Year 10 Autumn Term 2019 Knowledge Organisers
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Year 10 Autumn Term 2019 Knowledge Organisers Student Name: Tutor Group:
Transcript of Year 10 Autumn Term 2019 Knowledge Organisers
Year 10
Autumn Term 2019
Knowledge Organisers
Student Name: Tutor Group:
Subject: Art Topic: Abstract
Constructivism
Dates: Autumn
Term, Year 10
Additional Information:
N/A
Additional information can be found video the following websites and videos; Malevich: https://www.tate.org.uk/whats-on/tate-modern/exhibition/malevich and https://www.moma.org/artists/3710 Frank Auerbach https://www.tate.org.uk/art/artists/frank-auerbach-676 Naum Gabo https://www.britannica.com/biography/Naum-Gabo
Essential Vocabulary
Sculpture 3 dimensional art created as a representative or abstract form.
Reduction lino print
A lino printing method where each colour layer is taken from the same block by carving and printing each layer in turn.
Collage
A technique that combines different images, colours and materials to create an overall image.
Composition The placement of different elements in an image.
Negative space
The space around and in between objects in an image.
Abstraction A style that does not aim to represent accuracy but uses shapes and colours to achieve its effect.
Constructivism Artistic and architectural movement where by artist “construct the art”.
Antoine Pevsner – Russian sculptor
· - He discovered a new use for metals and welding and made a new marriage of art and mathematics
Frank Auerbach – German, Expressionism · - His paintings were based on drawings he drew of
building sites. · - His style was to use thick layers of paint and colour
choices that represent the grime and earth tones from the scene.
Vladimir Tatlin – Ukrainian, painter and architect · - He was considered one of the most important figures
in the avant-garde movements. - Created many 3 dimensional artworks.
Naum Gabo –Russian, Constructive sculptor/painter
· - His work combines geometric abstraction. - - Explored the idea of movement in his sculptures
through kinetic art.
Antoine Pevsner
Vladimir Tatlin
Frank Auerbach
Kazimir
Severinovich
Malevich
Naum Gabo –Russian, Constructive sculptor/painter
· - His work combines geometric abstraction. · - Explored the idea of movement in his sculptures
through kinetic art.
Naum Gabo
3.1 Role of Human Resources
How many workers will be required
The type of workers
Maintaining an efficient workforce
3.2 Organisational structures and different ways of working
Organisational structures - Tall and Flat
Organisational charts – hierarchy within the business
Various ways of working for a business, advantages and disadvantages Full-time, part-time, Flexible, Temporary, Working from home, Working while mobile, self-employed.
3.5 Motivation and retention Financial methods of motivation - Pay, Bonuses, Profit Sharing, Fringe-
Benefits
Non-Financial methods of motivation
- Praise, Award Schemes, Working Environment
3.6 Training and development
Different training methods
- On-the-job training
- Off the job training
3.7 Employment law
The Equality Act 2010
Discrimination Laws
Contract of Employment
Additional information can be found video the following websites and videos;
https://www.ocr.org.uk/qualifications/gcse/business-j204-from-2017/specification-at-a-glance/
Subject: Business Topic: People Dates: Year 10 Autumn
Essential Vocabulary
Functions (Departments) Different types of work that needs to be done in the business. Includes, production, marketing and finance
Regulations The rules imposed on businesses by the government.
Zero-hours contracts
Contracts given to employees which do not guarantee any work.
Organisation chart
Chart showing how workers are organised in a business
Layers The number of levels of authority in a business.
Authority The power a worker has to make a decision and control other workers.
Accountability The responsibility that worker has for a job.
Chain of command
Is the links in the level of authority, from top to bottom.
Subordinates The workers that a line manager is responsible for.
Delegation The process of giving a subordinate a job that the line manager is responsible for.
Job description States the main duties or tasks
Flexible working
Flexibility of working at their place of work and working from home.
Full time working
Working 35 hours or more per week.
Temporary working
Worker only works for a short period of time on a short contract.
Self-employment
Worker works for themselves, selling their product or service to others.
Communication Transmission of a message from sender to receiver through a means of communication.
Motivation How workers are encouraged to work hard.
Discrimination A worker is treated differently to others for an apparent reason.
Tribunal A panel that hears cases when employment law has been broken.
Trade Union An organisation that represents the interest of its members.
3.3 Communication in business
Advantages and disadvantages of communication
methods.
Verbal and non-verbal
Subject:
Citizenship
Topic: Rights &
Responsibilities Introduction
Dates: Autumn
Term Year 10
Additional Information:
Autumn 1a
Essential Vocabulary
Rights Moral, ethical or legal principles that are considered as the basis of the values that underpin a society.
Rules Regulations or statements that govern behaviour within a specific area of activity. For example, a school has rules not laws, the rules of football do not apply to basketball.
Law A rule, usually made by a government that is used to order the way in which a society behaves.
Justice A behaviour or treatment that is morally fair. Different countries can have different opinions about what justice is.
Fairness Treating people equally according to the circumstances.
Discrimination Treating a person or group of people unfairly on the basis of their sex, gender, race, age etc.
UK Legal System = Innocent Until Proven Guilty. If a person comes before a court it is up to the state to prove they are guilty – beyond reasonable doubt. Everyone is treated equally under the law.
Rule of Law • Laws are clear in their purpose • Laws are applied equally and fairly • You cannot be charged for something
that is now an offence but wasn’t when you committed it
There is a due legal process e.g. crimes are
investigated, a fair trial is undertaken, legal rights
of the person are respected etc.
Laws Dealing with Fairness, Justice & Discrimination
In order to resolve past issues of unfairness and discrimination Parliament has decided to pass legislation
(laws) making issues relating to unfairness, injustice and discrimination unlawful and punishable by the
courts.
Equality Act 2010
The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. It
replaced previous anti-discrimination laws with a single Act, making the law easier to understand.
It is against the law to discriminate against anyone because of:
age
being or becoming a transsexual person
being married or in a civil partnership
being pregnant or on maternity leave
disability
race including colour, nationality, ethnic or national origin
religion, belief or lack of religion/belief
sex
sexual orientation
These are called ‘protected characteristics’.
The Equality & Human Rights Commission (EHCR): The Equality and Human Rights Commission (EHRC) monitors human rights, protecting equality across 9 categories - age, disability, gender, race, religion and belief, pregnancy and maternity, marriage and civil partnership, sexual orientation and gender reassignment. As well as explaining the law, the EHRC can enforce it. EHRC has written a set of guidance to ensure the Equality Act is applied successfully. Enforcement of the Equality ACT: Under the Equality Act people are not allowed to discriminate, harass or victimise another person because they have any of the protected characteristics. The EHRC’s powers include helping individual people with their legal cases; and taking action against organisations that appear to have broken the law.
Additional information can be found at: https://www.equalityhumanrights.com/en
Subject:
Citizenship
Topic: Rights & Responsibilities –
Role & Responsibilities of the Police Dates: Autumn
Term Year 10
Additional Information:
Autumn 1b
Essential Vocabulary
Chief Constable Chief police officer within each regional police force. Responsible for day-to-day management of police resources to fight crime.
Police Community Support Officers (PCSO)
Uniformed staff who support police officers within the community.
Special Constables Members of the public who volunteer to take on police duties on a part-time basis. They will conduct local patrols and take part in crime prevention activities.
Police and Crime Commissioner
Elected representatives who oversee how crime is tackled in a police force area. Their aim is to cut crime and to ensure the police force is effective.
Rights of the police Rights of the Suspect
1. Stop & Search • Police can stop and search you in the street
or in your vehicle if they have reasonable suspicion that you are carrying drugs, weapons, stolen goods, alcohol/ tobacco if you are underage
• Ask a suspect to remove outer clothing in the street
2. Power to Arrest • Can arrest someone they believe is
committing or attempting to commit a criminal offence.
• Must only use ‘reasonable force’.
3. Entry, Search and Seizure • Police officer will have to obtain a warrant to
enter and search premises.
- Not to be stopped and searched because of the kind of person you are e.g. race, age, nationality etc.
- To ask for proof that he/she is a police officer - name and police station
- Given information about police stop and search powers
- Told the reason for the stop and search - Told how to get a record of the search - To be taken to private place if oouter
clothing/ shoes have to be removed - Searched by someone of the same sex
as you
Additional information can be found at: www.police.uk
Subject:
Citizenship
Topic: Rights & Responsibilities –
Criminal and Civil Law Dates: Autumn
Term Year 10
Additional Information:
Autumn 2a
Additional information can be found at: https://www.bbc.com/bitesize/topics/zq6tyrd
Essential Vocabulary Civil Law Law that deals with disputes between
individuals or groups. There are civil courts which award damages (a money payment) or can make court orders which state that certain actions should be taken (a divorce for example).
Criminal Law
Law that deals with individuals who break the law, as determined by the state. Police gather evidence and make arrests. The state prosecutes in a criminal court where juries decide whether an individual is innocent or guilty and judges decide on the sentence to be given.
Barrister Specialist in a narrow area of the law and are employed by solicitors on behalf of their clients to represent them in higher courts.
Solicitor Legally qualified people who advise clients on a range of issues, such as divorce, buying a house, making a will, and criminal matters. They represent clients in lower courts e.g. Magistrates Courts, and prepare cases for barristers to try in higher courts.
Local v Global Rights
Different societies/cultures/countries have differing
views on some legal issues e.g. death penalty was
abolished in the UK but still legal in other countries, UK
has very tight control on gun ownership but in USA it is
fairly easy to get a gun, high rate of gun related deaths.
Common Law: Law based on judge’s rulings in court. Common law develops over time to deal with ever-changing situations in society. Judges create Common Law by giving a written judgement about the case before them. Statute Law or Legislation: Law passed by Parliament. This law is written down in Acts of Parliament. For example, a Road Traffic Act might define speed limits and punishments given for speeding.
Crown (Monarch) – but their
powers have been transferred
to the government). Criminal
cases are brought in the name
of the Queen.
Local v Global Rights Different societies, cultures, countries have differing views on some legal issues e.g. death penalty was abolished in the UK but still legal in other countries
Subject:
Citizenship
Topic: Rights & Responsibilities –
Civil and Criminal Courts Dates: Autumn
Term Year 10
Additional Information:
Autumn 2b
Essential Vocabulary Judiciary ‘System of judges and courts’ used in
UK legal system.
Judges Appointed by the Crown. They are solicitors or barristers who apply to become a judge. They hear the evidence in a court, and they sum up the evidence for the jury. If the individual is found guilty (convicted) they pass the sentence.
Juries 12 local citizens whose names are chosen at random from the list of people who have registered to vote (electoral roll). They mainly sit in criminal cases. The jury listens to the evidence and decides whether the individual is innocent or guilty.
Magistrate Ordinary citizens who volunteer to become magistrates – they receive training to do this. They sit with other magistrates in a Magistrates Court and decide the outcome of cases.
Aggravating Circumstances
Something that makes a crime more serious.
Mitigating Circumstances
Something that makes the charge or the offender’s responsibility less serious.
Crown The Monarch.
Additional information can be found at:
https://www.judiciary.uk/about-the-judiciary/the-justice-system/court-structure/
Role of the Judiciary The Judiciary is the section of the state that settles legal issues. It examines issues and cases where the citizen is accused of breaking the law and has to make a judgement whether or not they have. If guilty, the judiciary decides what sentence will be given. They make decisions on whether an appeal against a sentence or on a point of law is successful.
Judiciary is politically neutral.
Subject: Computing Topic: 1.6 System Security Dates: Autumn 1
Essential Vocabulary
Abstraction
The process of separating ideas from specific instances of those ideas at work. Abstraction tries to factor out details from a common pattern so that programmers can work close to the level of human thoughts, leaving out details which matter in practice, but are immaterial to the problem being solved.
Algorithm A sequence of steps designed to perform a particular task. An algorithm may be constructed to describe the operation of a complete system or to describe a particular part of it.
Algorithmic Thinking
A way of getting to a solution by identifying the steps needed.
Binary Search
A particularly efficient search method. It only works if records in the file are in sequence. A binary search involves accessing the middle record in the file & determining if the target record has been found or, if not, if it is before or after in the sequence. This process is repeated on the part of the file where the target record is expected, until it is found.
Bubble Sort A simple algorithm popular with inexperienced programmers. It is inefficient when sorting large amounts of data as the time taken is related to the square of the number of items.
Computational Thinking
The thought processes involved in formulating a problem & expressing its solution(s)
Decomposition The process by which a complex problem or system is broken down into parts that are easier to conceive, understand, program & maintain.
Flow Diagram A method of designing algorithms before coding using symbols.
Insertion Sort
A simple sorting algorithm that builds the final sorted array (or list) one item at time. It is much less efficient on large lists than more advanced algorithms such as quicksort, heapsort, or merge sort.
Linear Search Involves examining each entry in turn in the file until the time is found or the end of the file is reached. Unless the file is in some useful order a serial search has to be used.
Merge Sort
A type of divide & conquer algorithm that was incited by John von Neumann. First the list is divided into the smallest unit (1 element), then each element is compared with the adjacent list to sort & merge the two adjacent lists. Finally all elements are sorted & merged.
Pseudocode A language independent description of the steps of an algorithm. Intended for humans to express & design algorithms before coding.
Abstraction
The process of separating ideas from specific instances of those ideas at work. Abstraction tries to factor out details from a common pattern so that programmers can work close to the level of human thoughts, leaving out details which matter in practice, but are immaterial to the problem being solved.
Algorithm A sequence of steps designed to perform a particular task. An algorithm may be constructed to describe the operation of a complete system or to describe a particular part of it.
Additional information can be found video the following websites & videos; OCR MOOC: https://cambridgegcsecomputing.org/algorithms 2.1 Abstraction: https://www.youtube.com/watch?v=TVUvDdpmI70&list=PLCiOXwirraUAf7ueVPl99gktxzJNEIyCC 2.1 Linear Search: https://www.youtube.com/watch?v=mce2XxIVkVU&list=PLCiOXwirraUAf7ueVPl99gktxzJNEIyCC&index=4 2.1 Binary Search: https://www.youtube.com/watch?v=Eiy5DAr1ijs&list=PLCiOXwirraUAf7ueVPl99gktxzJNEIyCC&index=5 2.1 Bubble Sort: https://www.youtube.com/watch?v=5GqZ0Gueb0Q&list=PLCiOXwirraUAf7ueVPl99gktxzJNEIyCC&index=6 2.1 Merge Sort: https://www.youtube.com/watch?v=TcNNPUIRqI8&list=PLCiOXwirraUAf7ueVPl99gktxzJNEIyCC&index=7 2.1 Insertion Sort: https://www.youtube.com/watch?v=PnEOtq8wlC4&list=PLCiOXwirraUAf7ueVPl99gktxzJNEIyCC&index=8
Subject: Computing Topic: 1.6 System Security Dates: Autumn 2
Essential Vocabulary
Anti-Malware Software
Antimalware software protects against infections caused by many types of malware.
Brute Force Attacks
A trial & error method of attempting passwords. Automated software is used to generate many guesses.
Data Interception Stealing computer-based information.
Denial-of-service (DoS) attacks
attack a remote computer by making it unable to respond to legitimate user requests.
Firewall is a device that protects an IT system (or network) from unauthorised access by blocking 'bad' network traffic.
Malware Software written to cause loss or damage to date with illegal intent
Network Forensics
Network forensics is a sub-branch of digital forensics relating to the monitoring & analysis of computer network traffic for the purposes of information gathering, legal evidence, or intrusion detection.
Network Policies
Rules put in place on a Local Area Network by a systems administrator. They control aspects such as what certain types of users can / what they can access etc.
Password A secret word or phrase that must be used to gain access to a computer / program / interface / system.
Penetration Testing
Testing designed to check the security & vulnerabilities of a system.
Phishing Sending emails purporting to be from reputable companies to induce people to reveal personal information.
Security Policy
Most vulnerabilities are caused by humans. Not locking computers. Using insecure passwords. Not following/poor company network policies. Not installing protection software.
SQL Injection A hacking technique used to view or change data in a database by inserting SQL code instead of data into a text box on a form.
User Access Level
The amount of access a given user can a computer. On a network most users will have restricted access. Whereas a system administrator, or network technician would be allowed much greater access with fewer restrictions.
Additional information can be found video the following websites & videos; OCR MOOC: https://cambridgegcsecomputing.org/system-security 1.6 Network Threats: https://www.youtube.com/watch?v=tHly47IhAqQ 1.6 Forms of Attack: https://www.youtube.com/watch?v=v6Qgr1wT4uE 1.6 Preventing Vulnerabilities: https://www.youtube.com/watch?v=jmJ4nSHcDEU
Types of MALWARE - (Malicious Software)
Virus
A Program hidden within another program or file, designed to cause damage to file systems
Worm
A malicious program that acts independently and can replicate itself and spread throughout a system
Trojan
Installed by a user thinking it is a legitimate piece of software, but it will cause damage or provide illegal access
Spyware
Secretly passes information on to a criminal about user activity, often hidden in free software
Adware Targets advertising and redirects search requests without user permission
Ransomware Encrypts user’s data until they pay the ransom to unlock it
Pharming Modifying DNS of a user’s website to send visitors to a fraudulent site
Why Networks are attacked
Gathering personal, business or financial information to be sold or used by criminals.
Stolen usernames and passwords allow criminals to access accounts & private information to be able commit
crimes without victims being aware.
Factors Affecting Network Security
Computer
protection
Managed
Protection
Human
Factor
Firewalls Network
Policies
User Access
levels
Anti-malware Network
Forensics Passwords
Encryption Penetration
Testing
Physical
Locks
Subject:
Dance
Topic: C2 Developing
Skills & Techniques
Dates: Autumn
Term 1, Year 10
Additional Information: Into
the Hoods/Greatest
Showman
Essential Vocabulary
Repertoire The works of a dance company or an individual.
Efficient Achieving the best performance which is well delivered and effective
Precise Correct and accurate to the style and choreography
Coordinated Using multiple body parts effectively when dancing
Fluid Natural and smooth movement in dance.
Aesthetic Pleasing to the eye.
Engaging Charming and attractive to watch
Dynamic Changes in movement that are energetic and capture your attention
Compelling Holds the interest of an audience and is captivating.
Effortless Performed with ease.
Refined Developed and improved with polished movements with control.
Controlled The performer manages the actions and directly controls the performance outcome.
Dance Relationships
You will need to understand, explain and justify why you have used relationships in your choreography and how they could be improved
Formations Contact
Follow Unison
Question & Answer Cannon & Accumulation
Mirror
Characterisation You will need to use, explain and justify why you have used them in your choreography and how they could be improved.
Alignment and posture
Actions
Dynamics
Gestures
Facial Expressions
Movement Meaning Evaluation of Skills
You will need to regularly evaluate your skills in
lessons and set targets for improvements.
Physical skills (posture, alignment, strength, balance, whole body awareness, coordination, flexibility, stamina ASD)
Interpretative skills (focus, projection characterisation, relationships, facial expression)
Stylistic skills (use of key features, dynamics)
Target Setting
You will need to set SMART targets for improvement and review and evaluate your progress.
S – Specific, what are the exact issues how is your performance affected?
M – Measurable, how will you know if you have improved?
A – Achievable, how will you make sure you achieve your target,
R – Realistic, why is this important for your performance?
T – Time, how long will this take you to achieve?
Street Dance Key Features
movements on isolated body parts
grounded actions
pull & release
energy & power
aggressive, intimidating movements
facial expression
strength behind movements
natural reflecting human movement.
ASDR (Action, Space Dynamics & Relationships)
You will need to use, explain and justify why you have used them in your choreography and how they could be improved.
Action – what a performer is doing.
Space – Where the movement is being performed.
Dynamic – How the action is being performed
Relationship – Who and what is being danced with.
Jazz Dance Key Features
Sharp changes in direction and focal points
Quick, short steps interspersed with long smooth steps
Strong contractions of the body.
Use of the knee - kicks and flicks
Use of medium height space
Additional Information Google Drive, C2 1. Into
the Hoods, Slides and Resources. Into the Hoods Part1
in YouTube
https://www.youtube.com/watch?v=Jlq48nnJpkQ Into
the Hoods Part1 in YouTube / Come Alive You Tube
https://www.youtube.com/watch?v=PDKh2a073I8
Zoonation www.zoonation. co.uk Choreography Ideas
www.youtube.com/watch?v=7eESVOM4INc
Subject: Drama Component 1
Understanding Drama
Section B
Blood Brothers
Dates:
Autumn 1
Additional Information: Q1. Design & context (4marks)
Q2. (8 marks) & Q3. (12 marks)
Performer & Acting Skills
Additional information; Blood Brothers Play Guide for AQA GCSE Drama ISBN-10: 1911208705
AQA GCSE Drama book by Annie Fox ISBN-10: 1911208217 BBC Bitesize Drama https://www.bbc.com/bitesize/topics/zygxv4j
S SKILL
E EXAMPLE (QUOTE)
W WHY
H HOW
I IMPACT
L LINK TO QUESTION
Subject: Drama Component 1
Understanding Drama
Section B
Blood Brothers
Dates:
Autumn 1
Additional Information: Q1. Design & context (4marks)
Q2. (8 marks) & Q3. (12 marks)
Performer & Acting Skills
PHYSICAL SKILLS VOCAL SKILLS
Movement
Communicating your character through the
way you move.
Volume
The level of sound created by your
voice.
Posture Adapting your body to show your
character.
Accent
Vocal choices based on where your
character is from.
Gesture
Using hand movements to aid your acting. Pace How fast or slow you speak.
Facial
expression
Using your face to show how your
character feels.
Timing
Emphasising words using pauses or
faster delivery.
Eye
contact
How you glance, stare or ignore the person
you are acting with to create meaning.
Emotional
range
Use of pitch (high to low) and tone
(emotion) to communicate feelings.
Gait A person’s way of walking. Emphasis The pressure on individual words that
makes them stand out.
Stance The way a character stands. Can be specific
to activity e.g. sports.
Intonation The rise and fall of the voice. e.g. A
clear movement up at the end of a
sentence when we ask questions.
Analytical Verbs: use a range of verbs in your analytical writing to be specific about what the writer’s choices
achieve.
Advises Affects Argues Builds Confirms Connotes
Conveys Creates Criticises Deepens Denotes Depicts
Describes Demonstrates Displays Echoes Emphasise Establishes
Evokes Exaggerates Examines Expands Explains Explores
Exposes Expresses Forces Highlights Heightens Hints
Illustrates Impacts Implies Indicates Informs Introduces
Juxtaposes Means Mentions Narrates Perceives Persuades
Portrays Presents Recognises Refers Relates Reveals
Shows Signifies Symbolises Suggests Supports Underlines
Analytical adverbs: Be careful when selecting these. You can’t just pick any adverb. You need to use an appropriate
one as they each have nuanced connotations.
Assuredly Judiciously Emotionally Sarcastically Emotionally Clearly
Didactically Vividly Cleverly Critically Disparagingly Evidently
Explicitly Obviously Sceptically Subtly Indirectly Directly
Implicitly Sceptically Ironically
Possible subject terminology you may need to use in your analysis
Noun Verb Adjective Adverb Pronoun Preposition
Word Semantic Field Metaphor Simile Personification Oxymoron
Juxtaposition Pathetic Fallacy Atmosphere Infer Symbolism Contrast
Imagery Connotations Onomatopoeia Humour Irony Emotive
language
The question will look something like this:
Basic PEAL Paragraph formula (aim for 3 paragraphs like this).
Point
Evidence
Analysis
Link to
You can develop your PEAL paragraphs by:
Using a range of accurate subject terminology in your analysis
Analysing more than one word/technique in the quote
Using a second quote to develop your ideas
Showing that you are adding to your inference by saying ‘in addition’
‘Link to’ could mean…
o Link to the writer’s intentions
o Link to the reader’s inference
o Link to the subject of the text
Subject: English Language Topic: Language Analysis Dates: Language Paper 1
Q2
8 marks 12-15 minutes 1 Source 3 quotes
Reread lines 29-37.
How is language used to create a positive impression of the area?
You could include the writer’s choice of:
• Words and phrases
• Language features and techniques
• Sentence forms. (8 marks)
Pay attention to the lines that you need to look at.
Pay attention to the focus of the question.
The bullet points are suggestions you do not
have to talk about all of them.
Subject: English Language Topic: Structure
Analysis
Dates: Language Paper 1
Q3
8 marks 12-15 minutes 1 Source 3 paragraphs
Structural Terminology: use a range of structural terms in your analysis
Zoom in Zoom out Focus Attention Shift Cyclical
Repeats Foreshadows Foregrounds Switches Introduces Opening
Closing Returns to Narrative voice Withheld Delayed Linear
Plot Tension Climax Pivot moment Beginning
Significant Structural Features - ask yourself these question about the text:
Why is the opening effective?
What is the narrative perspective? How does this change what we do and do not ‘know’?
Is the order in which the information is given significant?
Is some information clearly withheld or delayed?
Does the writer return to or repeat information?
Is the structure linear? Circular?
Do we shift between
o People
o Perspective
o Places/setting
o Time
Is the writer hinting at or foreshadowing something?
Why is the ending effective?
Is there a key moment where something is revealed/exposed - a turning point for the reader?
The question will look something like this:
Basic PESTI Paragraph formula (aim for 3 paragraphs like this):
Point: Write a clear point stating what section of the text you are focusing on. E.g. at the beginning the writer
focuses the reader's attention on...
Evidence: Now add in a quote to support your point. Try to embed your quote if you can. DO NOT ANALYSE THE
LANGUAGE IN THE QUOTE.
Structural Technique: Use structural terminology (see above) to analyse what structural choices the writer is making
and what effect this has on the reader. Never say "it makes the reader want to read on" or "creates an image in the
reader's mind".
Inference: What can the reader infer about the characters/plot/setting etc. based on the information that they have
at that point in the text?
At each point consider: How does the information you are given link to what you have previously read in the text?
How is the text structured to interest you as a reader?
You could write about:
• what the writer focuses your attention on at the beginning
• how and why the writer changes this focus as the extract develops
• any other structural features that interest you
The question will always be the same.
The best way to structure your
answer is to write about the
beginning and two key moments
of shift in the rest of the
extract.
Subject: English Language Topic: Evaluate a
Statement
Dates: Language Paper 1
Q4
20 marks 25 minutes 1 Source 5 paragraphs
Decide if you:
If you somewhat or partially agree then you can go on to somewhat or partially disagree
If you strongly agree then you cannot go onto to disagree
Two options for your 5 paragraph structure:
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
As it is an evaluative question you could use adverbs to evaluate how the writer shows something.
Explicitly Obviously Sceptically Subtly Indirectly Directly
Didactically Vividly Cleverly Critically Disparagingly Evidently
Assuredly Judiciously Emotionally Sarcastically Emotionally Clearly
Implicitly Sceptically Ironically Successfully Convincingly Skilfully
The question will look something like this:
Basic PEAL Paragraph formula (aim for 5 paragraphs like this):
Point: State clearly in your point how far you agree or disagree
Evidence: Embed a supporting quote
Analysis: Analyse the quote in detail using subject terminology and adverbs to explain how the writer has shown
something.
Statement: Return back to the statement and restate your view
Somewhat agree
Partially Agree
AgreeWholly Agree
Strongly Agree
Focus this part of your answer on the second half of the source from line 29 to the end.
A student having read this section of the text has said ‘I really enjoy the description of the area, it as if you are walking
the street with Utterson and Enfield’.
To what extent do you agree?
In your response, you should:
• Write about your own impressions of the area
• Evaluate how the writer has created these impressions
• Support your ideas with quotations from the text (20 marks)
Reread the section of the extract and
highlight anything that agrees with the
statement.
Somewhat Agree
Somewhat Agree
Somewhat Agree
Partially disagree
Partially disagree
Subject: English Language Topic: Creative Writing Dates: Language Paper 1
Q5
40 marks 10 minute planning
35 minutes writing
2 question options
Aim to describe
You must plan your
answer first
Priory’s Descriptive Writing Formula
Punctuation How to use it
? Question Mark: Use at the end of a rhetorical question. It should only ever be found at the end of a
sentence. Do not use it excessively.
… Ellipses: The ellipsis introduces a long pause, which is a basic technique for creating tension. Avoid
using it in the middle of a paragraph. Do not over use it.
; Semi-Colon: Used to connect independent clauses. It shows a closer relationship between the
clauses than a full stop would show. If the sentences could stand alone but are connected by an idea
then separate them with a semi-colon.
( ) Brackets can be used to add in additional information. If you removed the information in the
brackets the sentence should still make sense.
! Used to express excitement, surprise, astonishment, or any other such strong emotion. Never use
more than one together and never use them alongside a question mark.
Range of sentence structures
Sentence Structure Example
Adverb first sentence Cautiously, the sun began to permeate the clouds.
(note that the adverb should be followed by a comma)
One word sentence The man sat on the dilapidated wall. Alone.
Never use ‘bang’ or ‘crash’.
Repetition sentence Nothing could be seen. Nothing could be heard.
Three Adjective first
sentence
Frail, fragile and fatigued she sat looking out of the window.
(this works even better if you can use alliteration)
Verb first sentence Trembling, she stared into nothingness
(note that the verb should be followed by a comma)
Formula Focus Consider
Above Describe the weather and create a mood. Using Imagery:
Metaphors
Similes
Personification
Drop In Describe the atmosphere from within the
picture. Use the senses.
Using Onomatopoeia.
Using a range of verbs and adjectives.
Shift To a specific person and describe them in
detail.
Describe their eyes.
Describe their body language/posture.
Describe their clothes.
Zoom In On that person’s thoughts, feelings and
memories.
Using rhetorical questions as part of their thoughts.
Zoom Out Describe the weather again, focus on
some kind of change in the setting.
Using repetition.
E.g. Nothing could be seen. Nothing could be heard.
Leave Find a way to end the description with a
one sentence paragraph. Transport
Time
Movement
Making inference
The majority of the marks will be awarded for the quality of your inference. You do not have to say ‘the reader can
infer’ every time:
The reader can infer
This implies
This suggests
This is perhaps because
This indicates that
Comparing
To show similarities To show differences
In the same way Unlike
Likewise On the other hand
In comparison In contrast
Similarly Whereas
Remember, as part of your inference you may wish to consider the fact that the sources will be from two different
centuries. This is likely to be a factor if the similarities/differences that you are summarising.
The question will look something like this:
Basic PQIC PQIC structure:
Point: Write a clear point about Source A, focused on the question
Quote: Now add in a quote to support your point. Try to embed your quote if you can
Inference: What can the reader infer from your quote? You may add in smaller supplementary
quotes to your inference. Do not analyse language
Connective: Now select a comparison connective based on whether Source B is similar or
contrasting- it will tell you this in the question
Point: As above but for Source B
Quote: As above but for Source B
Inference: As above but for Source B
Cross Compare: Write a final comparative sentence summarising the key similarity/difference
between Source A and Source B.
Synthesise (blend) your PQIC structure by:
Starting with an overall statement that outlines a clear and specific connection between the two sources
Drop in smaller supplementary quotes into your inference in order to further your comparison.
Subject: English Language Topic: Language Analysis Dates: Language Paper 2
Q2
8 marks 12-15 minutes 2 Sources 1 synthesised (blended)
paragraph
Details means quotes
Both sources will
always have
something in
common. E.g. both
about Africa.
You will need to refer to both sources for this question.
Subject: English Language Topic: Language Analysis Dates: Language Paper 2
Q3
12 marks 15-17 minutes 1 Source 4 quotes
Analytical Verbs: Use a range of verbs in your analytical writing to be specific about what the writer’s
choices achieve.
Advises Affects Argues Builds Confirms Connotes
Conveys Creates Criticises Deepens Denotes Depicts
Describes Demonstrates Displays Echoes Emphasise Establishes
Evokes Exaggerates Examines Expands Explains Explores
Exposes Expresses Forces Highlights Heightens Hints
Illustrates Impacts Implies Indicates Informs Introduces
Juxtaposes Means Mentions Narrates Perceives Persuades
Portrays Presents Recognises Refers Relates Reveals
Shows Signifies Symbolises Suggests Supports Underlines
Analytical adverbs: Be careful when selecting these. You can’t just pick any adverb. You need to use an appropriate
one as they each have nuanced connotations.
Explicitly Obviously Sceptically Subtly Indirectly Directly
Didactically Vividly Cleverly Critically Disparagingly Evidently
Assuredly Judiciously Emotionally Sarcastically Emotionally Clearly
Implicitly Sceptically Ironically Successfully Convincingly Skilfully
Possible subject terminology you may need to use in your analysis
Noun Verb Adjective Adverb Pronoun Preposition
Word Semantic Field Metaphor Simile Personification Oxymoron
Juxtaposition Pathetic Fallacy Atmosphere Infer Symbolism Connotations
The question will look something like this:
Basic PEAL Paragraph formula (aim for 4 paragraphs like this):
Point
Evidence
Analysis
Link to
Develop your PEAL paragraphs by:
Using a range of accurate subject terminology in your analysis
Analysing more than one word/technique
Using a second quote to develop your ideas
Showing that you are adding to your inference by saying ‘in addition’
‘Link’ to could mean…
o Link to the writer’s intentions
o Link to the reader’s inference
o Link to the subject of the text.
Reread lines 29-37.
How is language used to create a positive impression of the area?
You could include the writer’s choice of:
• Words and phrases
• Language features and techniques
• Sentence forms. (8 marks)
Pay attention to the line that you need to look at.
Pay attention to the focus of the question.
The bullet points are suggestions you do not have
to talk about all of them.
Subject: English Language Topic: Language Analysis Dates: Language Paper 2
Q4
16 marks 20-25 minutes 2 Sources 2 comparisons
Methods
Tone
The question will look something like this:
Basic MEATI Paragraph formula:
Method: Write a clear point about Source A in which you state a method that the writer uses. E.g. In Source A the
writer uses first person perspective to show their views on...
Evidence: Now add in a quote to support your point. Try to embed your quote if you can.
Analysis: This should be the most developed part of your paragraph. Pick apart your judicious quote and look at in in
close detail. Why did the writer select that specific language?
Tone: As part of your analysis you may want to say what tone of voice is created through the writer's language and
method choice.
Inference: For your reader's inference focus on what you can infer about how the writer feels/ what the writer
thinks/what their attitude/perspective is.
Add an appropriate connective before repeating the process for Source B. If Source B uses the
same method say 'similarly' or 'likewise'. If Source B uses a different method say 'on the other
hand' or 'whereas' on 'in contrast'.
“How” means what methods do they use?
Go back through both sources and highlight any
quotes that show the writer’s view on the given
topic.
Top Tip: When thinking about methods always consider comparing if the Sources are in 1st or 3rd person
because this is a method that will always be present in any source.
Subject: English Language Topic: Writing for a
purpose
Dates: Language Paper 2
Q5
40 marks 10 minutes planning
35 minutes writing
Work out the TAP and
then plan
You must plan your
answer first
Question Example: TAP the text to work out the Type, Audience and Purpose.
“Being Homeless is not a lifestyle choice. It is a problem that we cannot ignore and should no longer be an issue in
modern Britain.”
Write a letter from the Charity “Shelter” aimed at householders, asking people to donate money to help the
Homeless.
Once you have worked out the Type, Audience and Purpose of the question you can plan your opening, intro,
conclusion and sign off. You could learn the examples from the table below:
Opening Intro Conclusion Sign Off
Article/Blog/Essay Headline
Subheading
Imagine…
Imagine…
Imagine…
To conclude it is my
belief that…
I urge you to
consider the
question….
Letter Dear Sir/Madam
Whomever it may
concern
I am writing to you
today to…
To conclude, I hope
this letter has
demonstrated…
Yours Faithfully,
Speech (adverb) in the next
10 minutes, whilst I
make this speech
(shocking statistic)
Hello, my name is
(…) I am (…) and I
am here today to
talk about
Ladies and
gentlemen, I urge
you to…
Thank you for
listening.
Possible Headline styles
Style Example from The Guardian
Colon “We need to cut plastic waste: and supermarkets should lead the way”
Emotive Language “the shameful truth about Britain’s response to Grenfell”
It’s time “It’s time to move on from this overblown commemorations of war”
Let’s “Let’s get real before we corrupt our democracy”
Pronouns “We must transform our lives to save the burning planet”
Rhetorical Question “Is showing compassion to migrants a crime?”
Think Again “If you think Love Island is harmless trash TV, think again”
Why “Why trade tariffs could be Trump’s undoing”
Yes… But… “Yes Corbyn has to protest against Trump. But where does that leave politics?”
WES- Once you have planned your opening, intro, conclusion and sign off you can plan your WES paragraphs. You
should aim for 3-4 WES paragraphs in your response.
WES What do you have to do? What methods work?
What’s your
point?
Explaining clearly a specific and focused point
that you have to support your view
A list of three, Metaphors, Repetition,
Pronouns
Evidence Use a clear example or evidence that would
supported your point
Statistic, personal anecdote, expert option,
example all work well as evidence.
So what? So what would be the consequences? What
can we avoid/achieve/promote/show/change
by acknowledging this argument?
So why does what you are saying matter?
Rhetorical questions
Emotive Language
Identify the type of
text.
Identify the audience Identify the purpose
Key Context
The play was
written in
1597. Elizabethan England was a patriarchal society in which male street fighting was common. Men were
expected to be masculine and aggressive like those we see in the opening scene of the play. Tybalt
represents a typical upper class Elizabethan male- Romeo is atypical because he is more effeminate.
The Wheel of
Fortune and
astrology
Elizabethans believed that the Goddess Fortuna controlled the Wheel of Fortune and this could suddenly
change someone’s fate. They also believed in the stars controlling their destiny. This idea runs
throughout the play with Romeo in particular thinking the stars align against him.
Great Chain of
Being
Elizabethans believed in the Great Chain of Being which placed angels as superior to humans. Therefore
it is significant that Romeo compare Juliet to an angel repeatedly in the play.
The role of
women
Women were expected to marry young and have children. Upper class women would marry according
to their father’s choice to preserve the family status in society. Upper class women used wet nurses to
feed their babies so that they could continue to have more children.
Elizabethan
theatre
Theatres were attended by every class of society. Lower class ‘Groundlings’ would stand in the pit.
Bawdy humour such as that from Mercutio and the Nurse was designed to keep them entertained as
they would be standing for over three hours.
Courtly love A medieval tradition, the ‘Noble Lover’ is infatuated with an unobtainable woman and is deeply
emotionally disturbed by this.
Subject: English Literature Topic: Romeo and Juliet Dates: Year 10 Spring
2
Additional Information:
Literature Paper 1
Essential Vocabulary Link to Romeo and Juliet
Bawdy Humour/
Comic Relief
Humorous content in a dramatic or
literary work intended to offset more
serious episodes.
The Nurse and Mercutio provide
the low brow entertainment for
the Groundlings.
Climax Always Act 3 of a tragedy. A turning
point, there’s no going back from this.
Scene 3 Act 1- The Fight Scene
(Romeo seals his fate).
Dramatic Irony Audience know what the characters do
not know.
We know Juliet is not dead in Act
5 Scene 3.
Fatal Flaw The weakness of a tragic hero which
brings about their downfall and eventual
death.
The Friar warns Romeo and Juliet
“wisely and slow”. They are
impulsive and impatient.
Foreshadowing Hints about what is to come later in the
text.
The many references to graves and
poison in the play.
Oxymoron Where two words of opposite meaning
are used next to each other for effect.
Romeo talking about love in Act 1
Scene 1 to Benvolio.
Patriarchy A system, organisation or society where
men are superior in the hierarchy.
Lord Capulet abusing Juliet in Act 3
Scene 5.
Prologue An introduction section. In a tragedy it
tells us the ending.
There a prologue before Act 1 and
Act 2.
Soliloquy The act of speaking one's thoughts aloud
so the audience can hear them.
Juliet waiting impatiently for
Romeo in Act 3 Scene 2.
Sonnet A 14 line poem usually about love.
Usually ends in a rhyming couplet.
Romeo and Juliet’s first
conversation is a Sonnet up to
their first kiss.
Tragic Hero The protagonist or main character in a
tragedy who may have a character flaw or
a moral weakness; they are often a victim
of fate and die.
Romeo. But arguably Juliet is
herself a type of feminist tragic
hero.
Key Themes
Youth Age
Rebellion Authority
Feminism Patriarchy /
Masculinity
Love Hate
Fate Free Will
Students should use their quote cards and context cards to revise.
Subject: English Literature Topic: Romeo and Juliet Dates: Additional Information:
Literature Paper 2
30 Marks (+4 SPAG Marks) 5 minutes planning
40 minutes writing
5 minutes checking
Introduction
5 x paragraphs
You should try to link
ideas from the rest of
the play to the extract
For this question you will be given an extract from the play. Follow steps 1 2 3 4
Suggested writing frame:
Shakespeare presents Romeo and Juliet as fated to die…
Quote
Language Analysis
Shakespeare intends to / the audience learn/ this links to when / this connects to the play’s context because
Key plot points. A01: Knowing ‘what happens when’ will allow you to support your ideas with references
Act1 Scene 1: Servants fight on the street. Romeo loves Rosaline.
Act 1 Scene 2: Lord Capulet is caring and loving when Paris asks to marry Juliet.
Act 1 Scene 5: Romeo and Juliet meet at the Capulet Ball.
Act 2 Scene 2: The window Scene. Romeo and Juliet plan to marry and defy their parents.
Act 3 Scene 1: The fight scene. Mercutio and Tybalt die. Romeo is banished.
Act 3 Scene 5: Lord Capulet demands that Juliet gets married to Paris.
Act 4 Scene 1: Juliet and the Friar make the plan.
Act 5 Scene 1: Balthasar brings news to Romeo in Mantua of Juliet’s death.
Act 5 Scene 3: Both Romeo and Juliet die. The families vow to end the Ancient Grudge.
Symbols in the play include Light and Dark, Masks, Stars and the Sun, Poison , Grave/tombs, Flowers/weeds, Birdsong , Plagues
3. Aim to highlight 2-3
quotes from the extract that
could be used to answer
this question.
4. Write down any other quotes
you know from the rest of the
play that could work for this
question. Aim for 2-3. Consider
how you could twist the quotes
you know to match this question.
2. Always look at where the extract is from as this will help you understand it. Then read it through twice.
1. Make sure you know what the focus of the
question is before you start reading.
Subject: English Literature Topic: A Christmas Carol Dates: Year 11
Autumn 2
Additional Information:
Literature Paper 1
Essential Vocabulary Link to A Christmas Carol
Allegory A story, poem, or picture that can be
interpreted to reveal a hidden meaning,
typically a moral or political one.
Dickens’ allegoric message was that
everybody needed to take social
responsibility and not be ignorant.
Gothic A genre of literature centred on dark
events or supernatural occurrences.
It was a very popular genre in the 19th
century. Dickens used its popularity to
ensure his novel would be widely read.
Lower Class These were the people at the bottom
of the social hierarchy. This group
would include orphans, beggars,
criminals etc.
The middle classes like Scrooge looked
down on these groups. Joe and Mrs Dibler
would be examples in the novel.
Middle Class Educated people who worked in skilled
jobs or owned businesses. They
generally disapproved of the classes
below them considering them to be
‘idle’.
All of Dickens’ readers would have been in
this class. Scrooge is portrayed as a
quintessential middle class character.
Social
Responsibility
Everyone needs to act in a way that will
benefit the society as a whole.
Dickens was incredibly socially conscious
and used the novel as a vehicle for his
message.
Stave A set of fine lines used in written music. The structure of Dickens's novella uses a
similar structure to a song to present a
moral tale of transformation.
Working
Class
These people worked in unskilled, low
paid jobs.
The Cratchit family epitomise this class of
people.
Key Themes: The Central theme is Social responsibility
Family Isolation Christmas Responsibility
Generosity Greed Society/ Social Class Ignorance
Money Poverty Love Supernatural
Regret Redemption Change Food and Nourishment
Key Context
The novella was
written in
(19th Century)
1843. Christmas was just starting to become popular due to Queen Victoria’s husband Albert
bringing over German traditions. Gothic fiction and social commentary literature was very
popular with middle class readers. This book was commercially very appealing.
Industrial
Revolution
Following industrial advances many people moved to the cities. This meant the cities were
crowded and dirty and there was a very clear divide between the classes who co-existed.
Poor Law and
workhouses
In 1934, 9 years before Dickens wrote the novel, the Poor Law was passed. It meant that
middle class “parish money” no longer went to the poor and they usually had to work in
horrific workhouses for their food and shelter. The middle classes had resented helping them.
Malthusian
Population
Theory
This was a theory popularised in the 19th Century suggesting that in terms of population
growth, poverty was a ‘population check’ and therefore some people should go hungry.
Scrooge indirectly quotes this in Stave 1.
Dickens’ life Dickens was born middle class. However, his father went to debtor’s prison and Dickens had
to leave school to work in a shoe polish factory. Therefore, he experiences life at different
positions on the Victorian social hierarchy.
1842 Miner’s
Report
Dickens read this reports which contained thousands of first-hand accounts of the horrific child
labour taking place in mines and factories. It was a huge catalyst for writing ACC.
Hungry Forties The combination of bad harvests and trade laws meant that hunger was the biggest social
problem of the decade. Many of Dickens’ books put food at the very centre of their plot.
Ragged Schools Like the mines Dickens has also visited many Ragged Schools, where lower class children were
sent but the education and conditions were appalling. He used some of the things he saw to
inspire his description of Ignorance and Want.
Christmas Was becoming increasingly popular. Dickens purposefully capitalised on its popularity in order
to spread his social message to the masses.
Students should use their quote cards and context cards to revise.
Subject: English Literature Topic: A Christmas
Carol
Dates: Year 11 Autumn
2
Additional Information:
Literature Paper 2
30 Marks 5 minutes planning
40 minutes writing
5 minutes checking
Introduction
5 x paragraphs
You should try to link
ideas from the rest of
the novel to the extract
For this question you will be given an extract from the play. Follow steps 1 2 3 4
Suggested writing frame:
Dickens presents the Ghost of Christmas Present as…
Quote
Language Analysis
Dickens intends to / the readers learn/ this links to when / this connects to the novel’s context because
Key plot points. A01: Knowing ‘what happens when’ will allow you to support your ideas with references
Stave 1: Christmas Eve. Scrooge refuses to help charity workers or go to Fred’s for Christmas. Marley visits him.
Stave 2: The Ghost of Christmas past shows Scrooge his school, Fezziwig’s party and Belle breaking up with him.
Stave 3: The Ghost of Christmas present shows Scrooge the Cratchit’s Christmas. He says Tiny Tim won’t
survive.
Stave 4: The Ghost of Christmas yet to come shows Scrooge Tiny Tim’s death and people reacting to his own
death.
Stave 5: Scrooge wakes up reformed, he donates money to charity, gives the Cratchits food and spends Christmas
at Fred’s.
Symbols in the novel include
Clocks/time, Candles/Heat/Fire, Light/Dark, Ignorance and want , Ghosts, Homes, Fog, Marley’s chains
4. Write down any other
quotes you know from
the rest of the play that
could work for this
question. Aim for 2-3.
Consider how you could
twist the quotes you
know to match this
question.
2. Always look at where the extract is from as this will help you understand it. Then read it through twice.
1. Make sure you know
what the focus of the
question is before you
start reading
3. Aim to
highlight 2-3
quotes from
the extract that
could be used
to answer this
question.
Key Context
The novel was
written in 1954
Following WW2, Cold War paranoia spread. The novel is set against the backdrop of nuclear
war which can be seen through the plane crash and the dead airman.
Nuclear war Mutually Assured Destruction and the idea that civilisation could be wiped out suddenly is
symbolised through the fire on the island which is a microcosm for the world.
Golding was a
navy officer in
WW2
During his time serving, Golding realised that when you take away boundaries, all humans have
the capacity for evil and there is a ‘beast’ within us all. Golding said “man produces evil like the
bee produces honey”. The boys have no grownups /teachers/ policeman on the island.
Dictators During WW2 Hitler had shown how fear can be used to gain power and manipulate people-
this is like Jack. Hitler’s right hand man ‘Himmler’ was his aggressive and evil counterpart, like
Roger.
Garden of Eden The island appears at first to be a Utopia however it is almost destroyed by the boys. This
could reflect the original sin and Adam and Eve being tempted by evil in the Garden of Eden.
Coral Island Coral Island was published in 1858. Golding read it at school and he used the character names
Jack and Ralph in his version. He rewrote Coral Island which was full of wholesome adventure
to be a more realistic reflection of human nature.
Golding as a
teacher
Golding worked in a Boys’ Grammar School. He wanted to portray in the novel how boys can
be very competitive and how they value physical strength over intelligence.
Lord of the Flies Comes from the Hebrew word ‘Beelzebub’ which means ‘devil’. The pig’s head claims to be the
Lord of the Flies when Simon converses with it symbolising the capacity for evil in humans.
Subject: English Literature Topic: Lord of the Flies Dates: Year 9 Summer
2 Year 10 Autumn 2
Additional Information:
Literature Paper 2
Essential Vocabulary Link to Lord of the Flies
Allegory A story, poem, or picture that can be
interpreted to reveal a hidden meaning,
typically a moral or political one.
Golding’s allegoric message is that all
humans have the capacity for evil.
Dystopia An imagined state or society in which
there is great suffering or injustice.
At first the island seemed like a
perfect paradise but this changes.
Fable A story with a central moral message.
Sometimes animals are used to represent
types of people.
Golding wrote an essay called ‘Fable’
in which he concluded that “we are all
suffering from the terrible disease of
being human.”
Juxtaposition The fact of two things being seen or
placed close together with contrasting
effect.
Many of the characters and themes in
the novel are directly opposing. The
contrast between them emphasises
their importance.
Microcosm A community, place, or situation
regarded as encapsulating in miniature the
characteristics of something much larger.
The island is like a miniature version
of the world in 1954. The fear of
nuclear war and the tension between
democratic and dictatorial ideologies.
Symbolism The use of symbols in a piece of
literature to stand for or represent a key
idea.
There are many physical objects that
are symbols in the novel: fire, the
beast, Piggy’s glasses, and the conch.
Key Themes
As the novel progresses negative themes increase and positive themes decrease. All of these themes link to
Golding’s central theme which is Human Nature.
Savagery Civilisation
Immorality/ Evil Morality
Corruption Innocence
Chaos Order
Dictatorship Democracy
Destruction Fragility
Students should use their quote cards and context cards to revise.
Subject: English Literature Topic: Lord of the Flies Dates: Year 9 Summer
2 Year 10 Autumn 2
Additional Information:
Literature Paper 2
30 Marks (+4 Spag Marks) 5 minutes planning
40 minutes writing
5 minutes checking
Introduction
5 x paragraphs
You should plan and
learn your introduction
in advance.
For this question you will not be given an extract but you will be given a choice of two questions.
Answer one. Follow steps 1 and 2:
Key plot points. Chapter summaries are below.
A01: Knowing ‘what happens when’ will allow you to support your ideas with references 1 They find the conch. Ralph is chief. 7 Whilst hunting the beast they act out hunting Robert.
Ralph gets involved and enjoys the thrill of it.
2 Piggy’s glasses start a fire. A littlun is killed. 8 Jack tries to be chief. They kill a pig and put the head
on a stick as a gift for the beast. Jack’s tribe grows.
3 Jack wants to hunt. Ralph and Simon build huts. 9 Simon talks to the Pig’s head. The boys kill him.
4 Roger bullies the littluns. Jack is obsessed with
hunting. The fire goes out as a ship passes.
10 Jack and his tribe are on Castle Rock and have
transformed into savages. Ralph, Piggy and some
littluns are left. 5 There is an emergency assembly late at night
about the fire. Simon says that they are the
beast.
11 Piggy tries to confront Jack and get his glasses back.
Roger kills him with a giant rock. The conch explodes.
6 An airman is shot down and lands on the
mountain. Samneric think it is the beast. Some
of the boys go to look for it.
12 Jack’s tribe hunt Ralph who is now alone. They start a
huge fire but are rescued by a navy officer.
1. Read both questions twice. Decide which question you will have more ideas for. You
are aiming for about 5 ideas per questions. We encourage you to consider the
theme questions.
2. Once you have
decided on your
question you need to
make a plan. Plan 5
paragraphs by
recording your 5 key
ideas (points) and a
quote/quotes to
support that point.
The question might:
Contain a quote (use it!)
Ask you ‘How far’ so look at both sides.
Ask you what ‘you think’.
Suggested writing frame:
Golding presents the importance of the beast…
Quote
Language Analysis
Golding intends to…
Subject: Food Preparation and Nutrition
Topic: Commodities Production
Year 10 Term 1
Essential vocabulary
Commodity Group of foods eg dairy includes all milk products eg fresh milk, condensed, butter, yogurt etc.
Provenance Where food comes from and how it has been produced eg grown, caught, reared. Traceability = how food is tracked from production, processing and distribution.
Production How the food is produced eg grown, reared or caught. Intensive = use of lots of fertiliser, animals bred and killed quickly. Organic = natural/traditional fertilisers.
Processing Primary processing = making food ready and safe to eat eg harvesting and grinding wheat into flour. Secondary processing = making the flour into something eg bread, pasta, cakes.
Sustainability Issues around whether that product can be produced long term. Farming methods, fairtrade.
Food miles
How far a product has travelled from production to where it is eaten (farm to fork) Carbon footprint = The carbon produced by production, distribution etc.
Commodities
Fruit and vegetables – a fruit has seeds, veg does not.
Cereals – Cultivated grasses grown for their seeds (grains)
Types Root, tuber, bulb, leaf, stem, pod, flower Stone, citrus, berries, dried, tropical Production - Grown Primary processing Pick, clean, sort Secondary processing Peel, juice, jam, puree
Types Wheat, oats, barley, rye, rice. Production - Grown Primary processing Harvest, clean, grind Secondary processing Use flour for bread, pasta, pastry
Fats and oils Sugars and sweeteners
Animal fats – lard, suet, butter
Vegetable fats – sunflower, olive, vegetable
Sugars, syrups, honey Aspartamine, saccharine
Production – Reared Primary processing Carcass rendered to melt fat, cream skimmed from milk and churned. Secondary processing Into products eg butter into cakes, lard into pastry.
Production – Grown Primary processing Harvest, crush, filter and bottle. Secondary processing Into margarine
Production – Grown Primary processing Harvest, crush, clean and refine. Secondary processing Into products eg icing,
Production – Primary processing Manufactured in a factory
Meat and fish – the edible parts of animals Milk and Dairy products
Meat, game, poultry, offal
White fish, oily, shellfish
Cow, goat, soya, almond, oat etc. Milk, cream, butter, yogurt, cheese.
Production – reared Primary processing Slaughter, joint, debone Secondary processing Burgers, sausages etc.
Production – Caught Primary processing Skin, gut, fillet. Secondary processing Make into products eg fish fingers.
Production Primary processing Animals milked and the milk pasteurised. Grains and nuts soaked, crushed and filtered. Secondary processing Into yogurt, cheese, btter etc.
Extra informationcan be found and learned by using the SENECA revision app.
Subject: French Topic: Special
occasions
Dates: Autumn
Term
Additional Information: n/a
Essential Vocabulary
Infinitive The basic form of a verb (to…)
Modal verb A verb expressing necessity or
possibility (can/must/want/…)
Partitive
article
Refers to an unspecified quantity
of food/liquid. Usually translated
into English as ‘some’/’any’
Additional information can be found at; Vocabulary https://decks.memrise.com/course/1561854/priorymfl-ks4-
french/ (Relevant levels: 25 – 32)
Subject: French Topic: Your region Dates: Autumn /
Spring Term
Additional Information: n/a
Essential Vocabulary
Infinitive The basic form of a verb (to…)
Perfect
tense
Past tense, indicating a completed
or ‘perfected’ action or condition
Imperative The form of the verb used in
giving instructions, commands or
orders.
Subject: Geography Topic: Urban World Dates: Autumn Term, Year 10
Additional Information: N/A
Essential Vocabulary
Urbanisation The increasing percentage of people living in urban areas.
Rural - urban Migration
The movement of people from rural areas to urban areas.
Urban Sprawl
Urban areas growing in size.
Push Factors The negative characteristics of areas causing people to move away.
Pull Factors Positive characteristics of areas that are causing people to move to them.
Megacity A city with a population of 10 million or more.
Favela Brazilian word for slum/squatter settlements which migrants to the city
Rocinha Largest Favela in Rio
Favela Barrio Project
Project designed to improve life for those in the Favelas.
Push Factors Pull Factors
Mechanisation has led to job losses in rural areas. Climate change has meant that growing crops is very difficult
Better paid jobs More variety of jobs Better schools and healthcare
Additional information can be found video the following websites and videos; https://www.bbc.co.uk/bitesize/guides/zqxhbk7/revision/1
City’s Opportunities
Social: Standards of living are gradually improving. The Rio Carnival is an important cultural event for traditional dancing and music.
Economic: Rio has one of the highest incomes per person in the country. The city has various types of employment including oil, retail and manufacturing.
Environmental: The hosting of the major sporting events encouraged more investment in sewage works and public transport systems.
City Challenges
Social: There is a severe shortage of housing, schools and healthcare centres available. Large scale social inequality, is creating tensions between the rich and poor.
Economic: The rise of informal jobs with low pay and no tax contributions. There is high employment in shanty towns called Favelas
Environmental: Shanty towns called Favelas are established around the city, typically on unfavourable land, such as hills.
City’s Importance
Has the second largest GDP in Brazil It is headquarters to many of Brazil’s main companies, particularly with Oil and Gas. Sugar Loaf mountain is one of the seven wonders of the world. One of the most visited places in the Southern Hemisphere. Hosted the 2014 World Cup and 2016 Summer Olympics.
Improving life for Favela Dwellers. The Favela Barrio Project
A cable car was installed to Ipanema. People living in the
Favela were given a free return ticket.
Streets were officially mapped and named.
Police Pacifying Units were deployed to tackle drug related
crime.
What is Urbanisation?
This is an increase in the amount of people living in urban areas such as towns or cities. In 2007, the UN announced that for the first time, more than 50 % of
the world’s population live in urban areas.
Where is Urbanisation happening?
Urbanisation is happening all over
the word but in LICs and NEEs rates are much
faster than HICs. This is mostly because of the rapid economic growth they are experiencing.
Subject: Geography Topic: Urban
change in the UK
Dates: Autumn
Term, Year 10
Additional Information:
N/A
Essential Vocabulary
Migration The movement of people from one place to another with the intentions of settling, permanently or temporarily at a new location.
Regeneration Urban regeneration is the attempt to reverse that decline by both improving the physical structure, and, more importantly and elusively, the economy of those areas.
Economic Growth
Economic growth is an increase in the production of economic goods and services, compared from one period of time to another.
Push Factors The negative characteristics of areas causing people to move away.
Pull Factors Positive characteristics of areas that are causing people to move to them.
Unemployment rate
The amount of people unemployed in an area
Location and Background
• Bristol is a city in South West
England. The greater urban area of
Bristol including the areas of Filwood
and Bishopstoke has a population of
440,500.
• Bristol is regionally and national
important and is one of the UK’s 10
core cities.
• Developed in the 18th century as a
slave trading port. It is the UK’s most
centrally located deep sea container
port and around 700,000 cars are
imported each year.
City’s Importance
• Bristol is centre of its region.
• Bristol is one of the UK’s fastest
growing cities, up 15% between 2001
and 2011 censuses.
• It is a truly multi ethnic city – the first
in world to have no majority ethnic
group.
• It holds strategic importance along the
M4 and direct links to London.
• It has a major airport to link to Europe
and the USA
• BMW and Airbus are 2 major
companies that have invested heavily
in Bristol.
• The city has two major universities
with a total student population of over
40,000
City’s Opportunities
Social: Bristol’s youthful population means there is a vibrant
underground music scene. The population is ethnically diverse.
Economic: lots of high-tech companies. Over 50 micro-electric and
silicone design businesses. Bristol is home to global companies such as
Aardman animations, Howlett-Packard and Toshiba.
Environmental: 2015 awarded European green capital. Increasing the
number of jobs in low carbon industries from 9,000 to 17,000 by 2030
Migration to Bristol
Between 1851 and 1891 Bristol’s
population doubled as people arrived
looking for work. In recent years
migration from abroad has accounted
for about half of Bristol’s population
growth. This has included large
numbers from EU countries, in
particular Poland and Spain.
Compared to elsewhere in the UK, a
higher proportion of migrants coming
to Bristol intend to stay permanently.
Fifty countries are represented in
Bristol’s population.
The St Paul’s carnival attracts over
40,000 people each year. Its aim is to
help improve the relations between
African, European, Caribbean and
Asian communities.
City Challenges
Social: low GCSE attainment with only 36% getting top grades. High
levels of crime in Filwood 1,300 crimes per year 62% of people feel
unsafe at night. Above average teenage conception rate.
Economic: lack of investment has led to dereliction and loss of jobs in
some parts of the city. Many of the people living in Fiwood are very low
income families
Lack of shops impacts on opportunities.
Environmental: Many industrial buildings are no longer used and have
become derelict. Demand for new homes has led to urban sprawl. Many
areas in the inner city have become rundown.
Bristol City Centre Regeneration Projects
Aims: Temple quarter - Redevelop brownfield sites/ Reduction of urban
sprawl/ Tidy up unsightly areas/ Reduction of car use
Main features: Enterprise zones to encourage economic growth and
create jobs / Improved access from in and around Bristol/ 4,000 new
jobs by 2020, 17,000 by 2037/ Building of the new Bristol arena /
Buildings refurbished/ New office developments/ Brunel’s engine shed
(£1.7 million innovation centre)
Additional information can be found at;
https://www.bbc.co.uk/bitesize/guides/z9y47hv/revision/1
Subject: German Topic: Family and
Relationships
Dates: Autumn
Term
Additional Information: n/a
Additional information can be found at; Vocabulary https://decks.memrise.com/course/1552717/priorymfl-ks4-
german/ (Relevant levels: 18-24)
Essential Vocabulary
Preposition A word defining the location of
something/someone
Modal verb A verb expressing necessity or
possibility (can/must/want/…)
Separable
verb
An infinitive that separates with
the prefix going to the end.
Adjectival
agreement
Endings added to an adjective to
reflect the gender of the noun.
Nominative The subject of a sentence.
Accusative The object of a sentence.
Subject: German Topic: Your area Dates: Autumn
Term
Additional Information: n/a
Essential Vocabulary
Reflexive
pronoun
The pronoun used in front of a
reflexive verb (me, te, se, …)
Pronoun The subject I,you,he,she,we,they
Nominative The subject of a sentence.
Accusative Case used to show movement.
Dative Case used to show position.
Irregular
verb
Verbs that do not follow the
regular conjugation pattern
Additional information can be found at; Vocabulary https://decks.memrise.com/course/1552717/priorymfl-ks4-
german/ (Relevant levels: 25-33)
Subject: History Topic: Germany 1919 to 1939
– Impact of WW1 Dates: Additional Information:
Additional information can be found at;
BBC Bitesize: https://www.bbc.com/bitesize/topics/zxvfnbk
Essential Vocabulary
Armistice A stop in fighting
Reparations Repayments made for a debt
President The leader of a country
Chancellor Head of state
Putsch A uprising or rebellion
Hyperinflation When the worth of money drops
The Weimar Government and its weaknesses.
Background; • 9 Nov 1918, Kaiser Wilhelm II abdicates. • A new German REPUBLIC declared under EBERT who signed the
ARMISTICE on the 11/11/1918. • Many Germans saw this as a betrayal. • Elections were held in Jan 1919, the Assembly met in a small
town called WEIMAR. • No single party won a majority of seats, so there had to be a
COALITION GOVERNMENT.
The Weimar Constitution The new CONSTITUTION was finalised in August 1919. The key
points were;
• PRESIDENT elected every 7 years. • CHANCELLOR – chosen by President but had to have the
support of the majority of the Reichstag. • MEN and WOMEN over the age of 20 could vote. • REICHSTAG elected every 4 years with a system of
PROPORTIONAL REPRESENTATION. • ARTICLE 48 – The President could suspend the Constitution in
an emergency.
Impact of the Treaty of Versailles. T of V was signed on 28/06/1919 and imposed severe
terms on Germany;
1. Germany lost 13% of its land. 2. Article 231 – War Guilt Clause meant Germany
had to accept blame for the war. 3. Reparations – Germany made to pay £6,600
million to Allies as compensation. 4. Armed forces were limited to 100,000 men.
Most Germans hated the Treaty – called it a ‘Diktat’.
The politicians who signed the Armistice were known
as ‘The November Criminals’. The Army felt as though
they had been ‘stabbed in the back’.
Strengths of the Constitution. • Very democratic (lowest voting age in Europe) • Voting by Proportional Representation meant each party had a
fair number of seats in the Reichstag.
Weaknesses of the Constitution • Proportional Representation led to political instability as no
party had a majority. • Article 48 gave too much power to the President. • Leaders of the Army wanted a strong leader and disliked
Democracy.
The Kapp Putsch • In March 1920, Ebert tried to reduce the size of
the army and disband the Freikorps. • Wolfgang Kapp, a right wing politician attempted
to seize power in March 1920. • The Kapp Putsch collapsed when workers refused
to support the government and go on strike.
The Spartacist Uprising • Spartacist League led by Karl Liebkneckt and Rosa
Luxemburg sought to establish a communist state. • Jan 1919 – the Spartacists began an attempt to
overthrow Ebert and the Weimar government. • Ebert used the Army and Freikorps to put down
the rebellion. • Liebkneckt and Luxemburg were captured and
killed. • Further communist uprisings in Berlin and Munich
were put down with the help of the Freikorps.
Hyperinflation People with savings or on fixed incomes were penniless.
People or businesses with massive debts gained.
In summer of 1923, Gustav Stresemann became Chancellor and introduced a new currency and got loans from the USA to help Germany to recover.
The French Occupation of the Ruhr • The Ruhr is the main industrial area of Germany. • French troops occupied the Ruhr in January 1923 when
Germany failed to pay reparations. The French decided to take goods rather than wait for Germany to send them.
German resistance • French occupation met with PASSIVE RESISTANCE -
German workers went on strike and took direct action eg set factories on fire and flooded mines so they could not be worked.
Results of the occupation of the Ruhr • The invasion united the German people in their
hatred of the French. • The German government backed the workers and
printed more money to pay the workers on strike. • The strike money and collapse in production led to
hyperinflation.
Subject: History Topic: Germany 1919 to 1939
– Recovery of Weimar Dates: Additional Information:
Additional information can be found at;
BBC Bitesize: https://www.bbc.com/bitesize/topics/zxvfnbk
Essential Vocabulary
Allied Related to the Allied powers of
WW1. Allied planes, Allied boats
etc.
Reichsbank German National bank
Right-Wing The part of a political group that
consists of people who support
conservative or traditional ideas
and policies and oppose social
democracy.
Arbitration Accepting the decision of an
agreed third party to settle a
dispute
League of
Nations
The international body established
after the First World War in
order to maintain peace.
Great Power A nation that has exceptional
political influence, resources and
military strength.
Real Wage Wages evaluated with reference
to their purchasing power rather
than to the money actually paid.
Censorship Controlling what speech or
information is produced, and
suppressing anything considered
to be against the state.
Recovery from hyperinflation • Germany’s economic recovery was due to the
work of Gustav Stresemann who worked
successfully with GB, France and USA.
• The Dawes Plan – 1924 – USA agreed to scale down reparation payments. USA also gave Germany loans to help
with its economic recovery.
• US loans ; Under the Dawes Plan, the US loaned Germany $3,000 million which helped Germany pay reparations and to improve the economy.
• The Young Plan 1929; This further reduced the payments that Germany had to pay.
• Extent of the Recovery; Although the Weimar Republic seemed to recover, it was over dependent on loans from the USA.
Successes Abroad • Stresemann had several achievements abroad including; • THE LOCARNO PACT 1925 – Germany, GB, France, Belgium
and Italy agreed to keep existing borders. • THE LEAGUE OF NATIONS 1926 – Germany was allowed to
join the League of Nations – this showed that Germany was now accepted by the rest of the world.
• KELLOGG BRIAND PACT 1928 – Germany was one of 65 nations to sign an agreement to solve all international disputes by peaceful means.
Cultural changes • Pre- war censorship was removed. • BERLIN was a centre for cinema, architecture, literature and
the theatre. • Golden Age of the German cinema.
The position of women • Women got the vote at 20. • Women worked in a range of jobs e.g. civil
service, teachers, doctors • They enjoyed social freedom e.g. drank
and smoked in public, wore short skirts and make up.
Subject: History Topic: Germany 1919 to 1939
– Nazi Rise to Power Dates: Additional Information:
Additional information can be found at;
BBC Bitesize: https://www.bbc.com/bitesize/topics/zxvfnbk
Essential Vocabulary
Communist Followers of Communism
Socialist People who believe in state
ownership
NSDAP The Nazi Party
Fuhrer Leader
Aryan Blond haired and blue eyed
people
Putsch Rebellion or revolt with violence
Early Nazi Party 1919 – 23 • German Workers’ Party was set up in Munich in 1919. • But only 50 members including Hitler. • Hitler became leader in July 1921 and produced a
25 point programme of key ideas.
• It included anti – Jewish clauses and the promise to abolish the Treaty of Versailles.
• The SA (Stormtroopers) were set up in 1921 led by Ernst Rohm. • Between 1921-23, the SA were used to disrupt meetings of
Communists and Social Democrats. • Membership of the Nazi Party had grown to 55,000 by 1923.
The Munich Putsch November 1923 • Hitler decided to try and overthrow the Weimar government by
seizing control of the government in Munich. Reasons for the Putsch
• The Nazi Party had grown in power and Hitler thought he could get the support of Von Kahr (leader of Bavaria).
• Hitler hated the Treaty of Versailles and the Weimar Republic • Many Germans blamed Weimar Government for hyperinflation. • The SA could be used to support Hitler. The Events of the Putsch
• 8 November 1923, Hitler and 600 Nazis seized a beer hall in Munich where Von Kahr and others who had promised support for his ‘Putsch’, were meeting.
• Von Kahr changed his mind and organised troops and police to resist Hitler.
• When the 2 opposing forces met in the streets of Munich on 9 November 1923, 16 Nazis and 4 policemen were killed.
• Hitler was arrested 2 days later and the Nazi Party was banned.
Hitler’s Trial (Feb 1924) and Imprisonment. • Hitler and Ludendorff were arrested and put on
trial for treason. • Hitler gained national publicity due to the trial.
He attacked the Weimar Government, the Treaty of Versailles and Jews in his trial.
• The judges were sympathetic to Hitler. • He was found guilty but got the minimum
sentence of 5 years in prison. • Ludendorff was found not guilty.
Mein Kampf • Whilst in prison, Hitler completed his
autobiography, ‘Mein Kampf’ or ‘My Struggle’. • He only served 9 months in prison. • Main ideas of ‘Mein Kampf’ included; Abolition
of T of V, Lebensraum or Living Space, Jews to be eliminated from Germany.
The Nazi Party 1924 – 1929 • Hitler decided to gain power by winning an election. • In 1926, the SS was formed and the Hitler Youth was also set up. • Nazi Party had 25,000 members in 1925 and 100,000 by 1928 but
in 1928, Nazis won only 12 seats in the elections. • Hitler appointed Goebbels as Party Propaganda Leader. The Impact of the Depression
• The Wall Street Crash of 1929 led to mass unemployment. • By 1932, 6 million unemployed in Germany. • The workers wanted jobs and the middle classes feared a
communist revolution. • The KPD (Communist Party) and NAZI Party was growing.
Reasons for growing support for the Nazis The use of propaganda
• Mass rallies, radio, posters, displaying banners wherever possible. The Nazis owned 120 newspapers.
Success in elections
• In September 1932 elections, Nazis won 107 seats – up from 12 in 1928.
• In the Presidential elections of 1932, Hitler won over 13 million votes. He had used an aeroplane to visit cities.
Financial support for the Nazis • Financial support from industrialists who were
afraid of communism and trade unions. • In 1932, Hitler developed close links with Alfred
Hugenberg, a newspaper owner, who allowed The Nazis to publish articles in his papers.
The SA and Communists
• Protected meetings and to disrupt meetings of the Communists.
• Rohm was leader of the SA and it had 170,000 members by 1932.
Hitler’s Electoral Appeal. • Hitler’s public speaking attracted people to the Nazi Party. • He appealed to all groups; he promised jobs to working class,
offered money to farmers and promised to protect businesses from Communism.
Political scheming 1932 -33
• July 1932 – Nazis won 230 seats so were largest party. • Nov elections, Nazis won 196 seats and von Schleicher replaced
von Papen, as Hindenburg believed that he could control Hitler. • On 30 January 1933, Hitler was finally appointed Chancellor.
Subject: History Topic: Germany 1919 to 1939
– Consolidation of Power Dates: Additional Information:
Additional information can be found at;
BBC Bitesize: https://www.bbc.com/bitesize/topics/zxvfnbk
Essential Vocabulary
Nationalist
Party
Shortened from the German
National People’s Party
(DNVP)
Industrialists People who own and/or run
an industry or factory
Enabling Act The Act that gave Hitler the
power to rule for four years
without consulting the
Reichstag
Reich In German, this has many
meanings – state, kingdom,
empire. When used by the
Nazis it tended to mean
empire or Germany.
Trade unions Organisations set up to
protect and improve the
rights of workers
Gleichschaltung The process of achieving
rigid and total coordination
and uniformity in politics,
culture and communication
by forcibly repressing or
eliminating independent
freedom of thought, action
or expression.
SS Originally Hitler’s private
bodyguard, but eventually
grew to have very wide
ranging powers.
Gestapo The Nazi secret police.
Reichstag German Parliament
Between January 1933 and August 1934, Hitler and The Nazis secured control of all aspects of the German State. The Steps to Power were; The Reichstag Fire
• Hitler had called an election for 5 March 1933 because he wanted a clear majority in the Reichstag.
• 27 Feb 1933, a week before the election, the Reichstag went up in flames. The Nazis blamed a Dutch communist, van der Lubbe. Hitler and Goebbels saw this as a chance to crush the communists.
• Hindenburg was persuaded by Hitler to issue an Emergency Decree. This suspended basic civil rights and allowed the Nazis to imprison large numbers of opponents.
• Communist and Socialist newspapers were banned.
The Enabling Act • In March 1933, the Nazis won 288 seats but still did not
have a majority. • Hitler passed an Enabling Act which gave him full powers for
the next 4 years. • The SA intimidated members as they entered the chamber
and Communists were not allowed to vote. • The Enabling Act was passed on 23 March 1933. • It meant that the press was censored and Trade Unions
were abolished. All other political parties were banned. • State governments were abolished and replaced with Reich
Governors.
The Night of the Long Knives, 30 June 1934
• Hitler saw the SA as a threat and Rohm wanted control of the Army.
• The SS, led by Himmler, wanted to break away from the SA. • 30 June 1934, Rohm and main leaders of SA were shot.
About 400 were murdered. • Hitler now had control of the Army.
Hitler becomes Fuhrer
• Hindenburg died in August 1934, so Hitler combined the roles of chancellor and President and named himself as ‘Fuhrer’.
• The Army swore an oath of allegiance to Hitler. • He was now in complete control.
Subject: BTEC
Travel and Tourism
Topic: Travel and
tourism sector
Dates: Autumn
Term, Year 10
Additional Information:
N/A
Essential Vocabulary
Domestic tourism
taking holidays and trips in your own country
Outbound tourism
– travelling to a different country for a visit or holiday
Inbound tourism:
visitors from overseas coming into the country
Leisure travel
Travelling to relax and enjoy yourself, outside of work hours
Business travel
Travel for work or professional purposes
Health Travel
Travelling to improve health and well-being. Common examples include spa weekend retreats, yoga or meditation breaks; (these are popular in Kerala in southern India) Health tourism also includes people who travel abroad to have specific treatments carried out (either cosmetic or for a significant health problem) because the country
offers cheaper and more advanced facilities.
Dark Tourism
Linked to heritage tourism but is related to places that are connected with death, tragedy and the macabre (horribly gruesome).
Eco Tourism
Its focus is on providing simple, quality tourist facilities in natural locations. Ecotourism facilities, such as lodges that are often built using methods and materials that do not spoil the natural environment products and services.
Business travel: (MICE) Travel for
work or professional purposes.
Meetings - People travelling to get together with others for a specific purpose e.g. to make decisions.
Incentive - A meeting or event that is given to employees as a reward for work done e.g. they have made the most sales so they are sent on a trip or holiday.
Conference – A meeting event that involves speakers, discussion, fact-finding, problem solving and consultation.
Events – A place people gather to show off
products and services, usually relating to one
area. E.g. the Gadget Show live showing off new
Technology
Leisure travel: Travelling to relax and enjoy yourself, outside of work hours.
Day trips, visiting an attraction and returning home in one day.
Short breaks, less than 4 nights away from home.
Holidays, a period of rest and pleasure away from work, usually 1 week but could be longer, usually during school holidays.
Visiting Friends and Relatives (VFR), travel to get together with friends and family
Staycations, a holiday spent at home or in your hometown doing activities or going on trips that
there isn’t normally time for because of work.
Special Events, a one-off or repeated event that people travel to specifically attend; such as concerts, festivals, football matches.
Subject: Maths Topics: Number (1) Dates: Y10
Foundation
Autumn Term
Additional Information:
See Below
Essential Vocabulary
Integer A whole number with no fractional or decimal part
Factor A number that divides exactly into another
Multiple A number multiplied by an integer
Prime A number with only 2 factors, itself and one
Square A number multiplied by itself
Cube A number multiplied by itself three times
Prime Number
A number that has only two factors; 1 and itself
Additional information can be found at;
http://vle.mathswatch.co.uk
Subject: Maths Topics: Number (1) Dates: Year 10
Autumn Term
Higher Course
Additional Information:
See Below
Essential Vocabulary
Integer A whole number with no fractional or decimal part
Factor A number that divides exactly into another
Multiple A number multiplied by an integer
Prime A number with only 2 factors, itself and one
Square A number multiplied by itself
Cube A number multiplied by itself three times
Surd A square root of a number that is not square, eg √3
Additional information can be found at;
http://vle.mathswatch.co.uk
Subject: Music Element: Melody Additional Information: The musical elements are the
building blocks that will be referred to and built upon,
throughout Key Stage 4.
Melodic nature The different ways a melody can exist
Pitch The individual notes of a melody
Conjunct The notes of the melody are next to each
other
Disjunct The notes of the melody are spaced apart
Scalic The notes ascend or descend in the notes of a scale
Arpeggio or
broken chord The notes jump and leap, ascending and descending, in the notes of a chord
Range How far up and down the notes of a melody run
Melodic
devices Things you can do with melody
Melodic phrase A short natural section of melody – easy to remember and repeat
Sequence A melodic phrase that is repeated at different starting pitches
Imitation A melodic phrase that is answered by another similar melodic phrase
Repetition A melodic phrase that is identically repeated
Contrast¡ A melodic phrase that opposes the original phrase – i.e. goes up in pitch if the original
went down in pitch
Motif A short, catchy, recognisable melodic phrase – also known as a ‘hook’, or a ‘riff’
Anacrusis A note before the first beat of the bar
Intervals
The space between notes of a melody:
Semitone The smallest interval, one step on a keyboard
Melodic
decoration Adding extra touches to a melody
Trills Two notes fluttering
Written as
Played as
Acciaccatura A fast grace note
Appoggiatura A slow leaning note
Turn A smooth journey around
the main note
Simple definition: a single sequence of notes.
Deeper knowledge:
Melody is arguably the most important element of music. It is the ‘tune’, the bit that is
catchy, the single line that stands out. It can be played, whistled, hummed or sung, by one
or many. It can be fast or slow, loud or quiet, move in small steps or large jumps.
Scan
for
video
⇾
Subject: Music Unit: Harmony
(inc Tonality)
Additional Information: The musical elements are the building
blocks that will be referred to and built upon, throughout Key
Stage 4.
Simple definition: two or more notes played at the same time
Deeper knowledge:
Harmony is the accompaniment in music, the supportive friend behind the melody. It is the
chords that add colour and mood. The guitarist or pianist playing chords to back up the
singer and the backing singers adding melodies that compliment. The orchestra playing
different notes to create overwhelming symphonic emotions.
Harmonic nature The different ways harmony can exist
Diatonic The harmony sticks to the rules of the key – ‘it makes sense’.
Chromatic The harmony goes outside of the rules of the key – ‘it sounds off’
Consonant The harmony is pleasing – ‘it’s in tune’
Dissonant The harmony is unpleasant - ‘it’s out of tune’
Harmonic devices Things you can do with harmony
Pedal Where single bass notes remain unchanged, under shifting chords
Drone A longer, low pitched note, under changing chords
Ground Bass A repetitive series of different bass notes
Chords The building blocks of harmony
Diatonic chords The natural chords of a key using roman numerals, upper case major, lower case minor
I, ii, iii, IV, V, vi, vii° Tonic The ‘home’ chord, the I (one, first), where the music feels settled
Dominant The V (five, fifth), chord, harmonically the closest chord to the I
Subdominant The IV (four, fourth) chord, sitting just beneath the V
Primary Chords The I, IV and V chords have been predominantly used in classical, folk and popular
music across the centuries
Triad A three-note chord, consisting of a 1st, a 3rd and a 5th
Inversion Where a triad (or bigger) has notes in a different order
7th chord Where the fourth note in a chord has a flattened 7th creating a darker tone – used in
blues and rock music
Cadences Chordal movement to move or finish a section of music
Perfect cadence Chords V to I – brings a piece of music back ‘home’, sounding finished
Imperfect cadence Ending on a V chord, leaving the music hanging and sounding unfinished.
Plagal cadence Chords IV to I, often used in church music, also known as the Amen cadence
Interrupted cadence Ending on a vi (six, sixth) chord, feeling expectant of resolution
Tonality
Music needs a ‘key’ – a place that shows you where ‘home’ is in the music, which notes
and chords fit, and what the mood should be
Major chord Sounds happy, joyful, triumphant, mellow
Minor chord Sound sad, angry, dramatic, melancholic
Major key Where the diatonic chords are based on a major scale, creating ‘positive’ music
Minor key Where the diatonic chords are based on a minor scale, creating ‘negative’ music
Modulation Where the key of the music shifts – the tonic (I) moves, which shifts all chords to the
relative new key.
Modulation to
relative minor (vi) A very common modulation in classical and popular music
Scan
for
video
⇾
Subject: Music Unit: Form and
Structure
Additional Information: The musical elements
are the building blocks that will be referred to
and built upon, throughout Key Stage 4.
Simple definition: How music is arranged over time
Deeper knowledge:
Structure is the way sections of music are laid out across an entire piece. Some music
remains essentially unchanged throughout, but most has changes in it, in order to keep
the listener interested. This happens in all genres, from classical to pop.
Essential Concepts
A/B/C/D Sections Each letter refers to a section of music, which may last 4 bars, 8 bars, 16 bars
or even longer
Binary Form
A feature of early classical music such as Baroque, this AB structure was:
Section A – begins in the tonic key and ends in the dominant*
Section B - begins in the dominant key and returns to the tonic* (*see Harmony)
AABB is still binary form
Ternary Form
A development of binary form, this features an ABA structure
So the original section, A, is returned to.
AABAA is still ternary form
Rondo Form ABACAB (an extra section in the middle)
Minuet and Trio
A larger piece of music, containing three separate binary forms:
Theme and Variation
A piece starting with an idea, which is then developed in a series of variations
Strophic Music where every section is the same (AAA) but the words change each time
Most commonly found in church hymns.
Other Forms Over time, as music developed, so did musical structures
AABA Form
Popular in jazz, an idea repeated, a new idea followed by return to original idea
12-Bar Blues A chord progression used by blues and rock musicians
Song Form: Popular music uses some standard approaches to structure:
Intro Starts the song off and sets it up. May refer to another section such as the chorus
Verse A section that changes its lyrics each time, to illustrate the theme of the song
Chorus The main section that usually contains the catchy ‘hook’, which is helped through
repetition
Middle-8 An alternative section, perhaps after second chorus, to bring in a fresh change
Bridge A short section linking one section to another. Often known as the ‘pre-chorus’
Break (solo) A section where an instrument takes the main part, perhaps an improvised solo
Outro The end of the song, perhaps a repeated chorus
Coda An ‘extra’ section at the end, that is completely different from the rest of the song
Fill A short burst of notes, perhaps by the drummer, to signal the move from one section to
another
Subject: Music Unit: Texture
Additional Information: The musical elements are the
building blocks that will be referred to and built upon, throughout Key Stage 4.
Simple definition: the vertical layers of music
Deeper knowledge:
Music moves ‘horizontally’ over time, but it also works vertically, in layers. There may be only one or two layers, or perhaps dozens of instruments or voices at the same time.
These may be working together or independently of each other. In Key Stage 3, we
would say that a texture is ‘thick’ or ‘thin’. At GCSE, we need a deeper level of analysis. Essential Concepts
Monophonic One instrument or voice, completely alone
Homophonic
Many instruments/voices, playing different pitches
with the same rhythm.
“Different together”
Polyphonic
Many instruments/voices playing different lines at
different times
“Different, apart, interweaving”
Unison Two or more instruments/voices, playing the
same melody
(2 or more playing…)
Imitation A melodic texture, with different instruments
following each other
Melody and
accompaniment
The most common texture for pop, rock and
folk. A main singer or instrumentalist, with others
supporting with harmonic and rhythmic backing
Canon A texture where continual imitation leads to a layered effect – think Frère Jacques or London’s
Burning
Drone A texture where the bass notes do not shift
underneath the changing chords and/or melody
Walking bass
Where the bass line is ascending and descending
beneath the accompaniment, a common device in
Blues and Jazz.
Scan
for
video
⇾
Simple definition: the placement of sounds over time
Deeper knowledge:
Where melody makes you sing, rhythm makes you tap your foot or dance. It is what
gives music its motion and energy. It can be slow, fast or switch between. There’s
rhythm in drum beats, but we don’t need drum beats to be rhythmic. Sometimes, the
rhythm is in the space between beats too. Essential Concepts
Rhythmic nature How rhythm can exist
Regular The beat is steady and has a clear pulse
Irregular The beat is unclear and has no discernible pulse
Rubato
Actual translation: ‘robbed time’. A better unofficial translation: ‘rubber time’.
There is a clear pulse, but occasionally it seems to stretch and snap back, like a rubber
band.
Straight The rhythm is equally measured in the beat: 1 + 2 + 3 + 4 +
Swung The beat as a dotted crotchet or quaver, which creates a ‘horse trotting’ feel:
1 + 2 + 3 + 4 +
Rhythmic devices Things you can do with rhythm
Syncopation Interesting, complex and off-the-main-beat rhythms
Ostinato A repeated rhythmic pattern
Back-beat/off-beat Where there is emphasis on the 2 and the 4, in a 4-beat bar
Driving/rock rhythms Where the beat is predominant, with a clear, strong backbeat
Dance rhythms Where the syncopation is predominant to aid physical movement (i.e. dancing)
Duration How long one beat lasts
Semibreve
4 beats duration
Minim
2 beats duration
Crotchet
1 beats duration
Quaver
½ beats duration
Semiquaver
¼ beats duration
Dotted
Adds half of the duration value
Metre How rhythm is measured into smaller sections – bars.
Time signature How many beats are in the bar
Two crotchet beats in the
bar – often found in
classical music
Three crotchet beats in the
bar – usually a waltz
Four crotchet beats in the
bar – often found in
rock/pop
Six quaver beats in the bar
- a fast, ‘jig’ feel
Tempo The speed of the music
Allegro Fast – “grow an extra leg”
Moderato Medium – “moderate”
Adagio Slow – “a dad is slow”
Rallentando Getting slower – “rally the tempo, slow it down!”
Accelerando Getting faster – “accelerate!”
Subject: Music Unit: Rhythm,
Tempo and Metre
Additional Information: The musical elements
are the building blocks that will be referred to and
built upon, throughout Key Stage 4.
Scan
for
video
⇾
Subject: Music Unit: Dynamics and
Articulation
Additional Information: The musical elements
are the building blocks that will be referred to and
built upon, throughout Key Stage 4.
Simple definitions:
Dynamics - the loudness or softness of music
Articulation - the directions on how to physically play
Deeper knowledge:
Playing the right notes at the right time is important, of course – but to make music truly
breathe, it takes expression and control of the instrument. This is where dynamics and
articulation come in. These are often instructions, written on a score, giving an indication
of how loud and quiet to play, and what technique to use Essential Concepts
Dynamic markings Directions on a score of how loud or soft to play
Pianissimo Very soft
Piano Soft
Mezzo-piano Medium soft
Mezzo-forte Medium loud
Forte Loud
Fortissimo Very loud
Crescendo Gradually louder
Diminuendo Gradually softer
Articulation Directions on a score showing how to express the music
Legato (slurred) Play this smoothly, with notes joined
together
Staccato Play this short and sharply, individual
notes
Sforzando (accent) Put a forceful accent on the note
Tenuto Play the full length, but leave a space
before the next note
Playing techniques Technique you use to get different sounds out of the instrument
Pizzicato Strings: to pluck Con sordino Brass: with a mute
Arco Strings: to bow Tremolo All instruments: create a wavering sound
Double stop Strings: to play two notes
simultaneously Rim shot
Drums: a heavy hit on the snare drum,
usually on the backbeat.
Vibrato Voice: to vibrate Drum fill Drums: a pattern apart from the beat that
signifies a change in structure
Falsetto Male voice in high pitched
register Glissando
All instruments: sweeping across several
pitches quickly, low to high or high to
low
Melisma Voice: a group of notes
sung over one syllable Pitch bend
Guitar, voice, music tech: bending the
note upwards or downwards
Slap bass Bass guitar: using the
thumb to strike the strings Distortion
Guitar: increasing gain to make the signal
sound dirty and distorted
Tonguing
Woodwind / brass: using
the tongue to create faster,
shorter notes
Hammer-on /
pull-off
Guitar: using the fretting hand to create
notes without strumming or picking with
the other
Scan for
video
⇾
Subject: Music Unit: Sonority
Additional Information: The musical elements
are the building blocks that will be referred to and
built upon, throughout Key Stage 4.
Simple definition: Sonority (also called ‘timbre’): the tonal quality of sound
Deeper knowledge:
Every instrument has its own unique tonal character. It might be thin, woody, breathy,
metallic, rasping, warm, shrill, deep, or short and sharp. It might live in the top range of
pitch or deep down below, or anywhere in-between.
The two main considerations of sonority are:
(a) what materials is it made of? Wood, metal, skin, string?
(b) how is it played? Blown, bowed, plucked or struck? (*see also Articulation) Essential Concepts
Orchestral timbres The orchestra has families of instruments
1. String: (blown or plucked)
Violin Viola
Cello Double bass
Harp
2. Woodwind: (blown)
Oboe Clarinet
Bassoon Flute
Saxophone
3. Brass: (blown)
Trumpet
Trombone
French horn
Tuba
4. Percussion: (struck)
Timpani Cymbals
Snare drum Bass drum
Glockenspiel Xylophone
5. Keyboard:
Piano Organ Harpsichord
Band instruments
Guitar Keyboard Drum Kit
Electric guitar Organ Snare drum Kick drum
Acoustic guitar Synthesizer Hi-hat Cymbals
Bass guitar Piano Toms Cowbell
Voices
Lead vocals Acapella
(no instruments) Soprano (high female) Tenor (high male)
Backing vocals Chorus (mass choir) Alto (lower female) Bass (lower male)
Indian instruments
Tabla – Indian drum Sitar – Indian guitar
Saranghi – Indian violin Tumbi – miniature Indian guitar
Subject: BTEC Sport Topic: Training Dates: Year 10 Autumn
Essential Vocabulary
Aerobic endurance
The ability of the cardiorespiratory system to work efficiently, supplying nutrients and oxygen to the working muscles during prolonged activity.
Muscular endurance
The ability of the muscular system to work efficiently, where a muscle can continue contracting over a period of time against a light to moderate fixed resistance load.
Flexibility Having an adequate range of motion in all joints of the body; the ability to move a joint fluidly through its complete range of movement.
Speed Distance divided by the time taken.
Strength The maximum force (in kg or N) that can be generated by a muscle or muscle group.
Power The product of strength and speed, typically in one movement. (Think explosive!)
Body Composition
The relative ratio of fat mass to fat-free mass (vital organs, muscle, bone) in the body.
FITT These are the basic principles of training. Frequency, Intensity, Time, Type.
SPORTP These are the additional principles of training. Specificity, Progressive overload, Overtraining, Reversibility, Training Zones and Participant Differences
Additional information can be found video the following websites and videos;
www.brianmac.co.uk
www.teachpe.com
Interpreting fitness data in relation to sport and
activity
Each test is specifically linked to a specific
component of fitness;
Aerobic Endurance - Cooper Run
Muscular Endurance - One minute sit up test
Strength - Hand grip dynamometer
Flexibility - Sit and reach test
Power - Sergeant jump test
Speed - 30m Sprint test
Methods of Training for sport and activity
There are also specific training methods that
can improve each of the components of
fitness;
Aerobic Endurance – Continuous, Fartlek,
Interval
Muscular Endurance – Circuit, Core Stability
Strength – Free weights, Resistance machines
Flexibility – Static stretching, Dynamic
stretching, Proprioceptive Neuromuscular
Facilitation (PNF)
Power – Plyometrics, Anaerobic Hill Sprints,
CrossFit
Speed – Interval, Sprint, SAQ (Speed, Agility,
Quickness)
The Additional Principles of Training (SPORTP)
You need to know the definitions of each of the
principles of training and apply them to a
number of different participants.
Specificity – choosing a method that develops
a specific CoF relevant to a performer’s sport.
Progressive overload – increasing performer
workload gradually over a period of time.
Overtraining – being aware of the risk of injury
due to fatigue by increasing workload too
quick.
Reversibility – a lack of training will reverse
any gains and will need to be considered when
starting to train again.
Training Zones – working at correct intensity
of Max HR (%HR) to experience improvement.
Participant Differences and Needs –
choosing a CoF based on test data & relating
chosen methods to relevant activity.
The Basic Principles of Training (FITT)
You need to know the definitions of each of the
principles of training and apply them to a
number of different participants.
Frequency – How often a person trains
Intensity – How hard someone trains and how
this can be measured (Max HR = 220 – age,
RPE)
Time – How long a person trains. This is based
on what they are training to improve.
Type – What a person is doing to improve with
regards to their training method.
Subject: BTEC Sport Topic: Nutrition Dates: Year 10 Autumn
Essential Vocabulary
Macronutrients A type of food required in large amounts in the diet.
Micronutrients A chemical element or substance required in trace (small) amounts for normal growth and development.
Function In terms of nutrients, the purpose for including them in your diet.
Dehydration A harmful reduction in the amount of fluid in the body.
Additional information can be found video the following websites and videos;
www.brianmac.co.uk
www.teachpe.com
Macronutrients
For each macronutrient you will need to
ensure that you are aware of the following 3
things; structure, function and sources.
Carbohydrates - To provide energy for; brain
and liver functions and muscle contractions
Protein - Building blocks that make up
structures of our body allowing for growth and
repair after exercise.
Fats (Unsaturated) – Used as a secondary
energy source at low to moderate intensity.
Fats (Saturated) – Increases total cholesterol
and linked with coronary heart disease.
Micronutrients
For each micronutrient you will need to ensure
that you are aware of the following 2 things;
function and sources.
Vitamins
Vitamin A – maintains normal eyesight
Vitamin B1 – Converts food into energy to
produce energy for exercise
Vitamin C – maintains an effective immune
system to prevent illness so the performer can
train on a regular basis
Vitamin D – to keep bones, teeth and muscles
healthy
Minerals
Potassium – regulates fluid levels to ensure
performers are hydrated during exercise.
Iron – increases the body’s oxygen-carrying
capacity to enhance aerobic performance by
delivering more oxygen to working muscles.
Calcium – provides increased bone strength,
reducing the risk of injury in contact activities.
Improving Nutrition for Sport and Activity
You need to know the features of a healthy
diet and recognise and suggest methods to
enhance performance through nutritional
change.
Features of a healthy diet
Recommended % of Macronutrients
Inclusion of micronutrients
Eating 3 Meals a Day
Methods to enhance performance through
nutritional change
Carbohydrate loading
Timing of food intake
What and when to eat types of food
Bowel emptying
Legal supplements
Types of supplements – vitamins, protein
supplements, glucose-based isotonic drinks,
caffeine drinks.
Advantages and disadvantages of individual
supplements.
Hydration
You need to know the recommended daily
intake for fluid and how this changes when
exercising.
Recommended Daily Intake (RDI) – 2 litres.
RDI when Exercising – an additional one litre of
fluid per hour of exercise participation.
Negatives of Poor Hydration
Benefits of Hydration
Subject:
BTEC Sport
Topic: Psychology Dates: Year 10 Autumn Additional
Information:
N/A
Essential Vocabulary
Motivation The internal mechanisms and external stimuli that arouse and direct behaviour
Intrinsic Motivation
Motivation that comes from internal factors.
Extrinsic Motivation
When external factors provide the motivation to take part in physical activity.
Tangible Something that can be touched or felt.
Intangible Unable to be touched; not having a physical presence.
Adversity A difficult, challenging or unpleasant situation.
Self-confidence
The belief that a desired behaviour can be performed.
Anxiety The level of worry or nervousness a participant experiences.
State anxiety
This refers to anxiety that arises due to a particular situation eg a match
Trait anxiety This refers to a person feeling tense and apprehensive as a characteristic of their personality (anxiety is a consistent feeling or them)
Somatic Physical effects of anxiety
Cognitive Psychological effects of anxiety
Additional information can be found video the following websites and videos;
www.brianmac.co.uk
www.teachpe.com
The impact of motivation on participation in sport
and activity
You will need to know the different types of
motivation and give specific examples of them.
Intrinsic motivation – wanting to improve,
desire to be fitter
Extrinsic motivation – trophies (tangible),
money (tangible), praise from a coach
(intangible).
You will also need to know ALL the benefits of
increased levels of motivation on fitness
participation levels:
Higher intensity of effort
Increased regular participation
Increased likelihood of overcoming adversity
Higher enjoyment levels
Increased intrinsic and extrinsic rewards
The impact self-confidence can have on
participation in sport and activity
For this section you need to know the benefits
of self-confidence as well as the methods that
can be used to increase self-confidence.
Benefits of self-confidence
Increased intrinsic motivation
Positive attitude towards fitness sport and
activity so participants are more likely to reach
their goal(s)
Improved performance
Improved concentration and effort
Methods to increase self confidence
Providing extrinsic motivation through positive
reinforcement
Creating a positive environment so
participants feel comfortable exercising
Working with people of similar ability
Setting realistic goals to build achievement
Self-talk/imagery
-
The impact of anxiety on participation in sport and
anxiety
You will need to know how anxiety affects
participation levels and performance. You will
looks at the types of anxiety as well as
different methods of controlling anxiety for
sport.
Types of anxiety
State
Trait
Effects of anxiety
Somatic eg. Muscle tension, increased heart
rate, increased sweat rate.
Cognitive eg. Feeling worried, poor
concentration levels, lack of sleep due to
overthinking
Methods of controlling anxiety in sport
Inductions to familiarise participants with
equipment
Use of music to lower anxiety & help motivate
Basing training on ability levels so participants
feel comfortable.
Pre-match team talk to reassure players.
Subject:
Photography
Topic: Formal elements
– Natural forms
Dates: Autumn
Term, Year 9
Additional Information:
N/A
Additional information can be found video the following websites and videos; Architectural photography: https://expertphotography.com/complete-guide-architecture-photography-98-tips/ Student art guide https://www.studentartguide.com/articles/creative-photography-ideas GCSE photography https://www.gcsephotography.co.uk/
Essential Vocabulary
Composition Is the placement of relative subjects and elements within an image or scene to create a pleasing feel.
Shutter speed The shutter speed is how long that shutter stays open to let light into the camera.
Focus Something that is in focus is sharp, while an object that is out-of-focus isn’t sharp.
Depth of field The distance between the closest and farthest subjects in a scene that look noticeably sharp in an image.
Aperture Aperture is the size of the opening in the lens and the amount of light it lets in.
Manual manipulation
Editing a printed image by cutting, collaging, painting, scratching, burning etc. This effect gives the image visual texture.
Digital editing Using a computer software to edit the image to create the desired effect.
Exposure Exposure is how light or dark an image is.
Focal point A way to describe the main part of the image or a point of interest within the image.
Manual Manipulation photographers -Abigail Reynolds -Seung Hoon Park -David Hockney -Liz Orton -Adam Klein Hall
·
Close up details and collections photographers
- Leon Reynolds -Bernd and Hilla Becher -Mai Fujimoto -David Shrigley -Niki Gorick
-
Digital manipulation photographers
- Robbie Gonzalez -Anastasia Savinova -Stephanie Jung Jon Measures -Lauren Chehere -Robert Rauschenberg
-
Laurent Chehere
Adam Klein Hall
Architecture photography is all about buildings, monuments, interiors, and exteriors. Either the images are for the purposes of art, or to document the aesthetic of a structure.
Leon Reynolds
Liz Orton
Types of manual manipulation -Sculpture -Collage -Acetate printing and layering -Layering and windowing images -Burning -Weaving -Scratching -Drawing on photographs
·
Details and collections -Details of bricks and rock -Building details, windows, reflections, door handles, signs, locks, door signs -Typology photographs, different versions of the same thing grouped together -Graffiti -Roof tiles -Wall textures -Cracks in walls and doors -Interior details
Digital manipulation -Double exposure -Change of colour -Digital collage Surreal Photoshop
·
Robbie Gonzalez
Subject: PSCRE Topic: Active
Citizenship
Dates: Autumn
Term Year 10
Additional Information:
Autumn 1a
Essential Vocabulary
Active Citizen Having the knowledge, skills and understanding to participate fully in society and the ability to bring about change.
Pressure Group
Groups of citizens who join together to bring about change on an issue they believe is important.
Campaign Organised series of events that seek to influence the views of others.
Direct Action Campaigning which includes non-violent OR violent activities which target people, groups or property which are seen as offensive to the protester – taking action yourself to bring about change.
Indirect Action
Campaigning that can include support for a group, signing petitions, lobbying on behalf of a pressure group – encouraging others to take action on your behalf.
Target Groups
The people/organisations that a pressure group is trying to influence – the target group has the power/ability to bring about the change wanted by the pressure group.
Additional information can be found at:
https://www.equalityhumanrights.com/en/human-rights/human-rights-act
Subject: PSCRE Topic: Active
Citizenship
Dates: Autumn
Term Year 10
Additional Information:
Autumn 1b
Essential Vocabulary
Amnesty International
The world's leading human rights pressure group, campaigning against injustice and inequality everywhere.
Lobbying A person or group of people meeting or taking action to try to persuade a politician to take up their cause.
Petition A formal, written request, usually signed by many people, which appeals to the authorities to bring about change in regard to a particular issue.
Demonstration A public meeting or march protesting against a specific issue.
Campaigning Actions or events organised by an individual or a group if people to achieve an aim.
Additional information can be found at:
https://www.amnesty.org.uk/
Amnesty International
Amnesty International is a global movement of more than 7 million people who take injustice personally.
They campaign for a world where human rights are enjoyed by all.
They are funded by members and ordinary people. They are independent of any political ideology,
economic interest or religion. No government is beyond scrutiny. No situation is beyond hope.
“Only when the last prisoner of conscience has been freed, when the last torture chamber has been
closed, when the United Nations Universal Declaration of Human Rights is a reality for the world’s
people, will our work be done”. Peter Benenson, Amnesty International founder.
What do we do?
Through our detailed research and determined campaigning, we help fight abuses of human rights
worldwide. We bring torturers to justice. Change oppressive laws. And free people jailed just for voicing their
opinion.
Subject: RE Topic: Christian beliefs Dates: Autumn Additional Information:
Term 1a
Different Christian views about resurrection.
Essential Vocabulary
Ascension Jesus returned to the Father in Heaven 40 days after the resurrection.
The afterlife A belief in life after death dependant on Faith in God.
Judgement Christians believe that after they die God will Judge them on their behaviour and actions during their lifetime.
Heaven The state or place of eternal happiness and peace with God.
Purgatory An intermediate state where souls are cleansed in order to enter Heaven. A Catholic belief.
Hell The opposite of heaven, a state of existence without God.
Some Christians
believe a soul is
resurrected straight
after death.
Other Christians believe
the dead will be
resurrected at some
time in the future, when
Jesus will return to judge
everyone how has ever
lived.
Catholic and
Orthodox Christians
believe in bodily
resurrection. In that
it is both physical and
spiritual,
Others believe it will just
be spiritual and not
physical.
•Shows Jesus is with God in Heaven.
•Paves the way for God to send the Holy Spirit to provide comfort and Guidance.
The ascension of jesus.
This is where Jesus meets with his followers and asks them to carry on his work. He then goes up to
Heaven to be with The father.
•Shows the power of good over evil and life over death.
•Means Christian sins will be forgiven.
•There is no need to fear death.
The ressurection is where Jesus rose from the dead.
The guiding principle
of life after death for
Christians is that
Heaven is seen as a
reward for those
who have been
faithful. Teachings
are interpreted in the
following ways:
Christians do not believe that they should do good actions just to be rewarded but rather because they
are the right things to do. However, the consequence of good actions will be a place in Heaven.
Christians try to build up a relationship with God during their lives through prayer and worship. This
relationship is also shown in living by God's laws, as expressed in the Ten Commandments.
Most Christians reject the idea of reincarnation. For Christians, God makes each individual
unique and he loves them as they are. This unique individual is made up of body and soul. When
this earthly life is over, this person will continue into eternal life, not come back to this Earth in a
different body.
The Parable of the Sheep and Goats (Matthew 25:31-46) The biblical story of the sheep and the goats explains the idea of judgement. The sheep represent all who have
helped those in need or have given back to the world in some way. The goats represent those who have acted in
an unkind or selfish way. Matthew 25:33-35The good sheep are allowed a place in Heaven because they have
been helpful and kind, giving the hungry food or the thirsty something to drink. The bad goats are people who,
during their lives, did not show a caring side and ignored those in need. They are told they must go to Hell.
Additional information can be found at: https://www.bbc.com/bitesize/examspecs/zjgx47h
Subject: RE Topic: Christian beliefs Dates: Autumn Additional Information:
Term 1a
Essential Vocabulary
Free Will The movement of people from one country to another – some moving in and others moving out.
Sin Any thought or action that separates humans from God.
Salvation To be saved from sin and its consequences. It repairs the damage caused by sin which can separate people from God.
Salvation
Following the mistake made by Adam and Eve, which led to evil entering the world, God offered salvation. This
means human souls can be saved from eternal punishment (or separation from God) and are allowed to enter
Heaven (and be in the presence of God).
In order for this salvation to happen, God set a process in motion:
God gave his only son, Jesus, so that all humans could be saved.
Jesus was a perfect human - he had no sin.
God placed the sins of the world upon him at his crucifixion.
Jesus’ actions meant that there was reconciliation between God and humanity - his death atoned or made up for
human sin.
Christians believe that this process shows how loving God is as he gave his only son to save humanity. It also shows
that he is able to forgive humans.
How does Salvation come about?
1. Through Good works – the old testament makes it clear that salvation comes through faith in God and
Obeying Gods law.
2. Through Grace – salvation is given freely by God through faith in Jesus. It is not deserved or earned but
is a free gift of God’s love.
According to Christian belief, sin separates humans from God, bringing lasting punishment. God gave humans
free will so it is up to humans to decide for themselves how to behave, i.e. in an evil or good way.
Christians believe that only God can rectify the problem of humans being full of sin. To do this, he offered
salvation through the sacrifice of Christ.
Original sin
Many Christians believe all humans are descended from Adam and Eve, which means that they all have the ability
to disobey God. Original sin occurred when Adam and Eve were tempted and committed the first (original) sin.
Genesis 3 tells the story of how sin first entered the world when Adam and Eve were tempted by the Devil in the
Garden of Eden. They ate an apple from the Tree of Knowledge after God had instructed them not to, and for this
they were banished from the garden. Evil had now entered the world - this is known as the Fall. In Christian
teaching, the sinfulness of Adam and Eve caused a separation from God that could result in humanity’s eternal
punishment.
Additional information can be found at: https://www.bbc.com/bitesize/examspecs/zjgx47h
Subject: RE Topic: Christian practices Dates: Autumn Additional Information:
Term 2a
Essential Vocabulary
Worship The act of religious praise, honour or devotion. It shows deep love and honour to God.
Prayer Communicating with God, either silently or with words.
The Lord’s Prayer
This is a model of a good prayer and was an example that Jesus gave to his disciples.
Liturgical worship
A church service that follows a set structure or ritual.
Non liturgical worship
A service that does not follow a set text or ritual.
Informal Worship
A type of non-liturgical worship that is spontaneous or charismatic.
Type of Worship Form Examples Importance to Christians
Liturgical worship
In a church
Priest leads the vongegation
Formal actions
Bible passages read out
Music and Hymns
The Eucharist 1. Set order that is familiar
to everyone
2. Passed down through
generaltions and so a
sense of tradition.
3. Bible readings follow the
Christian calender.
Non liturgical worship
In a church
Focused on Bible readings
followed by a sermon.
Will also have prayers and
hymns but there is no set
order, the number and type
can change from week to
week.
Non-conformist
churches, eg
methodist
1. Services can be planned
and ordered to suit a
certain theme.
2. An emphasis can be put
on the Bible and the
word of God
Informal Worship Community or house
churches
Charasmatic worship can
involve clapping, dancing and
calling out.
Community or
house Churches
1. Similar to early Christian
Worship.
2. Can take an active part
of worship
3. Could have an emotional
impact and therefore you
have a revelation.
Additional information can be found at: https://www.bbc.com/bitesize/examspecs/zjgx47h
Subject: RE Topic: Christian practices Dates: Autumn Additional Information:
Term 2a
Infant Baptism Believer’s Baptism
During the infant baptism ceremony:
the baby, parents and the godparents are welcomed
there are readings from the Bible
the parents and godparents take vows, renounce Satan and evil and profess their faith and the faith they want the baby to be brought up in
the Apostles’ Creed might be said as a statement of faith
water is poured over the baby’s head as the minister says: I baptise you in the name of the Father and of the Son and of the Holy Spirit (in Orthodox Churches, the baby is briefly put completely under the water)
godparents are sometimes given a lighted candle to represent the light of Jesus that has come into the baby’s life
for the ceremony, parents may dress their baby in a special white garment
The Baptist and Pentecostal churches, and some Anglican churches, practise Believer’s Baptism.
The use of total immersion at a more mature age imitates the example of Jesus who was baptised by John the Baptist in the River Jordan.
During the ceremony:
those who want to be baptised present themselves to the minister
there are readings from the Bible
each candidate describes how he/she became a believer in Jesus; this is called testimony
the candidate asks for baptism
the candidate and the minister enter a baptismal pool and the candidate is fully submerged in the water for several seconds
the minister says, I baptise you in the name of the Father and of the Son and of the Holy Spirit
the newly baptised person changes clothes and the community celebrate
Essential Vocabulary
Sacraments Holy rituals through which believers receive a special gift of Grave (gift of God’s love)
Baptism Christian ceremony sprinkling water on to a person's forehead or of immersing them in water, symbol of washing away sins and admission to the Christian Church.
Holy Communion
Remembering sacrifice Jesus made – blood represented with wine and bread his body.
The Lord’s Prayer
This is a model of a good prayer and was an example that Jesus gave to his disciples.
The Lord’s Prayer
It reminds Christians to
forgive others in order to be
forgiven. It reminds
Christians that God is the
father of the whole Christian
community. It is often used
in worship.
Baptism has been a
symbolic way of
joining the Church from
the very start of
Christianity. Water is used
in baptism and is a symbol
of washing away sin and
the start of a new life.
Additional information can be found at: https://www.bbc.com/bitesize/examspecs/zjgx47h
Subject: RE Topic: Christian practices Dates: Autumn Additional Information:
Term 2a
Essential Vocabulary
Holy Communion/ Eucharist
The sacrament that uses bread and wine to celebrate the sacrifice of Jesus on the cross and his resurrection.
The last Supper
The meal that Jesus had with his disciples the night before he died where he gave them bread and wine to symbolise his body and blood.
The Eucharist, which is also called the Holy Communion, Mass, the
Lord's Supper or the Divine Liturgy, is a sacrament accepted by almost
all Christians.
Christians don't say that they 'do' or 'carry out' the Eucharist; they
celebrate it. In some churches, the person who takes the leading role in
the ceremony is called the celebrant.
What happens?
The Eucharist is a re-enactment of the Last Supper, the final meal that
Jesus Christ shared with his disciples before his arrest, and eventual
crucifixion. At the meal Jesus ate bread and wine and instructed his
disciples to do the same in memory of him.
The prayers and readings in a Eucharistic service remind those taking
part of that final meal and of the solemn words and actions of someone
standing at the edge of death.
The people taking part drink a sip of wine (or grape juice) and eat a tiny
piece of some form of bread, both of which have been
consecrated. Take, eat, this
is my body...
Take, drink, this
is my blood...
Do this in
remembrance of
me.
Jesus
Different churches, different meanings
Although all denominations recognise the importance of the Eucharist, they
differ about its meaning.
Roman Catholics believe that the bread and wine that is offered is the actual
body and blood of Christ and another form of sacrifice. They believe that
although the bread and wine physically remain the same, it is transformed
beyond human comprehension into the body, blood soul and divinity of
Jesus. This is called Transubstantiation.
Protestants believe that Jesus made his sacrifice on the cross and simply
follow the tradition of the sacrament in memory of the event, recalling its
symbolic importance in the life of Jesus.
Churches also differ in how often they receive the Eucharist. The more
importance a Church places on the sacraments, the more often its members
will receive the Eucharist.
For Roman Catholics, the Eucharist is the most important act of worship. All
Roman Catholics are encouraged to receive communion at least once a week
during Mass. Some practising Catholics may receive the Eucharist every day.
Other denominations receive Holy Communion less frequently and usually
services are held once a week or every few weeks.
Subject: Spanish Topic: Technology Dates: Autumn
term
Additional Information: n/a
Essential Vocabulary
Verb An action, state or occurrence
Infinitive The basic form of a verb (to…)
Present
continuous
Activities at the moment of
speaking
Adjective A word to describe a noun
Adjectival
endings
Agreement of adjectives
Reflexive
verbs
A verb whose subject and
object refer to the same person or
thing
Additional information can be found at;
Vocab: https://decks.memrise.com/course/1552593/priorymfl-ks4-spanish/ Levels: 21-27
Subject: Spanish Topic: Entertainment Dates: Autumn
term
Additional Information: n/a
Essential Vocabulary
Verb An action, state or occurrence
Adjectival
endings
Agreement of adjectives
Perfect
tense
Past tense, indicating a completed
or ‘perfected’ action or condition
Imperfect
tense
This is used to describe past
habitual actions
Stem-
changing
verbs
Verbs where both the stem and
ending change
Additional information can be found at;
Vocab: https://decks.memrise.com/course/1552593/priorymfl-ks4-spanish/ Levels 28-38
