Knowledge Organiser

2019-2020

Knowledge Organiser

YEAR GROUP: 8 TERM: 2

NAME FORM

“Knowledge is a treasure, but practice is the key to it” – Lao Tzu Year 8 Knowledge organiser Term 2 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 2 Page: 2 Art Colour Vocabulary

Mark Making Primary Colours are the 3 main colours. They cannot be made but are used to To make your drawings look more make other colours. realistic, you should try to use different Secondary Colours are made my mixing marks to show textures and surfaces. 2 primary colours together. You can do this by changing the Complementary Colours are opposite direction, pressure or length of your on the colour wheel. marks. Harmonious Colours are next to each other on the colour wheel. Pop Art Movement 1950’s -1970’s

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

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

Art Formal Elements Colour/Line/Tone/Texture/ Shape/Pattern/Form Year 8 Knowledge organiser Term 2 Page: 3 Citizenship Key words Living together in the UK 1. Immigration: coming to live permanently in a foreign country 2. Respect: having a consideration for the feelings, wishes, or rights of others. 3. Equality Act 2010: Legally protects people from discrimination in the workplace and in wider society. 4. Democracy: government of a country by representatives elected by the citizens. 5. Islamophobia: Dislike or prejudice against Islam or Muslims. A type of racism that targets expressions of Muslimness. 6. Xenophobia: dislike of or prejudice against people from other countries. 7. Mayor: the head of a particular area who accountable for the strategic government of that area. 8. Devolution: the power that gets moved from one level of government to a lower level. This allows decisions to be made locally by people who understand the area. 9. Taxation: money that has to be paid by citizens and businesses to the government as taxes.

Key knowledge 10. Throughout its history, people have settled in Britain from many different countries. They have brought their language, ideas and customs, all of which have combined to make up the country’s culture. 11. The United Nations wrote the Universal Declaration of Human Rights in 1948 to set out the basic rights for all individuals. All the expectations of respect are included in the declaration. It underpins the way individuals should be treated by each other, governments and all other organisations. 12. This law bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. It replaced previous anti discriminations laws with a single Act to make the new law simpler. It also strengthened protection in some situations. 13. The UK is a democratic society which means that citizens have the right to take part in how the country is run through activities such as voting, protesting and joining pressure groups. 14. Treating people differently based on their religious beliefs is totally unacceptable and all such behaviour is rooted in racism. 15. Xenophobia can involve perceptions of groups of people from different countries, it can manifest itself in suspicion of the activities of others and not wanting others to be part of communities. It may relate to a fear of losing national, ethnic or racial identity. 16. The role of a mayor comes with many responsibilities which include; governance in the region that includes health, transport, housing, strategic planning, waste management, policing, and Fire and Rescue Service. 17. In the United Kingdom devolution has happened in Wales, Scotland and Northern Ireland. Each of these three countries now has an elected legislature which can pass some laws and a government to administer those laws and propose new ones. 18. Tax is money that people have to pay to the government. The government uses the money it gets from taxes to pay for things. For example, taxes are used to pay for people who work for the government, such as the military & police, provide services such as education & health care, and to maintain or build things such as roads, bridges & sewers. People pay different rates of tax depending on how much money they earn.

Year 8 Knowledge organiser Term 2 Page: 4 Citizenship and PSHE Key words I Matter 1. Assertiveness: a person who is confident and has forceful behaviour. 2. Passive: accepting or allowing what happens or what others do, without responding or resistance. 3. Aggressive: behaviour that causes physical or emotional harm to others, or threatens to. 4. Pressure: the use of persuasion or intimidation to make someone do something. 5. Consent: permission for something to happen or agreement to do something. 6. Confidence - the feeling or belief that one can have faith in or rely on someone or something. 7. Self-confidence: a feeling of trust in one's abilities, qualities, and judgement. 8. Teenage Pregnancy: pregnancy in females under the age of 20 which can have a huge impact on both the mother and the baby. 9. FGM: female genital mutilation is when a female's genitals are deliberately altered or removed for non-medical reasons.

Key knowledge 10. Assertive behaviour is one of the most powerful ways of acting when interacting with other people. Assertiveness can be widely misunderstood, often equated with aggression, which it is not. 11. Passive behaviour involves putting other people’s needs ahead of your own. Passive people often lack their own opinions and may seem very easy going as they are happy to be bossed about and have life planned out for them. 12. Aggressive behaviour might be a person’s way of trying to achieve what they need. It may be a sign of a need that isn’t being met or an attempt to communicate it. Aggressive behaviour can harm people in many ways and can at times lead to law breaking and to consequences. 13. To try to influence or persuade someone to do something or act a certain way; to make demands on or expect something from someone. 14. Consent is an absolutely necessary part of a healthy relationship. Consent in a dating relationship is when partners mutually agree to actions. This can include hugging, kissing, touching or sex. Both partners must be consenting. 15. The idea of self-confidence is usually used as self-assurance in our own personal judgment, ability, power, etc. One's self confidence increases from experiences of having mastered particular activities. It is a positive belief that in the future one can generally accomplish what one wishes to do. 16. If pregnancy occurs there are a number of options available which include; continuing with the pregnancy and taking responsibility to both become parents, continue with the pregnancy and put the baby up for adoption or alternatively terminating the pregnancy, how this happens depends on the length of time that the female has been pregnant. 17. Those who practice FGM on a girl and those who support a girl to go through FGM can go to jail for 14 years.

Year 8 Knowledge organiser Term 2 Page: 5 Computing HTML Key Vocabulary Definition HTML Hypertext Mark-up language used to create webpages. Tags Used to structure HTML pages

Heading tags
Used when creating paragraphs
Used to create lists in a webpage Used in the head section of the webpage to let the user know the name of the page especially for users with accessibility needs. Meta Data Used to tell those with an accessibility what the webpage is about and used by search engines. Browser A web page viewer. Adobe Dreamweaver A website creation software, which allows you to visually see what your HTML code creates unlike Notepad. Serif Web Plus X6 A website creator but much easier to use as no HTML input is required. A tag, which allows the user to embed images into a web page. <a href> A tag which allows the user to embed hyperlinks into a webpage Hyperlinks Links, which allow the user to go to different destinations on the internet or download files. <left, right, centre align> Allows the user to align text when creating a webpage <head> Used in the top part of the HTML code usually where meta data is stored. <body> Used in the bottom part of the HTML code to structure what the website will look like. Used to make breaks in the page after paragraphs or lists. CSS Used to add formatting to a webpage such as font, background colour and buttons Notepad A basic HTML creator. The user would have to save pages as HTML to ensure it is a webpage. Year 8 Knowledge organiser Term 2 Page: 6 Computing Python Micro Bits print(“hello!”) Prints a value on screen (in this case, hello!) input(“”) Inputs a value into the computer. Key Vocabulary Definition Display.scroll Displays a scrolling message It is a set of problem solving methods to solve Computational Thinking Sleep(1000) Makes the device sleep after 1000 seconds solutions for a program. Saves the result of x and y added together in a variable named answer = x + y Algorithm A systematic process of instructions. answer. The BBC Micro: Bit is a pocket-sized code able Variable A value that can be changed Micro Bit computer. It is fully programmable…you can turn it Importing code into the micro bit into whatever device you want (within reason). From microbit.import Compile The process of translating our program code into while true Runs code within a loop based on a Boolean outcome machine code Flash The process of transferring machine code onto a The other option if the conditions for an if statement are not else: met (e.g. name = ‘Bob’ when it should be Fred) computer chip elif (short for else if) is for when the first if condition is not met, Creating code using blocks to make a program. This is Code elif name == “Tim”: but you want to specify another option. compiled on to the device and can be flashed. # is used to make comments in code – any line that starts with Decomposition Breaking down a problem into smaller steps. # COMMENT a # will be ignored when the program runs. They are used to Picking out what is needed to make a program and Abstraction describe the code to a programmer. removing what is unnecessary. Display. Show Displays the codes output These are used to record which way the micro bit Bearings faces when using it like a compass. Creates a variable and makes it an array – a list that can store A memory store in a program (think of it as a box list = [“”,“”] Variables many values. which stores a piece of data) Data Types This indicates how the data will be stored. The most common data A system, which enables us to locate the position of an types are integer, string, and float/real. Coordinates object using a horizontal (x) and vertical (y). For example a pixel on a screen It stands for a number, which we use to add to an item’s coordinate so that it can be repositioned on the X-Velocity / Y-Velocity screen and therefore appear to be moving. Year 8 Knowledge organiser Term 2 Page: 7 English Events that Changed the World: historical, natural disaster, political, social, cultural The Great Fire of London: September 1666 Pakistan-India Partition: 1947 The Fire started at a baker’s in Pudding Lane. The fire spread rapidly. The partition was the division of British India into two independent states, India and Pakistan. The Union of India is People tried to control the fire dousing the flames using water from today the Republic of India and Dominion of Pakistan, the Islamic Republic of Pakistan and the People's Republic of the River Thames. The fire brigade pleaded with the Lord Mayor to give Bangladesh. The partition involved the division of two provinces, Bengal and the Punjab, based on district-wise Hindu permission to demolish houses to stop the fire spreading. He refused. or Muslim majorities. The partition was set forth in the Indian Independence Act 1947 and resulted in the dissolution After the City had been destroyed, Samuel Pepys looked back on the of the British Raj, or Crown rule in India. The two self-governing countries of India and Pakistan legally came into events and wrote in his diary: "People do all the world over cry out of existence at midnight on 15 August 1947. The partition displaced between 10–12 million people along religious lines, the simplicity [the stupidity] of my Lord Mayor in general; and more creating overwhelming refugee crises in the newly constituted dominions; there was large-scale violence, with particularly in this business of the fire, laying it all upon him." estimates of loss of life accompanying or preceding the partition disputed and varying between several hundred thousand and two million. The violent nature of the partition created an atmosphere of hostility and suspicion between India and Pakistan that plagues their relationship to the present. Krakatoa Volcanic eruption/tsunami Stonewall Riots: 1969 1883: 70% of the island of Krakatoa and its surrounding archipelago The Stonewall riots were a series of spontaneous, violent demonstrations by members of the LGBT community were destroyed as it collapsed into a caldera. The eruption was one of against a police raid that began in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich the deadliest and most destructive volcanic events in recorded history Village neighbourhood of Manhattan, New York City. They are widely considered to constitute the most important and explosions were so violent that they were heard 1,930 mi away in event leading to the gay liberation movement and the modern fight for LGBT rights in the United States. Perth, Western Australia. At least 36,417 deaths are attributed to the eruption and the tsunamis it created. After the Stonewall riots, gay men and lesbians in New York City faced gender, race, class, and generational obstacles to becoming a cohesive community. Within six months, two gay activist organizations were formed in New York, 2018: An eruption of the volcano on 22 December 2018, caused a concentrating on confrontational tactics, and three newspapers were established to promote rights for gay men and deadly tsunami, with waves up to 5m in height making landfall. The lesbians. Within a few years, gay rights organizations were founded across the U.S. and the world. On June 28, 1970, disaster agency gave the tsunami's death toll as 437. This makes the the first gay pride marches took place in New York, Los Angeles, and San Francisco, and the anniversary of the riots eruption the deadliest volcanic eruption of the 21st century so far. was commemorated in Chicago. Similar marches were organized in other cities across the world. Cone collapse—with tsunami generation—was considered a potential hazard immediately prior to the eruption. St Helen’s: 1980 The Presidency of Barack Obama - 1st US African-American president: 2009-2017 A major volcanic eruption occurred at Mount St. Helens, a volcano Obama, who originally campaigned using the slogan "Change We Can Believe In" and later "Change We Need", was located in Skamania County, in the U.S. state of Washington. The widely celebrated as the first African American president of the United States and a symbol of change from his eruption was the most significant volcanic eruption to occur in the Republican predecessor, George W. Bush. Obama also represented a generational change as the first man elected contiguous 48 U.S. states since the much smaller 1915 eruption of President who was born in the 1960s. Lassen Peak in California. It has often been declared the most Obama's first-term actions addressed the global financial crisis legislation to reform health care and the end of a disastrous volcanic eruption in U.S. history. The eruption was preceded major US military presence in Iraq. The Obama administration's policy against terrorism expanded air strikes and by a two-month series of earthquakes and steam-venting episodes, made extensive use of special forces and encouraged greater reliance on host-government militaries. The Obama caused by an injection of magma at shallow depth below the volcano administration orchestrated the military operation that resulted in the death of Osama bin Laden in 2011. that created a large bulge and a fracture system on the mountain's In his second term, Obama took steps to combat climate change, signing a major international climate agreement north slope. and an executive order to limit carbon emissions. The number of American soldiers in Afghanistan fell dramatically during Obama's second term, though U.S. soldiers remained in Afghanistan throughout Obama's presidency and continue to as of 2019. Year 8 Knowledge organiser Term 2 Page: 8 English Non-fiction Writing Skills Informal letters: a letter that is written to a friend or a member of your family. Speeches: to inform, to raise issues and to advise and/or persuade.  Opening with a welcome/greeting – e.g. Good afternoon ladies and  Address and date in the top right of the page/ Greeting: e.g. Hi, Hello, Dear gentlemen’ or ‘Fellow classmates’Outline what the speech will be about …  Make 3/4 key points and expand on them.  Use of contractions: e.g. don’t, can’t …  Conclusion  Short introductory paragraph  End with an acknowledgement of the audience: ‘Thank you for listening.’  3/4 middle paragraphs  Use AFOREST techniques: Alliteration, Facts, Opinions, Repetition, Emotive  Closing paragraph to round off the purpose of the letter language, Statistics, Three (rule of)/Triples.  Informal style: shown through language and punctuation.  Depending on the audience, the tone can be informal or formal. Formal letters: a letter written to a person you may not know or who you may know in a more formal way. Reports: to inform, advise or persuade a person or group of people.  Address and date in the top right of the page  Main heading/Subheadings  Address of the person you are writing to on the left.  Uses paragraphs and bullet points  Greeting: e.g. Dear Mrs Fletcher, or Dear Sir/Madam.  Tend to be in a formal, detached and objective style  Short introductory paragraph  Points should be based on evidence and facts  3/4 middle paragraphs  Closing paragraph to round off the letter  No contradictions: e.g. do not, cannot. Articles: Newspaper/Magazine: to inform, raise awareness, advise  Formal style  Structured with headings and subheadings  Includes who, what, where, when, how and why to present information  Can be formal or informal depending on subject matter and audience  Uses facts alongside expert/witness views, anecdotes, realistic details Year 8 Knowledge organiser Term 2 Page: 9 Food and nutrition Foods high in fats and sugar These foods include chocolate, cakes, biscuits, sugary soft drinks, butter, ghee and ice cream. They're not needed in our diet, so should be eaten less often and in smaller amounts. Year 8 Knowledge organiser Term 2 Page: 10 Food and nutrition Exploring the five food groups individually. There are 5 food groups: 1. Fruits and vegetables Most of us still are not eating enough fruit and vegetables. They should make up over a third of the food we eat each day. Aim to eat at least 5 portions of a variety of fruit and veg each day. Choose from fresh, frozen, tinned, dried or juiced. Remember that fruit juice and smoothies should be limited to no more than a combined total of 150ml a day. Fruit and vegetables are a good source of vitamins, minerals and fibre. 2. Starchy foods and carbohydrates Starchy food should make up just over a third of the food we eat. Choose higher fibre wholegrain varieties, such as whole-wheat pasta and brown rice, or simply leave skins on potatoes. There are also higher fibre versions of white bread and pasta. Starchy foods are a good source of energy and the main source of a range of nutrients in our diet. 3. Protein These foods are good sources of protein, vitamins and minerals. Pulses, such as beans, peas and lentils, are good alternatives to meat because they're lower in fat and higher in fibre and protein, too. Choose lean cuts of meat and mince, and eat less red and processed meat like bacon, ham and sausages. Aim for at least 2 portions of fish every week, 1 of which should be oily, such as salmon or mackerel. 4. Dairy and alternative Milk, cheese, yoghurt and fromage frais are good sources of protein and some vitamins, and they're also an important source of calcium, which helps keep our bones strong. Try to go for lower fat and lower sugar products where possible, like 1% fat milk, reduced-fat cheese or plain low-fat yoghurt. 5.Fats Unsaturated fats are healthier fats and include vegetable, rapeseed, olive and sunflower oils. Remember all types of fat are high in energy and should be eaten sparingly. Year 8 Knowledge organiser Term 2 Page: 11 Geography – Hazards Social—people Economic—money and jobs Environmental—natural world Key Words Structure of the Earth Types of volcano Plate margin – the border between two tectonic plates. There are two types of volcano, composite and shield. Magma – molten rock below the earth’s crust. Earthquake – sudden or violent movement within the earth’s crust Composite volcanoes are steep-sided and cone-shaped, followed by a series of shocks. made up of layers of ash and lava and containing sticky lava Tsunami – waves generated by an earthquake on the sea floor. which doesn't flow very far. Pyroclastic flow – extremely dangerous, dense, fast-moving flow of solidified lava pieces, volcanic ash, and hot gases. Shield volcanoes have gently sloping sides and runny lava Primary effects - effects that occur immediately. that covers a wide area. Gases escape very easily from shield Secondary effects – happen as a result of the primary effects volcanoes. Plate margins Eyjafjallajökull • The Earth is split into different pieces called plates. Where: Iceland • These plates move due to convection currents in the mantle. When: 20 March 2010 • On the edges of plates (plate margins) is where you will find earthquakes and volcanoes. Why: The interaction of magma and water created a • Plates move in three different directions: plume of very fine volcanic ash and gas over 10 Destructive Constructuve Conservative kilometres high, which spread out across western Europe. Primary effects Secondary effects Homes and roads were Sporting events were damaged. cancelled or affected due to cancelled flights. Ash cloud led to the Fresh food imports closure of European stopped. Towards: Earthquakes & Apart: Earthquakes & Slide past: Eatrhquakes airspace for 7 days. volcanoes volcanoes Crops destroyed by the Flooding as glacier ash. melted. How can the risks from tectonic hazards be reduced? Japan Tsunami facts Prediction – using evidence and monitoring scientists can make predictions 1. 11 March 2011 - 9.1 magnitude, 231 miles NE of Tokyo. about when and where a tectonic hazard might happen. 2. 10m+ waves. Protection – designing buildings to withstand hazards. 3. Death toll 22,000. Planning – identifying and avoiding places that are most at risk. 4. Damage cost around $300 billion. 5. Damage to Fukushima Power Plant led to 3 explosions and radioactive leaks. Year 8 Knowledge organiser Term 2 Page: 12 Geography – Globalisation Social—people Economic—money and jobs Environmental—natural world Key words TNCs Globalisation - the process by which people culture, money and A TNC usually has its headquarters in one country with goods can be transferred easily between countries production plants in several others. Transnational companies Trade - buying and selling of goods and services locate in foreign countries in order to take advantage of: TNC (Transnational Corporations) - these are large businesses that 1. Tax incentives operate in a number of countries 2. Laxer environmental laws Economic Leakage – when revenue generated by a country is lost 3. Cheaper labour to other countries’ economies 4. Access to a wider market. Food miles - the distance food has travelled to get from where it There are many advantages and disadvantages of TNCs was produced to where it is sold investing in LICs. Sweatshops - a factory or workshop, especially in the clothing industry, where manual workers are employed at very low wages for long hours under poor conditions and many health risk. What is fast fashion? Globalisation Winners and Losers The biggest perpetrators of fast fashion Boohoo PLC, who own Boohoo, PrettyLittleThing and Nasty Gal are based here in Manchester and expected to hit $2.3 billion in revenue by the end of this year. TNC factory workers in poorer 1100 people died when a poorly- Boohoo can design, manufacture and send out 300 pieces of a particular design in just 2 weeks! countries get more disposal income to built clothing factory collapsed in Bangladesh. It made clothes for The fashion industry contributes to around 10% of global greenhouse gas emissions. That’s more spend on themselves and their families. Primark. than the air transport industry and shipping industry combined! The cost of clothes in UK supermarkets Many poor countries don’t have is reducing at 10% per year, as TNCs laws to protect the environment, What is the damaging truth? have to pay less wages to workers in so TNCs can pollute the air and Problems? Solutions? poor countries. water. Fast fashion exploits overseas workers Swap, lend, loan, reuse TNCs bring wealth and foreign currency TNCs make more profit using poor Fast fashion is environmentally disastrous Shop vintage or second hand to local economies when they buy local countries, but the profit gets sent Low quality clothing that doesn’t last as long Do you really NEED it? resources, products and services. The straight back to wealthy countries, Encourages a ‘throw away’ culture Boycott brands like boohoo extra money created by this which brings £50bn of taxes to the investment can be spent on education, UK. health and infrastructure. Have you ever thought about where your food has come from? Food mile facts! Sweatshops are factories or workshops, especially in the 1. Nearly 30% of the food we consume comes from countries in the EU, travelling thousands of clothing industry, where manual workers are employed at very miles before they reach your plate! This leads to an increase in carbon emissions. low wages for long hours and under poor conditions. 2. Sugar snap peas travel 8782 kilometres from Guatemala via aeroplane which releases more than 4500g of greenhouse gases into our atmosphere. Year 8 Knowledge organiser Term 2 Page: 13 History The Suffragettes – Terrorists or Freedom Fighters? Key Words Suffragette Women who wanted the vote and prepared to use violence (‘Deeds not words) Suffragist Women who wanted the vote through peaceful methods Militant Using confrontation of violence Key Dates Key People 1903 Women’s Social and Political Emmeline Leading British Union (WSPU) formed in Pankhurst women's rights Manchester by Emmeline activist, who led Pankhurst. the movement to win the right for ‘If I tell a lie a thousand times it becomes the truth’ - Totalitarian Regimes Key Militant campaign begins 1905 women to vote. Words Suffragette born First hunger strikes by Christabel Totalitarian = System of government where everything is controlled by the state 1909 in Manchester. suffragettes. Forcible feeding Pankhurst USSR =established in 1922; included Russia and 14 other soviet countries introduced She directed its militant actions Führer = Leader. This was what Hitler was referred to as dictator of Germany 1913 Emily Wilding Davis dies from from exile in Key Dates Key People injuries received on Derby Day France from 1912 1917 Russian Revolution. The Communists Vladimir A Russian revolutionary, under the hoofs of the King’s to 1913. seize power in Russia. They are led by Lenin politician, who was head of horse Emily Made history Vladimir Lenin. government of Soviet Russia from 1917 to 1924 and of WW1 starts. Suffrage prisoners Davison when threw 1924 Lenin dies and Josef Stalin becomes 1914 the Soviet Union from 1922 are released herself in front of dictator until his death. the King's horse at 1933 Hitler becomes chancellor of Germany to 1924 1918 Women over 30 given the vote Epsom Derby to and dictator by 1934 Josef Soviet politician who led the protest against Soviet Union from the mid– The Great Purge begins in the USSR in Stalin 1928 Women over 21 given the vote women's suffrage. 1934 1920s until 1953. (same as men) which at least 750,000 people were Working class Annie killed to eliminate opposition. Austrian by birth. He rose to suffragette who Adolf Kenney WW2 begins and Hitler and Stalin – power as Chancellor of became a leading 1939 Hitler traditional enemies – make the Nazi- Germany in 1933, and as figure in the Soviet Pact. Führer in 1934. movement 1945 Hitler kills himself in his bunker 1953 Stalin dies of a stroke Year 8 Knowledge organiser Term 2 Page: 14 History Those who do not learn from History are doomed to repeat it? (Holocaust) Episodes from WW2 *The last surviving veteran of WW1 Harry Patch said, “Politicians who took us to war should have been given the guns and told to settle their differences themselves, instead of organising nothing better than legalised mass murder.” Key Words Genocide = the deliberate killing of a large group of people, especially those of a particular nation or ethnic group 7th September 1940 to the 16th May Final Solution = Nazi policy of exterminating European Jews. Resulting in the murder of 6 million 1941: The Blitz Jews in concentration camps between 1941 and 1945. 1st September 1939. Germany Persecution = Treating people badly, especially because of race or political or religious beliefs invades Poland. Key Dates 30th January Hitler becomes chancellor of Germany, a nation with a Jewish population of 1933 566,000. 22nd March 1933 First Nazi Concentration Camps opened in Dachau. September 1933 ‘Race studies’ (eugenics) is introduced into German Schools. January 1934 All Jewish shops are marked with a yellow Star of David or the word ‘Juden’. th Soldiers also stand outside to turn people away. December 7 1941: Japan launches a September 1935 The Nuremberg Laws are introduced. Jews are no longer allowed to vote or surprise attack on the American 8th May 1945: VE Day – Victory in marry non-Jews. Under law, Jews in Germany were now ‘non citizens’. Naval Base Pearl Harbour in Hawaii. Europe Day. Nazi Germany August 1938 Male Jews must add the name ‘Israel’ and female Jews must add the name ‘Sara’ This leads to America entering the surrenders to their first names. war. November 1938 Kristallnacht – Night of Broken Glass. Jewish homes, synagogues and businesses are attacked all over Germany. About 100 Jews are killed and 20 000 sent to Concentration Camps. December 1938 Jewish and non-Jewish children forbidden to play together. April 1939 Jews can be evicted from their homes for no reason September 1939 Jews no longer allowed out of homes between 8pm and 6am. th August 15 1945: VJ Day – Victory January 1942 The Wannsee Conference. A 90 minute meeting where it was decided that it August 6th and August 9th 1945: The In Japan Day. WW2 is officially would become official policy to kill all of Europe’s Jews. United States detonated two nuclear over. April 1943 Warsaw Ghetto uprising. It lasted 43 days before the Germans finally regained control. weapons over the Japanese cities of Hiroshima and Nagasaki on August 6 and 9, 1945 Year 8 Knowledge organiser Term 2 Page: 15 Maths Angles Area & Perimeter of Circles Area of a circle Corresponding angles are equal 푨 = 흅 × 풓ퟐ Alternate angles are equal Co-interior angles add up to 180 Circumference of a circle 푪 = ퟐ × 흅 × 풓 푪 = 흅 × 풅 Parallelogram & Trapezium Kite Rhombus Year 8 Knowledge organiser Term 2 Page: 16 Maths Straight Line Graphs Key Vocabulary Substitution Putting numbers where the letters. (풙, 풚) Co-ordinate The horizontal and vertical value in a pair of coordinates. Horizontal Going side-to-side, like the horizon. Vertical In an up-down direction or position. Upright. Straight Line Graphs The direction of a line is either increasing, decreasing, horizontal or vertical Year 8 Knowledge organiser Term 2 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 TOP TIP! Extension The lengthening of body parts outwards. E.g. Straight arms and pointed toes Stretching regularly Flexibility The range of movement possible in the joints/muscles can rapidly improve Coordination The ability to use different parts of the body together smoothly and efficiently. your flexibility. 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 Animating the face to engage with your audience/communicate the Expressions theme of your performance Projection Projecting your movements outwards into the space with appropriate energy. Dynamic Noticing and applying the correct quality to each movement. For Awareness 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. Jumping or Unison Performing the same movement at the same time Kneeling or standing up Formation The position you stand in to perform. crouched High Levels The height at which you perform your movement On the Repetition Repeating the same movement or phrase more than once Middle floor, e.g. a Accumulation Gaining dancers as a phrase is performed roll Canon Juxtaposition Showing a contrast on stage. This can be applied using Low speed or style etc Fragmentation Dividing the dance into smaller chunks and reordering this to create a new phrase Year 8 Knowledge organiser Term 2 Page: 18 Performing Arts – Dance – Professional Works KEY QUESTION: What is a professional work? Emancipation of Expressionism Some Like it Hip Hop Emancipation of Expressionism is an 11 minute piece of Some like it hip-hop is a theatre and dance performance A professional work is a hip-hop dance theatre. Choreographed by Kenrick H20 that is a story of love, mistaken identity and revolution. performance or piece of dance Sandy and performed by Blue Boy Entertainment, The piece has a narrative structure and is performed by that has been created by a Emancipation of Expressionism was choreographed by the choreographer’s company: Zoo Nation. choreographer. This usually abstracting Hip-Hop movement. The performance is in 4 Key Influences: develops from a stimulus and sections, each one represents a scene, a moment in life,  Shakespeare: Twelfth Night can express a theme, story or and the whole work is a journey. The performance  TV series: ‘Mad Men’ represent a chosen style of the explores the restrictions of hip-hop  Hip-hop choreographer. Key Features:  Movie: Some like it hot  Popping & Locking Key Themes: A professional work can also include theatre.  Waacking  Comedy  Break Dance  Gender stereotypes What is a stimulus?  Krumping  Mistaken Identity Can you think of three different examples?  Boy Blue’s signature movements Style of Dance: Hip –Hop Style of Dance – Hip-Hop Choreographer: Kenrick ‘H2O’ Sandy Choreographer: Kate <a href="/tags/Prince_(musician)/" rel="tag">Prince</a> <a href="/tags/Sia_(musician)/" rel="tag">Sia</a> – The Greatest <a href="/tags/Janet_Jackson/" rel="tag">Janet Jackson</a> – Rhythm Nation Kieza – Hideaway Although the stimulus for the choreography in this music Considered one of the most recognizable and imitated The choreography for Hideaway is in the hip video has never been revealed, writers from numerous media routines in pop culture, the choreography in Rhythm hop/commercial style to contribute to the urban style of outlets, including E! Online, concluded that the video was a Nation represents "self-control and military discipline". the music video. Some of the dance illustrates the tribute to the victims of the Orlando nightclub shooting. Ryan The dancers move in unison with stiff square arm meaning of the lyrics. They dance to the beat of the song, Heffington’s choreography is abstract but precise. Each of the movements. Set in an abandoned factory, the video won making a relationship between the music and the visuals. 49 dancers have their own paths whilst moving as a group, an award for Best Choreography and was nominated for The lighting is all natural. There are no artificial lights due their individual actions often sync up with the people around Best Dance Video at the MTV Video Music Awards. to the speed that the camera would have to move to keep them during climactic points in the song. Key Features: on Kiesza and the dancers. Key features:  Military style movements Key Features:  Abstract movements  Extension  Musicality  Call & Response  Geometric shapes  Contact Work  Intricate hand and arm  Unison  Duets movements  Formations Style of Dance: Contemporary Style of Dance: Street Dance Dance Choreographer: Anthony “Bam Bam” Thomas Style of Dance: Commercial Dance Choreographer: Ryan Heffington Choreographer: Ljuba Castot Year 8 Knowledge organiser Term 2 Page: 19 Performing Arts - Drama WW2 Timeline Image Stimulus 1 Poetry Stimulus Extract from ‘Poem of an evacuee’ by Janet Davies The blitz then came to Manchester I was quickly returned back home, "The family are not to be separated" "If we're dying, we're not leaving her alone" I was living in Openshaw When the Jerries bombed Ashton Old Road, "Go on off back home you nosey kids" "It's really dangerous here" we were told. I remember the roof with a bomb sticking out It looked like a cartoon, it was funny. School was only for two half days a week Tier 3 Vocabulary Big Questions Things were rationed and we had no money. Blitz The bombing attacks on GB by the Germans Evacuee A child sent to live in the countryside for safety I was sent back to Blackpool, I didn't know why Rationing Food and other supplies were ‘rationed’ meaning that Belmont Road was a very nice house, you could only purchase a certain amount of items using I was very unhappy but tried not to cry. tokens from your ration book The old man there was a miserable louse! Refugee The men, women and children (mainly Jewish people) Key Knowledge who were forced from their homes in German territory, they sought safety in neighbouring countries The evacuation of civilians in Britain during the Second Invasion Forcefully taking over another country World War was designed to protect people, especially Chancellor The person in charge children, from the risks of aerial bombing. Children were Home Guard Volunteers who defended the 5000 miles of British evacuated from cities to areas thought to be less at risk, coastline in the event of an invasion by Germany which normally was the countryside. Operation Pied The Holocaust The persecution and murder of 6 million Jews by the Piper, which began on 1 September 1939, officially Nazi regime relocated more than 3.5 million people. Drama is a fantastic way of exploring the life of these children. Image Stimulus 2 Tom Remember that they would be the same age as you and A lonely and bitter old man living in the countryside, his had to leave their homes and families. How would you feel wife has died and he is all by himself. Stubborn and stuck if you had to leave your family behind today? in his ways. Follows his own routine and doesn’t like change. Willie A quiet young boy who comes from an abusive home with a very strict religious mother. Quite scared of Tom at first. Year 8 Knowledge organiser Term 2 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 How you use your face to communicate an emotion Set Backdrops and items to create an atmosphere Expressions Actions What you do Levels Using different heights to communicate a message Projection Exaggerating either vocal or physical skills Use of Space Audience Ensuring the audience can see you. Awareness Stage Where on the stage you are positioned directions Movement Using the whole stage Year 8 Knowledge organiser Term 2 Page: 21 Performing Arts - Music Key Words and Definitions Leitmotif A Leitmotif is a musical theme which is related to a person, place or situation: Musical Key Definition Jaws Theme – Situational Leitmotif (represents Jaws biting!) Word Drone Long sustained note in a low pitch Chromaticism Playing the white and black notes that are next to each other in a scale. Darth Vader Theme (Imperial March) – Personal Leitmotif Augmented 4th Playing C then F# Trill Played on a violin – very quickly playing between two different notes Pizzicato Plucking strings on a stringed instrument Harry Potter Theme – Place Leitmotif (represents Hogwarts) Accelerando Gradually getting faster Ritardando Gradually getting slower Crescendo Gradually getting louder Diminuendo Gradually getting quieter Sound effects for film Musical Key Definition Words Foley Sound effects created from everyday items to re-create sounds lost in initial recording Post Production Sound added to film or media after filming. Effect Added to recorded sound to change it. Effects can include reverb (make the sound fuller), Delay (echo), Panning (direct which speaker the sound comes from), pitching (make the sound lower or higher) Year 8 Knowledge organiser Term 2 Page: 22 Performing Arts - Music Effects You choose your effects here. We will be using:  Reverb  Delay  Pitch Piano Roll You can input notes, make them longer/shorter and louder/quieter to create melodies and beats. Instrument Plug-Ins There are thousands of different instrument sounds to choose from based on real and synthesized sounds. Play these through the midi instrument and record your own melody and beats for your soundtrack. Year 8 Knowledge organiser Term 2 Page: 23 Physical Education Fitness Lifestyle Basketball Progressive Overload Training Zones Diet Rules Tactics Gradually increasing the A balanced diet gives you . Once the offensive Double team – when 2 demands of training by 65-80% of MHR the nutrients it needs to team cross the half defenders guard the using the FITT principle. function properly. court, they cannot turn same offensive player. F – Frequency – how MHR – Maximum Heart Drinking water regularly back into the backcourt. Fast break – player often you train in a week. Rate supports digestion and . The players hand must creates a fast break by I – Intensity – how hard MHR = 220-age hydration. be on top of the ball passing to another you train in a session. 65% of MHR (MHR x Exercise while dribbling. teammate who is open T – Time – how long you 0.65) Children and adolescents . Cannot kick the ball or down the court with train for. 80% of MHR (MHR x should do 60 minutes or hit it with your fist. minimal or zero T –Type – the method of 0.80) more of moderate to 3 points awarded if shot defenders in their way training you undertake vigorous physical activity takes place from outside daily. 3-point line Rugby Substance Abuse Trampolining Rules Strategies and Tactics Smoking, alcohol and non- Safety Skills In a 1 on 1 tackle you can In defence, move towards prescription drugs can . Do not go on a trampoline Seat landing – land on the bed steal the ball. the attackers in a line to have short term and long without being asked to by a with your legs straight in a seated After 6 tackles to ball is put pressure on them. term negative effects on teacher position. Use hands to push back lost. Pass the ball wide to find exercise and the body. . Do not wear shoes on the up. If the ball is dropped in space. trampoline Front landing – land on the bed on front of you then a knock . Do not go on a trampoline your front with your arms above on is given, giving the Run forward to attract without ‘spotters’ around the your head. other team a scrum. defenders before passing trampoline. Back landing – land on the bed on the ball. . All jewellery must be taken off your back. Spotting – stand around the side of the trampoline with the other spotters. If the performer falls towards you, with the palm of your hand, gently push the performer back towards the middle of the bed Year 8 Knowledge organiser Term 2 Page: 24 Physical Education Football Warms-ups Badminton Rules Skills & Teaching Points Pulse Raiser Rules Skills & Teaching Points - A foul or handball in the Defending 1 v 1 – keep your Activity used to - You are not allowed to goalkeeper’s area by the eye on the ball, try to read touch the net. Overhead clear your opponents movement, gradually raise heart- defending team is given rate body temperature. Scratch back with as a penalty kick. do not rush into a tackle. - You can play singles or racquet. Creating space – drag eg – 2min slow jog - If the keeper handles the defenders out of position, doubles. ball from a pass back, an Stretches Doubles court use body and strength to Static – a stretch indirect free kick is hold the ball, use wingers - The first to 21 points is Use whole court after awarded and full backs to overlap, performed when muscle the winner. service. - 2 yellow cards result in time passes well, use length stays the same a red card through balls. Dynamic – stretch whilst Tactics moving. Hit the shuttle into a eg – Leg Kicks space to try and win a Mobilisation point. Activity that will prepare Netball Leadership joints for exercise. Rules Skills & Teaching Points Qualities Skills eg – ankle & wrist - A centre pass must be Marking rotations Punctual – Always on time Democratic – Consult the group caught in centre third. Stand sideways on so you Fair – Treats everyone equally before making decisions - Only GA and GS can can see partner and ball. Charismatic – Can influence Autocratic – Sole leader and make shoot. Passing others to make the correct all the decisions - Cannot hold the ball for Transfer weight forward choices Laissez – Faire – does not longer than 3 seconds. as throwing arm comes intervene, allows things to take - Have to be 3ft away through. their natural course when marking someone Shooting with the ball. Shooting hand at back of ball, other hand supports at side. Year 8 Knowledge organiser Term 2 Page: 25 Religious Studies Keywords Half-term three: Crime and Punishment 1. Crime: An act against the law 2. Sin: An act against the will of God 3. Law: Rules made by Parliament and enforceable by the courts 4. Justice: Rewarding the good and punishing the bad. Making things right. 5. Exonerate: To clear someone’s name and stop blaming them for doing something wrong. 6. Torture: Inflicting severe pain on someone as a punishment or in order to force them to do or say something. 7. Golden Rule: The teaching of Jesus which says we should treat other people as we would like to be treated. 8. Capital punishment: the death penalty for a crime or offence e.g. electric chair, hanging, lethal injection. 9. Sanctity of life: Life is a precious gift from God and only God has the right to give or take life. 10. Moral evil: Suffering caused by people e.g. murder 11. Natural evil: Suffering not caused by people e.g. tsunami Key information 12. We need laws because: a) everyone is entitled to live in peace, b) we need to be protected against violence, c) people need to know how to behave with each other, d) we need to be kept safe from criminals. 13. The four theories of punishment are: a) deterrence - punishment which puts someone off doing something that is against the law, b) retribution - punishment which makes someone pay for the crime they have committed, c) reform - punishment which should help the criminal to change their lives and help them see what they did wrong so they don’t do it again, d) protection - punishment which keeps dangerous people locked away so that society is safe. 14. Examples of famous criminals are Ian Huntley, Myra Hindley, Peter Sutcliffe, Dale Cregan, Dennis Nilsen, Jon Venables and Robert Thompson. 15. Christians would oppose torture because it goes against the Golden Rule, Jesus’ teachings on forgiveness, and often Situation Ethics. 16. People may be against capital punishment because: a) statistics from the USA show it doesn’t work as a deterrent, b) black people are more likely to be sentenced to death than white people despite committing the same crime, c) people may be executed and then later are found to be innocent, d) Jesus’ teachings don’t support it. 17. People may support capital punishment because: a) it is the only way justice can be done – a life for a life, b) teachings from the Old Testament support it, c) may act as a deterrent for some people. 18. The problem of evil and suffering is: If God is OMNISCIENT, He knows there is suffering taking place. If God is BENEVOLENT, He wants to get rid of suffering. If God is OMNIPOTENT, He can get rid of suffering. Therefore, both God and evil and suffering cannot exist. We know evil and suffering exists. Therefore, God cannot exist. Sources of wisdom and authority - SOWAs 19. “Do not kill.” 20. “Turn the other cheek.” 21. “An eye for an eye, a tooth for a tooth.” 22. “Speak up for those who cannot speak for themselves.” 23. “Whoever sheds human blood, by humans shall their blood be shed.” 24. Golden Rule 25. Situation Ethics Year 8 Knowledge organiser Term 2 Page: 26 Religious Studies Keywords Half-term two: Critical Race Theory 1. Institutional racism: discrimination that has become established as normal behaviour within a society or organisation. 2. Colonisation: settling among and establishing control over the indigenous people of an area, which has long-lasting consequences. 3. Colour bar: a social and legal system where people of different races are separated and not given the same rights and opportunities. 4. Segregation: setting someone or something apart from others, for example black and white children not going to the same schools. 5. BAME: Black and minority ethnic 6. White privilege: privileges in society that benefit white people more than what is normally experienced by non-white people in the same situation. 7. Intersectionality: when someone is discriminated against because they belong to more than one group that suffers disadvantages in society e.g. black, and female and lesbian. Key information 8. Examples of people who have fought for civil rights in the UK are: Doreen Lawrence, Dr Harold Moody, Olive Morris, Darcus Howe and the Bristol Bus Boycott of 1963. 9. Consequences of colonisation in Africa include: a) people were enslaved, b) Europeans took the land that belonged to African people, c) schools, transport links and other infrastructure established, d) African culture was watered down, e) Europeans stole a lot of Africa’s resources, including gold, diamonds and ivory. 10. The Macpherson report investigated the police’s handling of Stephen Lawrence’s murder. It was published in 1999 and said that police officers had committed fundamental errors, including failing to give first aid when they reached the scene, failing to follow obvious leads during their investigation and failing to arrest suspects. 11. The Macpherson report concluded that the Metropolitan Police was “institutionally racist”. Jane Elliott’s experiment shows that many (white) people: a) are in denial about the existence of racism, b) get defensive when the issue of racism is discussed, c) don’t understand racism and compare the treatment people receive because of the colour of their skin with other physical traits. 12. Munroe Bergdof is a transgender, mixed race model who was sacked by L'Oreal for giving her opinion on racist structures in society Sources of wisdom and authority – SOWA 13. “If kids just hear that these people are over here taking our jobs, they will believe it. If they hear that in the past Britain has exploited every single aspect of the places where these children come from, then perhaps they will see things differently.” – Doreen Lawrence 14. “I have almost reached the regrettable conclusion that the Negro's great stumbling block in his stride toward freedom is not the KKK, but the white moderate, who is more devoted to "order" than to justice.” – Martin Luther King Year 8 Knowledge organiser Term 2 Page: 27 Science A magnet will attract any magnetic material that is close enough and is opposite. The north pole of a magnet will repel the north pole of another magnet. But North and South will attract. A magnetic field is an area where an object feels a force. Exothermic reaction: a chemical reaction in which energy is given out. Endothermic reaction: a chemical reaction in which energy is taken in. Year 8 Knowledge organiser Term 2 Page: 28 Science Atmosphere is the A fossil fuel is coal, oil or natural gas that was formed from compressed mixture of gases around dead plants and organisms millions of years ago. the earth Year 8 Knowledge organiser Term 2 Page: 29 World Languages - Eating, Customs and La vida hispánica Key Questions ¿Qué? – What? ¿Cuánto? – How much? ¿Algo más? – Anything else? Year 8 Knowledge organiser Term 2 Page: 30 World Languages Useful Verbs to use with the future tense comprar to buy aprovechar de to take las rebajas advantage of discounts/sales probarse la to try on ir de compras to go shopping ropa clothes descansar To relax Escuchar To listen to música music Ir a To go to Bailar To dance Reservar en To reserve Salir con To go out with linea online amigos friends La ropa – Clothes una bufanda = scarf unos guantes = gloves una chaqueta = jacket una rebeca = cardigan unos pendientes = earrings ¿Usted tiene….? = Do you have….? unos calcetines = socks ¿Me lo puedo probar? – Can I try it on? una gorra = cap ¿Puede reembolsarme el dinero? – Can you give me a refund? unas zapatillas de deporte = trainers un reloj = watch una corbata = tie Un vestido = dress Una falda = skirt Unos pantalones cortos = shorts. Las gafas (de sol) = (sun)glasses Una camisa – shirt Una blusa – bouse Un jersey – jumper Unos zapatos – shoes Unos pantalones – trousers Unos vaqueros – jeans Una camiseta – t-shirt Year 8 Knowledge organiser Term 2 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: Jan 6 Week: Jan 13 Week: Jan 20 Week: Jan 27 Week: Feb 3 Week: Feb 10 Week: Feb 24 Week: Mar 2 Week: Mar 9 Week: Mar 16 Week: Mar 23 Week: Mar 30 </div> </article> </div> </div> </div> <script type="text/javascript" async crossorigin="anonymous" src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-8519364510543070"></script> <script src="https://cdnjs.cloudflare.com/ajax/libs/jquery/3.6.1/jquery.min.js" crossorigin="anonymous" referrerpolicy="no-referrer"></script> <script> var docId = '29c14f2d2355d45d14857422572d68d6'; var endPage = 1; var totalPage = 32; var pfLoading = false; window.addEventListener('scroll', function () { if (pfLoading) return; var $now = $('.article-imgview .pf').eq(endPage - 1); if (document.documentElement.scrollTop + $(window).height() > $now.offset().top) { pfLoading = true; endPage++; if (endPage > totalPage) return; var imgEle = new Image(); var imgsrc = "//data.docslib.org/img/29c14f2d2355d45d14857422572d68d6-" + endPage + (endPage > 3 ? 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