1807 The windmill is built by Mr Green. a Nottingham baker in Sneinton, a village just outside the town of Nottingham. It is the largest and most Year 8 powerful of the twenty or so windmills in and around the town.

1817 Mr Green builds a fine house next to the windmill and his family move Summer 2 Knowledge Organiser here, away from the noisy, overcrowded town.

1828 Mr Green’s son George, whilst working at the “tedious and uninstruc- tive details of common business” publishes his now famous Essay on the Application of Mathematical Analysis to the Theories of Electricity Green’s Windmill and Magnetism”

George Green was 14 years old when his father built the windmill and for most of the rest of his life George worked in the 1829 Old Mr Green dies and George takes over the business. The family has windmill. But George Green was also a brilliant mathematician and physicist. He devised new ways of doing mathematics prospered, owning property in Sneinton and Nottingham. which he used to make many discoveries about such things as electricity, magnetism, light, sound and wave motion. His mathematics– still called Green’s Theorem and Green’s function– are used today by scientists and engineers all over the 1833 George Green lets the milling business and the family house and be- world working with computers, lasers, satellite communications. Research scientists trying to understand the gravitational comes a student at Caius College, Cambridge. field of the Earth and sub-atomic particles. 1841 George Green dies in Sneinton, aged 47 years. Remarkably George Green had only 14 months at school, leaving when he was only ten years old to work in his father’s bakery and later in the windmill. In 1828 this self-taught genius published his greatest scientific work where he devised a c.1862 completely new way of using mathematics to understand electricity and magnetism. Five years later he became a student The mill ceases work. The sails are removed and the windmill is aban- doned at Caius College in Cambridge; he was forty years old. After taking his degree in mathematics he became a Fellow of the college where he did more research and published more scientific papers. But his health failed and he returned to 1919 The mill is bought by a Nottingham solicitor, Oliver Hind. He has the cap Nottingham, to his partner Jane Green and their seven children. He died in 1841 at the age of only 47 years. He is buried of the mill covered in copper sheeting to keep out the weather. The mill at St Stephen’s church, almost within the shadow of his windmill. is let to H Gell and Co. manufacturers of boot and furniture polish.

1947 In 1993, the bicentenary of his birth, George Green achieved the honour he so richly deserved when a memorial plaque A disastrous fire destroys much of the mill, only the brick tower left was dedicated in . standing. Once again the mill is abandoned.

1979 The derelict mill tower is bought by the George Green Memorial Fund and presented to the City of Nottingham. Restoration begins to provide a memorial to the genius of George Green.

1985 The windmill and Science Centre open to the public

1986 For the first time in around 125 years grain is again being ground in A view of the mill on a sunny day.

2012 Green's Windmill Trust, a registered charity, begin to take over manage- ment of the windmill and science centre on behalf of the City of Nottingham.

2 Contents

Timetable 4 Subject: Geography 22

Reading Log 5 Subject: History 26

Principal’s Reading 7th June 7 Subject: Spanish 30

Principal’s Reading 14th June 8 Subject: ICT 32

Principal’s Reading 21st June 9 Subject: Product Design 1 34

Principal’s Reading 28th June 10 Subject: Product Design 2 36

Principal’s Reading 5th July 11 Subject: Food Technology 38

Principal’s Reading 12th July 12 Subject: At and Design 40

Principal’s Reading 19th July 13 Subject: Drama 42

Power writing template 14

Subject: English 16

Subject: Maths 18

Subject: Science 20

3 Timetable Achieve at BBA

Year 8 Monday Tuesday Wednesday Thursday Friday History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 7th June Principal’s Reading ICT Drama D&T Spanish For next week History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 14th June Principal’s Reading ICT Library/PSHE D&T Spanish For next week History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 21st June Principal’s Reading ICT Drama D&T Spanish For next week History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 28th June Principal’s Reading ICT Library/PSHE D&T Spanish For next week History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 5th July Principal’s Reading ICT Drama D&T Spanish For next week History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 12th July Principal’s Reading ICT Library/PSHE D&T Spanish For next week

History or Geography 200 word challenge from English Science Maths (whichever you have 2 lessons of) this week’s library lesson w/b 19th July Principal’s Reading ICT Drama D&T Spanish For next week 20 mins reading of your 20 mins reading of your 20 mins reading of your 20 mins reading of your 20 mins reading of your ALL WEEKS own book own book own book own book own book (record on Reading Log) (record on Reading Log) (record on Reading Log) (record on Reading Log) (record on Reading Log) 4 Reading Log Achieve at BBA

Monday Tuesday Wednesday Thursday Friday Read: Read: Read: Read: Read:

W/b 7th June For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______Read: Read: Read: Read: Read:

W/b 14th June For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______

Read: Read: Read: Read: Read:

W/b 21st June For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______

Read: Read: Read: Read: Read:

W/b 28th June For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______

Read: Read: Read: Read: Read:

W/b 5th July For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______

Read: Read: Read: Read: Read:

W/b 12th July For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______

Read: Read: Read: Read: Read:

W/b 19th July For: ______minutes For: ______minutes For: ______minutes For: ______minutes For: ______minutes Signed:______Signed:______Signed:______Signed:______Signed:______

5 Principals Reading

6 Principal’s Reading w/b 7th June Achieve at BBA UK Role

International organisations provide a common platform UN support for military action is seen as crucial by many for wherein representatives from different parts of the world the action to gain international legitimacy. This was very The UK however is keen for the defence link with the USA to can discuss and evolve solutions for contemporary issues. In clear during the debate in 2002 about attacking Iraq. remain and therefore only supports the development of an common parlance, it is well known as intergovernmental EU defence capability that does not damage Nato. organisations. The World Trade Organization, European Union and Council of Europe are international Organisations Opinion polls suggest that many Labour MPs and members to name a few. of the public would only support military action if it were In economic terms, the UK is a member of the World Trade backed up by a UN resolution. This support for Organisation (WTO), a body charged with promoting global There was need to have a neutral forum where countries 'supranational' action is not just confined to military action. free trade. The WTO situation is complicated by the fact that could participate and discuss problems that were of on many trade issues the EU has sole competence to significance the world over. This gave rise to international negotiate for the fifteen member states. Organisations. Many within the parties of the 'left' (Labour, Liberal Democrats and the Greens) see the UN as the most The participating countries define the function of the appropriate lever to regulate industry, protect the The UK's economic power also means it is a member of the International Organisations. The objective of international environment and promote human rights. For example, the Group of 8 countries (G8), originally a grouping of the organisations is to study, collect and propagate information, Kyoto Treaty on climate change was negotiated under the world's seven richest industrial democracies. setting up of laws that are internationally accepted. The auspices of the UN. international organisations also help in cooperation between different countries by setting up negotiation deals between The UK is also involved in the Organisation for Economic Co- them. The international Organisations also help in technical The UK was a founder member of the North Atlantic Treaty operation and Development (OECD) of industrialized assistance. Organisation (Nato), which was created at the start of the countries, which seeks to promote co-ordination of Cold War. The International Organisations play an important role in economic and social policies among members.

collecting statistical information, analyzing the trends in the variables, making a comparative study and disseminate the Nato is important in shaping UK defence policy as Article 5 Finally, it is also a member of the World Bank and the information to all other countries. There are some states that an attack on one member is an attack on all. International Monetary Fund (IMF), both of which are intergovernmental organisations that have set international However, to get a complete picture of the UK's foreign and specialized agencies of the United Nations Organisation. This Minimum standards. Such norms are difficult to be set at the defence policy, it is also crucial to examine the commitments shows that, via membership of international organisations, state level. it has entered into as part of the European Union's (EU) the UK government voluntarily shares sovereignty in the Common Foreign and Security Policy (CFSP). It is the future crucial spheres of economic, defence and foreign policy. Despite a decline in its power during the post-war period, of the CFSP that causes most controversy in the UK, the UK is a member of a number of major international especially as it is tied up with the debate about the future organisations. This membership plays a role in shaping role of Nato. foreign, defence and economic policy in the UK, as well as clearly having an impact upon its national sovereignty. The UK is one of the five permanent members of the United It is argued that Nato is now redundant since the collapse of Nations (UN) Security Council, which means it has a veto its principal raison d'être, the Soviet Union, and that, for over UN action. example, a European force may be more appropriate.

7 Principal’s Reading w/b 14th June Achieve at BBA Brexit

8 Principal’s Reading w/b 21st June Achieve at BBA

9 Principal’s Reading w/b 28th June Achieve at BBA Fathers 4 justice

Fathers 4 Justice have run a high-profile, often Among numerous demonstrations on cranes, key roads, children even when mothers are not being forced to controversial, campaign for improved rights for men bridges, public buildings and monuments, the most allow those fathers access." He argues that family court denied access to their children. high-profile protests included: Two men throwing -issued contact orders intended to ensure access for packages of flour dyed purple at during the parent not living with their children are worthless

prime minister's questions in May 2004. A man dressed because they are not enforced. The group's protesters have hurled packages of flour at as Spiderman scaling the Eye and staging an 18- former Prime Minister Tony Blair in the Commons and hour protest that closed the attraction in September climbed all sorts of buildings dressed as superheroes. 2004. In the same month, a campaigner dressed as The government admits that the enforcement of The group was briefly disbanded in January 2006 Batman staging a five-hour protest on a ledge by the contact orders is "an issue" that needs to be addressed. following allegations that people linked to the group balcony. Three men dressed as But Fathers 4 Justice's actions have attracted criticism. plotted to kidnap Tony Blair's youngest son, Leo. But superheroes scaling a Foreign Office balcony Tony Coe, president of the Equal Parenting Council, the organisation was reformed the following May, an overlooking in March 2005. The group recognised the "real tragedy and frustration" behind event it marked by disrupting a live broadcast of the condemned the plot by fringe members to kidnap the the 2004 Buckingham Palace protest. National Lottery draw. prime minister's son, over which Mr O'Connor said he But he added: "We don't think that this kind of unlawful was made "very angry and upset", and it temporarily action helps, in fact it alienates the very people that we disbanded in the wake of the furore over the incident. are trying to persuade." Matt O'Connor, a father-of-two, founded the group after a difficult divorce left him struggling to maintain contact with his children - although the problem had When the group reformed in May 2006, Mr O'Connor Then home secretary added that the been resolved by the time Fathers 4 Justice was up and was said to have taken a more behind-the-scenes role group had done its "very reasonable" cause a disservice running. "So many people have lost contact with their as a media adviser. He has since gone on to stand for by acting in a "foolish and silly" way. children through the courts, it was inevitable something Mayor of London as the candidate of the English like Fathers 4 Justice was going to emerge," he has said. Democrats party. The group's early meetings with the government In March 2007, the organisation staged a When a protester dressed as Spiderman climbed a achieved little success, prompting it to launch in 2004 a demonstration in York Minister- with protesters crane on , London, in November 2004, city national campaign of civil disruption. Fathers 4 Justice dressed as monks and nuns - which it said marked the Mayor Ken Livingstone said the stunt demonstrated admitted protesters would be running the risk of start of a renewed national campaign. why "some men should not have access to their imprisonment but said they had "exhausted every children". possible avenue" and the tactics were a "last resort”. “We are a bunch of guys who are going to be making Fathers 4 Justice wants parents and grandparents to be some pretty scary sacrifices," said Mr O'Connor at the given "a legal right to see their children and time. "It comes down to the simple fact that we face a grandchildren". "The law says you have no legal right to Herculean struggle. The politicians are not dealing with see your children - only a right to apply to a court to see this with the degree of urgency this matter deserves." them - but you have a legal obligation to pay for them," Mr O'Connor has said. "Fathers are forced to support 10 Principal’s Reading w/b 5th July Achieve at BBA How citizens work together

How Citizens Work Together to Change Communities One parent, Nina, burst into tears telling us of the difference story of the town. A good education isn’t just about students’ exam results. It’s that the school had made to her life. about the people students have become by the time they pick “When you come here, you feel welcomed. It’s not just the Enabling students to take part in social action and up those results. child. The family also needs that pat on the back to say: campaigning We want a school system that produces good citizens ‘you’re doing ok...your life is not over…your dreams can still Recent RSA research shows that young people are much equipped to lead meaningful and fulfilling lives. But no come true’.” more likely than adults to take part in ‘social action’ – a broad teacher or school leader, however brilliant and passionate Nina attended workshops run by the school, secured her term that encompasses a range of volunteering and they are, can achieve this alone. college diploma and is now president of the school’s Parent- campaigning activities. We found that the encouragement of Schools need opportunities to collaborate with businesses, Teacher Association. schools was the most important factor motivating them. professional bodies, arts and cultural organisations, charities At Reach Academy Feltham (Greater London, UK) support for Fannie Lou Hamer Freedom High School (New York, USA) is and voluntary organisations, colleges and universities. All of families starts before the child is born. Through their new a vibrant example of a school helping students take social these organisations and groups can offer young people ways children’s hub, they are working in partnership with local action. Named after a civil right activist, the school to find meaning and create value in the world. services and charities to provide ‘cradle to career’ support for encourages students to research social issues as part of the The new RSA-ECIS report Schools Without Walls explores the all families in the local area. As executive principal Ed Vainker curriculum and, wherever possible, to take action. schools that extend their educational mission beyond the explains: This approach is enabled by a long-standing partnership with school gates, and how this helps both students and the “A school alone cannot provide a transformation in life the NGO, Children’s Aid Society, which provides a range of community. We visited 11 schools in the UK, USA, Italy, and chances for all young people and families that come through additional learning and volunteering opportunities to Israel that are committed to community partnerships. its doors, we must be open to working with others.” students. In addition, the Bronx Office for Student Start-Ups Senior leaders at the school believe that having people who (BOSS), located on an upper floor of the school, enables Fighting poverty by working with families were born and bred in the local area in their outreach roles is students to lead their own change, for example one student Surrey Square Primary School (London, UK) does extensive crucial to the success of that work. wanted to raise awareness of local gun crime and so made work with the families of pupils, led by a dedicated family jewellery out of bullets. worker. As she puts it “if something in your home life is Building community pride with a curriculum that links to the This is one of many examples in the report of schools that affecting your ability to learn, then we need to do something local area provide a home to charities and services that benefit the about it.” We also found examples of schools breaking down walls by children and families they serve. Her work includes supporting families who have been forced developing curricula that immerse students in local history into temporary accommodation or who can’t access public and culture. services owing to their immigration status to get back on In these schools, ‘crews’ of students and staff work their feet. collaboratively with local experts as part of cross-curricular Like Surrey Square, The Island School (New York, USA) faces projects. the challenge of families in temporary accommodation and For example, 11 to 12 year-old students at XP School employs a full-time family worker. Families have access to a (Doncaster, UK) explored the question ‘what does the whole range of support from on-site medical care to community of Doncaster owe to the miners?’ for a term from workshops on everything from supporting their child with a range of perspectives: historical, scientific, geographical, mathematics homework to cooking a great family meal sociological and mathematical. together. It resulted in the production of a book that went on to be the A partnership with a local college also helps parents who best-selling local history book. Researching the book have missed out on educational opportunities earlier in their improved students’ confidence (talking to new people) and lives to gain formal qualifications. also gave them a critical perspective on local history and the

11 Principal’s Reading w/b 12th july Achieve at BBA The right to peaceful protest

There are many cases throughout history of peaceful protest being used to great effect and banned from occurring altogether, you may be able to make a case on one of three grounds. changing the world. However, they are viewed by many as a public nuisance, and at worst, a situation in which hostility and violence could break out.  The decision-making process behind the restrictions was unsatisfactory – for example, if false or assumed information was factored into the decision; The right to protest has been restricted somewhat in modern UK law, and it is not uncommon to hear calls to tighten those restrictions with every outbreak of violence in the wake of a  The restrictions would contravene the right to protest given to all under the ECHR – protest. for example, if police decided that the message behind the protest was too unsavoury to be allowed, violating Article 10; Fortunately, the ECHR, in Article 10, the Right to Freedom of Expression, and Article 11, the Right to Peaceful Assembly, allows for peaceful protest.  The decision is otherwise completely unreasonable or irrational – for example, a schoolboy organising a protest against the closure of his local library, and having it Knowing the restrictions placed upon peaceful protest can ensure that the message of your banned by police for fear of a violent outbreak of public disorder. protest is heard.

Police can only place restrictions on a protest or demonstration if they have reason to believe Organising a protest that it will result in property damage, disruption of the community or serious public disorder.

Judicial challenges against these restrictions can only be made at the High Court. The When you are planning a protest, you do not necessarily need to inform the authorities – restrictions may be imposed too late for a judicial challenge to be possible, and if you choose however, doing so could prevent unnecessary trouble or difficulties from arising on the day. to go ahead with the protest in spite of these restrictions, you or your fellow protesters could find yourself placed under arrest. However, if charges are brought against any protesters and it Police are more likely to be co-operative if they have good warning in advance of what to is found that the restrictions supporting those charges were unreasonable, charges would be expect, and if they have a clear point of contact amongst the organisers of the protest. It is also dropped and the arrested protesters could be awarded compensation. Going ahead with your more likely to reassure them that those organising the protest have made adequate protest on this hope is very risky, and it is worth considering the rescheduling of your protest, considerations to make sure everything goes smoothly. or at least seeking legal advice. It may also turn out that you need a permit to protest in the area in which you wish to protest. Failing to gain this permit beforehand could lead to your protest being shut down, so it is worth contacting the police to find out whether you will need one. However, bear in mind that Stop and search powers at protests informing of the police will cause them to restrict or prevent your protest before it even gets Contrary to what you might believe, police powers to stop and search are the same at a protest started. Any communication you make with the police could be used against you in court if as they are anywhere else. Police can only stop and search an individual if they have the police decide to charge you for organising an illegal demonstration. reasonable cause, and being present at a protest does not constitute reasonable cause.

Challenging police conditions

Police do have powers under the law to impose restrictions on planned protests. However, these restrictions are unique to each case, and your rights give you the option to appeal against any restrictions that the police attempt to make on your right to organise your protest.

If you believe unfair restrictions have been placed on your protest, or the protest has been 12 Principal’s Reading w/b 19th July Achieve at BBA

"The last tour, I remember coming off stage and crying most nights… and just being like, 'Why do I feel like this? Why do I feel like no one likes me? I might as well not be on the stage.'"

Little Mix's Leigh-Anne Pinnock has been making a documen- tary for more than a year about her experience as the only black member of her band. In the film, she speaks to other people - including fellow musicians - about racism in the music industry. I spoke to her in a quiet studio in East London. "The lack of diversity is disgraceful," the Shout Out to My Ex singer says about the wider media industry, ahead of her BBC Three documentary Leigh-Anne: Race, Pop & Power. "So, I think however I can… be an ally, then that is what I want to

"We all know that racism is a massive horrible issue in this country and I really wanted to delve deeper into it. "It was important for someone like me to do something like this as well [because] I do have such a predominantly massive white fan-base and the people that I feel like I could reach by doing this documentary is massive. Why wouldn't I put myself out there and do that?" Although racism is the subject of the documentary, Leigh-Anne also touches on colourism - when a lighter-skinned person is favoured over a darker-skinned person due to the shade of their skin. Leigh-Anne says: "I wanted to use my voice to address colourism because I am so aware of how awful it is and it is just something that needs to be spoken about. "I know my privilege and I do address it in the documentary. What I address is that I know that if I was some shades darker that I wouldn't be in the band. I think that was so important for me to address because it is true. "We know there aren't enough dark-skinned women that are being represented so that was some- thing I really felt like I needed to talk about."

13 200 Word Challenges Achieve at BBA Use the Principal’s Reading as inspiration for your 200 word challenge. You could write:

 A story

 A newspaper article

 A speech

 A letter

 A report

 An account from a person/character in the PR Plan your response to take the thinking out of the writing process. This Power 1 will allow you to focus on how well you are writing, rather than what you are writing. Power 1- your main idea Power 2 Power 2 Power 2 Power 2- 3 supporting ideas Power 3- details for each supporting idea Power Plus- Interesting vocabulary, devices Power 3 Power 3 Power 3

Power Plus

14 Knowledge Organiser Subjects

15 Subject: English Topic: Romeo and Juliet Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style questions Tier 3 vocabulary Definition Here’s an image taken from Baz Lurhamann’s film adap- 1) How would you describe the streets of Verona? tion of Romeo and Juliet: When the implications of a situation are understood by the Dramatic irony audience but not by the 2) Who are the Montagues? characters in the play. A speech in a play where the character speaks to themselves 3) Who are the Capulets? Soliloquy and the audience rather than another character. 4) What is a prologue? Two things placed next to each

Juxtaposition other that are different to highlight a contrast. 5) What is foreshadowed in the prologue? He decided to create two sides to the City of Verona with A hint that something might clear signs and symbols for who belongs on which side. Foreshadowing happen later on in the play. 6) What is conflict? ______A strong feeling that something Key quotations from the play: Foreboding terrible is going to happen. 7) Name three characters who are responsible for Juliet’s defiance. Something that represents or “What, drawn and talk of peace? I hate the Symbol stands for something else, usually by convention or association. 8) How many people in the play are a victim of the word, As I hate hell, all Montagues, and thee.” This is a genre Shakespeare’s patriarchal society? Tybalt Act 1 Scene 1.

plays are often called when the

Tragedy events in the play centre around 9) Why might Lord Capulet be considered pain, suffering and loss. tyrannical? “She’s the hopeful lady of my earth” Lord Cap-

Tier 2 vocabulary Definition ulet Act 1 Scene 2. Unrequited Not returned 10) Using the icons below to help you, how is it obvious that Romeo and Juliet is a tragedy? Deception Lies “Hang thee, young baggage, disobedient Fury Anger wretch!” Lord Capulet Act 3 scene 5. Patriarchal Men have all the power

Defiance Not following the rules Tyrannical Severe or unfair Question: Why do Juliet’s actions have such a damaging effect on her family? 16

Year 8 English Romeo and Juliet

Dual coding: create a symbol to help you remember what each of the Tier 3 vocabulary mean. For example: for ‘Dramatic w/b 7th June Irony’ you might draw an audience. The best symbols might get chosen to be used in lessons!

Pick 5 of the Tier 2 vocabulary and come up with 5 synonyms for each word to create an inference bank. You might need to w/b 14th June use a thesaurus! Help: a synonym is a word that means a similar thing but is different to your original word, for example: ‘sad’ ‘miserable’ ‘melancholy’ etc.

Have a look at the ‘Questions’ in Section 2: How many of these can you answer with confidence? Use full sentences and w/b 21st June your knowledge of the play so far.

Do you believe in ‘fate’ and the idea that ‘everything happens for a reason’? There are lots of references to fate throughout w/b 28th June Romeo and Juliet, write 150 words explaining your view on whether fate and destiny are something you believe in or not.

Using the image in Section 3: plan what it might look like, what you might hear, see, smell and feel if you were stood there w/b 5th July now. Write a 150 word description of this place using sensory language.

Have a look at the quotes in Section 3, can you use these to summarise: Why do Juliet’s actions have such a damaging w/b 12th July effect on her family?

Can you write a 200 word review of Romeo and Juliet? Use the following questions to help: What did you think of the play w/b 19th July as a whole? What are your thoughts on the characters? Which bit did you find the most interesting? What are your thoughts on Shakespeare?

17 Subject: Maths Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Important ideas Section 3: Tier 3 Definition Volume of a cuboid = Length × Width × Height 1. Which 3D shapes have a circle as the plan, front vocabulary and side views? Isometric Isometric drawings visually represent Volume of a prism = Area of cross section × Length drawing three-dimensional objects in two 2. Draw the plan view, side and front elevations of dimensions. Is a cylinder a prism? No because it has a curved surface. There this object. There are 120 degrees between each part are no flat rectangular faces on a cylinder. of the axes. The dimensions of a cuboid Work out the area of each face and

Front view The view of a 3-dimensional object are 2 by 3 by 5. What is the add them together.

viewed from the front. surface area of the cuboid? 2 × 3 = 6 Front and Back 12 cm2

2 Side view The view of a 3-dimensional object 10 3 × 5 = 15 Sides 30 cm 6 15 6 viewed from the side. 2 × 5 = 10 Top and Bottom 20 cm2 10 Plan view The view from a 3-dimensional object 15 Total 62 cm2 viewed from the top. 3. Draw a net of a cone. Calculate the volume of a Even though a cylinder is not a prism Net A geometry net is a 2-dimensional shape cylinder with radius 2cm we can work out the area in a similar 4. Match the 3D shape’s name, image and net. that can be folded to form a 3- and height 10 cm. way. Cuboid, Cylinder, Triangular prism, Square based dimensional shape or a solid. A solid may have different nets. V = πr2 × length pyramid Pyramid A 3D shape which has a polygon as the V = π × 22 × 10 base and triangles that meet at a point, 2 the apex, for the other faces. V = 40 π cm

Calculate the surface area Work out the area of each face and Prism A 3D shape where the same cross section of a cylinder with radius add them together. appears along the length of the shape. 3cm and height 10 cm. 2 2 2 The side faces are flat and rectangular (or One circle πr = π × 3 = 9π cm parallelograms). 9π Area of two circles 18π cm2

Cross section The shape made when a solid is cut The base of the rectangular face is the 2 through parallel to the base. 60π cm circumference of the circle. 9π C = π × d = 6π cm Tier 2 Definition The height of the rectangle is the vocabulary 6π cm height of the cylinder. Volume The amount of space that a shape 2 Area of rectangle = 6π × 10 = 60π occupies. 10 cm 60π cm 2 Surface Area Surface area of a 3D shape is the sum of Total Surface Area = 60π+18π cm 2 2 the areas of all its faces. = 78π cm = 245.04 cm

18

Year 8 Mathematics

w/b 7th June Use five words in Section 1 to make five mathematical sentences. Section 1: Vocabulary Hegarty Maths Video Numbers: Getting started 829 Confident 830

w/b 14th June Calculate the volume of this prism. Section 2: Key Facts Hegarty Maths Video Numbers: Getting started 570 Confident 571

w/b 21st June Complete Questions 1 and 2 in Section 3 Section 3: CAF Questions Hegarty Maths Video Number: Getting started 833, 834 Unsure 835 Confident 836

w/b 28th June Create three mathematical sentences. Use at least two words from Section 1 in each sentence. Section 1: Vocabulary Hegarty Maths Video Numbers: Getting started 572 Confident 573

w/b 5th July Complete Questions 3 and 4 in Section 3 Section 3: CAF Questions Hegarty Maths Video Numbers: Getting started 837, 838 Unsure 839, 840 Confident 841-844

w/b 12th July Use five words in Section 1 to make five mathematical sentences. Section 1: Vocabulary Hegarty Maths Video Numbers: Recap: Mode 404 Mean 405 Median 409 Confident 406— 408

Five people are in a group. The mean age of the group is 10 years old. Q1. Would the mean decrease if 1 person left the w/b 19th July group? Explain with reasoning. Q2. Tim is 10 years old and joins the group, what is the average age of the group now? Section 2: Key Facts Hegarty Maths Video Numbers: Getting started, see above Unsure 413 Confident 419 19 Subject: Science Topic: Electricity and magnetism Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/ Section 3: Possible exam/CAF-style ques- Tier 3 vocabulary Definition Questions tions Electrons The negative particle responsible 1. Calculate the charge flow in a circuit which x 1000 runs for 1 minute and has a current of 30A. for carrying current. 1000 W Current Measured in Amps (A) 1 KW 2. Calculate the potential difference for a ÷ 1000 circuit which has a current of 20 Amps and Conductors Something that allows electricity resistance of 3 Ω. to flow through it. 3. Calculate the power of a circuit with a Key equations current of 10 A and a resistance of 5 Ω. Insulators Something that does not allow 4. Convert the following : electricity to flow through it. charge flow (C) = current (A) × time (s) i) 2 KW —> W Resistance How difficult it is for the current Ii) 7000 W —> KW potential difference (V) = current (A) × resistance (Ω) to get around a circuit. Measured Iii) 7.5 KW —> W in Ohms (Ω) IV) 10,000 W —> KW Power (W) = potential difference (V) × current (A) V) 0.07 KW —> W Potential difference The difference in charge between 5. Sammy works at a Scrap metal yard. He two points of a circuit. Measured needs to move some metal from one side 2 in Volts power (W) = (current) (A) × resistance (Ω) of the yard to the other. Explain how Series A circuit with only one loop with Sammy could use electromagnets to help energy transferred (J) = charge (C) × potential dif- everything working together. him achieve this. ference (V) 6. The diagram shows a magnetic lock for a Parallel A circuit with more than one loop, door. It consists of both a strong each loop working independently. permanent magnet and an electromagnet. Magnetic field Area surrounding a magnet. The It is fitted into the door frame. An iron closer the lines are together the plate is attached to the door. stronger the field. Electromagnet A core which is made into a mag- net by the passage of electrical current going through the coil surrounding it.

Pole Ends of a magnet. Permanent magnet Something that retains it’s mag- netic properties. Induced magnet Something that has it’s magnetic properties turned off and on. i) In the diagram the switch is open. Explain why the door cannot be opened. Tier 2 vocabulary Definition ii) When the switch is closed the door may be opened. Component Part of a circuit e.g. a buzzer. Explain why the door may now be opened. Repel To push away Attract To pull something towards itself 20

Year 8 Science

Learn the vocabulary in section 1 using write, cover check. W/B 7th June Look, cover, write and check the labels in Section 2.

Complete Educake assignment 1. W/B 14th June Complete the task set by your teacher.

Complete Educake assignment 2. W/B 21st June Complete the task set by your teacher.

Complete Educake assignment 3. W/B 28th June Complete the task set by your teacher.

Complete Educake assignment 4. W/B 5th July Complete the task set by your teacher.

Complete Educake assignment 5. W/B 12th July Complete the task set by your teacher.

W/B 19th July Complete the exam questions in Section 3.

21 Subject: Geography Topic: Japan Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2a: Key Fact Questions Section 3: Possible exam/CAF-style questions Tier 3 vocabulary Definition Assess the impacts of the 2011 Japanese earthquake [8 1. What are the layers of the earth? marks] Natural hazard A short-term natural event that threatens lives and property Use the images below to help plan your answer. 2. What two plate boundaries cause earthquakes? Plate boundaries The boundary at which two plates meet

Earthquakes A sudden and often violent shift in the 3. What are tectonic hazards?

rocks forming the Earth’s crust, which is felt at the surface 4. How are earthquakes formed? Volcanoes Cone-shaped mountain formed by

surface eruptions of magma from inside the Earth 5. What were the causes of the 2011 Japanese earthquake? Tsunami A giant sea wave travelling at high

speed caused by movement of the Earth’s crust 6. Name two primary impacts of the 2011 earthquake Developed A country with a high quality of life country 7. What is the estimated cost of damage of the 2011 Japanese earthquake? Tier 2 vocabulary Definition 8. How are earthquakes measured? Predicating Estimating when a natural hazard may Sentence starters you could use when writing your occur answer: Preparation Organising activities and drills so that 9. What was the magnitude of the 2011 earthquake? One impact of the Japanese earthquake was... people know what to do if a natural hazard happens This means that . . . 10. Name two ways countries can prepare for an Causes The reason why natural hazards occur earthquake? Another impact of the Japanese earthquake was… Primary impacts The immediate effects of a natural Section 2b: Thinking Questions hazard, caused directly by it, e.g. This means that… Using annotated diagrams, annotate the three different damage to buildings Secondary The knock-on, or indirect, effects of a plate boundaries (divergent, convergent and conservative) Overall, I think the most significant impact of the impacts natural hazard that takes place on a Make sure you annotate the diagrams to explain what earthquake was... longer timescale, e.g. homelessness hazards they cause. Responses How people react to an event I think this because . .

22

Year 8 Geography

SECTION 1 —Select 5 words from the Tier 2/3 terminology list. Draw pictures (Dual Coding) that w/b 7th June define these words.

SECTION 2b— Draw three diagrams for the task in 2b. Make sure you annotate them to explain w/b 14th June what hazards they cause.

SECTION 1— Select two of the words from the tier2/3 vocabulary. Copy out the Frayer Model on w/b 21st June page 24 of your Knowledge Organiser. Complete this as guided in last week’s lesson.

SECTION 2a— Answer the questions in this section – simple, short, one or two word answers is all w/b 28th June you need.

SECTION 3—Complete your own copy of a PowerPlan (see page 25 of your knowledge organiser) w/b 5th July for the 8 mark question in section 3. Plan 3 paragraphs around the impacts of the Japanese earthquake.

SECTION 3— Use your PowerPlan from last weeks homework to complete the 8 mark question w/b 12th July practice. Remember to write in full sentences.

Create a detailed mind map which summarises the topic of Japan. Include key information from w/b 19th July the knowledge organiser and from your lessons.

23 24 25 Subject: History Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2a: Key Fact Questions Section 3 A/B 1. Who led the Blank Panthers? Tier 3 vocabulary Definition

2. Who refused to give up her seat on a bus? Segregation Separating people or objects apart

3. Who ‘had a dream’? Lynching Hanging somebody without trial

Ku Klux Klan White American supremacist group 4. What sort of protest did the Black Panthers use?

which hated all non-White, Anglo- 5. What year was the Brown v Board court case? Saxon or Protestant people 6. What does NAACP Stand for? Jim Crow Laws Laws that separated African Americans from white people in the 7. Which Alabama policeman was a member of the KKK during South of the USA Birmingham marches in 1963? Source A supports non– violent protest to achieve civil 8. Where was MLK assassinated? Black Power A social and political movement to rights for African-Americans. How do you know? support the rights of Black people. 9. Name a famous Malcolm X speech. Write one PEEL paragraph using the source and your Blank Panthers African– American political group 10. What sort of non-violent protests were used? own knowledge . You could use the sentence starters at that promoted self defence the bottom of the column. Section 2b: Historical concepts e.g. Integration/ Mixing of people who were integrated previously segregated 1. Explain what methods the KKK used to maintain segregation. Tier 2 vocabulary Definition You could use the sentence starters below: Supremacy To be superior (better) to all others in authority , power and status One way the KKK maintained segregation was…

Militant Using violence as a form of protest For example… This meant that... Passive Accepting what happens to others 2. Explain why the Civil Rights movement was historically Source B supports violent protest to achieve civil rights without helping significant (important). for African-Americans. How do you know? Derogatory Disrespectful or insulting attitude or Write one PEEL paragraph using the source and your language You could use the sentence starters below: own knowledge. Nationalist Someone who believes that their The Civil Rights Movement was important in the short term/ country and people are the best. long term because… Source A/B shows that…

Assassinate To kill someone for religious or For example… From my own knowledge, I know that… political reasons This meant that… Therefore... 26

Year 8 History

Section 1 — Put at least seven of the words into full sentences—a separate sentence for each w/b 7th June one. Use the word in a historical context e.g. The Ku Klux Klan were...

Section 1 — Choose a word from the list of Tier 2 and 3 vocabulary and create a Frayer w/b 14th June Model using the template on page 28

Section 2b Q1 — Write a full paragraph answer to QUESTION 1 in 2b. Use the sentence w/b 21st June starters to help you.

Section 2a — Answer the questions in this section – simple, short, one or two word answers w/b 28th June is all you need.

w/b 5th July Section 3 — Answer the question based on Source A. Use the sentence starters below.

Section 2b Q 2 — Full paragraph answer to QUESTION 2 in 2b. Use the sentence starters to w/b 12th July help you. w/b 19th July Section 3—Answer the question based on Source B.Use the sentence starters below.

27 28 29 Subject: Spanish Topic: Revision Year: 8 Term: Summer 2 Achieve at BBA Section 1: High Frequency Vocabulary Section 2: Key Questions Section 3: CAF-Style Questions Vocabulary Definition Questions: Answers: Translate the sentences into Spanish a/al/a la to 1. ¿Qué hiciste en tus What did you do on holidayl en by vacaciones el año ast year? pasado? 1. Last year I went to Scotland. con with 2. ¿Cómo te fue? What was your holiday like? mi/mis my (singular/plural) ______

¿Cómo..? How..? 3. ¿Qué tipo de música What type of music do you ______te gusta? like? ¿Dónde..? Where..? 2. I watch films from time to time. ¿Adónde..? Where to..? 4. ¿Qué haces en tu What do you do in your ______además in addition/furthermore tiempo libre? freetime? ______así que so (that) 5. ¿Qué haces con tu What do you do on your más... que... more… than... móvil? mobile? 3. At what time do you normally have su/sus his/her (singular/plural) 6. ¿Qué hiciste ayer? What did you do yesterday? dinner? nunca never 7. ¿Qué te gusta comer? What do you like to eat? ______o or 8. ¿Qué te gusta beber? What do you like to drink? ______también also/too sin embargo nevertheless/however 9. ¿Cómo te preparas? How do you get ready/what 4. I have to walk the dog and do my do you do when you get a las... at … o’clock ready to go out? homework. bastante quite 10. ¿Qué hay en tu What is in your city? ______ciudad? por ejemplo for example ______del/de la of the 11. ¿Qué se puede hacer What can you do in en Nottingham? Nottingham? 5. On Saturday morning I am going to go demasiado/a too (much) 12. ¿Qué vas a hacer el What are you going to do shopping with my dad. demasiados/as too many verano que viene? next summer? ______por eso... for this reason... ______30

Year 8 Spanish w/b 7th June Learn the meanings and spellings of the first 11 words of section 1 (a/al/a la - su/sus) for a vocabulary check.

w/b 14th June Learn the meanings and spellings of the last 11 words of section 1 (nunca/por eso...) for a vocabulary check.

Answer question 1,2 and 3 in Section 2. Remember to add opinions and reasons. Also, consider which tense you are writing w/b 21st June in.

Answer question 4,5 and 6 in Section 2. Remember to add opinions and reasons. Also, consider which tense you are writing w/b 28th June in.

Answer question 7,8 and 9 in Section 2. Remember to add opinions and reasons. Also, consider which tense you are writing w/b 5th July in.

Answer question 10, 11 and 12 in Section 2. Remember to add opinions and reasons. Also, consider which tense you are w/b 12th July writing in.

w/b 19th July Translate the sentences in to Spanish in Section 3.

31 Computer Science ICT for Careers Year 8 Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 3: Possible exam/CAF- Tier 3 Section 2: Key Fact/Methods/Processes/Questions Definition style questions vocabulary Backup Data is safe when it is in at least 3 different physical places, e.g. home, work 1. Xavier uses trhe password File Data stored on a computer and cloud. Copies should be made onto different devices and devices moved rules “tiger” for his work email Naming to different locations. USB sticks are not good backup as they can fail. A set of rules for how files are named. account. Give 2 reasons why convention Good Use file versioning when completing long pieces of work so that if practice this is a weak password. The 3 or 4 characters after the full stop in a filename that the latest file is damaged, only the work since the last version is File extension working [2] tells the operating system what program to open it with. with files lost, otherwise you have to start again 2. Describe the difference Saving work with different numbers at the end of the File versioning Many websites not just social media require personal information in order between using CC and BCC to filename as important parts of it are completed. to create an account. This can then be used to track you and find out about send email to multiple Email etiquette The rules used when communicating through email. Social your interests through cookies. This is used to target adverts on the recipients. recipient Person who an email is being sent to websites you visit. media and [2] subject Short sentence describing the content of an email Your digital footprint can cause problems in real life, e.,g. not getting a job online because an employer finds something inappropriate on a social media 3. Leyla has received an email CC stands for carbon copy. Recipient emails in the this box privacy account. It is very hard to delete information from the internet when it has claiming to be from her bank. It will receive a copy of the email and everyone who it is sent been posted, and even if you do, someone could already have a copy saved requests that she click on a link CC / BCC to will know they have it. BCC stands for Blind Carbon Copy offline. to update her password and sends a copy of the email to the recipient email address Selecting and using information— Make sure that the information is trustworthy using but other recipients don’t know about it. D’CRAB! immediately. Explain the Automated A preset reply from an email account such as ‘I’m not danger of following instructions reply available right now, but I’ll get back to you as soon as I can’. in the email. [3] Combination of text and images added to the end of every Signature email. Usually includes name, job title, contact details and 4. Explain one thing that is illegal possibly a logo. under the Computer Misuse Act Email that tries to persuade a user to click on a link and [2] Phishing enter personal information into a fake website. 5. Bill is searching for information Give credit by referencing the source of the information. Number the information quoted A fake version of something, e.g. spoof email address, spoof to include in his report to his Spoof and put the number followed by the name of the person you are quoting, the place you website, spoof IP address. got it from (e.g. URL, book name) and the date you found it. Finally draw conclusions from boss about the how big the Creative A type of licensing that allow authors to give permission for the work to show that you have used it. problem of spam email is. commons their work to be used under certain conditions, such as Computer Related Laws Suggest 5 things he should do licensing giving credit to the original author. A law that protects against the theft of creative works. It is automatic (don’t to check the information is Hiding information by scrambling it in some way. The hidden Encryption Copyright have to apply for it). It covers websites, documents, letters, plays, radio trustworthy. [5] information can be shows, images, poems, songs and many other kinds of media. Licenses to Law 6. Jenny has used an image from Electronic files intended to harm a computer system, e.g. use the work can be requested and paid for. Information sourced from the Malware the internet in a design for a virus, Trojan, worm, ransomware internet should always be referenced. Deals with 3 types of cybercrime mug her business will sell. Keeping copies of files to ensure work is not lost in the event Describe the law she is Backup of a problem such as a computer theft, fire, flood or Computer Gaining unauthorised access to a network or device through hacking. Gaining unauthorised access to a network or device in order to commit a breaking, what she should do hardware failure. Misuse crime or steal data. and what could happen if she Software that protects the network connection of a device to Act Firewall Modifying computer material, e.g. deleting or changing files without stop unauthorised messages being sent or received. permission, including making supplying or getting old of Malware. doesn’t. [3] This is the trail left when using the internet, anything shared Laws governing the use of personal data. Includes laws such as: 7. Kurran posts photos of himself Digital footprint online e.g. a comment or a photo adds to your footprint. Data Data should only be used for a specified purpose. to his blog. He later deletes the Data should only be kept for as long as necessary. A file created by a website and stored on a computer that Protection blog. Describe why the photos Act Data must be accurate and kept up to date. might not be removed from the Cookie stores personal information about the user. Can be accessed Data must be kept secure. and used to track users on the internet. internet completely [3] 32

Year 8 Computer Science

Why is it good practice to follow naming conventions when working for a company? Write a paragraph to explain giving w/b 7th June examples.

Copyright law protects creative works. Create a poster that explains about copyright, how you should comply with it and w/b 14th June what happens if you break the law. Find an example from the news to include in the poster where a company broke the law and explain what happened.

Why is it important to backup files? What is good practice when backing files up and why? Write a leaflet for new starters at a w/b 21st June company explaining what they should do to back up their files at work.

What is email etiquette and why is it important? Design a poster telling employees what the company rules are for how w/b 28th June they should communicate inside the company and with customer when using email.

w/b 5th July Answer questions 1 to 4 in section 3

w/b 12th July Answer questions 5 to 7 in section 3

A zoo stores personal information about their visitors on a network. You have been asked to advise them on what measures w/b 19th July they need to take to comply with the law. Create a report outlining what law they might currently be breaking, what they should do to comply with the law and what might happen if they don’t.

33 Subject: Product Design 1 Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/ Section 3: Possible exam/CAF-style questions Questions Tier 3 vocabulary Definition 1. Product analysis, where is it used in industry?

Product Analysis Product analysis can take different forms but in general it means asking questions about a product and forming answers. 2. How does product analysis affect the way in which Manufacturing The process of converting raw materials, components, or parts into products are designed? finished goods that meet a customer's expectations or specifications. 3. What information do you think would be helpful for a Access FM Access FM is the acronym for creating a great product in design technology, designer making a chair for a café? the letters stand for: Aesthetics (how it looks) Cost (the price) Customer (who will buy it) Environment (is it 4. How does research help a designer improve their design? eco-friendly) Sketching Drawing lightly when you first start a picture, to get the shape and proportion. By pressing lightly you can rub out any inaccuracies 5. As part of research, it’s essential to know what else is on Development Providing details and support for our the market and how it’s made. Why? ideas is called development. Design Specification A design specification is used to describe all of the client and technical 6. Product analysis can help your awareness of: requirements gathered throughout the research process

Functionally In a way that is practical and useful, rather than attractive. 7. What areas should you consider when carrying out product analysis? Modification Unforeseen changes may affect timescale, cost and material selection. These may be minor and have low impact on the design. 8. Why is it important to test a final product? Tier 2 vocabulary Definition

Logo A symbol or other small design adopted by an organisation to identify its products, uniform, 9. What could cause a change to the original design vehicles, etc. Task: Using the example of the Roundtrees Randoms specification? Evaluate Form an idea of the value or assess package above . Perform your own packaging analysis the quality or effectiveness of a piece of work. on your favourite candy or chocolate.

34

Year 8 Product Design 1

SECTION 1— Construct and write out an exam style questions where the first 3 words are the answers. All the questions Week 1 must be related to Design and Technology

SECTION 3—Answer the first 3 question in Section 3. Where required, use as much detail as possible and justify your Week 2 response

Produce a mind map of all the different types of first and second hand research that could be performed when Week 3 investigating chocolate packaging.

SECTION 2—Study the information and images shown regarding the sweat packaging. Answer the questions in as much Week 4 detail as you can or complete the task.

D.I.R.T stands for "directed improvement and reflection time" - Collect the homework sheet specific to you at the end of Week 5 this weeks Design Technology. This homework will relate directly to an area of development that has been identified by your subject teacher.

SECTION 1— Construct and write out an exam style questions where the next 3 words are the answers. All the Week 6 questions must be related to Design and Technology

SECTION 3—Answer the next 3 question in Section 3. Where required, use as much detail as possible and justify your Week 7 response

SECTION 2—Research what is the meaning of the acronym ACCESS FM stands for. If you need access to the internet to do Week 8 this, you may come to C32 to use the computers during lunch or after school.

Name two advantages of using CAD (computer-aided design) and give justifications for your answer. If you need access to Week 9 the internet to do this, you may come to C32 to use the computers during lunch or after school.

35 Subject: Product design 2 Topic: Timbers Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style questions Tier 3 vocabulary Definition Task: Draw out the tools/equipment and make sure they Why is MDF suitable for making prototypes? Brainstorming Listing all possibilities for the design are labelled correctly. Describe what each is used for during your practical lessons to produce your pine boat problem, usually in a spider-type What tool would you use to cut straight lines in a piece of diagram or similar. pine and why? CAD Computer software that helps the designer to create designs, plans, Why would you always use mm as the unit of measurement technical drawings and 3D images of in the workshop? Justify your answer. the design being explored. Computer aided design. What is meant by the term quality assurance and how do CAM Computer software programs and you use it while making your pine boat? Computer Numeric Control (CNC) machinery, such as a milling machine ______lathe or vinyl cutter machine, that A Tenon saw and bench hook are used to ______allows CAD produced designs to be cut straight lines in timber. ______made by the CAM machinery. ______Computer aided manufacture. What are some of Pine is a soft, white or pale ______Durability The ability of a material or product the properties of yellow wood which is ______to last a long time. pine? lightweight, straight grained and lacks figure. It resists Research Gathering information to help with shrinking and swelling. Explain the difference between hardwoods and softwoods design work. The process of looking Why is varnish Varnish is applied to protect Use examples to justify your answer. at existing ideas and designs and applied to natural or enhance the aesthetics of ______listing good and bad features. timbers? the natural wood. Gathering other information that will ______assist with design work. What are the - Can be more accurate than ______advantages of hand-drawn designs - it reduces Hardwoods From deciduous trees; oak, teak, human error. ______beech, high cost as grow slowly computer aided - You can save and edit ideas, ______design? Softwoods From coniferous trees; ‘pine’, which makes it easier and ______‘spruces’ low cost as grow fast cheaper to modify your design as you go along. ______Man- made MDF, plywood, hardboard. boards Reshaped to improve the properties - You can modify existing ideas, ______Thermoplastic Can be heated and shaped many which saves time. ______times 36

Year 8 Product Design 2

SECTION 1— Construct and write out an exam style questions where the first 3 words are the answers. All the Week 1 questions must be related to Design and Technology

SECTION 3—Answer the first 3 question in Section 3. Where required, use as much detail as possible and justify your Week 2 response

List 7 health and safety rules that should be followed when performing practical tasks in the workshop. Think about Week 3 the equipment you have been using such as the sander and the pillar drill. Justify your rules fully.

SECTION 2—Study the information and images shown regarding the cutting process. Answer the questions or complete Week 4 the task in as much detail as you can. D.I.R.T stands for "directed improvement and reflection time" - Collect the homework sheet specific to you at the Week 5 end of this weeks Design Technology. This homework will relate directly to an area of development that has been identified by your subject teacher.

SECTION 1— Construct and write out an exam style questions where the next 3 words are the answers. All the Week 6 questions must be related to Design and Technology

Research what is the meaning of the acronym ACCESS FM stands for. If you need access to the internet to do this, you Week 7 may come to C32 to use the computers during lunch or after school. You must then perform a product analysis on a child's toy of your choice. Ask your teacher if you need help.

Flip Learning —Collect the homework sheet regarding surface finishes from your teacher. You must research the Week 8 information and bring it with you to next weeks lesson.

SECTION 1— Construct and write out an exam style questions where the final 3 words are the answers. All the Week 9 questions must be related to Design and Technology

37 Subject: Food Technology Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Important ideas Section 3: Possible exam/CAF-style Tier 3 vocabulary Definition questions Commercial sector; Hotels, guest houses, bed & breakfasts, What is the role of the environmental health office Commercial Making or intending to make a profit. residential. farmhouses, family holiday camps, glamping, EHO? They are responsible for carrying out Non-commercial Not having a commercial objective; not cruise ships, long-distance train, airlines, measures for protecting public health, including intended to make a profit. motorway services, youth hostels. administering and enforcing legislation related Caterer A business or person that arranges the to environmental health and providing support to preparation, delivery and presentation Commercial sector; Restaurants, bars, cafes, tearooms, of food for clients non-residential . takeaways and fast food, pubs, clubs and minimise health and safety risks relating to food Catering Providing food and beverages casinos, street food, pop-up restaurants, and facilities which provide services for customers. mobile roadside food, tourist attractions, Client group Individuals or establishments whom a company may aim to attract to their Non-commercial Public sector catering, NHS hospitals, NHS business , this can be for commercial or sector; residential nursing homes, emergency services prison, non commercial establishments . universities , armed forces , homeless Beverages Liquid intended for human hostels/ shelters , private nursing and care consumption, (drink) homes, boarding schools. Yeast A microorganism, a product containing How can a poor food hygiene rating affect a living yeast cells that is used in baking Non commercial Workforce catering , voluntary sector/ health to make dough rise and in the making hospitality and catering establishment ? Five point of alcoholic beverages (such as wine) sector; non-residential and welfare– senior citizens lunch clubs, food safety rating could boost a business’s sales. charity food vans and soup kitchens, Where as a low rating may put customer off from Raising agents A raising agent is something that makes Childcare and school holiday clubs, schools. purchasing food from the premises as it may be bread and other foods rise. seen as being a place that is not clean. Chemical raising agents include bread What is the kitchen A system for setting out and explaining the soda, baking powder. Yeast is a brigade? job roles and responsibilities of those people What does the biological raising agent who work in the kitchen. Created by a French thermometer Special dietary Restricted diet from the main choices. chef in the 19th Century, this is why French showing the danger terms are historically used in cooking. need This could be due to an allergy, zone represent ? intolerance, medical need, religious or The temperature cultural requirement, social choice What is the economy? A country or region in terms of the range in which food (vegetarian/vegan) production and consumption of goods and Tier 2 vocabulary Definition services and the supply of money. -borne bacteria can grow is Explain Make (an idea or situation) clear to What is a Michelin Michelin stars are a rating system used by someone by describing it in more detail known as the danger the red Michelin Guide to grade restaurants or revealing relevant facts star ? zone. Food safety on their quality. One star signifies "a very agencies define the Describe give a detailed account in words of. good restaurant", two stars is "excellent danger zone as Industry economic activity cooking that is worth a detour", and three roughly 5 to 63 °C. Establishment A business organisation, public stars means "exceptional cuisine that is institution, or household. worth a special journey". 38

Year 8 Food Read the extract in Section 3 and use the information from Key facts Week 1 Explain what the role of the EHO is in the food industry is Why is this important for the hospitality and catering industry? Read the extract in Section 2 Week 2 Why is it important to use the kitchen brigade system to manage a kitchen ?

Read the extract in Section 2 Week 3 How could a Michelin star help to promote a restaurant? How could this affect the business? Read Section 3 Week 4 What could be the consequence of a poor hygiene rating from an Environmental Health Officer on a hotel? How might this affect the business? Read Section 2 Compare and contrast the different sectors of the hospitality and catering industry. Week 5 Read Section 1 Why is yeast important in the production of bread? What other products are used in a similar process ?

Read Sections 1 and 2 In lesson we are going to explore different types of hospitality and catering businesses. Week 6 Give examples of different commercial residential establishments, explain what the intentions of these businesses are.

Read Sections 1 and 2 In lesson we are going to explore different types of hospitality and catering businesses. Give examples of different non- Week 7 commercial residential establishments, explain what the intentions of these businesses are.

Read Section 3 Redraw the temperature chart accurately using colour and labels—Make sure you are aware of the key temperatures in Week 8 this chart . How do they relate to bacteria? Write a sentence to explain this.

Read Section 1 Week 9 Why is it important that you make sure you are clear about what is contained in the food on the food label? What could be the affects on someone who is allergic to some ingredients? 39 Subject: Art and Design Year: 8 Term: Summer 2 Achieve at BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style questions Tier 3 vocabulary Definition Grid Drawing 1 Name the 3 primary 1. Red, Yellow, Blue Scenario This is the setting given that relates to colours To create an accurate drawing , we can put a grid over the client brief; it will give you a our image, then draw the same grid on a piece of plain theme 2. Name the 3 secondary 2. Green , Orange, Purple paper . Now use the grid to help you plot points of Design brief This sets out what a client expects you to make or design for them, this is colours where the outlines and the details would be your starting point

Mood board A collection of images to do with your 3. What are the 3 sets of 3. Red and green, purple and yellow , theme that can give you inspiration, complementary colours? blue and orange normally collected from the internet

onto a PowerPoint . This is a form of secondary research 4 What is the difference Watercolour paints use water to Observational This is looking at something that is in between watercolour make the paint liquid on a block , front of you. paints and acrylic paints? acrylic paints are already liquid and drawing can be mixed straight away; they are A collection of chocolate and sweet Collage plastic based paints. wrappers glued on to a piece of paper Artist to look at 5. Which colour should 5. The lightest colours first and you View finder Two L shaped pieces of paper that you you paint first ? can then always go darker Sarah Graham . can put over a section of an image so 6. Which colours do you 6. Black; as you will not pollute any Sarah Graham is a British that you can draw what is in the box add last and why? of your colours or it can be used to artist who paints in a style of photo-realism. She uses the Grid drawing A table of squares, put over the top of outline or to neaten edges. exaggeration of colours, an image to help process the shape

and proportions within an image 7 How do you mix a tint A tint is made by adding white to a light and reflections to bring of colour ? colour her work to life. Most of Graham's work is either acrylic or oil paints on can- Typography The style of lettering used in graphics for writing words 8. How do you mix a tone A tone of colour is made by mixing of colour? black with a colour Charlotte Farmer Artist research A form of secondary research where you collect images and information on Charlotte Farmer is a London 9. How do you make 9. Red + Blue = Purple an artist based illustrator. She gradu- purple? ated in 2006 with an MA in Tier 2 vocabulary Definition communication design and Evaluation A written judgement on how 10.How do you make 10.Yellow + Blue = Green something has been done. green? has been working as free- lance illustrator at Spike Print Communicate To explain work to show ideas and 11. How do you mix the Red + yellow = orange development in your work colour orange? 40

Year 8 Art and Design

Using a pencil practise your use of tone by shading in the sphere like the example at the top oh the page Week 1

Referring to section 3 in your knowledge organiser on grid drawing and construction lines, draw the mars bar and then Week 2 using a pencil shade it in .

Referring to section 3 in your knowledge organiser, draw the skittles packet and then shade in pencil . Week 3

Referring to section 2 in your knowledge organiser, answer the questions on the week 4 page Week 4

Referring to section 3 in your knowledge organiser, draw the chuppa chuppa lolly pop and then shade in Week 5

Referring to section 3 in your knowledge organiser, draw the cup cake and then shade it in using a pencil. Week 6

Referring to section 3 in your knowledge organiser, draw the ice cream cone and then shade it in in pencil. Week 7

Referring to section 1 in your knowledge organiser on typograghy, use the letters on the page and write Week 8 out the shops name ‘Sweets and Treats ‘. Select some of the pictures in your homework book and combine, to create a design for a poster to Week 9 advertise the shop in the box provided.

41 Subject: Drama Year: 8 Term: Summer 2 Achieve at BBA Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style question Section 1: Key Vocabulary Read the information about how to plan for devised work. content Highlight the key words and summarise the key points. Tier 3 vocabulary Definition Stimulus Devising Devising is a group collaboration in Planning Devising Theatre Work

response to a stimulus leading to the Aims and Intentions creation of an original At the planning stage, it’s important to establish the aims and performance. Devising in intentions of your work clearly. It’s not essential that your piece drama demands inventiveness, an has a message. You may choose to explore a theme and leave understanding of the rules of the audience to take their own message or meaning away from structuring a piece of theatre and a it. But if you do have a message, remember to keep it central to readiness to collaborate with others . the work that you create, so you have a clear thread running A stimulus is anything which excites Stimulus throughout. your imagination and sows the seeds Q1: What is devising? How can you devise from a stimulus? of a piece of drama. It could be an You may already have a clear narrative: a story with a beginning, a middle and an end. Nevertheless, at this stage you must still existing script, a piece of fiction or non Q2: Explain why the target audience is important to -fiction, a poem, an object, a picture, a consider the effect you hope to have on the audience. Do you consider. How might this effect the decisions that you make newspaper or web article, or a piece want them to feel moved, gripped, questioning or scared? You in rehearsals? of music . could always surprise them with a twist in your tale. Target Audience Target Audience is the sort of people Style Q3:What style of theatre have you chosen to use to the play is aimed at . structure your devising work? Why did you make this You may have chosen to create work in a particular style decision? Use the tier 2 vocabulary in section 1 to help you Brief A Brief is the information given to a or genre such as Physical theatre or Musical theatre. It’s with this. group of theatre makers before acceptable to use a mixture of styles, but devising a piece of putting on a play. The brief will work can be like cooking a meal. If you have too many flavours or Target Setting: usually include information such as , ingredients in one pot, the result might be confused or budget, target audience, purpose, When target setting you need to consider the following: unsatisfying. Some ingredients complement others so it’s location and time scale. beneficial to consider one or two clear stylistic approaches and 1. Identify exactly what aspect of your performance Theme A theme is a recurring idea that's do them well. Choose the most appropriate style for your work work you need to improve– be specific present throughout the work. and keep this at its heart. If you’ve chosen a specific style or 2. Identify the steps that need to be taken in order to Tier 2 vocabulary Definition genre, you need to make sure that you understand the achieve your target techniques of that genre so that your work is successful. Signify To be an indication of something. 3. Set a realistic time scale for improvement Setting Justify To show or prove to be right or 4. Check your progress regularly You could choose to set your work in a particular historical time reasonable. 5. Outline what success will look like to help you to or use a futuristic setting. Changing the society, culture or Collaboration The action of working with others track your progress location of the piece of drama is also an option. This can be successfully to produce something. particularly interesting when working with an existing story. 6. Be reflective and persistent Improve initial work taking feedback Refine Modern-day adaptions of Shakespeare’s plays have used a into account. variety of eras and locations. 42

Year 8 Drama

Use the stimulus image in section 3 to come up with an outline for an original devised drama performance. Use the key w/b 7th June words and information in sections 1 to help you.

w/b 14th June Further develop your 200 word challenge from this weeks library/PHSE lesson.

w/b 21st June Answer question 1 and 2 in section 3. Be detailed in your response.

w/b 28th June Further develop your 200 word challenge from this weeks library/PHSE lesson.

Answer question 3 in section 3. Be detailed in your response. Next, use the target setting information in section 3 to set a w/b 5th July personalised target for improvement.

w/b 12th July Further develop your 200 word challenge from this weeks library/PHSE lesson.

w/b 19th July Review your target set on the 5th July. Do you feel that you have made any significant improvements? How do you know?

43 Notes:

44 Notes:

45 Notes:

46 Notes:

47 48