Year 9 – Grammar Stream Knowledge Organisers Term 3

Swindon Academy 2020-21

Name:

Tutor Group:

Tutor & Room:

“If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” Using your Knowledge Organiser and Quizzable Knowledge Organiser

Knowledge Organisers Quizzable Knowledge Expectations for Prep and for Organisers using your Knowledge Organisers

1. Complete all prep work set in your subject prep book.

2. Bring your prep book to every lesson and ensure that you have completed all work by the deadline.

3. Take pride in your prep book – keep it neat and tidy.

4. Present work in your prep book to the same standard you are expected to do in class. Knowledge Organisers contain the These are designed to help you quiz essential knowledge that you MUST yourself on the essential Knowledge. know in order to be successful this year 5. Ensure that your use of SPAG is accurate. and in all subsequent years. 6. Write in blue or black pen and sketch in pencil. Use them to test yourself or get They will help you learn, revise and someone else to test you, until you 7. Ensure every piece of work has a title and date. retain what you have learnt in lessons are confident you can recall the in order to move the knowledge from information from memory. your short-term memory to long- 8. Use a ruler for straight lines. term memory. 9. If you are unsure about the prep, speak to your teacher. Top Tip Don’t write on your Quizzable Knowledge Organisers! 10. Review your prep work in green pen using the Quiz yourself by writing the missing words in your prep mark scheme. book. That way you can quiz yourself again and again! How do I complete Knowledge Organiser Prep? Step 1 Step 2 Step 3

Check Epraise and identify what words Write today’s date and the title from your Write out the keywords/definitions/facts /definitions/facts you have been asked to learn. Knowledge Organiser in your Prep Book. from your Knowledge Organiser in FULL. Find the Knowledge Organiser you need to use.

Step 4 Step 5 Step 6 Read the keywords/definitions/facts out Open your quizzable Knowledge Organiser. Check your answers using your Knowledge loud to yourself again and again and write Write the missing words from your Organiser. Repeat Steps 3 to 5 with any questions the keywords/definitions/facts at least 3 quizzable Knowledge organiser in your you got wrong until you are confident. times. prep book.

Make sure you bring in your completed Prep notes to demonstrate that you have completed your prep. Year 8 Term 3-4 English Knowledge Organiser ‘Romeo and Juliet’: Knowledge Organiser

Plot breakdown Characters Key words- add definitions The Prologue outlines the main conflict in the play and Romeo (Montague) tragic – describes something as being very sad, or as P warns the audience of the tragic fate of Romeo and Young man. Falls in love with Juliet. Kills himself at the part of a tragedy. Juliet. end of the play. “Did my heart love till now? forswear prologue – the introduction to a book, film, or play. it, sight! For I ne’er saw true beauty till this night”; “Thus The Montagues and Capulets fight in the streets of with a kiss I die” 1.1 Verona. Prince Escales swears that any further fighting sonnet – a type of love poem. It has 14 lines, a strict rhyme scheme and 10 syllables per line. will be punished by death. Juliet (Capulet) 13-year old girl. Falls in love with Romeo. Kills herself at feud – a serious argument and sometimes violent Paris asks Lord Capulet about marring his daughter 1.2 the end of the play. “Wherefore art thou Romeo? argument between two people or groups that Juliet. Capulet tells Paris to wait as she is too young. Deny thy father and refuse thy name”; “O happy continues for a long time. 1.3 Lady Capulet advises Juliet to agree to marry Paris. dagger, This is thy sheath; there rust, and let me die” shrine – a holy place that people go to pray. At the Capulet’s masked ball, Romeo sees Juliet and Lord Capulet (Capulet) status quo – the situation that exists now, without any 1.5 falls in love with her. They talk, kiss, and fall in love. As Head of the Capulet family. Juliet’s father. Orders her changes. they depart, they learn they are from feuding families. to marry his friend, Paris. “She will be ruled In all obstacle – a problem that must be overcome. In the balcony scene, Romeo and Juliet fall deeper in respects by me” 2.2 soliloquy – a speech in a play where the character love. They agree to get married. Paris (no family) speaks to himself or herself. Nobleman of Verona. Wants to marry Juliet. Killed by Romeo asks Friar Lawrence to marry him and Juliet. hyperbole – exaggeration Romeo at the end of the play. 2.3 Lawrence agrees, thinking it will unite the warring Hamartia - a character’s tragic flaw which makes Friar Lawrence (no family) families. them so special but also brings about their downfall. Religious leader in Verona. Agrees to marry Romeo 2.6 Friar Lawrence marries Romeo and Juliet. and Juliet, thinking it will bring peace to the city. “For Montagues and Capulets fight in the streets. Tybalt kills this alliance may prove To turn your households’ exile (vb.) – to force them from their home and live in 3.1 Mercutio; Romeo kills Tybalt. Prince Escales decides to rancour to pure love” another place. banish Romeo from Verona. Mercutio (Montague) foreshadow – to show or warn that something bigger, Romeo’s friend. Killed by Tybalt. “A plague a’both worse, or more important is coming. Lord Capulet tells Paris that he can marry Juliet in three 3.4 your houses!” days’ time. catastrophe – a terrible accident. Prince Escales (no family) thesis – the main idea that you want to discuss After their wedding night, Romeo leaves Juliet for the Ruler of Verona. Wants to bring peace to the city. “If throughout an essay. last time. They have a vision of the other’s death. After ever you disturb our streets again, Your lives shall pay 3.5 Romeo leaves, Lord Capulet orders Juliet to marry Paris, the forfeit of the peace” Features of Shakespearean tragedy (Bradley) threatening to disown her if she disobeys. The characters are ‘high-status’ – they are Friar Lawrence comes up with a plan: Juliet must Structure of Shakespearean tragedy (Bradley) important people. 4.1 pretend to be dead and then escape Verona with Exposition Introduces the main characters The tragic hero acts: they try to do things. Romeo. She agrees to the plan. and the obstacles they will overcome in the They don’t just let things happen to them. Romeo does not learn of Friar Lawrence's plan. He play. sneaks back into Verona and visits Juliet’s tomb. He Rising tension The heroes try to overcome the Whatever they try to do, it always puts them in thinks she is dead, and kills himself with poison. 5.3 obstacles they face. They suffer. a worse situation. Moments later, Juliet wakes up. She finds Romeo’s body and kills herself with his dagger. The two families Catastrophe The play ends with the deaths of They are exceptional – there is something that agree to end their feud. the heroes. makes them special. Year 8 Term 3-4 English Knowledge Organiser ‘Romeo and Juliet’: Knowledge Organiser - QUIZZABLE

Plot breakdown Questions Characters – Who’s who? Add 1 quotation per Key words- add definitions What do we learn in the prologue? character and state which family they belong to: tragic – P Montague or Capulet. Which two families are fighting at the start? Romeo (______) prologue – 1.1

Who asks Lord Capulet whether he can marry Juliet? sonnet – 1.2

What advice does Lady Capulet give Juliet? Juliet (______) feud – 1.3

Who meet at the Capulet masked ball? What problem 1.5 to they face? shrine – status quo – Lord Capulet (______) What do Romeo and Juliet decide to do during the 2.2 balcony scene? obstacle – soliloquy – Why does Friar Lawrence agree to marry Romeo and Paris (______) 2.3 Juliet? hyperbole – Hamartia - Who gets married in this scene? 2.6 Friar Lawrence (______)

Who does Tybalt kill? exile (vb.) – 3.1 Who does Romeo kill? foreshadow – What does Lord Capulet tell Paris? Mercutio (______) 3.4 catastrophe – What vision do Romeo and Juliet have after their thesis – wedding night? Prince Escales (______) 3.5 What does Lord Capulet threaten to do if Juliet refuses to marry Paris? Name 4 features of a Shakespearean tragedy What is Friar Lawrence’s plan? Structure of Shakespearean tragedy (explain) 4.1 Exposition

What information does Romeo fail to receive? What does he do? Rising tension 5.3 How does Juliet react when she finds Romeo’s dead body? Catastrophe Year 9 Term 3 Topics: Algebra Revisited

D What we are learning this term: B Laws of Indices Expressions and Substitution A. Algebraic Notation B. Simplifying and Index Laws Re-write the laws of Indices below Define: A mathematical statement C. Expanding and Factorising Equation containing an equal sign and D. Expressions and Substitution exactly one unknown

Key Words Define: A equation that is always true Identity regardless of the value of 1) Identity variables 2) Expressions 3) Terms Define: A formula that links at least two 4) Quadratics Formula variables 5) Equations 6) Formula Define: Algebraic terms grouped Expression together to represent the value A. Algebraic Notation of something Define: A term is a single number or Terms variable. More than one terms either added, subtracted, divided or multiplied creates an C Factorising Quadratics expression Solve to find the value of x Is an example of an expression Define: Factorising To express a quantity as a product of two or more terms

Is an example of an equation Step 1: Form an expression for the perimeter of the rectangle Step 1: Find two numbers with a product of 8 that sum to 6 Is an example of a formula Step 2: Form an equation based on your expression Step 2: Write out you algebraic factors

Is an example of an identity Step 3: Solve Year 9 Term 3 Topics: Algebra Revisited - QUIZZABLE

What we are learning this term: B Laws of Indices D Expressions and Substitution A. Algebraic Notation B. Simplifying and Index Laws Re-write the laws of Indices below C. Expanding and Factorising D. Expressions and Substitution Define: Key Words Rule Equation 1) Identity 2) Expressions Define: 3) Terms Identity 4) Quadratics 5) Equations 6) Formula Define: Formula A. Algebraic Notation Define: Define: Terms Expression

C Factorising Quadratics

Define: Factorising Is an example of an ______

Step 1: Is an example of an ______Step 1

Step 2: Is an example of an ______

Step 2:

Step 3: Is an example of an ______Year 9 Grammar Term 3 Biology : Topic B1.3 Organisation and the Digestive System

What we are learning this term: A. What is the function of each tissue?

A. Tissues Epithelial tissue Forms a protective covering for different parts of the body. B. Digestive organs Glandular tissue Secretes important substances, such as hormones. C. Biological molecules D. Enzymes Muscular tissue Contracts to control movement.

What is the function of each part of the digestive B. B. How are the small intestines adapted? system? The walls of the small intestine are covered with villi, which Liver Where bile is made. increased absorption due to: Where food is chewed and mixed with saliva, Mouth from salivary glands. • Large surface area. • Thin membrane. Oesophagus Connects the mouth and stomach. • Good blood supply. Large Water is absorbed from undigested food, to intestine form faeces. C. Where is starch stored in plant cell?

Gall bladder Where bile is stored. As starch grains in plastids, including chloroplasts and Small Where soluble food is absorbed. amyloplasts. intestine C. Describe the test for sugars Where neutralising substances and enzymes Pancreas are produced. • Add Benedict’s solution, to the food solution, and gently heat. Stomach Churns food and produces hydrochloric acid. • If a reducing solution (e.g: glucose) is present, the solution will turn green, orange or red, depending upon the C. Describe and draw the structure of carbohydrates? concentration.

Carbohydrates are made of chains of simple sugars. C. Describe the test for starch

• Add iodine. • If starch is present, colour will change to blue/black. Year 9 Grammar Term 3 Biology : Topic B1.3 Organisation and the Digestive System - QUIZZABLE

What we are learning this term: A. What is the function of each tissue?

A. Tissues Epithelial tissue B. Digestive organs Glandular tissue C. Biological molecules D. Enzymes Muscular tissue

What is the function of each part of the digestive B. B. How are the small intestines adapted? system?

Liver

Mouth

Oesophagus

Large intestine C. Where is starch stored in plant cell? Gall bladder

Small intestine C. Describe the test for sugars Pancreas

Stomach

C. Describe and draw the structure of carbohydrates? C. Describe the test for starch Year 9 Grammar Term 3 Biology : Topic B1.3 Organisation and the Digestive System

Describe and draw the What are the functions C. Describe the test for proteins? C. C. of proteins? structure of proteins? 1. Structural • Add Biuret’s solution and mix gently into the Proteins are 2. Catalytic food solution. made of chains 3. Signalling • If protein is present, the solution will turn of amino acids. 4. Immunological pink/purple.

Describe the function D. Describe and draw the structure of enzymes C. C. Describe the test for lipids? of triglycerides? To catalyse reactions and Triglycerides are • Add Sudan III stain to the food solution. lower the activation energy. made of glycerol • If a lipid is present, red-stained oil layer will What factors affect D. and fatty acids. separate and float to the surface. enzyme reaction rate?

1. Temperature What happens when an D. D. Draw the lock and key model 2. pH enzyme is denatured? 3. Enzyme concentration The enzyme active site no 4. Substrate concentration longer fits the substrate/reactant, 5. Surface area so the reaction is not catalysed. 6. Pressure

C. Describe the enzyme Protein Broken down by pepsin Into amino acids Starch Broken down by amylase Into maltose Triglyceride Into glycerol and Broken down by lipase s fatty acids Year 9 Grammar Term 3 Biology : Topic B1.3 Organisation and the Digestive System - QUIZZABLE

Describe and draw the What are the functions C. Describe the test for proteins? C. C. of proteins? structure of proteins? 1. 2. 3. 4.

Describe the function D. Describe and draw the structure of enzymes C. C. Describe the test for lipids? of triglycerides?

What factors affect D. enzyme reaction rate?

1. What happens when an D. D. Draw the lock and key model 2. enzyme is denatured? 3. 4. 5. 6.

C. Describe the enzyme Breaks down proteins Into… Breaks down starch Into… Into… Breaks down triglycerides Year 9 Grammar Term 3 Chemistry : Topic C1.3 Structure and Bonding

What we are learning this term: A. What is ionic bonding? When do you get ionic bonding?

A. Ionic Bonding An electrostatic force of attraction between positively and When metals react with non-metals B. Covalent Bonding negatively charged ions C. Metallic Bonding What are dot and cross diagram? D. States of matter E. Properties A way of showing electron transfers during reactions F. Carbon and Nanoparticles How is an ionic bond formed in Sodium Chloride? Draw a dot and cross diagram to show this • Sodium loses an electron to form a filled outer shell. A positive ion is formed 6 Key Words for this term • Chlorine gains this electron to fill its outer shell. A negative ion is formed 1. Delocalised • An electrostatic force of attraction is formed between these oppositely charged ions 2. Electrostatic 3. Ionic 4. Covalent

A. What is an ionic compound?

A giant structure of ions held together by strong electrostatic forces of attractions between oppositely charged ions

How can we represent Sodium Chloride? A. What is covalent bonding? Sketch a dot and cross diagram to show the bonding in

Methane (CH4) and Ammonia (NH3) Covalent bonding is where atoms share pairs of electrons

When do you get Covalent bonding?

Non metallic elements and compounds

What covalent structures are there? 3D diagram Ball and stick model Simple molecules and giant covalent structures

C. What is Metallic Bonding? Draw a sketch of metallic bonding D. What are the three states of matter?

Outer electrons are delocalised and free to move through the State Solid Liquid Gas whole structure. This gives rise to metallic bonds Diagram What does delocalised mean?

Where electrons are shared between 2 or more atoms

When do you get Metallic bonding?

Metallic elements and alloys The amount of energy The strength of the forces between the required to change state particles is dependent on what? Year 9 Grammar Term 3 Chemistry : Topic C1.3 Structure and Bonding - QUIZZABLE

What we are learning this term: A. What is ionic bonding? When do you get ionic bonding?

A. Ionic Bonding B. Covalent Bonding C. Metallic Bonding What are dot and cross diagram? D. States of matter E. Properties F. Carbon and Nanoparticles How is an ionic bond formed in Sodium Chloride? Draw a dot and cross diagram to show this

6 Key Words for this term 1. Delocalised 2. Electrostatic 3. Ionic 4. Covalent

A. What is an ionic compound?

How can we represent Sodium Chloride? A. What is covalent bonding? Sketch a dot and cross diagram to show the bonding in

Methane (CH4) and Ammonia (NH3)

When do you get Covalent bonding?

What covalent structures are there? 3D diagram Ball and stick model

C. What is Metallic Bonding? Draw a sketch of metallic bonding D. What are the three states of matter?

State

Diagram What does delocalised mean?

When do you get Metallic bonding? The amount of energy required to change state is dependent on what? Year 9 Grammar Term 3 Chemistry : Topic C1.3 Structure and Bonding

D. What are state symbols? E. What properties do Giant ionic structures E. What are polymers? have? These are used in chemical equations to show what state of matter things are in a reaction Melting points/boiling points High Large long chain molecules

Solid (s) Does it conduct electricity?

Liquid (l) Ionic solid No Are the ionic or Covalent Gas (g) Molten ionic soild Yes covalent?

Aqueous (in solution) (aq) Ionic compound in solution Yes

E. What properties do simple small covalent F. What different forms of carbon are there? molecules have? Graphite Diamond Graphene Fullerenes Melting point Lower melting points – because of weak Structure Hexagonal rings Giant covalent 1 sheet of graphite Giant covalent intermolecular forces (not the Melting point high Very high Very High Very High covalent bonds)

Conduct No – no overall charge Conducts electricity? Yes No Yes No electricity? Properties soft Very hard hard hard

E. What properties do giant covalent Uses Pencils, electrodes Cutters, jewellery Electronics, Nanotechnology, structures have? composites electronics, medicine

Melting point High Diagram

Solubility Insoluble due to strong covalent bonds

E. What are alloys? F. What are nanoparticles?

Mixtures of metals Structures that are 1-100nm in size

Why are they useful? What properties do they have Large surface area to volume ratio

Harder than pure metals What uses? Medicine, electronics, sun cream, catalysts, cosmetics Year 9 Grammar Term 3 Chemistry : Topic C1.3 Structure and Bonding - QUIZZABLE

D. What are state symbols? E. What properties do Giant ionic structures E. What are polymers? have? These are used in chemical equations to show what state of matter things are in a reaction Melting points/boiling points

Solid Does it conduct electricity?

Liquid Ionic solid Are the ionic or Gas Molten ionic soild covalent?

Aqueous (in solution) Ionic compound in solution

E. What properties do simple small covalent F. What different forms of carbon are there? molecules have? Graphite Diamond Graphene Fullerenes Melting point Structure Melting point

Conduct Conducts electricity? electricity? Properties

E. What properties do giant covalent Uses structures have?

Melting point Diagram

Solubility

E. What are alloys? F. What are nanoparticles?

Why are they useful? What properties do they have

What uses? Year 9 Grammar Term 3 Physics : Topic P1.3 Energy Resources

What we are learning this term: A. How is coal used to generate B. How do wind turbines work? electricity? A. Energy demands The blades capture the kinetic energy of the wind. This turns a B. Energy from wind and water The coal is burned, this heats water which turbine which generates electricity. C. Power from the sun and the earth then turns to steam, this turns a turbine D. Energy and the environment which turns a generator to produce What are the advantages and disadvantages of wind E. Big energy issues electricity. power? Advantages: renewable/sustainable, doesn’t release pollutants A. How is nuclear power or greenhouse gases, doesn’t contribute to global warming. 6. Key Words for this term generated? Disadvantages: noisy, an ‘eye sore’, possibly kill migrating birds and unreliable. Uranium or plutonium is used. The nucleus is unstable, splits and energy is transferred What is hydroelectric power? to a fluid which is very hot. This heat heats the water, created steam which turns a Electricity generated from the kinetic energy from moving water turbine which turns a generator. Using the diagram, how does hydroelectric power work? A. What are energy resources? A. What are the advantages and A dam across a valley disadvantages of nuclear created a reservoir. The dam Anything that can be used to generate power for power? gates open and water flows human use. through the dam to the Advantages Disadvantages turbine. The gravitational What are the two categories for energy resources? Large amount Radioactive waste potential energy is converted of energy Waster remains to kinetic as it falls. This turns Renewable and non-renewable released radioactive for a turbine which turns a Large fuel years What does non-renewable mean? generator which produces reserves Waste needs to be electricity. Energy resources that will eventually run out Reliable stores electricity Non-renewable What are advantages and disadvantages of hydroelectric What are some examples of non-renewable and supply power? renewable resources? A. What is a biofuel? Advantages: its reliable, renewable and produces large Renewable Non-renewable amounts of electricity. Disadvantages: Its expensive, time-consuming t build, they can Wind Coal Fuel made from biological sources, flood habitats or even people's homes. Hydroelectricity Oil either vegetation or Solar power Natural gas sewage/rubbish. B. What is tidal power and how does it work? Tidal power Nuclear fuels (uranium, plutonium) B. What is wave power? Why are non-renewable resources not always Using the tides to produce electricity. They flow through a It involves getting the kinetic energy dam with turbines in which turn a generator. ideal? from waves and converting this into electricity, They are unreliable. C. What are the three main ways of using solar energy How does wave power work? If wood is renewable, what must be done once a 1. Passive solar heating tree is cut down? The waves push up air which turns a 2. Solar power stations turbine which turns a generator to 3. Solar cells A new one must be planted! produce electricity. Year 9 Grammar Term 3 Physics : Topic P1.3 Energy Resources - QUIZZABLE

What we are learning this term: A. How is coal used to generate B. How do wind turbines work? electricity? A. Energy demands B. Energy from wind and water C. Power from the sun and the earth D. Energy and the environment What are the advantages and disadvantages of wind E. Big energy issues power? Advantages: A. How is nuclear power 6. Key Words for this term generated? Disadvantages:

What is hydroelectric power?

Using the diagram, how does hydroelectric power work? A. What are energy resources? A. What are the advantages and disadvantages of nuclear power?

Advantages Disadvantages What are the two categories for energy resources?

What does non-renewable mean?

What are advantages and disadvantages of hydroelectric What are some examples of non-renewable and power? renewable resources? A. What is a biofuel? Advantages: Renewable Non-renewable Disadvantages:

B. What is tidal power and how does it work? B. What is wave power? Why are non-renewable resources not always ideal?

C. What are the three main ways of using solar energy How does wave power work? If wood is renewable, what must be done once a 1. tree is cut down? 2. 3. Year 9 Grammar Term 3 Physics : Topic P1.3 Energy Resources

C. What is passive solar heating? D. What are the four things that that need to be E. When do we need the most energy considered when choosing an electricity source? during the day and why? It is a system which captures the suns energy directly. Efficiency Between 8 and 10 as this is when people are What is an example of a solar heating system? Economic costs Environmental getting up and going into work or school. A solar cooker, greenhouse or south facing impact Between 6 and 10 as this is when people window. Power output and return home, cook dinner and watch lifetime television etc, so need to use energy. It is What are the advantages and disadvantages of also dark (in the winter) so lights need to be passive solar heating? used at these times. Advantages: directly uses the suns energy (instantaneous), doesn’t produce fossil fuels or pollutants. D. Why is better to use more renewable energy resources Disadvantages: not reliable, not very strong than non-renewable?

C. What are solar cells? Non-renewable cause pollution, there is a limited amount of them and renewable resources last longer. Solar cells (or photocells) turn light energy from the Sun directly into direct current electricity. What are the advantages and disadvantages of What are the pros and cons of fossil fuels? solar panels? Pros Cons Disadvantages: Manufacturing solar cells is very Reliable energy source Release SO2 when burnt expensive and requires the use of highly toxic Easy to store & transport Release CO2 when burnt materials. Wont produce electricity at night or Cheap running costs Large quantities needed much in winter. Established fuel supply Limited fuel left What is the solution to meeting electricity Advantages: once the solar cell is built it produces demands with varying conditions for E. How do each of the following renewable no pollution and requires little maintenance. renewable resources? energy resources depend on the How do solar power stations work? conditions? Use nuclear/coal-fired/gas-fired power stations. The heat from the sun is used to make steam, Hydroelectric Reservoirs could run dry Use renewable energy resources when the which turn a turbine and drives a generator. conditions are suitable, and this can be Wind / waves Wind and waves are too weak on calm days What does the amount of electricity produced stored in pumped storage schemes. Tidal Height of tide varies both monthly and yearly by a solar panel depend on? Different power stations also cost varying Surface area, light intensity and distance from the No solar energy at night, and can be variable amounts of money. It depends on Solar light source. through the day and year emissions and start up time.

C. What is geothermal energy? How can hot rocks generate electricity in a geothermal power Increasing greenhouse gas emissions plant? It involves harnessing thermal energy stored Gas Oil Coal within the Earth. This thermal energy comes from A geothermal power plant uses steam and hot water that rise to the the decay of radioactive elements, such as Increasing time to start up power stations Earth’s surface to drive a turbine and generate electricity. uranium, in rocks under the ground Gas Oil Coal Nuclear Year 9 Grammar Term 3 Physics : Topic P1.3 Energy Resources - QUIZZABLE

C. What is passive solar heating? D. What are the four things that that need to be E. When do we need the most energy considered when choosing an electricity source? during the day and why?

What is an example of a solar heating system?

What are the advantages and disadvantages of passive solar heating? Advantages:

Disadvantages: D. Why is better to use more renewable energy resources than non-renewable?

C. What are solar cells?

What are the advantages and disadvantages of What are the pros and cons of fossil fuels? solar panels? Pros Cons Disadvantages:

What is the solution to meeting electricity Advantages: demands with varying conditions for E. How do each of the following renewable renewable resources? energy resources depend on the How do solar power stations work? conditions?

Hydroelectric

Wind / waves What does the amount of electricity produced Tidal by a solar panel depend on? Different power stations also cost varying amounts of money. It depends on Solar emissions and start up time.

C. What is geothermal energy? How can hot rocks generate electricity in a geothermal power Increasing greenhouse gas emissions plant? Gas Oil Coal

Increasing time to start up power stations

Gas Oil Coal Nuclear Year 9 Term 3 History Knowledge Organiser. Topic = Hitler’s rise to power, 1919-33

What we are learning this term: B. Why did the Munich Putsch fail?

th A. How did the Nazi Party appeal to people in the early 1 – Bavarian Leaders Hitler had captured the 3 Bavarian leaders in a Beer Hall on the 8 November 1923. He forced them to say that they would support his plan to overthrow the Weimar Republic. However, they were let go by Ludendorff (army general) and so took away 1920s their support and warned the army B. Why did the Munich Putsch fail C. Why was there little support for the Nazis between 2 – Army Hitler wrongly believed that the army in Bavaria would stand with him and would support his uprising against the government. 1923-29 This was not the case and instead the army stood against Hitler and his SA which was only 1,000 men. D. How did the Nazis appeal to people between 1929-33 3 – Bavarian People Again Hitler had wrongly assumed that the people of Bavaria would be angry enough with the Weimar Republic to want to E. Why did Hitler come to power in 1933 stand with him against the government. He did have 2,000 volunteers but they were most likely paid to support Hitler so were not loyal 6 Key Words for this term 4 – Hitler Hitler himself was a factor in why the Putsch failed. Instead of giving up when he had lost the support of the Bavarian leaders he continued with the revolt and as a result he ended being arrested and the NSDAP was banned. 1 Nationalism – A political outlook which aims to make the nation stronger and more independent C. What is the main difference between two interpretations about the Nazi Party during the Lean Years (1923-29)? 2 Socialism – A political outlook which states that 1. Party Reorganisation – By the time Hitler was released from prison he had come to realise that the best way for the Nazis to get into power would be country’s land, industries and wealth should all belong to do it democratically and to be voted into the Reichstag. This led to Hitler reorganizing the Nazi Party to make it more of a focused political party to the workers of that country 2. Mein Kampf – During his time in prison Hitler had the chance to write Mein Kampf which set out his key political beliefs. This book sets out his 3 Lebensraum – This a German word which means extreme racist views and ideas on Nationalism, Socialism, totalitarianism and traditional German values living space 3. Party Headquarters – The Nazi Party was mainly based in Munich and it was organised into a mini state with Hitler as the leader and different 4 Putsch – German word for uprising, usually violent departments for all aspects of government. Hitler also managed to get big industrialists to invest in the Nazi party 5 Fuhrer – A leader who exercises power cruelly 4. Bamberg Conference – This conference took place in early 1926 and its aim was to address the split between the Nationalist and Socialist sections 6 Autarky – The act of a country being self-sufficient of the Nazi party. This conference confirmed that the Nazi Party was mainly nationalist, and Hitler’s control of the party was now clear 5. Limited Support – In the years 1923-29, the Nazi party struggled to gain strong support due to Stresemann's economic and international recovery for and not relying on other countries the Weimar Republic and the appointment of ex Field-Marshal of the army Paul von Hindenburg as President.

D. How did the Nazis appeal to the people between 1929 and 1933? 1 Wall Street Crash In October 1929, the stock market in Wall Street (New York) started to crash which meant that the price of stocks and shares fell dramatically. A. What is the main difference between two interpretations about the appeal of the Nazi 2 Depression Following the Wall Street Crash, American banks were running out of money and so they ask Germany to pay back the money they Party in the early 1920s? had loaned them in 1923 3. Unemployment Unemployment rose once again as Germany was running low on money as so businesses had to close and imports and exports Hitler in During WWI Hitler had fought for Germany slowed down as other countries had also been hit by the Wall Street Crash the Army and had even received two Iron Crosses for bravery. He was disappointed when the war 4. Chancellor Bruning tried to sort the problem of unemployment by increasing taxes to pay for unemployment benefit and reducing the time limit ended and Germany had lost Bruning for how long people could claim it for. This pleased no one and he lost support and control of the Reichstag and began to rule using Article 48 instead. Spy Hitler was employed by the army to spy on 5 Communists The failure of the government meant that people began to turn to extremist parties such as the communists. The working class political groups. He came across the DAP believed that the communists would support them and would defend their jobs which was a right-wing group. He liked the party’s message and decided to join 6 Nazis More people began to turn towards the Nazi party as Hitler was seen as the middle and upper classes defence against communism and the Hitler also seemed to be a strong leader who would restore law and order and get rid of the Treaty of Versailles. 25 Point Hitler become second in command of the DAP Program and along with Anton Drexler wrote the 25 E. How useful are two sources for an enquiry into the way Hitler became chancellor in 1933? me Point Programme which outlined the groups 1 Hindenburg President of the Weimar Republic who never really supported the democratic republic. Did not trust Hitler and refused to beliefs make him Chancellor even when the Nazis were the majority party. Was persuaded by von Papen that he could control Hitler

Speeches Hitler begins to give speeches for the DAP 2 Franz von Papen Became Chancellor in May 1932 but he was not a strong leader and Hitler tried to persuade Hindenburg to make him from June 1920 and he was a very passionate Chancellor but he refused and instead Kurt von Schleicher was made Chancellor out of desperation speaker and he helped to increase the party's membership to 1,100 members 3 Kurt von Schleicher Originally suggested that Hindenburg made von Papen Chancellor and then turned his back on him. Tried to rule but he lacked support and tried to create a military dictatorship which Hindenburg refused to support Leader In July 1921 Hitler pushed Drexler out and 4 Hitler Hitler had managed to grow the Nazis support between 1929 and 1932 to the point where they were the largest political party became the head of the DAP. He changed the in the Reichstag and therefore believed he should be Chancellor and constantly told Hindenburg this. Did not become name to the Nationalist Socialist German Chancellor until January 1933, after Hindenburg had been assured by von Papen that he could control him. Both Workers Party (NSDAP or NAZIS) underestimated Hitler. Year 9 Term 3 History Knowledge Organiser. Topic = Hitler’s rise to power, 1919-33 - QUIZZABLE

What we are learning this term: B. Why did the Munich Putsch fail?

A. How did the Nazi Party appeal to people in the early 1 – Bavarian Leaders 1920s B. Why did the Munich Putsch fail 2 – Army C. Why was there little support for the Nazis between 1923-29 D. How did the Nazis appeal to people between 1929-33 3 – Bavarian People E. Why did Hitler come to power in 1933

4 – Hitler 6 Key Words for this term

1 Nationalism – C. What is the main difference between two interpretations about the Nazi Party during the Lean Years (1923-29)?

1. Party Reorganisation – 2 Socialism – 2. Mein Kampf –

3 Lebensraum – 3. Party Headquarters – 4. Bamberg Conference – 4 Putsch – 5. Limited Support – 5 Fuhrer –

6 Autarky – D. How did the Nazis appeal to the people between 1929 and 1933? 1 Wall Street Crash A. What is the main difference between two interpretations about the appeal of the Nazi 2 Depression Party in the early 1920s? 3. Unemployment Hitler in the Army 4. Chancellor Bruning

Spy 5 Communists

6 Nazis

25 Point E. How useful are two sources for an enquiry into the way Hitler became chancellor in 1933? Program me 1 Hindenburg Speeche s 2 Franz von Papen

3 Kurt von Schleicher Leader

4 Hitler Year 9 Term 3 Geography Knowledge Organiser: Urban issues and challenges

A. Background: D. Social​ Economic​

• Urban = Towns and cities Rural = Opportuniti • Better access to services e.g.health • Increase economic development​ countryside es​ care and education​ • As industry develops (industrialisation), more people move • Urbanisation is the growth in the • Better access to resources such as to urban areas to work in factories – there are more jobs proportion of a country’s population living in clean water supply and electricity​ and better wages than rural areas​ urban areas. The rate of urbanisation differs • Industries create and sell goods on the international between countries that are richer than market. Manufactured goods make greater profits than those that are poorer. unprocessed goods so industrialised countries get • HIC have very slow rates of urbanisation: In wealthier. richer parts of the world, urbanisation happened historically and most of the population now Social and economic (HEWE)​ Environmental (WART)​ already live in urban areas. Many people in urban areas in HICs desire a better quality of life Challenges​ • Badly built houses and over crowded​ • Rubbish isn’t collected so it leaves toxic rubbish heaps, and are moving to rural area. Here they can • No access to basic services (running which damage the environment​ commute to cities (because of better transport) water, sanitation, electricity)​ • Air pollution comes from burning fossil fuel from vehicles or work from home (better communication). • Unclean conditions and lack of access and factories​ • LIC are less economically developed e.g. to medical services mean people often • Sewage and toxic chemicals can get into rivers, causing Ethiopia. Not many of the population live in have poor health​ health problems and harming wildlife​ urban areas . However, people are starting to • No access to education​ • Infrastructure like road systems may not be able to cope move away from jobs in farming (rural areas) to • High levels of unemployment and with the growing number of vehicles. Congestion causes urban areas. They are experiencing rapid urban crime​ an increase in greenhouse gas emissions which cause growth. global problems. Locally, problems with health and acid • NEE are those where economic development is rain also occur.​ increasing rapidly e.g. Brazil, India, Nigeria - They are experiencing rapid urban growth.

B. Factors affecting the rate of urbanisation D. Rio E.. Favela Bairro

Rural-urban the movement of people from rural to Successes Failures migration urban area. The rate is affected by push- Sanitation Conditions relating to public health, especially the provision of clean drinking water and adequate pull theory. -The quality of life in the favelas -$1 billion budget insufficient to sewage disposal. has improved. cover all of Rio’s favelas - creates Push factors things that encourage people to leave - 90% housing in Rocinha is now winners and losers so hardly (Push them out) Quality of General well-being of individuals and societies brick built and connected equable and a “favela lottery” to all amenities -Families can not afford rent Pull factors life things that encourage people to move to -Paved, named roads -ASH properties- still in areas of an area (Pull them to an area) Favela Brazilian shack or shanty town; a slum formalise addresses allowing for severe hazard risk via landslide - local taxes (rates) to be collected to 2010: 24 dead and 13,000 Natural birth rate is higher than death rate so fund further improvements properties lost increase population growth -Sanitation improvements Year 9 Term 3 Geography Knowledge Organiser: Urban issues and challenges - QUIZZABLE

D. Social​ Economic​ A. Background:

• Urban = Towns and cities Rural = Opportunitie countryside s​ • Urbanisation is the growth in the proportion of a country’s population living in urban areas. The rate of urbanisation differs between countries that are richer than those that are poorer. • HIC have very slow rates of urbanisation: In richer parts of the world, urbanisation happened Social and economic (HEWE)​ Environmental (WART)​ historically and most of the population now already live in urban areas. Many people in Challenges​ urban areas in HICs desire a better quality of life and are moving to rural area. Here they can commute to cities (because of better transport) or work from home (better communication). • LIC are less economically developed e.g. Ethiopia. Not many of the population live in urban areas . However, people are starting to move away from jobs in farming (rural areas) to urban areas. They are experiencing rapid urban growth. • NEE are those where economic development is increasing rapidly e.g. Brazil, India, Nigeria - They are experiencing rapid urban growth.

B. Factors affecting the rate of urbanisation D. Rio E.. Favela Bairro

Rural-urban Successes Failures migration Sanitation

Push factors

Quality of Pull factors life

Favela Natural increase Year 9 Religious Education: Relationships and Famillies

What we are learning this term: C What do Christians believe about sex outside marriage?

A. Key words. E. Christian beliefs about 1 Outside of marriage people should live chastely with sexual restrain. This is because sex is for marriage and is not B. Nature and purpose of homosexuality a passing or casual arrangement that one can have with anyone marriage F. Arguments for and C. Sex outside of marriage against the use of 2 One contrasting Christian belief about sex outside of marriage is that sex is a valid expression of their love for D. Divorce and remarriage contraception each other. Jesus taught that “The sabbath was made for man, not man for the sabbath”. This means that rules were put into place to help us and not to make our lives harder. A. Can you define these key words? 3 Roman Catholics believe that sex should have 2 purposes: to UNITE a couple in married love and to CREATE Key word Key definition new life. Pre-marital sex is a sin, as is masturbation (as it cannot lead to procreation

Adultery Sexual intercourse between a married person 4 The Bible says, “Do not commit adultery”, so having sex with someone other than your marriage partner is and someone who is not their spouse (husband committing a sin and going against God’s will. or wife). 5 God told Adam that “It is not good for a man to be alone” when he said this he didn’t say, and your companion Mission Promoting Christianity in a foreign country. must be married to you.

Evangelism The spreading of the Christian gospel by public D What do Christians believe about divorce and E What do Christians believe about homosexuality preaching or personal witness. remarriage?

Sabbath A day of religious observance and abstinence 1 Divorce is a sin because the Sacrament of marriage 1 Catholics believe that being homosexual is not a sin from work. is a contract between humans and God that should but homosexual relationships are a sin. never be broken- (vows: “until death do us part”) Annulment The act of cancelling something. 2 Evangelicals- There should be no homosexual 2 Marriage can be annulled if a marriage was not Christians. Prayer can give homosexuals the power of Heterosexuality Being sexually attracted only to people of the properly valid at the time the vows were made, ed. the Holy Spirit to change their sexual preference. opposite sex. forced into the marriage. Therefore, divorce and then remarriage is acceptable. 3 Liberal Protestant-homosexual relationships are Contraception The methods used to prevent pregnancy from acceptable however are not equal to marriage. happening 3 Remarriage is adultery- the bible says “Anyone who divorces his wife and marries another woman 4 God is all loving and accepts all. Sexuality is not for B Christian beliefs about the nature and purpose of commits adultery against her. And if she divorces other people to judge marriage her husband and marries another man, she commits adultery”. 5 Christians condemn homophobia and extremist views. 1 Sacrament- it is special and God-given. Therefore when a 4 For most other Christians, divorce is discouraged 6 Homosexual relations are wrong because the purpose couple are married, they make their vows not only in the sight but acceptable as a last resort. It is sometimes the of marriage is to procreate and two men or two of God, but with God- contract never to be ended. lesser of two evils, and also a necessary evil. women cannot do that naturally. 2 The Sacrament of Marriage is a sign of God’s love for his people. By participating in the sacrament, the couple are F Arguments for the use of contraception Arguments against the use of contraception participating in the love of God- everlasting love for each 1 Sex is an expression of love and promotes responsible Christianity teaches that sex should be open to the other. parenthood- the use of contraception is encouraged if possibility of procreation- by using contraception, you are you cannot properly look after and raise a child. preventing procreation from happening. 3 Procreation-marriage is designed for a man and wife to have children as God told Adam and Eve in the garden of Eden to 2 Some people may have a genetic disorder they don’t It devalues the purpose of sex. If you can have sex “go forth and multiply”. want to pass on without the chance of pregnancy, it stops it being special.

4 Companionship- God told Adam in the garden of Eden that “it 3 People may not want to raise children Goes against the purpose of marriage is not good for a man to be alone”. He made Eve as his companion and that is the example for humans to follow. 4 Might not be able to afford children. Every sex act should be open to creating new life.

5 Marriage is for bring up children in a loving and secure 5 Might have been a victim of rape God knew people before they were born. environment which can only be achieved by the sacrament. Pregnancy harming the mother health. Encourage selfishness and infidelity. Year 9 Religious Education: Relationships and Famillies - QUIZZABLE

What we are learning this term: C What do Christians believe about sex outside marriage?

A. Key words. E. Christian beliefs about 1 B. Nature and purpose of homosexuality marriage F. Arguments for and C. Sex outside of marriage against the use of 2 D. Divorce and remarriage contraception

A. Can you define these key words? 3 Key word Key definition 4 Adultery

5 Mission

Evangelism D What do Christians believe about divorce and E What do Christians believe about homosexuality remarriage? 1 Sabbath 1

2 Annulment 2 Heterosexuality 3

Contraception 4 3

B Christian beliefs about the nature and purpose of 5 marriage 4 1 6

2 F Arguments for the use of contraception Arguments against the use of contraception

1

2 3

3 4 4

5 5 SPANISH Year 9 GCSE Term 3 + 4 Knowledge Organiser: Topic = Festivals & Relationships

Ser To be Tener To have Infinitive Present Past Future What we are learning this term: B. Hablando de Parejas

A. Talking about festivals and customs Soy I am Tengo I have Hablar Hablo Hablé Voy a Hablar B. Describing relationships with people el beso Kiss To I I spoke I am going to speak speak speak C. Learning about Spanish customs Cada vez más More and more D. Talking about future plans Cocinar To cook Eres You are Tienes You have Comer Como Comí Voy a comer E. Translation Practice Comprar To buy To eat I eat I ate I am going to F. Key words across topics Echar de menos To miss eat Enamorado/a To be in love Es s/he is Tiene s/he has Ir Voy Fui/fue Voy a ir 6 Key Words for this term Ya no No longer To go I go I am/it I am going to Las vacaciones Holidays was go 1. Las relaciones 4. celebrar Sonreírse To smile Somos We are Tenem We have Ser Soy Fui Voy a ser 2. La fiesta 5. Las tradiciones Los familiares Relatives 3. El costumbre 6. La celebración os To be I am I was I am going to Feliz Happy be La gente People El / la invitado/a Guest son They tienen They Tener Tengo Tuve Voy a tener A. ¿Cómo es tu familia? Maleducado/a Rude are have To have I have I had I am going to have Alegre Happy El marido Husband El matrimonio Marriage Amable Friendly D. Algunas costumbres regionales Anciano/a Old La mujer Woman / wife F. Key Words across Topics? El novio Boyfriend La actuación Performance La barba Beard to have - tener Me gusta – I like Parecer To seem El ambiente Atmosphere Cariñoso/a Affectionate to be - ser Me encanta – I La pareja Partner La batalla Battle Castaño Chestnut (hair) to go - ir love El concurso Competition Delgado/a Thin to do / make - Odio - I hate Conmemorar To commemorate Las gafas Glasses C. Planes para el futuro y las fiestas del hacer Porque – because Correr To run Gracioso/a Funny mundo to play - jugar Divertido – fun La costumbre Custom El / la hijo/a Son / daughter to see / watch - ver Aburrido – boring La boda Wedding Demasiado Too much Joven Young to listen - escuchar Util – useful Buscar To find El desfile Procession Liso/a Straight (hair) to buy - comprar Inutil – useless Cambiar To change El diablo Devil Las pecas Freckles to live - vivir Comodo – comfy El casamiento The wedding El encierro Running of the bulls Pelirrojo Ginger / red hair to speak - hablar Interestante- Casarse To get married Encontrar To find Rizado Curly to have to - deber interesting El / la compañero/a Colleague / friend El espectáculo Show / display Viejo/a Old to want to - querer Entretenido – Decepcionado/a Disappointed Extraño/a Strange A menudo Often to visit - visitar entertaining Encontrar To find Impresionante Impressive Comprensivo/a Understanding to eat - comer Emocionante – La felicidad Happiness Incómodo/a Uncomfortable Conocer To get to know to drink - beber exciting Próximo/a Next Llevar To wear / carry El consejo Advice to go out - salir Guay – cool Solo/a Alone Pasarlo bien To have a good time Cuidar To look after to read - leer Genial – great Soltero/a Single El peligro Danger La disputa Argument to work - trabajar Soso – dull Tener suerte To be lucky Precioso/a Beautiful Egoísta Selfish to think - pensar Asqueroso – Los antepasados Ancestors Saltar To jump Fastidiar To annoy to write - escribir disgusting La calavera Skull La suerte Luck Fuerte Strong / loud Malo- bad Celebrarse To be held El toro Bull Hablador(a) Talkative Bueno - good Honrado/a Honourable El comentario Cemetery La torre Tower Mismo/a Same Disfrazado/a Disguised El traje Suit / costume Peligroso/a Dangerous Muerto/a Dead Vestirse de To dress up as Reírse To laugh Proteger To protect La entrada Entrance Seguro/a Sure / certain El pueblo Town La gente People Travieso/a Naughty El regalo Present Limpiar To clear Triste Sad La tumba Grave Pronto Soon El verano Summer La vela Candle Sucio/a Dirty La vida Life Vender To sell tirar To throw SPANISH Year 9 GCSE Term 3 + 4 Knowledge Organiser: Topic = Festivals & Relationships-QUIZABLE

What we are learning this term: B. Hablando de Parejas Key Verbs

A. Talking about festivals and customs Ser Tener Present Past Future B. Describing relationships with people el beso ______To be To have C. Learning about Spanish customs Cada vez más ______D. Talking about future plans ______To cook ______E. Translation Practice ______To buy = I am = I have I speak I spoke I am going to speak F. Key words across topics Echar de menos ______Tienes ______Enamorado/a ______= You are = You have I eat I ate I am going to eat 6 Key Words for this term Ya no ______Holidays 1. Las relaciones 4. celebrar ____= s/he ______To smile is = s/he has I go I am/it was I am going to go 2. La fiesta 5. Las tradiciones ______Relatives 3. El costumbre 6. La celebración ______Happy ______People = We are = We have I am I was I am going to be ______Guest A. ¿Cómo es tu familia? ______Rude ____ = Tienen ______Alegre ______Husband They are = They have I have I had I am going to have ______Marriage Amable ______D. Algunas costumbres regionales Anciano/a ______Woman / wife F. Key Words across Topics? ______Boyfriend La actuación ______La barba Beard to have = ______– I like Parecer ______El ambiente ______Affectionate to be = ______– I love La pareja ______La batalla ______Chestnut (hair) to go =______- I hate ______Competition ______Thin to do =______– Conmemorar ______Glasses C. Planes para el futuro y las fiestas del to play =______because ______To run ______Funny mundo to see =______– fun ______Custom ______Son / daughter to listen=______– boring La boda ______Too much ______Young to buy =______– useful ______To find ______Procession ______Straight (hair) to live =______– useless ______To change ______Devil ______Freckles to speak= ______– comfy El casamiento ______Running of the bulls ______Ginger / red hair to have to ______To get married ______To find ______Curly =______interesting El / la compañero/a ______Show / display ______Old to want ______– ______Disappointed ______Strange ______Often to=______entertaining ______To find ______Impressive Comprensivo/a ______to visit = ______– exciting ______Happiness ______Uncomfortable Conocer ______to eat = ______– cool ______Next ______To wear / carry El consejo ______to drink = ______– great ______Alone ______To have a good time ______To look after to go out = ______– dull ______Single ______Danger La disputa ______– Tener suerte ______Beautiful ______Selfish to read = ______Los antepasados ______To jump ______To annoy to work = ______bad La calavera ______La suerte ______Strong / loud to think = ______- good Celebrarse ______Bull ______Talkative to write =______Honourable El comentario ______La torre ______Same Disfrazado/a ______El traje ______Dangerous ______Dead Vestirse de ______Reírse ______To protect La entrada ______Seguro/a ______Town ______People ______Naughty ______Present ______To clear ______Sad La tumba ______Soon ______Summer La vela ______Dirty ______Life ______To sell To throw Year 9 Art Term 3 : Topic = Ines & Michael

What we are learning this term: C How to make a collage. B. Answer the following questions about Michaels work and how he works. A. Ines Kouidis Collage: is a form of art by cutting and ripping paper B. Michael Volpicelli to create interesting artworks. What part of the Michael focuses in on the face and facial C. Techniques and skills body does Michael features. This is called portraiture. Steps for making your collage: focus in drawing?

1. Start by having an image as a source, something What effect do the The larger words make highlighted areas on A. How has Ines Kouidis created this image? you will use as a guide to follow or for inspiration larger words make? the face 2. Use a range of different types of paper, such as; scrap paper, newspaper, card, coloured paper. 1 What materials has she used? 3. Tear the paper to get a jagged edge, cut with How would you Meaningful, cultural identities, typography, Ines uses a range of scrap materials scissors to get a straight edge. describe his work? portrait, including envelopes, scrap paper, 4. The smaller the pieces of paper, the more newspapers, old magazines and detailed the outcome. What is significant The words he uses are meaningful to that cardboard. 2 5. Darker paper in more shaded areas. Lighter about the words he particular person. They might be words that paper in highlighted areas. uses to make up the describe them, or what they do, what impact How has she torn the material? drawing? they have or their personality. Ines doesn’t use scissors often, but 6. Add additional details on the face and in the more she tears the material so to get background, following the same technique as a rough edge to her work. A type of step 2 and 3. 3 uneven and rustic approach to her outcomes. What each tool is used for: What impact do smaller pieces of material have? Cutting To protect the table from damage. She is very particular about the size of pieces she is collaging. Smaller and more detailed pieces can form darker areas and mat 4 shadows. Lagers and lighter pieces are the highlights. The smaller Glue stick To cleanly stick the shapes onto the pieces, the longer it will take her- however the more intricate it will become. paper. Who does she make collages of? She usually makes collages of famous people in history, who Looking at the image drawn by Michael might be dead or alive today. These people influence her making Vollpicelli, how does he create…… and have had an impact on Ines’ live. They are her main inspiration. 1. Darker areas? Michael creates darker areas on the portrait by doing smaller words that are closer F. Keywords to one another to create shadowing. 2. Lighter areas? Words further apart and larger will be lighter Appropriate Suitable for a particular person, place or condition C. Name the following equipment. B. About the work of artist Michael Volpicelli

Highlight An area of lightness in an image WHAT? Michael creates word art using a variety of sizes to make up a portrait of a person.

Shadow When an objector artwork intercepts light and causes an obscurity HOW? Use uses a fine permanent marker to draw with words. Larger words create a highlight and smaller more scrammed words create shadows and darkness. intricate Having many complexly arranged element Sheets of Masking tape Sharpie or acetate permanent WHY? Michael draws people using words he thinks describes relevant Having a bearing or connection with the subject or matter marker them. Kind and thoughtful words to spread the kindness. Year 9 Art Term 3 : Topic = Ines & Michael

What we are learning this term: C How to make a collage. B. Answer the following questions about Michaels work and how he works. A. Ines Kouidis Collage: B. Michael Volpicelli What part of the Steps for making your collage: C. Techniques and skills body does Michael focus in drawing? 1. What effect do the A. How has Ines Kouidis created this image? larger words make? 2.

1 What materials has she used? How would you ……………………………………………………………………………………………………… 3. describe his work? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… What is significant ……………………………………………………………………………………………………… 2 4. about the words he ……………………………………………………………………………………………………… uses to make up the ……………………………………………………………………………………………………… drawing? …………………………………………………………………………………………………….. How has she torn the 5. material……………………………………………...... 3 ...... ……………………………………………………………………………………………………… What each tool is used for: ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… Magazines . ……………………………………………………………………………………………………… 4 Glue stick What impact do smaller pieces of material have? ……………………………………………………...... ……………………………………………...... ……………………………………………...... Looking at the image drawn by Michael ……………………………………………...... Vollpicelli, how does he create…… Who does she make collages of? ……………………………………………...... 1. Darker areas?

F. Keywords 2. Lighter areas? Appropriate

C. Name the following equipment. B. About the work of artist Michael Volpicelli Highlight WHAT?

Shadow HOW? intricate

WHY? relevant Year 9 TEXTILES Unit One

What we are learning this term: B. Decorative Techniques D. Keywords

A. Analysing artists work How can we work effectively with watercolour? Tone The particular quality of brightness, deepness, or B. Decorative techniques Build up fine layers of watercolour paint C. Artist response hue of a shade of a colour D. Keywords Use one colour at a time. Light to dark Decorate Make (something) look

more attractive by adding 6 Key Words for this term extra items to it 1. Tone Add some clean water to an area and then drip watercolour onto it. Allow it to bleed – some blotting. 2. Decorate Applique 3. Applique Layers of fabric sewn on 4. Embroidery to larger sections of 5. Resist fabric to add decoration 6.A. DevelopAnalysing artists work Embroidery Fabric decorated with embroidered designs or What similarities and differences should we be embellishment looking for? Resist A resistant substance applied as a coating to 1) Decorative techniques protect a surface during 2) Colour a process, 3) Pattern Hand Embroidery adds… Develop To change an idea in 4) Tone some way 5) Lines Colour Threads can build tone 6) Composition Component A part added to textiles 7) Themes e.g. sequins, buttons, Pattern Experimenting with 8) Subjects beads 9) Texture stitches can build pattern 10) Mood Texture Threads can change the Response A reaction to a piece of feel of fabric work

How can we analyse artists work? C. Artist Response Typography The art or procedure of 1) Identify when they arranging type were born How can we respond to an artists work? 2) Describe the type of artwork they create 1) Use the same colours as the artist Dyeing 3) Describe the 2) Use the same techniques as the artist Adding a pigment to materials they use, 3) Focus on the same characteristics as the artist fabric to change the explain why you think 4) Use the same subject matter as the artist colour/pattern they have chosen Texture that material 4) Describe the subject The way that something matter feels when touched, the 5) Describe and explain surface quality the colours and tones Pattern A design where lines, the artist uses in their shapes and colours are work repeated 6) Explain your opinion of their work Year 9 TEXTILES

What we are learning this term: Analyse the work of the artist below B. Decorative Techniques D. Keywords

A. Analysing artists work Cas Holmes How can we work with watercolour effectively? Tone B. Decorative techniques Born: 1960 Label the different techniques on the image below C. Artist response British Textile Artist who studied in Japan D. Keywords and India and now exhibits worldwide. She Decorate uses paint dye, layer and stitch which are

Identify the 6 Key Words for this term combined with discarded cloth, paper and found materials to create unique surfaces. Trained in fine arts, her work is now a combination of mix media, found objects Applique and stitch.

The process Cas Holmes takes includes mark making with a variety of media from A. Analysing artists work paint, dye to basic drawing. Layering of Embroidery pieces of cloth, paper and found materials. Use the list of similarities and differences to Stitch - that holds the work together. compare and contrast the images below Resist

Techniques used:

• Painting Develop • Printing Hand Embroidery adds… • Collage/Applique • Embroidery Component

Inspired by: • The connection between urban and natural world. Response • Gardens and the greater landscape. • Birds How can we analyse artists work? C. Artist Response Typography 1) Identify when they How could we respond to the artist below? were born 2) Describe the type of artwork they create Dyeing 3) Describe the materials they use, explain why you think they have chosen Texture that material 4) Describe the subject matter 5) Describe and explain the colours and tones Pattern the artist uses in their work Aim higher: analyse the artists image 6) Explain your opinion of their work Year 9 TEXTILES Unit Two

What we are learning this term: B. Tie-Dye Step-by-Step (when you have at least two D. Keywords layers of fabric) A. Batik What is tie-dye? Tone The particular quality B. Tie-dye First, pin all your layers together and of brightness, A resist method of dying fabric using elastic bands to deepness, or hue of a C. Reverse Applique prepare a template for your design stop dye getting into different parts of the fabric, creating Then, using a sewing machine stitch around shade of a colour D. Development interesting patterns. the outside of your design Decorate Make (something) Next, pinch the top layer of fabric and cut look more attractive the inside of the fabric with embroidery 6 Key Words for this term by adding extra items scissors to reveal the layer below to it 1. Component Finally, continue to do this for the remaining 2. Response layer of fabrics Stripes Spiral Bubbles Applique Layers of fabric sewn 3. Typography on to larger sections 4. Dyeing D Development of fabric to add 5. Texture decoration Bullseye Crumpled It’s important to experiment with changing 6. Pattern your samples to inspire new ideas and Embroidery Fabric decorated with develop creativity. SCAMPER can be used embroidered designs A. Batik to do this or embellishment Tie-Dye Equipment Resist A resistant substance Is a resist method of dyeing using wax and dye. Wax applied as a coating to is drawn on to fabric using a tjanting, fabric is then Dye Pots To submerge and keep the protect a surface submerged into a dye bath. When dry, the wax is fabric in the dye during a process, iron off to reveal the pattern. To change an idea in Fabric Your blank canvas to Develop some way create a tie-dye pattern

Elastic To prevent the dye Component A part added to Bands touching the fabric textiles e.g. sequins, buttons, beads Apron To protect your clothes from the dye Response A reaction to a piece Tools What is the difference between batik and tie-dye? of work

Tjanting A tool used to apply hot Both are a resist method of dyeing, however with tie-dye wax in batik. the resist is the elastic bands and with batik the resist is Typography The art or procedure the hot wax. Both are submerged in dye baths one the of arranging type resist has been applied. Wax Stops the dye from penetrating fabric Dyeing Adding a pigment to C. Reverse Applique fabric to change the Is the opposite of traditional appliqué. Rather than colour/pattern sewing a shape or design on top of your main fabric, Texture you'll remove the shape or design from the top fabric to The way that something feels when Wooden printing In block printed batik, reveal your main fabric underneath. touched, the surface blocks blocks are dipped in hot quality wax and printing onto fabric. Fabric is then Pattern A design where lines, submerged into dye. shapes and colours are repeated Year 9 TEXTILES Unit Two - QUIZZABLE

What we are learning this term: B. What is tie-dye? What are the steps to create reverse D. Keywords applique? A. Batik Tone B. Tie-dye First C. Reverse Applique Then D. Development Label techniques Decorate Next

6 Key Words for this term Finally

Applique

D Development

Create a reverse applique design inspired by A. What is batik? the seasons (spring, summer, autumn or Embroidery Name the equipment and explain its use winter). Select two SCAMPER techniques to develop your design in some way. Resist

Develop

Component

What is the difference between batik and tie-dye?

Response Name the tools and explain their use

Typography

C. How is reverse applique different to Dyeing applique?

Texture

Pattern Year 9 – Product Design

What we are learning this term: B. Can you list the correct method of accurately marking and cutting out a finger joint E. Keywords A. Working drawing 1 Get two of the pieces of wood that you are joining and mark out the thickness of the wood on both pieces with a pencil B. Different wood joints 2 Use a marking knife to score all the way around both pieces along the mark for the thickness Working A working drawing is the final C. Why accuracy is important in manufacturing 3 Put both pieces together in the vice and mark out the fingers on both pieces at the same time. This will ensure that both pieces drawing ‘constructed’ drawing. It usually D. Manufacturing a box are marked the same. Use a pencil and try square consists of a front, side and plan E. Keywords 4 Mark out the waste wood with hatched/shaded lines. This will help you avoid cutting the wrong part of the joint. Turn the wood view of the solution. F. 3D CAD - Solidworks horizontally and cut out the first finger 5 Secure one piece back in the vice and use a tenon saw to cut the vertical lines. Then use a coping saw to cut the horizontal Outline Outlines are thick, solid lines that lines outline all surfaces that are visible 6. Repeat the same processes on the opposite piece of wood and fit them both together 6 Key Words for this term Hidden Hidden or invisible lines, consist of 1 Wood joints 4 Solidworks C. Why accuracy is important in manufacturing - Tolerance short evenly spaced dashes. To 2 Materials 5 Tolerance show items that are hidden inside Accuracy is important in manufacturing otherwise the product won’t function as indented. If one of the finger joints aren’t 3 Accuracy 6 Finish an object. marked out or cut properly then the box won’t function properly. This is called tolerance. The amount the measurement can be above or below the intended size with out affecting the way in which it works. Dimension Dimension lines are short, solid lines with a small arrowhead each A. Explain the different lines found on a working D. Manufacturing a box Stage Manufacturing a box Stage end that indicate the distance drawing Get two of the pieces of Turn the wood horizontally between two points on a drawing wood that you are joining and cut out the first finger and mark out the thickness Centre line Centrelines consist of alternating of the wood on both pieces long dashes, with a small dot in with a pencil between. They go through the centre of a circle Use a marking knife to Secure one piece back in score all the way around the vice and use a tenon Finger joint A wood joint ideal for box both pieces along the mark saw to cut the vertical constructions and is suitable for for the thickness lines. Then use a coping use with natural woods such as saw to cut the horizontal pine lines Marking knife A knife used to cut the fibres of Put both pieces together in Repeat the same the wood before cutting with a the vice and mark out the processes on the opposite saw fingers on both pieces at piece of wood and fit them the same time. This will both together Waste wood Wood that is cut away ensure that both pieces are marked the same. Use Vertical A straight line that goes from top a pencil and try square to bottom Different lines on a Definition Horizontal A straight line that goes across working drawing F. Can you list 3 advantages/disadvantages of Solidworks from left to right Outlines are thick, solid lines that outline all surfaces that are visible Advantage Disadvantage Coping saw A saw used to cut curves in wood. It can ‘cope’ with he Hidden or invisible lines, consist of short • Can draw ideas quickly using different • Takes a long time to learn as there are many tools and bend evenly spaced dashes. To show items that are hidden inside an object. drawing tools functions Accuracy How close you can get your Dimension lines are short, solid lines with • Can edit different designs/aspects with a • Could lose your work if you don’t save it or if the computer product to the required a small arrowhead each end that indicate measurements the distance between two points on a click of a button crashes drawing • Save money on materials when making • Files could be stolen Tolerance The amount the accuracy can Centrelines consist of alternating long prototypes be out without affecting the dashes, with a small dot in between. They performance of the product go through the centre of a circle Solidworks 3D CAD that gives a realistic representation of a design or product Year 9 – Product Design - QUIZZABLE

What we are learning this term: B. Can you list the correct method of accurately marking and cutting out a finger joint E. Keywords A. Working drawing 1 Working B. Different wood joints 2 drawing C. Why accuracy is important in 3 manufacturing 4 5 D. Manufacturing a box Outline E. Keywords 6 F. 3D CAD - Solidworks C. Why accuracy is important in manufacturing - Tolerance Hidden 6 Key Words for this term 1 Wood joints 4 Solidworks 2 Materials 5 Tolerance Dimension 3 Accuracy 6 Finish D. Manufacturing a box Stage Manufacturing a box Stage

A. Explain the different lines found on a working Centre line drawing

Finger joint

Marking knife

Waste wood

Vertical

F. Can you list 3 advantages/disadvantages of Solidworks Different lines on a Definition working drawing Horizontal Advantage Disadvantage • • Coping saw • • • • Accuracy

Tolerance

Solidworks Year 9 – Food Preparation and Nutrition

What we are learning this term: B. Can you list 5 of the dietary requirements of a teenager? E. Keywords A. Health, safety and hygiene in the kitchen 1 A diet high in carbohydrate as a teenager is normally an energetic person. Hygiene A method of keeping B. The Eatwell guide and nutrients 2 A diet with 2-3 potions of protein to maintain muscle growth and cell repair yourself and equipment C. The Dietary requirements of a teenager 3 A diet with 2 -3 sources of calcium to build developing teeth and bones. clean D. Skills testing 4 A diet low in fat to avoid becoming obese or developing other health problems. E. Healthy cooking Research Information that you find out 5 Drinking 2 litres of water a day. F. Chopping Board Colours to help you with a project

Nutritious A meal that is healthy and 6 Key Words for this term A What is cross contamination and how can it be prevented? contains vital nutrients. . 1 Hygiene 4 Healthy Target Market The age or type of person 2 Dietary Requirements 5 Teenager Cross contamination happens when you use the wrong chopping board you re creating a product 3 Skills Test 6 Cross Contamination or equipment to prepare food which can therefore result in food poisoning. You must use the correct equipment for the correct for. ingredients. You must also ensure that you are always following good Carbohydrates Foods that give you energy A. Explain the main four things that you hygiene practices when cooking. should do when you enter the kitchen B. What do the following terms Protein Food that grow and repair area. mean? your muscles Remove all of Jewellery can harbour Grilling Using the top part of the oven. It Fibre Foods that keep your your jewellery. bacteria and could fall off into involves a significant amount of digestive system healthy the food. direct, radiant heat, and tends to and avoid constipation. be used for cooking meat and Calcium Foods that make your teeth Tie back your hair Hair could fall into the food or vegetables quickly. It is also a and bones strong touch equipment. healthier method of cooking meat products. Design Idea A sketch or plan of how you Wash your hands To remove any germs and Baking Baking is a method of preparing are hoping a project to turn with hot soapy bacteria from your hands and food that uses dry heat, out. water. nails. normally in an oven. Heat is Organisation Having everything ready for gradually transferred from the a lesson and following surface of cakes, cookies, and Put on and apron To protect you from the food instructions breads to their centre. and tie it back. and equipment and the food Time keeping Using the time to remain from touching you. Frying Frying is the cooking of food in organised. oil or another fat. It is usually done in a frying pan using the Sensory Use your senses to taste hob of the cooker. It also known analysis and describe a product to be unhealthy. Mood Board A collage of photos and key words based on a project C. Can you list 5 reasons for why we cook food and why it is important?

Rule Why it is important Time Plan Instructions of wat you are going to do and how long it • 1 to get rid of bacteria on the food • 1 to stop food poisoning should take. • 2 to make the food taste better • 2 to make the food more appealing Skills Test Demonstrating your • 3 to make food chewable • 3 it could be raw or a choking hazard knowledge of a cooking • 4 to ensure that food is not raw • 4 to stop food poisoning term. • 5 to add colour to the food • 5 to make it look more appetising or change its use Teenager Someone between the age of 13 – 19. Year 9 – Food Preparation and Nutrition - QUIZZABLE

What we are learning this term: B. Can you list 5 of the dietary requirements of a teenager? E. Keywords

A. Health, safety and hygiene in the Hygiene kitchen 1 B. The Eatwell guide and nutrients 2 C. The Dietary requirements of a 3 Research teenager D. Skills testing 4 E. Healthy cooking 5 Nutritious F. Chopping Board Colours

6 Key Words for this term A What is cross contamination and how can it be prevented? Target Market . 1 Hygiene 4 Healthy 2 Dietary Requirements 5 Teenager Carbohydrates 3 Skills Test 6 Cross Contamination Protein A. Explain the main four things that you should do when you enter the kitchen B. What do the following terms mean? area. Fibre Grilling

Calcium

Baking Design Idea

Organisation

Frying Time keeping

Label the diagram and add your own examples to it. Sensory analysis

C. Can you list 5 reasons for why we cook food and why it is important? Mood Board

Rule Why it is important Time Plan • 1 • 1 • 2 • 2 • 3 • 3 Skills Test • 4 • 4

• 5 • 5 Teenager Year 9 Music: The Music Industry: Creating a Music Product Term 3

What we are learning this term: C Playing the Keyboard / Chords F Keywords Venue Person in charge of overall running of A. Glastonbury Facts B. How to write a perfect Evaluation Manager / event/health and safety C. Playing the Keyboard / Chords Festival D. What are the musical elements? Manager E. What are the music symbols – Note Values Logistics The careful organization so that music events F. Keywords G. How to read music – treble clef and bass clef happen in a successful way Target An intended group (e.g. teenagers) at which a 6 Key Words for this term Audience product (e.g CD/concert) is aimed. 1 Venue / Festival Manager 4 Copyright Copyright Form of legal protection automatically provided 2 Logistics 5 Risk to the author (creator) of the work Assessment 3 Target Audience 6 Profit D What are the musical elements? Risk a document which identifies sensible ways to A Glastonbury Facts Assessment control and reduce the risks at the music event Timbre Sound quality

Pitch High or low sounds Music an organised event, typically lasting several days, Festival featuring performances by various musicians, Texture How many sounds singers, and groups Tempo Fast or slow Profit the financial gain from business activity minus Duration Long or short expenses

Structure The musical plan Income money a business earns from selling its goods and services Dynamics Loud or quiet Expenditure the amount of money spent Silence No sound / rests in the music

Attack/Deca How notes start and stop y Logo a symbol or other small design adopted by an E What are the music symbols? organization to identify its product

SocialG MediaHow towebsites read music and –appstreble that clef enable and Basspeople Clef to create B How to write a perfect Evaluation? and share content or to participate in social networking. 1 Write a full sentence explaining what your musical performance or music composition was about

2 Explain what you were trying to communicate to an audience and how you did it

3 Pick out at least two moments that worked really well, using specific examples and say what you did that made them successful

4 Pick out one moment that you could make better. Explain why it needed improving and how you would make it better if you did your performance again

5 Sum up your evaluation and discuss one thin that you will take forward into your next work Year 9 Music: The Music Industry: Creating a Music Product - QUIZZABLE Term 3

What we are learning this term: C Playing the Keyboard / Chords F Keywords Venue Manager / A. Glastonbury Facts B. How to write a perfect Evaluation Festival Manager C. Playing the Keyboard / Chords Logistics D. What are the musical elements? E. What are the music symbols – Note Values Target Audience F. Keywords G. How to read music – treble clef and bass clef Copyright 6 Key Words for this term

1 Looping 4 Accompaniment Risk Assessment 2 Backbeat 5 Countermelody 3 Broken Chord 6 Modulation D What are the musical elements? Music Festival A Glastonbury Facts Sound quality Profit High or low sounds

How many sounds Income Fast or slow Expenditure Long or short

The musical plan Logo Loud or quiet Social Media No sound / rests in the music

How notes start and stop

E What are the music symbols? G How to read music – treble clef and Bass Clef

B How to write a perfect Evaluation?

1 Write a full sentence explaining what your musical performance or music composition was about

2 Explain what you were trying to communicate to an audience and how you did it

3 Pick out at least two moments that worked really well, using specific examples and say what you did that made them successful

4 Pick out one moment that you could make better. Explain why it needed improving and how you would make it better if you did your performance again

5 Sum up your evaluation and discuss one thin that you will take forward into your next work Year 9 Term 3 CURRICULUM AREA Knowledge organiser Topic: The PArts Industry (Creative Adaptations)

What we are learning this term: C. Dance and Drama Practitioners

A. Main Types of dance Genre Practitioners B. Drama Styles C. Musical Theatre Naturalism Constantin Stanislavski D. History of Musical Theatre E. Blocking F. Performing Theatre of the Augusto Boal

Key Words for this term Oppressed Musicals -Theatrical performance that contains music, singing, Jazz Bob Fosse dance and drama Naturalism - belief that a play should try to represent reality as closely as possible. Contemporary Martha Graham Melodrama - the plot is designed to appeal strongly to the emotions Jazz - modern dance which is heavily influenced by the sounds and Musical Theatre Andrew Lloyd Webber rhythms of jazz music Contemporary - originally informed by and borrowing from D. Drama Styles classical, modern, and jazz styles There are four basic theatrical forms either defined, implied, or derived by or Director -A person who supervises the actors and other staff in a from Aristotle: Comedy; melodrama; Tragedy and Drama. Any number of styles theatre or on a film set. can be used to convey these forms. A good working definition of, “Style", is how A. Andrew Lloyd Wenner Musicals something is done. Theatrical styles are influenced by their time and place, artistic and other social structures, as well as the individual style of the particular Lloyd Webber’s musicals - were flashy spectacles that artist or artists. As theatre is a mongrel art form, a production may or may not featured vivid melodies and forceful and dramatic staging. He have stylistic integrity with regard to script, acting, music, design, direction, and venue was able to blend such disparate genres as rock and roll, English music-hall song, and operatic forms into music that E. Dance Styles had a wide popular appeal. Dance can be categorized and described by its dance, by its repertoire of B. Choreographer movements, or by its historical period or place of origin. An important distinction is to be drawn between the contexts of and A choreographer is one who creates choreographies by practicing the art participatory dance, although these two categories are not always completely of choreography, a process known as choreographing. Choreography is separate; both may have special functions, whether competitive, ceremonial, used in a variety of fields, including ballet, opera, musical theater, cheerleading, cinematography, gymnastics, fashion shows, ice Social, martial, or sacred. Other forms of human movements are sometimes said skating, marching band, show choir, theatre, synchronized to have a dance-like quality, including martial arts, gymnastics, Cheerleading , swimming, cardistry, video game production, and animated art. In figure skating, synchronised swimming, marching bands, and many other forms of the performing arts, choreography applies to human movement and form. athletics. Some of the main styles of choreography are Ballet, Jazz, street, Tap, In dance, choreography is also known as dance choreography or dance Lyrical, to name but a few. composition. Year 9 Term 3 CURRICULUM AREA Knowledge organiser Topic: The PArts Industry (Creative Adaptions)

What we are learning this term: C. Dance and Drama Practitioners (fill in the blank boxes)

A. MainTypes of dance Genre Practitioners B. Drama Styles C. Musical Theatre Naturalism Constantin Stanislavski D. History of Musical Theatre E. Blocking F. Performing Theatre of the Augusto Boal

Key Words for this term Oppressed M______-Theatrical performance that contains music, singing, dance and drama Jazz Bob Fosse N______- belief that a play should try to represent reality as closely as possible. Contemporary Martha Graham M______- the plot is designed to appeal strongly to the emotions J______- modern dance which is heavily influenced by the sounds Musical Theatre Andrew Lloyd Webber and rhythms of jazz music C______- originally informed by and borrowing from D. Drama Styles classical, modern, and jazz styles There are four basic theatrical forms either defined, implied, or derived by or D______-A person who supervises the actors and other staff in a from Aristotle: ______; melodrama; ______and Drama. Any theatre or on a film set. number of styles can be used to convey these forms. A good working definition A. Andrew Lloyd Wenner Musicals of, “______", is how something is done. ______styles are influenced by their time and place, artistic and other social structures, as well as the individual Lloyd Webber’s musicals - were flashy spectacles that style of the particular artist or artists. As theatre is a mongrel art form, a featured vivid ______and forceful and ______staging. He production may or may not have stylistic integrity with regard to script, acting,______, design,______, and venue was able to blend such disparate genres as _____&______, English music-hall song, and operatic forms into music that E. Dance Styles had a wide ______appeal. Dance can be categorized and described by its______, by its repertoire of B. Choreographer movements, or by its historical period or place of origin. An important distinction is to be drawn between the contexts of and participatory dance, although these two categories are not always completely A choreographer is one who creates choreographies by practicing the art separate; both may have special functions, whether ______, ceremonial, of choreography, a process known as choreographing. Choreography is used in a variety of fields, including ballet, opera,______, ______, martial, or sacred/liturgical. Other forms of human ______, ______, ______, ______are sometimes said to have a dance-like quality, including ______,______, video game production, and animated art. In martial arts, gymnastics, ______, figure skating, synchronised the p______a____, choreography applies to human movement and swimming, marching bands, and many other forms of athletics. Some of the main dC______. styles of ______are Ballet, Jazz, ______, Tap, Lyrical, to name but a few.