Alan Sillitoe423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/wp... · 2018. 9. 13. · Alan...

Alan Sillitoe was born in Nottingham and died aged 82. He was one of the most important British writers of the

post-war era. He made his name with the novel Saturday Night and Sunday Morning (1958) and the collection of

short stories The Loneliness of the Long

Distance Runner (1959).

Sillitoe’s father could not read or write and was not in regular employment. Therefore, Alan and his family

experienced extreme poverty.

It was Alan Sillitoe’s ambition to become a pilot and passed his examinations just before the end of World War II.

He completed his national service as a radio operator and returned to Nottingham. When he became ill with

tuberculosis, he read a lot of literature and began to write. His characters and stories were inspired by his own

experiences of being working class in Nottingham.

His first novel was rejected five times by publishers before it was accepted.

Alan Sillitoe

House Colour: Yellow

Ada Lovelace

House Colour: Green

Rebecca Adlington

House Colour: Blue

Year 9

Autumn 1 Knowledge Organiser

Morris Samuels

House Colour: Red

“Whatever people say I am, that is

what I am not”

Alan Sillitoe

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

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Subject: Geography

Subject: History

Subject: French

Subject: GCSE Computer Science

Subject: Design Technology

Subject: BTEC DIT

Subject: Food Technology

Subject: Art and Design

Subject: Drama

Subject: Hair and Beauty

Subject: Hair and Beauty

Subject: Childcare

Subject: Business BTEC

Equipment

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Contents

Instructions for how to use your Knowledge Organiser

Timetable

Reading Log

Principal’s Reading Week 2






200 Word Challenges

Subject: English

Subject: Maths

Subject: Science

Subject: Science

Subject: Science

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Instructions for how to use your Knowledge Organiser

Read, cover, write

Write out the questions and try to remember the

questions

Write out the answers and try to remember the

questions

Ask someone to ask you the questions and you

write them down

Fill in a blank Knowledge Organiser with as much

as you can remember

Create mind maps

Create flashcards

Put the key words into new sentences

Mnemonics

Give yourself spelling tests

Definition tests

Draw diagrams of processes

Draw images and annotate/label them with extra

information

Do further research on the topic

Create flowcharts

After every school day, you should be

completing a section of the Knowledge

Organiser. The timetable on the next page

tells you which subjects you should be

studying on which days (it doesn’t matter

if you have that subject on that day or

not, you should follow the timetable).

There is an expectation that you should

also read a book of your own choosing for

20 minutes everyday, which should be

signed off by a parent/carer

You are to use your exercise book to show

the work you have done. Each evening

you should start a new page and put the

date clearly at the top.

You need to bring your KO and exercise

book with you EVERYDAY to the

academy.

Your KO and exercise book will be

checked regularly in form time, failure to

show homework for ALL FIVE days of the

week will result in an after school

detention that day.

You will also be tested in your lessons,

every day, on knowledge from the

organisers.

Self-testing

You can use your KOs and book in a number of different ways but you should not just

copy from the Knowledge Organiser into your book.

Below are some possible tasks you could do in your workbooks

Presentation

You should take pride in how you present your

work, each page should be clearly dated at the top

left hand side with Subject 1 written in the middle.

Half way down the page a line should divide it in

two with Subject 2 written above the dividing line.

Each half of the page should be neatly filled with

evidence of self-testing. There should be an

appropriate amount of work.

Failure to show pride in your presentation or

wasting space on your page with large writing or

starting a number of lines down will result in a

negative point.

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Timetable

Monday Tuesday Wednesday Thursday Friday

Wk2 – vocabulary

English/Preparation for 200 word challenge

Maths/Option 1 Science/French

History/Geography Option 2/Principal’s

reading Option 3

Wk3 – Key Facts




reading Option 3

Wk4 – section 3




reading Option 3

Wk5 – vocabulary




reading Option 3

Wk6 – Key Facts




reading Option 3

Wk7 – all




reading Option 3

ALL WEEKS 20 mins reading of your

own book (record on Reading Log)

20 mins reading of your own book

(record on Reading Log)







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Reading Log

Monday Tuesday Wednesday Thursday Friday

Wk2

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

Wk3

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Wk4

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Wk5

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Wk6

Read:


Signed:__________________

Read:


Signed:_______________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

Wk7

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

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6


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

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

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

time, but it gives me a sense of belonging, takes away

the pressure of what to wear and deters the bullies.

School uniform isn't fashionable, but thats exactly why I

think it should be here to stay.

What's the point of school uniform? You might hate your school uniform, but I think it's there for good reason, says 15-year-old Chloe Spencer

Photograph: Christopher Thomond for the Guardian

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

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

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

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

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Nineteen Eighty Four – George Orwell Chapter One

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

Today we are launching a campaign called “HeForShe.”

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

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

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

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

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

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

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

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

Apparently I am among the ranks of women whose

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

Why is the word such an uncomfortable one?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

http://www.heforshe.org/

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Dr Santanu Das gives an overview of the numbers

and roles of colonial troops in World War One.

Where did colonial troops serve and how was 'race'

used as a factor in military policy?

Even by conservative estimates well over four million

non-white men were mobilised into the European

and American armies during the First World War, in

combatant and non-combatant roles. What do we

know about the daily lived war experiences of these

men from former colonies and from different racial

and ethnic groups? In spite of important work being

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

studies, the social and cultural history of the war still

continues to maintain a neat symmetry to the war

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

European sites of battle, remain ‘sideshows’. The

contours of the ‘Great War and modern memory’

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

ordinary European soldier, let alone a poet like

Wilfred Owen or a novelist like Erich Maria

Remarque, we consider the memories of an Indian

sepoy, a Chinese worker or an African askari.

Among the various colonies of the British Empire,

India contributed the largest number of men, with

approximately 1.5 million recruited during the war

up to December 1919. The dominions (self-governing

nations within the British Commonwealth) –

including Canada, South Africa, Australia, New

Zealand and Newfoundland – contributed a further

1.3 million men. New Zealand’s mobilisation of more

than 100,000 men may seem relatively small

compared to India’s, but in proportionate terms New

Zealand made one of the largest contributions to the

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

49 killed. Indian and New Zealand troops fought

together in Gallipoli, where out of a total of 3000

Indian combatants, some 1624 were killed, a loss

rate of more than 50 per cent.

In addition to the 90,000 troupes indigènes already

under arms when the war started, France recruited

between 1914 and 1918 nearly 500,000 colonial

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

Madagascans, 50,000 Indochinese, 140,000

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

Most of these French colonial troops served in

Europe. However, the majority of the Africans served

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

Strachan has noted, over 2 million Africans were

involved in the conflict as soldiers or labourers; 10

percent of them died, and among the labourers

serving in Africa, the death rates may have been as

high as 20 percent. Additionally, nearly 140,000

Chinese contract labourers were hired by the British

and French governments, forming a substantial part

of the immigrant labour force working in France

during the war. With the entry of the United States

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

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

served in Europe.

While in popular memory, the perception of the First

World War remains narrowly confined to the

Western Front, First World War fighting took place in

Europe, Africa and the Middle East, with brief

excursions into Central Asia and the Far East. The

litany of the names of different theatres of battle

often becomes the marker for the ‘world’ nature of

the First World War. The colonial homefront – the

lives of hundreds of thousands of women and

children in villages across Asia and Africa who lost

their husbands, brothers or fathers, and faced

different kinds of hardships – remains one of the

most silent and under-researched areas in First

World War history. Part of the problem is one of

sources: many of these people were non-literate and

have not left us with the diaries and memoirs that we

have in Europe. However, the global reverberations

of this ‘world war’ become apparent when we

consider the experiences of people, both men and

women, combatants and non-combatants, from

around the world who fought or laboured or whose

lives were changed forever because of the war.

Adapted from the ‘Introduction’ to Race, Empire and

First World War Writing edited by Santanu Das

(Cambridge, 2011).

Experiences of colonial troops in World War One

Article by: Santanu Das

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Principal’s Reading Week 6 Belong to BBA

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

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

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

Belong to BBA

A travel writing extract: Red Dust by Ma Jian

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Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

200 Word Challenges

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

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

than what you are writing.

Power 1-your main idea

Power 2-3 supporting ideas

Power 3-details for each supporting idea

Power Plus-interesting vocabulary, devices,

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Task Things to include: Vocabulary

Week 2 “School uniform promotes

high standards for students

work ethic”

Sentences that begin with prepositions

Apostrophes

Adjectives and adverbs

Legislation

Discipline

Week 3 Write an article about an

issue that you have heard

about it in the news

Sentences that begin with adverbs

A semi colon

Complex sentences with commas

Compelled

Extraordinary

Week 4 Write a campaign speech to

be elected as a BBA Prefect

Sentences that begin with nouns

A colon

Direct address

Emphatic

Resounding

Week 5 Find an interesting piece of

art and analyse the artists

choices and how it makes

you feel

Sentences that begin with location.

An exclamation mark

A short sentence

Entrancing

Elaborate

Week 6 Write a personal statement

where you outline your

achievements, goals and

hopes for the future.

Sentences that begin with verbs

An ellipsis

A metaphor

Ambition

Tenacity

Week 7 Describe an historical event from an unusual perspective

Sentences that begin with the words ending in -

ed

A question mark

A simile

Pinnacle

Fortunately

Week 8 Explain a scientific process and why this is important

Sentences that begin with the words:

Despite or Although

Brackets

Sunsequently

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

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Knowledge Organiser

Subjects

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Subject: English Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Word Classification The type of word e.g. noun,

adjective, verb, adverb etc…

Synonyms Words that have the same or a

similar meaning to another e.g.

happy / elated.

Pathetic Fallacy (n) When the description of the

weather in a text mirrors the

mood or characters’ emotions.

Onomatopoeia (n) Words which represent sounds

e.g. Boom!

Personification (n) When you give an inanimate

object human emotions.


Explicit (ad) What is literally meant.

Implicit (ad) What is suggested.

Connotation (n) The implied meaning.

Denotation (n) The explicit meaning.

Affect (v) Affect = a verb - it is the action of

producing an effect.

Effect (n) Effect = a noun - it is the result of

something.

Effective (ad) Successful; meeting the criteria.

Affective (v) Producing an effect

Impact (n) The effect of something (e.g. a

word choice) has.

Intention (n) The reason or purpose behind a

choice.

Section 3

Section 2: Key Facts

Questions: Answers:

What is often the reason

for using a noun?

To name a specific character or place.

What is often the effect

of using adjectives?

To add descriptive detail to a noun.


of using verbs?

To change the pace and/or tension of a

text by including movement or an action.


of an adverb?

To add descriptive detail about a verb to

further alter the pace, tension or mood.

How would you use

affect and effect

correctly in a sentence?

E.g. Roads were affected by the heat. /

The effect of the heat was that the roads

melted.

What is a simple

sentence and how might

you use one effectively?

A sentence with one verb and one

subject; used carefully they can create

tension/drama by hiding information or

showing something sudden. E.g. There

was the house.

What is the difference

between a complex and

compound sentence?

A compound sentence uses a connective

to join two independent clauses whereas

a complex sentence will include one

dependent and one independent clause.

What is the difference

between a dependent

and independent clause?

An independent clause makes sense by

itself e.g. The cat sat on the mat, whereas

a dependent clause only makes sense

when used alongside another clause e.g.

whilst the mouse ran around.

What is a fragment

sentence and when

might it be appropriate

to use one?

A fragment sentence is an incomplete

thought consisting of a single verb or

subject e.g. “No!!”

They should only be used very sparingly

in descriptive, fictional writing usually in

speech or to alter pace, mood or tension.

TELL: There was a glowing moon.

SHOW: A single glowing orb hung in the vast inky

expanse above the city.

TELL: A person sat in a

window and looked at the

moon.

SHOW: High up, a single,

pale figure gazed across at

the orb as they perched

precariously on a ledge.

TELL: The lights in

the sky scrapers

were the only signs

of humans.

SHOW: Tiny specks

of gold were

scattered over the

high rise buildings -

the only signs of

life.

15

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

Section 1: Key Vocabulary


Sum The total when numbers are added

Product The result when numbers are

multiplied

Multiple A number that can be divided by a smaller number exactly: e.g. 18 is

a multiple of 3, because 18 = 3 x 6 Factor A number that dividies another

number exactly e.g. 1, 2, 3, 4, and

12 are factors of 12

Simplify Combine like terms to make an expression simpler

Expression Symbols and operators (such as +,- × and ÷) grouped together.

Expand To remove the brackets by multiplying .

Factorise The reverse of expanding, done by ‘taking out’ any common fac-

tors the terms have Numerator The top number or term in a frac-

tion

Denominator The bottom number or term in a

fraction

Quadratic Used to describe anything where

the highest power of x is x2

Algebraic Something written using algebra


Represent Show in a useful way

Substitute Swap one thing for another

Equivalent When two things have the same

value or effect

Calculate Find a numerical answer

Section 3:

When factorising, find

two numbers that mul-

tiply to make the top

number (the constant

term) and add to make

the coefficient of x.

Expand and Simplify: (x + 3)(x + 4)

Simplify:

x2 + 3x + 4x + 12

simplifies to:

x2+7x+12

Section 2: Important ideas

Which two numbers have a

sum of 11 and a product of

24?

8 + 3 = 11

8 x 3 = 24

Simplify this expression

-7x +5x

Combine like terms

-2x

Simplify this expression

x2 + 3x + 5x +15

x and x2 must be simplified

separately.

x2 + 8x +15

What are the rules for add-

ing and subtracting negative

numbers?

+(+2) increase by 2

– (+2) decrease by 2

+(– 2) decrease by 2

– (– 2) increase by 2

What is ?

Expand 3(x + 4) 3x + 12

Write 4 fractions equivalent

to

Some examples are

Write in its simplest form

Write 84 as a product of

prime factors.

84 = 2 x 2 x 3 x 7

= 22 x 3 x 7

24

8 3

11

x

+

16

Subject: Science Topic: Could We, Should We Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


IVF In vitro fertilisation. One sperm cell is

injected into an egg cell.

Selective breeding Choosing the parents to hopefully

develop certain characteristics.

Cloning A way of making new organisms from

part of one organism.

Survival of the

fittest

The continued existence of

organisms which are best adapted to

their environment.

Genes Part of a cell that determines

inherited characteristics.

Gametes The sex cells (sperm cell, egg cell)

Antibiotics Chemical substance capable

of destroying bacteria.

Species A group of plants or animals that are

closely related enough to interbreed

naturally.

Innate behaviour Behaviour that happens

automatically.

Learned behaviour Behaviour that is taught.


Survival

Managing to go on living or

existing in spite of great danger

or difficulty.

Genetics Relating to genes and inheritance in the

body.

Organic Grown without artificial fertilisers or

chemicals.

Intensive Using a lot of energy or effort over a

short time. In farming,

producing food or animals quickly with

the use of fertilisers and chemicals.

Farming Growing crops or rearing

livestock.

Section 3:


1. What are the human

gametes called?

1. Sperm cell, egg cell

2. Which animal was

successfully cloned first?

2. Dolly the sheep

3. Name three parts of the

female reproductive

system.

3. Vagina, cervix, uterus, fallopian tube,

ovary.

4. Suggest some

advantages of IVF.

4. Can help women have a baby

Uses own egg/sperm

Provides alternative to adoption

5. Suggest some

disadvantages of IVF.

5. Only 15% success rate.

Can be emotionally/physically

demanding.

There age restrictions. It is costly.

6. What are the problems of

selective breeding?

•Could make some diseases more

dangerous as all would be affected

•Increased risk of genetic disease

caused by recessive genes

•Some genes will be lost

•Lead to a reduction in the size of the

gene pool

7. Who was Charles

Darwin?

7. English scientist who devised the

theory of survival of the fittest.

8. Describe the process of

selective breeding.

8. Select individuals with desired

characteristics breed them

together select offspring with

desirable characteristics breed

them together continue for

generations.

9. Explain the theory of

‘survival of the fittest.’

9. Those best suited to their

environment survive long enough to

reproduce and pass on the

successful genes

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj9hIqd3JvcAhUBGxQKHbCFCJ0QjRx6BAgBEAU&url=https%3A%2F%2Fgovschoolagriculture.com%2F2015%2F07%2F17%2Fcloning-is-cool%2F&psig=AOvVaw19Z0Z_XJ21R3yHaLieanix&ust=153http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjM9uDe1pvcAhUHPRQKHYVgBgoQjRx6BAgBEAU&url=http%3A%2F%2Fwww.jadespringwellnesscenter.com%2Finfertility.html&psig=AOvVaw1KrCMS9thH-DF2t_MaGVVS&ust=1531557557875527https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjJwrus15vcAhUBaRQKHa4NBwMQjRx6BAgBEAU&url=https%3A%2F%2Frscbayarea.com%2Fblog%2Fectopic-pregnancy-and-ivf&psig=AOvVaw1KrCMS9thH-DF2t_MaGVVS&ust=1531557557875527

17

Subject: Science Topic: Forensics Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Magnifying To make something appear bigger than it

actually is.

Blood spatter A blood stain left on a surface that can be

used in evidence at a crime.

Microscope An optical instrument used for viewing

very small samples such as plant cells,

typically magnified several hundred times.

Ballistics The study of projectiles and fire arms.

Gravity The force of attraction between any two

objects

Distillation A method used to separate a pure liquid

from a mixture of liquids.

Chromatography Separating a mixture of dissolve

substances into its different parts.

Evaporation Heating a substance to separate a

dissolved solid from a liquid.

Filtration A method for separating an insoluble solid

from a liquid


Forces Something that causes a change in motion

of an object

Balanced Two forces acting an object, and equal in

size

Unbalanced Forces that cause a change in the motion

of an object. The forces are not of equal

size

Finger print An impression made as a result of

someone's finger tip coming into contact

with a surface

Calibration The process of evaluating and adjusting

the precision and accuracy of

measurement equipment

Evidence Anything that can be used to prove

something

Section 3:


1. What forces are acting on

a stationary car.

1. Weight, upthrust, push, pull

2. What is Newton's 3rd

law?

2. For every action, there is an equal

and opposite reaction

3. What type of surfaces can

you get a fingerprint from?

3. Non porous surfaces e.g. plastic,

glass etc.

4. What are the 3 types of

fingerprints?

4. Arch, whorl, loop

5. What are the 3 main

types of blood stain?

5. Passive, transfer, impact

6. What things can blood

pattern analysis

determine?

6. Date and time of a crime,

weapon, left/right handed attacker,

speed of attack, victim movement.

7. In blood spatter analysis,

how can you determine the

angle of the weapon used?

7. Measure the diameter of the spatter

from different heights.

8. How do you calculate

magnification?

8. Magnification = size of ÷ actual

image size

9. What is the symbol for

micrometres?

9. µm

10. What things do we need

to consider when we collect

evidence?

10. Contamination, finger prints, shoe

prints, hair, body fluids,

security, cleanliness of samples.

11. How would you

separate a mixture of sand

and water?

11. Filtration separates an insoluble

solid from a liquid.

12. How would you

separate water from a

mixture of salt water.

12. Evaporate the water by heating,

the salt will be left behind in the

evaporating basin.

Calculating magnification

Filtration

Evaporation

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwjlu8WCgJrcAhVIXhQKHUTVDL0QjRx6BAgBEAU&url=http%3A%2F%2Fonwe.bioinnovate.co%2Fseparating-mixtures%2F&psig=AOvVaw0J1axIIlQnWOBT5sxRH7Gu&ust=1531499939630465https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwifgZfegJrcAhXQCOwKHYUvDlMQjRx6BAgBEAU&url=https%3A%2F%2Fwww.s-cool.co.uk%2Fgcse%2Fchemistry%2Fatomic-structure%2Frevise-it%2Fseparating-mixtures&psig=AOvVaw3SFV

18

Subject: Science Topic: Magic Molecules Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Neutralisation A reaction between an acid or a base (or alkali) that makes a

solution of pH 7. A salt and water are

produced.

Base A chemical that will neutralise an acid in a chemical reaction.

Alkali A base that dissolves in water.

Acid A substance that can neutralise a base or an alkali.

Indicator A chemical that can change colour to show the nature of a substance.

Universal indicator An indicator giving a range of colours in response to acidic or alkaline

solutions. The colours range from red to

purple.

Salt A compound make when acids react with metals or bases.

Many salts are chlorides, sulfates or nitrates.

Equation A written observation of a chemical reaction with reactants separated from products by

an arrow.

Compound Two or more elements chemically joined together.

Nanotechnology A branch of science dealing with very small particles 10-9m in size.


Test Experiment carried out to find out a particular answer.

Evidence Observation, data or measurement that scientists use to test whether their ideas are

correct or not.

Observation Recording data from practical work (e.g. Temperature, time, distance)

Hazard symbol A warning sign on an object or chemical detailing the particular hazard it can cause.

Section 3:


1. What colour (with UI) and

pH number will an alkali be?

1. Blue/purple, pH 8-14


pH number will an acid be?

2. Red/orange, pH 1-6


pH number will a neutral

solution be?

3. Green, pH 7

4. Name 3 different

indicators.

4. Red litmus, blue Litmus,

Universal indicator,

5. What is produced when

an acid reacts with an

alkali?

5. Acid + alkali salt + water

6. Explain how a base is

different to an alkali

6. An alkali is a base that

dissolves in water. A base is

insoluble in water.

7. When sodium hydroxide

reacts with hydrochloric

acid, what is produced?

7. Sodium chloride and water

8. Name the acid used to

make potassium nitrate.

8. Nitric acid

9. What is the standard test

for carbon dioxide gas?

9. Bubble the gas through a

delivery tube into limewater. If

the limewater goes cloudy,

carbon dioxide is present.

10. What is the standard gas

test for Hydrogen?

10. Put a lit splint into the gas, if

a squeaky pop is heard then

Hydrogen is present.

11. Why is using a pH probe

a better choice for

measuring pH than using an

indicator?

11. A pH probe gives an accurate

number, rather than a colour.

19


Questions: Answers:

1. What is the definition of

a TNC?

1. Trans National Corporations

are firms that operate in

multiple countries

2. What are the causes of

global inequality?

2. variety of factors eg. Political,

historical, physical, economic

3. What are the positives of

fair trade?

3. farmers get paid a fair price,

investment back into the

community

4. What are the causes of

urbanisation?

4. rural-urban migration and

natural population increase

5. What is the Human

Development Index?

5. It’s a measure of peoples QoL

using social indicators eg. Life

expectancy & literacy etc.

6. How could you measure

a countries economy?

6. GNI (Gross National Income),

GDP (Gross Domestic Product) or

PPP (Purchasing Power Parity)

7. What does a population

pyramid show?

7. the structure of a country’s

population in terms of age and

gender

8. What are the different

types of aid?

8. international, governmental

or voluntary.

9. In Franks’ dependency

theory, which way do goods

and services flow?

9. from the core to the periphery

10. What is FDI? 10. Foreign Direct Investment is

when money from another

country is put into a scheme/

project eg. Sustainable

technology

Subject: Geography Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


inequality Differences in socio-economic

factors/things are not even/equal

migration Movement of people

globalisation The increasing interconnectedness

and interdependence of the world

trade The buying and selling of goods for

profit

urbanisation The increase in the percentage of

people living in towns and cities

aid Assistance in the form of grants or

loans, often with conditions

attached.

investment Putting money into a scheme or

business in the hope of making a

profit

privatisation The sale of state owned companies

to the private sector


Development gap The difference in income and QoL

between/within countries

remittances Monies sent back to families from

family members who have migrated

Top Down

development

Strategies imposed by

Governments, very expensive, large

scale

Emerging country A country with high or medium

human development

Bottom Up

development

Small scale, low cost strategies that

involve communities in decision

making

Non Governmental

Organisation (NGO)

Not for profit organisations (often

charities) that help internationally

Debt relief The relaxation (or removal) of

interest on loans

Section 3: Facts/Context/Historical

relevance/dates

20


Questions: Answers:

1. What is ‘crime against

the person’?

1. This was a crime committed against an

individual person e.g. murder, rape or assault.

2. What is a ‘crime

against authority’?

2. These are crimes which go against the

monarch (king or queen) or against the

government such as treason or illegal protest.

3. What factors

influence crime and

punishment over time?

3. These are themes that have influenced

developments over time e.g. war, attitudes (in

society), science and technology, role of the

individual, communication, religion and

superstition, government, chance (luck), and

the economy (finance/money).

4. What continuities

were there between

Anglo-Saxon and

Norman laws?

.4. Most Anglo-Saxon traditional laws were

kept. Tithings and hue and cry were kept.

Fines were used for smaller crimes.

5. Why might someone

have to pay a ‘Murdrum

fine’?

5. This was a Norman fine which William of

Normandy brought in. If a Norman soldier

was murdered, then all the people in that

region had to join together to pay a Murdrum

fine.

6. How does ‘trial by

combat’ work?

6. This Norman punishment meant the person

accused of the crime had to fight the person

who accused them. The fight went on until

one was killed or they could not fight any

more. The loser was hanged as God had

judged him to be guilty.

7. How different were

Norman laws compared

to Anglo-Saxon laws?

7. Castles built to help control land. Murdrum

Fine, Forest Law and trial by combat were

introduced. Norman-French language was

used in court. But court records were kept in

Latin. Normans ended the wergild. Fines were

paid to the King’s officials instead. Women

were seen as inferior to men. The Normans

introduced the Church courts, which were

less harsh than the King’s courts.

Subject: History Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Hue and Cry Villagers helped to catch the criminal – they

raised the hue and cry.

Trial by ordeal All ordeals (except cold water) took place in a

Church, with a priest there. God was asked to

decide if someone was guilty. Types of trial by

ordeal include trial by blessed bread, trial by hot

water, trial by cold water, and trial by hot iron.

Retribution This means to get revenge.

Reform Correcting the criminal’s behaviour.

Wergild Compensation was paid to the victims or their

family. How much was paid depended on the

seriousness of the crime.

Deterrence These types of punishments are used as a

warning to others not to do the crime.

Removal These are punishments which help to keep

criminals off the street e.g. prison.

Tithing Adult men were split into groups of 10 in Anglo-

Saxon England. They had to bring each other to

justice if they broke the law.

Person payment This was a fine used for the most serious crimes.

The value of the fine depended on how much

the person was worth.

Forest Law This Norman law said that trees could no longer

be cut down for fuel or building things, and that

people in the forests were forbidden (not

allowed) to own dogs or bows and arrows.

Anyone caught hunting would have their first

two fingers chopped off. Tier 2 vocabulary Definition

Inferior Not as good as something else.

Smuggle To steal to illegally take goods in and out of

an area or country.

Justice Having fair treatment or being fairly

punished for your crime.


Trial by hot iron

Taken by women usually.

The accused picked up a red-hot weight and walked three

paces.

Their hand was bandaged and unwrapped 3 days later.

If it healed cleanly, they were innocent. If infected, they

were guilty.

Trial by hot water

Usually taken by men.

Accused put his hand into boiling water to pick up an

object.

Hand or arm was bandaged and unwrapped 3 days later.

If it healed cleanly, they were innocent. If infected, they

were guilty.

Trial by cold water

Usually taken by men.

The accused was tied with a knot above the waist and

lowered into the water on the end of a rope.

If they sank below God’s “pure water” then he was

innocent. If they floated, then he had been ‘rejected’ by

the pure water and was guilty.

Trial by blessed bread

Taken by priests.

A priest prayed that the accused would choke on the

bread if they lied.

The accused ate the bread and was found guilty if he

choked.

21

Subject: French Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

Une fête A party

Chez moi At my place

Il y a une séance à There’s a showing at

A plus See you later

A demain/samedi See you tomorrow/Saturday

Quelquefois Sometimes

Souvent Often

Tous les jours Every day

Tous les soirs Every evening

Tous les weekends Every weekend

Une fois/deux fois par

semaine

Once/twice a week

Toute la soirée All night

Bien rigoler To have a good laugh

Égoiste Selfish

Généreux/ genereuse Generous

Jaloux/jalouse Jealous

Joli(e) Pretty

Lunatique Moody

Pénible A pain

Un désastre A disaster

Section 3

Section 2: Key Facts

Questions: Answers:

Qu’est-ce que tu fais sur

facebook?

Je vais sur ma page perso

Je lis mes messages

Je poste des messages

Je modifie mes preferences

J’invite mes copains

Je fais des quiz

Je joue a des jeux

Je regarde des photos

Je comment des photos

Je passe des heures…

Tu viens avec moi/nous? Oui, merci

D’accord, si tu veux

Génial! Bonne idée!

Pouquoi pas?

Je n’ai pas trop envie

Tu rigoles!

C’est vraiment nul!

J’ai horreur de ça!

Ca t’intéresse?

On se retrouve où/ à quelle

heure?

Qu’est-ce que tu as fait

samedi?

J’ai dansé avec…

J’ai joué au bowling

J’ai mangé un hamburger

J’ai regardé un DVD

Je suis allé au cinéma

Je suis allé en ville

Je suis allé a un fete

Je suis sorti avec…

Je suis resté à la maison

Tu veux aller…? Do you want to go…?

Où vas tu le weeked? Where are you going at the week-

end?

Ca s’est passé comment? How did it go?

Direct Open Pronouns:

The direct object in the

sentence is the person or

object to whom the action

is ‘done’.

You can replace the object

with a direct object pro-

noun, these go in front of

the verb.

Je la regarde= I watch it

Je les prefer= I prefer them

REGARDER Present Past Future

Je regarde ai regardé vais

regarder

Tu regardes as regardé vas

regarder

Il/Elle regarde a regardé va

regarder

Nous regardons avons

regardé

allons

regarder

Vous regardez avez

regardé

allez

regarder

Ils/Elles regardent ont

regardé

vont

regarder

22

Subject: GCSE Computer Science Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

Tier 3 Vocabulary Definition

Binary Addition Overflow

“The generation of a number that is too large to be stored in the given number of bits.”

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

Check Digit “A calculation on data to create a number includ-ed with the data for error checking.

Character-Set “The set of symbols that may be represented in a computer at a particular time.”

ASCII “America Standard Code for Information Inter-change: “ Only 128 western characters.

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

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

Metadata “A set of data that describes and gives infor-mation about other data.”

Colour Depth “Also known as bit depth, is either the number of bits used to indicate the colour of a single pixel”

Resolution “The number of pixels on the horizontal axis and the number on the vertical axis of an image.”

Bit Rate “The number of bits per second that can be transmitted along a digital network.”

Sampling Fre-quency

“Number of samples stored per second. Sample rate multiplied by bit depth. The higher the num-ber the better the quality. The higher the number the larger the file size. CD quality is 44,100 sam-ples per second.”

Compression “The process of reducing the size of a file in terms of its storage size.”

Lossy Compres-sion

“A compression scheme where their generally involves a loss of resolution in parts of the image where experiences shows that it will be least noticed.”

Lossless Com-pression

“A compression scheme that allows the original images to be recreated.”

Section 2: Important Ideas

Binary to Hex Hex to Denary Denary to Binary

Reverse the method to convert the other way.

Binary addition Use the 5 rules to add 2 8-bit binary numbers, showing carry bits

Effect of binary addition overflow

A value over 255 needs 9 bits. If only the first 8 bits are used, the wrong value is input and can give unpredictable results.

Effect of binary shift on data

Left shift pads out lowest values with 0’s. Right shift loses the lowest bit, reducing accuracy.

Check digit Calculate a check digit value for data validation. Identify corrupt data using a check digit.

Limitations of ASCII

ASCII uses 7bits, so can only represent 127 characters. EASCII (extended) uses 8 bits for 256 characters. Neither can represent non western characters.

Lossy vs lossless compression

Lossy removes data to make files smaller. Cannot be used with text (use RLE). Filesizes are much smaller. Lossless quality is much better.

Factors affecting audio quality

Higher sample rate = more samples = more accurate wave = higher quality. Higher bitrate = more accurate samples = higher quality. Both result in larger filesize.

Calculate text filesize

Calculate Image filesize

Calculate audio filesize

Filesize in bits =number of characters including spaces *8 bits (for ASCII, 16bits for Unicode).

Filesize in bits = horizontal resolution * vertical resolution * bit depth. For video multiply the answer by the framerate, then by the length of the video in seconds

Filesize in bits = bitrate(bits per second) * sample frequency (Hz)

Section 3:

23

Subject: Design Technology Topic: Materials and their Working Properties Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


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

Hardwood

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

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

Evergreen Relating a plant that retains green leaves throughout the year

Deciduous A tree or shrub shedding its leaves an-nually

Strength The amount of load or compression it can withstand

Toughness Absorption of energy through shock before splitting

Elasticity Will it return to shape after being compressed?

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

Manufactured boards

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

Ferrous metals

Ferrous metals contain iron and may rust

Non Ferrous metals

Are metals that don’t contain iron


1 .What type of tree does softwood come from?

1. Softwood comes from coniferous trees. Most coniferous trees have needles, are evergreen, and they keep their needles all year round

2. Why is softwood relative-ly cheap?

2. Softwood trees grow faster than hardwood trees making it relatively cheap and readily available.

3. What type of tree does hardwood come from?

3. Hardwood is sourced from decidu-ous trees, Deciduous trees drop their leaves in the autumn and new leaves grow in spring

4. Why is hardwood expen-sive?

4. Hardwood is slower growing and is therefore more expensive

5. Is balsa wood a softwood or a hardwood?

5. Balsa is classified as a hardwood despite the wood itself being very soft

6. What does MDF stand for?

6. Medium density fibreboard

7. Name two types of pro-tective layer that could be added to met-al to help prevent rust.

7. By adding a thin layer of zinc, pow-der coating, painting and oil based coating.

8. List 4 non-ferrous met-als?

8. Aluminium, copper, tin and zinc

9. List 4 ferrous metals? 9. Iron, steel, mild steel, cast iron

10. What are the ad-vantages of creating alloys?

10. Compared to pure metals, alloys can be stronger, more resistant to damage and more versatile.

Section 3:

24

Subject: BTEC DIT Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Investigation

the action of investigating something or someone; formal or systematic examination or research

Interface

The term "interface" can refer to either a hardware connection or a user interface. It can also be used as a verb, describing how two devices connect to each other.

Techniques

Technique is the method, procedure or way something is done. Any method or manner of accomplishing something

Performance

The performance of any computer system can be evaluated in measurable, technical terms, using one or more of the metrics listed above. This way the performance can be compared relative to other systems or the same system before/after changes

Embedded Systems

An embedded system is a computer system with a dedicated function within a larger mechanical or electrical system, often with real-time computing constraints. It is embedded as part of a complete device often including hardware and mechanical parts


Designs

Design is the creation of a plan or convention for the construction of an object, system or measurable human interaction.

Software

A set of instructions and associated documentation that tells a computer what to do or how to perform a task or it can mean all the software on a computer, including the applications and the operating system

Hardware

is the collection of physical parts of a computer system. This includes the computer case, monitor, keyboard, and mouse. It also includes all the parts inside the computer case, such as the hard disk drive, motherboard, video card, and many others. Computer hardware is what you can physically touch.


1. What are the definitions of User Interface?

These are the different types of Interfaces that people come across each day: Software features Human features

2. What are the different types of User Interfaces?

Text based Speech/natural language GUI/WIMPs Sensors Menu/forms

3. What are some of the rang-es in which User Interfaces are used for?

Computers Handheld devices Entertainment systems Domestic appliances Controlling devices Embedded systems

4. How can different factors affect the user’s choice re-garding the User Interface?

Many factors can affect the users choice which can lead to changes that will need to be made and can consist of the following: Performance/response time Ease of use User requirements User experience Accessibility Storage space

5. How is all the hardware linked together so that the system knows when every-thing needs to be run at the right time?

The Software and Hardware work together to process the input. The CPU (Central Processing Unit) processes input into output through the fetch-execute cycle. The CPU is made up of several different parts including: Arith-metic and Logic Unit (ALU), Con-trol Unit (CU) and various regis-ters.

Section 3:

25

Subject: Food Technology Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


osteoporosis A medical condition in which the bones become brittle

and fragile from loss of tissue, typically as a result of

hormonal changes, or deficiency of calcium or vitamin

D.

Hydration The process of causing something to absorb water.

Metabolic Relating to or deriving from the metabolism of a living

organism.

Saturated Containing the greatest possible number of hydrogen

atoms (Saturated fat– Fatty acids)


Requirement a thing that is compulsory; a necessary condition

Expenditure the use of energy, time, or other resources.

development The process in which someone or something grows or

changes and becomes more advanced

Consequences A result or effect, typically one that is unwelcome or

unpleasant.

Balanced having different elements in the correct proportions.

Absorb Take in or soak up (energy or a liquid or other

substance) by chemical or physical action.

Imbalance lack of proportion or relation between corresponding

things.

Essential Absolutely necessary; extremely important.( of an

amino acid or fatty acid) required for normal growth

but not synthesized in the body and therefore

necessary in the diet.

Maintain To keep or preserve; to take care of. In order to

maintain a current state (of health of weight )

Decrease Make or become smaller or fewer in size, amount,

intensity, or degree.

Value The regard that something is held to deserve; the

importance, worth, or usefulness of something.


What is adolescence? Is a period of rapid growth and develop when

puberty occurs. The demand for energy and

most nutrients are high. Boys need more

protein and energy than girls for growth. Girls

need more Iron due to the menstruation

(periods).

What are the

nutritional needs in

pregnancy?

Dairy foods, are good dietary sources of

calcium, protein and vitamin D. Pregnant

women also need to have folic acid and iron,

What is EARS? EARs vary throughout life = energy for

different life stage: Babies, young children

and teenagers need more energy in relation to

their size to grow and be active. After the age

of 18, energy requirements decrease and

remain the same until 50, but actual needs

depend on people’s activity levels. Energy

requirements for older adults decrease as

activity levels fall, and there is a reduction in

the basal metabolic rate.

How much energy do

we need?

Energy requirements vary from person to

person, depending on the Basal Metabolic

Rate (BMR) and Physical Activity Level (PAL).

Why is physical

activity important?

It is part of our daily energy expenditure. Many

different types of activity contribute to our

total physical activity, all of which form part of

everyday life. It is recommended that you

should do 60 minutes of moderate intensity

exercise every day.

What is energy

balance?

To maintain body weight it is necessary to

balance energy intake (from food and drink)

with energy expenditure (from activity). When

energy intake is higher than energy output,

over time this will lead to weight gain (positive

energy balance). When energy intake is lower

than energy output, over time this will lead to

weight loss (negative energy balance).

Section 3:

Positive energy balance

Negative energy balance

Reference Intake

26

Subject: Art and Design Topic: Communicating ideas in 2D, Materials Techniques and Equipment Year: 9 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Tone Refers to the lightness or darkness of something

Value How light or dark something is on a tonal bar

Shading Used to capture the different tones in a drawing

Cross hatching A form of shading when you use directional lines

in a cross formation to create light or dark areas

Linear tone A form of shading that the directional lines are

all in the same direction

Edge to edge Refers to how far the edge of the image is away

from the edge of the paper, helping you judge

shape and proportion of your image

Construction lines This is where you draw the basic shape of the

object first focusing on shape

Grid drawing This is where you add a grid over your image and

the same grid on your piece of paper. You then

use the grid to accurately set out your image by

plotting certain point on to the grid

Shape Square, rectangular, circular cylinder pyramid,

triangular

Proportion The size of something how it looks against

something else, object, or with on a grid

Accuracy The quality of being correct or exact

Tonal bar A bar that shows a value from light to dark

Contrast Is the opposite of each other eg light and dark

Black and white

Smudging Using your finger and rubbing over your pencil

to make the shading smoother or more blended

in


Evaluate To judge how something has been done

Technique How to do some thing in a certain way

Medium In art in the materials that we use. E.g. paint,

pencil, oil pastilles


1.What is tone? 1. Highlights, mid tone and

darkness/shadow in an image

when shading it

2. Name 3 different

ways of applying tone

to an image

2. Shading, linear tone and cross

hatching

3. Explain the

technique of cross

hatching.

3. Using lines in opposite

directions to achieve a certain

tone . The more dense the

crosshatching the darker the

tonal value.

4.Explain the technique

when using linear tone.

3. Using lines in one direction to

achieve a certain tone . The more

dense the line the darker the

tonal value.

5. What type of pencil

should you sue when

shading?

5. A B pencil one that ranges from

2B to 8 B as the leads are softer

so that you can smudge them

6. Why would you add

a grid over an image

6. so that when you draw your

image you can make the shape

and proportion more accurate.

7. How could a tonal

bar help you in your

work?

7.It would help you identify the

tonal value of sections in your

work when coping a tonal image

8. What type of pencil

should you use when

sketching ?

A HB pencil as the lead is harder

so it is easier to rub out when

sketching and pressing on lightly

Section 3:

Gridded

drawing

27


relevance/dates

Subject: Drama Topic: Developing vocal Skills Year: 9 Term: Autumn 1 Belong to BBA Section 2: Important ideas

1. What is Articulation?

2. Why is good breath

technique important to an

actor?

3. How would an actor express

feelings vocally?

Answers:

1. Articulation is the ability to

control your tongue and mouth

so that you pronounce your

words correctly and clearly.

2. Good breath technique is

important for an actor so that

they can support their words

and project their voice.

3. An actor would express their

feelings by developing their

vocal tone and colour.

4. What is Dialect?

5. How does an actor develop

good Diction?

4. Dialect is a regional variety in

language that includes different

phrases, pronunciation, words

and usage of words.

5. An actors develops good

diction by working on their

articulation exercises such as

tongue twisters.

6. What is a SMART target?

7. What is the difference

between identifying and

justifying your application of

skills?

6. A SMART target is one that is

Specific, Measurable,

Achievable, Realistic and Time

bound.

7. To identify is to simply list the

skills that you have used. To

justify is to evaluate the skills

that you have used and to state

why you have used these and

the impact that they made on

your performance work.



Articulation Having control of your mouth muscles and

tongue to get your mouth around the words

so that you can clearly pronounce them.

Projection Using your voice in such a way that everyone

in the performance space can hear you.

Breath Control Making sure that you are taking in sufficient

air to support the volume needed for

projecting your voice.

Vocal Colour / Tone The way in which an actor expresses feelings

and emotions through their voice. The same

line can be said but given different meaning

with a different .

Pitch To speak at a given frequency or vibration to

stress certain words and communicate

feelings. How low or high the words sound.

Dialect A regional variety in language that includes

different phrases, pronunciation, words and

usage of words.

Accent The expression of words and lines using the

vocal style of a certain country or region,

such as Scotland, America, the north-east

England etc.

Resonance The quality in a sound of being deep, full, and

reverberating.


Identify Indicate the main features or purpose of

something

Evaluate Bring together all information and review it

to form a conclusion drawing on evidence

gathered.

Justify Give reasons or evidence to support an

opinion.

28

Section 3:

Subject: Hair and Beauty Topic: Blow-drying and Styling Hair Year: 9 Term: Autumn 1 Belong to BBA

Alpha Keratin

State

Beta Keratin

State


1. How would a client be

protected when styling

1. Use of a gown

2. Why is it important to

cool hair prior to dressing

2. To check the hair is dried

properly

3. What is the meaning of

the term ‘hygroscopic’?

3. Absorbs moisture.


the term ‘beta keratin’?

4. Hair in its newly formed

state.

5. What is a styling

product?

5. A product which is applied

to wet hair. Mousse, gel,

lotion, serum.

6. What is a finishing

product?

6. A product which is applied

to dry hair. Spray, gel, wax,

heat protector.


the term ‘beta keratin’?

7. Hair in its natural

unstretched state.

8. what is the benefit of

using styling products ?

8. products reduce the risk of

static electricity and hold the

style in place.

9. Why could the hair feel

sticky after drying?

9. too much product applied

or the wrong product before

drying.

10. what is the benefit of

providing aftercare advice?

10. It ensures customer

satisfaction and return visits.



Cuticle The outer layer of the hair

Cortex The cortex is the main section of the hair and where the basic and chemical changes take place

Alpha Keratin Hair in its natural un stretched state.

Beta Keratin Hair which has been stretched in a new position with water or heat.

Polypeptide

chains

Made up of amino acid and peptide bonds from the

polypeptide chains, these are held together by bonds in

the cortex.

Hydrogen bonds These are temporarily broken during the setting or blow-drying process

Salt bonds Salt bonds are also physical side bonds. Strong acidic or alkaline solutions break salt bonds because they are

affected by changes in PH.

Humidity This is moisture in the air and as hair has the ability to absorb moisture in a very humid environment this would

attack a hairstyle and it would loose its shape due to the

hair shaft swelling taking the hair back to alpha keratin

Hygroscopic Ability to absorb moisture from the atmosphere.

Styling Drying the hair into a new shape or style

Finishing

Teasing the hair with products to put into shape at the

end of the style.

Texture How thick or thin one strand of hair is.

Density How many hair are on one head.

Sparse Not many hairs on one head.

Abundant A lot of hairs on one head.

Growth patterns The e=way the hair grows on from the scalp.

Contra-indications Contagious or infectious diseases, and scalp infections.

Tension How tightly the hair is pulled when styling and finishing hair.

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29

Section 3:

Subject: Hair and Beauty Topic: Shampoo and Condition Hair Year: 9 Term: Autumn 1 Belong to BBA

Cortex

Medulla

Cuticle

Hair Struct

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