Year 9

Spring Term 2020

Knowledge Organisers

Student Name: Tutor Group:

Subject: Citizenship Topic: Life in Modern

Britain – British Values

Dates: Spring

Term Year 9

Additional Information:

Spring 1a

Essential Vocabulary

British Values The standards which reflect the ideals that are associated with living in modern Britain.

Fundamental Being an essential part of, a foundation or basis of e.g. society or a law. Values at the heart of British society.

Values Standards of behaviour that are accepted by a society. Important and lasting beliefs or ideals shared by the members of a culture/community about what is good or bad and desirable or undesirable. Morals or ethics people live their lives by.

Mutual Shared/common respect for others.

Tolerance An acceptance based upon mutual respect for others, and acceptance of things that you might disagree with.

Discrimination Treating others differently on the basis of their characteristics e.g. race, age, gender etc.

Prejudice To pre-judge, have an unreasonable dislike for a person or group of people, view not based on experience.

Stereotyping A generalized view about a group of people linked to a personal characteristic e.g. hair colour, where they live, their way of life etc.

Multicultural Society

A society that is made up of people from a range of cultural and religious backgrounds.

Identity Characteristics/qualities that make a person who they are e.g. age, gender, religion, regional location, job etc.

Multiple Identity

An individual assumes a range of identities i.e. part of a family, the area they come from linked to a school or a supporter of a football team etc.

National Identity

Identity associated with being a citizen of a specific country e.g. English identity or Scottish identity.

Britishness The state of being British, or qualities that are considered typical of British people.

Fundamental British Values:

As of November 2014, schools must now promote

British values. British Values are identified by the

Government as:

Democracy • This means everyone has a say in the decision-

making process. • The government is held to account by its

citizens e.g. through voting, writing to their

MPs, forming pressure groups etc. The Rule of Law

• No matter who you are, you must obey the law • This is essential to creating a society that has

order and basic fairness Individual Liberty

• Individuals all have basic freedoms that no-one

can take away • These include freedom of speech, freedom of

worship and freedom of the press Mutual respect for people of different religions and

none • Everyone, no matter what their faith is, is

entitled to respect and fair treatment • No-one should be discriminated against on the

basis of their religion

Multiple Identities Individuals may have differing

identities in different situations e.g.

Someone from Portsmouth, whose

parents were born in Pakistan

watching a Test Match at Lords

might have multiple identities when

England are playing Pakistan.

Citizenship Test:

People from other

countries who wish to

become citizens of

the UK have to take a

Citizenship Test.

There is a section of

the test which is

based on ‘The values

and principles of the

UK’. It states that

these values are based

upon history and

traditions. They are

protected by law,

custom and

expectations.

Additional information can be found at:

https://www.amnesty.org.uk/end-death-penalty

Subject: Citizenship Topic: Life in Modern

Britain – Migration

Dates: Spring

Term Year 9

Additional Information:

Spring 1b

Essential Vocabulary

Migration The movement of people from one country to another – some moving in and others moving out.

Immigration The act of someone moving into another country.

Immigrant A person who moves into another country to live, with the intention of staying there permanently.

Refugee A person who has been forced to leave their country in order to escape war, persecution, or natural disaster and has been granted permission to stay in a country.

Asylum Seeker

A person who flees their home country, enters another country and applies for asylum, i.e. the right to international protection and a safe country to stay in; they may apply for refugee status in that country.

Net Migration The difference between the total numbers of people in and out of an area over a given period of time. If more people in the figure is a plus and if more people leave the figure is a minus.

Community Cohesion

Working towards a society where everyone shares a sense of belonging and common values – people live together peacefully and everyone feels valued.

Equal Opportunities

Allowing all to have equal access to all opportunities on offer throughout their lives.

Ethnicity A person’s racial, religious or national grouping.

NET MIGRATION STATISTICS - UK The latest net migration statistics show that in the year

ending September 2018, net migration to the UK was

+258,000.

Pattern of Migration to the UK

After World War II Britain needed people to come and fill job

vacancies as many men had lost their lives in World War II.

People from Republic of Ireland and from the former British Empire especially India, Bangladesh, Pakistan, the Caribbean, South Africa, Kenya and Hong Kong were given the opportunity to migrate to Britain. By 1972, legislation meant that a British passport holder born overseas could only settle in Britain if they, firstly, had a work permit and, secondly, could prove that a parent or grandparent had been born in the UK. Freedom of movement and residence for persons in the EU was established by the Treaty of Maastricht in 1992 – it is not yet sure what will happen following Brexit.

Immigrants from OUTSIDE the EU coming to the UK have much stricter regulations they must follow and strict criteria they

must meet – there is a points based system!

Additional information can be found at:

https://www.gov.uk/browse/visas-immigration

Subject: Citizenship Topic: Life in Modern

Britain – Media

Dates: Spring

Term Year 9

Additional Information:

Spring 2

Essential Vocabulary

Media Communication channels through which news, entertainment, education, data, or promotional messages are spread.

Mass Media Communication channels used to spread information to a large audience at the same time e.g. newspapers or television.

Traditional Media

Consists of several types of communications: television, radio, newspapers, magazines, and websites.

New Media Internet-related means of communication – increasingly used by citizens to gather information.

Social Media Internet forums, blogs, podcasts, posting of photographs/videos, rating sites (Trip Advisor), Facebook, Twitter, Instagram.

‘Free Press’ or ‘Freedom of the Press’

In a free, open and democratic society the press should be free from political interference and be able to print stories they wish.

Censorship The suppression of speech, public communication or other information which may be considered harmful, sensitive, politically incorrect or as determined by governments, media outlets, authorities or other groups.

Ofcom Office of Communications. Government established, independent regulator for the UK communications industry.

Independent Press Standards Organisation (IPSO)

Independent regulator for the newspaper and magazine industry in the UK. They hold newspapers and magazines to account for their actions, protect individual rights, uphold high standards of journalism and help to maintain freedom of expression for the press.

Media Responsibilities: The Editor’s Code of Practice sets out the rules that newspapers and magazines regulated by IPSO have to follow. It balances the rights of the individual with the public’s right to know and sets out sets out regulations in the following areas:

1. Accuracy 2. Give people the opportunity to reply 3. Privacy 4. Harassment 5. Intrusion into grief or shock 6. Children 7. Hospitals 8. Reporting of crime 9. Victims of sexual abuse 10. Discrimination 11. Confidential sources 12. Payments to criminals 13. Witness payments in criminal trials

Media Influence: 2009 MPs Expenses Scandal – Daily Telegraph exposed widespread misuse of expenses and allowances by MPs. Report led to sackings, resignations, public apologies and repayment of expenses. Several members or former members of the House of Commons, and members of the House of Lords, were prosecuted and sentenced to terms of imprisonment. Madeleine McCann Case Study 2007 Madeleine McCann went missing when on a family holiday in Portugal when her and her brothers had been left in the apartment whilst her parents dined with friends on the resort. Her Parents immediately used the media to gain attention to the case. It also helped them raise money to help the search for her continue. However they also were subject to many harmful allegations from the press which did not follow rules outlined in their ethical code of conduct.

Additional information can be found at:

https://www.ipso.co.uk/

Subject: Drama Component 3

Texts in Practice – Script

Dates:

Spring

Year 9

Sparkleshark

The scripted performance assessment criteria includes:

The range of performance skills that you demonstrate.

How you apply the different skills and how effective this is in performance.

The appropriateness of your personal interpretation to the play as a whole.

How sensitive your personal interpretation is to the context of the play as a whole.

How far your artistic intentions are achieved.

PHYSICAL SKILLS VOCAL SKILLS

Movement

Communicating your character through

the way you move.

Volume

The level of sound created by your

voice.

Posture Adapting your body to show your

character.

Accent

Vocal choices based on where your

character is from.

Gesture

Using hand movements to aid your acting. Pace How fast or slow you speak.

Facial

expression

Using your face to show how your

character feels.

Timing

Emphasising words using pauses or

faster delivery.

Eye

contact

How you glance, stare or ignore the

person you are acting with to create

meaning.

Emotional

range

Use of pitch (high to low) and tone

(emotion) to communicate feelings.

Gait A person’s way of walking. Emphasis The pressure on individual words that

makes them stand out.

Stance The way a character stands. Can be

specific to activity e.g. sports.

Intonation The rise and fall of the voice. e.g. A

clear movement up at the end of a

sentence when we ask questions.

Playwright The person who wrote the play.

Play A piece of writing written for the stage, which will include a list of characters. It may be

divided into acts which are then divided into scenes.

Playwright’s intention What the playwright was trying to impart to the audience watching a specific play.

Research The study of a play in order to make more informed acting choices as to how to perform

it based on location, time period, attitudes and style.

Actor intention What an actor intends for the audience to grasp in their performance based on their

choices and their interpretation of the playwright’s intention.

Stage instructions

Instructions in the script that tell the actors what to do and where to move on stage.

Stage instructions do not always need to be followed but must be taken into

consideration so that the correct intention is created for an audience.

Staging

Deliberate choices about where the actors stand and how they move on stage to

communicate character relationships, and plot and to create interesting stage pictures.

Line Learning Learning the dialogue of a play (the words that the actor says in play).

Monologue A speech presented by a single character, most often to express their thoughts aloud,

though sometimes also to directly address another character or the audience.

Duologue A play or part of a play with speaking roles for two actors.

Additional information; AQA GCSE Drama book by Annie Fox ISBN-10: 1911208217 BBC Bitesize Drama https://www.bbc.com/bitesize/guides/zygqsbk/revision/1 BBC Bitesize Drama https://www.bbc.com/bitesize/guides/z9p634j/revision/1

Subject: Drama Component 3 & 1

Sparkleshark

Dates:

Spring

Additional Information:

N/A

Playwright Philip Ridley

Genre Naturalistic

Performance style Physical Storytelling

Time period set Contemporary

Written 1997

Themes Bullying, Friendships, Fantasy/Fairy

tale

Location The rooftop of a black of flats in

East London

Characters Characteristics

Jake 14 years of age, he is a highly imaginative and creative individual creating stories

in a notebook. He however is often bullied by others and dismissed as a geek,

resulting in him spending most his free time at school hiding between the bins.

Polly 15 years of age, she only joined school with the others last week. She has

noticed Jake despite his secluded nature and loves his stories

Natasha 15 years of age, she has looked after Polly in her first week at school coaching

her into how to be popular. She has a troublesome relationship with her father

and yearns for his attention.

Carol 14 years of age, she dresses in the same manner as Natasha suggesting she

wants to attain to her popularity. She is attracted to Russell.

Russell A good-looking 15 year old whom many of the girls are attracted to. He bullies

Jake often beating him up with Buzz and Speed.

Buzz 14 years of age, one of Russell’s sidekicks.

Speed 14 years of age, one of Russell’s sidekicks.

Shane 16 years of age, having already left school he used to be Natasha’s boyfriend.

Finn Polly’s 14 year old brother, he is large and has limited speech and

communicative skills but possess extreme strength for his age, which makes

most of the other children fearful and often refer to him as “The Monster”.

S SKILL

E EXAMPLE (QUOTE)

W WHY

H HOW

I IMPACT

L LINK TO QUESTION

Additional information;

Background information:

http://www.rewardinglearning.org.uk/common/includes/microsite_doc_link.aspx?docid=22955-1

Abridged version of script for quick reading: https://studylib.net/doc/6663412/sparkleshark

Subject: English Topic: Animal Farm Dates: Spring 1 Additional Information:

Year 9

Essential Vocabulary: Language

Cyclical structure

The plot begins and ends with the same idea.

Dramatic Irony When the audience know something that is going on in

the play but the characters are unaware of what is

happening

Ethos Convince the audience that the author is credible.

Hyperbole

Extreme exaggeration used to emphasise a feeling or

idea.

Imagery

Language used by writers to create visually descriptive

phrases that create vivid images in the mind of the

reader.

Logos To present clear logical arguments to persuade the

audience.

Metaphor

Compares one thing directly to another.

Pathos Use emotive reasoning to persuade the audience.

Repetition

The repeated use of the same word or word pattern.

Simile

A figure of speech that compares two things indirectly

using the words ‘like’ or ‘as’.

Symbolism

The use of symbols to represent ideas or qualities.

Key characters

Benjamin

Boxer

Mollie

Moses

Mr Jones

Napoleon

Old Major

Snowball

Squealer

Animal Farm Keywords

Allegory

A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a

moral or political one.

Anthropomorphism To make an animal or object behave and appear like it is a human being.

Dictatorship A ruler with total power over a country, typically one who has obtained control by

force.

Fable

A story with a central moral message. Sometimes animals are used to represent types of

people.

Moral Concerned with the principles of right and wrong behaviour.

Political Relating to the Government or public affairs of a country.

Satire The use of humour, irony, exaggeration, or ridicule to expose and criticise people's

stupidity.

Tyrannical Exercising power in a cruel or arbitrary way.

Key context

Communism A type of society where people are meant to share wealth and property equally. Communist rule

in the Soviet Union was actually very harsh and unjust with members of the Communist Party

enjoying wealth and influence while ordinary people led very hard lives.

Russian

Revolution

The Russian Revolution took place in 1917, it got rid of the Tsar (King) and replaced him with a

Communist government which was soon taken over by Joseph Stalin.

Stalin

Joseph Stalin was a Russian revolutionary and politician who led the Soviet Union (Russia and

smaller allied countries) from the mid-1920s until 1953. He was a dictator who was feared for his

cunning and cruelty.

Subject: FP&N

Topic: Ingredient Functions

Year 9 Term 2

INGREDIENT FUNCTION

Eggs

Add colour and flavour

Hold air when whisked

Binds ingredients together

Coagulates / sets mixtures

Thickens

Glazing

Coating / enrobing

Flour

Forms the main structure of a product due to its gluten content

Adds bulk

If wholemeal – provides fibre

Gelatinises in liquids to thicken mixtures

Butter, margarine, lard, oil

Adds colour and flavour if butter or margarine is used

Holds air bubbles during mixing to create texture and volume

Helps to extend shelf life

Shortens a flour mixture to make it crisp or crumbly in texture

Used for frying / sautéing

To form emulsions (salad dressings)

Binds ingredients together

Sugar

Sweetens

Increases bulk

Develops flavour and colour

Holds air and moisture in baked goods

Acts as a preservative (jam)

Aids fermentation (bread)

Salt

Helps develop flavour

Strengthen gluten in flour

Used as a preservative (dried/salted meat/fish)

Fruit and vegetables

Adds fibre

Adds colour and flavour

Adds texture

Thickens liquids when puréed

Adds nutritional value

To garnish/decorate

Herbs and spices

To improve or add flavour

To improve or add colour

To garnish

Baking powder/yeast

To act as a raising agent by producing gas bubbles that are trapped in a mixture.

Subject: French Topic: Bridging

Module

Dates:

Autumn/Spring

Term

Additional Information:

n/a

Essential Vocabulary

Infinitive The basic form of a verb (to…)

Conjugation Changing the infinitive according

to subject (I, you, he/she, we,…)

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Gender Word gender of a noun

(masculine/feminine/neuter)

Past

participle

Verb form used in forming the

past/passive tenses (-ed in English)

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1591389/priorymfl-year-9-

french/

Subject: French Topic: Family Life at

home

Dates: Spring

Term

Additional Information:

n/a

Essential Vocabulary

Infinitive The basic form of a verb (to…)

Conjugation Changing the infinitive according to

subject (I, you, he/she, we,…)

Irregular

verbs

Verbs that do not follow the regular

conjugation pattern

Reflexive

pronoun

The pronoun used in front of a

reflexive verb (me, te, se, …)

Preposition A word defining the location of

something/someone

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1561854/priorymfl-ks4-

french/ (Relevant levels: 1 – 14)

Subject: Geography Topic: Hot Deserts Dates: Spring

year 9

Additional Information:

N/A

Essential Vocabulary

Ecosystem

A community of plants and animals that

interact with one another and their physical

environment.

Abiotic Relating to non-living things.

Biotic Relating to living things.

Producer An organism or plant that is able to absorb

energy from the sun through photosynthesis.

Primary

consumer

Creature that eats plant matter. Also known

as a herbivore.

Secondary

consumer

Creature that eats other animals. Also

known as a carnivore.

Decomposer An organism that breaks down dead plant

and animal matter.

Food chain

The connections between different

organisms that rely on one another as their

food source.

Food web A complex hierarchy of plants and animals

relying on each other for food.

Biome A large global ecosystem with flora and fauna

adapting to their environment.

Additional information can be found video the following websites and videos;

Thar desert: https://www.youtube.com/watch?v=vhzVvg6sbsc

Deserts: https://www.bbc.com/bitesize/guides/zpnq6fr/revision/1

Causes of desertification:

Desertification is where land is gradually turned into

desert, usually on the edge of a desert. It is caused by

overgrazing by cattle or trees being cut down for

firewood. Population growth is a key factor. Climate

change will lead to more droughts that kill vegetation

and cause the problem to spread.

In the area to the south of the Sahara, known as the

Sahel heavy rainstorms can wash away the exposed

soil in a couple of hours leaving it infertile.

Desert opportunities:

Mineral resources - mineral resources from the earth

can be used by industry or sold for exported.

Oil and gas - oil is trapped in huge aquifers deep

underground. It is an extremely valuable resource.

Solar energy - with 12 hours of cloudless sunshine

every day, deserts are ideal locations for this form of

electricity generation

Tourism – deserts are remote, romantic and exotic

locations

Farming - only possible where there is access to

water through irrigation for tourists.

Desert challenges:

Extreme Temperatures: Temperatures are

over 40 degrees during the day and drop

below freezing at night.

Inaccessibility – The Thar Desert is huge making

travel difficult and expensive.

Water Supply - low rainfall makes water for drinking,

washing and agriculture difficult to supply.

Solutions to decertification:

Irrigation - Water from aquifers used to grow crops /

vegetation

National Parks - Conserve areas at risk, protect

wildlife

Afforestation - Green wall being planted across the

Sahel (great green wall)

Crop rotation - Keeps nutrients in the soil by avoiding

monoculture

Appropriate Technology - Use of suitable crops,

magic stones, terraces

Hot Deserts

To be defined as a Hot Desert, there must be:

-Less than 250mm of rain a year.

- Diurnal temperatures ranging from 50°C during the

day to 0°C at night

Can drink up to 50 litres of water in just a few minutes.

Fat stored in hump provides three weeks of food.

Broad flat hooves spread weight so it doesn’t sink into the sand.

Two rows of long eyelashes keep out the sand.

Nostrils can be closed in sand storms.

Thick woolly fur protects from sun during day and cold at night. Leathery skin on knees

protects from rocky ground.

Subject: German Topic: Bridging

module

Dates:

Autumn/Spring

Term

Additional Information: n/a

Essential Vocabulary

Verb An action, state or occurrence

Infinitive The basic form of a verb (to…)

Past

participle

Verb form used in forming the

past/passive tenses (-ed in English)

Perfect

tense

Past tense, indicating a completed

or ‘perfected’ action or condition

Modal verb A verb expressing necessity or

possibility (can/must/want/…)

Comparative A structure used to compare two

things/people/etc. with each other

Additional information can be

found at; Vocabulary

https://www.memrise.com/cours

e/1568149/priorymfl-9-german/

Subject: German Topic: School Dates: Spring

Term

Additional Information: n/a

Essential Vocabulary

Verb An action, state or occurrence

Infinitive The basic form of a verb (to…)

Past

participle

Verb form used in forming the

past/passive tenses (-ed in English)

Perfect

tense

Past tense, indicating a completed

or ‘perfected’ action or condition

Modal verb A verb expressing necessity or

possibility (can/must/want/…)

Comparative A structure used to compare two

things/people/etc. with each other

Additional information can be found at; Vocabulary

https://decks.memrise.com/course/1552717/priorymfl-ks4-german/

(Relevant levels: 1-9)

Subject: History Topic: Medicine - Patient

Care

Dates: Additional Information:

Essential Vocabulary

Almhouses Medieval Care homes

Beveridge

Report

Report issued in 1944 identifying the 5 evil

giants

Endowed

Hospitals

A place of basic care. Patients were washed,

fed and kept warm. The hospital could give out

medicines and complete simple surgery.

Key dates

6th – 15th

century

Medieval Period

16th – 17th

Century

Early Modern

18th – 19th

Century

Industrial

20th Century Modern

Additional information can be found at;

BBC Bitesize https://www.bbc.com/bitesize/topics/zttypbk

The role of the church and monasteries

Medieval monasteries played an important role in caring

for the sick. The infirmary was a type of hospital for sick

patients. It was separated to stop infection spreading. In

the twelfth century, the first ‘hospitals’ were set up which

offered ‘hospitality’. Only a small number of these hospitals

actually cared for the sick, there were no doctors and

monks would pray for the souls of the patients.

Leper hospitals were outside the town walls. Almshouses

were the medieval equivalent of a modern care home. St

Bartholomew’s was founded in 1123 but did not appoint its

first doctor until the sixteenth century.

The roles of voluntary charities in patient care after the

mid-sixteenth century

Henry VIII ordered the dissolution of the monasteries in

1530s, and so closed many of the hospitals. Charities and

local town councils had to take responsibility. In London, 5

major hospitals were endowed by royal funds, such as St

Bartholomew’s.

As new industrial towns expanded in the eighteenth

century there was a demand for increased hospital

provision. Thomas Guy was an earl philanthropist that

financed the establishment of Guy’s hospital in 1724. 11

new hospitals were founded in London during the period,

with a further 46 across the rest of the country. These

included Westminster Hospital and Addenbrooke’s Hospital

in Cambridge.

Florence Nightingale and the professionalism of nursing

Florence Nightingale was a pioneer in improving standards of

patient care. Between 1854-56 she treated patients in the

Crimean War. She secured Government funds to go to the

hospital at Scutari, which was notoriously poorly conditioned.

She also secured backing from ‘The Times’ who were to publicise

her findings in their newspaper.

She found that there were over 1700 patients in filthy wards. She

gave them a wash, clean clothes and new-bedding regularly.

Death rate there fell from 42/100 to 2/100 and only 100 of the

patients found themselves confined to bed.

On return to England in 1856, Nightingale began a campaign to

reform army medical services. In 1859, Nightingale published her

‘Notes on Nursing’. The Times set up a fund which raised

£50,000. In 1860, she set up training schools for nurses at St.

Thomas’ Hospital and King’s College Hospital in London. New

hospitals like the Royal Liverpool Infirmary were built to her

designs.

Science and the development of endowed hospitals in the later

eighteenth century

Hospitals had evolved from a place of just giving care to being a

centre at which to treat illness and conditions which required

surgery. Patients were washed and looked after by nurses who

used herbal remedies. Simple surgery, such as removal of

bladder stones, was done by physicians. Treatment was usually

free at this point, and the hospitals often distributed medicines.

The Beveridge Report (1944) and the provision under

the NHS after 1946

It identified ‘disease’ as one of the ‘five Evil Giants’

facing the UK. Aneurin Bevan (Labour MP) was

appointed Minister of Health in 1945. He faced

opposition to his National Health Service Act of 1946,

from those that ran hospitals and the BMA who

complained doctors would make less money. From

1948, the NHS offered prescriptions, treatments,

dentists, opticians and maternity care. In 1947, Doctors

issued 7 million prescriptions per month, by 1951 this

was at 19 million. By 1949, 8.5 million had received free

dental treatment. In 1950, the budget was under

pressure and prescriptions cost 1 shilling. By 1951, only

1.5% of population remained outside the NHS.

Early Twentieth Century Reforms

Liberal governments of 1906-14 changed the laissez-faire

policies. The reforms tackled provision of education, free school

meals and old age pensions. Medical inspections were

introduced in 1907, but poor families could not afford

treatment. Pensions were introduced, only if you had worked all

your life and can prove you are not a drunkard. The National

Insurance scheme only applied if you paid regular contributions,

but part of the cause of poverty was irregular employment.

The National Insurance Act of 1911 laid down the first steps for

the creation of a welfare state. Chancellor Lloyd George

proposed an insurance fund based on regular contributions to a

central fund in case you became ill. The scheme was restricted

to certain trades and occupations and it did not cover families,

the unemployed, the elderly or the chronically/mentally ill.

Subject: History Topic: Medicine - Public Health

and Welfare Dates: Additional Information:

Additional information can be found at;

BBC Bitesize https://www.bbc.com/bitesize/topics/zttypbk

Essential Vocabulary

Public Health

Act

1875 Government makes it compulsory for

authorities to lay sewers.

Sanitary Act 1866 Government makes it compulsory that

local authorities construct sewers

Artisans’s

Dwellings Act

1875 Gave councils the power to take over

and clear whole slum dwellings

Key dates

6th – 15th

century

Medieval Period

16th – 17th

Century

Early Modern

18th – 19th

Century

Industrial

20th Century Modern

Public health and hygiene from the medieval period to

sixteenth and seventeenth centuries

In Medieval times, mortality rates were higher in towns and

cities than in the countryside. People lived closer together,

alongside their animals and their filth. There were attempts to

cut this down:

Henry VII passed a law forbidding slaughterhouses

within cities or towns.

Henry VIII passed an Act in Parliament allowing towns

and cities to increase taxes in order to build sewers.

Towns and cities grew so fast it was impossible to keep them

sanitary. There were 8 outbreaks of plague in the sixteenth and

seventeenth century. After the Great Fire of London in 1666, an

Act was passed to limit fire destruction by making streets wider

and insisting houses were made of stone.

The Impact of industrialisation on public health in the

nineteenth century

At the start of the nineteenth century, local authorities

and Parliament were not interested in public health.

They believed it was not their job to be concerned with

this sort of matter. Serious outbreaks of cholera in 1832

and 1849 made this change more quickly.

Edwin Chadwick was appointed Poor Law Commissioner

in 1832. He believed in ‘miasma theory’ but was

convinced there was a link between poor health and bad

living conditions. In 1839, he was commissioned by the

Government to head a Royal Operation, investigating

conditions of working people.

In 1842, Chadwick published his ‘Report on the Sanitary

Conditions of the Labouring Population of Great Britain’.

In this, he suggested laws should be passed in

Parliament to change it. Local authorities were to be

responsible for improving drainage and water supplies.

In 1848, a Public Health Act was passed which set up a

Board of Health, run by 3 commissioners. Towns could

volunteer to set up their own Board of Health and 182

towns had done so by 1854. The cholera epidemic of

1849 encouraged change, but there were no

requirements put in place, it was only recommended. In

1854, the Government closed down the Board of

Health.

More Improvements in Public Health-

In 1859, Joseph Bazalgette was appointed to

oversee the building of London’s new sewage

system.

Parliament passed a Sanitary Act in 1866,

which forced local councils to build sewers.

The Public Health Act of 1875 made it

compulsory to layer sewers, drains and

pavements.

Efforts to improve housing and pollution in the 20th Century

In 1918, Lloyd George promised homes ‘fit for heroes’. The

Housing Act of 1919 gave councils grants to build homes. There

was demolition of back to back houses in the 1920s. The

Beveridge Report of 1942 identified ‘squalor’ as one of the ‘five

Evil Giants’. After the Second World War, there was a housing

shortage. As a result, 1.25 million homes were built by 1951. In

the 1960s, inner city slums were replaced by blocks of flats.

By the mid-twentieth century the air quality in many industrial

towns was heavily polluted. In December 1952 the ‘Great Smog’

hit London and over 4000 people died of respiratory illness. It

resulted in the Clean Air Act of 1956 which introduced smokeless

zones in cities and tried to locate power stations away from

cities.

Local and National Government attempts to improve public health

in the 21st century

Some people argue it is better to spend on prevention rather than

finding a cure. ‘Walking for Health’ is fitness drive to make people

walk 10,000 steps per day. ‘Be active’ is Birmingham Council’s

scheme to provide free leisure to its residents. Launched in 2008, it

is estimated for every £1 spent, £23 has been recouped in health

benefits.

The ‘Five a Day’ campaign helps people eat more fruits and

vegetables. The Eatwell Guide (March 2016) is typical of national

Government campaigns as it depicts a healthy, balanced diet which

includes eating at least 5 portions of fruits and vegetables per day.

Subject: History Topic: USA – Economic

downturn & recovery Dates: Additional Information:

Essential Vocabulary

Hoovervilles Slum like houses made of tin, wood and

cardboard and had no running water.

Hobos People who travelled the country looking for

work.

Veterans Ex-soldiers – at this times from WW1

Laissez-faire A government that thought that people should

look after themselves.

Key dates

1929 Wall Street Crash

May/June

1932

Bonus March

Key Individuals

Hoover 31st president

Roosevelt 32nd president

Additional information can be found at;

BBC Bitesize https://www.bbc.com/bitesize/topics/z29rbk7

The Wall Street Crash

• Black Tuesday happened 29 October 1929, when 16.5 million

shares were sold.

• By the end of 1929, there were about 2.5 million unemployed in

the USA – Black people sacked first.

• Factories and businesses began to close down.

• Hoovervilles popped up

• Farmers were unable to sell produce

• Colorado, New Mexico and Kansas were hit by drought - known as

the ‘dust bowl.’

The Bonus Army / Marchers

• WW1 veterans who had been promised a

bonus, payable in 1945, Marched on the

Whitehouse to support a Bill which would

allow the bonus to be paid early

• The government didn't pass the bill as it would

have cost $2.3 million.

• Most of the marchers went home after this,

but about 5,000 stayed.

• Hoover sent in the army to clear them out.

• 2 veterans were killed

Early Republican attempts to deal with the

depression (1930s)

• Hoover believed in Laissez-faire and Rugged

individualism.

• Hoover passed the Hawley – Smoot Tariff Act

in 1930. This protected US farmers by

increasing import duties on foreign goods.

• Hoover set up relief agencies

• Hoover cut taxes by $130 million

• Hoover’s measures failed

The effects of the Great Depression on family life

• Marriages fell from 1.23 million in 1929 to 982,000 in 1932. The

birth rate also fell.

• The suicide rate rose dramatically from 12.6 suicides per 1000

people in 1926 to 17.4 per 1000 at its peak in 1932.

• In some states, schools were closed down for 10 months.

• 1932 about 25% of the population was receiving no income.

Roosevelt and the New Deal

1. Relief – Helped the millions who were unemployed and homeless.

2. Recovery – Policies to rebuild the economy

3. Reform – Legislation and laws to create a fairer society.

The Emergency Banking Act closed all banks for 10 days.

CCC - A department to help people to employ unemployed men between 18 and 25 to work in forests, in special camps.

• FERA- this gave $500m to the states to spend on food and shelter

• AAA - encouraged farmers to produce less by paying them not to

produce in the hope that prices would rise.

• TVA - Built dams to produce hydroelectricity, providing work for

thousands of people and bringing electrical power to the area.

Successes of the New Deal • Unemployment reduced from 24.9 million in 1933

to 14.3 million in 1937.

• As a result of the AAA, farmers money doubled

between 1932 and 1939.

• The TVA improved the lives of 7 million people.

• The CCC created work for 2.75 million people

Criticisms of the New Deal

• It was WW2 which ultimately ended the Great

Depression .

• The Supreme Court announced that the AAA

and NRA were unconstitutional.

• The AAA paid farmers not to produce food.

• Many argued that Roosevelt's projects were a

short-term solution

• Many of the Alphabet Agencies discriminated

against black Americans and women

• Some felt that the New Deal did not do

enough.

Opposition to the New Deal

• Dr Francis Townsend argued that Roosevelt had not done enough

to help the elderly. He wanted a pension of $200 per month for

everyone over 60

• Huey Long claimed that Roosevelt failed to share out the nation’s

wealth fairly

• The Republicans hated the New Deal as it went against Laissez-

faire and rugged individualism.

• Others thought the New Deal was a waste of money

• The Supreme Court opposed the New Deal

Subject: History Topic: USA – WW2 & post-

war Economic Impacts Dates: Additional Information:

Essential Vocabulary

Poverty When you are poor and cannot afford the basics

of life.

Plenty/Affluence When you are rich and can afford luxuries

Suburbanisation The process of moving families out of the cities

and into the countryside in newly build suburbs

like Levittown

Consumerism The desire to buy and have more and more

products such as T.V.s, radios, washing machines

Conscription Forcing people to join the army.

Key dates

1941 USA joins WW2

1945 End of WW2

Key Individuals

Roosevelt 32nd president

Truman 33rd president

Eisenhower 34th president

Additional information can be found at;

BBC Bitesize https://www.bbc.com/bitesize/topics/z29rbk7

The Impact of the Second World War (1940s)

The Second World War started in 1939 and America was selling goods to other countries. In 1941 America joined

the war and this brought the Depression to an end.

• 1941 onwards – Factories and farms focussed on helping America in the war by producing goods and weapons

(some of these were sold abroad too).

• Industrial production doubled between 1942-45 - America produced 50% of the world's weapons by 1944.

• Many found work in the factories – unemployment fell from 9.5 million in 1939 to 670,000 in 1945.

• Conscription – Around 15 million 18-45 year old men were forced to join the army.

• People were encouraged to create „victory gardens‟ – to grow their own vegetables.

• Life improved for farmers – there was more demand for their produce and so they were making more money.

• Huge migration happened in the USA – Around 27 million moved around between 1941-45. They moved to

look for work - to California especially to find work in armament factories.

Negative aspects of post WW2 – ‘Poverty in the midst of plenty.’

Black people were still victimised. They served in Jim Crow regiments where only black people could be in them.

Around 112,000 Japanese Americans were imprisoned and many of them lost their homes and businesses.

Around a 1000 were sent back to Japan.

Women and black factory workers were not always treated the same as the white male employees

The development of the affluent society: Life in suburbia

• In 1952 Eisenhower became President. He continued with the New Deal and the Fair Deal. He encouraged economic growth and looked after the middle classes.

• By the end of the 1950s the USA was producing half the worlds manufactured goods. • As many as 19 million Americans moved from the cities to live in the suburbs (outskirts of towns with bigger

houses). It was possible for them to do this because they could buy cars, the standard of roads was better and the interest on mortgages was low.

• Between 1945-60 the number of people who had a car rose from 25 million to 62 million. Cars like the Cadillac were popular. By 1960, 25 per cent of the American people lived in suburbs. These people had a television, a record player, swimming pools and cars.

• People bought on credit – this increased 800 per cent between 1945 and 1957.

Subject: History Topic: USA – Issue of Civil

Rights Dates: Additional Information:

Essential Vocabulary

Segregation The action of separating someone or something

apart from others

Desegregation The ending of a policy of racial segregation

NAACP A Civil Rights organisation that works for the

justices of African Americans

Civil Rights Act The banning of discrimination based on race,

colour, religion, sex or national origin

Key dates

1954 Desegregation of Schools

1957 Little Rock 9

Key Individuals

Martin Luther king Civil Rights non-violent

campaigner from 1955-1968

James Meredith First black student of the

University of Mississippi

Malcolm X Human Rights Activist shot

it 1965

President Kennedy 1961-63. Proposed the Civil

Rights Bill

President Johnson 1963-69. Passed the Civil

Rights and Voting Rights Act

The contribution of black Americans during WW2

• Black Americans joined segregated units (Jim Crow Army) and were given the most dangerous jobs

• The US air force would not accept black pilots. • Black soldiers could only have ‘black blood’ and be treated by

black nurses. • The Tuskegee airmen won great acclaim acting as fighter escorts

for US bombers.

Brown vs Topeka case (Kansas 1954)

• Linda Brown had to walk 20 blocks to school even though there

was a school for white people just two blocks away.

• The NAACP took Topeka Board of Education to court.

• Court declared that segregated schools was illegal.

• However there was no date by which schools had to

desegregate.

• By 1957, 300,000 black children were attending desegregated

schools. However 2.4 million black children were still in

segregated schools.

James Meredith case 1962

• Supreme Court forced Mississippi University to

accept the black student James Meredith.

• Kennedy sent 320 federal marshals to escort

Meredith to the campus.

• There were riots; 2 people were killed and 210

wounded.

• Kennedy then sent 2,000 troops to restore

order.

• 300 soldiers remained on campus to protect

Meredith until he completed his degree.

The Montgomery Bus Boycott December 1955

• Rosa Parks, refused to move seats, was arrested

and fined $10.

• Black community staged a boycott of the buses

for 13 months until the bus company gave in.

• Martin Luther King showed that violence was

not needed and that the Black community was

united

• Supreme Court ruled that segregation on buses

was illegal.

Freedom Rides (Transport) 1960

• Supreme Court decided that all bus stations and terminals

needed to be desegregated – the South didn’t comply

• Congress of Racial Equality (CORE), organised freedom rides from

Washington DC to Jackson in the south but they were attacked

• The Attorney General, Robert Kennedy had to send 500 marshals

to protect the freedom riders.

• 1961 the Interstate Commerce Commission declared that

segregation in bus terminals was illegal.

Freedom Marches

• In 1963 Martin Luther King led a march in Birmingham,

Alabama to end segregation.

• 500 protesters were arrested and water cannons, dogs and

baton charges were used on the peaceful protesters.

• These events were televised and helped turn public opinion

against racists

• March on Washington (1963) In August 1963 over 250,000

people, including 50,000 white Americans, marched to the

Lincoln Memorial in the capital city, Washington DC, to demand

civil rights for all and King made his famous “I have a dream‟

speech.

Race riots in the 1960s

• Riots took place in northern cities about the

hardship Black people suffered. In the North

there was no official segregation and black

people had the vote.

• There were riots in Harlem, New York in 1964

and other cities such as Chicago and Detroit

in 1966. In these latter riots people were

killed when black militants set fires and

opened fire at police.

• The riot in the Watts district of Los Angeles in

which 34 people were killed 1072 people

were injured in 6 days of rioting.

Subject: BTEC

Travel and Tourism

Leisure and

Tourism

Dates: Spring

term, Year 9

Additional Information:

Specialist travel: Travel which offers the kind of experience the

customer wants.

Adventure Tourism - Travel which takes place in the natural environment, often in

exotic locations. It involves physical activity that can include adrenaline sports

such as mountain biking, rock climbing, hiking etc

Cultural Heritage Travel – Travelling to places which represent stories of people and

events of the past and present. They are historical and educational as the

tourist is learning and experiencing different cultures relevant to the place. In

the UK, The National Trust looks after historic buildings and gardens, industrial

monuments and countryside sites for the preservation of British Heritage and

the enjoyment of visitors.

Health Travel - Travelling to improve health and well-being. Common examples include

spa weekend retreats, yoga or meditation breaks; (these are popular in Kerala in

southern India). Health tourism also includes people who travel abroad to have

specific treatments carried out (either cosmetic or for a significant health

problem) because the country offers cheaper and more advanced facilities.

Education -Travel for educational purposes is usually made through educational

establishments like schools, colleges and universities. The purpose of the trip

can be specific, such as field trips or data collection or for more general

purposes. Individuals also travel for the chance to learn new skills abroad e.g.

short language courses or cookery courses.

Volunteer Work - It often involves working for a charity in a developing country.

Activities can include teaching English in schools, Wildlife conservation and

community development projects. Volunteer travel is becoming increasingly popular,

especially among young British students that have the opportunity to travel on

their gap year. ( a year off taken between A levels and university)

Dark Tourism - Linked to heritage tourism but is related to places that are connected

with death, tragedy and the macabre (horribly gruesome). War graves and

cemeteries commemorating WW1, e.g. the Somme Battlefield in France, or prison

camps of WW2, such as Auchwitz, are major dark tourism destinations.

Eco Tourism - Its focus is on providing simple, quality tourist facilities in natural

locations. Ecotourism facilities, such as lodges are often built using methods

and materials that do not spoil the natural environment or local communities.

Ideally, they are locally managed and make use of local products and services.

Subject: Maths Topic: Geometry (3) &

Algebra (6)

Dates: Spring

Term

Additional Information:

See Below

Essential Vocabulary

Surd irrational root of an integer

Indices an exponent or power that a number is raised to

Pythagoras Theorem

It states that the area of the square whose side is the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares on the other two sides.

Hypotenuse The long side of a right angle triangle

Quadratic involving the second and no higher power of an unknown quantity or variable x² being the greatest power

Solve With a quadratic finding the values of x when y=0

distinguish between exact representations of

roots and their decimal approximations

calculate with roots; distinguish between

exact representations of roots and their

decimal approximations

calculate with integer indices

simplify surd expressions involving squares

(e.g. 12 = √(4 × 3) = √4 × √3 = 2√3)

simplify and manipulate algebraic

expressions (including those involving surds)

by expanding products of two binomials

rationalise denominators

calculate with fractional indices

use positive integer powers and associated

real roots (squares)

conjecture and derive results about angles

and sides, including Pythagoras’ Theorem ...,

use known results to obtain simple proofs

know the formula for Pythagoras’ theorem,

a² + b² = c², and apply it to find lengths in

right-angled triangles

apply Pythagoras to find lengths, where

possible, in general triangles & in 2D figures

apply Pythagoras to find lengths in 3D figures

calculate exactly with surds

know the trigonometric ratios, sinθ =

opposite/hypotenuse, cosθ =

adjacent/hypotenuse, tanθ =

opposite/adjacent

Exact trig values

Trig in 3D

simplify and manipulate algebraic expressions

by expanding products of two binomials

simplify and manipulate algebraic expressions

by factorising quadratic expressions of the

form x² + bx + c, including the difference of

two squares

manipulate algebraic expressions by

factorising quadratic expressions of the form

ax² + bx + c

write a quadratic in completed square form

from quadratic graphs, identify important

features

recognise, plot and interpret graphs of

quadratic functions

deduce roots of quadratic functions

algebraically (factorising)

find approximate solutions to quadratic

equations using a graph

sketch graphs of quadratic functions

deduce turning points of quadratic functions

by completing the square

solve quadratic equations algebraically by

factorising

solve quadratic equations algebraically by

factorising including those that require

rearrangement

solve quadratic equations by completing the

square

solve quadratic equations by using the

quadratic formula

Additional information can be found at;

http://vle.mathswatch.co.uk

Subject: Music Element: Melody Additional Information: The musical elements are the

building blocks that will be referred to and built upon,

throughout Key Stage 4.

Melodic nature The different ways a melody can exist

Pitch The individual notes of a melody

Conjunct The notes of the melody are next to each

other

Disjunct The notes of the melody are spaced apart

Scalic The notes ascend or descend in the notes of a scale

Arpeggio or

broken chord The notes jump and leap, ascending and descending, in the notes of a chord

Range How far up and down the notes of a melody run

Melodic

devices Things you can do with melody

Melodic phrase A short natural section of melody – easy to remember and repeat

Sequence A melodic phrase that is repeated at different starting pitches

Imitation A melodic phrase that is answered by another similar melodic phrase

Repetition A melodic phrase that is identically repeated

Contrast¡ A melodic phrase that opposes the original phrase – i.e. goes up in pitch if the original

went down in pitch

Motif A short, catchy, recognisable melodic phrase – also known as a ‘hook’, or a ‘riff’

Anacrusis A note before the first beat of the bar

Intervals

The space between notes of a melody:

Semitone The smallest interval, one step on a keyboard

Melodic

decoration Adding extra touches to a melody

Trills Two notes fluttering

Written as

Played as

Acciaccatura A fast grace note

Appoggiatura A slow leaning note

Turn A smooth journey around

the main note

Simple definition: a single sequence of notes.

Deeper knowledge:

Melody is arguably the most important element of music. It is the ‘tune’, the bit that is

catchy, the single line that stands out. It can be played, whistled, hummed or sung, by one

or many. It can be fast or slow, loud or quiet, move in small steps or large jumps.

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Subject: Music Unit: Harmony

(inc Tonality)

Additional Information: The musical elements are the building

blocks that will be referred to and built upon, throughout Key

Stage 4.

Simple definition: two or more notes played at the same time

Deeper knowledge:

Harmony is the accompaniment in music, the supportive friend behind the melody. It is the

chords that add colour and mood. The guitarist or pianist playing chords to back up the

singer and the backing singers adding melodies that compliment. The orchestra playing

different notes to create overwhelming symphonic emotions.

Harmonic nature The different ways harmony can exist

Diatonic The harmony sticks to the rules of the key – ‘it makes sense’.

Chromatic The harmony goes outside of the rules of the key – ‘it sounds off’

Consonant The harmony is pleasing – ‘it’s in tune’

Dissonant The harmony is unpleasant - ‘it’s out of tune’

Harmonic devices Things you can do with harmony

Pedal Where single bass notes remain unchanged, under shifting chords

Drone A longer, low pitched note, under changing chords

Ground Bass A repetitive series of different bass notes

Chords The building blocks of harmony

Diatonic chords The natural chords of a key using roman numerals, upper case major, lower case minor

I, ii, iii, IV, V, vi, vii° Tonic The ‘home’ chord, the I (one, first), where the music feels settled

Dominant The V (five, fifth), chord, harmonically the closest chord to the I

Subdominant The IV (four, fourth) chord, sitting just beneath the V

Primary Chords The I, IV and V chords have been predominantly used in classical, folk and popular

music across the centuries

Triad A three-note chord, consisting of a 1st, a 3rd and a 5th

Inversion Where a triad (or bigger) has notes in a different order

7th chord Where the fourth note in a chord has a flattened 7th creating a darker tone – used in

blues and rock music

Cadences Chordal movement to move or finish a section of music

Perfect cadence Chords V to I – brings a piece of music back ‘home’, sounding finished

Imperfect cadence Ending on a V chord, leaving the music hanging and sounding unfinished.

Plagal cadence Chords IV to I, often used in church music, also known as the Amen cadence

Interrupted cadence Ending on a vi (six, sixth) chord, feeling expectant of resolution

Tonality

Music needs a ‘key’ – a place that shows you where ‘home’ is in the music, which notes

and chords fit, and what the mood should be

Major chord Sounds happy, joyful, triumphant, mellow

Minor chord Sound sad, angry, dramatic, melancholic

Major key Where the diatonic chords are based on a major scale, creating ‘positive’ music

Minor key Where the diatonic chords are based on a minor scale, creating ‘negative’ music

Modulation Where the key of the music shifts – the tonic (I) moves, which shifts all chords to the

relative new key.

Modulation to

relative minor (vi) A very common modulation in classical and popular music

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Subject: Music Unit: Form and

Structure

Additional Information: The musical elements

are the building blocks that will be referred to

and built upon, throughout Key Stage 4.

Simple definition: How music is arranged over time

Deeper knowledge:

Structure is the way sections of music are laid out across an entire piece. Some music

remains essentially unchanged throughout, but most has changes in it, in order to keep

the listener interested. This happens in all genres, from classical to pop.

Essential Concepts

A/B/C/D Sections Each letter refers to a section of music, which may last 4 bars, 8 bars, 16 bars

or even longer

Binary Form

A feature of early classical music such as Baroque, this AB structure was:

Section A – begins in the tonic key and ends in the dominant*

Section B - begins in the dominant key and returns to the tonic* (*see Harmony)

AABB is still binary form

Ternary Form

A development of binary form, this features an ABA structure

So the original section, A, is returned to.

AABAA is still ternary form

Rondo Form ABACAB (an extra section in the middle)

Minuet and Trio

A larger piece of music, containing three separate binary forms:

Theme and Variation

A piece starting with an idea, which is then developed in a series of variations

Strophic Music where every section is the same (AAA) but the words change each time

Most commonly found in church hymns.

Other Forms Over time, as music developed, so did musical structures

AABA Form

Popular in jazz, an idea repeated, a new idea followed by return to original idea

12-Bar Blues A chord progression used by blues and rock musicians

Song Form: Popular music uses some standard approaches to structure:

Intro Starts the song off and sets it up. May refer to another section such as the chorus

Verse A section that changes its lyrics each time, to illustrate the theme of the song

Chorus The main section that usually contains the catchy ‘hook’, which is helped through

repetition

Middle-8 An alternative section, perhaps after second chorus, to bring in a fresh change

Bridge A short section linking one section to another. Often known as the ‘pre-chorus’

Break (solo) A section where an instrument takes the main part, perhaps an improvised solo

Outro The end of the song, perhaps a repeated chorus

Coda An ‘extra’ section at the end, that is completely different from the rest of the song

Fill A short burst of notes, perhaps by the drummer, to signal the move from one section to

another

Subject: Music Unit: Texture

Additional Information: The musical elements are the

building blocks that will be referred to and built upon, throughout Key Stage 4.

Simple definition: the vertical layers of music

Deeper knowledge:

Music moves ‘horizontally’ over time, but it also works vertically, in layers. There may be only one or two layers, or perhaps dozens of instruments or voices at the same time.

These may be working together or independently of each other. In Key Stage 3, we

would say that a texture is ‘thick’ or ‘thin’. At GCSE, we need a deeper level of analysis. Essential Concepts

Monophonic One instrument or voice, completely alone

Homophonic

Many instruments/voices, playing different

pitches with the same rhythm.

“Different together”

Polyphonic

Many instruments/voices playing different lines at

different times

“Different, apart, interweaving”

Unison Two or more instruments/voices, playing the

same melody

(2 or more playing…)

Imitation A melodic texture, with different instruments

following each other

Melody and

accompaniment

The most common texture for pop, rock and

folk. A main singer or instrumentalist, with

others supporting with harmonic and rhythmic

backing

Canon A texture where continual imitation leads to a layered effect – think Frère Jacques or London’s

Burning

Drone A texture where the bass notes do not shift

underneath the changing chords and/or melody

Walking bass

Where the bass line is ascending and descending

beneath the accompaniment, a common device

in Blues and Jazz.

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Subject: Music Unit: Rhythm,

Tempo and Metre

Additional Information: The musical elements are the building blocks that will be referred to and

built upon, throughout Key Stage 4.

Simple definition: the placement of sounds over time

Deeper knowledge:

Where melody makes you sing, rhythm makes you tap your foot or dance. It is what

gives music its motion and energy. It can be slow, fast or switch between. There’s

rhythm in drum beats, but we don’t need drum beats to be rhythmic. Sometimes, the

rhythm is in the space between beats too. Essential Concepts

Rhythmic nature How rhythm can exist

Regular The beat is steady and has a clear pulse

Irregular The beat is unclear and has no discernible pulse

Rubato

Actual translation: ‘robbed time’. A better unofficial translation: ‘rubber time’.

There is a clear pulse, but occasionally it seems to stretch and snap back, like a rubber

band.

Straight The rhythm is equally measured in the beat: 1 + 2 + 3 + 4 +

Swung The beat as a dotted crotchet or quaver, which creates a ‘horse trotting’ feel:

1 + 2 + 3 + 4 +

Rhythmic devices Things you can do with rhythm

Syncopation Interesting, complex and off-the-main-beat rhythms

Ostinato A repeated rhythmic pattern

Back-beat/off-beat Where there is emphasis on the 2 and the 4, in a 4-beat bar

Driving/rock rhythms Where the beat is predominant, with a clear, strong backbeat

Dance rhythms Where the syncopation is predominant to aid physical movement (i.e. dancing)

Duration How long one beat lasts

Semibreve

4 beats duration

Minim

2 beats duration

Crotchet

1 beats duration

Quaver

½ beats duration

Semiquaver

¼ beats duration

Dotted

Adds half of the duration value

Metre How rhythm is measured into smaller sections – bars.

Time signature How many beats are in the bar

Two crotchet beats in the

bar – often found in

classical music

Three crotchet beats in the

bar – usually a waltz

Four crotchet beats in the

bar – often found in

rock/pop

Six quaver beats in the bar

- a fast, ‘jig’ feel

Tempo The speed of the music

Allegro Fast – “grow an extra leg”

Moderato Medium – “moderate”

Adagio Slow – “a dad is slow”

Rallentando Getting slower – “rally the tempo, slow it down!”

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Accelerando Getting faster – “accelerate!”

Subject: Music Unit: Dynamics and

Articulation

Additional Information: The musical elements

are the building blocks that will be referred to and

built upon, throughout Key Stage 4.

Simple definitions:

Dynamics - the loudness or softness of music

Articulation - the directions on how to physically play

Deeper knowledge:

Playing the right notes at the right time is important, of course – but to make music truly

breathe, it takes expression and control of the instrument. This is where dynamics and

articulation come in. These are often instructions, written on a score, giving an indication

of how loud and quiet to play, and what technique to use Essential Concepts

Dynamic markings Directions on a score of how loud or soft to play

Pianissimo Very soft

Piano Soft

Mezzo-piano Medium soft

Mezzo-forte Medium loud

Forte Loud

Fortissimo Very loud

Crescendo Gradually louder

Diminuendo Gradually softer

Articulation Directions on a score showing how to express the music

Legato (slurred) Play this smoothly, with notes joined

together

Staccato Play this short and sharply, individual

notes

Sforzando (accent) Put a forceful accent on the note

Tenuto Play the full length, but leave a space

before the next note

Playing techniques Technique you use to get different sounds out of the instrument

Pizzicato Strings: to pluck Con sordino Brass: with a mute

Arco Strings: to bow Tremolo All instruments: create a wavering sound

Double stop Strings: to play two notes

simultaneously Rim shot

Drums: a heavy hit on the snare drum,

usually on the backbeat.

Vibrato Voice: to vibrate Drum fill Drums: a pattern apart from the beat that

signifies a change in structure

Falsetto Male voice in high pitched

register Glissando

All instruments: sweeping across several

pitches quickly, low to high or high to

low

Melisma Voice: a group of notes

sung over one syllable Pitch bend

Guitar, voice, music tech: bending the

note upwards or downwards

Slap bass Bass guitar: using the

thumb to strike the strings Distortion

Guitar: increasing gain to make the signal

sound dirty and distorted

Tonguing

Woodwind / brass: using

the tongue to create faster,

shorter notes

Hammer-on /

pull-off

Guitar: using the fretting hand to create

notes without strumming or picking with

the other

Scan for

video

⇾

Subject: Music Unit: Sonority

Additional Information: The musical elements

are the building blocks that will be referred to and

built upon, throughout Key Stage 4.

Simple definition: Sonority (also called ‘timbre’): the tonal quality of sound

Deeper knowledge:

Every instrument has its own unique tonal character. It might be thin, woody, breathy,

metallic, rasping, warm, shrill, deep, or short and sharp. It might live in the top range of

pitch or deep down below, or anywhere in-between.

The two main considerations of sonority are:

(a) what materials is it made of? Wood, metal, skin, string?

(b) how is it played? Blown, bowed, plucked or struck? (*see also Articulation) Essential Concepts

Orchestral timbres The orchestra has families of instruments

1. String: (blown or plucked)

Violin Viola

Cello Double bass

Harp

2. Woodwind: (blown)

Oboe Clarinet

Bassoon Flute

Saxophone

3. Brass: (blown)

Trumpet

Trombone

French horn

Tuba

4. Percussion: (struck)

Timpani Cymbals

Snare drum Bass drum

Glockenspiel Xylophone

5. Keyboard:

Piano Organ Harpsichord

Band instruments

Guitar Keyboard Drum Kit

Electric guitar Organ Snare drum Kick drum

Acoustic guitar Synthesizer Hi-hat Cymbals

Bass guitar Piano Toms Cowbell

Voices

Lead vocals Acapella

(no instruments) Soprano (high female) Tenor (high male)

Backing vocals Chorus (mass choir) Alto (lower female) Bass (lower male)

Indian instruments

Tabla – Indian drum Sitar – Indian guitar

Saranghi – Indian violin Tumbi – miniature Indian guitar

Subject: BTEC Sport Topic: Nutrition Dates: Year 9 Spring

Essential Vocabulary

Macronutrients A type of food required in large amounts in the diet.

Micronutrients A chemical element or substance required in trace (small) amounts for normal growth and development.

Function In terms of nutrients, the purpose for including them in your diet.

Dehydration A harmful reduction in the amount of fluid in the body.

Additional information can be found video the following websites and videos;

www.brianmac.co.uk

www.teachpe.com

Macronutrients

For each macronutrient you will need to

ensure that you are aware of the following 3

things; structure, function and sources.

Carbohydrates - To provide energy for; brain

and liver functions and muscle contractions

Protein - Building blocks that make up

structures of our body allowing for growth and

repair after exercise.

Fats (Unsaturated) – Used as a secondary

energy source at low to moderate intensity.

Fats (Saturated) – Increases total cholesterol

and linked with coronary heart disease.

Micronutrients

For each micronutrient you will need to ensure

that you are aware of the following 2 things;

function and sources.

Vitamins

Vitamin A – maintains normal eyesight

Vitamin B1 – Converts food into energy to

produce energy for exercise

Vitamin C – maintains an effective immune

system to prevent illness so the performer can

train on a regular basis

Vitamin D – to keep bones, teeth and muscles

healthy

Minerals

Potassium – regulates fluid levels to ensure

performers are hydrated during exercise.

Iron – increases the body’s oxygen-carrying

capacity to enhance aerobic performance by

delivering more oxygen to working muscles.

Calcium – provides increased bone strength,

reducing the risk of injury in contact activities.

Improving Nutrition for Sport and Activity

You need to know the features of a healthy

diet and recognise and suggest methods to

enhance performance through nutritional

change.

Features of a healthy diet

Recommended % of Macronutrients

Inclusion of micronutrients

Eating 3 Meals a Day

Methods to enhance performance through

nutritional change

Carbohydrate loading

Timing of food intake

What and when to eat types of food

Bowel emptying

Legal supplements

Types of supplements – vitamins, protein

supplements, glucose-based isotonic drinks,

caffeine drinks.

Advantages and disadvantages of individual

supplements.

Hydration

You need to know the recommended daily

intake for fluid and how this changes when

exercising.

Recommended Daily Intake (RDI) – 2 litres.

RDI when Exercising – an additional one litre of

fluid per hour of exercise participation.

Negatives of Poor Hydration

Benefits of Hydration

Subject: PSCRE Topic: Debate Dates: Spring

Term Year 9

Additional Information:

Spring Term 1

Essential Vocabulary

Debate To discuss a subject in a formal way.

Motion A statement, idea or policy that is disputed, there is disagreement about.

Opposition The group/team who are against (opposed) to the motion.

Proposition The group/team in favour of (proposing) the motion.

Argument A fact or statement put forward as proof or evidence.

Persuade Make someone do or believe something by giving them a good reason to do it or by talking to that person and making them believe it.

Discourse

Markers Words and phrases used in speaking and writing to 'signpost' ideas, open up a conversation. For example: Anyway… Right… So… Well….

Connectives Words used to connect phrases together into longer sentences and improve the flow of speech and writing. For example: and, consequently, for this reason, although, however, finally.

Qualities of a Good Debater

The desirable qualities of a good debater include

the ability to speak clearly, think quickly, clarify

arguments, provide examples, maintain persuasive

speech, and maintain a professional tone and body

language.

Tips for successful arguing

put forward the most convincing points in a

persuasive way

listen carefully to what your opponent says

and refer back to their points - this will show

that you have been listening carefully and

provide a polite way to show that your own

point is even stronger

Importance of Debate

Debating helps you to develop

essential critical thinking skills – the

ability to make reasoned and well

thought out arguments in addition to

questioning the evidence behind a

particular stance or conclusion.

Additional information can be found at:

https://www.bbc.com/bitesize/guides/zthc9j6/revision/1

Subject: PSCRE Topic: Personal Finance Dates: Spring Term

Year 9

Additional Information: Spring

Term 2

Essential Vocabulary

Credit The ability of a customer to obtain goods or services before payment, based on the trust that payment will be made in the future.

Budget Allocating money sufficiently so that you have enough to cover all the expenditure.

Income Tax An amount of your earned income which is taken by the government to be used for public spending.

National

Insurance An amount of your earned income taken by the government which pays for the NHS, Pensions, and benefits.

The Budget The government plans for spending and managing taxes and public funds for the year.

Additional information can be found at:

https://www.bbc.co.uk/bitesize/topics/zktnvcw

How can my financial decisions

affect me?

When it comes to money, it’s

important to make the right

decisions. Good financial

decisions can make you feel

comfortable and secure. Poor

financial choices can lead to debt

(owing money).

Debt is ok if it is well managed.

Example: You take out a car loan

from a bank, then pay the money

back in affordable amounts over

several months or years. This

means that you can buy the car

now rather than saving up until you

have enough.

Debt is a problem when it

becomes unmanageable, and you

can’t afford to pay it back.

Example: you take out a two-year

mobile phone contract but then

lose your part-time job. You still

have to pay the monthly amount

until the contract ends. Unpaid

debt can lead to a lot of stress!

Any financial decision

needs careful

consideration!

Subject: Spanish Topic: Bridging

Module

Dates: Autumn /

Spring Term

Additional Information: n/a

Essential Vocabulary

Verb An action, state or occurrence

Infinitive The basic form of a verb (to…)

Preterite/past

tense

Completed actions in the past

Present tense This is used to talk about habitual

actions, routines, things happening

now

Future tense This is a used to describe actions

taking place in the future

Conditional Form of a verb used to talk about

what we would do

Additional information can be found at; Vocab: https://decks.memrise.com/course/1539135/priorymfl-9-spanish/

Subject: Spanish Topic: Holidays Dates: Spring

Term

Additional Information: n/a

Essential Vocabulary

Verb An action, state or occurrence

Infinitive The basic form of a verb (to…)

Preterite/past

tense

Completed actions in the past

Present tense This is used to talk about habitual

actions, routines, things happening

now

Imperfect

tense

This is used to describe past

habitual actions

Formality “Usted/es” is used to address a

person in a formal manner

Additional information can be found at; Vocab:

https://decks.memrise.com/course/1552593/priorymfl-ks4-spanish/ Levels: 1-11