Rebecca Adlington423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/.../01/...Bookle… · Rebecca...

Year 9

Spring 1 Knowledge Organiser

Alan Sillitoe

House Colour: Yellow

Rebecca Adlington, OBE (born 17 February 1989) is a British former competitive swimmer who

specialised in freestyle events in international competition. She won two gold medals at the 2008

Summer Olympics in the 400-metre freestyle and 800-metre freestyle, breaking the 19-year-old world

record of Janet Evans in the 800-metre final. Adlington was Britain's first Olympic swimming champion

since 1988, and the first British swimmer to win two Olympic gold medals since 1908. She won bronze

medals in both the women's 400-metre and 800-metre freestyle events in the 2012 Summer Olympics

in London.

Adlington was born in Mansfield, Nottinghamshire, where she attended The Brunts School. She started

swimming with Sherwood Colliery Swimming Club, and was selected for the Nottinghamshire County

Elite Squad (Nova Centurion Swimming Club). She swam in local swimming leagues for Nottingham

Leander Swimming Club, having taken part in the National Speedo 'B' Final in May 2010. Adlington's

great-uncle was former Derby County goalkeeper Terry Adlington, and she is a keen Derby supporter.

On 5 February 2013, Adlington retired from all competitive swimming, at the age of 23. Since retiring

as a competitor, she has worked for BBC TV as a swimming pundit at the Olympic Games and World

Aquatics Championships, and made various other media appearances.

House Colour: Blue

Ada Lovelace

House Colour: Green

Morris Samuels

House Colour: Red

“I'm the type of person that it doesn't

get me down if I have a bad swim, I just

get more motivated. I'm quite resilient

in that way.”

Rebecca Adlington

https://en.wikipedia.org/wiki/Order_of_the_British_Empire

https://en.wikipedia.org/wiki/Swimming_(sport)

https://en.wikipedia.org/wiki/Freestyle_swimming

https://en.wikipedia.org/wiki/2008_Summer_Olympics


https://en.wikipedia.org/wiki/Swimming_at_the_2008_Summer_Olympics_%E2%80%93_Women%27s_400_metre_freestyle

https://en.wikipedia.org/wiki/Swimming_at_the_2008_Summer_Olympics_%E2%80%93_Women%27s_800_metre_freestyle

https://en.wikipedia.org/wiki/Janet_Evans


https://en.wikipedia.org/wiki/Mansfield

https://en.wikipedia.org/wiki/The_Brunts_School

https://en.wikipedia.org/wiki/Derby_County_F.C.

https://en.wikipedia.org/wiki/Goalkeeper_(association_football)

https://en.wikipedia.org/wiki/Terry_Adlington

https://en.wikipedia.org/wiki/BBC

https://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: GCSE Computer Science

Subject: GCSE Computer Science

Subject: Design Technology

Subject: BTEC DIT

Subject: Food Technology

Subject: Art and Design

Subject: Drama

Subject: Hair and Beauty

Subject: Childcare

Subject: OCR Sports Science

Subject: PSHE & Citizenship

Subject: PSHE & Citizenship

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Contents

Instructions for how to use your Knowledge Organiser

Timetable

Reading Log

Principal’s reading w/b 8th Jan

Principal’s reading w/b 14th Jan

200 Word Challenges

Subject: English

Subject: Maths

Subject: Biology

Subject: Chemistry

Subject: Chemistry

Subject: Physics

Subject: Geography

Subject: History

Subject: French

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18

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Achieve at BBA

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Instructions for how to use your Knowledge Organiser

Read, Cover, Write

Step 1: Read the part of the section you

want to remember.

Step 2: Read it again.

Step 3: Read it aloud.

Step 4: Cover the part you are remembering

with your book.

Step 5: Write as much as you can remember

in your exercise book.

Step 6: Check your answers with a tick for

correct answers or a cross if incorrect.

Step 7: Correct your mistakes with the

information from that section.

Mind mapping

Step 1: Read the part of the section you

want to remember.

Step 2: Draw a mind map with the key

information.

Step 3: Add any extra information that

provides more detail about the topic.

Step 4: Check your answers using the

information in all three sections of the

Knowledge Organiser.

Step 5: Correct any mistakes.

Explaining a diagram

Step 1: Read, cover and write the diagram.

Step 2: Write a paragraph explaining what is

happening in the diagram and give

specific examples.

Step 3: Check your answers using your class

notes or ask your teacher to check in your

next lesson.

Step 4: Correct any mistakes

Putting new words into sentences

There was a sense of foreboding

through the reference to the

‘shadows that followed’

Step 1: Read, cover, write the new words

and their definitions

Step 2: Write a sentence that includes the

new word into a real context, just as you

would use it in a lesson/exam question.

Step 3: Check your answer with a friend or

ask your teacher to check you have used

them correctly.

Step 4: Correct any mistakes

Foreboding A feeling that

something bad

will happen.

Achieve at BBA

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Timetable

Year 9 Monday Tuesday Wednesday Thursday Friday

w/b 8th January

Section 1: Vocabulary

Read, Cover, Write

English Maths Citizenship Option 2 Power Writing Plan

(200 word challenge)

Science Option 1 French/History/Geography Annotate Principal’s

Reading English Literature

w/b 14th January

Section 2: Key Facts

Mind mapping





w/b 21st January

Section 3: Diagrams/pictures

As instructed or read, cover,

write





w/b 28th January

Section 1: Vocabulary

Put the words into new

sentences





w/b 4th February

Section 2: Key facts

Read, Cover, Write







w/b 11th February

All sections

Write down as much as you

can remember from memory Science Option 1 French/History/Geography

Annotate Principal’s


Achieve at BBA

ALL WEEKS

20 mins reading of your

own book

(record on Reading Log)


own book



own book



own book



own book


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Reading Log Achieve at BBA

Monday Tuesday Wednesday Thursday Friday

w/b 8th

January

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 14th

January

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 21st

January

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 28th

January

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 4th

February

Read:


Signed:__________________

Read:


Signed:_______________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

w/b 11th

February

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

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Achieve at BBA Principal’s Reading 8th Jan

Year of the vegan? Record numbers sign up for Veganuary

On Sunday alone, 14,000 people pledged to go meat-free for first month of new year

As the hangovers kick in and promises are made at the end of the festive season, more and

more people are committing to making a lifestyle change that may require stronger

willpower than, say, going to the gym more than once in the first month of the year.

Record numbers have signed up to “Veganuary” and will try living on a plant-based diet, at

least for a few weeks. With vegan options becoming cheaper, and more widespread and

convenient, organisers of the initiative believe 2019 will be the year of the vegan.

Since the movement started five years ago, participant numbers have more than doubled

each year and a total of more than 250,000 people in 193 countries have signed up. Rich

Hardy, head of campaigns at Veganuary, said that on Sunday alone 14,000 people pledged to

go vegan for the first month of 2019 – a rate of one every six seconds.

“In 2018 there hasn’t been a week that has gone by without veganism hitting the headlines,

whether it is a magazine editor being fired or Waitrose launching a new range of products,”

Hardy said. “Vegan products are getting a lot better and it is becoming a lot more convenient

to have a tasty plant-based diet.”

He suggested stark warnings from scientists about the environmental cost of meat had

persuaded many people who would not previously have considered veganism to give it a try.

In May, scientists behind the most comprehensive analysis to date of the damage farming

does to the planet declared that avoiding meat and dairy products was the single biggest

thing an individual could do for the environment.

Joseph Poore, of Oxford University, who led the research, said: “A vegan diet is probably the

single biggest way to reduce your impact on planet Earth – not just greenhouse gases but

global acidification, eutrophication, land use and water use. It is far bigger than cutting down

on your flights or buying an electric car.”

According to the supermarket chain Waitrose, a third of UK consumers say they have

deliberately reduced the amount of meat they eat or removed it from their diet entirely.

One in eight Britons are now vegetarian or vegan, and a further 21% say they are flexitarian

– where a largely vegetable-based diet is supplemented occasionally with meat.

Chris Packham is among the celebrities to sign up to this year’s Veganuary, while the Tory

MP Andrea Jenkyns and Green party peer Jenny Jones have joined the ranks and the Labour

MP Kerry McCarthy, a committed vegan, has called on other parliamentarians to take the

pledge.

Many regard 2018 as the year that veganism moved out of the realms of counter-culture

and into the mainstream. Hardy said that while vegans and veganism were sometimes

portrayed as judgmental and exclusive, movements like Veganuary aimed to be as fun and

inclusive as possible.

Like all New Year resolutions, sticking to veganism can be tricky, but Hardy urged those who

try it not to worry unduly. “If you fall off the wagon, you fall off the wagon,” he said. “Just

pick yourself up, remind yourself why you signed up to the pledge in the first place and start

afresh. It is meant to be fun and enjoyable.”

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Principal’s Reading 14th Jan Achieve at BBA ‘Kicking Through Mental Health’ with Remi Allen (Reading FC Women) The idea is to share so that we all (be it me, you, parent, coach, team mate, teacher, fan etc) remember that we are not alone, that even if it might not seem like it, so many of us have our struggles. And there is hope. Remi Allen (Reading) has made this happen. I’ll share her words to explain why she and her friends in the game decided to do this because she does it better than me. These women are inspiring. These are their stories. JEN O’N (SK Ed) REMI EXPLAINS: To be fair, it is something I have wanted to do for a while. It’s not one of those things like ‘I want you to know my business and to know how I have struggled’. It was on ‘World Mental Health Day’ and I was on social media seeing so many people coming out and saying how they know people who are struggling or that they are struggling, or their daughters, sons, whomever. As female footballers, we have a powerful influence and can be huge role models, especially to children. I thought, if I can share my experience and I can get other players to share their own, then potentially, how much difference could we make? Whether it is one person, or a lot of people, if we can just get youngsters and adults to know that it’s okay not to be okay and that it is also okay to speak out.

HERE IS REMI’S STORY Has something outside of football or outside of your control affected your training and/or playing?

Yes. There’s been quite a few periods of my career where outside factors have affected my game or my ability to train to my best. There are always going to be external factors in life because, well, that’s just life I guess. However, through certain periods of my life I have definitely struggled a lot more than anybody knew about and certainly a lot more than I would have liked too.

What were the problems, if you can explain?

I had a very unstable upbringing. My mum and dad were both alcoholics and my mum certainly suffered with many mental health problems. I ended up not really seeing my mum or having much contact with her from the age of 13 onwards. I lived with my dad and that was a very abusive hostile upbringing. I cut ties with my dad as I got older but there were many damaging effects from the years spent in his care as well as my mums. I had three younger sisters so I had a lot of responsibility on me to look after them and protect them from stuff. I developed a lot of anxiety issues and looking back now probably bouts of depression as well. It probably impacted every aspect of my life without me even realising. I always felt quite negative towards most things and like I couldn’t cope with simple tasks or even look forward to the day ahead on bad days. I would make bad decisions in terms of relationships and my general life all because of the mind set I was in, I had a lot of anger towards my parents and it just wasn’t a good place to be in at all.

How did it affect your football? Did it happen ‘overnight’ or build slowly?

Sometimes it wouldn’t affect my football at all, often football was an escape for me and it allowed me to feel ‘free’ from all my worries and my problems. It almost felt like my saviour. However sometimes it would affect me, I wouldn’t feel in control of my emotions and I would struggle to deal with silly things, like refereeing decisions or getting beat 1v1 for example. Sometimes it would make me feel quite lonely and I would keep myself to myself, feeling anxious or depressed can feel like the loneliest place in the world.

How long did it take for you to realise this was a problem and and do something about it?

Ithink I always knew it wasn’t quite right the way I was feeling but it took me years to finally admit it to myself and to anyone else and to be in a place where I wanted to go and get help.

Did you tell your coach or team mates?

The only person I really opened up to was my best friend, who also happened to be my team mate. I never fully admitted to her the extent of how I felt but she was the only one I felt comfortable enough to say anything to. I think close friends were kind of aware I was struggling but it was never really addressed that I was struggling with anxiety or depression.

If yes, what happened?

She encouraged me to open up a little more and to go out and seek some professional help. She never once judged me or made me feel bad about anything I was feeling. She supported me throughout and became my sounding board almost. She’s a big reason I’ve coped the way I have and took the steps I needed to help myself.

If no, why not?

I never told any of my coaches because I couldn’t bare the thought of being judged or being treated differently. I didn’t want them to think I was weak or that I couldn’t handle things because I always no matter what wanted to play.

Did you look elsewhere for help? Where and did you find it?

I contacted the Professional Footballer’s Association (PFA) who were amazing to me. They got me in with a counsel-lor pretty quickly and I started my journey to my recovery from there. I feel like counselling was a huge step but it’s definitely something that I would recommend as sometimes managing the battles on your own is just too much.

What did you do or do you to manage it or make it better?

Along with my counselling, I now read as many self-help books as possible (I recommend Susan Jeffers). I listen to podcasts daily and I have also started meditation. I try to surround myself with good, honest, people who all sup-port me on my battle.

Did it come back or did something else come along and affect you in a different or similar way? How did you cope?

I believe it’s something that I will always have to live with as I basically have throughout my entire life. I now know with the right coping mechanisms and things in place it is something that I can handle. There of course will be good and bad days but I feel in a much stronger place to handle whatever it is.

Is there something you wish you had done differently? What would that be and what would you say to someone who is facing the same issues?

I would say SPEAK OUT! Don’t be ashamed of how you feel, we all have struggles and issues. It doesn’t matter if you are the most famous person on earth, or you have all the money in the world, people still struggle. By speaking out you take back the power and you will be surprised how much people want to help and support you.

How do you think having these issues/problems have affected you as a player and as a person?

I actually think as a player in a way it has helped me. I focused all my positive energy on football, it gave me the desire to succeed and it also helped with my self confidence because it was something I was good at and got praise for. As a person I think I’ve allowed it to consume a lot of my life and I’ve spent many years feeling miserable, mis-understood and lonely. However, since I’ve decided to go and get help and get my head around beating this illness I’ve felt so much stronger. I have an excitement about life again and I feel very proud of myself.

Do you or did you feel embarrassed, guilty or weak?

I think for a long time I felt very weak and pretty shameful for feeling the way I did. I was scared to be honest for the fear of being judged. In earlier years in my sporting environment it wasn’t something that was really spoken about. Now I see it totally differently. I feel strong and I feel proud of my journey and I would love my story to help anyone who feels in anyway like I have.

Is there any other advice or suggestions you can offer?

Please remember YOU ARE NOT ALONE. It really is okay not to be okay. There are so many organisations out there who can help you, there’s so many resources available to you that can help too. Always remember that people are here to help: friends, family or even strangers. Speak out and let them support you. It may seem scary and that nobody will understand but I promise you they will.

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200 Word Challenges

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

For 8th Jan and 14th Jan

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,

Achieve at BBA

Task

W/b 8th Jan Explain the ways in which a person could lead a healthy lifestyle.

W/b 14th Jan Explore why international sporting events, like the football world

cup and the Olympics are important.

W/b 21st Jan Please see the separate OCR Sports booklet.

W/b 28th Jan Please see the separate OCR Sports booklet.

W/b 4th Feb . Please see the separate OCR Sports booklet.

W/b 11th Feb Please see the separate OCR Sports booklet.

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: spring 1 Achieve at BBA Section 1: Key Vocabulary

Tier 2 vocabulary Definition

Status (n) How you are valued in society. Can be

high or low.

Inequality (n) A state where all things or people are

not equal.

Poverty (n) Not having enough money for basic

needs.

Opportunity (n) The chances people have.

Superior (adj) Being (or believing you are) better than

others/things.

Privileged (adj) Having more chances and advantages

than other people.

Disadvantaged

(adj)

Having fewer chances and advantages to

other people.

Superstitious (adj) Believing irrational things can influence

luck and the future. Like breaking a

mirror causes seven years bad luck.

To Discriminate

(vb)

To act against or think badly of a person

because of their background/colour/

sexuality/class etc.

To Undermine

(vb)

To deliberately try to make someone

appear or feel worse/worthless.

To Determine (vb) To cause something to happen in a

particular way or to have a particular

nature.

To Envy (vb) To be jealous of other people’s lives or

possessions. Tier 3 vocabulary Definition

Multi-role When an actor plays more than one part

during a play.

Juxtapose Placing two things next to each other in

order to make the differences more

obvious.

Dramatic Irony When the audience is aware of

something the characters don’t know.

Section 3: Facts/Context/Historical

The play is set between the 1960s

and the 1980s. The sixties were a

time of optimism and social

change, but the eighties was a

time of economic depression and

high unemployment.

During the sixties and

seventies, many inner-city

slums were knocked down

and people moved to “New

Towns”. This was fine until

the industries in the town

closed.

Of course, there were well off

people in Liverpool and

Skelmersdale (think of the Lyons).

However, under eighties Prime

Minister Margaret Thatcher , many

of the traditional jobs in the area

disappeared and working class

people were left jobless—on the

dole. Upper Class = the extremely

wealthy.

Middle Class = people with

good jobs and qualifications

(the Lyons).

Working Class = manual

workers and those who have

lower status jobs.

Poverty Line = people on

benefits or very low paid

work (Mrs Johnstone).

Section 2: Important ideas

Questions: Answers:

1. Why is Mrs Johnstone

struggling financially at the

start of the play?

1. Her husband has left her and

she has seven children.

2. How do Mrs Johnstone

and Mrs Lyons react to the

news that Mrs Johnstone is

expecting twins?

2. Mrs Johnstone is worried

about how she will afford twins,

but Mrs Lyons offers to take one

of the twins for herself.

3. Why does Mrs Lyons sack

Mrs Johnstone?

3. She doesn’t like her spending

time with Edward.

4. Why do the boys decide

to become blood brothers?

4. The discover they have the

same birthday.

5. Why does Mr Lyons

decide to move to a new

area?

5. Because Edward has got in

trouble with the police.

6. How does Mrs Johnstone

feel about moving to

Skelmersdale?

6. She is happy to make a fresh

start.

7. Why are Mickey and

Edward suspended from

school?

7. They are both cheeky to their

teachers. Edward won’t give up

his locket and Mickey can’t

answer a question in class.

8. What does Mrs Lyons do

when she realises the

Johnstones are in

Skelmersdale?

8. She tries to bribe Mrs

Johnstone to leave and then

attacks her with a knife.

9. Who tells Mickey that

Linda is seeing Edward?

9. Mrs Lyons

10. True or false: Mickey

kills Edward on purpose

because he is jealous?

10. False. The gun goes off when

he is waving it about, as he is

upset.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiizMv-sd_bAhXI7xQKHRkjCqcQjRx6BAgBEAU&url=http%3A%2F%2Fwww.abc.net.au%2Fnews%2F2017-11-15%2Fmargaret-thatcher-answers-questions%2F9149166&psig=AOvVaw1N51BiSF_BfA

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Subject: Maths Year: 9 Term: spring 1 Achieve at BBA Section 1: Key Vocabulary


bisector A line that splits an angle into two

equal parts transversal A line that cuts across two or

more parallel lines Vertically opposite The angles opposite each other

when two lines cross.

Alternate On opposite sides of the transver-

al Corresponding The angles in matching corners

when two lines are crossed by a

transversal Exterior angle The angle formed by a polygon

and the extension of its adjacent

side Interior angle An angle inside within a polygon

Construct Draw a shape, line or angle accu-

rately using a protractor, com-

passes and/or ruler Tier 2 vocabulary Definition

Equidistant The same distance

Perpendicular A line that meets another line at a

right angle is perpendicular to it

Parallel Two lines the same distance apart

that never touch

Tessellate A pattern made of one or more

shapes which fit together perfect-

ly

Congruent Exactly equal in size and shape

polygon Any 2-D shape formed with

straight lines

adjacent Next to (another side/angle)


What is the missing angle x? Angles on a straight line add up

to 180, so

x + 130 = 180

x = 50°

Find the missing angles Angle k = 180 - 55 - 47 = 78°

Because angles in a triangle add

up to 180°.

Angle m = 180-47 = 133°

Because angles on a straight line

add up to 180°.

Find the missing angle s. s = 47° because alternate angles

are equal.

What is the sum of the inte-

rior angles in a hexagon?

Sum of interior angles in a n-

sided polygon = 180(n-2)

A hexagon has six sides so n = 6

180(6-2) = 180 x 4 = 720°.

Angle a = 135° (Vertically Oppo-

site angles are equal)

Angle b = 45° (Angles on a

straight line add up to 180)

Angle c = 135° (Alternate angles

are equal)

Angle d = 135° (Corresponding

angles are equal)

Section 3:

There are 3 angle facts that you must learn. You also need

to be able to spot when these facts apply to a given ques-

tion. Copy the diagrams and angle facts to help you memo-

rise them. Can you spot any more matching pairs of angles

on each diagram?

These diagrams show the steps needed to create an angle

bisector. Write out the steps that each picture is showing

as a set of instructions to follow.

This picture shows a pair of

alternate angles.

Alternate angles are equal


supplementary angles.

Supplementary angles sum to


corresponding angles.

Corresponding angles are

13

Subject: Biology Topic: B1.1 & B1.2 Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Prokaryotic cell A cell that does not contain a true

nucleus so the genetic material lies free in the

cytoplasm.

Means ‘pre-nucleus.’

Eukaryotic cell A cell with a nucleus. The genetic

material is held in the nucleus.

Means ‘true nucleus.’

Chloroplast Containing chlorophyll. The sites of

photosynthesis. Found in plant cells.

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

Nucleus Controls the activity of the cell.

Contains DNA.

Microscopy Using a microscope to magnify and

observe small structures.

Chromosome A long molecule of DNA. Human cells have 46

chromosomes in each body cell and 23 in a gamete.

Enzyme A biological catalyst, made of protein that speeds

up a reaction without being used up.

Gamete A sex cell. e.g. a sperm or egg cell.

Substrate The molecule that binds to an enzyme and forms an

enzyme-substrate

complex.

Denatured When the active site of an enzyme changes shape.

An irreversible change.

pH A measure of how acidic or alkaline a substance is.


DNA Deoxyribonucleic acid. A double twisted helix

carrying the genetic information required to make

an individual.

Gene A sequence of DNA that codes for a particular

characteristic.

Complementary Having shapes that fit together.

Bind To stick to.

Synthesis To make.

Protein A molecule made of amino acids.

Section 3: Copy and label


1. What type of cell has

the genetic material inside

a nucleus?

1. A eukaryotic cell

2. Give an example of a

prokaryotic cell?

2. A bacterial cell

3. How do you calculate

magnification when using a

microscope?

3. power of X power of

eyepiece lens objective lens

4. Why is it necessary to

stain cells and what stain is

used on animal cells?

4. Many cells are colourless and stained

to see them. Methylene blue is used on

animal cells.

5. What features are only

found in plant cells?

5. Cell wall, chloroplasts, a vacuole

6. Which complementary

base pairs bond together?

6. A-T and C-G. Hydrogen bonds hold the

bases together.

7. Describe the structure

of DNA.

7. A double twisted helix, made of two

sugar phosphate backbones and 4 ba-

ses.

8. What factors affect the

action of an enzyme?

8. Temperature, pH, concentration

9. What happens to an

enzyme when it gets too

hot?

9. The active site changes shape and the

substrate can no longer fit. The enzyme

is described as denatured.

10. Enzymes are specific.

Explain what this means.

10. Different enzymes have different

shaped active sites. Only the substrate

with the correct shape can fit into the

active site.

11. Explain the action of

enzymes using the lock

and key hypothesis.

11. The enzyme is specific to the sub-

strate. The substrate acts like the key

and the enzyme acts like the lock. The

substrate fits into the

active site of the enzyme.

Examples of eukaryotic

cells.

A prokaryotic cell.

Draw a table to show

similarities and

differences between

a prokaryotic and

eukaryotic cell.

The structure

of DNA

14

Subject: Chemistry Topic: C1.1 Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Particle A tiny bit of matter.

Random

arrangement

No pattern to where something is.

Regular

arrangement

A pattern to where something is.

Physical change A change that does not produce new

substances eg. a change of state.

Chemical change A change that produces different

substances. A chemical reaction is not

easily reversed.

State The form that a substance has at a given

temperature and pressure. The state of a

substance can be solid, liquid or gas.

Electrostatic force Forces of attraction or repulsion between

electrically charged particles.

Atom The smallest particle of an element.

Atoms have a nucleus containing protons

and neutrons surrounded by electrons in

energy shells.


Arrangement How something is set out.

Vibrate Shake or move, forward/backward or side

to side.

Compress To squash something.

Property A feature or characteristic of a substance.

e.g. being transparent is a property of

glass.

Irreversible When something cannot be reversed or

un-done. Something that cannot turned

back into its original condition.

Symbol The letter, or letters, used to

represent an element, e.g. the symbol for

sodium is Na.

Section 3: Copy and label


1. Which 3 statements de-

scribe any solid?

1. The particles are in a regular

arrangement, are very close

together and can vibrate about a fixed

point.


scribe any liquid?

2. The particles are in a random

arrangement, they are close

together and can move around each

other.


scribe any gas?

3. The particles are in a random

arrangement, they are far apart from

each other and move quickly in all direc-

tions.

4. Give an example of a chem-

ical change.

4. Frying an egg, burning wood.

5. Give an example of a physi-

cal change.

5. Melting butter, freezing water.

6. What happens to the parti-

cles during chemical change?

6. The particles break up and

re-arrange themselves in different ways.

7. Describe a physical change. 7. A change where no new products are

made. The state may have changed.

8. Describe a chemical

change.

8. A change where new products

are made.

9. Why are electrostatic forc-

es strongest in solids com-

pared to gases?

9. The particles in a gas are further apart

than in a solid so the

electrostatic forces between

particles in a gas are weaker than those

in a solid.

10. What are the

limitations of the particle

model?

10. The particle model does not take

account of particle size, the force be-

tween particles or the space

between particles.

Explain why cooking

an egg is an example

of a chemical change.

Explain why melting

ice and freezing water

are examples of a

physical change.

Be able to explain the arrangement of

particles in a solid, liquid and gas.

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15

Subject: Chemistry Topic: C1.2 Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Element An element is made up from one type of

atom.

Atom The smallest particle of an element that still

has chemical properties.

Molecule A molecule is made up from two or more

atoms joined together

Subatomic particles The particles from which atoms are made,

including, protons, neutrons and electrons.

Proton Sub atomic particle found in the nucleus of

an atom.

It has a relative charge of +1 and

a relative mass of 1.

Neutron Sub atomic particle found in the nucleus of

an atom.

It has a relative charge of 0 and a relative

mass of 1.

Electron Sub atomic particle surrounding the nucleus

of an atom.

It has a relative charge of –1 and

a relative mass of 0.0005.

Isotope Atoms with the same number of protons and

electrons but a

different number of neutrons are isotopes of

the same element.

Ion Charged particle formed when an atom gains

or loses an electron(s).

Mass number The number of protons and

neutrons in the nucleus.

Atomic number The number of protons in the nucleus of an

atom. This is equal to the number of

electrons in the atom.


Model A description, analogy or equation that helps

to explain the physical world.

Section 3:


1.What is the charge on a

proton, electron and

neutron respectively?

1. proton charge = +1,

electron charge = -1,

neutron charge = 0

2. What is the relative mass of

a proton, electron and

neutron respectively?

2. proton mass = 1,

electron mass = 0.0005,

neutron mass = 1

3. Where do you find

protons, electrons and

neutrons in the atom?

3. Protons are in the nucleus.

Electrons are in shells surrounding the

nucleus.

Neutrons are in the nucleus.

4. What is the typical size of a

bond length?

4. Bond lengths are typically around 10-10 m.

5. What does the atomic

number tell us?

5. The atomic number tells us the

number of protons or electrons in the

atom.

6.What does the atomic mass

tell us?

6. The atomic mass tells us the

number of protons added to the number

of neutrons.

7. Explain what an isotope is. 7. An isotope is an atom that can exist

with a different number of

neutrons in the nucleus.

8.How was Thomson’s plum

pudding model of an atom an

improvement on Daltons

model of an atom? (see

diagram).

8. Thomson suggested atoms are

spheres of positive charge with

electrons dotted around. Dalton thought

an atom was the smallest unit and had

no information about charged particles.

9. What conclusions can be

made about the atom from

Rutherford’s thin gold foil

experiment (see diagram).

9. Atoms are mainly empty space

as majority of alpha particles pass

straight through. Atoms have a

positively charged nucleus

containing most of the mass as

some alpha particles are deflected.

Know what the atomic number and mass number are.

Be able to draw and label Bohr’s model of the atom:-

Be able to identify

Thomson’s earlier

model of the atom.

Be able to explain

what Rutherford’s

experiments

showed us about

the model of the

atom.

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16

Subject: Physics Topic: P1 Year: 9 Term: Spring 1 Achieve at BBA Section 3: Copy and label


1. Describe the plum

pudding model o the

atom.

1. The atom is a sphere, with negative

electrons inside.

The rest of the ‘mass’ is positive.

2. What did the gold foil

experiment tell scientist

about the structure of

the atom?

2. Most alpha particles passed

through—atom mostly empty space.

Some alpha particles were

deflected—Centre must be positive.

A few alpha particle were repelled—

centre of atom must be very dense.

3. What does the

amount of energy

needed to raise the

temperature of a

material depend on?

3. The type of material.

The mass of the material.

The temperature rise.

4. Why can a gas be

compressed (squashed)

but a solid can’t?

4. There is space between the

particles in a gas.

Compressing the gas moves the

particles closer together.

There is no space between particles in

a solid.

5. Explain why a liquid

can be poured and takes

the shape of the

container.

5. Liquids flow and do not have a

fixed shape. The particles in a liquid

are able to move over each other and

take the shape of the container they

are in.

6. What happens to the

volume and pressure

when a gas is heated?

6. The volume and pressure increase

because the kinetic energy of the

particles increases.

Section 1: Key Vocabulary


State of matter The forms a substance can take.

Either solid, liquid or gas.

Evaporation/

Boiling

The process of turning a liquid into a gas.

Condensation The process of turning a gas into a liquid.

Combustion The scientific name for burning.

Sublimation When a substance changes from a solid

to a gas without ever passing through a

liquid phase.

Compressed When something is squeezed or flattened

by pressure.

Extrapolate To estimate beyond the values already

known.

Specific heat

capacity

The energy required to raise the

temperature of 1kg of substance by 1K.

Specific latent

heat of fusion (or

melting)

The required energy to fuse or melt 1kg

of substance.

Specific latent

heat of

vaporisation

The energy required to vaporise or

condense 1kg of a substance.


Melting The process of turning a solid into a

liquid.

Freezing The process of turning a liquid into a

solid.

Dissolve When a solid is mixed with a

liquid to create a solution

17

Subject: Geography Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


River discharge The amount of water flowing in a

river, made up of its volume and

speed, and measured in cubic metres

per second (m3/sec or cumecs)

Deposition A process where sediments are

dropped by the river, glacier or

waves that carried them.

Afforestation Planting trees and shrubs.

Antecedent conditions Conditions in a drainage basin in the

period before a rainfall event, such as

saturated or frozen ground.

Tributary A stream or small river that joins a

larger one.

Long profile The shape and gradient of a river bed

from source to mouth. Tier 2 vocabulary Definition

Lateral Of, at, towards or from the side or

sides

Velocity The speed of something in a given

direction, eg water flow

Demountable Temporary structure—can be re-

moved and installed as needed

Maintenance The process of keeping something in

good condition

Infrastructure The basic services such as roads and

power supplies which are needed to

keep a country or region running

Alluvium Fine sediments which are deposited

by rivers

Infiltrates Permeate or seep/soak through eg.

Water through soil


1. Explain how human influences (urbanisation, farming

etc.) affect the shape of a hydrograph.

2. Describe the changes you would expect to see as you

travel down course.


Questions on processes: Answers:

1 What are the three key

weathering processes?

1 Physical (freeze thaw),

chemical (acid rain) and

biological.

2 What are the two main

mass movements?

2 Soil creep and slumping

3 What are the four main

erosional processes?

3 Hydraulic action, Abrasion,

Solution and Attrition

4 What are the four main

transportation processes?

4 Traction, saltation, Suspension

and solution

Landform Questions: Answers:

1 What are interlocking

spurs?

1 areas of higher land jutting out

from steep valley sides in a

river’s upper course

2 What features are

associated with

waterfalls?

2 plunge pools and gorges

3 What are the key

features of a meander?

3 river cliff, slip-off slope and a

point bar

4 How are oxbow lakes

formed?

4 neck of a meander is eroded,

water takes quickest route, cuts

off the unused bend, lake

remains once cut off completely

5 What are levees? 5 Naturally raised banks of

sediment along a river bank,

which may be artificially

strengthened or heightened

6 What are deltas? 6 Formed where layers of

sediment are deposited at river

mouths faster than the sea can

erode them. Usually a triangular

shape and the river splits into

several channels

18

Subject: History Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Hippocrates Influential Ancient Greek doctor

Galen Influential Ancient Roman doctor

Theory of Opposites Galen’s theory of balancing the

humours e.g. treat a cold with

something hot

Hippocratic Oath A promise made by doctors, to

uphold ethical standards

Apothecary A person who prepared and sold

medicines/cures

Physician A person qualified to practice

medicine

Trepanning Drilling holes in the skull : An early

form of head surgery

Public Health Overall health of a population


Significant Importance ad impact of an event/

individual/idea

Science and Technology

[Factor]

Relating to scientific methods e.g.

experiments and technology e.g. The

Printing Press

Religion and Superstition

[Factor]

Belief in religious or supernatural

causes e.g. God, the Devil

Communication [Factor] The spread of ideas e.g. through

published works

Observation and

recording

Looking at and recording symprons

Dissection Cutting up of a body of plant to study

its internal parts

Anatomy Understanding structure and organs

of the human body

Anaesthetic Substance that removes pain

Antiseptic Substance that kills germs

Section 3


Questions: Answers:

What did people in the Middle

Ages believe were the four

humours of the human body?

Blood, Black Bile, Yellow Bile, Blood

How did the sour humours link

to illness?

Balanced humours would make a

person healthy, unbalanced, they

would make a person ill.

Who was known as the ‘Father

of Modern Medicine’?

Hippocrates

How did Galen study anatomy? He carried out dissections on

animals such as chickens and pigs

Where did Galen believe blood

was created?

Created in the liver and burned up

by the muscles

Who performed minor surgery

during the middle ages, such as

bloodletting and tooth pulling?

Barber-Surgeons

Who ran the first hospitals

during the Middle Ages?

Monks and Nuns

How did Islamic medicine

influence western medicine?

The ideas of Islamic doctors such as

Avicenna reached Western Europe

through trade

How did the Church hinder the

development of medicine?

Dissection was banned, and

scientific thinking was discouraged

What was used as an early

form of anaesthetic?

Mandrake root, Hemlock, Opium

What was used as an early

form of antiseptic?

Honey and Wine

How did John or Arderne

improve surgery during the

Middle Ages?

He wrote a surgery manual Practica,

1376 and created the ‘Guild of

Surgeons’ in 1368 in London

What did people believe

caused the Black Death

[Bubonic Plague]?

The positions of the stars and

planets, bad air, Jews

Why was public health so bad

in the Middle Ages?

No proper sewage system, waste

dumped, no clean water

Study the diagram of

the four humours.

Present the

information in an

alternative way Explain how a medieval

doctor would use a urine

chart to diagnose a

patient

19

Subject: French Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Dans deux/quatre ans... In two/four years...

Un jour... One day...

Je vais... I am going to...

Le boulot Job (informal)

L’emploi Job (more formal)

Le travail Work

Le job Job

Le lendemain The next day

Très tôt Very early

Seul Alone

Acheter To buy

Contacter To contact

Créer To create

Inventer To invent

Organiser To organise

Répondre au téléphone To answer the telephone

Travailler en équipe To work in a team

Trouver To find

Ce serait... It would be...

Jamais de la vie! No way!

Section 3


Questions: Answers:

Qu’est-ce que tu vas faire à

l’avenir?

What are you going to do in

the future?

aller au lycée - go to 6th form

avoir un emploi bien payé -

have a well paid job

faire un apprentissage - do an

apprenticeship

quitter le collège - leave

school

travailler - work

voyager - travel

C’est important, parler une

autre langue?

Is it important to speak

another language?

Avec les langues on peut -

With languages you can…

comprendre les gens -

understand people

habiter à l’étranger - live

abroad

travailler dans un autre pays -

work in another country

communiquer avec les jeunes

de son âge

C’est un plus -It is a bonus

Qu’est-ce que tu voudrais

faire plus tard?

What would you like to do

later on?

Je voudrais être - I would like

to be

acteur/actrice - actor

chanteur/chanteuse - singer

chauffeur - driver

contrôleur aérien -

air-traffic controller

directeur/directrice -

manager

footballeur - footballer

ingénieur - engineer

professeur - teacher

Task Things to include: Vocab

Qu’est-ce que tu fais

comme travail? What

do you do as a job?

Tu aimes ton job? Do

you like your job?

Quelle est ta journée

typique? Describe

your typical day.

Qu’est-ce que tu vas

faire plus tard? What

are you going to do

Present and future

tenses

Connectives

Opinions (in both

tenses)

See key

vocab list

and key

facts

20

Subject: GCSE Computer Science: 1.2 Memory Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary

Tier 3 Vocabulary Definition

RAM

Random Access Memory: Volatile (data lost when

power is off) Read and write. Purpose: temporary

store of currently executing instructions and their da-

ta. E.g. applications and the operating system in use.

ROM

Read Only Memory: Non-volatile (data retained when

power is off) Read only. Purpose: stores instructions

for starting the computer called the bootstrap.

Virtual

Memory

Using part of the hard disk as if it were random access

memory. Allows more applications to be open than

physical memory could hold.

Flash Memory Solid state (no moving parts). Faster than a hard disk

drive. Robust. Used to store the BIOS.

Volatile Data is lost when the power is turned off

Non-volatile Data is not lost when the power is turned off

BIOS

Basic Input Output System - used to setup the hard-

ware when the computer is turned on and load the

operating system from secondary storage. Another

term for bootstrap.

Bootstrap Used to setup the hardware when the computer is

turned on and load the operating system from second-

ary storage. Another term for BIOS.

Primary memory

The main memory of a computer used to temporarily

store currently executing instructions and their data.

Commonly named RAM.

Secondary

memory

Non volatile storage devices typically inside a comput-

er where operating systems and user files are stored,

e.g. Mechanical Hard Drive or SSD

Offline storage Storage devices that can be stored away from the

computer, e.g. CD, DVD, USB memory stick

PGOnline pages 9—10

Section 2: Important Ideas

RAM purpose To store programs or data currently in use

RAM is volatile

This is why when your computer crashes or there is

a power cut, any files that have not been saved

(written to the hard drive) are lost.

RAM

Is an internal component that plugs into the

motherboard. It is available in different capacities

and formats. It is available in single sticks of 4, 8, 16

and 32GB. The sticks are usually installed in pairs,

fours, sixes or eights. Very easy to upgrade.

Upgrades will only make a difference if it RAM

capacity is the bottleneck slowing down the system.

BIOS is

configurable

The BIOS allows the speed that the CPU, RAM and

memory can run to be modified, affecting system

performance. This can make the system less reliable.

They also include a set of slower default values that

the system can be reset to in the event of failure.

Virtual

memory is

slow!

RAM runs at approximately 1/10 th of the speed of

the CPU. Hard drives run at less than 1/10th of the

speed of the RAM

Virtual

memory is

used when

RAM is full

So to improve the speed and responsiveness of a

system, especially when multitasking (running

multiple programs at the same time), install more

RAM

Section 3:

RAM ROM Commonly 4-8GB, professional work

stations have up to 128GB, Servers may

have over 1TB and some

supercomputers have over 1PB!

8-16MB is common, some BIOS’s have

a GUI, and have started to use 32MB

chips

Volatile—Data is lost when the power is

turned off (temporary memory)

Non-volatile—data is NOT lost when

power is turned off (permanent

memory)

Stores user data/programs/part of

operating system that is currently in

use

Use to store the BIOS/bootstrap

loader which is required at start –up

of the computer

Memory can be written to or read from Memory can only be read from and

NOT written to

Task:

Using the diagrams, explain the purpose of

virtual memory, how it works and why it is

important.

Research which applications are RAM intensive

and benefit most from upgrades.

RAM ROM

BIOS

21

Subject: GCSE Computer Science: Programming Year: 9 Term: Spring 1



Variable A place in memory to store a value that can be changed by a

program while it is running

Constant A place in memory where a value is stored that is not

changed while a program is running (e.g. pi)

Inputs Any information or data which goes into a system

Outputs Any information of data which leaves a system.

Assignments Giving a variable or constant a value. e.g. counter = 0

Sequence One of the 3 basic programming constructs. Instructions

happening one after the other in order is sequence.

Selection

One of the 3 basic programming constructs. Instructions

which can evaluate a Boolean expression and then branch the

code to one or more alternatives paths is branching/

selection.

Iteration

One of the 3 basic programming constructs. A section of

code which can be repeated either a set number of times

(count controlled) or a variable number of times based on the

evaluation of a Boolean expression e.g. WHILE x!=5 (condition

-controlled).

Data Type The name given to specify the type of data stored in a

variable or constant.

Integer A data type used to store positive and negative whole

numbers.”In python this is referred to as a ’int’

Real A data type used to store a number with a decimal place, eg

3.54. In python this is referred to as a ‘float’

Character A single alphanumeric character or symbol.

String A sequence of alphanumeric characters and or symbols. e.g. a

word or sentence, #123dsc!£

String

Manipulation

Commands and techniques which allow you to alter and

extract information from textual strings e.g. LENGTH, LEFT,

RIGHT, SUBSTRING, UPPER, LOWER, ASC, CHAR etc.

Comments Used by a programmer to explains sections of code. Ignored

by the compiler.

Indentation Indenting makes it easy to see where structures begin and

end. Conditions and iterations should be indented. Code

inside procedures and functions should be indented.


Questions: Answers:

What are

suitable

variable

names?

Variable names cannot begin with a number

Variable names cannot use python command

words, e.g. print

Variable names cannot include spaces

Variable names should be consistent throughout

a program

Variable names must be descriptive

Examples:

firstName, surname, age, favourite_Colour

What are

camelCaps?

camelCaps is a naming convention for variables with

multiple word names which capitalises the first letter of

the second and subsequent words, forming a hump.

This makes the names easier for programmers to read.

Examples are addressLine1, yearOfBirth, countOfApples

What is

casting?

Converting a variable from one data type to

another. e.g. variable entered as a string, but

needs to be an integer for calculation. age =

INPUT(“Enter your age: “) #stored as a string

age = int(age) #cast to an INT

Other examples

distance = float(distance) #cast to a FLOAT

distance = str(distance) #cast to a string

Why are

comments

important?

Comments help other programmers to

understand the purpose of your code. This makes

it easier for other people to repair, improve or

maintain the code.

Key Syntax

print() Used to output text to screen

print("Hello World")

name = “Bob” print(“Hello “ + name) print(“Hello”,name)

input() Used to take input from a user, if you wish to

store this input you need to assign it to a variable

variableName = input(“Text to

display”)

Section 3:

Python Arithmetic Operators

Operator Description Example

+ Addition

Adds values on either

side of the operator. a + b = 30

- Subtraction

Subtracts right hand

operand from left hand

operand. a – b = -10

* Multiplication

Multiplies values on

either side of the oper-

ator a * b = 200

/ Division

Divides left hand oper-

and by right hand oper-

and b / a = 2

% Modulus

Divides left hand oper-

and by right hand oper-

and and returns re-

mainder

b % a = 0

** Exponent

Performs exponential

(power) calculation on

operators

a**b =10 to

the power 20

//

Floor Division - The

division of operands

where the result is the

quotient in which the

digits after the decimal

point are removed. But

if one of the operands

is negative, the result

is floored, i.e., rounded

away from zero

(towards negative

infinity)

9//2 = 4 and

9.0//2.0 =

4.0, -11//3 =

-4, -11.0//3 =

-4.0

Create your own examples for each operator with a

description to go with it.

Achieve at BBA

22

Subject: Design Technology Topic: New and Emerging Technologies Properties Year: 9 Term: Spring 1 Achieve at BBA Section 3:

Task. Understand the meaning of planned

obsolescence and apply the knowledge to other

products. Explain the reasons for your choice.


What are the 5 ways we

would judge the success

of new technologies

and products?

Cost

Reliability

Longevity

Sustainability

Recyclability

What type of

information should you

gather prior to

designing new

product?

Successes and shortfalls of similar

available products

Available technology

The size of the market

The market need

What is planned

obsolescence?

Planned obsolescence is when a product

is deliberately designed to have a specific

life span. This is usually a shortened life

span. The product is designed to last long

enough to develop a customer’s lasting

need. The product is also designed to

convince the customer that the product is

a quality product, even though it

eventually needs replacing. In this way,

when the product fails, the customer will

want to buy another, up to date version

What is disposability? Disposability is when a product is

designed for or capable of being thrown

away after being used or used up

What is meant by the

term designed for

maintenance?

Maintenance means any activity which

allows the product to have a longer life. It

can include anything from repairing worn

out parts to replacing batteries.

Designing a product to allow maintenance

may mean including features such as

access panels and standard screws. These

help to allow parts to be replaced.



Robotics The branch of technology that deals with

the design, construction, operation, and

application of robots.

Automation The use or introduction of automatic

equipment in a manufacturing or other

process or facility.

Production The action of making or manufacturing

from components or raw materials, or

the process of being so manufactured.

Industry The people or companies engaged in a

particular kind of commercial enterprise.

Market pull The term 'Market Pull', refers to the

need/requirement for a new product or

a solution to a problem.

Technology push Technology Push is when research and

development in new technology, drives

the development of new products.

Fairtrade Fairtrade is about better prices, decent

working conditions and fair terms of

trade for farmers and workers in less

economically developed countries

Society The aggregate of people living together

in a more or less ordered community

Culture The ideas, customs, and social behaviour

of a particular people or society.

Ethics Moral principles that govern a person's

behaviour or the conducting of an

activity.

Planned obsolescence is sometimes designed into a product, in

order to encourage the customer to buy the next upgrade. A

good example of this is a mobile phone. Mobile phones are

often designed with only current technology in mind, despite

the manufacturers knowledge of future technological develop-

ments. For instance, a mobile phone may have USB / connec-

tions / jack plugs, that fit current products, such as head phones

and computers. This means that the phone is not future proof.

The manufacturer may already be working on updated phones,

that connect using different sizes of USB ports / connections.

Although the current phone can be upgraded with software,

eventually the ‘old’ USB / connections / jack plugs will make the

product obsolete. The customer will need a new phone, even

though there may be nothing wrong with his / her existing

phone. The old phone becomes obsolete

23

Subject: BTEC DIT: Component 1 Year: 9 Term: Spring 1 Achieve at 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.

Section 3


Questions: Answers:

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

ranges 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 regarding 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

everything 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:

Arithmetic and Logic Unit (ALU), Control

Unit (CU) and various registers.

Explain the interaction between the hardware and software

of the image above. Also state how the Input and Output

devices are used when using a Games Console

Note: Look at the devices within the image and state how

they work together when you are playing a game

Explain the Evolution of Mobile Phones by:

1. The type of interfaces they may have

2. Performance & Response time

3. User Requirements & Experiences

4. Ease of Use & Accessibility

24

Subject: Food Technology Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Roux a cooked mixture of butter or other fat and flour

used to thicken sauces, soups

Mise en place (in a professional kitchen) the preparation of dishes

and ingredients before the beginning of service.

Julienne French cut, is a culinary knife cut in which the food

item is cut into long thin strips, similar to

matchsticks

Al dente In cooking, al dente describes pasta or rice that is

cooked to be firm to the bite.

Brunoise or fine

dice

Vegetables cut into very small diced pieces

Canapé An appetizer consisting of a small bread or biscuit

base covered with a flavoured topping.

Sauté To sauté is to cook food quickly in a minimal

amount of fat over relatively high heat.

Batonnet It means a vegetable cut into batons or sticks

Accompaniments Something added or extra to a dish

Canape Small portions of food, using bread or crackers with

savoury toppings

Sous Chef A type of chef, the understudy to the head chef

Tenderisation the act of making meat tender by pounding or

marinating it

Margination The process of soaking foods in a seasoned, often

acidic, liquid before cooking, a marinade often

contains oils, herbs, and spices. It is commonly used

to flavour foods and to tenderize tougher cuts of

meat.


Budget Allow or provide a particular amount of money in a

budget.

Adaption To alter or change something to improve or suit a

target group of people.

Investigation examination or research.


What is a staple food ? simply a staple, is a food that is eaten

routinely and in such quantities that it

constitutes a dominant portion of a standard

diet for a given people, supplying a large

fraction of energy, for example; rice,

potatoes, wheat

What are locally

sourced ingredients ?

Food that is locally produced, not moved

long distances for sale. Most commonly food

that is grown within 100 miles of its point of

purchase or consumption.

What are the

advantages of using

locally sourced

seasonal ingredients?

1. The closer food is produced to home,

often the fresher and tastier it will be

2.Local food has variety. In addition to the

over 50 different vegetables and fruit that

are locally grown, Ontario also produces

3. Buying local saves money

4.Buying local supports farmers and

preserves our farms.

5. It reduces the use of transport as this is a

pollution.

What are seasonal

foods ?

Seasonality of food refers to the times of

year when a given type food is at its peak,

either in terms of harvest or its flavour. This

is usually the time when the item is the

cheapest and the freshest on the market.

What is hospitality and

catering ?

The hospitality industry sector includes all

businesses that provide food, beverages

and / or accommodation services and

includes restaurants, pubs, bars and clubs,

hotels, contract catering and hospitality

services.

What is the process of

gelatinisation ?

The definition of gelatinisation is: the

thickening of starch in the presence of

moisture and heat. In cooking this process is

used to make sauces, often starting with

making a roux.

Section 3:

Name of cutting techniques .

Task: Copy the diagrams of the different cuts of

vegetables and labels.

Sensory analysis star profile for a chicken pie and

side dish

Task: Copy the diagram and answer the question

Task: Which part of the

dish/colour assessed using

The star profile was the most

successful and tasted the

best ?

25

Subject: Art and Design Topic: Communicating ideas in 2D, Materials Techniques and Equipment Year: 9 Term: Spring 1

Achieve at BBA Section 1: Key Vocabulary


Primary colour A colour that is pure and can not be made by

another colours

Secondary colour A colour made by mixing two primary colours

Tertiary colour Three primary colours mixed together to

creates brown tones Harmonious colours Colours next to each other on the colour

wheel

Complimentary

colours

Colours that are opposite on the colour wheel

Blending Using two colours and applying one over the

top to create a new colour, eg red /orange

Shades Adding black to a colour

Tints Adding white to a colour

Tones Adding grey to a colour

Hatching Colouring in one direction

Cross hatching Colouring in two different directions to create

a cross formation

symmetrical The same shape and size on both sides of and

object

annotation Written information about what you have

produced how and why ?

Repeat pattern An image made up of repeated shapes in

order Tier 2 vocabulary Definition

Design plan A sheet of ideas that show variations for a

final design

Apply To use

Techniques A skilful or efficient way of doing something

Application The action of applying something to a surface


1 Name the 3 primary

colours

1. Red, Yellow, Blue

2. Name the 3 secondary

colours

2. Green , Orange, Purple

3. What are the 3 sets of

complimentary colours

3. Red and green, purple and yellow ,

blue and orange

4.What is a good blending

technique when using

colouring crayons

4. To apply or blend colours all in one

direction and where pencil crayon is

applied evenly with leaving no gaps

5. What colour should you

use first ?

5. The lightest colours first and you

can the always go darker

6. What colours do you

add last and why?

6. Black; as you will not pollute any

of your colours or it can be used to

outline to neaten edges.

7. How to do you use trac-

ing paper

7.Trace your image, turn tracing pa-

per over, then trace over image again

in the position you want it on your

paper

8. Why do you need to

annotate your sketch-

book?

8.to demonstrate your understand-

ing of what you have studied and to

show how your ideas are developing

9. How do you annotate

your sketch book?

9. use the what , how ,why process

of evaluation.

Section 3:

Sketch book lay out examples

Describe the differences between the two different

styles of mounting work

When you mount

your work you

should include.

Title

Mounted Images

Neat annotations

either hand

written or typed

26

Subject: Drama Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


Gesture A movement of part of the body,

especially a hand or the head, to express

an idea or meaning.

Facial

Expressions

A series of expressions made by the

muscles in the face expressing a mood or

feeling.

Balance An even distribution of weight enabling

someone or something to remain upright

and steady.

Spatial

Awareness

Spatial Awareness is the ability to be

aware of oneself in space and the actors

proximity to one another.

Mime Acting without words or dialogue

Proxemics The proxemics is the usage of space on a

stage, or how the actors/characters are

placed on a stage. The distance or level

between character/actors shows their

relationships and feelings, and give clues

of the situation or the people within the

situation at that moment.


Ensemble An ensemble cast is made up of cast

members in which the principle actors

and performers are assigned equal roles.

Justify Give reasons or evidence to support an

opinion.

Explore To try out the qualities of materials,

techniques or processes through practical

investigation with some record of result.


1. Why does an actor need

to develop their use of facial

expressions?

1.In order to communicate the

correct feelings and mood of the

character.

2. What is Mime? 2. Acting without words.

3. Why would an actor need

to work on their balance?

3. In order to have complete

control over all of their physical

movements. Core strength is

key.

4. Why does an actor need

to be aware of Proxemics?

4. An actor must be aware of

their proxemics on stage as the

distance between characters /

actors can determine the rela-

tionship or feelings in a given

moment in a scene. The audi-

ence read these non– verbal

cues.

5. How are Gestures used? 5. Gestures express meaning or

an idea with a movement of part

of the body. Gestures give non-

verbal cues to the audience.

6. What is Spatial Aware-

ness?

6. It is the ability to be aware of

oneself in the acting space and

the proximity (distance) to other

characters.

7. How is an ensemble differ-

ent to a group?

7. An ensemble is made up of

cast who have equally weight

roles.


relevance/dates

Proxemics

Use this picture to describe the relationship between the 2 char-

acters in each situation. Can you justify your answers? Think

about the non-verbal clues on offer.

Animalistic Qualities

Thinking of a role that you are playing, write a description of your

role and which animal would best describe them. Justify your

answer.

Help:

Are the timid like a mouse?

Are they sly like a snake?

Are they fierce like a lion?

27

Subject: Hair and Beauty Topic: Blow-drying and Styling Hair Year: 9 Term: Spring 1


1. How would a client be

protected when styling hair?

1. Use of a gown

2. Why is it important to cool

hair prior to dressing out?

2. To check the hair is dried

properly

3. What is the meaning of the

term ‘hygroscopic’?

3. Absorbs moisture.


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, eg mousse, gel, lotion,

serum.

6. What is a finishing product? 6. A product which is applied to

dry hair, eg spray, gel, wax,

heat protector.


term ‘alpha 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 applied

before drying.

10. What is the benefit of

providing aftercare advice?

10. It ensures customer

satisfaction and return visits.

Section 3:

Please draw the coils below and label how water

effects the hair.

Alpha Keratin

State

Beta Keratin

State



Cuticle The outer layer of the hair

Cortex The cortex is the main section of the hair and where the

basic and chemical changes take place

Alpha Keratin Hair in its natural unstretched 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 lose 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 haircare on one head.

Sparse Not many hairs on one head.

Abundant A lot of hairs on one head.

Growth patterns The way the hair grows from the scalp.

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

Tension How tightly the hair is pulled when styling and

finishing hair.

Achieve at BBA

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28

Subject: Childcare Year: 9 Term: Spring 1



Statutory

setting

These are services that have to be available by law, i.e.

through legislation which requires either the

government or local authorities to provide them. Schools

are a good example of a statutory service.

Private setting Crèche at a shopping centre. These are profitmaking

services. They will have an owner or be run by a

company.

Voluntary

setting

Parent and toddler group run by a local church

These are services provided by organisations such as

charities where some or all of their funding comes from

donations.

Independent

setting

Private school. These are services that are provided

independently of the state and do not rely on

government funding. This term is usually used in relation

to schools. Independent schools may choose not to

follow the National Curriculum because

they do not receive government funding.

Safeguarding Safeguarding is the action that is taken to promote the

welfare of children and protect them from harm.

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

Discrimination The unfair or harmful treatment of different categories of

people, especially on the grounds of race, age, or sex.

Child

protection

Child protection is the protection of children from

violence, exploitation, abuse and neglect.

Auditory A learning style in which a person learns through

listening.

Kinaesthetic A learning style in which learning takes place by the

students carrying out physical activities, rather than

listening to a lecture or watching demonstrations.

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

and diagrams.


Expectations Expectation is what is considered the most likely to

happen.

Polite Having or showing behaviour that is respectful and

considerate of other people.

Positive

attitude

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

joyful results.


What must you do before you attend

work experience in a setting?

You must contact the manager in

the setting and find out the start

and finish times, dress code,

breaks and job roles.

What are the expectation when

working in a setting?

You must attend all the placement

days, be punctual, dressed

appropriately, be polite and show

respect to all staff, take notes and

learn about the setting.

Explain why it is important to know

the responsibilities of your own role.

You need to know the limitations

on what you can do. It is important

that you understand the limits of

your role in the placement. This is

to stop any mistakes and any

miscommunication with parents.

What may happen if the

responsibilities of the early years

worker are not met ?

Staff could miss signs of neglect,

abuse or learning difficulties,

which could lead to further

complications.

What the different learning styles? Auditory , Kinaesthetic , Visual

When do you need to pass on

information to other professionals?

You must pass any concerns with

children to the manager ASAP.

They would then pass on to the

professionals.

Identify how you can respond to the

individual needs of children

Firstly observe the children then

adapt activities to suit the

children's individual needs.

Why is it important to understand

your own learning style?

It will help you learn better, enjoy

learning and revision; plan and

achieve.

Section 3:

Memorise the below and write out the tables.

Achieve at BBA

29

Subject: OCR Sports Science Topic: Sports Injuries Year: 9 Term: Spring 1 Achieve at BBA Section 3:

Contact Sports Injuries Non contact Sports Injuries

Elbow in the eye Over stretched to reach the ball

Protective Clothing can reduce the risk of an injury occur-

ring.

Behaviour of other players can cause an injury

Mistimed jump for the ball High Tackle

Risk Assessment in Sport ais very important



Activity Type Contact sports have a higher risk of participants

being injured as they present different risk

factors than those such as gymnastics.

Coaching/

supervision

The correct technique must be performed by

participants as incorrect or poor technique

could result in an injury.

Ensuring players communicate within the game

can decrease the risk of collisions. Also using

basic terminology for young athletes will help

decrease the risk of them becoming confused.

Rules and regulations ensure that players have

clear boundaries to avoid any potential injuries.

Environmental

Factors

This can be broken down into different weather

conditions and how an athlete can prepare for

them in terms of what they should wear.

The playing surface would also need to be

considered as the weather could affect

performance and potential injuries occurring.

Equipment It is important to consider the correct

equipment needed for activities so that the risk

of injury can be decreased. This refers to what

participants would wear and any pieces of

equipment needed to keep them safe.

Safety Hazards Risk assessments, safety checks and emergency

plans should be in place to ensure participants

safety.


Injury Can be categorised as basic or complex and

either can harm a participant.

Risk The combination of the likelihood of a hazard

causing harm and the severity of the potential

injury.

Extrinsic The name given to external things that come

from outside you.


What? Answers:

1. Name 4 contact sports that

could a player have an injury in?

1. Boxing, Rugby, Wrestling, Judo

etc

2. What hazards can you think

of when going swimming?

2. Depth of pool, swimming ability,

running on the side, diving,

chemicals in the water.

3. What is a risk assessment? 3. When someone assesses a playing

area and is able to judge if it is fit for

purpose and that everything has

been done to ensure participant

safety

4. What does ‘control measures’

mean in a risk assessment?

4. Making adjustments so hazards

are less risky.

Why? Answers:

5. Why could poor technique

result in an injury?

5. Because movements are less

accurate and efficient., such as poor

lifting technique in weight lifting.

6. Why are communication skills

important when avoiding injury

in sport?

6. Because collisions between

players could happen or instructions

could be misconstrued.

7. Why should sports players

drink lots in hot weather?

7. To avoid dehydration.

How? Answers:

8. How can a sports player

prepare for cold weather?

8. They can wear lots of thin layers

of clothes and a hat.

9. How could the behaviour of

other players result in a sports

injury?

9. If they do not stick to the rules,

for example a high tackle in rugby or

a mistime tackle in football.

10. How can a low skill level

result in injury?

10. Players can attempt movements

that they are not trained to do or be

over-confident.

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30

Subject: PSHE & Citizenship Topic: Life In Modern Britain Year: 9 Term: Spring 1

Section 1: Key Vocabulary Tier 3 vocabulary Definition

Multi-Culturalism Multi-Culturalism is the presence of, or

support for the presence of, several distinct

cultural or ethnic groups within a society.

Nationalism Nationalism can be defined as patriotic

feeling, principles, or efforts.

Segregation Segregation is the action or state of setting

someone or something apart from others.

Multiple Identity A multiple identity is when you have

different cultural outlooks in your life. You

may also have different values and beliefs in

your family. People in your family may also

have different ancestry i.e. from different

countries.

Democracy Democracy is a system of government by the

whole population or all the eligible members

of a state, typically through elected

representatives.

Immigration Immigration is the action of coming to live

permanently in a foreign country.

Emigration Emigration is the act of leaving one's own

country to settle permanently in another;

moving abroad.

Asylum Asylum is the protection granted by a

state to someone who has left their

home country as a political refugee.

Equal Rights

Equal rights may refer to: Equality before the

law, when all people have the same rights.


1. What does it mean to

have multiple identity?

1. A multiple identity is when you have

different cultural outlooks in your life.

You may also have different values and

beliefs in your family. People in your

family may also have different ancestry

i.e. from different countries.

2. What is the difference

between immigration and

emigration?

2. The difference between “immigrate”

and “emigrate” is that “immigrating” is

the act of entering a foreign country to

live while “emigrating” is the act of

leaving a country to live in another.

3. Why would someone

seek asylum?

3. Seeking asylum means someone is

asking for political protection from

another country because they cannot

return to their own country. An asylum-

seeker must prove they faced

persecution in their home country due

to race, religion, nationality,

membership in a particular social group

or political opinions.

4. What is a democracy? 4. Democracy is a system of government

by the whole population or all the

eligible members of a state, typically

through elected representatives.

5. Why is democracy so

important to how we live?

5. Voting and democracy is very

important in a nation because it

provides people an opportunity to voice

their opinion and vote for what they

believe in, it holds elected officials

accountable for their behaviour while in

office, and it prevents a minority from

dictating the policies of a majority.


relevance/dates

Memorise the flow diagram below. Cover the image and

write down the 6 steps of the election process in order.

Can you explain what polling is?

Can you name 3 political parties?

Can you name the current UK Prime Minister?

Achieve at BBA

31

Subject: PSHE & Citizenship Topic: Life In Modern Britain 2 Year: 9 Term: Spring 1 Achieve at BBA Section 1: Key Vocabulary


British Values The values that are associated with living in

modern day Britain.

Principle A basic truth or idea that underpins a system

of beliefs associated with a given society.

Morals Morals are the rules that govern which

actions are believed to be right and wrong.

They are often related to personal

behaviours. An individual or a society can

claim to live by certain moral values.

Society A society is a group of individuals involved in

persistent social interaction, or a large social

group sharing the same geographical or social

territory, typically subject to the same

political authority and dominant cultural

expectations.

Equality Equality means treating all individuals equally.

Freedoms Freedoms are the power or right to speak and

act or think as one wants. We often express

Freedoms in a context for example the

freedom of speech or the freedom of choice.

Identity The characteristics that determine who or

what a person is.

Group Identity The identity associated with belonging to a

group.

National Identity An identity associated with being a citizen of a

specific country.

Global Identity The concept that some aspects of identity are

now global in nature.


1. What is the universal declara-

tion of Human Rights?

1. An international law setting out a

set of universal human rights under

the auspices of the United Nations.

2. What is the Human Rights Act? 2. The Human Rights Act was

passed in 1998and came into force

in 2000. This act brought together

numerous pieces of human rights

legislation and gave UK citizens

easier access to the European Court

of Human Rights

3. What is the Rule of Law?

3. A basic principle of a democratic

society that the law applies equally

to all people.

4. What are the arguments for

Immigration in the UK?

4.

Cheap labour.

Overcome labour shortage.

Take unskilled jobs.

Take highly skilled jobs.

Cultural diversity.

5. What are the issues arising

from Immigration in the UK?

5.

Language problems, racial / ethic

tension.

Jobs lost to incoming workers.

By employing highly skilled migrant

labour the government avoids the

cost of developing skills within the

UK.

Pressure on housing and local ser-

vices especially where large num-

bers of migrants settle to work.


relevance/dates

Factors that create Identity

Cover the diagram and list as many factors as you can that

create identity.

Multiple Identity:

Like our fingerprints, each of us is different, so there are

no correct answers or order of importance of which

factors create our unique identity. None of us have a single

identity. Instead we use multiple classifications in order to

arrive at our identity. This is called Multiple Identity.

Answer the following questions:

Q1. Can you list the factors that create your unique

multiple identities?

Q2. Can you give a reason or justify each of your answers?

Q3. Can you rank the order of these factors 1 being the

most important.

32

Notes:

33

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Notes:

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Notes:

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