Organiser 2019-20 Knowledge · Projection The strength of speaking or singing whereby the voice is...

2019-20

Cycle Two

Year 8

Knowledge Organiser

Knowledge Organiser Year 8 Spring 2020 Cycle Two |

Intro

du

ction

Don’t just copy material from the knowledge organiser into your book.This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!

TOP TIP

Why should you self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.

Research shows that students remember 50% more when they test themselves after learning something.

This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.

How should I self-quiz, and how often?There are many different ways to learn the material in your knowledge organiser.

You could:

a) Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right and correct any mistakes.

b) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.

c) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy and then repeat.

d) Make up mnemonics (e.g. BIDMAS) to help you remember key facts. Write these out from memory.

Self–Quizzing


Intro

du

ction

Week 2 Subject 1 Subject 2 Subject 3

Monday T2 Vocab MFL RPE

Tuesday English History Sparx Maths

Wednesday Music Science MFL

Thursday Science Art English

Friday Sparx Maths Sparx Maths Geography

Week 1 Subject 1 Subject 2 Subject 3

Monday T2 Vocab MFL RPE

Tuesday Science Geography Sparx Maths

Wednesday ICT English History

Thursday Drama Science English

Friday Sparx Maths Sparx Maths MFL

Homework Schedule This table shows you which knowledge organisers you should use each day for Homework. Remember that your workbooks will be checked each morning in tutor time. You should spend a minimum of 20 minutes on each subject per night (5 hours per week).

T

CNA

on Time

Accurate

Neat

Complete

Homework should be TANC.

Any work that is not TANC will be considered incomplete.

What are the Homework expectations?You must:

• Check the schedule below to see which knowledge organisers you should use each day.

• Complete one full page for each subject on the schedule in your workbook every day.

• Use your knowledge organiser after you have finished to mark and correct your own work.

• Write the date and subject heading for each piece of work.

Homework Expectations


Art

YEAR 8 ART – SPRING TERM

WAYS O

F RECO

RDIN

G - Structures

Two-point perspective draw

ing is a type of linear

perspective. Linear perspective is a method using

lines to create the illusion of space on a 2D

surface. There are three types of linear

perspective. One-point perspective uses one vanishing

point placed on the horizon line. Two-point

perspective uses two points placed on the horizon

line. Three-point perspective uses three vanishing points.

Stephen Wiltshire born 24 April 1974 is a British architectural artist

and autistic scholar. He is known for his ability to draw a landscape from

mem

ory after seeing it just once. His work has gained worldwide popularity. W

iltshire can look at a subject once and then draw an accurate and detailed picture of it. He frequently draws

entire cities from m

emory, based on single, brief helicopter rides.

For example, he produced a detailed drawing of four square m

iles of London after a single helicopter ride above that city.

VOCABULARY THAT YOU NEED TO BE FAMILIAR WITH:

Perspective - is an art technique for creating an illusion of three-dim

ensions (depth and space) on a two-dim

ensional (flat) surface Horizon - a horizontal line that runs across the paper or canvas to represent the view

er's eye level, or delineate w

here the sky meets the ground

Foreground - is the opposite of the background, which is

the part of a scene that's farthest away from

you Hatching - is an artistic technique used to create tonal or shading effects by draw

ing closely spaced parallel lines

Crosshatching is an extension of hatching,

which uses fine parallel lines draw

n closely

together to create the illusion of shade or

texture in a drawing. C

rosshatching is the

drawing of tw

o layers of hatching at right-

angles to create a mesh-like pattern.


Art

Inform

ation you should try to include in your critical study:

VOCABU

LARY YOU

NEED TO

BECOM

E FAMILIAR W

ITH:

Collagraphy – a printing process involving creating a printing plate Contrast – difference betw

een two things

Primary – first (colours)

Secondary – second (colours) Tertiary – third (colours) Juxtaposition - tw

o things being seen or placed close together w

ith contrasting effect Tone - the light and dark values used to render a realistic object, or to create an abstract com

position Texture - the perceived surface quality of a w

ork of art Collage - a piece of art that uses a variety of m

aterials Proportion - describe the size, location, or am

ount of one elem

ent in relation to another Com

position - the placement or arrangem

ent of visual elem

ents in a work of art

Analyse - By observing and writing about separate parts

of the art work, you w

ill come to a better understanding

of the art work as a w

hole. Visual analysis talks about an artw

ork's formal elem

ents such as color, line, texture, and size.

Laura S. Kicey is an American photographer and

artist creating digital composites of abandoned

places. Occasionally surreal, frequently quite

haunting and atmospheric, Laura Kicey's

photographs reveal essential truths that often lie beneath the surface, hidden to other eyes. She

colors a world of her own design with a vivid palette drawn from

her surroundings.

Construct is a series of im

ages of places that do not exist. Their com

posite parts are the conclusion of the ongoing photo-explorations of the artist. U

sing these photographic pieces, collected over three years, the artist blends

together the intricate details of doors, bricks, peeling paint and m

ortar and gives them a new

colour and place of their ow

n. As a collection of pieces construct, creates places at once

surreal and familiar, places that recall parts of everyw

here you have been and everyw

here you might w

ish to go.

CON

TENT

What is it?

What is it about?

What does the w

ork represent? The nam

e of the artwork?

Does the title help describe the w

ork? Is it a realistic or abstract im

age? Does the w

ork tell a story or send a m

essage?

FORM

W

hat is the work m

ade from?

What colours does the artist use?

What kind of shapes can you find?

What kind of m

arks or techniques does the artist use? Is the w

ork flat, in relief or 3D? W

hat kinds of textures can you see? How

big is the art work?

MO

OD

How does the w

ork make you

feel? Does the shape or subject create a certain m

ood? Does the colour or texture affect your m

ood? Does the size of the w

ork create a different feeling or atm

osphere?

CON

TEXT W

hat date was it m

ade? W

here was it m

ade? W

hat is the artist’s name?

What do you know

about the artist? W

hat was going on at the tim

e w

hich can link to this work?

Does the work relate to other

subjects at all?

More tips for critical studies…

If your handwriting is untidy please type up the

information

Try to copy a sm

all area of the art work you are

analysing


Co

mp

utin

g

KS3 Computing – Python 1


Co

mp

utin

g

KS3 Computing – Python 2


Dra

ma

Drama – Commedia dell’arte Knowledge Organiser

Origins of commedia dell’arte

English translation: comedy of the artists (or professionals).Pronunciation: co-MAY-dee-ah del AR-tay.

Formal performances began in Italy in the mid-1500s, soon spreading to France and Spain (where they were very popular) and other parts of Europe.

It eventually died out about two hundred years later in the mid-1700s. Its most popular period was 1550 to 1650.

Commedia dell’arte is most notable for its mix of masked and unmasked characters, plus the fact that women were acting on the Commedia stage well before they were allowed to act in England.

The style of Commedia is characterized by its use of masks, improvisation, physical comedy, and recognizable character types.

Plot and structure

Dialogue While rehearsed, dialogue was improvised and could differ from on performance to the next

Plots Storylines were often risqué and bawdy (a bit rude)

Scripts Scripts only consisted of scene descriptors called scenarios

Acting techniques

Comedic qualities

Singing, dancing, acrobatics and tumbling used to make the audience laugh.

Comic timing The use of rhythm, tempo, and pausing to enhance comedy and humour.

Dialogue The exchange of spoken words between two or more characters in a book, play, or other written work.

Exaggeratedgestures

Making movements (usually with the hands) which are over the top

Fast-pacedaction

The events of the play happen quickly

Improvisation A piece of drama which is created spontaneously or without preparation.

Masks Every mask goes with a specific character based on the way it looks. The Commedia masks must show emotion and intelligence as they are covering the face which is the main place emotion can be seen on someone.

Physical comedy

A comedic performance relying mostly on the use of the body to convey humour.

Projection The strength of speaking or singing whereby the voice is used loudly and clearly.

Slapstick A physical kind of comedy based around mild comic violence — smacks in the head, pokes in the eyes, people falling down, etc.

Characters

Caricatured imitation of a person in which certain striking characteristics are exaggerated in order to create a comic or grotesque effect.

Satirical used to expose and criticize foolishness and corruption of an individual or a society, by using humor, irony, exaggeration, or ridicule

Stereotypical an action or a characterization that is oversimplified, widely imitated, or handed down by tradition


Dra

ma

Status Physical Appearance & costume Gesture Mask

The Innamorati

(Lovers Class)

High, but brought low by the hopelessness of their infatuation

Young and attractive.

They had no particular costume, but dressed in the latest fashion of the period to which they belonged. Males sometimes dressed as young soldiers or cadets. Actresses would show off their wardrobe in the better companies by changing costume several times during the course of the action.

Often while holding a handkerchief or flower, etc. in the leading hand. The arms never make identical shapes. Because of their vanity, they frequently look in a hand mirror, only to become upset by any minor imperfection which is discovered. They are always looking to see if a ribbon or a sequin is out of place.

None. No actual mask, but heavy make-up. Mascara and beauty spots for both sexes.

Masters Top of the pecking order. Has lots of money. Controls finance in the character world of Commedia is therefore his orders are usually obeyed.

Lean and Scrawny, often short in stature.

Dark colors of black, grey and red. Dynamic Pantaloons, red tights and yellow Turkish slippers.

Old in body, but his head, feet and hands are still active. The hands (which he can’t keep to himself) flutter continuously, gesticulating each thought as it comes into his head. The only way he can stop this is to hold them behind his back, underneath his cloak.

Long, hooked nose with bushy eyebrows, sometimes also a moustache.

Servants Bottom of pecking order. Represents the peasants.

Baggy, white, originally made of flour sacks.

Actions are always urgent. He appears nervous, talks a lot, his head moves constantly. The nose defines the rhythm of his body since it is the center of his actions. The hands are very expressive and constantly used to illustrate what he is saying. All bodily functions instantly and loudly make themselves known. He often sleeps by alternate farting and snoring.

Originates in the full-face Carnival mask parodying a facchino, but, with the development of the short plays known as Zannata, with improvised dialogue between Pantalone and various zanni, the bottom had to be hinged and was finally cut away altogether. As with other Commedia characters, the longer Zanni'snose, the more stupid he is.

Drama – Commedia dell’arte Knowledge Organiser


En

glish

Year 8 – Dystopian Fiction

WEEK 2: Dystopian Protagonist

• Often feels trapped and is struggling to escape.

• Questions the existing social and political systems and attempts to rebel (but in a way that is still morally acceptable).

• Believes or feels that something is terribly wrong with the society in which he or she lives.

• Lacks the selfish nature of those in charge.

WEEK 2: Typical features of the genre

• Propaganda is used to control the citizens of society

• Information, independent thought and freedom are restricted

• A leader / concept is worshipped by society• Citizens have fear of the outside world• Citizens live in a dehumanized state• Citizens conform to uniform expectations;

individuality and dissent are bad.• The society is an illusion of a perfect utopian

world.

WEEK 1: Typical settings

• Futuristic, industrial cities• Destroyed natural habitat with little

connection to nature.• High levels of surveillance• Environments and weather that create a

strong sense of oppression or constraint

WEEK 2: Key themes

• Environmental destruction• Government control• Loss of individualism• Nuclear disaster• Religious control• Survival• Technological control

WEEK 3: AO2: Language devices

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

Antagonist A person who is against something or someone else : opponent.

Foreshadowing A warning or indication of a future event

Genre conventions

The main features of a type of text including themes, setting, characters, plotlines

Juxtaposition Placing two contrasting things close together or side by side.

Mood The atmosphere or overall feeling of a piece of writing or literature.

Motif A dominant or recurring theme

Narrator The person from whose perspective a story is told

Paradox A statement that seems to say opposite things and yet is perhaps true or a person or thing having qualities that seem to be opposite

Pathetic fallacy When an author gives human emotions and traits to nature or inanimate objects. It is often used when describing weather to show characters' moods, and can create tone or add atmosphere to writing

Protagonist The main character, often a hero.

Semantic field A set of words grouped that refers to a specific subject

Symbolism When a picture, object, colour, etc. is used to represent another idea or concept

Dystopian fiction is a genre of writing used to explore social and political structures in 'a dark, nightmare world.'

WEEK 1: Overview

The word ‘dystopia’ is well-known as the antonym (opposite) of utopia.• Utopia comes from the Greek u-topos (‘no place’) and eu-topos (‘good place’).• Dystopia comes from the Greek dys (‘bad’) and topia (‘bad place’)• If ‘utopia’ represents an ideal or dream society, ‘dystopia’ is the word used to refer to an imagined nightmare world which is usually the world of the future.• The noun ‘dystopia’ is defined as ‘an imaginary place or condition in which everything is as bad as possible’.• In a dystopian story, society itself is typically the antagonist as society is actively working against the protagonist’s aims and desires.• The worlds depicted are often controlled by a totalitarian or authoritarian government.• Dystopian fiction often explores issues such as the loss of civil liberties, living under constant surveillance, laws controlling a woman’s reproductive freedom, and denial of the right to an education.• Dystopias are often thought to be ‘cautionary tales’ but are also used to explore the ideas of what is to be human.


En

glish

WEEK 4 WEEK 5

Apocalyptic Describing or predicting the complete destruction of the world Manipulation Controlling someone or something to your own advantage, often unfairly or dishonestly

Authoritarian Enforcing strict obedience to authority at the expense of personal freedom

Oblivious Not aware of or concerned about what is happening around one

Censorship When governments or other powerful groups set limits on people's freedom to speak or publish

Omnipresent To be present in all places at all times

Compliance The act of submitting; usually surrendering power to another or acting according to certain accepted standards

Oppression When a person or group of people who have power use it in a way that is not fair, unjust or cruel

Conformity Acting according to certain accepted standards Paranoia Being extremely suspicious and thinking that people are ‘out to get you’

Constraint A limitation or restriction Propaganda A form of communication to distribute information which is always biased.

Democracy A form of government where people vote to have a say in how the government is run

Regime The form of government or the set of rules, cultural or social norms, etc. that regulate the operation of a government or institution and its interactions with society

Dictatorship A form of government in which a person or a small group rules with almost unlimited power

Repressed To be restrained or controlled by being held down

Dissent The act of protesting Setting The time and place in which a story takes place. Setting can help to establish the mood and atmosphere of a story or scene

Dystopia A world in which everything is imperfect, and everything goes terribly wrong

Surveillance A close watch kept over someone or something

Fatalistic The belief that events are fixed in advance so that human beings are powerless to change them

Totalitarian Relating to a government where the ruler or ruling group has complete control

Ideology A collection of ideas or beliefs shared by a group of people Tyrannical A cruel or unjust use of power; a government which is ruled by one person

Inequality The difference in social status, wealth, or opportunity between people or groups

Utopia An imaginary community or society with a perfect system of laws and politics

Year 8 – Dystopian Fiction – Key Vocabulary


En

glish

AO2: Key vocabulary - Week 6

Antagonist A person who actively opposes or is hostile to someone or something; an adversary or enemy. The protagonist is the hero of the play.

Anti-Semitism Hostility to, prejudice, or discrimination against Jews

Casket A small box used for containing jewels, letters or other valuable objects

Lady-in-waiting A woman who is a servant for a royal or important woman

Merchant Someone who works in or owns a retail business and sells goods

Patriarchy A system of society or government in which men hold the power and women are largely excluded from it

Prejudice Unreasonable feelings, opinions, or attitudes, especially of a hostile nature, regarding an ethnic, racial, social, or religious group. If these are acted on it becomes discrimination.

Revenge The action of hurting or harming someone in return for an injury or wrong suffered at their hands

Suitor Someone who pursues another person in a romantic way

Usury The action or practice of lending money at unreasonably high rates of interest

AO3: Context – Week 6

Shakespeare’s times

Society was patriarchal – women were considered inferior to men and belonged to their fathers (or brothers if their fathers had died) an then their husbands. Portia would have been expected to obey her father’s commands. Portia refuses to be passive and submissive like women were expected to be at that time. This could be because Shakespeare would have also had to please Queen Elizabeth and Portia was used as a representation of her.

Religion Jews had to live in ghettos and were discriminated against. It was a very anti-Semitic time.In England, during the time this was written, Jews had been banished for the past 300 years so the audience would not know any Jews.Violent, racism and insulting behaviour was deemed funny to the Elizabethan era. Shakespeare would have made Shylock, the Jew, the antagonist of the play to provide humour for the audience. He would have also mocked other countries for the same reason. However, there are some areas where Shylock appears this victim. Maybe Shakespeare also pities the Jews because of how they have been treated by society

Key Quotations – Week 7

‘The devil can cite Scripture for his purpose’ ‘I hate him for he is a Christian’

‘Mislike me not for my complexion’ ‘I will feed fat the ancient grudge I bear him’

‘All that glisters is not gold’ ‘Hath not a Jew eyes?’

‘In sooth, I know not why I am so sad’ ‘If you prick us do we not bleed?

‘God made him, and therefore let him pass for a man’

‘If I am a dog beware my fangs’

Plot - Week 7

Antonio is sad. Bassanio arrives and asks to borrow money but Antonio’s is all out at sea.

Portia doesn’t like her suitors

Antonio and Bassanio make a bond with Shylock with Antonio’s pound of flesh being at risk if they don’t pay.

Launcelot persuades Bassanio to let him serve him rather than Shylock.

Jessica runs away with Lorenzo and takes a lot of Shylock’s money with her.

Morocco picks the wrong casket (the gold one).Arragon picks the wrong casket (the silver one).

Bassanio travels to Belmont (with some friends and Jessica). He picks the lead casket (the correct one) and marries Portia; Gratiano and Nerissa also marry.

We are told Antonio’s ships have sunk so the court scene occurs. Shylock wants his pound of flesh. A young doctor, Balthasar (Portia in disguise) tells him he can have the flesh but not any blood. Shlock instead is charged with attempting to murder Antonio and has to give half his money to the state and become a Christian.

To thank the doctor Bassanio and Gratiano give their rings to Balthasar and his clerk (Portia and Nerissa.

Everyone returns to Belmont and a fake argument about the missing rings occurs. News that Antonio’s ships are fine also arrives.


En

glishYear 8 - The Merchant of Venice

Key characters – Week 9

Antonio Antonio loves Bassanio. It might be a paternal type of love. He will do anything for him. It could be argued that he is the protagonist of the play as he is a merchant.

Bassanio Bassanio is a man who spends more than he has. He is similar to the Prodigal Son. He borrows money so that he can win Portia.

Gratiano Gratiano is a joker and very good friends with Bassanio. He marries Nerissa.

Jessica Jessica is a Jew who loves Lorenzo, a Christian. She changes her religion to be with him, something the audience would have been very happy about.

Lancelot Gobbo

At first he is Shylock’s servant and then he works for Bassanio. He provides comedy for the audience by misusing the English language. His father is Old Gobbo

Lorenzo Lorenzo is a Christian who wins Jessica’s heart and steals her away from her father. When Shylock dies, he will get Shylock’s money, not Jessica.

Nerissa Nerissa is Portia’s lady-in-waiting. She has a dry sense of humour and marries Gratiano.

Portia Portia represents Queen Elizabeth with her power. She does not get to choose who she marries. Luckily, she marries Bassanio who she loves.

Shylock Shylock is a Jew who is discriminated against by the Christians. He wants revenge on them. Is he the victim or the villain?

Morocco and Arragon

Morocco and Arragon are princes from other countries who want to win the casket lottery for Portia’s hand in marriage. They are stereotyped and mocked.

Key themes – Week 8

In this play Shakespeare makes us think about the importance of fairness, justice and mercy. Antonio does not like the way Shylock makes his money because he thinks that charging excessive interest on loans is unjust. When Shylock agrees to lend 3000 ducats to Antonio he asks for a pound of flesh as his insurance. We might think that this is unjust as it places a financial value on human life. When Antonio’s ships sink, he is unable to repay his loan, and so by the strict laws of Venice he must stick to his contract. However when Bassanio offers to pay double the original loan, Shylock still insists on his pound of flesh. As an audience we are invited to think about whether it is always right and fair to stick to a contract or, in certain cases, mercy and flexibility are more just.

This play deals with different types of love, often by comparing it to its opposite – hate. We see the love between friends with Portia and Nerissa and in particular with Antonio and Bassanio. Parental love is presented through Portia’s father and Launcelot and Old Gobbo. Then, of course there is the romantic love that we see in the relationships between Bassanio and Portia, Nerissa and Gratiano, and Jessica and Lorenzo. All of these can be contrasted with the hatred between Shylock and Antonio.

Money and financial wealth are key to this play. The title itself refers to the merchant Antonio who trades in the Rialto. Each of the characters is connected in one way or another with money – either through a lack of it (Bassanio), a love of it (Shylock) or an excess of it (Portia). The question of worth and value is also raised. Shylock is upset about the loss of a turquoise ring that was given to him by his beloved Leah. It is the sentiment rather than the monetary loss that he is sad about. Later, when Balthazar/Portia asks Bassanio for his ring as a gift he replies that he would rather find the most expensive ring in Venice than give away his love token.

Symbols and motifs – Week 9

The three caskets: gold, silver and lead.

In the test, suitors are presented with three caskets: one made of gold, one of silver and one of lead. If the suitor chooses the correct casket, he wins Portia's hand. The gold casket is a symbol of greed and of materialistic and shallow people who value surface over substance. Silver, while still precious, is not quite as luxurious as gold. The silver casket symbolizes a more cautious greed. These are the people who make compromises in trying to fulfill their dreams -- wanting to go for the gold but falling short. The lead casket ends up being the right choice. It is plain on the inside, but it holds an inner treasure. It represents Portia herself, who may one day grow old and plain, but who is beautiful and valuable on the inside.


Fre

nch

deux 2

trois 3

quatre 4

cinq 5

six 6

sept 7

huit 8

neuf 9

dix 10

onze 11

douze 12

des some

sommes are (we)

êtes are (you pl.)

sont are (they)

frère brother

sœur sister

parent parent

ouvert open

prudent careful

strict strict

jeune young

faisons do/make (we)

faites do/make (you pl.)

font do/make (they)

progrès progress

effort effort

travail work

sport sport

équitation horse riding

natation swimming

aller to go

vais go (I)

vas go (you)

va go (he/she)

collège school

musée museum

parc park

caisse checkout

gare station

poste post office

train train

samedi Saturday

comment how

où where

quand when

aéroport airport

étranger abroad

hôtel hotel

université university

commerces business

iles islands

États-Unis Untied States

souvent often

rarement rarely

avons Have (we)

avez Have (you pl.)

ont Have (they)

lecteur reading

MP3 MP3

problème problem

cheval horse

difficile difficult

formidable fantastic

Revision Week:Autumn Half Term 1Autumn Half Term 2Spring Half Term 1

allons go (we)

allez go (you pl.)

vont go (they)

vacances holidays

ville town

mois month

année year

Écosse Scotland

Angleterre England

Londres London

chez at (somebody’s (house))

venir to come

viens come (I/you s.)

vient comes (he/she)

dire to say

dis say (I/you s.)

dit says (he/she)

sortir to go out

sors go out (I/you s.)

sort goes out (he/she)

prendre to take

prends take (I/you s.)

prend take (he/she)

apprendre to learn

comprendre to understand

vérité truth

de from


Fre

nch

qui who

que what/that

pourquoi why

quel which/what

combien how much/many

bureau office

club club

équipe team

parfois sometimes

dans in

Il y a + numbers/nouns

Plural nouns (with des)

Plural adjectives

Adjectival Agreement

Indefinite articles (un/une/des)

(à la/à l’/au/aux) “to + places”

Question words

(en) with feminine countries +

Subject-Verb inversion in questions

Question words

“ne … pas” to form negatives

avoirJ’ai I have

Tu as You have (s)

Il / Elle a He / She has

Nous avons We have

Vous avez You have (pl.)

Ils / Elles ont They have

êtreJe suis I am

Tu es You are (s)

Il / Elle est He / She is

Nous sommes We are

Vous êtes You are (pl.)

Ils / Elles sont They are

faireJe fais I am

Tu fais You are (s)

Il / Elle fait He / She is

Nous faisons We are

Vous faites You are (pl.)

Ils / Elles font They are

aller – to go Je vais I go

Tu vas You are (s)

Il / Elle va He / She is

Nous allons We are

Vous allez You are (pl.)

Ils / Elles vont They are


Ge

og

rap

hy

UrbanisationWhat 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.

Types of Cities

Megacity An urban area with over 10 million people living there.

Millionairecity An urban area with over 1 million people living there.

More than two thirds of current megacities are located in either NEEs (Brazil) and LICs

(Nigeria). The amount of megacities

are predicted to increase from 28 to

41 by 2030.

Causes of Urbanisation

Rural - urban migration (1) The movement of people from rural to urban areas.

Push Pull

• Natural disasters• War and Conflict• Mechanisation

• Drought • Lack of employment

• More Jobs • Better education &

healthcare• Increased quality of life.

• Following family members.

Natural Increase (2) When the birth rate exceeds the death rate.

Increase in birth rate (BR) Lower death rate (DR)

• High percentage of population are child-bearing

age which leads to high fertility rate.

• Lack of contraception or education about family

planning.

• Higher life expectancy due to better living conditions and

diet.• Improved medical facilities

helps lower infant mortality rate.

How can we live sustainably?

Sustainable urban living means being able to live in cities in ways that do not pollute the environment and using resources in ways that

ensure future generations also can use then.

Water Conservation Energy Conservation

This is about reducing the amount of water used. • Collecting rainwater for

gardens and flushing toilets. • Installing water meters and

toilets that flush less water. • Educating people on using

less water.

Using less fossil fuels can reduce the rate of climate change.• Promoting renewable energy

sources. • Making homes more energy

efficient.• Encouraging people to use

energy.

Creating Green Space Waste Recycling

Creating green spaces in urban areas can improve places for people who want to live there. • Provide natural cooler areas

for people to relax in. • Encourages people to

exercise. • Reduces the risk of flooding

from surface runoff.

More recycling means fewer resources are used. Less waste reduces the amount that eventually goes to landfill.• Collection of household

waste. • More local recycling facilities.• Greater awareness of the

benefits in recycling.

Traffic Management

Urban areas are busy places with many people travelling by different modes of transport. This has caused urban areas to experience different

traffic congestion that can lead to various problems.

Environmental problems

• Traffic increases air pollution which releases greenhouse

gases that is leading to climate change.

Economic problems Social Problems

• Congestion can make people late for work and business

deliveries take longer. This can cause companies to loose

money.

• There is a greater risk of accidents and congestion is a

cause of frustration. Traffic can also lead to health issues for

pedestrians.

Traffic Congestion Solutions

• Widen roads to allow more traffic to flow easily.

• Build ring roads and bypasses to keep through traffic out of city centres.

• Introduce park and ride schemes to reduce car use.

• Encourage car-sharing schemes in work places.

• Have public transport, cycle lanes & cycle hire schemes.

• Having congestion charges discourages drivers from entering the busy city centres.

City growth in different countries

HICs In HICs cities tend to grow UP! They build skyscrapers and try not to sprawl into green space around the edge

NEEs and LICs

In less developed countries cities grow out as people set up slums on the outside edges.

In Dharavi (a slum outside of Mumbai) there are 1 million

people in each square mile!

This is because people are moving in from the countryside

very quickly.


Histo

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Disease Diseases like trench foot were common due to poor conditions.

Food At the beginning of the war British soldiers were fed well, but as the size of the army grew and the war went on longer, the army started to ration food. Bully beef and stale biscuits were common.

Daily Life Soldiers often had to do boring tasks like cleaning equipment if they were not fighting. Sanitation was poor and lice were common.

Trench rats

Rats were very common due to the poor conditions. Sometimes the soldiers killed and cooked the rats.

Weapons Soldiers had their own rifles. They also used: Bayonets,Artillery , Grenades; Machine Guns; Flamethrowers, Tanks, Pistols and Gas.

Gas Mustard and chlorine gas were common and both caused huge damage and often death.

Life in the trenches:

Life in Britain during the war

Causes of the First World War:Alliances In 1914 the six most powerful countries in Europe were

divided into two opposing alliances: The Triple Alliance (Germany, Austria-Hungary and Italy).Triple Entente (Britain, France and Russia).

Kaiser Wilhelm II He was the leader of Germany and a very determined man. He was jealous of Britain’s army and navy.

The Arms Race The British built the HMS Dreadnought, the most powerful ship at the time. Germany wanted to compete with this. Ship-building competition began.

France v. Germany

In 1871 during a war between France and Germany, Germany took the region of Alsace Lorraine from France. It was an important industrial area.

The assassinationof Archduke Franz Ferdinand

He was the heir to the Austrian-Hungarian throne. He was killed by Gavrilo Princip, a Serbian terrorist on 28th

June 1914.

The First World War 1914-1918

Recruitment:

Impact of WW1 on Europe:

Britain did not have a large army in 1914. The government needed to get more people to join up. They used propaganda to do so, in particular posters. These encouraged people to be patriotic, defend their families and defeat the ‘evil’ Germans. The government also censored what newspapers published and some women handed white feathers to men who did not sign up.

Economic effects

The British government had spent £9 billion on the war. £1 billion was a loan that had to be repaid.

Social effects

Approximately 20 million people were killed and 21 million were wounded. 750,000 of those killed were British.

Political effects

Attempted and successful revolutions swept through Germany and Russia, causing political chaos.

Attack from the sky

In 1914, the Germans launched bombing raids on Britain using Zeppelins. These destroyed hundreds of family homes and many civilians were killed.

Women Women were encouraged to work in the factories preparing Britain for war. 2 million women did this. Conditions were dangerous due to TNT and chemicals.

Children Fewer than 1.5 million were evacuated. Guides and scouts helped with the war effort.

Conscription Introduced in 1916 to force people to join the army.

News News and letters were censored so that morale remained high and no info. was given to the enemy.


Histo

ry

The Causes of the Second World WarThe Treaty of Versailles

GuiltClause -Article 231

War guilt clause – Germany and her allies had to take full responsibility for the war.

Armedforces

The German army was limited to 100,000 menConscription bannedThe navy was limited to 6 large battleships.No tanks, submarines or an air force.The Rhineland was demilitarised.

Reparations

Figure was agreed at £6.6 billion. It was estimated it would take until 1988 to pay back.

Germanland

Lost 10% of land, including Alsace Lorraine back to France.The Saar, an important industrial area, put under French control (on behalf of League of Nations) for 15 years.Lost all colonies.Anschluss (union) was banned with Austria.

League of Nations

Set up to keep peace, but Germany was not allowed to join.

The Great Depression

Oct 1929 – The Wall Street Crash

Businesses and bankscollapsed, less trade, unemployment and

poverty

Many people blamed their governments

In some countries, people voted for extremist and Fascist leaders

e.g. Hitler in Germany

The Manchuria and Abyssinia CrisesThe Manchuria CrisisJapan invaded Manchuria in 1931.The League of Nations were slow to respond.Britain and France were more concerned with their own problems.It showed that the League of Nations could not stop powerful countries being aggressive.

The Abyssinia CrisisItaly invaded Abyssinia in 1935.The League tried to make an agreement with Italy to let them have most of Abyssinia.Britain and France were more concerned about their own interests.It showed that the League of Nations could not stop powerful countries being aggressive.

1933 Hitler became Chancellor of Germany.

1935 The Saar Plebiscite – people voted to be part of Germany again.‘Freedom to Rearm Rally’ showed that the Nazis were rearming.

1936 Hitler remilitarised the Rhineland. This made France feel threatened and encouraged Hitler that Britain and France would not stand up to him.

1938 March - Hitler marched into Austria and united Germany and Austria –called Anschluss.September – Britain, France and Italy made the Munich Agreement with Germany. This gave Hitler the Sudetenland (part of Cezchoslovakia).

1939 March – Hitler invaded the rest of Czechoslovakia.August – The Nazi Soviet-Pact was made (an agreement between Germany and the USSR to both invade Poland and not fight each other).September – Hitler invaded Poland. Britain declared war on Germany.

Hitler’s Actions


Ma

thsM

athematics

How to login:

1.Go to ‘w

ww.sparx.co.uk’

2.Click on ‘Login’ in the top right corner, then on ‘Student Login’.

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pulsory sparxhomew

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ark your answer.

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atch the video.✓

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Mu

sic

A). Key Words B). Music TheoryHOOK – A ‘musical hook’ is usually the ‘catchy bit’ of the song that you will remember. It is often short and used and repeated in different places throughout the piece. HOOKS can either be a:

MELODIC HOOK – a HOOK based on the instruments and the singers

RHYTHMIC HOOK – a HOOK based on the patterns in the drums and bass parts or a

VERBAL/LYRICAL HOOK – a HOOK

RIFF – A repeated musical pattern often used in the introduction and instrumental breaks in a song or piece of music. RIFFS can be rhythmic, melodic or lyrical, short and repeated.

OSTINATO – A repeated musical pattern. The same meaning as the word RIFF but used when describing repeated musical patterns in “classical” and some “World” music.

BASS LINE – The lowest pitched part of the music often played on bass instruments such as the bass guitar or double bass. RIFFS are often used in BASS LINES.

MELODY – The main “tune” of a song or piece of music, played higher in pitch that the BASS LINE and it may also contain RIFFS or HOOKS. In “Classical Music”, the melody line is often performed “with” an OSTINATO pattern below.

REPEAT SYMBOL – A musical symbol used in staff notation consisting of two vertical dots followed by double bar linesshowing the performer should go back to either the start of the piece or to the corresponding sign facing the other way and repeat that section of music.

TREBLE CLEF – A musical symbol showing that notes are to be performed at a higher pitch. Also called the G clef since it indicates that the second line up is the note G.

BASS CLEF – A musical symbol showing that notes are to be performed at a lower pitch. The BASS LINE part is oftenwritten using the BASS CLEF. Also called the F clef since it indicates that the fourth line up is the note F.

Hooks and Riffs Knowledge Organiser


Mu

sic

Every Musical has a:• LIBRETTO – the overall text including the spoken andsung parts• LYRICS – the words to the songThere are different types of song within a Musicalincluding:

• ACTION SONGS – which move the plot forward• CHARACTER SONGS – which enable a character toexpress their feelings and often have LYRICALMELODIES and are designed enable the singer to “showoff” their vocal skills.Within these two types of songs, different song typescan be found including:

• BALLADS – which are usually slow, romantic andreflective• COMEDY SONGS – which are funny, to the lyrics arevery important• PRODUCTION NUMBERS – which involve the fullcompany and are used to show major changes inlocation or plot, and often open and close ACTS.• RHYTHM SONGS – are driven by energetic rhythmicpatterns

The singers in Musicals are normally accompanied by alive BAND or ORCHESTRA (which are often ‘hiddenfrom view’ of the audience in the orchestra pit) whichare made up of a range of traditional orchestralinstruments combined with modern electronicinstruments (e.g. electric guitars, synthesisers andkeyboards and drum kits) to give a wide variety ofsounds and effects to accompany the on-stage action.Sometimes, a particular song from a Musical becomes more famous than others and is often performed “out of context” as a stand-alone number.

KS3 Musicals Knowledge Organiser

What makes up a musical?Musical theatre combines music, songs, spoken dialogue and dance; also called ‘MUSICALS’, they are usually performed in theatres. Musicals set out to entertain through a combination of:

• Catchy music in a popular style • SOLO SONGS, DUETS, CHORUSES and ENSEMBLES. • ORCHESTRA or BAND ACCOMPANIMENT • Spoken dialogue • Dance sequences, stage spectacles and magnificent costumes

These are held together by the PLOT or STORYLINEwhich is divided into ACTS and SCENES. A summary or outline of the plot of a Musical is called a SYNOPSIS. Musicals are usually performed in theatres, most famously on Broadway and in the West End of London. “Broadway” is also used as a general term to refer to American Musicals.

What is musical theatre?Various different types of male and female voice are used in both Musicals (and Opera) and are given to different characters.

SOPRANO – the highest female voice type and normally plays the most sympathetic roles (sometimes the heroine who is being cheated on!) MEZZO SOPRANO – a lower female voice type (often given the spiciest and juiciest roles – often witches!) ALTO – the lowest female voice type but can also be sang by men (often maids, mothers or grandmothers)

TENOR – the highest male voice type (often given to vulnerable men who love too much!) BARITONE – a medium-range male voice type (often given to the hero of the plot) BASS – the lowest male voice type (often given to characters that portray fathers or priests)

Types of Voices

Although most musicals use dialogue, there are some Musicals which are THROUGH-COMPOSED which use little or no dialogue and everything is sung. STROPHIC FORM is when the same melody is repeated but with different words e.g. hymns and carols. The opposite of strophic form is THROUGH-COMPOSED where each section of words has a new music or melody and nothing is repeated (no repeated choruses or refrains). Many songs from Musicals use VERSE & CHORUS form. The CHORUS:

• Sets the refrain of the lyrics and often contains the title words • Usually returns several times, always with the same words • Is normally the “catchiest” part of the song and has a MEMORABLE MELODY The VERSE usually has different words, sung to the same music, with each repetition.

The structure of songs in musicals.

ComponentsOverture

Musicals often begin with an OVERTURE – an INSTRUMENTAL piece played by the BAND or ORCHESTRAwhich “sets the scene” and often contains parts from songs which will occur later in the musical (e.g. a MEDLEY)

Characters

Characters are then introduced, and thestoryline develops. Musicals contain somespoken dialogue and sometimes dancesequences. INCIDENTAL MUSIC (musicplayed by the band/orchestra alone) isoften used for scene or set changes.

Songs

Musicals contain a number of differentsongs – solo songs (CHARACTER SONGS),DUETS, TRIOS, COMPANY/CHORUS orPRODUCTION NUMBERS, ACTION SONGS,BALLADS and COMEDY SONGS.


Re

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hilo

sop

hy

& E

thics

Big bang theory The idea that the universe was created from a huge explosion

teleological/ design theory

The idea that the world is perfect for humans to live on and so must have been made for us

cosmological argument

The idea that everything has a cause so the cause of the universe must be God

theory of evolution

The idea that all life has changes/adapts over many generations to fit the environment

Miracle An event that breaks the laws of science and can only be explained as an action of God

Charles Darwin A naturalist famous for his theory of evolution

George Lemaitre A priest who came up with the idea of the Big Bang theory

omnipotent All powerful

omniscient All knowing

omnibenevolent All loving / all good

theist Someone who believes in God

agnostic Someone who is unsure whether God exists

atheist Someone who does not believe in God

creationism The belief of some Christians that the world was created exactly as described in the Bible

Key vocabulary:

Key quotes

Key beliefs:This is a philosophy topic. Philosophy means thinking about the most important questions such as how the world or life began and whether there is a God or life after death.

The universe has a beginning but there is much debate about how it started.

Some people believe that humans have a soul. This is a part of us that can survive death.

Ultimate Questions

Bible ‘In the beginning, God created the heaven and the earth’

Bible ‘You knit me together in my mother’s womb’

Bible ‘with God, all things are possible’

RichardDawkins

‘There is no such thing as a religious child, just children with religious parents’


Re

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& E

thics

Trinity The belief that God is the Father, the Son and The Holy Spirit, all at the same time

Incarnation In Christianity, this is the belief that Jesus was God in human form

Communion A ceremony using bread and wine to remember the sacrifice of Jesus. Also called Holy Communion and Eucharist.

Gospel One of four biographies of Jesus in the Bible

Miracle An event that breaks the laws of science and can only be explained as an action of God

Apostles The twelve chief disciples/helpers of Jesus

Creed A statement of core beliefs

Testament A true account

Denomination In religion, this means a type/branch of Christianity, (eg. Roman Catholic, Anglican)

Schism Split, specifically when Christianity split into different denominations

Sacrifice To give something up for the benefit of someone/something else

Salvation To be saved from sin and its consequences

Resurrection To come back to life as yourself

Ascension To go up, specifically when Jesus went up to Heaven

Key vocabulary:

Key quotes:

Key beliefs:Christians believe that Jesus is the son of God.

Christians believe that Jesus sacrificed himself to pay for the sins of all humans.

Christians believe that the resurrection of Jesus shows there is life after death.

The life of Jesus

Bible - Jesus “Love your neighbour”

Bible - Jesus “This is my body, given for you”

Bible - God “This is my own dear son with whom I am well pleased”

Bible “For God so loved the world he gave his only son”


Scie

nce

Poles of a Magnet

Gg

• The ends of magnets are called poles.• They are assigned a polarity – North and South• This is where the force from the magnet is at its

strongest• When two magnets are placed beside each other,

they will either repel or attract• If the poles that are beside each other are

different (N-S), they will attract.• If they are the same (N-N or S-S) the magnets will

repel

Magnetic Fields

• There are only three naturally magnetic elements: iron, cobalt and nickel. Steel is magnetic too, but it is made up of iron and carbon.

• The region around a magnet is called the magnetic field

A field is a region of space where an object will

• A magnetic material is a material that is attracted to magnets but is not itself magnetic.

• It will only ever feel an attractive force

• A magnetic compass contains a small bar magnet. The compass needle points in the direction of the Earth’s magnetic field. It will always point to the North Pole of the Earth

• You can use a compass to plot the magnetic field pattern of a magnet.

• The core of the Earth must be magnetic due to the effect it has on the magnet in a compass

• A compass will always point towards the south pole of a magnet

• This means that the Earth’s magnetic field is upside down!

Electromagnets

• An electromagnet is a non-permanent magnet turned on and off by controlling the current through it

• When a current is passed through a conductive material, like a wire, it generates a magnetic field around it

• Using your right thumb, you can work out the direction of thecurrent; your fingers indicate the direction of the magnetic field.

• In order to increase the effect of a magnetic field on an object you can do 3 things:

1. Decrease the distance of the object from the magnet2. Increase the current passing through the wire3. Coil the wire

• A solenoid is a coil of insulated wire with a current running through it

• A solenoid has the same shape magnetic field as a bar magnet

• The core of a solenoid consists of soft iron metal, which the solenoid is wrapped around

Magnetism and Electromagnetism


Scie

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Non-metals are found towards the right and top of the periodic table

Non-metals do not form positive ions

Chemistry THE PERIODIC TABLE• There are about 100 different elements , which are arranged in order of atomic

number in the periodic table• The table is called a periodic table because similar properties occur at regular

intervals• Elements with similar properties can be found in the same column, known as a

group; elements in the same group have the same number of electrons in their outer shell, which gives them similar chemical properties

• Elements in the same rows (periods) have the same number of electron shells, for example, Lithium and carbon are both in period 2 and have two electron shells

The majority of elements are metals

Metals are found to the left and towards the bottom of the periodic

table

Metals react to form positive ions

The elements in Group 0 of the

periodic table are called the noble

gases. They are unreactive

and do not easily form molecules

because their atoms have stable

arrangements of electrons. The noble

gases have eight electrons in their

outer shell, except for helium, which

only has two electrons.

The boiling points of the noble gases increase with

increasing relative atomic mass (going down the group).

The elements in Group 1 of the periodic table are known as the

alkali metals. They are highly reactive because of

the single electron in their outer shell.

In Group 1, the reactivity of the elements increases going down the

group.The boiling and melting points of

group 1 metals decrease going down the group

The elements in Group 7 of the periodic table are known as the halogens and have similar

reactions because they all have seven electrons in their outer shell.

The halogens are non-metals and consist of molecules made of pairs of atoms.

In Group 7, the further down the group an element is the higher its relative molecular

mass, melting point, and boiling point.In Group 7, the reactivity of the elements

decreases going down the group.A more reactive halogen can displace a less

reactive halogen from an aqueous solution of its salt.

Group 1 Transition metals

softlow density

highly reactivelow melting

points

hardhigh densityless reactivehigh melting

points

Group 1 metals all react with water to produce hydrogen gas and an alkaline solution containing the metal hydroxide


Scie

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Pressure

Pressure = Force (in N)Area (m2 or cm2)

• Pressure is measured in Pascals (Pa) or N/m2.• Force is measured in Newtons (N)• Area is measured in meters squared or centimetres squared (m2 or cm2)

Calculating Pressure

• While an elephant is much heavier than a person, the pressure exerted by their foot is much smaller than that of the point of a high heeled shoe• Because the surface area of the foot is very large (0.18m2), the force is distributed over a larger area• Whereas the shoe has a very small surface area (0.000036m2), meaning that the force is focused into a much smaller point

• An average male elephant has about 6000kg of mass and weighs about 60,000N• An average adult female weighs about 70kg or 700N.

Pressure exerted by elephant:

Pressure = Force = 60,000 = 333,333 N/m2

Area 0.18

Pressure exerted by woman:

Pressure = Force = 700 = 19,444,444 N/m2

Area 0.000036

Pressure in Liquids • When an object is in water, water molecules are pushing on themselves and on the object. This creates liquid pressure. • Liquid pressure acts in all directions.

Pressure and depth • The pressure at a particular depth in a liquid depends on the weight of water above it . • The greater the depth the greater the pressure, as the mass (and therefore the force exerted) is greater.

• Liquids are incompressible – this means you are unable to squeeze them together because there is little space between the particles. • Liquids pass on any pressure applied to them

Example: Dam Walls The bottom of dam walls are thicker than the top. This is because the pressure at the bottom of the dam is more. Hence it is more liable to break as more pressure is exerted on the walls by the water.

•The particles in a gas move quickly in all directions, but they don't get far before they bump into each other or the walls of their container. •When gas particles hit the walls of their container they exert pressure. The more particles that hit the walls, the higher the pressure.

Pressure in Gases

•Gas pressure is affected by the number of particles in an area and temperature.

•Atmospheric pressure - The air particles around us put pressure on us. This is called atmospheric pressure

•Density - Density is the amount of mass in a specified space. It is a way to measure how compact an object is. It is the number of molecules in an area or the mass per unit volume of matter. The denser an object is, the less likely it is to float.

•Depth - the extent downward that an object extends

• Fluid – a substance with no fixed shape, a gas or liquid.

•Force - A push or a pull

•Gas pressure - A pressure produced by collisions of particles in a gas

•Incompressible - unable to squeeze a liquid as there is not much space between particles

•Liquid pressure - A pressure produced by collisions of particles in a liquid

•Pressure - Pressure is a measure of how much force is applied over a certain area.

•Resultant force - Single force which can replace all the other forces acting on a object and have the same effect.

•Surface area - The total area of the surface of a three-dimensional object

•Up thrust – The upward force a liquid or gas exerts on a object floating in it

Key terms


Scie

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Photosynthesis Knowledge OrganiserPhotosynthesis

The process plants use to make their own food, glucose. In photosynthesis, carbon dioxide and water react together to make glucose and oxygen. This is an endothermic reaction.

Carbon dioxide + water (+sunlight) glucose + oxygen

Photosynthesis mainly takes place in the chloroplasts in leaf cells. Chloroplasts contain the green pigment called chlorophyll.

Water diffuses into the root hair cells. It is then transported around the plant through the xylem

Glucose is transported to all parts of the plant. Water is transported from the roots to the stem and the leaves

Structure of a leaf

Leaves are especially adapted for photosynthesis. Most leaves:

- Are green- they contain chlorophyll, which absorbs sunlight

- Are thin- this allows gases to diffuse in and out of the leaf easily

- Large surface area- to absorb as much light as possible

- Have veins- these contain the xylem tubes, which transport water, and phloem tubes which transport glucose

For healthy growth , plants need the following minerals:

- Nitrates (contain nitrogen)- for healthy growth

- Phosphates (contain phosphorous)- for healthy roots

- Potassium- for healthy leaves and flowers

- Magnesium- for making chlorophyll

Carbon dioxide diffuses into the leaf and carbon dioxide and water vapour diffuse out of the leaf through tiny holes called stomata.


Sp

an

ishdos 2

tres 3

cuatro 4

cinco 5

seis 6

siete 7

ocho 8

nueve 9

diez 10

once 11

doce 12

unos/unas some

perro dog

abuelo grandad

abuela grandma

dedo finger

primo cousin

clase class

prima cousin

empresa business

pagina page

diferente different

hacer To do / make

hago I do

haces You do (s.)

hace He/she (it) does

cantar To sing

descansar To relax

deporte sport

deberes homework

mañana morning

tarde afternoon

noche night

¿cuándo? When?

por For (in)

ganar To earn

pagar To pay

tocar To play

trabajar To work

necesario necessary

poco (a) bit

¿cuánto? How much?

¿cuál? Which?

de from

para for

preparar to prepare

comida food

cuidar to look after

observar to observe

animal animal

vaca cow

campo countryside

junto together

solo alone

naturaleza

árbol tree

pájaro bird

rio river

rojo red

amarillo yellow

verde green

azul blue

lugar place

lejos far

genial great

deber to have to limpiar to clean

debo I must coche car

debes You must (s.) suelo floor

debe He/she (it) must basura rubbish

lavar to wash ropa clothes

sacar to take fin de semana weekend

Madrid Madrid

Londres London

Barcelona Barcelona

este East

oeste West

aeropuerto airport

estadio stadium

estación station

cerca near

poder to be able to en clase In class

puedo I can instrumento Instrument

puedes You can (s.) geografía Geography

puede He/she (it) can religión RE

jugar to play historia history

participar to participate director head teacher


Sp

an

ish

Adjectival agreement (gender and number)

Word order –nouns/adjectives

“Estar” + location

Question words

Regular “ar” verbs

Question intonation

“Deber”, “Poder”, “Querer” + infinitive

poder – to be able topuedo I can

puedes You can (s.)

puede He/she (it) can

podemos We can

podéis You can (pl.)

pueden They can

ser – to besoy I am

eres You are (s.)

es He/She (It) is

somos We are

sois You are (pl.)

son They are

deber – to have todebo I must

debes You must (s.)

debe He/she (it) must

debemos We must

debéis You must (pl.)

deben They must

estar – to be estoy I am

estas You are (s.)

esta He/She (It) is

estamos We are

estáis You are (pl.)

están They are

tener – to havetengo I have

tienes You have (s.)

tiene He/she (it) has

tenemos We have

tenéis You have (pl.)

tienen They have

romántico romantic montaña mountain viajar to travel

moreno dark (hair) julio July nadar to swim

claro light agosto August mirar to watch

oscuro dark Francia France a to

aburrido boring Australia Australia durante during

estrella star mar sea vacaciones holidays


Vo

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Tier Two Vocabulary Knowledge Organiser – Spring Term 2020 Academic vocabulary Tone and Emotion vocabulary

Main Word and Linked Words Definition Synonyms Example Sentences

Wee

k 1

analyse (verb) analysed (verb) analysing (verb)

to separate into parts for close study; to examine and explain.

examine, explore, research, scrutinise If we analyse the problem, perhaps we can solve it.

analysis (noun) a careful study of the parts of something in order to understand more about the whole.

examination, investigation, study,

Her analysis of the painting helped us understand why it is considered a masterpiece.

analyst (noun) someone trained or skilled in a particular type of analysis.

investigator, researcher A chemical analyst identified the powder found at the crime scene.

dejected (adj.) in low spirits; sad. discouraged, hopeless, miserable My dog looked dejected when I left without her.

Wee

k 2

distribute (verb) distributed (verb) distributing (verb)

to divide into parts and give out to each of several people or groups.

dispense, give out, share The teacher distributed the tests to her students.

distribution (noun) 1) the act of distributing. 2) way of distributing

assignment, circulation We took over distribution of the newspaper in our neighbourhood.

redistribute (verb) redistributed redistributing

to distribute again, often in different ways or amounts. There weren’t enough for five sweets each, so the teacher redistributed

them.

resilient (adj.) able to withstand and recover quickly from difficulty or sickness.

tough, strong, adaptable Babies are generally far more resilient than new parents realise

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k 3

evident (adj.) easily seen; clear. apparent, clear, obvious, plain Her happiness was evident to all.

evidence (noun) something that gives proof or a reason to believe.

proof, confirmation, facts Scientists have not yet found evidence of life on Mars.

evidently (adverb) as nearly as can be determined; apparently. apparently Evidently, the news of the coming hurricane never reached the island, or

people would have tried to evacuate sooner.

fragile (adj.) easily broken; delicate. breakable, delicate, frail, weak

The fragile chair cracked when he sat on it. It had been an emotional time and she was feeling fragile.


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k 4

establish (verb) established, establishing

to bring into being; to found. to prove or show to be true.

1) begin, initiate, 2) confirm, prove,

1) He established a new club. 2) The lawyer established the suspect's guilt.

establishment (noun)

1) the act of establishing 2) the people in control of society or government. 3) a business, or a place of business.

1) foundation, introduction 2) government 3) business, firm

1) We celebrated the establishment of a new school in our town. 2) In the 1960s, many young people in America and Europe were against the values of the Establishment. 3) We always get our hair cut at that establishment.

pessimistic (adj.) feeling in a negative way about things; expecting the worst. negative, defeatist She is pessimistic about her exams; she doesn’t think she’ll pass them.

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k 5

similar (adj.) having resemblance or likeness. equivalent, like, akin Lee's handwriting is similar to mine.

similarity (noun) the state or quality of being similar; resemblance.

likeness, resemblance

There are no similarities between this crime and the one last week. One similarity among mammals is that they are warm-blooded.

similarly (adverb) in a similar way likewise, comparably

They’re looking for a similarly priced house. Similarly, the second story also contained similes and metaphors

remorseful (adj.) filled with guilt and sadness over having done something wrong

contrite, penitent, repentant

When he realized how much he had hurt his brother, he was remorseful. Ten years in prison had not made him remorseful; he was denied parole.

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k 6

indicate (verb) indicated, indicating

1) to show or point out. 2) to signal

1) point out, show 2) suggest, imply

1) Please indicate that you have finished the exam by raising your hand. 2) Those dark clouds indicate that it will rain.

indication (noun) anything that indicates, such as a sign. sign, signal, clue He gave no indication that he wanted to come to the party.

indicative (adj.) suggesting; indicating representative His remark was indicative of a desire to help.

inquisitive (adj.) given to asking and enquiring; eager to learn. curious My inquisitive niece wanted to know where the water went when it left the

sink.


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k 7

principle (noun) principles

1) a basic law or truth on which action or behaviour is based. 2) a set of personal rules for behaviour.

1) doctrine, belief 2) morals, ideals

1) Our country's laws are based on the principles of liberty and justice. 2) He is a man of high principles.

principled (adj.) motivated by or having principles. conscientious, ethical, moral

She weighed the matter carefully and made a principled decision. I know you will do the right thing because you are a principled person.

unprincipled (adj.) without regard to moral principles, or lacking moral standards or scruples.

corrupt, immoral, unscrupulous

He was an unprincipled businessman who made a lot of money—and didn't care how he did it

nonchalant (adj.) not showing excitement or anxiety; coolly confident, unflustered, or unworried; casually indifferent.

casual, confident, imperturbable

His nonchalant manner infuriated me. The first suspect was nervous and edgy, but the second was completely nonchalant.

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k 8

environment (noun)

1) the things and conditions that are all around you or a person or thing. 2) the natural world, especially as affected by human activity.

1) setting, surroundings 2) nature

1) The many stuffed animals and family pictures on the walls make her room a comforting environment. 1) My sister says the pizza restaurant is a friendly environment to work in. 2) Air pollution from cars is one of the causes of harm to the environment.

environmental (adj.)

of or having to do with the surroundings of something, especially the natural surroundings.

Building a supermarket here will cause much environmental damage.

hesitant (adj.) not feeling sure; in doubt. doubtful, reluctant, unsure

I want to go to the party, but I'm hesitant because I won't know anyone there.

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k 9

consist (verb) consisted consisting

to be made up or formed (usually followed by ‘of’).

made up of, composed of

The United States consists of fifty states. The crew consisted of five men.

consistent (adj.) 1) having a regular style or pattern; not changing. 2) in agreement; compatible with

congruous, unchanging

1) He has a consistent way of throwing the ball. 2) Her words are consistent with her actions.

consistency (noun) 1) agreement or similarity between or among different things. 2) the thickness, firmness,or density.

1) constancy 2) density

1) It is hard to tell what she will do because there is no consistency in her actions. 2) Add more milk to the pudding mixture to get the right consistency.

inconsistent (adj.) not following a regular pattern; variable.

changeable, erratic, variable

The results of the repeated experiments were inconsistent and gave little support to the researchers' claim. She is talented but her performances are inconsistent in quality.

sceptical (adj.) having or showing doubt; questioning. doubtful, suspicious The public were very sceptical about some of the Prime Minister’s proposals


Notes

Organiser 2019-20 Knowledge · Projection The strength of speaking or singing whereby the voice is...

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