to provide someone with information and understanding. People come to Holmes so that they can beenlightened on a crime.Pawnbroker-a person who lends money at interest on the security of an article pawned.

Scotland Yard-the headquarters of the London Metropolitan Police.

Countess-the wife or widow of a count or earl.

Deduction/deduce - the process of reaching a decision by looking at the facts that are known. Holmes is able to use his powerful skills of deduction to solve crimes.

Scandal in Bohemia – summary• The King of Bohemia plans to marry

a Norwegian princess. However, he previously had a relationship with a woman called Irene Adler. Adler is threatening to ruin his engagement with a picture she has of herself and the king as a couple.

• Holmes tricks Adler into revealing where she keeps the photograph, but she outsmarts Holmes and escapes with it. Adler decides not to use the picture against the king.

• She leaves a picture of herself in its place, which Holmes keeps as a reminder of her.

The Red Headed League – summary

• Jabez Wilson gets a job with the mysterious ‘Red-Headed League’ because of his ‘flame’ coloured hair.

• One day, he is mysteriously told that he is no longer needed by the league so visits Holmes to ask him to investigate.

• Holmes discovers that Wilsons' story reveals a plot to steal from a bank vault which is successfully prevented.

The Blue Carbuncle – summary

• A policeman named Peterson is left with a man’s hat and Christmas goose.

• He takes the goose home to eat and discovers a blue carbuncle (a rare, and very valuable jewel) inside the goose!

• Holmes recognises the jewel as the one that was stolen from The Countess of Morcar. Using the hat as a clue, Holmes and Watson set off to discover how the blue carbuncle was stolen and how it ended up in a goose.

Characters

Sherlock Holmes – A very intelligent, observational genius who is consulted regualrly for his crime solving abilities.Dr Watson – Holmes' close friend and assisstant. The stories are told from his perspective.Irene Adler- 'the' woman' who outsmarts Sherlock Holmes

Jabez Wilson – A pawnbroker who was embloyed by the Red Headed League before it mysteriously disappeared.

Quotes

'[Sherlock Holmes] was still, as ever, deeply attracted to the study of crime, and occupied his immense faculties and extraordinary powers of observation in following out these clues...'

'My name is Sherlock Holmes. It is my business to know what other people don't know.'

'You see, but you do not observe. The distinction is clear.'

'I have no data yet. It is a capital mistake to theorize before one has data.'

''...there was something in his masterly grasp of a situation, and his keen incisive reasoning, which made it a pleasure to me to study his system of work...' 4

W/B Task

7th Sept Use your Forces knowledge organiser to revise.

14th Sept Use your Forces in Industry knowledge organiser to revise.

21st Sept Use your Forces knowledge organiser to revise.

28th Sept Use your Earth Chemistry knowledge organiser to revise.

5th Oct Use your Earth Chemistry knowledge organiser to revise.



26th Oct Use your Earth in Space knowledge organiser to revise.

2nd Nov Use your Earth in Space knowledge organiser to revise.

9th Nov Use your Earth in Space knowledge organiser to revise.

16th Nove Use your Variation, Classification and Ecology knowledge organiser to revise.

23rd Nov Use your Variation, Classification and Ecology knowledge organiser to revise.

7th Dec Use your Variation, Classification and Ecology knowledge organiser to revise.

14th Dec Use your Variation, Classification and Ecology knowledge organiser to revise.

Science Homework Timetable

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Forces

66666

KS3 Knowledge Organiser

http://bit.ly/ForcesAstrea

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ForcesKS3 Knowledge Organiser http://bit.ly/ForcesAstrea

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Earth ChemistryKS3 Knowledge Organiser

http://bit.ly/EarthChemistry

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Earth ChemistryKS3 Knowledge Organiser

http://bit.ly/EarthChemistry

Physical weathering

Chemical weathering

Biological weathering

Chemical weathering is caused by acid rain wearing away at rocks. It wears away features on statues and other things made of rocks.

Biological weathering is caused by plants and trees and other life. A common type of biological weathering is when a tree’s roots gets in to cracks in the rocks and pushes the rock apart.

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The Earth in SpaceKS3 Knowledge Organiser

The 8 planets in our Solar System are:

MercuryVenusEarthMars

JupiterSaturnUranus

Neptune

These are in order from closet to the sun to furthest away.

The four inner most planets are known as terrestrial planets are have a rocky surface. Jupiter and Saturn are known as gas giants as their outer surface is made of gas. Uranus and Neptune also have an outer gas layer but their known as ice giants because a large amount of their mass is made of ice.

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The Earth in SpaceKS3 Knowledge Organiser

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Variation, Classification and EcologyKS3 Knowledge OrganiserTo survive a plant needs;• Water• Carbon dioxide• Space• Food – photosynthesis• Light

To survive an animals needs;• Water• Oxygen• Shelter/space• Mate• Food

Animals and plants COMPETE for these resources. Those that are unsuccessful will eventually die.

A habitat is the natural home or environment of an animal, plant, or other organism.

A habitat is where an organism lives.

For example, British woodland, Sahara desert.

Animals and plants have to adapt to change in order to survive. For example, the fur on an artic fox changes colour depending on the season.

If animals and plants fail to adapt they will eventually become extinct.

It is sometimes necessary to know the different organisms living in an area. To do this scientists use sampling. The diagram is using a quadrat; this takes a random sample and then the results can be multiplied to a larger area.

Another method of sampling is using a transect. This is a line across a habitat in which the species can be observed and recorded.

Variation - refers to the different characteristics that organisms have.

Variation can be inherited or environmental.For example, inherited variation includes eye colour, environmental variation includes language spoken.

When collecting data about variation it can be continuous or discontinuous. Continuous data can have many values, whilst discontinuous can only have a few possible values.

Species - organisms of the same species can mate to produce fertile young. That means that the offspring are able to reproduce. 12

Variation, Classification and EcologyKS3 Knowledge Organiser

Food chains show organisms eating one food source.

Food webs show organisms eating more than one food source and how the organisms interact together.

• Producer – the plant in the food chain – they make food by photosynthesis.

• Consumer – kill for food, they are either secondary or tertiary consumers.

• Secondary consumers – animals that eat the producer, for example rabbits, caterpillars, cows, sheep.

• Herbivore – eats plants only.• Carnivore – eats meat only.• Omnivore – eats both plants and • Trophic level – position occupied by a group of organisms in

a food chain.• Predators – usually eat animal material – they are

carnivores, for example cats, dogs, lions.• Prey – the animals that predators feed on. 13

Key Events

1485 -1509

Reign of Henry VII

1509 -1547

Reign of Henry VIII

1547 -1553

Reign of Edward VI

1553 -1558

Reign of Mary I

1558 -1603

Reign of Elizabeth I

Key Knowledge

Catholic or Protestant

Before 1517, the majority of Europe belonged to the Catholic Church. But, in that year, a German priest called Martin Luther started protesting about the Catholic Church . His protests led to the formation of a different type of Christian Church – the Protestants. Protestants believed that the Bible and church services should be in the local language, whereas Catholics believed it should be in Latin. Protestant churches were plain and simple, whereas Catholic churches were heavily decorated. Protestant priests could marry and go to prison, whereas Catholics believed their priests could not.

Henry VIII Henry VIII is mainly known for two things: ‘The Reformation’ and his six wives. He was married to his first wife, Catherine of Aragon, for 20 years, but he divorced her to marry Anne Boleyn. She was eventually beheaded and replaced by Jane Seymour. When she died, Henry married Anne of Cleves, then divorced her, then married Catherine Howard, beheaded her, and finally married Katherine Parr. Luckily for her, Henry died before he could end that marriage too!

The EnglishReformation

In 1533, Henry VIII asked the Pope if he could divorce his first wife. The Pope refused. Therefore, Henry passed a law in 1534 called the Act of Supremacy – this made him the leader of the Church in England. He then got rid of all forms of Catholic worship across England and replaced it with Protestant beliefs. All monasteries and nunneries were closed down and their possessions were taken by the King – this was called the ‘Dissolution of the monasteries’. Catholic churches were torn down and replaced with Protestant churches and the Bible was printed in English for the first time. This great change in the country made Henry VIII more powerful than any previous English monarch!

Key Vocabulary

Monarch – a King or Queen

Reign – the period of time a monarch ruled a country

Church – a Christian organisation (capital C), place of worship (small c)Behead – executing someone by removing their headReform – to completely change

Dissolution – the dissolving/getting rid of somethingCompromise – an agreement reached between different groups

Extremist – someone who has very strict and extreme beliefsArmada – a large group of warships

Portrait – a drawing/painting of a person

Key Image

History Knowledge Organiser

Tudor England

A painting made, at the orders of Henry VIII, in 1535. It shows Henry surrounded by church leaders who are kneeling down to him. It was painted by one of Henry VIII’s favourite artists.

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Home Learning

Activity 1 Learn the Key Vocabulary for this topic. You will be tested on both the correct spelling and the definitions of these words.

Activity 2 Learn the Key Events for this topic. You will be tested on your knowledge of the events, their dates, and their chronology.

Activity 3 Revise for your end-of-topic assessment. Use the Can you…? questions to check what you can do!

Can you…?

Historical Knowledge• Describe how England changed during the reign of Henry VIII?• Describe the key differences between Catholics and Protestants?

Historical Explanation• Explain why people were confused during the reigns of the Tudor monarchs?• Explain why the English beat the Spanish Armada?

Historical Inference• Work out information about the time period from a historical source?• Try it now with one of the Key Images...

Historical Usefulness• Analyse how useful and reliable a source is by using T.A.P. (Time, Author, Purpose)?• Try is now with one of the Key Images...

Historical Interpretation• Agree or disagree with different interpretations of the past?• E.g. ‘The British beat the Spanish Armada because their ships were faster.’ How far do you agree?

Key Image


Y8 - Half term 1

A painting entitled ‘Defeat of the Spanish Armada’, by Phillippe-Jacque de Loutherbourg (a theatre designer) in1796.

Key Knowledge

Edward VI and Mary I

After Henry VIII died, his only son, Edward became King of England at 10 years old. He continued his father’s reformation of England into a Protestant country. He ensured that all Catholic churches and decorations were replaced with Protestant ones. All church services were to held in English and the Protestant ‘Book of Common Prayer’ was used in every church. He also arrested and hanged any Catholics who refused to follow the new Church. When he died at 16, he was replaced by Mary I, who was a Catholic. She immediately returned the country to the old Catholic ways by making the Pope the Head of the Church again and having all church services in Latin. She also burned hundreds of Protestants alive !

Elizabeth I Elizabeth I became Queen of England after the death of her sister, Mary. She was determined to put an end to the confusion about religion and so introduced her ‘Middle Way’. This was a compromise between both Catholic and Protestant beliefs. For example, the church services were again in English, but the Catholic decorations were kept. Also, the ‘Book of Common Prayer’ was printed in Latin and English. Only religious extremists were arrested and executed.

The Spanish Armada

In 1588, the Catholic King of Spain, Phillip II, decided he would invade England – he didn’t think that the Catholics there were being treated well enough by Elizabeth I. An armada of 130 warships attacked England in May that year. The English navy was massively outnumbered, yet they still managed to defeat the Spanish. There were many reasons for this , including the British ships were smaller and faster, they used the tactic of ‘hell burners’ to attack the Spanish ships, the Spanish were also too arrogant and didn’t prepare well enough and were not as well organised as the English sailors.

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Key Events

1603 -1625

Reign of James I

5th Nov. 1605

A group of Catholic men attempt (and fail)to blow up Parliament and King James I

1625 -1649

Reign of Charles I

1642 -1649

The English Civil War

30th Jan.1649

Charles I is beheaded after being found guilty of treason

Key Knowledge

Gunpowder Plot

After the death of Elizabeth I in 1603, her nephew James became King of England. He was a Protestant who persecuted Catholics who failed to follow the rules of the Church of England. This led to many Catholics plotting against him. One such group filled the cellars underneath the Houses of Parliament with gunpowder. Their plan was to blow up the building when the King was visiting. However, their plot was discovered on 5th November 1605. The plotters were all executed.

Causes of civil war

There are many reasons for the English Civil War, but they can be summed up into three main themes. Money: Charles I raised taxes to pay for his lifestyle and kept dissolving Parliament if they refused to help him do this. Religion: the vast majority of Parliament were Protestant and they didn’t like the fact that Charles I had many Catholic friends, including his wife! Power: both Parliament and the King wanted the power to rule the country by themselves and kept attacking the other. Charles arrested five MPs who he said had insulted him. And Parliament even executed two of Charles’ advisers!

Roundhead or Cavalier

The two sides in the English Civil War were the Royalists and the Parliamentarians – they each had their own type of soldier. The Royalist soldiers were called Cavaliers. They were mostly Catholic and were made up of the King’s wealthy, land-owning supporters and their servants. They wore fine cloth, a hat with a feather, and a red sash. They were based out of Oxford and had skills in horse-riding and battle tactics. The Parliamentarian soldiers were called Roundheads. They were more Protestant and were made up of merchants and businessmen. They wore leather coats, a metal helmet, and a yellow sash. They were based out of London and were very well disciplined. There were also more of them than the Cavaliers.

Key Vocabulary

Persecute – to treat someone unfairly

Treason – a crime that betrays an entire country

Parliament – the electedrepresentatives of the countryParliamentarian – a supporter of Parliament’s right to ruleRoyalist – a supporter of the King’s right to ruleCivil War – a war fought between people in the same countryPropaganda – information designed to influence people

Trial – the examination of evidence to decide someone’s guiltTestify – the evidence given by witnesses during a trial

Execution – the killing of someone found guilty of a crime

Key Image

History Knowledge OrganiserPower and the people (2)

A cartoon drawn by a Parliamentarian in 1645. It is making fun of the Cavaliers by saying that they stole things from the people of England.

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Home Learning

Activity 1 Learn the Key Vocabulary for this topic. You will be tested on both the correct spelling and the definitions of these words.

Activity 2 Learn the Key Events for this topic. You will be tested on your knowledge of the events, their dates, and their chronology.

Activity 3 Revise for your end-of-topic assessment. Use the Can you…? questions to check what you can do!

Can you…?

Historical Knowledge• Describe the Gunpowder Plot?• Describe the English Civil War and the two different sides in it?• Describe the trial of Charles I?

Historical Explanation• Explain why the English Civil War started?• Explain why Parliament won the English Civil War?

Historical Inference• Work out information about the time period from a historical source?• Try it now with one of the Key Images...

Historical Usefulness• Analyse how useful and reliable a source is by using T.A.P. (Time, Author, Purpose)?• Try is now with one of the Key Images...

Historical Interpretation• Agree or disagree with different interpretations of the past?• E.g. ‘The English Civil War started because Charles I married a Catholic.’ How far do you agree?

Key Image


Y8 - Half term 2

A painting entitled ‘The Execution of KingCharles I’, by an unknown artist. The painting has been dated to around 1649.

Key Knowledge

The EnglishCivil War

The fighting between the Royalists and the Parliamentarians lasted for seven years! During this time, 200,000 people were killed (4% of the population of England!) Half of this number were civilians who died from either starvation or disease caused by the battles. Both the Roundheads and the Cavaliers stole from people during the fighting and thousands of pounds worth of damage was caused by the fighting.

Parliamentvictory

Parliament, eventually, won the English Civil War – there are many reasons for this. One reason was that the Roundheads were led by a man called Oliver Cromwell, who used clever tactics and strict discipline to win battles. Another reason is that the Parliamentarians had more money than the Royalists as they were supported by wealthy businessmen and merchants. Furthermore, Parliament used propaganda to make Charles I and the Cavaliers look bad, which meant they got more support from the people of England (80% by 1648). Also, Charles I believed that he had the ‘Divine Right of Kings’ and that God would protect him and ensure his victory. This made him arrogant and therefore he made many mistakes.

Trial of Charles I

Charles I was captured by the Parliamentarian forces and put on trial for treason. From 20th to 26th January 1649, Parliament heard many people testify to the King’s guilt. Charles I refused to defend himself – he claimed that they had no right to accuse him or crimes against the country because he was the country! The trial was not very fair and he was found guilty and sentenced to death. On 30th January, King Charles I was beheaded. This was the first and only time in England’s history where a ruling monarch was executed.

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SPANISH KNOWLEDGE ORGANISER – VIVA 2: TODO SOBRE MI VIDA VOCABULARY

Section 1Mi móvil My mobile

Chateo. I chatComparto mis videos favoritos.

I share my favourite videos.

Descargo melodías. I download tunes.Descargoaplicaciones.

I download apps.

Hablo por Skype. I talk on Skype.Juego. I play.Leo mis SMS. I read text messages.Mando SMS. I send text messages.Saco fotos. I send photos.Veo vídeos o películas.

I watch videos or films.

Section 2La música Music

El rap RapEl R’n’B R’n’BEl rock RockLa música clásica Classical musicLa música electrónica Electronic musicLa música pop Pop musicEscucho rap I listen to rap.Escucho la música de..

I listen to ……’s music.

Escucho de todo. I listen to everything.La letra The lyricsLa melodía The tuneEl ritmo The rhythm

Los opiniones Me gusta(n) mucho Me encanta(n) No me gusta(n) nada Odio / Detesto Mi canción favorita es.. Mi cantante favorito es.. Mi grupo favorito es.. Mi programa favorito es..

Opinions I really like I love I don’t like at all I hate My favourite song is.. My favourite singer is.. My favourite band is.. My favourite programme is…

Section 3 ¿Con qué frecuencia? How often? Todos los días Everyday Dos o tres veces a la semana

Two or three times a week.

A veces SometimesDe vez en cuando From time to timeNunca Never

Section 4Las palabras muy frecuentes High frequency words

así que So (that)

más…que more…thanmenos..que less…than

mi/mis my

su/sus his/hersnormalmente normally

no no/not

o or

porque because

también also

y and

ayer yesterday

luego then / later

Por la mañana In the morning

Por la tarde In the afternoon

Un poco más tarde A bit later

Section 5La televisión TVMe gusta el telediario I like the newsMe gustan los programas de música.

I like music programmes.

Los programas de deporte

Sports programmes

Los concursos Gameshows / quiz shows

Los documentales documentariesLos realitys Reality TV showsLas comedias comediesLas series de policíacas Crime showsLas telenovelas Soap operas

Section 6 ¿Qué hiciste ayer? What did you do yesterday?

Bailé en mi cuarto. I danced in my room.

Fui al cine. I went to the cinema.Hablé por Skype. I talked on Skype. Hice gimnasia. I did gymnastics.Hice kárate. I did karate. Jugué en línea. I played online.Jugué tres horas I played for three

hours. Monté en bici. I rode my bike. Vi una película. I watched a film. Salí con mis amigos. I went out with my friends.

Hice los deberes. I did my homework.

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By the end of this topic, you should be able to ask and answer the following questions.

Las preguntas Mis respuestas

1. ¿Qué haces con tu móvil? What do you do with your mobile? 1. Con mi móvil …(chateo) With my mobile…(I chat)

2. ¿Cuándo lo usas? When do you use it? 2. Lo uso…(todos los días) I use it..(everyday)3. ¿Cómo se usa el móvil en

España?How do they use their mobiles in Spain?

3. En España lo usa por.. In Spain they use it for..

4. ¿Qué tipo de música te gusta? (¿Por qué)

What type of music do you like? Why?

4. Me gusta mucho …(el rap) porque es (guay.)

I really like…(rap music) because it’s (cool).

5. ¿Qué piensas de la música de..?

What do you think about ……’s music?

5. Pienso que es …..(triste). I think it is ..(sad)

6. ¿Qué te gusta ver en la tele? (¿Por qué)

What do you like to watch on TV? Why?

6. Me encantan (los documentales) porque son (informativos)

I love (documentaries) because they are (informative).

7. ¿Qué piensas de …..? What do you think about…? 7. Pienso que es ../Creo que es … I think / I believe it is…

8. ¿Qué hiciste ayer? What did you do yesterday? 8. Ayer… (fui al cine) Yesterday.. (I went to the cinema)

9. ¿Qué hiciste ayer con tu móvil? What did you do yesterday on your mobile?

9. Ayer con mi móvil (mandé mensajes.)

Yesterday with my mobile (I sent messages.)

10. ¿Qué haces normalmente en tu tiempo libre?

What do you normally do in your spare time?

10. Normalmente (salgo con mis amigos.)

Normally (I go out with my friends.)

11. ¿Qué te gusta leer? (¿Por qué) What do you like to read? 11. Me gusta leer ..(los libros de Harry Potter) porque son (entretenidos.)

I like to read (Harry Potter books) because they are (entertaining.)

12. ¿Piensas que es importante leer? ¿Por qué?

Do you think it’s important to read? 12. Pienso que es muy importante leer porque…

I think it’s very important to read because…

13. ¿Cómo se celebra la Navidad en España…

How is Christmas celebrated in Spain?

13. En España se celebra la Navidad por

In Spain, Christmas is celebrated by.. 19


Section 1¿Qué te gusta comer y beber? What do you like to eat and drink? ¿Qué no te gusta comer y beber?

What don’t you like to eat/drink?

Me gusta(n) mucho I really likeMe encanta(n) I loveNo me gusta(n) nada I really don’t likeOdio I hatePrefiero I preferEl agua WaterEl arroz RiceLos caramelos SweetsLa carne MeatLa fruta FruitLas hamburguesas HamburgersLos huevos EggsLa leche Milk El marisco SeafoodEl pescado FishLas verduras VegetablesEl queso Cheese

Section 2¿Qué desayunas? What do you have for breakfast?

Desayuno For breakfast I have ¿Qué comes? What do you eat for lunch?

Cereales cereals Como… I eatchurros Churros (sweet fritters) Un bocadillo A sandwich

tostadas toast ¿Qué cenas? What do you eat for dinner ?

yogur yoghurt Ceno… For dinner I eatCafé coffee Patatas fritas chips

Cola Cao Chocolate drink Pollo con ensalada Chicken with salad

Té tea ¿A qué hora desayunas/ comes/ cenas?

At what time do you eat breakfast/lunch/dinner?

Zumo de naranja

Orange juice Desayuno a las siete I eat breakfast at 7pm.

No desayuno nada

I don’t have anything for breakfast

Como a las dos/ ceno a las nueve

I eat lunch as 2pm. I eat dinner at 9pm.

Section 3¿Y tú, qué opinas? And you, what do you think?

Pues….. Well….Depende …. It dependsNo sé…. I don’t knowEh….. Er….A ver …. Let’s seeBueno / vale OK…

Section 4Lo siento pero no entiendo I’m sorry but I don’t understand¿Qué signfica? What does …mean?¿Puedes repetir? Can you repeat?¿Puedes hablar más despacio, por favor?

Can you speak more slowly please?

Section 5Las palabras muy frecuentes High frequency words

A la una / 2, 3, 4 At 1, 2, 3, 4 o’clock

lugar place

Bastante quite para For / to / in order to

Día day Por ejemplo For example

Favorito/a favourite Pasado/a Last

Hora hour Qué viene / próximo/a

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Section 6En el restaurante At the restaurant

Buenos días Good day/morning La cuenta por favor The bill, please¿Qué va a tomar (usted)? What are you (singular) going to have? La ensalada mixta Mixed salad¿Qué van a tomar (ustedes)? What are you (plural) going to have? Huevos fritos Fried eggs¿Y de segundo? And for the main course? La sopa soup¿Para beber? To drink? El pan bread¿Algo más? Anything else? Las chuletas de cerdo Pork chopsVoy a tomar.. I’m going to have El filete steakDe primer plato As a starter El pollo con pimientos Chicken with peppersDe segundo plato As a main La tortilla española Spanish omeletteDe postre As a dessert El helado de

fresa/vainilla/chocolateStrawberry/vanilla/chocolate ice-cream

Tengo hambre I’m hungry La tarta de queso cheesecakeTengo sed I’m thirsty La cola Coke drinkNada más Nothing else


At the end of this topic you should be able to answer the following questions…

Las preguntas Las respuetas

1. ¿Qué te gusta comer 1. Me gusta comer….

2. ¿Qué no te gusta comer? 2. No me gusta comer….

3. ¿Qué desayunas/comes/cenas? 3. Desayuno / como / ceno…..

4. ¿Qué va a tomar (usted)? 4. Voy a tomar / tomaré….

5. ¿Qué van a tomar (ustedes) 5. Vamos a tomar / tomaremos …

6. ¿A qué hora desayunas/comes/cenas? 6. Desayuno a las ../ como a las … / ceno a las …

7. ¿Qué vas a traer/comprar? 7. Voy a traer / comprar …

8. ¿Me trae la cuenta por favor? 8. Could you bring me the bill please? 21


Section 1¿Te gustaría ir ….? Would you like to go?a la bolera To the bowling alleya la cafetería To the cafeteríaal centro comercial To the shopping

centreal museo To the museumal parque To the parka la pista de hielo To the ice rinkal polideportivo To the sports centre¿Te gustaría venir a mi casa?

Would you like to come to my house?

Section 2Reacciones ReactionsDe acuerdo All rightVale OkMuy bien Very good. ¡genial! greatSí, me gustaríamucho

In the morning

¡Ni hablar! No way!¡Ni en sueños Not a chance!No tengo ganas. I don’t feel like (it)¡Qué aburrido! How boring!

Section 3¿A qué hora? At what time?

A las … At.. Seis Six o’ clockSeis y cuatro Quarter past sixSeis y media Half past six

Siete menos cuarto Quarter to sevenSiete menos diez Ten minutes to seven

Section 4¿Dónde quedamos? Where shall we meet? Al lado de la bolera At the side of the bowling

alley. Delante de la cafetería In front of the cafeteria. Detrás del centro comercial Behind the shopping centre. Enfrente del polideportivo Opposite the sports centre. En tu casa In your house.

Section 5Lo siento, no puedo I’m sorry, I can’t

¿Quieres salir? Do you want to go out?Tengo que…. I have to….Cuidar a mi hermano Look after my brotherHacer a los deberes Do my homeworkLavarme el pelo Wash my hairOrdenar mi dormitorio Tidy my roomPasear al perro Walk the dogSalir con mis padres Go out with my parentsNo quiero I don’t want toNo tengo dinero I don’t have any moneyNo puede salir He/she can’t go out

Section 6 ¿Cómo te preparas? How do you get ready?

¿Cómo te preparas cuando sales de fiesta?

How do you prepare to go to a party?

Me baño I have a bath.Me ducho I have a shower.Me lavo la cara. I wash my face.Me lavo los dientes. I brush my teethMe visto. I get dressed.Me maquillo. I put on make-up. Me peino. I brush my hair. Me aliso el pelo. I straighten my hair.Me pongo gomina. I put gel in my hair.

Section 7¿Qué vas a llevar?

What are you going to wear?

¿Qué llevas normalmente los fines de semana?

What do you normally wear at the weekend?

Normalmente los fines de semana llevo…..

Normally at weekends I wear…

Una camisa A shirtUna camiseta A t-shirtUn jersey A jumperUna sudadera A hoodyUna falda A skirtUn vestido A dressUna gorra A capUnos pantalones

Some trousers

Unos vaqueros Some jeansUnas botas Some bootsUnos zapatos Some shoesUnas zapatillasde deporte

Some trainers

¿Vas a salir esta noche?

Are you going to go out this evening?

Voy a ir al / a la…

I am going to go to..

Voy a llevar… I am going to wear… 22


Section 9¡No es justo! It’s not fair

Estoy de acuerdo I agree Eres demasiado joven You are too youngCon tu madre/con tu padre with your mum/your dad En mi opinión, tienes razón In my opinión, you’re rightCon tus padres with your parents ¿Tú, qué opinas? What do you think? contigo with you

Section 10Palabras muy frecuentes High frequency words

al / a la To the Este/esta estos / estas This thesedel / de la From the Por eso Thereforedemasiado/a Too much Por supesto Of coursedemasiados/as Too many ¡Lo pasé fenomenal! I had a great time

Las preguntas Mis respuestas1. ¿Te gustaría ir al …. a la…? Would you like to go to….? 1. Sí, me gustaría … / No me

gustaría..porque…Yes I would like to / No, I wouldn’t like to because..

2. ¿A qué hora? At what time? 2. A las ….. At …

3. ¿Dónde quedamos ? Where shall we meet? 3. Quedamos … (al lado de / enfrente de..)

Let’s meet ….(at the side of /oppostie)

4. ¿Quieres ir al .. /a la ..? Do you want to go to the ….? 4. Sí quiero / No quiero porque Yes I want to / No, I don’t want to because…

5. ¿Cómo te preparas cuando …? How do you get ready when … 5. Cuando salgo de fiesta me … y When I go to a party I …. and …

6. ¿Qué llevas normalmente los fines de semana?

What do you normally wear at weekends?

6. Normalmente llevo … Normally I wear…

7. ¿Vas a salir esta noche? Are you going to go out this evening? 7. Sí, voy a salir con…No, no voy a salir.

Yes, I am going to go out with…No, I am not going to go out.

8. ¿Qué vas a llevar…? What are you going to wear? 8. Voy a llevar … I am going to wear….

9. ¿Qué hiciste el fin de semana pasado?

What did you do last weekend? 9. El fin de semana pasado … Last weekend …

10. ¿Qué llevaste? What did you wear? 10. Llevé …. I wore ... 23

BadmintonKey Skills: READY POSITION – balanced position, side on, racket up and ready, on toes.

GRIP- shake hands with the racket sideways on. Wrap fingers round the tape.

SERVING –There are several types of serve – short/backhand, long, flick. A backhand serve should land close to the service line on your opponents side of the net. The racket head must start from below the waist.

UNDERARM CLEAR (long serve) – This shot is played high to the back of your opponents court. Start sideways on and use a whip action with the wrist to create power.

OVERHEAD CLEAR – Played to the back of your opponents’ court and is a defensive shot. Start sideways on, racket up and behind you, focus on making contact with the shuttle in front of you.

DROP SHOT- a shot played with finesse to land the shuttle as close as possible to the net on your opponent’s side.

NET SHOT - a delicate shot in the game of badminton. This is used to the shuttle just drops over the other side of the net making it very difficult for your opponent to return the shot.

SMASH - is the most attacking of all the badminton shots. This should be aimed mid court and low with power on your opponents side of the court. This shot is very difficult to return.

TACTICS - Hitting into space – moving partner around the court - Shot selection – selecting the right shot for the right situation - Targeting opponents weaknesses

Key Terms to learn: Grip / Ready position / Drop shot / Rally Serve –backhand/short, long, flick / Overarm clear / Underarm clear

RULES OF BADMINTON

• The game is played up to 21 points. If the score reaches 20-20, the winner is the player or team with a two point advantage

• If the score goes up to 29-29, the winner is first to reach 30 points. • The service must be made diagonally across court• The server must serve the shuttlecock with the head of the racket• below waist height.• A shuttle landing on the line is in.• If a shuttle hits the net either on service or during a rally, play

continues.• A player may not make contact with the net with either the racket

or their body• The shuttle must be contacted on the player’s own side of the net.• One touch of the shuttle on your own side


https://www.badmintonengland.co.uk

24

KS3 Knowledge Organiser Badminton

Serving

Stretch and Challenge: Draw a badminton court and label it correctly with the lines that are in/out for both singles and doubles. -Find out who our best players in the country are for men’s and ladies doubles, singles and mixed. www.badmintonengland.co.uk is a good site to use.

Questions:1. Which component(s) of fitness do you think are most important for a Badminton player?

To answer this question you must:a) Name a component of fitnessb) Explain what the component of fitness does and why it would be importantc) Give an example of when a player would use it in relation to Badminton.

2. Which method of training do you think is most important for a Badminton player?

To answer this question you must:a) Name the method.b) Explain what the method of training involves.c) Give an example of why it would be use it in relation to Badminton.

https://www.badmintonengland.co.ukGrip

Low Serve

High Serve

The High Serve is an alternative to the low serve. This choice of serve can be used to Outwit an

Opponent by pushing them to the back of the court and following this up with a drop shot.

The Low Serve is a way to start a game of badminton. This shot needs to cross the oppositions service line and can be used to Outwit an Opponent by

varying the depth of the shot.

25

BasketballKey Skills: Dribbling: Head up, spread fingers and fingertips, waist height.

Chest Pass: W grip, step, chest to chest, follow through, short distance.

Bounce Pass: W grip, step, chest to chest, follow through, bounce before player, short distance.

Pivoting: footwork and jump stop: Landing on alternative feet- first foot to land is the static pivoting foot. Landing on simultaneous feet- either foot can become static pivoting foot/can be used at the end of a dribble or when receiving a pass.

On the move: release ball before third step. Set shot: Knees bent, dominant foot slightly in front of other, strong hand at bottom, supporting hand on side, and elbow at 90 degrees.

Defending: Man to man- knees bent, back straight, head up, arms out, watch opponent’s belly-button.

Attacking: Dribble into space, screen defenders, dribble out wide and quick inward passes, drive towards ball to receive pass losing defender, overload zone defence.

Shooting:B.E.E.F

Double DribbleDouble dribble. occurs whena player ends his/her dribble by catching or causing the ballto come to rest in one or bothhands and then dribbles it againwith one hand or when a player touches it twice before the ballhits the ground.

KS3 Knowledge Organiser https://www.basketballengland.co.uk

Key Content and Terms to learn: • Dribbling • Chest Pass • Set Shot • Layup

• Pivot• Attacking • Defending• Free throw

• Release• Jump shot• Back board• Slam dunk

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KS3 Knowledge Organiser BasketballRules: • Played with two teams of five • Score by shooting through a hoop • A side line ball is taken from the opposite team who touched it last • Outside of the three point arc a basket is scores 3pts and inside scores 2pts • Once the offense has brought the ball across the mid-court line, they cannot go back across the line during possession • Personal fouls include hitting, pushing and holding • Fouling a shooter results in one, two or three free throws, worth 1pt each, depending on where and how they were fouled • Players cannot travel with the ball or double dribble • Players cannot hold the ball for longer than 5 seconds

Stretch and Challenge Task: Draw a basketball court in your and label it correctly with the lines that are the 3-point line and the free throw line.

Learn about the different positions and write them down.

Questions:1. Which component(s) of fitness do you think are most important for a Basketball player?

To answer this question you must:a) Name a component of fitnessb) Explain what the component of fitness does and why it would be importantc) Give an example of when a player would use it in relation to Basketball.

2. Which method of training do you think is most important for a Basketball player?

To answer this question you must:a) Name the method.b) Explain what the method of training involves.c) Give an example of why it would be use it in relation to Basketball.

https://www.basketballengland.co.uk

27

KS3 Knowledge Organiser Dance

The fundamentals of Dance

Actions Space

What movements are you performing?

JUMP TURN

TRAVEL

GESTURE STILLNESS

Where are you performing these movements?

TRANSITIONSPOSITIONS

FORMATIONS

Dynamics Relationships

How are you performing these movements?

CANNON UNISON

LEVELS SPEED

Who are you performing these movements with?

SOLO DUET

TRIO GROUP

MIRRORING CONTRAST

28

KS3 Knowledge Organiser Dance

Performance Choreography Dance PassportPerformance skills set dancing apart from mechanical movements. Often, our attention is drawn to the dancer who is using a range of performance skills effectively, because they stand out from the rest.

Performance skills include:Focus, projection, musicality,timing, emphasis & expression.

They are all connected to the way a dancer interprets the movements and the meaning of a dance. Some of these may be given by the choreographer, for example where the focus should be at a given moment.

What is choreography in dance?

In dance, choreography is the act of designing thedance. Choreography may also refer to the design itself, which is sometimes expressed by through the dance or theme.

What dance elements have you included in your choreography?………………………………………………………………………………………………………………………...

What would to develop to improve your choreography?………………………………………………………………………………………………………………………….

How could you improve your performance?……………………………………………………………

29

FootballKey Skill/Tactics• Controlling the ball – using different parts of the body – this could

be the feet or thigh. Remember to cushion the ball.

• Passing – there are 3 types of passes. Side foot pass, driven pass with the laces and a lofted pass. Using the side of the foot allows you to pass accurately over a short distance, a driven pass allows you to pass the ball on the floor, but a greater distance. Finally, a lofted pass allows you to lift the ball in the air over players and change direction. Remember to keep your standing foot next to the ball when you make the pass.

• Dribbling – dribbling allows you to move the ball quickly around the pitch using the inside and outside of your feet and keeping the ball close to your feet and your head up.

• Turning with the ball and outwitting a defender – turning with the ball allows you to change direction using different techniques, such as dragging the ball back with the sole of your boot. Outwitting and opponent allows you to beat a defender using different techniques such as a step over.

• Shooting – there are different types of shots that allows you to score goals. You instep can be used to control and place the ball into the goal. If you use your laces then this allows more power to be produced.

• Attacking – keeping possession – making a number of passes allows your team to keep possession and advance up the field.

• Tackling techniques – tackling, jockeying and forcing the player onto their weaker foot

Football Rules.• Games are started by a kick off in the Centre of the pitch. • In a full-sided game, each team consists of 11 players. Each

team is able to make 3 substitutions within a game.• If the ball goes off the side of the pitch, it is a throw in to the

team that did not touch the ball last. • If the ball goes off the end of the pitch, it is a corner or a goal

kick depending who the ball touched last. • Depending on where the incident takes place, a free kick or a

penalty is awarded if the player in possession of the ball is illegally infringed.

• To score a goal, the whole ball must cross the opposition’s goal line.

• If a player is past the opponent’s last defender and in the oppositions half when the ball is passed, they are offside and a free kick is awarded to the opposition team.

4-4-2 4-3-3

KS3 Knowledge Organiser https://www.thefa.com

30

KS3 Knowledge Organiser https://www.thefa.com

FootballKey Words:

• Control (ball) - bringing the ball under control by cushioning its arrival at a player with a surface on the body

• Calling - communication between soccer players e.g. give him a call

• Closing down - players should advance to an opponent with the ball in an attempt to stall play or win back possession

• Dribbling - the art of close control while moving with the soccer ball at the feet

• First touch - vital skill of any soccer player is to be able to get the ball under control and set up their next option, often known as their first touch

• Instep - upper surface of the foot, when coaching players it's the laces part of the boot!

• Mark - to cover a player who may or may not have the ball, prevent a player from receiving the ball

• Tackle - a challenge to win the ball off an opponent• Thirds - the pitch can be segmented roughly into a

defensive, a midfield and attacking third all of which are approximately 35 yards (give or take a couple)

• Support play - team mates move into and create space and options for the player in possession

• Space - creating , exploiting and running into space• Possession - means that your team have control of the

football.

Stretch and Challenge Task: • How do you keep the ball low when passing and shooting? • What technique would you use to tackle a player? • Why is jockeying important? • Research the different types of formations (pictured) and positions.

Questions:1. Which component(s) of fitness do you think are most important for a Football player?To answer this question you must:a) Name a component of fitnessb) Explain what the component of fitness does and why it would be importantc) Give an example of when a player would use it in relation to Football.

2. Which method of training do you think is most important for a Football player?To answer this question you must:a) Name the method.b) Explain what the method of training involves.c) Give an example of why it would be use it in relation to Football. 31

Netball

Questions

1) Identify a component of fitness used by netball players and explain how this would be used in a game situation.

2) Analyse a method of training that would be suitable for netball players regular training program.

3) Design a specific warm up and cool down suitable for a netball player.

KS3 Knowledge Organiser https://www.englandnetball.co.uk

Key Skills

ü Bounce passü Chest passü Overhead passü Shoulder passü Footwork ü Attacking ü Defending ü Dodging ü Shooting

Positions

GK- Goal Keeper (Defends GS on the opposite team)GD- Goal Defence (Defends GA on the opposite team)WD- Wing Defence (Defends WA on the opposite team)C- Centre (Defends C on the opposite team)WA- Wing Attack (Defends WD on the opposite team)GA- Goal Attack (Defends GD on the opposite team)GS- Goal Shooter (Defends GK on the opposite team)

Key Terms

q Centre passq Co-ordinationq Agilityq Penalty passq Positionsq Create the

spaceq Outwitting

opponentsq Contactq Over a third 32

Netballhttps://www.englandnetball.co.uk

Teams

The netball court is split into thirds and each player has their own starting position and area that they are allowed on court.

Teams consist of 7 players on court at any one time and substitutes can be made and ¼ or ½ time.

Each player plays a different position and has a different role on court.

The Main Rules

1. No contact- You can’t touch a player or the ball when another player has possession.

2. Footwork- Can’t travel with the ball.3. Over a third – The ball has to travel in each 3rd.4. Obstruction- You need to be 1m away when

defending.

Match PlayØ The aim of a game is for the ball to be passed down the

court between team players, to the GA or GS, who are able to take a shot.

Ø A goal is successfully scored if it goes through the net of the goal post.

Ø The winning team is the team who score the most goals in 1 full game.

Ø The game begins with a center pass and teams alternate this every time a goal is scored.

Ø The center pass must be received inside the centre 3rd.

Ø If a rule is broken, the opposite team get possession of the ball.


33

KS3 Computing Knowledge OrganiserCentral processing unit (CPU) –the brains of the computer. Without it, no PC can function

Memory – RAM (Randomaccess memory). Data is lost when the power is lost

Motherboard - allows all the essential parts of the computer to connect together

Hard-disk drive – allows you to save your work and ensures it is still there power is lost

Always Save Your Work

Key VocabularyHardware The physical components that make a computer workPeripheral A device which can add extra functionality to a computer

system. Peripherals can either input or output data from the computer

Input A peripheral device which takes data from the real world and enters it into a computer systems

Output A peripheral device which takes data from a computer system and presents it into the real world

Storage Devices that store virtually all the data and applications on a computer

Motherboard Connects all components in the computer together

Processor CPU Performs any calculation and processes instructions given to it

RAM Short term storage which stores instructions for the CPU to process

Hard Drive Stores information in long term memory.

Fan Used to cool down the components and prevent them from overheating

Assistive technology

Any object or system that increases or maintains the capabilities of people with disabilities

Power Supply Unit (PSU)

Inputs power to the system

E-safety – safe and responsible use of

technology which can include the use of

social media

Never give out your password

Don’t give out your contact details

Don’t download software without

permission

Respect people’s privacy

Keep your social media

accounts private

Images, text and video

should always be

appropriate

Remember that information on a public forum will always be there

and not truly deleted

34

Advantages of using email•Can send to multiple recipients at once•Can send attachments•Sent instantly at any time•Can request a receipt that the email has been read•Can send and receive email from any web enabled device

Disadvantages of using email•Spam – Viruses - Phishing•Need an Internet connection•Your message can only be read when the recipient

next logs in and checks their mail

Bits to Bytes

BitThe smallest amount of data (stands for binary digit) (0 or 1).

Byte(B)

8 bits

Kilobyte(KB)

1000 Bytes

Megabyte(MB)

1000 Kilobytes

Gigabyte(GB)

1000 Megabytes

Terabyte (TB) 1000 Gigabytes

Always Save Your Work

Binary table128 64 32 16 8 4 2 10 0 0 1 0 1 0 0Binary Counting using base 2 (0s & 1s) – the only language that

computers understand. 0 means off, 1 means onDenary Counting using base 10 (0-9) – these are our normal numbers

that we use every dayBit The smallest amount of data (stands for binary digit) (0 or 1)

Byte A group of 8 bits

Sending an email

– enter it here if this email is directly addressed to this person.

- enter it here if the email needs to be seen by this per-son but is not addressed tothem.

-– enter it here to prevent other recipients knowing you’ve sent it to this person.

35

Flashback

This is a scene within a scene where the action jumps back in time and we get to see what happened earlier in the story. Flashback can be a useful way of building tension in a storyline and can let the audience know more about the characters.

Still Image & B.F.G.

This is also called a ‘freeze frame’ or a ‘tableau’. Actors freeze in position to represent a moment from a drama in detail, giving the audience time to think about what they see. When creating a still image, it’s important to think about your Body language, Facial expression, and Gesture (BFG). You should also think about space and levels and what they might mean.

Physical Theatre

This is any kind of drama in which movement is more prominent than words.

Mime, pantomime, dance, puppetry and Commedia Dell’arteare all forms of physical theatre.

Thought-Tracking

Within a still image, the actors speak the thoughts of the characters they are representing.

This is a useful way of finding out more about a character’s reactions to other characters of the events they are experiencing.

MimeThe act of using movements of your hands and body, and expressions on

your face without speaking or making noise.

You use your facial expressions and body to communicate emotions,

actions or to tell a story.

In-role NarrationA character speaks to the audience to narrate parts of his/her own story.

Stimulus

A stimulus is an object or idea which you use as a starting point to base your piece of drama on. A stimulus could be: Photographs, paintings, props, costumes and music; even newspaper articles.

CPO – Performing Arts Term 1 and 2 (Drama Strand) 36

Geography Knowledge Organiser

UK National Parks Key Terms

National park - National parks are areas of land that are protected by the government because of their beautiful countryside, wildlife and cultural heritage.

Impact - An impact is when there is a strong effect on someone or something. It can be positive or negative.

Tourist - a person who is travelling or visiting a place for pleasure.

Honeypot site – an extremely popular site that attracts lots of people.

Multiplier effect – this occurs when a positive change happens, which then has a knock-on effect on other businesses.

Sustainable -meeting the needs of the present without compromising the needs of future generations.

Countryside codes - codes of conduct were created to help conserve the natural beauty of the countryside/national parks sustainably

Conflict -A conflict is a serious disagreement or argument between a person or group of people.

Aims of national parks National parks have two aims;

•To conserve and enhance the natural beauty, wildlife and cultural heritage.•To promote opportunities for the understanding and enjoyment of the special qualities of national parks by the public.

Who owns them? • Private landowners • Farmers and organisations like the

National Trust are some of the landowners, along with the thousands of people who live in the villages and towns.

• National Park Authorities own bits of land.

How many are there?

The UK has 15 national parks that are spread across England, Scotland and Wales.

Our closest national park is the Peak District which is just to the north-west of Sheffield.

Why do people use them?About 58% of visitors come to enjoy the scenery and landscape, which makes this the main reason for visiting a national park. Other reasons people visit national parks are:

•Enjoyed a previous visit•Peace and quiet•Take part in an outdoor activity•Easy to get to•Visit friends and family that live in the national park•Own accommodation in the national park•Never been before•Recommended to visit

What can you do in the Peak district?

The Peak district was one of the first national parks created in the UK in 1951. these are the activities you can enjoy there.

41

Conflicts in NPsIn national parks, conflicts arise between these users. These conflict are often cause by differing interests and the use of land within the park.

Much of the land within the national parks is privately owned -and the owners may not like people roaming across their land.

Negative impacts of tourism NPs are very popular with tourists, but during the summer months and on weekends they can become very busy. People swarm to honeypot sites and can cause a lot of negative impacts;

• Pollution• Overcrowding• Trampling• Vandalism• Litter• Loss of farming• Traffic• Farm gates left open

Sustainable tourism in NPs

Being a sustainable tourist is to not damage or deplete the resources and attractions that make a place attractive to tourists. To be a sustainable tourist, you need to considered these three aspects:

• Social (how might you actions affects people?)

• Economic (how might your actions affect the economy?)

• Environmental (how might you actions affect the environment?)

The Countryside codes

Respect other people•Consider the local community and other people enjoying the outdoors•Park carefully so access to gateways and driveways are clear•Leave gates and property as you find them•Follow paths but give way to others where it’s narrow

Protect the natural environment•Leave no trace of your visit, take all your litter home•Don’t have BBQs or fires•Keep dogs under effective control•Dog poo - bag it and bin it

Enjoy the outdoors•Plan ahead, check what facilities are open, be prepared•Follow advice and local signs and obey social distancing

Positive impacts of tourism Tourism in national parks isn’t all bad! Tourists can also create a lot of positive impacts in national parks.

• Creates jobs for local people• Creates income for the local economy• Creates a demand for local grown food

and crafts• Puts pressure to conserve habitats and

wildlife• Helps preserve services like buses and

village shops.

Users of NPs

There are lots of different people who use and live within national parks, but not all of them get along.

• Farmers - grow crops and keep animals• Bird watches• Dog walkers• Local people need homes and places to work• Mining companies - quarry for rocks such as limestone

and slate• Conservationists - want reserves to protect wildlife• Army – there are some military bases within national

parks.

42

Geography Knowledge Organiser

Restless EarthKey Terms

Subduction - the sideways and downward movement of the edge of a plate of the earth's crust into the mantle beneath another plate.

Earthquake - a sudden violent shaking of the ground, typically causing great destruction, as a result of movements within the earth's crust

Shockwave/Seismic wave - A rapid flow of energy that is sent through the earth after an earthquake

Intensity - The concentration or strength of something, e.g. an earthquake.

Focus - the point within the Earth’s crust where an earthquake starts.

Epicenter - The point on the Earth's surface directly above the focus of an earthquake.

Logarithmic - A scale on a graph where the numbers increase exponentially. This means that the scale may read 1, 10, 100, 1000 instead of 1, 2, 3, 4.

Volcano- an opening in the Earth's crust. It allows hot magma, ash and gases to escape from below the surface. You can find them at destructive and constructive margins.

Continental Drift TheoryIn 1912, a German Scientist proposed a theory of continental drift. He argued that the continents were once joined millions of years prior and created a super-continental named Pangea. Over time, this plates drifted apart. He gathered evidence to help support his theory. One piece of evidence being that the continents seem to join together neatly like a jigsaw e.g. South America and Africa.Scientists of that time did not believe his theory as he could only explain that it happened and not how. In modern times, we have more evidence that helps to proved this theory. It is now referred to as Plate Tectonic theory.

The structure of the EarthThe Earth has four main layers - the inner core, the outer core, the mantle and the crust.· The inner core is 5,500°C - extremely hot. It is a very dense solid made from iron and nickel.· The outer core is 2,000 km thick and is a liquid.· The mantle is semi-molten and about 3,000 km thick.· The crust is the rocky outer layer. It is thin compared to the other sections, approximately 5 to 70 km thick. The crust is made up of pieces called plates. There are two types of crust: oceanic and continental crust. The oceanic crust is found under the sea and is thinner and more dense than the continental crust.

How do plates move?The crust of the Earth is separated into many major and minor plates. These plates are constantly moving and meet in various ways along their edges – these are called ‘plate margin’.Plate movement is caused by three forces:

Convection currentsHeat from the core causes convection currents in the mantle. These currents slowly move the plates around. In some places the crust is destroyed. In other places new crust is formed.

Slab pullAt destructive plate margins where oceanic crust is sinking below the continental crust, gravity is pulling the crust downwards. As the crust sinks it pull the rest of the plate towards the margin. This causes the plates to move across the Earth’s surface

Ridge push At constructive plate margins the two plates moving apart an magma rise up inbetween them, creating new crust. As magma rises between the plates and solidifies, making crust, it pushes the plates across the Earth’s surface.

Convection currents

Slab pull

Ridge push

43

Plate marginsThere are three types of plate margin (the edges where two plates meet).

1. Destructive margin (oceanic and continental plate) - the oceanic plate subducts (sinks) beneath the lighter continental plate and is destroyed in the mantle. Earthquakes and volcanoes found here. 2. Collision margin (two continental plates) - the plates collide and ae forced upwards. Mountain belts and earthquakes are found here.3. Constructive margin—two plate move apart and magma rises. Volcanoes found here.4. Conservative margin—plates moves alongside each other either in the same direction at different speeds, or in the opposite direction.

Earthquakes

An earthquake is a sudden shockwave caused by rocks being under stress from the movements of plates at plate boundaries. Eventually the stress in the rock builds up enough to deform and reach breaking point. At that point, the stored up energy is released in the form of shockwaves.

The effect of an earthquake is the damage which happens as a result of the earthquake.

Some effects may include:· Death and injury· Destruction of buildings· Landslides· Flooding· Water contaminated· Fires due to gas explosions

1 2

3 4

Measuring earthquakes

In the past, the Richter scale was used to measure the power of earthquakes. Earthquakes are now measured using the Moment Magnitude Scale (or simply Magnitude scale). This measures the size of the seismic waves during the earthquake. Each step in the scale is ten times greater than the previous number. This is a logarithmic scale.The amount of damage caused by an earthquake is measured by the Mercalli Scale. This is a measure of intensity, and changes according to which area you are measuring -damage nearer the epicenter would usually be greater than further away.

Features of volcanoes

· Magma chamber - large underground pool of magma· Lava - magma, once it reaches the surface· Crater - bowl-shaped basin in the top of the volcano· Vent - central tube which magma travels through· Secondary cones - eruptions from other vents may build up secondary cones on the flanks· Ash, steam and gas - material thrown out by the volcano· Volcanic bombs - larger material thrown out by the force of eruption· Pyroclastic flow—a dense, fast-moving flow of solidified lava pieces, volcanic ash, and hot gases.

Types of volcano

There are two main types of volcano, composite and shield.

Composite volcanoes are steep-sided and cone-shaped, made up of layers of ash and lava and containing sticky lava which doesn't flow very far.

Shield volcanoes have gently sloping sides and runny lava that covers a wide area. Gases escape very easily from shield volcanoes.

Composite volcanoShield volcano

44

(1B) Chapter 1 – Positive Integers

Important IdeasPlace Value & Rounding

• Recognise the place values of an integer • Round a number to the nearest 10, 100, 1000

Addition & Subtraction

• Add two positive integers, • Subtract two positive integers• Relate addition and subtraction

Multiplication & Division

• Multiply two positive integers, using • Divide two positive integers, using: • long and short division methods • Relate multiplication and division

Square, Cubes, Roots and Cube roots

Understand the meaning of square, cube, square root and cube root of a number

Order of Operation

Apply the order of operations in calculations • Use calculators to apply operations

Factors and Multiples

Identify multiples and factors of numbers • Apply the above concepts to solve daily life problems

Important VocabularyPlace Value

Place value is the value of each digit in a number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2

Rounding Rounding means making a number simpler but keeping its value close to what it was. The result is less accurate, but easier to use. Example: 73 rounded to the nearest ten is 70, because 73 is closer to 70 than to 80. But 76 goes up to 80.

Squares,Cubes Roots and Cube Roots

Power and roots. Squares, cubes and higher powers are shown as small digits called indices. The opposite of squaring and cubing are called square root and cube root.

Factorsand Multiple

Factors and multiples are different things. But they both involve multiplication: Factors are what we can multiply to get the number. Multiples are what we get after multiplying the number by an integer (not a fraction)

Key facts to memorise – Rounding• Decide which is the last digit to keep• Leave it the same if the next digit is less than 5 (this is

called rounding down)• But increase it by 1 if the next digit is 5 or more (this is

called rounding up)

Example:Round 74 to nearest 10

• We want to keep the "7" (it is in the 10s position)

• The next digit is "4" which is less than 5, so no change is needed to "7"

ANSWER: 70 (rounded down)


• We want to keep the ”5" (it is in the 100s position)

• The next digit is ”7" which is 5 or more, so increase the ”5” to ”9"

ANSWER: 600 (rounded up)

Key facts to memorise – Place value

Key facts to memorise – Order of Operation

Keys terms to remember

BIDMAS stands for Brackets, Indices,Division & Multiplication, Addition &Subtraction. (Indices – are powers e.g. 23, 42, 54

When carrying out a calculation, always use this order.

•Brackets•Indices•Division and Multiplication (start on the left and work them out in the order that you find them)•Addition and Subtraction (when only addition and subtraction are left in the sum, work them out in the order you find them -starting from the left of the sum and working towards the right)

Example

4 + 2 x 3

If you calculate the 4 + 2 part first you get: 4 + 2 x 3 = 6 x 3 = 18If you calculate the 2 x 3 part first you get:4 + 2 x 3 = 4 + 6 = 10These are two very different answers, but only one is correct.In BIDMAS, multiplication comes before addition, so multiply 2 by 3 first:4 + 2 x 3 = 4 + 6 = 10 so this is the right answer.

Learning objectives knowledge structure

Historic Importance

601 - 700 AD Greek mathematics developed from around the 7th century BC, producing many important theories thanks to great mathematicians such as Pythagoras, Euclid and Archimedes.

1501 – 1600 AD

The symbols used for addition (+) and subtraction (-) have been around for thousands of years but it wasn't until the 16th century that most mathematical symbols were invented. Before this time math equations were written in words, making it very time consuming.

1557 AD The equals sign (=) was invented in 1557 by a Welsh mathematician named Robert Recorde.

NOTE: The basic arithmetic operations used in mathematics are addition, subtraction, multiplication and division. © Mathematics Team @ Astrea Sheffield

Place Value & Rounding


Multiplication& Division

Squares, Cubes, Roots & Cube

roots

Order of Operation

Factors & Multiples

Key facts to memorise – Factors & Multiples

Factors Multiples

Factors are what we can multiply to get the

number

Multiples are what we get after multiplying the number by an integer (not a fraction).

Use all the key skills

to solve multi step problems

49

(1B) Chapter 2 – Negative Integers

Important Ideas

Negative Numberson a Number Line

• Number lines and relative number • Comparison of negative numbers

Addition and Subtraction of Negative Numbers

• Add two negative integers• Subtract two negative integers

Multiplication and Division of Negative Numbers

• Multiply two negative integers • Divide two negative integers

CombinedOperations using Negative Numbers

• Use previously known skills to solve combined

Important Vocabulary

IntegersIntegers are whole numbers, positive integers are greater than 0, negative integers and less than 0. 0 is neither positive or negative

Comparison of negative numbers

When comparing negative numbers position the values of a number line and represent with either a greater than size < or less than sign >

Key facts to memorise – Addition and Subtraction

• When Addition and Subtracting with Negative numbers think about temperature.

• If you have 3 + -2, this adding cold, so become 3-2• If you have 5 - +2, this is removing warmth, so becomes 5-2• If you have 8 - - 4, this is removing cold, so becomes 8+4

Example:-3 + -4

• −3 + −4, here we are adding cold, so getting colder overall

• −3 − 4 = −7, so starting at -3 and subtracting 4

Example:-5 - -6

• −5 − −6, here we are removing cold, so getting warmer overall

• −5 + 6 = 1, so starting at -5 and adding 6

Key facts to memorise – Order of Operation (Negatives)


BIDMAS stands for Brackets, Indices,Division & Multiplication, Addition &Subtraction. (Indices – are powers e.g. 23, 42, 54

When carrying out a calculation, always use this order.

•Brackets•Indices•Division and Multiplication (start on the left and work them out in the order that you find them)•Addition and Subtraction (when only addition and subtraction are left in the sum, work them out in the order you find them -starting from the left of the sum and working towards the right)

Example

-7 + 32 x (5-7)

Make sure to keep BIDMAS, 5 − 7 = −2

Next up, indices 3! = 9

Times together−2×9 = −18

Subtract from -7−7 − 18 = −25


Historic Importance

202 BC – AD 220

Negative numbers appear for the first time in history in the ‘Nine Chapters on the Mathematical Art’ which in its present form dates from the period of the Han Dynasty (202 BC – AD 220) The mathematician Liu Hui established rules for the addition and subtraction of negative numbers.

300AD – 18th

Century

For a long time, negative solutions to problems were considered "false". In Hellenistic Egypt, the Greek mathematicians said that the equations with negative answers were absurd. During 12th Century India ‘people do not approve of negative roots’. In the 15th century, Nicolas Chuquet, a Frenchman, used negative numbers as exponents but referred to them as “absurd numbersNegative numbers were however used as a sign of debts, 7th century in India.9th century, Islamic mathematicians 11th century, European mathematicians

1646 - 1716

Gottfried Wilhelm Leibniz was the first mathematician to systematically employ negative numbers as part of a coherent mathematical system, the infinitesimal calculus. Calculus made negative numbers necessary and their dismissal as "absurd numbers" slowly faded.

© Mathematics Team @ Astrea Sheffield

Comparisons of Negative Numbers


Multiplication& Division

Squares, Cubes, Roots & Cube

roots

Order of Operations

with Negatives

Key facts to memorise – Multiplying and Dividing

Sign Rules for Multiplying Sign Rules for Dividing

− ×−= ++ × += ++ ×−= −− × += −

− ÷ −= ++ ÷ += ++ ÷ −= −− ÷ += −



50

(1B) Chapter 3 – Introduction to Algebra

Important Ideas

Letters to Represent Numbers

• In algebraic expressions, letters represent variables. These letters are actually numbers in disguise. In this expression, the variables are x and y. We call these letters "variables" because the numbers they represent can vary —that is, we can substitute one or more numbers for the letters in the expression.

Substituting Numbers for Letters

• Substitution means putting numbers in place of letters to calculate the value of an expression.

Writing Algebraic Expressions & FormulaeLike/Unlike Terms

• Write an algebraic expression from a scenarioor create a formula using the letters, which will represent the initial scenario.• Like terms are terms that are numbers or have the exact same variable. They can be combined with each other. Unlike terms are terms that do not have the exact same variables and cannot be combined with each other.

Addition and Subtraction of Linear Expressions

• A term in an algebraic expression is an expression involving letters and/or numbers (called factors), multiplied together.• We can only add or subtract like terms.


Constant A value or number that never changes in an equation — it’s constantly the same.

Equation A grouping of terms or values that use a sign to show an equal relationship — that two quantities are equal. By using an equation, tough problems can be reduced to easier problems and simpler answers.

Solve & Term

To find the answer. In algebra, it means to figure out what the variable stands for. A grouping together of one or more factors (variables and/or numbers), such as 4xy

Expression Any combination of values and operations that can be used to show how things belong together and compare to one another.

Simplify To combine all that can be combined, reduce the number of terms, and put an expression in an easily understandable form.

Key facts to memorise – Substitution• Substitution means putting numbers in place of letters to

calculate the value of an expression.• For example, in the expression 2b2c, where b=4 and c=3, use the

values of b and c to calculate the numerical value of the expression: 2b2c = 2 x b2 x c

• Using BIDMAS ∴ 2b2c = 2 x 42 x 32b2c = 2 x 16 x 3

2b2c = 96

Key facts to memorise – Letters for Numbers


• In Algebra you can use letters to represent numbers.• Collecting Like Terms.

Example 1

Solution:

Write these statements as algebraic expressions.(a) Add 6m to n.(b) Subtract 24k from 5d.(c) Multiply 3a and b.(d) Divide (2x – 5y) by 7.

(a) n + 6m(b) 5d – 24k(c) 3a x b = 3ab

(d) (2x – 5y)7

Example 2

(a) 4 x a x 5 x b

(b) 3 x t x t

(c) u x 2 x u x u

(a) 20 x a x b = 20ab

(b) 3 x t2 = 2t2

(c) 2 x u3 = 2u3


Historic Importance2000 BC Babylonian Mathematicians solved

quadratic equations with completing the square method.

1000 BC Pythagoras: Greek mathematician Pythagoras followers use geometric, visual strategies to solve equations.

Seleucus of Seleuia discovers that tides are caused by the moon.

200 – 300 AD Greek mathematician Diophantus of Alexandria begins replacing statement with symbols.

Bhraskara replaces unknown quantities with letters, while Brahmagupta discovers ways to solve systems of equation in India.

780 – 850 AD In Iraq, Muhammad Ibn Musa Al-Khwarizmi writes a book containing the first clear explanation of solving equations by doing the same operation on both sides. © Mathematics Team @ Astrea Sheffield

Algebra Letters to Represent

Like Terms & Unlike Terms

Add/Subtract Linear

Expressions

Key facts to memorise – Like and Unlike Terms

Like Terms Unlike Terms

Like terms are terms that are numbers or have the exact

same variable.Example: 2x + 19x

Unlike terms are two or more terms that are not like

terms.Example: 2x + 19a



Substituting Numbers for

Letters

Writing Algebraic

Expressions

Key facts to memorise – Writing Expressions

Algebraic expressions and formulae can be used to express the relationships between two or more quantities in your daily life.

Example:In 100m run, Charles was two seconds faster than Eric.(a) Let x seconds be the time taken by Eric. Express the time

taken by Charles in terms x. (b) Let y seconds be the time taken by Charles. Write a

formula connecting x and y.

(a) Charles’ time = Eric’s time – 2 seconds= (x – 2) seconds

(b) From (a), you have the formula y = x - 2

51

(1B) Chapter 4 – Simple Equations

Important Ideas

EquationsAn equation is a mathematical statement wherein two expressions are set equal to each other.

ExpressionsExpression is a mathematical phrase which combines, numbers, variables and operators to show the value of something.

Equations in One Variable

• Multiply two positive integers, using • Divide two positive integers, using: • long and short division methods • Relate multiplication and division

Writing Equations to Solve Problems

A linear equation in one variable is an equation that can be written in the form ax b c + = , where a, b, and c are real numbers and . Linear equations are also first-degree equations because the exponent on the variable is understood to be 1


Equations

x + 2 = 6

Equations says: what is on the left (x + 2) is equal to what is on the right (6). So an equation is like a statement "this equals that".

Expression

An expression is a sentence with a minimum of two numbers and at least one math operation. This math operation can be addition, subtraction, multiplication, and division.

Variables

Variables. A variable is a letter used to stand for a number. The letters x, y, z, a, b, c, m, and n are probably the most commonly used variables.

Solve

In mathematics, to solve an equation is to find its solutions, which are the values that fulfill the condition stated by the equation, consisting generally of two expressions related by an equality sign.

Key facts to memorise – Writing Equations

Students often have problems setting up an equation for a word problem in algebra. To do that, they need to see the RELATIONSHIP between the different quantities in the problem. This example below explains some of those relationships.

Example:When 6 is added to four times a number, the result is 50. Find the number.

Step 1: What are we trying to find? A number.

Step 2: Assign a variable for the number. Let’s call it n.

Step 3: Write down what the variable represents. Let n = a number

Step 4: Write an equation. We are told 6 is added to 4 times a number. Since n represents the number, four times the number would be 4n. If 6 is added to that, we get . We know that answer is 50, so now we have an equation

Step 5: Solve the equation.

Step 6: Answer the question in the problem The problem asks us to find a number. We decided that n would be the number, so we have n = 11. The number we are looking for is 11.

Step 7: Check the answer. The answer makes sense and checks in our equation from Step 4.

Key facts to memorise – Equations in One Variable

Keys bits to remember

One variable equations. If it was multiplied by something, we will divide. If something was added to it, we will subtract. By doing this, we will slowly be getting the variable by itself.

Example

Solve the equation:4x = 8

In this example, the 4 is multiplying the x. Therefore, to isolate x, you must divide that side by 4. When doing this, you must remember one important rule: whatever you do to one side of the equation, you must do to the other side. So we will divide both sides by 4.

4x = 8 4x4 = 84

Simplify: x = 2

Check

Anytime you are solving linear equations, you can always check your answer by substituting it back into the equation. If you get a true statement, then the answer is correct. This isn’t 100% necessary for every problem, but it is a good habit so we will do it for our equations.In this example, our original equation was4x = 8. To check this, verify the following is true:

4x = 8We know that x = 2 therefore

4 x (2) = 88 = 8

This is a true statement, so our answer is correct.


Historic Importance

473 - 1543 Nicholas Copernicus:Nicholas Copernicus discovers that the sun is the center of the universe.

1501 AD -1576 AD

Girolamo Cardano writes a book containing solutions to cubic and quadratic equations.

1522 - 1565 Cardano publishes a book with the solutions to the quartic equation, which was discovered by his assistant Ludovico Ferrari.

1540 AD -1603 AD

Francois Viete starts uses letters to replace variables and uses the +/- signs to represent addition and subtraction.

1642 - 1727 Isaac Newton creates the law of universal gravitation.

1777 AD -1855 AD

German mathematician Carl Friedrich Gauss proves the Fundamental Theorem of Algebra.


Equations in One Variable

Get the Variable by

itself

Assign Variable(s)

Write Equation with

Variables

Solve the Equation

Equation is ALWAYS

balanced.

Writing Equations to

Solve Check your answer by

Substitution.

52

(Book 2B) - Chapter 5 – Fractions

Important IdeasProperfraction

3 ⁄ 7 of the flowers are red.

Mixed numbers and Improper fractions

Thirteen quarters is the same as three wholes and one quarter.3¼ = 13 ⁄ 4

Equivalent fractions

If you multiply the numerator and denominator by the same number you have an equivalent fraction.

Simplifying fractions

To simplify fractions, divide the numerator and denominator by the same number.

Important VocabularyNumerator The top number.

Denominator The bottom number.

Proper fraction

A fraction that has a bigger denominator than numerator.

Improper fraction

A fraction that has a bigger numerator than denominator.

Mixed number

A number made up of a whole number and a fraction.

Key methods to memorise – Converting between mixed numbers and improper fractionsTo convert a mixed number into an improper fraction, you can multiply the whole number by the denominator and add on the numerator. This will give you the numerator of the improper fractions. Keep the denominator the same.e.g. 3¼ = 13 ⁄ 4

3 x 4 = 12, 12 + 1 = 13

To convert an improper fraction to a mixed number, divide the numerator by denominator. The answer will give the whole number, and any remainder will form the numerator of the mixed number. Keep the denominator the same.e.g. 13 ⁄ 4 = 3¼

13 ÷ 4 = 3r1

Key methods to memorise – Operations with fractions

Addition and Subtraction

In order to add and subtract fractions, the denominators of the fractions must be the same. You may need to find equivalent fractions to use.e.g.

Multiplication

To multiply fractions, first ensure any mixed numbers are converted to improper fractions, then multiply the numerators together, and the denominators together.e.g.

Division Remember ‘KCF’; Keep the first fraction, Change to multiplication, Flip the second fraction upside down.e.g.



Key methods to memorise

Comparing fractions

Fractions of quantities

Proper fractions

Equivalent fractions

Mixed numbers

and Improper fractions

Multiplying and Dividing

fractions

Adding and Subtracting

fractions

Comparing fractions

Simplifying fractions

53

(Book 2B) - Chapter 6 – Decimals

Important IdeasPlace Value • The place value of decimal digits are

fractional, but the denominator is not displayed. The first decimal place represents tenths (1/10), followed by hundredths (1/100), thousandths (1/1000) and so on. For example the digit 3 in the number 12.436 represents 3 hundredths (3/100).

Ordering decimals

• When ordering decimals, start by comparing the tenths, then hundredths, then thousandths…e.g. 3.46 is larger than 3.356

14.628 is smaller than 14.670.2391 is larger than 0.2368

Key methods to memorise – Multiplying and Dividing by 10, 100, 1000…• When dividing, move the decimal point to the left.• When multiplying, move the decimal point to the right.• Move the decimal point once if multiplying/dividing by 10, twice

for 100, three times for 1000…

Example:456.9 ÷ 10

• Move the decimal point once to the left.• 456.9 ÷ 10 = 45.69

Example:32.4 x 100

• Move the decimal point twice to the right.• 32.4 x 100 = 3,240


Key methods to memorise – Operations

Add and Subtract

Use column method.

Multiply

Multiply whole numbers, then decide where the decimal point should go at the end.e.g. 2.4 x 0.03

2.4 x 10 = 240.03 x 100 = 324 x 3 = 7272 ÷ 1000 = 0.072

Dividing a decimal by a whole number.

Use bus-stop method.Line up the decimal point.

Dividing by a decimal

Convert the division to an equivalent division by a whole number by multiplying both numbers by 10, 100, 1000....

For example 8 ÷ 0.2 is the same as 80 ÷ 2 = 40

3.204 ÷ 0.12 is the same as 320.4 ÷ 12.Now use bus-stop method.

Converting a fraction into a decimal

Use bus stop method to divide the numerator by the denominator.e.g. ⅖ = 2 ÷ 5

e.g. ⅟6 = 1 ÷ 6


Historic Importance

A decimal is a fraction written in a special form. ... Decimal comes from the Latin word decimus, meaning tenth, from the root word decem, or 10. The decimal system, therefore, has 10 as its base and is sometimes called the base-ten system.

A method of expressing every possible natural number using a set of ten symbols emerged in India. Several Indian languages show a straightforward decimal system. Many Indo-Aryan and Dravidian languages have numbers between 10 and 20 expressed in a regular pattern of addition to 10.

Decimal fractions were first developed and used by the Chinese in the end of 4th century BC, and then spread to the Middle East and from there to Europe.

Napier, sometimes spelt Neper, was a mathematician and theologian who correctly forecast that the 'decimal point' would revolutionise mathematics, and who wrongly predicted the end of the world. Napier was born at Merchiston Tower, Edinburgh.


Place Value

Ordering decimals

Multiplying and Dividing by 10,

100, 1000…

Myltiplying and Dividing decimals

Metric unit conversions.

Key facts to memorise – Unit conversions

Adding and Subtracting

decimals

54

Important Ideas– Conversion between Percentages and Decimals

A decimal can be converted to a fraction. It also can be converted to a percentage.

Example 1

Express this decimal as a percentage.

0.4

Example 2

Express this decimal as a percentage.

0.73

(Book 1B) - Chapter 7 –Percentages Important Vocabulary

Percentages When we say "Percent" we are really saying "per 100” or “out of 100”.

ConversionA change in the form of a measurement, different units, without a change in the size or amount.

Expressing Does not have an equal sign

Increasing Make something bigger (in size or quantity).

Reducing To make smaller.

VAT(20%)

Value Added Tax: This is a tax added on to the price of lots of the things that you can buy.

Important Ideas – Percentage of QuantityThe percentage of a quantity in the whole can be calculated by

multiplying the fraction of a quantity in the whole by 100%.

Example 1

Example 2

Find: 35% of 200m


Historic Importance

In Ancient Rome, long before the existence of the decimal system, computations were often made in fractions which were multiples of 1/100. For example, Augustus levied a tax of 1/100 on goods sold at auction known as centesima rerum venalium.

Computation with these fractions was equivalent to computing percentages. As denominations of money grew in the Middle Ages, computations with a denominator of 100 became more standard and from the late 15th century to the early 16th century it became common for arithmetic texts to include such computations.

Many of these texts applied these methods to profit and loss, interest rates, and the Rule of Three. By the 17th century it was standard to quote interest rates in hundredths.

Percentages

Percentage Conversions

Percentage of a Quantity

Reducing & Increasing a

Quantity by a Percentage

VAT

Key facts to memorise

Apply to Questions

Important Ideas– Conversion between Percentages & Fractions

Percent Percent means “out/over a 100”.

Example 1

Express this fractions as a percentage.

14

Example 2

Express this fractions as a percentage.

1125 Important Ideas – Reducing and Increasing a

Quantity by PercentageThe percentage of a quantity in the whole can be calculated by

multiplying the fraction of a quantity in the whole by 100%.

Example

Important Ideas – Value-Added Tax (VAT)

Example

55

(2B) Chapter 1 – Factors and Multiples

Important IdeasSquare, Cubes, Roots and Cube roots

Understand the meaning of square, cube, square root and cube root of a number


Identify multiples and factors of numbers • Apply the above concepts to solve daily life problems

Prime numbers Recognise prime numbers.

HCF and LCM Find the highest common factor and lowest common multiple of numbers.

Prime factorisation

Express a number as a product of its prime factors. Use prime factorisation to calculate HCF, LCM, square and cube roots.

Important VocabularySquares,Cubes Roots and Cube Roots

Power and roots. Squares, cubes and higher powers are shown as small digits called indices. The opposite of squaring and cubing are called square root and cube root.

Factorsand Multiple

Factors and multiples are different things. But they both involve multiplication: Factors are what we can multiply to get the number. Multiples are what we get after multiplying the number by an integer (not a fraction)

Product A product is a multiplication; the product of 7 and 3 is 21 (7 x 3 = 21).

Prime A prime number is a number with exactly two factors; 1 and itself.

Integer An integer is a whole number, i.e. not a fraction or decimal.

Index notation

Index notation means writing products as indices (powers), e.g. 4 x 4 x 4 x 4 x 4 = 45

Key facts to memorise – HCF and LCM

HCFThe highest common factor of two numbers is the highest number that is a factor of both. This can be found by multiplying the common prime factors of both numbers together.

LCMThe lowest common multiple of two numbers is the smallest number that is a multiple of both.

Key methods to learn – prime factorisation

Use factor trees to find the prime factors of a number

Express a number as the product of its prime factors by multiplying the prime factors together.

340 = 2 x 2 x 5 x 17

Use index notation when expressing a number as the product of it prime factors

340 = 22 x 5 x 17


Historic Importance

3000 BC The abacus is an ancient calculating machine. This simple apparatus is thought to have originated in Babylon about 5,000 years ago. Today, the abacus is still used commonly in Japan, China, the Middle East, and Russia. In China, the abacus is called a suan pan, meaning "counting tray."

200 BC The Greek Eratosthenes devised an algorithm for calculating primes called the Sieve of Eratosthenes.

601 - 700 AD Greek mathematics developed from around the 7th century BC, producing many important theories; Euclid proved that there are an infinite number of prime numbers, and Pythagoras identified pythagoriantriples.

1000 AD Theories behind square numbers and square roots developed further in China;

1760 AD Euler proved that all integers greater than 1 can be expressed as a product of prime numbers.



Square & Cube

numbers & roots

Prime numbers

Prime Factorisation

Key facts to memorise – Factors & Multiples

Factors Multiples

Factors are what we can multiply to get the

number

Multiples are what we get after multiplying the number by an integer (not a fraction).

Key facts to memorise – square and cube numbers

Square1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144…Square numbers have prime factorisations with pairs of prime numbers, e.g. 36 = 2 x 2 x 3 x 3 = 22 x 32

Cube1, 8, 27, 64, 125…Cube numbers similarly have prime factorisation with prime factors appearing three times,e.g. 216 = 2 x 2 x 2 x 3 x 3 x 3 = 23 x 33

Key facts to memorise – square and cube roots

Square roots

These can be found by looking at the prime factorisation of the square number and multiplying each single prime factor, e.g. √36 = 2 x 3 = 6

Cube rootsThese can be found by looking at the prime factorisation of the cube number and multiplying each single prime factor, e.g. √216 = 2 x 3 = 6

HCF and LCM

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(2B) Chapter 2 – Approximation and Estimation

Important IdeasRounding • Round to decimal places

• Round to significant figures

Estimation • Estimate quantities• Estimate the results of computation• Be aware of rounding errors

Important VocabularyPlace Value Place value is the value of each digit in a

number. It means understanding that 582 is made up of 500, 80 and 2, rather than 5, 8 and 2

Rounding Rounding means making a number simpler but keeping its value close to what it was. The result is less accurate, but easier to use. Example: 73 rounded to the nearest ten is 70, because 73 is closer to 70 than to 80. But 76 goes up to 80.

Estimation Estimation involves reaching systematically at an approximation of a calculation. It is not the same as guessing. When asked to estimate you must first round numbers first.

Key facts to memorise – Rounding• Decide which is the last digit to keep• Leave it the same if the next digit is less than 5 (this is

called rounding down)• But increase it by 1 if the next digit is 5 or more (this is

called rounding up)


• We want to keep the "7" (it is in the 10s position)

• The next digit is "4" which is less than 5, so no change is needed to "7"

ANSWER: 70 (rounded down)


• We want to keep the ”5" (it is in the 100s position)

• The next digit is ”7" which is 5 or more, so increase the ”5” to ”9"

ANSWER: 600 (rounded up)



Historic Importance

The concept of rounding is very old, perhaps older even than the concept of division. Some ancient clay tablets found in Mesopotamia contain tables with rounded values of reciprocals and square roots in base 60. Rounded approximations to π, the length of the year, and the length of the month are also ancient

1940 AD The round-to-even method has served as the ASTM (E-29) standard since 1940. The origin of the terms unbiased rounding and statistician's rounding are fairly self-explanatory. In the 1906 fourth edition of Probability and Theory of Errors Robert Simpson Woodward called this "the computer's rule" indicating that it was then in common use by human computers who calculated mathematical tables. Churchill Eisenhart indicated the practice was already "well established" in data analysis by the 1940s.


Place Value Rounding EstimationDecimal

place rounding

Significant Figure

rounding

Key facts to memorise – Decimal Place RoundingWhen asked to round to decimal places, we need a specific number of digits after the decimal point.

Example:Round 4.784 to 1.d.p

• We want to keep the "7" (it is in the 10ths position)

• The next digit is “8" which is more than or equal to 5, so change the "7“ to an “8”

ANSWER: 4.8

Example:Round 4.784 to 2.d.p

• We want to keep the “8" (it is in the 100ths position)

• The next digit is “4" which is less than 5, so no change needed to the "7“

ANSWER: 4.78

Key facts to memorise – Significant Figure RoundingThe first significant figure is the first non-zero digit.

Example:Round 5,473 to 2.s.f.

• The “4” is the second significant figure, which is in the 100s position, so round to the nearest 100.

• ANSWER: 5,500

Example:Round 0.0067 to 1.s.f.

• The “6” is the second significant figure, which is in the 1000ths position (or 3rd d.p.), so round to the nearest 1000th (or 3.d.p.).

• ANSWER: 0.007

Key facts to memorise – EstimationWhen asked to estimate a calculation, you must round each number to 1 significant figure first.

Example:Estimate5,840 ÷ 21.8

• 5,840 rounded to 1.s.f. is 6,000• 21.8 rounded to 1.s.f. is 20• So calculate 6,000 ÷ 20• ANSWER: 300

Example:Estimate179 x 2.16

0.198

• 179 rounded to 1.s.f. is 200• 2.16 rounded to 1.s.f. is 2• So calculate 200 x 2 = 400• 0.198 rounded to 1.s.f. is 0.2• So calculate 400 ÷ 0.2• ANSWER: 2,000

Key facts to memorise – Estimation of lengthsYou may be required to estimate distances, so make sure you are familiar with metric units of length;• Millimetres• Centimetres• Metres• Kilometres

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(2B) Chapter 4 – More Percentages

Important IdeasExpress a percentage as a fraction or a decimal

• Visualise percentage and fractions pictorially • Change percentages to fractions • Change percentages to decimals

Simple PercentageProblems

• Express one quantity as a percent of another • Compare quantities via percentages• Simple Interest

Reverse Percentages

• Using percentages of smaller amounts to find a large quantity

Percentage Increase and Decrease

• Increase of real world quantities via percentages • Decrease of real world quantities via percentages


PercentageA percentage is a way of expressing a proportion of a whole. It is a fraction with 100 as the denominator

Conversions Conversions between fraction, decimals and percentages

Simple Interest

Simple Interest is the increase of an amount by the same amount over n years.

Percentage Increaseand Decrease

Increase via percentages by finding the change in 2 values and represent and as percentDecrease via percentages by finding the change in 2 values and represent and as percent Key facts to memorise – Percentage

Increase/Decrease• Find the change between the numbers, • For Increase 𝑛𝑒𝑤 𝑣𝑎𝑙𝑢𝑒 − 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒• For Decrease 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑒 − 𝑛𝑒𝑤 𝑣𝑎𝑙𝑢𝑒• Divide change by original value then times by 100

Example:What is the increase from £2.50 to £3

• Increase = 3 − 2.50 = 0.5

• Percent Change = !.#$.# x 100 = 20%

Example:200ml to 120ml. Find the percentage decrease

• Decrease = 200 − 120 = 80

• Percent Change = %!$!!×100 = 40%

Key facts to memorise – Reverse Percentages

Key facts to memorise – Conversions


Convert from percent to fraction byWrite over 100, and simplify fraction

Convert from percent to decimals byChange the value of the percent to the

tenths and hundredths of decimals

When carrying out a calculation,remember the correct method

Example

Convert 35% to fractions

Write the percent over 100 to show it is out of 100

35% =35100

Simplify the fraction formed720


Historic Importance

800BC –500AD

In Ancient Rome, long before the existence of the decimal system, computations were often made in fractions which were multiples of 1/100. For example, Augustus levied a tax of 1/100 on goods sold at auction.. Computation with these fractions was equivalent to computing percentages.

1500-1600

As denominations of money grew in the Middle Ages, computations with a denominator of 100 became more standard and from the late 15th century to the early 16th century it became common for arithmetic texts to include such computations. By the 17th century it was standard to quote interest rates in hundredths.

1925 AD

Prior to 1425 no evidence for a special symbol had been used for percentages. The sign for "percent" evolved by gradual contraction of the Italian term per cento, In 1925 D.E. Smith wrote, "The solidus form % is modern.“ This is when the modern percentage sign was engrained


Conversion between

FDP

Simple Percentages

Reverse Percentage

Percentage Increase and

Decrease

Simple Interest

Key facts to memorise – Simple Interest

𝑺𝒊𝒎𝒑𝒍𝒆 𝑰𝒏𝒕𝒆𝒓𝒆𝒔𝒕 = principal x interest rate x time

Principal is the original amount, interest rate is as a decimal. For example, total interest after 3 years at a 2.5% rate on £3600.

3600×2.5100 𝑥 3 = £270



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