2019-2020

Knowledge Organiser

YEAR GROUP: 8 TERM: 3

NAME FORM

“But need alone is not enough to set power free: there must be knowledge” – Ursula Le Guin

Year 8 Knowledge organiser Term 3 Page: 1

How to use your knowledge organiser You are expected to bring your knowledge organiser to the academy every day

This knowledge organiser contains all the key knowledge that you need to know for your learning this term. You should spend at least 30 minutes every evening using the

knowledge organiser to complete a learning homework. You should record the subject or subjects on the learning homework page and show this to your form tutor on a weekly

basis.

You will be tested in lessons on your learning from this knowledge organiser.

In some lessons, your teacher will ask you to learn specific sections of the knowledge organiser, but otherwise you should work through each subject independently, trying to

memorise the information in the booklet. The more you can remember, the more useful it will be for your lessons.

How to learn using a knowledge organiser The best way to use a knowledge organiser is to revise the information so that you can recall it when you are asked. The best methods to do this are:

▪ Look, cover, write and check the key words and knowledge lists

▪ Ask a family or friend member to test you on the knowledge

▪ Create a mind map to remember the information in each section

▪ Write down on a blank piece of paper as much as you can remember from the organiser

▪ Use the knowledge organiser to help you complete work in school and at home

Year 8 Knowledge organiser Term 3 Page: 2

Art

Primary Colours are the 3 main colours. They cannot be made but are used to make other colours. Secondary Colours are made my mixing 2 primary colours together. Complementary Colours are opposite on the colour wheel. Harmonious Colours are next to each other on the colour wheel.

Tint – when you add white to a colour to make it lighter.

Shade – when you add black to make the colour darker.

To make your drawings look more realistic, you should try to use different marks to show textures and surfaces. You can do this by changing the direction, pressure or length of your marks.

Mark Making

Colour/Line/Tone/Texture/

Shape/Pattern/Form

Art Formal Elements

Colour Vocabulary

Pencils come in different grades, the softer the pencil, the

darker the tone. H= Hard B=Black

In art the most useful pencils for shading are 4B and 6B. If you

pencil has no grade it is most likely to be a HB (hard black) this

is a drawing pencil.

Grades of Pencils

This is the way that you

place or position your

objects.

Rules of thirds.

You divide your page

horizontally and

vertically into 9 equal

sections and by placing

the focus of your image

where the lines

intersect, you can

create a balanced

composition.

Rules of odds.

An odd number is

supposed to be more

interesting. Your eye

moves around the

image more.

Composition

A still life is a

group of

inanimate

objects –such as

plants or bottles.

Still

Life

To prevent your drawings from looking flat, you

should use a range of tones and marks. Pressing

harder and lighter and layering with your pencil

creates different tones. Use the direction of

your pencil to help enhance the 2D surface and

you can include shadows which will also help

objects appear 3 dimensional.

Making Objects Look 3

Dimensional

Year 8 Knowledge organiser Term 3 Page: 3

Citizenship Key words Power and influence 1. Lobby: try to influence a legislator on a particular issue. 2. Advocacy: public support for or recommendation of a particular cause or policy. 3. Trade union: a group of workers in a trade or profession, created to protect and improve their rights and interests. 4. Media: a way of mass communication e.g. broadcasting, publishing, and the Internet 5. Free press: a body of book publishers, news media, etc., not controlled or restricted by government censorship. 6. European Union: a political union, which aims to have the same economic, foreign, security, and justice policies. 7. Referendum: a vote where the answer is usually yes or no e.g. ‘should we leave the EU?’

Key knowledge 8. Each person is a citizen of the UK. More specifically, each person in this school is a citizen of Manchester. Some citizens will use their voices and power to try

and make a difference within their community/nation or for a cause they seem important. 9. There are different ways a citizen can get involved and use their power. This can include; protesting, starting a petition, writing a letter to the Prime Minister

or your local MP (Member of Parliament) or by going a pressure group. 10. Pressure groups are formed to try and influence the laws made in the UK. These group can be for a range of different categories. For example; charity work,

animal rights, children’s rights, human rights, help/support for the elderly, immigrants and refugees and pressure groups have also been formed to fight for the rights of the environment.

11. Examples of pressure groups are; Amnesty international, PETA, Oxfam, Stop HS2, stonewall and Age concern. 12. The press has the right to publish whatever they like, as long as it doesn’t incite hatred. This is known as a free press. 13. Countries such as North Korea do not have free press. This is because the television broadcasts, radio broadcasts and newspapers are call controlled by the

government. 14. There are many forms of media. Some include; newspapers, radio, books, newspapers and the internet (including forms of social media such as SnapChat,

Facebook, TikTok etc.) 15. Some of the rights of being a member of the European Union included; Freedom to move between countries of the EU and to live in any nation in the

Union, the right to vote and stand in local government and European Parliament elections in the country you live in and if you are travelling outside the EU, and your own country does not have an embassy, you can go to the embassy of any other EU country.

16. In 2004, it became illegal for people to hunt foxes. 17. Some people may argue that the press is needed to expose people. For example, when Stephen Lawrence was murdered in a racist attack by five men, he

didn’t receive justice. This Daily Mail newspaper spoke out and tried to give some justice to the family of Stephen by naming and shaming the men (posting their pictures and detailing their names and ages).

18. The people of United Kingdom voted to ‘leave’ the European Union on the 23rd June 2016. 19. The UK officially left the European Union on the 31st January 2020.

Year 8 Knowledge organiser Term 3 Page: 4

Citizenship and PSHE Key words I Matter 1. Assertiveness: Confidence and forceful behaviour 2. Aggressiveness: Feelings of anger or dislike resulting in hostile or violent behaviour; readiness to attack or confront. 3. Passive behaviour: Where a person sacrifices their own preferences and needs, so that they can help others to meet their preferences and needs. 4. Pressure: the use of persuasion or intimidation to make someone do something 5. Peer pressure: influence from members of one's peer group often with negative consequences. 6. Consent: Permission for something to happen or agreement to do something. 7. Confidence: The feeling or belief that one can have faith in or rely on someone or something. 8. Pregnancy options: People who are pregnant have 3 options: Parenting — giving birth and raising the child. Abortion — taking medication or having a medical

procedure that ends the pregnancy. Adoption — giving birth and placing the child with another person or family permanently 9. Female genital mutilation: The practice, traditional in some cultures, of partially or totally removing the external genitalia of girls and young women for non-

medical reasons. It is illegal in many countries.

Key knowledge 10. Good communication is about understanding instructions, acquiring new skills, making requests, asking questions and relaying information with ease. Good

communication skills are perhaps the most basic skills that you can possess, and it is important that we understand the differences between assertive, aggressive and passive communication.

11. The internet is a brilliant place to connect with others, to be creative and to discover new things. However, it is important that we understand the need to communicate safely online and to feel empowered to get advice/guidance if we feel in anyway pressured online.

12. Consent is an agreement between participants. There are many ways to give/not consent, it doesn't have to be verbal, it can be facial gestures, body language etc. all of which it is important to respect.

13. Confidence comes from feelings of well-being, acceptance of your body and mind (your self-esteem) and belief in your own ability, skills and experience. Confidence is an attribute that most people would like to possess.

14. Pregnancy” and “conception” are words you may hear while you’re in school, watching TV or somewhere else. Pregnancy is a process that occurs inside a female body when at least one embryo grows and develops in the uterus. Conception occurs at the beginning of pregnancy and is the point in time in which a sperm first meets an egg. A person who is pregnant will generally give birth to a baby, if they do not experience a miscarriage or abortion.

15. Female genital mutilation (FGM), also known as female genital cutting and female circumcision, is the ritual cutting or removal of some or all of the external female genitalia. The practice is found in Africa, Asia and the Middle East, and within communities from countries in which FGM is common. In the UK it is an illegal practice which means that females are protected by the law and those found guilty are punishable in court of up to 14 years in prison.

Year 8 Knowledge organiser Term 3 Page: 5

Computing

Photoshop

Photoshop An image editing software developed by Adobe. Photoshop allows users

to manipulate, crop, resize, and correct colour on digital photos.

Lossy Lossy file compression results in lost data and quality from the original

version. Lossy compression is typically associated with image files, such as

JPEGs, but can also be used for audio files, like MP3s files.

Jpeg JPEG is short for Joint Photographic Experts Group and is the most

popular among the image formats used on the web. JPEG files are very

‘lossy’, meaning so much information is lost from the original image when

you save it in a JPEG file.

This is because JPEG discards most of the information to keep the image

file size small; which means some degree of quality is also lost.

Gif GIF, short for Graphics Interchange Format, is limited to the 8-bit palette

with only 256 colours. GIF is still a popular image format on the internet

because image size is relatively small compared to other image

compression types.

BMP The Windows Bitmap or BMP files are image files within the Microsoft

Windows operating system. These files are large and uncompressed, but

the images are rich in colour, high in quality, simple and compatible in all

Windows OS and programs. BMP files are also called raster. BMP files

are made of millions and millions of dots called ‘pixels,’ with different

colours and arrangements to come up with an image or pattern.

PNG PNG or (Portable Network Graphics) is a recently introduced format. PNG

has been approved as a standard since 1996. It is an image format

specifically designed for the web. PNG is, in all aspects, the superior

version of the GIF.

Layers In graphics software, a layer is the term used to describe the

different levels at which you can place an object or image file.

House Style A house style is a set of rules which state how all documents and written

communication from a business should be formatted.

Such as. - The colours to be used. - The font style and size. - Where the

logo should appear. - Whether text should be right, Centre or fully

justified.

CMYK

The CMYK (cyan, magenta, yellow and key (black)) colour model is a

Subtractive colour model, used to describe the printing process

itself.

RGB RGB (red, green and blue) refers to a system for representing

Colours to be used on a computer display.

Pixel A pixel is a single point in a graphic image.

Bitmap

A Bitmap image is made up of a large number of dots or pixels

which look like a picture as long as you are sitting a reasonable

distance away from the screen. As soon as you zoom in close or

enlarge the image, you will see the individual pixels.

Vector

A vector graphic is not made up of pixels like a bitmap but is made

up of a set of instructions to the computer of how to draw the

image from scratch.

For example, the vector image might contain the command: "Draw

a line from position A to position B on the computer screen".

When this 'vector image' is loaded into a program that

understands how to deal with it, a line gets drawn from A to B.

Filters Filtering is a technique for modifying or enhancing an image.

Year 8 Knowledge organiser Term 3 Page: 6

Computing

Thunkable

Key Vocabulary Definition

Computational Thinking It is a set of problem-solving methods to solve solutions for a program.

Algorithm A systematic process of instructions.

Thunkable A scratch-based block code program which allows the user to design and create

Compile The process of translating our program code into machine code

Code Creating code using blocks to make a program. This is compiled on to the device and can be flashed.

Decomposition Breaking down a problem into smaller steps.

Abstraction Picking out what is needed to make a program and removing what is unnecessary.

Variables A memory store in a program (think of it as a box which stores a piece of data)

Coordinates A system, which enables us to locate the position of an object using a horizontal (x) and vertical (y). For example a pixel on a screen

Object Manipulation To manipulate objects into working as what they are being programmed to do.

Object Similar to a sprite in Scratch, the object are parts of the app that will be created to be manipulated. For example if you made a game, the object could be a character.

Year 8 Knowledge organiser Term 3 Page: 7

English - Non-Fiction Writing Knowledge Before you start writing think about the GAPS! Genre – what are you being asked to write? Audience – who are you writing for? Purpose – what are you trying to achieve? Style – formal or informal?

Genre ▪ Article ▪ Leaflet ▪ Letter ▪ Review ▪ Speech

Article ▪ Headline and Strapline ▪ Introduction to create interest –

(include who, what, where, when, how and why?)

▪ 3-4 middle paragraphs ▪ Short but effective conclusion ▪ Lively style ▪ AFOREST techniques

How to vary your sentence starters ▪ Adjective (rule of three) ▪ Adverb ▪ Connective/Discourse Marker ▪ Preposition ▪ Simile

Connectives/Discourse Markers Position ▪ At the start ▪ Firstly ▪ Secondly ▪ Thirdly ▪ Next ▪ Meanwhile ▪ Subsequently ▪ Finally ▪ In conclusion

Emphasis ▪ Importantly ▪ Significantly ▪ In particular

Addition ▪ Furthermore ▪ Additionally ▪ In addition ▪ As well as

Contrast ▪ Although ▪ Whereas ▪ Otherwise ▪ Alternatively ▪ Nevertheless

Purpose ▪ Persuade ▪ Argue ▪ Advise ▪ Inform

Leaflet ▪ Present information so it is easy to ▪ find using headings and sub-headings ▪ Lively and engaging ▪ AFOREST techniques

Writing non-fiction texts from a range of genres: ▪ journalism; ▪ travel writing; ▪ speeches; ▪ biographies. 45-60 minutes No more than 2 sides of writing. Plan – write - check format: ⬇

1. Underline from the questions- what is the sound: persuade, informative, explain? What should it look like? Who is it written for? 2. Plan 2 ideas for each bullet point; macro/micro/personal for examples and details; opening and close details. 3. Check: is the first sentence of every paragraph brilliant? Is the opening and final paragraph the best and most accurate? Do you use the same words in the opening and final sentences? 4. Amend: - 10 words, cross out & write complex, unusual word above.

Speech ▪ Think about the GAPS ▪ Open with a welcome/greeting – e.g.

‘Good afternoon ladies and gentlemen’ or ‘Fellow classmates’

▪ Outline what the speech will be about: ‘I will talk to you about…

▪ Make 3/4 key points and expand on them.

▪ Conclusion to summarise ideas ▪ End acknowledging the audience:

‘Thank you for listening.’ ▪ AFOREST techniques

Letter ▪ Address and date in the top right of the

page ▪ Address of the person you are writing to

on the left. ▪ Dear Mrs Fletcher = yours sincerely or

Dear Sir/Madam. = yours faithfully ▪ Short introductory paragraph ▪ 3-4 middle paragraphs ▪ Concluding paragraph summarising

ideas.

Review ▪ Introductory paragraph stating what is

being reviewed and provide an overview of film/product.

▪ Middle paragraphs provide positives and negatives.

▪ Conclusion to summarise ideas and give a recommendation

▪ Make your opinion clear ▪ Lively and engaging ▪ AFOREST techniques

Year 8 Knowledge organiser Term 3 Page: 8

English The form must be accurate:

This will always specify an audience, for example peers, a head teacher, parents, readers of a particular newspaper, magazine or blog.

You may be asked to write an article, report, talk, speech, letter, blog post.

You may wish to construct an audience as an integral part of their work, ‘My granddad asked me to explain...’, ‘my five-year-old sister asked me what it was like when I started school...’,

You must be able to keep this voice consistent and effective throughout the response.

The structure of the form, its sentences and paragraphs need to be carefully planned and written for effect.

Parts of a paragraph:

▪ Topic sentence – tells the reader the main idea of what the paragraph will be about.

▪ Supporting sentence 1 – gives specific details relating to the main idea.

▪ Supporting sentence 2 – gives another set of specific details supporting the main idea.

▪ Supporting sentence 3 - gives another set of specific details supporting the main idea.

▪ Concluding sentence – refers to the topic sentence and sums up the main idea of the paragraph.

TIPTOP

▪ Time – you move to a new period of time. ▪ Place – you move to a different place/location. ▪ Topic – you move from one topic to another. ▪ Person – you bring a new person into your writing.

Sentence stems to learn: ▪ Research, funded by _______, has revealed that…. ▪ Consequently, many people have found that… ▪ Differing variables must be considered… ▪ Perhaps it might be fair to…. ▪ Often the challenges are numerous… ▪ Every year hundreds… ▪ Over recent decades many experts have… ▪ A reasonable conclusion might be… ▪ Critically important is… ▪ Despite definitions varying, it is possible to consider… ▪ Anecdotally, those who have experienced this have

found… ▪ People who care about… ▪ It is rather alarming that research, published by…. ▪ ___[insert name]____ from…[insert company

name]…regards this to be…

Vocabulary and tone need to be precisely matched to task:

▪ Styles will require a blended approach: inform, explain, describe, argue, persuade, advise. ▪ Modal verbs are used for advice: can, could, may, might, must, ought to, should, shall, will, would. ▪ Informative/explanatory: after all; as can be expected; generally; namely; naturally; obviously. ▪ Opinionated vocabulary: without a doubt; the fact is; clearly; it is vital that. ▪ Anecdotal vocabulary: As a matter of fact; one incident that can be recalled; a great illustration of this was. ▪ Persuasive techniques: Anecdotes, Facts, Opinions, Rhetoric, Emotive language, Sarcasm, Triples, Direct

Pronouns, Repetition, Imperatives, Punctuation for effect.

Punctuation accuracy

is crucial to success. Practise quizzing yourself on your grammar here: http://www.bristol.ac.uk/arts/exercises/ grammar/grammar_tutorial/page_07.htm Focus on comma splicing.

Year 8 Knowledge organiser Term 3 Page: 9

Food and nutrition Cardiovascular disease refers to conditions that involve narrowed or blocked blood vessels that can lead to a heart attack, chest pain (angina) or stroke. Other heart conditions, Cardiovascular disease is an illness that involves blocked blood vessels that can lead to a heart attack, chest pain (angina) or stroke. Food is directly involved in many of the risk factors for coronary heart disease. How to reduce the risk of heart disease ▪ Avoid fried fast food and processed foods containing vegetable shortening. ▪ Choose a variety of oils (extra virgin olive oil, canola, peanut) and foods containing natural fats (nuts, seeds, avocado, olives, soy, fish). ▪ Switch to low-fat or non-fat dairy products. ▪ Increase the amount and variety of plant foods consumed – eat more unrefined vegetables, fruits and wholegrain cereals. Reduce intake of refined sources of carbohydrates

with higher glycaemic indices. ▪ Include legumes (like baked beans, soybeans, lentils and tofu) in your diet. ▪ Have a handful of a variety of raw, unsalted nuts on most days of the week, especially walnuts and almonds. ▪ Eat oily fish at least once per week. ▪ If you drink alcohol, have no more than two drinks per day. ▪ Trim all visible fat from meat. ▪ Remove poultry skin and eat only the meat. ▪ Avoid added salt at the table and cooking and salty foods. Check the sodium content of foods and choose the lowest sodium products. Diabetes is a disease that happens when your blood sugar is too high. You should: ▪ Have a balanced diet ▪ Do regular physical activities such as sports, this means you can maintain a healthy weight ▪ Eat low fat foods ▪ Reduce salt ▪ Eat five portions of fruit and vegetables ▪ Eat some starchy carbohydrate foods such as bread, rice and pasta (particularly whole-grain versions). Healthy eating for people with diabetes The key to eating with diabetes is to eat a variety of healthy foods from all food groups, in the amounts your meal plan outlines. The food groups are ▪ vegetables ▪ Non starchy: includes broccoli, carrots, greens, peppers, and tomatoes ▪ starchy: includes potatoes, corn, and green peas ▪ fruits—includes oranges, melon, berries, apples, bananas, and grapes ▪ grains—at least half of your grains for the day should be whole grains ▪ protein ▪ lean meat

• chicken or turkey without the skin

Year 8 Knowledge organiser Term 3 Page: 10

Food and nutrition Obesity The term obese describes a person who's very overweight, with a lot of body fat. It's a common problem in the UK that's estimated to affect around 1 in every 4 adults and around 1 in every 5 children aged 10 to 11. Risks of obesity It's very important to take steps to tackle obesity because, as well as causing obvious physical changes, it can lead to a number of serious and potentially life-threatening conditions. These include: ▪ type 2 diabetes ▪ coronary heart disease ▪ some types of cancer, such as breast cancer and bowel cancer stroke Obesity can also affect your quality of life and lead to psychological problems, such as depression and low self-esteem. Causes of obesity ▪ Obesity is generally caused by consuming more calories, particularly those in fatty and sugary foods, than you burn off through physical activity. The excess energy is stored

by the body as fat. ▪ Obesity is an increasingly common problem because for many people modern living involves eating excessive amounts of cheap high-calorie food and spending a lot of time

sitting down at desks, on sofas or in cars.

Year 8 Knowledge organiser Term 3 Page: 11

Geography – Italy Key Words Climate graph - shows temperature and rainfall over a year for a particular area. Economy - goods and services produced by a country. Poverty - not having enough resources or income. Precipitation - rainfall. Refugee - a person who has been forced to leave their country. Regional inequality - differences between two areas in the same country. Tourism - holidays and visits to places of interest.

Italy facts Capital city: Rome Population: 60,500,000 Currency: Euro GNI per capita: $40,000 Life expectancy: 83.4 years Literacy rate: 99.16%

Climate graph

Physical Geography ▪ The northern region of Italy is the most

mountainous. ▪ The Dolomites area is part of the Alps and

popular with skiers. ▪ Italy has a large coastline on the

Mediterranean Sea. ▪ Austria, Switzerland, France and Slovenia

border Italy. ▪ The highest peak is Monte Bianco (4,810m) ▪ Etna, Vesuvius and Stromboli are active

volcanoes. ▪ Two large islands, Sicily and Sardinia and

many smaller ones are part of Italy.

Human Geography ▪ Italy has a long and rich history which makes it a

popular tourist destination. ▪ Italy is the 7th largest export economy in the world. ▪ Vehicles and machinery are Italy’s top exports. ▪ Italy receives more refugees and asylum seekers

each year than any other country in Europe. ▪ The Vatican City in Rome is the smallest country in

the world. ▪ Italy has an ageing population - 30% of Italy’s

population is over 60 years old. ▪ The North of Italy is more affluent than the South.

Tectonics ▪ Italy sits on two tectonic plates, the Eurasian

and African, which move about 12 cm a year. ▪ L’Aquila earthquake in 2009 caused 308

deaths. ▪ Mount Etna's most severe recent eruption

was on March 16, 2017, when 10 people were injured. ▪ The city of Pompeii was destroyed in 79 CE

when Mount Vesuvius, erupted.

Problems of an ageing population ▪ Less people working and paying tax ▪ More money needed to pay pensions ▪ Higher demand for healthcare

Social—people Economic—money and jobs Environmental—natural world

Year 8 Knowledge organiser Term 3 Page: 12

Geography – DME Key words Development - Economic growth in an area Environmental Impact – The effect on the landscape, plants and animals in an area Greenfield site – Land that has not yet been subject to any building development Social deprivation – The amount of services, housing and income in an area Sustainable urban living – Good services, resources and economic activity (eg, jobs) in an urban area with minimal damage to the environment. Urban Greening – Increasing open space, such as parks and gardens in urban areas Urban Sprawl – Unplanned growth of urban areas into the surrounding countryside

Social

Schools Community Health Culture & Religion Quality of life Housing

Economic

Jobs Development Industry Inequalities Business Transport

Environment

Pollution Water & Air Quality Green spaces & Parks Nature and wildlife Plants Waste disposal

Greater Manchester Fact-file Population: 2.5 million Rivers: Mersey, Irwell and Goyt Largest Park: Heaton Park Famous Places: Old Trafford, Salford Quays/Media City, Trafford Centre Ethnicity: White British (79.8%) South Asian (8.1%) Other White (4.0%) Black (2.8%)

Gorton Fact-file Population: 36,055 River: Gore Brook Largest Park: Debdale Park Famous places: Belle View & Gorton Monastery Ethnicity: White British (72.2%) Black (5.2%) South Asian (4.7%) Other White (1.8%)

Social—people Economic—money and jobs Environmental—natural world

Manchester

Melland Field & CMA

Year 8 Knowledge organiser Term 3 Page: 13

History

Should we be proud of the British Empire? Key Words Empire: A group of countries, people or land ruled by one single country Independence: Freedom from the control of another country Colony: A country that is part of an empire Partition: The separation of India and Pakistan

Key Dates Key People

1620s The first successful British colonies are set up in the West Indies.

1775 Britain loses America in their war of independence.

1787 Britain begins to transport prisoners to Australia.

1876 Queen Victoria is declared ‘Empress of India.’

1881-1919

‘Scramble for Africa’ Britain wins colonies in Africa.

1919 Amritsar massacre, the British massacre peaceful protestors for Indian Independence.

1947 India and Pakistan become independent from Britain and partitioned.

1960s Most of Britain’s African and Caribbean colonies become independent.

Mahatma Gandhi

Gandhi was a leader of India’s independence movement. When India was a colony of Great Britain, Gandhi used nonviolent methods to protest against British rule.

Episode form the Cold War Key Words Cold War: ‘War’ from around 1945 until 1991 between the capitalist west e.g. USA and the communist USSR (Soviet Union/Russia). The USA and USSR never actually fought each other outright.

1945: End of WW2.

Half of Germany is controlled by USA, France and Britain and the other half by the USSR

1955-75 Vietnam War

The USA went to war in Vietnam to stop communists from taking over. The USA lost and the war resulted in hundreds of thousands of deaths.

13th August 1961 – Berlin Wall is built

Communist East Germany built a wall around East Berlin over night to stop people from leaving. It would stand until November 1989.

20th July 1969 – Man walks on the moon

After competing with the USSR, Americans Neil Armstrong and Buzz Aldrin become the first men to walk on the moon.

Year 8 Knowledge organiser Term 3 Page: 14

History

Civil Rights (USA) Key Words Segregation: The separation of black and white people Integration: Combining black and white people in society Jim Crow: A set of laws that made segregation legal Boycott: When people refuse to use a service to show they don’t support it

Key Dates 1865 Slavery was abolished in America but treatment of

black people did not improve due to the Jim Crow Laws keeping the USA segregated.

1954 Brown vs Board of Education The courts forced the board of education to let an African American schoolgirl Linda Brown to a white only school.

1955-6 Montgomery Bus Boycott; Rosa Parks refuses to give up her seat on a bus.

1957 Little Rock Even after 1954, most schools still would not integrate schools. At a school in Little Rock, 9 black students were stopped from going to a mostly white school.

1963 Martin Luther King Jr gives his ‘I have a dream’ speech.

1965 Assassination of Malcom X.

1968 Assassination of Martin Luther King Jr.

Key People Martin Luther King Jr

Inspired by Gandhi’s peaceful protest MLK led many peaceful protests and boycotts across America. His movement became quite powerful in beginning the desegregation of the USA.

Malcom X A Muslim African American who believed that people should use violence if necessary to gain freedom. He was very intelligent and a great speaker.

Civil Rights (South Africa) Key Words Apartheid: Policy of segregation of black and white people in South Africa ANC: African National Congress, political party who fought for the end of apartheid

Key Dates 1815 South America becomes part of the British Empire

1948 The South African government introduce apartheid. The ANC start a campaign of civil disobedience which meant not following the segregation laws.

1960 Sharpeville massacre – at a protest against Apartheid 69 protesters were shot. The government blamed the ANC and banned them.

1963 Mandela and 10 other ANC members are sentenced to life imprisonment for political offences.

11th Feb 1990

Mandela is freed from prison after years of protests and petitions.

1994 Mandela becomes the first black president of South Africa.

Key People Nelson Mandela Civil rights leader who fought against apartheid;

he served a large portion of his life in prison for his protests but became a symbol for his people.

Further learning and preparation for Year 9 The Holocaust Between 1941 and 1945, across German-occupied Europe, Nazi Germany and its collaborators systematically murdered some six million Jews, around two-thirds of Europe's Jewish population. Other victims included Roma, physically and mentally disabled and Eastern Europeans. Research and find out more in preparation for Year 9. ▪ This will give you a good overview of the topic and also includes a video link and test

at the end https://www.bbc.co.uk/bitesize/guides/zkfk7ty/revision/1 ▪ Six stories and videos of children who survived the Holocaust. They are now elderly

and tell their story https://www.bbc.co.uk/programmes/articles/4W3yzYG6DzPBH08Ld0H9L9j/six-stories-of-children-who-survived-the-holocaust

Year 8 Knowledge organiser Term 3 Page: 15

Maths

Volume

Key Vocabulary

Volume

Volume is the amount of space a 3D shape takes up or how much it can hold.

Can be found by: Cross section × width or height

Compound Shape

A compund shape is a combination of 2 or more recognisable (basic) shapes

Prism

A solid object where the cross section is the same the whole way through the shape.

Plan and Elevations

Plans and elevations are 2D drawings of a 3D shape.

A plan is a scale drawing showing a 3D shape

when it is looked at from above.

An elevation is the view of a 3D shape when it is looked at from the side or from the front.

Year 8 Knowledge organiser Term 3 Page: 16

Maths

Straight Line Graphs

Key Vocabulary

Equations of Vertical Lines

x = a eg x = 1

Equations of Horizontal Lines

y = b

eg y = -1

Equations of Diagonal Lines

e.g. y = 2x + 1 e.g. 3y + 2x = 4

Key features on a Cartesian co-ordinate grid

y intercept:

Where a line crosses the y-axis

Quadrant:

The co-ordinate grid is split up

into 4 quadrants by the axes.

Scale:

Each axes should be labelled

clearly using a scale that has a

uniform scale (equal gaps)

Year 8 Knowledge organiser Term 3 Page: 17

Performing Arts – Dance Physical Skills:

Physical skills are the skills that give us the ability to perform a wider range of movements safely with control and correct technique.

Skill Definition

Extension The lengthening of body parts outwards. E.g. Straight arms and pointed toes

Flexibility The range of movement possible in the joints/muscles

Coordination The ability to use different parts of the body together smoothly and efficiently.

Posture The way the body is held

Stamina Ability to maintain physical and mental energy over periods of time.

Performance/Interpretive skills: Performance skills are the skills that allow you to engage and connect with your audience.

Timing Performing the correct movement at the correct time. This should be in time with your group

Musicality How in time you are with the music

Energy How much physical effort you apply to the performance

Facial Expressions

Animating the face to engage with your audience/communicate the theme of your performance

Projection Projecting your movements outwards into the space with appropriate energy.

Dynamic Awareness

Noticing and applying the correct quality to each movement. For example: sharp, soft, fluid etc.

Choreographic Devices: Choreographic devices are the tools that we use to make our choreography more interesting and original.

Canon Performing the same movement one after another.

Unison Performing the same movement at the same time

Formation The position you stand in to perform.

Levels The height at which you perform your movement

Repetition Repeating the same movement or phrase more than once

Accumulation Gaining dancers as a phrase is performed

Juxtaposition Showing a contrast on stage. This can be applied using speed or style etc

Fragmentation Dividing the dance into smaller chunks and reordering this to create a new phrase

High

Jumping or

standing up Kneeling or

crouched

On the

floor, e.g. a

roll Canon Middle

Low

TOP TIP! Stretching regularly

can rapidly improve

your flexibility.

Year 8 Knowledge organiser Term 3 Page: 18

Performing Arts – Dance Key Question: What is a stimulus? A stimulus is the starting point/theme of a dance. Anything can be used as a stimulus as long as it allows the choreographer to generate ideas for movement. The stimulus of a dance can be communicated to the audience through movement or through constituent features.

What are constituent features? Constituent features demonstrate the creative intentions of a performance outside of the movement. They are categorised as the following:

• Lighting

• Sound

• Staging/Set

• Costume

• Props

RADS: When creating a piece of choreography from a stimulus it is useful to consider RADS. RADS are used to ensure that the features of a performance communicate the stimulus to the audience. R- Relationships Who you dance with on stage/How you dance with others. For example solo, duet, ensemble, and quartet. A – Action The movement that you perform. D – Dynamics The quality that you attach to each movement for example fluid, sharp, soft etc. S – Space The area in which you perform your dance. The formation, level and shape and size of your movement.

Top tips when choreographing a dance: 1. Analyse the stimulus – write down all of your initial

ideas when looking at your stimulus. This can include facts colours, textures, themes, era’s etc.

2. Generate more than one initial response and explore your ideas before choosing your final idea

3. Generate a motif that communicates your stimulus 4. Pick a piece of music that will communicate the

stimulus to your audience/compliment your dance 5. Motif development – develop your motif using

choreographic devices and RADS. 6. Structure – Choose a structure for your dance that

allows you to communicate your stimulus with the audience.

7. Rehearse and Refine – Rehearse your movement, use self and peer assessment to refine your ideas.

8. Perform & Evaluate – Perform your final piece of choreography. Evaluate this once you have performed.

Example Stimuli: ▪ A Topic ▪ A Picture ▪ A Poem ▪ A piece of music/song lyrics ▪ A professional work ▪ A person ▪ A story ▪ An abstract idea ▪ A video ▪ A prop ▪ A piece of clothing

“Jet plane headed up to the sky Spread wings in the clouds, getting high”

Types of Structure: Narrative – The dance tells a clear story in chronological order Rondo – Having 3 or more themes in a piece of choreography but always retuning to a reoccurring theme in between each section (A, B, A, C, A) Ternary - A three-part choreographic structure. The second section contrasts with the first section (ABA). The third section is a development of the first section. Binary – A two-part structure (AB) that has two self-contained themes. These may be linked through tempo or type of movement etc.

5 basic dance actions that should be

included in all motifs:

1. Jump 2. Hop 3. Roll 4. Turn 5. Gesture

Key words for choreography: • Stimulus – The starting point for a

dance

• Motif – A short phrase of movement including all of the 5 basic dance actions – 5 basic movements that must be included in all pieces of choreography

• Motif development – Developing an original motif using choreographic devices and RADS.

• Structure – How the dance is pieced together to communicate the stimulus

Year 8 Knowledge organiser Term 3 Page: 19

Performing Arts – Drama Plot

Act 1 Macbeth and Banquo meet witches, Cawdor executed, Lady M reads letter, taunts M, Duncan arrives

Act 2 M kills Duncan, Malcolm flees, M crowned

Act 3 Banquo suspects M, murder of B, Fleance escapes, M haunted by B’s ghost at a banquet

Act 4 Witches show M future kings – sons of Banquo, Macduff’s family murdered, Malcolm says he is dishonest to test Macduff’s loyalty

Act 5 Lady M sleepwalks, dies, Macduff kills M, Malcolm restored as King

Key Quotation

“Is this a dagger I see before me The handle toward me hand?

Come, let me clutch thee”

Memorise this quote. How would you perform this line?

Think about pitch, intonation and speed.

Characters ▪ Macbeth – A warlike Scottish Lord who betrays

and murders his king for power ▪ Lady Macbeth – Macbeth’s ambitious and cold-

blooded wife ▪ Duncan – A good and noble Scottish king who is

murdered by Macbeth ▪ Banquo - Macbeth’s friend, who also receives a

prediction from the witches ▪ Macduff – A Scottish Lord who seeks revenge

on Macbeth ▪ The witches - Three strange figures who predict

Macbeth will become king ▪ Malcolm – Duncan’s son and heir, who flees to

England after the murder

Historical Context ▪ Macbeth is a play written around 1606 (Elizabethan Era) by

William Shakespeare. ▪ Shakespeare was writing for the theatre during the reigns of

Queen Elizabeth I and King James I. ▪ The plays he wrote around the time Queen Elizabeth was in

control such as Midsummer night’s dreams contain themes of confidence, happiness and love.

▪ However, the plays he wrote during the reign of King James such as Macbeth were much more cynical and dark reflecting the insecurities of King James that were caused by the Gunpowder Plot.

▪ The Elizabethan Age was an age of discovery and of expansion.

▪ The concerns of the time were reflected in Shakespeare's plays, many of which feature kings and queens struggling to hold onto their power or having it taken from them by someone considered evil.

▪ It was a deeply religious time. ▪ Lots of people believed in witchcraft and were terrified by it.

Themes

Order and Chaos

Regicide

Good and Evil

The Supernatural

Appearance and Reality

Loyalty and Betrayal

Ambition

Areas of the stage

Year 8 Knowledge organiser Term 3 Page: 20

Performing Arts – Drama

Vocal Skills Relationships with other characters and audience

Volume How loud or quiet you speak Proxemics Distance between characters to show a relationship

Tone Matching mood or emotion Eye Contact Looking in a particular direction

Pace How fast or slow you speak Physical contact Contact and touch between characters

Pitch How High or low you speak Levels To show contrast between characters

Accent How you speak based on where you’re from Elements of Drama

Lighting The use of lights to create a particular atmosphere

Physical Skills Sound Adding sound or music to create an effect

Body Language How you use your body to show something Costume What the character would wear

Gestures How you use your hands to communicate Props Items used within the performance

Facial Expressions

How you use your face to communicate an emotion Set Backdrops and items to create an atmosphere

Actions What you do

Levels Using different heights to communicate a message

Projection Exaggerating either vocal or physical skills

Use of Space

Audience Awareness

Ensuring the audience can see you.

Stage directions

Where on the stage you are positioned

Movement Using the whole stage

Year 8 Knowledge organiser Term 3 Page: 21

Performing Arts - Music Key Words and Definitions

Musical Key Word

Definition

Polyrhythm Lots of rhythms playing at the same time

Ostinato Repeated rhythmic pattern

Call and Response

Interaction between one group or person and one group. The first group or person will call or sing or speak a phrase ‘call’, and the second group will respond.

Cyclical Short repeated patterns

Below are lots of different instruments used in the Western, Northern and Southern parts of the African continent.

Djembe Drum The Djembe drum has 3 different sounds: ▪ Slap ▪ Tone ▪ Bass

In drum ensembles: ▪ several different rhythms are played at the same time ▪ the rhythm patterns interlock and overlap to form polyrhythmic patterns

and exciting cross-rhythms

Polyrhythmic patterns

1 2 3 4 5 6 7 8

Beat 1

Beat 2

Beat 3

Year 8 Knowledge organiser Term 3 Page: 22

Performing Arts – Music – Learning a piece for performance Guitar

Bass

You are going to choose one instrument to focus on this half term to learn a piece of music to perform for your final assessment.

4 Top Tips to warm up your voice 1. Stretch! Arms up to the ceiling, back down to touch

your toes – head back, forward to the side and shake it out!

2. Take a deep breath in – hold for 4 counts – breathe out for 4 counts – repeat 4 times

3. Hum on the lowest note you can and then gradually hum up to highest notes you can and back down – this is called a siren.

4. Using notes C,D,E,F,G – sing the different sounds – ma, sa, la, do, woo, he, hah, far.

Keyboard

Drum kit

Year 8 Knowledge organiser Term 3 Page: 23

Physical Education Shotput

Rules

1. Shot must be placed close to the neck resting on the shoulder

2. Shot must be released above shoulder height

3. You must not step out of the circle.

Skills & Teaching Points

1. Clean palm, dirty neck 2. Weight over back leg,

slight bend in the knee 3. ‘Chin, knee, toe, twist

and throw’

Track Rules

1. Stay low when

accelerating 2. Head in a neutral

position 3. Run on balls of feet 4. Arms move from lip to

hip 5. Knees come in line

with hips

Skills & Teaching Points

1. Maintain your speed 2. Control your breathing 3. Save some energy for

a burst at the end of the race

Relay Rules

1. You must not set off

before the starter pistol has sounded

2. You cannot drop the baton

3. The changeover must take place within the 20m zone

Skills & Teaching Points

1. Runners carry the baton at the bottom end

2. runner holds the baton vertically with an extended arm when nearing the receiving runner

3. The receiving runner standing start position and with their hands

Javelin Rules

1. You must hold the

Javelin at the grip 2. The tip must hit the

ground first 3. You must not step

over the line during and after your throw

Skills &Teaching Points 1. Feet slightly wider

than shoulder width apart

2. Throwing arm straight parallel to the body.

3. Elbow stays high, aim to throw the javelin over your head

Discus Rules

1. An athlete cannot

touch the ground outside of the circle

2. Disc must land inside the boundary,

3. The circle must have a diameter of 2.5m

Skills & Teaching Points

1. Loose grip, discus resting in fingertips

2. 2. Weight over back leg with slight bend in the knee

3. Palm faces down, arm straight, release discus at 45-degree angle

High Jump Rules

1. You must take off

using one foot only 2. If the bar is dislodged

the jump will not count 3. If you fail 3 jumps at

the same height you will be disqualified

Skills & Teaching Points

1. Take a curved run up in the shape of a J

2. Jump off your outside leg

3. Kick your other leg like you’re kicking a football

Year 8 Knowledge organiser Term 3 Page: 24

Physical Education Cricket

Rules

1. Wide Ball – A bowl that is decided by the umpire to be too far from the batter to reach.

2. No ball – When a bowl is pitched full (doesn’t bounce) and is above the batsman waist.

3. Front foot no ball – When a bowler lands his front foot over the crease line.

Skills & Teaching Points

Batting – Hit the ball straight. This means hitting the ball with the full face of the bat facing towards the bowler. Bowling – “Line and length”. Accurately bowling the ball so that it hits the top of the stumps is the perfect length. Bowling the ball in the length of the off stump is the perfect line.

Softball Rules

1. The fielding team has a pitcher,

catcher, a player on first base, second base, third base, three deep fielders and short stop.

2. Striking the ball down the first and third base line is a foul.

3. Fielders can’t stand within the base areas. Fielders can’t block the run of the batter.

Skills & Teaching Points Batting – hold the bat with 2 hands. Aim to strike the ball on the top third of the bat. Swing the bat form back to front and aim for down-upwards swing. Tactics – keep an eye on the position of previous batters that are still on the outfield. Aim to run attacking team players out by tactfully throwing the ball at potential next bases.

Rounders Rules

1. If the ball is hit backwards

you can only run to 1st base – until the ball passes over the batting line

2. If you leave the batting square in the action of batting, you are out

3. If a fielder obstructs a batter, half a rounder is awarded to the batting team

Tactics & Strategies - Place your deep fielders between the bases - Aim to hit the ball into a space - Get the ball to the bowler to stop the batters from running further on - Under arm throw for short fielding, over arm throw for deep fielding - Place strong catchers on 2nd and 4th base to stop half and full rounder.

Tennis Rules

1. If the ball lands on the line it is

in. 2. If you hit the ball out of court,

your opponent wins the point. 3. You can play either singles or

doubles.

Skills & Teaching Points Volleys This is when you return the ball before it has bounced. Forehand shots These are made with the face of the racket, the palm of your hand facing the ball. Backhand shots These are made with the reverse side of the racket, with the palm of your hand facing away from the ball.

Year 8 Knowledge organiser Term 3 Page: 25

Religious Studies Keywords Half-term four: Philosophy

1. Philosophy: the study of the nature of knowledge, reality, and existence.

2. Moral dilemma: is a conflict in which you have to choose between two or more actions and have moral reasons for choosing each action.

3. Allegory: a story or poem that can be interpreted to reveal a hidden meaning, which is usually moral or political.

4. Illusion: an appearance or impression that isn’t true

5. Design: a plan or drawing produced to show the look and function or workings of a building, garment, or other object before it is made.

6. Teleological Argument: design argument

7. Cosmological Argument: causation argument

8. Prime Mover: the first cause of all things

9. Empirical evidence: knowledge comes from what we see and hear in the world

Key information

10. Three famous philosophers are called Socrates, Aristotle and Plato.

11. Representation in Plato’s Cave: a) the cave - people who believe that knowledge comes from what we see and hear in the world – empirical evidence. The cave shows that believers of empirical knowledge are trapped in a ‘cave’ of misunderstanding, b) the shadows - if you believe that what you see should be taken as truth, then you are just seeing a shadow of the truth. This isn’t reality, c) the escaping prisoners - the Philosopher, who looks for knowledge outside of the cave and outside of the senses, d) the sun - philosophical truth and knowledge senses.

12. Evidence of the design argument includes: a) Isaac Newton’s fingerprint - billions of people, all with different finger prints, b) beautiful world – sunsets, views from mountain tops and other beautiful things in nature can’t have been an accident, they must have been designed, c) Paley’s Watch - if you assume a pocket watch has a designer, you should assume the much more complicated world does too, d) ordered world – the water cycle, DNA etc. are perfect and work too well to be an accident, they must have been designed.

13. A medieval Christian thinker, Thomas Aquinas, talked about “the unmoved mover” or “prime mover”.

14. Nothing can change by itself, so everything has to be moved by something else that is in motion. The chain of movers must have a beginning otherwise nothing would ever have started moving. There must be a first unmoved mover that causes the motion in all things – Aquinas said that must be God.

15. The cause is what makes something happen and the effect is what happens, for example, the cause is someone throwing a ball, the effect is the window smashes.

Sources of wisdom and authority - SOWAs

16. “Wise men talk because they have something to say. Fools talk because they have to say something.” - Plato

17. “There is nothing wrong with saying that things can come into existence without a cause.” – David Hume

18. “Just because everything within the universe needs a cause, it does not mean that the universe as a whole needs a cause.” - Bertrand Russell

Year 8 Knowledge organiser Term 3 Page: 26

Religious Studies 1. The key knowledge for half-term six is based in your mindfulness booklet

Year 8 Knowledge organiser Term 3 Page: 27

Science

Photosynthesis process plants carry out to make food. They use sunlight, carbon dioxide and water to produce glucose and oxygen

Transpiration is the movement of water in plants as it is taken up through the roots and released from the leaves as water vapour

Year 8 Knowledge organiser Term 3 Page: 28

Science

An ecosystem is all the living things in a given area and their non-living environment

Energy resources are a source of stored energy that can be released in a useful way

Fuel is material that is burned to release its energy Dissipation is when energy becomes spread out wastefully Power =

Energy transferred

Time taken for transfer

Year 8 Knowledge organiser Term 3 Page: 29

World Languages - Eating, Customs and La vida hispánica Direcciones – directions

A la izquierda – to the left

A la derecha – to the right

Tuerza – turn

Sigue – continue

Toma – take

Pase – pass

Cruze - cross

Primera calle – first street

Segunda calle – second street

Semáforos – traffic lights

Puente – bridge

Esquina - corner

Se puede + verb (se pueda visitar…)

El barrio Neighbourhood

La biblioteca Library

La bolero Bowling alley

El bolso Handbag

La carnicería Butchers

El césped Lawn

El collar Necklace

Descancar To rest

El dinero Money

Divertirse To enjoy oneself

El estanco Tobacconists

Los grandes almacenes Department store

La joyería Jewellers

La juguetería Toy shop

El Mercado Market

La muñeca Doll

El museo Museum

La pandería Bakers

El parque infantile Park, playground

La pastelería Cake shop

Los pendientes Earrings

La plaze del toros Bull ring

La ropa (de marca) (designer) clothes

La tienda de comestibles

Grocery store

La zapateria Shoe store

Alojamiento - acommodation

Me alojo – I stay

Alojarse – to stay

Un hotel – a hotel

Un camping – a campsite

Una casa – a house

Un chalet – a chalet/villa

Una tienda de camping – a tent

Una caravan – a caravan

De lujo – luxurious

El tiempo/el clima = the weather hay tormentas = it’s stormy Hace sol = it’s sunny hay nubes = it’s cloudy Hace viento = it’s windy hay niebla = it’s foggy Hace frio = it’s cold buen tiempo = good weather Hace calor = it’s hot mal tiempo = bad weather Llueve = it’s raining/it rains Nieva = it’s snowing/it snows

Year 8 Knowledge organiser Term 3 Page: 30

World Languages Countries Alemania = Germany Escocia = Scotland Inglaterra = England El Caribe = the Carribean Los Estados Unidos = USA Los Emiratos Árabes Unidos = UAE Hongría = Hungary Rumania = Romania Holanda = Holland Suecia = Sweden Suiza = Switzerland Italia – Italy Portugal – Portugal Polonia – Poland La República Checa – Czech Republic Rusia – Russia Paquistán – Pakistan Siria – Syria Lituania – Lithuania Japón – Japan Grecia – Greece Colombia – Columbia Brasil – Brazil Perú – Peru La República Dominicana – The Dominican Republic Jamaica - Jamaica

Nacionalidades and languages: egipcio/a = Eguptian húngaro/a = Hungarian belga = Belgian ingles(a) = English canadiense = Canadian estadosunidense = American nueva zelanda = New Zealand rumano/a = Romanian sirio/a = Syrian australiense = Australian lituano/a = Lithuanian francés = French alemán = German arabe = arabic sueco = swedish coreano = Korean italiano = Italian

Transporte El aeropuerto El avión El equipaje Los documentos necesarios La puerta de embarque El coche de alquiler La estación Un billete La agencia de viajes

Key Questions ▪ ¿Dónde te gustaría ir de vacaciones en el futuro? Where would you like to go on holiday in

the future? ▪ ¿Qué problemas hay en tu país? What problems are there in your country? ▪ ¿Qué haces para cuidar al medio ambiente? What do you do to look after the environment? ▪ ¿Qué es una villa miseria? What is a shanty town?

Problems in a town -inconvenientes Barrios pobres = por neighbourhoods Gente en paro = unemployed people Mucha miseria = a lot of misery Mucho trafico = a lot of traffic Mucha industria = a lot of industry Aire malo = bad air Lejos de amigos = far from friends Facilidades = facilities

Clues to which tense Past Present Future

Hace – ago Ahora -now En el futuro

Antes - before Hoy Después - after

Ayer – yesterday

Hoy en día Mañana - tomorrow

En el pasado Actualmente El año que viene

El año pasado De momento El año próximo

Entonces (then)

Estos días El fin de semana que viene

El mes pasado Dentro de..within…

Connectives Así que – and so Dado que – given that Es decir – that’s to say Por un lado…. Por otro lado… on the one hand on the other hand Por lo tanto – therefore Sin embargo - however

Modal verbs: Debo – I must + inf+ Puedo – I can + inf. Debería – I should + inf. Podría – I could + inf. Se debería – One should + inf Se podría – One could + inf.

Selva = jungle Animales en riesgo de extinción = animals on the brink of extinction Ayudar = to help

Year 8 Knowledge organiser Term 3 Page: 31

Record of learning homework How to record your learning You should record the subject or subjects on the learning homework page and show this to your form tutor on a weekly basis.

Week: Apl 20 Week: Apl 27 Week: May 4 Week: May 11 Week: May 18 Week: Jun 1

Week: Jun 8 Week: Jun 15 Week: Jun 22 Week: Jun 29 Week: Jul 6 Week: Jul 13