Alan Sillitoe

Year 8 Autumn 1 Knowledge Organiser Alan Sillitoe

Alan Sillitoe was born in Nottingham and died aged 82. He was one of the most important British writers of the post-war era. He made his name with the novel Saturday Night and Sunday Morning (1958) and the collection of short stories The Loneliness of the Long Distance Runner (1959). Sillitoe’s father could not read or write and was not in regular employment. Therefore, Alan and his family experienced extreme poverty. It was Alan Sillitoe’s ambition to become a pilot and passed his examinations just before the end of World War II. He completed his national service as a radio operator and returned to Nottingham. When he became ill with tuberculosis, he read a lot of literature and began to write. His characters and stories were inspired by his own experiences of being working class in Nottingham. His first novel was rejected five times by publishers before it was accepted. House Colour: Yellow

“Whatever people say I am, that is what I am not” Alan Sillitoe Ada Lovelace Rebecca Adlington Morris Samuels House Colour: Green House Colour: Blue House Colour: Red

2 Belong to BBA

Contents

Timetable 4 Subject: Geography 22

Reading Log 5 Subject: History 24

Principal’s Reading 7th Sept 7 Subject: Spanish 26

Principal’s Reading 14th Sept 8 Subject: ICT 28

Principal’s Reading 21st Sept 10 Subject: Product Design 1 30

Principal’s Reading 28th Sept 11 Subject: Product Design 2 32

Principal’s Reading 5th Oct 12 Subject: Food Technology 34

Principal’s Reading 12th Oct 14 Subject: At and Design 36

Subject: English 16 Subject: Music 38

Subject: Maths 18 Subject: Drama 40

Subject: Science 20

3 Timetable Belong to BBA

Year 8 Monday Tuesday Wednesday Thursday Friday

200 word challenge from this English History or Geography Science Maths (whichever you have 2 lessons of) week’s library lesson w/b 7th Sept Principal’s Reading ICT Music D&T Spanish For next week

200 word challenge from this English History or Geography Science Maths (whichever you have 2 lessons of) week’s library lesson w/b 14th Sept Principal’s Reading ICT Drama D&T Spanish For next week

200 word challenge from this English History or Geography Science Maths (whichever you have 2 lessons of) week’s library lesson w/b 21st Sept Principal’s Reading ICT Music D&T Spanish For next week

200 word challenge from this English History or Geography Science Maths (whichever you have 2 lessons of) week’s library lesson w/b 28th Sept Principal’s Reading ICT Drama D&T Spanish For next week

200 word challenge from this English History or Geography Science Maths (whichever you have 2 lessons of) week’s library lesson w/b 5th Oct Principal’s Reading ICT Music D&T Spanish For next week

200 word challenge from this English History or Geography Science Maths (whichever you have 2 lessons of) week’s library lesson w/b 12th Oct Principal’s Reading ICT Music D&T Spanish For next week

20 mins reading of your own 20 mins reading of your 20 mins reading of your 20 mins reading of your 20 mins reading of your ALL WEEKS 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 Belong to BBA

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

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

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

Read: Read: Read: Read: Read:

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

Read: Read: Read: Read: Read:

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

Read: Read: Read: Read: Read:

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

Read: Read: Read: Read: Read:

W/b 12th Oct 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 Sept Belong to BBA

THE FROG-PRINCE by the Brothers Grimm from the book Grimms’ Fairy Tales matter. ‘There is a nasty frog,’ said she, ‘at the door, that lifted my ball for me out of the spring this morning: I told him that he should live with me here, thinking that he could never get out of the ne fine evening a young princess put on her bonnet and clogs, and went out to take a walk by O spring; but there he is at the door, and he wants to come in.’ herself in a wood; and when she came to a cool spring of water, that rose in the midst of it, she sat While she was speaking the frog knocked again at the door, and said: herself down to rest a while. Now she had a golden ball in her hand, which was her favourite play- thing; and she was always tossing it up into the air, and catching it again as it fell. After a time she ‘Open the door, my princess dear, threw it up so high that she missed catching it as it fell; and the ball bounded away, and rolled along Open the door to thy true love here! upon the ground, till at last it fell down into the spring. The princess looked into the spring after her ball, but it was very deep, so deep that she could not see the bottom of it. Then she began to bewail And mind the words that thou and I said her loss, and said, ‘Alas! if I could only get my ball again, I would give all my fine clothes and jewels, By the fountain cool, in the greenwood shade.’ and everything that I have in the world.’

Whilst she was speaking, a frog put its head out of the water, and said, ‘Princess, why do you weep so Then the king said to the young princess, ‘As you have given your word you must keep it; so go and let bitterly?’ ‘Alas!’ said she, ‘what can you do for me, you nasty frog? My golden ball has fallen into the him in.’ She did so, and the frog hopped into the room, and then straight on—tap, tap—plash, plash— spring.’ The frog said, ‘I want not your pearls, and jewels, and fine clothes; but if you will love me, and from the bottom of the room to the top, till he came up close to the table where the princess sat. let me live with you and eat from off your golden plate, and sleep upon your bed, I will bring you your ‘Pray lift me upon chair,’ said he to the princess, ‘and let me sit next to you.’ As soon as she had done ball again.’ ‘What nonsense,’ thought the princess, ‘this silly frog is talking! He can never even get out this, the frog said, ‘Put your plate nearer to me, that I may eat out of it.’ This she did, and when he of the spring to visit me, though he may be able to get my ball for me, and therefore I will tell him he had eaten as much as he could, he said, ‘Now I am tired; carry me upstairs, and put me into your bed.’ shall have what he asks.’ So she said to the frog, ‘Well, if you will bring me my ball, I will do all you And the princess, though very unwilling, took him up in her hand, and put him upon the pillow of her ask.’ Then the frog put his head down, and dived deep under the water; and after a little while he own bed, where he slept all night long. As soon as it was light he jumped up, hopped downstairs, and came up again, with the ball in his mouth, and threw it on the edge of the spring. As soon as the went out of the house. ‘Now, then,’ thought the princess, ‘at last he is gone, and I shall be troubled young princess saw her ball, she ran to pick it up; and she was so overjoyed to have it in her hand with him no more.’ again, that she never thought of the frog, but ran home with it as fast as she could. The frog called after her, ‘Stay, princess, and take me with you as you said,’ But she did not stop to hear a word. But she was mistaken; for when night came again she heard the same tapping at the door; and the frog came once more, and said: The next day, just as the princess had sat down to dinner, she heard a strange noise—tap, tap—plash, plash—as if something was coming up the marble staircase: and soon afterwards there was a gentle ‘Open the door, my princess dear, knock at the door, and a little voice cried out and said: Open the door to thy true love here! ‘Open the door, my princess dear, And mind the words that thou and I said Open the door to thy true love here! By the fountain cool, in the greenwood shade.’ And mind the words that thou and I said

By the fountain cool, in the greenwood shade.’

Then the princess ran to the door and opened it, and there she saw the frog, whom she had quite And when the princess opened the door the frog came in. forgotten. At this sight she was sadly frightened, and shutting the door as fast as she could came back To continue reading this story you can find the book in the library. to her seat. The king, her father, seeing that something had frightened her, asked her what was the

7 Principal’s Reading w/b 14th Sept Belong to BBA

The Visitor by Ray Bradbury from the book The Illustrated Man SAUL WILLIAMS awoke to the still morning. He looked he saw another man lying on a filthy blanket. and faithful and she always treats you kindly and the same. wearily out of his tent and thought about how far away Earth You only wake up so you can think about going hack to sleep. When Saul walked up, the man on the blanket stirred was. Millions of miles, he thought. But then what could you It’s a nice thought.” The man’s voice was a bare whisper. weakly. do about it? Your lungs were full of the “blood rust.” You Now it stopped and a light breathing took over. coughed all the time. “Hello, Saul,” he said. Saul walked off. Saul arose this particular morning at seven o’clock. He was a “Another morning,” said Saul. “Christ, I’m lonely!” Along the shores of the dead sea, like so many emptied tall man, lean, thinned by his illness. It was a quiet morning “It is an affliction of the rusted ones,” said the man on the bottles flung up by some long-gone wave, were the huddled on Mars, with the dead sea bottom-flat and silent—no wind blanket, not moving, very pale and as if he might vanish if bodies of sleeping men. Saul could see them all down the on it. The sun was clear and cool in the empty sky. He you touched him. curve of the empty sea. One, two, three—all of them washed his face and ate breakfast. “I wish to God,” said Saul, looking down at the man, “that sleeping alone, most of them worse off than he, each with After that he wanted very much to be back on Earth. During you could at least talk. Why is it that iintellectuals never get his little cache of food, each grown into himself, because the day he tried every way that it was possible to be in New the blood rust and come up here?” social converse was weakening and sleep was good. York City. Sometimes, if he sat right and held his hands a “It is a conspiracy against you, Saul,” said the man, shutting At first there had been a few nights around mutual certain way, he did it. He could almost smell New York. Most campfires. And they had all talked about Earth. That was the his eyes, too weary to keep them open. “Once I had the of the time, though, it was impossible. only thing they talked about. Earth and the way the waters strength to be an intellectual. Now, it is a job to think.” ran in town creeks and what homemade strawberry pie Later in the morning Saul tried to die. He lay on the sand and “If only we could talk,” said Saul Williams. tasted like and how New York looked in the early morning told his heart to stop. It continued beating. He imagined coming over on the himself leaping from a cliff or cutting his wrists, but laughed The other man merely shrugged indifferently. Jersey ferry in the salt to himself—he knew he lacked the nerve for either act. wind. I want Earth, “Come tomorrow. Perhaps I’ll have enough strength to talk thought Saul. I want it Maybe if I squeeze tight and think about it enough, I’ll just about Aristotle then. I’ll try. Really I will.” The man sank so bad it hurts. I want sleep and never wake, he thought. He tried it. An hour later down under the worn tree. He opened one eye. “Remember, something I can never he awoke with a mouth full of blood. He got up and spat it once we did talk on Aristotle, six months ago, on that good have again. And they all want it and it hurts out and felt very sorry for himself. This blood rust—it filled day I had.” “I remember,” said Saul, not listening. He looked them not to have it. your mouth and your nose; it ran from your ears, your at the dead sea. “I wish I were as sick as you, then maybe I More than food or a fingernails; and it took a year to kill you. The only cure was wouldn’t worry about being an intellectual. Then maybe I’d woman or anything, I shoving you in a rocket and shooting you out to exile on get some peace.” just want Earth. This Mars. There was no known cure on Earth, and remaining sickness puts women “You’ll get just as bad as I am now in about six months,” said there would contaminate and kill others. So here he was, away forever; they’re the dying man. “Then you won’t care about anything but not things to be bleeding all the time, and lonely. sleep and more sleep. Sleep will be like a woman to you. wanted. But Earth, yes. Saul’s eyes narrowed. In the distance, by an ancient city ruin, You’ll always go back to her, because she’s fresh and good That’s a thing for the

8 Belong to BBA mind and not the weak body. “It is,” said Leonard Mark. Saul put down his cup. He tried to hold his hands very steady. He wet his lips. “I’d like to be in a little creek I used The bright metal flashed on the sky. The New York towers faded. Mars returned. Saul stood on to swim in in Mellin Town, Illinois, when I was a kid. I’d like the empty sea bottom, staring limply at the young Saul looked up. to be stark-naked and swimming.” newcomer. The bright metal flashed again. “Well,” said Leonard Mark and moved his head ever so little. “You,” he said, putting his hand out to Leonard Mark.“You A minute later the rocket landed on the sea bottom. A valve did it. You did it with your mind.” Saul fell back on the sand, his eyes shut. opened, a man stepped out, carrying his luggage with him. “Yes,” said Leonard Mark. Leonard Mark sat watching him. Two other men, in protective germicide suits, accompanied him, bringing out vast cases of food, setting up a tent for Silently they stood facing each other. Finally, trembling, Saul Saul lay on the sand. From time to time his hands moved, him. seized the other exile’s hand and wrung it again and again, twitched excitedly. His mouth spasmed open; sounds issued saying, “Oh, but I’m glad you’re here. You can’t know how from his tightening and relaxing throat. Another minute and the rocket returned to the sky. The glad I am!” exile stood alone. Saul began to make slow movements of his arms, out and back, out and back, gasping with his head to one side, his Saul began to run. He hadn’t run in weeks, and it was very arms going and coming slowly on the warm air, stirring the tiring, but he ran and yelled. They drank their rich brown coffee from the tin cups. It was yellow sand under him, his body turning slowly over. high noon. They had been talking all through the warm “Hello, hello!” morning time. Leonard Mark quietly finished his coffee. While he drank he The young man looked Saul up and down when he arrived. kept his eyes on the moving, whispering Saul lying there on “And this ability of yours?” said Saul over his cup, looking the dead sea bottom. “Hello. So this is Mars. My name’s Leonard Mark.” steadily at the young Leonard Mark. “All right,” said Leonard Mark. “I’m Saul Williams.” “It’s just something I was born with,” said Mark, looking into his drink. “My mother was in the blowup of London back in Saul sat up, rubbing his face. They shook hands. Leonard Mark was very young—only ’57. I was born ten months later. I don’t know what you’d eighteen; very blond, pink-faced, blue-eyed and fresh in After a moment he told Leonard Mark, “I saw the creek. I call my ability. Telepathy and thought transference, I spite of his illness. ran along the bank and I took off my clothes,” he said suppose. I used to have an act. I traveled all around the breathlessly, his smile incredulous. “And I dived in and swam “How are things in New York?” said Saul. world. Leonard Mark, the mental marvel, they said on the around!” billboards. I was pretty well off. Most people thought I was a “Like this,” said Leonard Mark. And he looked at Saul. New charlatan. You know what people think of theatrical folks. To continue reading this story you can find the book in the York grew up out of the desert, made of stone and filled Only I knew I was really genuine, but I didn’t let anybody library. with March winds. Neons exploded in electric color. Yellow know. It was safer not to let it get around too much. Oh, a taxis glided in a still night. Bridges rose and tugs chanted in few of my close friends knew about my real ability. I had a the midnight harbors. Curtains rose on spangled musicals. lot of talents that will come in handy now that I’m here on Saul put his hands to his head, violently. Mars.” “Hold on, hold on!” he cried. “What’s happening to me? “You sure scared the hell out of me,” said Saul, his cup rigid What’s wrong with me? I’m going crazy!” in his hand. “When New York came right up out of the ground that way, I thought I was insane.” Leaves sprouted from trees in Central Park, green and new. On the pathway Saul strolled along, smelling the air. “Stop it, “It’s a form of hypnotism which affects all of the sensual stop it, you fool!” Saul shouted at himself. He pressed his organs at once—eyes, ears, nose, mouth, skin—all of them. forehead with his hands. “This can’t be!” What would you like to be doing now most of all?”

9 Principal’s Reading w/b 21st Sept Belong to BBA

you fail, my sol-diers shall kill the boy before your eyes." William Tell Then, without another word, Tell fitted the arrow to his bow. He took aim, The people of Switzerland were not always free and happy as they are to- and let it fly. The boy stood firm and still. He was not afraid, for he had all day. Many years ago a proud tyrant, whose name was Gessler, ruled over faith in his father's skill. them, and made their lot a bitter one indeed. The arrow whistled through the air. It struck the apple fairly in the center, One day this tyrant set up a tall pole in the public square, and put his own and carried it away. The people who saw it shouted with joy. cap on the top of it; and then he gave orders that every man who came into As Tell was turning away the town should bow down before it. But there was one man, named from the place, an arrow William Tell, who would not do this. He stood up straight with folded arms, which he had hidden under and laughed at the swinging cap. He would not bow down to Gessler himself. his coat dropped to the When Gessler heard of this, he was very angry. He was afraid that other men ground. would disobey, and that soon the whole country would rebel against him. So "Fellow!" cried Gessler, he made up his mind to punish the bold man. "what mean you with this William Tell's home was among the mountains, and he was a famous hunter. second arrow?" No one in all the land could shoot with bow and arrow so well as he. Gessler "Tyrant!" was Tell's proud knew this, and so he thought of a cruel plan to make the hunter's own skill answer, "this arrow was for bring him to grief. He ordered that Tell's little boy should be made to stand your heart if I had hurt my up in the public square with an apple on his head; and then he bade Tell child." shoot the apple with one of his arrows. And there is an old story, Tell begged the tyrant not to have him make this test of his skill. What if the that, not long after this, Tell boy should move? What if the bow-man's hand should tremble? What if the did shoot the tyrant with arrow should not carry true? one of his arrows; and thus "Will you make me kill my boy?" he said. he set his country free.

"Say no more," said Gessler. "You must hit the apple with your one arrow. If

10 Principal’s Reading w/b 28th Sept Belong to BBA

Julius Caesar be the head man of a village than the second man in Rome!"

Nearly two thousand years ago there lived in Rome a man whose name was At another time, Caesar was crossing a narrow sea in a boat. Before he was Julius Caesar. He was the greatest of all the Romans. halfway to the farther shore, a storm overtook him. The wind blew hard; the waves clashed high; the lightning flashed; the thunder rolled. Why was he so great? It seemed every minute as though the boat would sink. The captain was in He was a brave warrior, and had conquered many countries for Rome. He great fright. He had crossed the sea many times, but never in such a storm as was wise in planning and in doing. He knew how to make men both love and this. He trembled with fear; he could not guide the boat; he fell down upon fear him. his knees; he moaned, "All is lost! all is lost!"

At last he made himself the ruler of Rome. Some said that he wished to be- But Caesar was not afraid. He bade the man get up and take his oars again. come its king. But the Romans at that time did not believe in kings. "Why should you be afraid?" he said. "The boat will not be lost; for you have Once when Caesar was passing through a little country village, all the men, Caesar on board." women, and children of the place, came out to see him. There were not more than fifty of them, all together, and they were led by their mayor, who told each one what to do.

These simple people stood by the roadside and watched Caesar pass. The mayor looked very proud and happy; for was he not the ruler of this village? He felt that he was almost as great a man as Caesar himself.

Some of the fine officers who were with Caesar laughed. They said, "See how that fellow struts at the head of his little flock!"

"Laugh as you will," said Caesar, "he has reason to be proud. I would rather 11 Principal’s Reading w/b 5th Oct Belong to BBA

12 13 Principal’s Reading w/b 12th Oct Belong to BBA Meet Maid Marian Robin Hood's true love and truly a great woman. Local legend says Robin and Marian were married in St. Mary's church in the village of Edwinstowe!

Marian's a late-comer to the legend, and she doesn't appear in many of the traditional ballads. No matter. She has become a very important part of the legend. True, she can be merely a damsel-in-distress. Sometimes she's a Norman noblewoman, daugh- ter of Lord Fitzwalter or Sir Richard at the Lee, a knight who was helped by Robin Hood. She meets Robin when he ambushes a group of Norman knights. However, in other stories, she's a Saxon who's known Robin since they were children. Other times she is the ward of the sheriff or Prince John. And her unwanted suitors include the sheriff, Guy of Gisborne and even Prince John. Our hero will have to rescue her from these men. There are times when Maid Marian is merely the hero's girlfriend. In some tales the happy couple refuse to marry until the Merry Men are pardoned, hence she is called "Maid Marian".

But Marian is not always a weak character in need of rescuing. Even cloistered away in Nottingham, she acts as a spy, passing in- formation to the rogues in Sherwood. The sheriff only suspects her ties to Robin Hood. And in a time when women were forced into unwanted marriages, Marian chose to love Robin. She'll also speak her mind. And in many stories, she's an even stronger character. Sometimes she lives as an outlaw with Robin and is as good an archer and swordsman as he is. In these stories, she's usually just called Marian. The maid part of her name is dropped, or she is called Lady Marian instead.

Sadly, some writers at the end of the 19th century and the beginning of 20th century weakened Marian. She gets one tiny mention in a classic children's book. In another book, her fight with Robin ends when she sees blood and faints. Yet another says Robin overcame her easily. Rubbish! There have always been strong women in history, and some of them were warriors. I prefer a strong Marion who can beat Robin in a fight. Recent writers have restored

14 Knowledge Organiser Subjects

15 Subject: English Topic: Rhetoric Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key Facts Section 3 Tier 3 vocabulary Definition Questions: Answers: Anecdote A short interesting story about a real incident or What is the Aristotle suggested there are three main person: ‘I had a friend who…’ Aristotelian ways that writers and speakers appeal to Facts Something that can be proven to be true.: Triad? their audience. These three methods of ‘smoking is bad for your health’ appeal have become known as the Opinion A personal belief : I believe schools need more ‘Aristotelian Triad’. money for books’ Rhetorical Questions A question designed to get the listener to think: ‘Do you know what it’s like to…’ What is ‘Ethos’? Ethos is how we portray ourselves in an Emotive Language Language designed to convey strong emotions argument: it is the image persuaders pre- ‘The litter around school is a disgrace’ sent of themselves, to those they attempt to

Statistics Numerical facts, often expressed as percentages persuade. ‘You should believe in me be- ‘65% of students would prefer…’ cause..’ In Churchill’s speech, you may have noticed that lots of his Tricolon A series of three parallel words, phrases or claus- es: ‘Friends, Romans, Countrymen…’ What language sentences begin with the phrase, ‘we shall…’ Pronouns A word that you use to refer to something or features might I someone when you do not need to use a noun. include in my “We shall go on to the end, we shall fight in France, we shall writing to build fight on the seas and oceans, we shall fight with growing confi- Imperatives verbs Command phrases to force the listener to act ethos? dence and growing strength in the air, we shall defend our Is- ‘You must’ land, whatever the cost may be, we shall fight on the beaches, Anadiplosis Where the speaker uses a word at the end of a What is ‘Logos’? Logos is a Greek term meaning ‘word’ and we shall fight on the landing grounds, we shall fight in the clause and then repeats that word to begin the refers to using logic and reasoning as your next clause. appeal. Logos is the clarity of the message fields and in the streets, we shall fight in the hills; we shall nev- Antithesis If there is an antithesis between two things, there itself, the credible arguments used and the er surrender” is a contrast between them. supporting evidence on which arguments Anaphora The same phrase repeated at the start of suc- are built: facts, rather than emotion. Repetition of words or phrases at the beginning of successive ceeding sentences. clauses, phrases or sentences is called Anaphora. Anaphora is Rhetoric The skill of using language effectively What language used for emphasis. features might I Tier 2 vocabulary Definition include in my ______writing to show Vehemently To have strong feelings about something logos? You are writing a speech in your English lessons on the topic of Preposterous ridiculous equality, it’s important you have evidence and factual infor- What is ‘Pathos’? Pathos is the emotional influence of the mation to substantiate your argument. For example, here’s an Moral Decent, honest, respectable speaker on the audience. Its goal is to make infographic about the average working day for men and wom- Obligation A sense of duty the audience feel something. Whether this en: is fear, joy, or patriotism, appealing to peo- Reckless Irresponsible ple’s emotions is a really powerful way to get them onside. Tyrannical Unfair to other s they have authority over

Proposal Idea or suggestion What language features might I Compromise Coming to an agreement or settlement include in my Convincing Believable writing to create pathos? Compelling Gripping or interesting 16

Year: 8 Subject: English

Pick 10 pieces of vocabulary from the first column of your English Knowledge Organiser for this half term. Design a symbol w/b 7th Sept or logo that represents each piece of vocabulary and its meaning.

The words ‘good’ and ‘bad’ have been banned indefinitely. Come up with 15 synonyms for each that you could use as an w/b 14th Sept alternative in your writing.

Write a short analysis of a television advert and explain how it uses ethos, logos and pathos to persuade the audience to buy the w/b 21st Sept product.

Complete the black spaces in Section 2 using your knowledge from lessons. What techniques should you include in your writing in order to create, ethos, logos and w/b 28th Sept pathos? Can you also include a brief example phrase?

Write a 200 word speech arguing to change something in your school. You must include at least one example of:

 Anaphora

 Tricolon w/b 5th Oct  Rhetorical Question

Use Churchil’s speech in section three as a reminder of how to include some of these techniques.

In the final part of Section Three there is a reminder about the speech you’re working on in English lessons. You’ll need to include real life logos (facts and statistics) in your argument so this is your opportunity to research your chosen topic. Find w/b 12th Oct 6 facts or statistics that would support your argument, write out the information in full sentences (you’ll be using these in class so make sure they’re interesting and add to your argument!)

17 Subject: Maths Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style ques- Tier 3 vocabulary Definition tions Adam and Kevin share the running costs of the car in the Ratio Compares the size of one part to ratio 1 : 3. Last year it cost £1860 to run the car. another part. You must draw a diagram for each question. How much did Kevin pay? Equivalent Ratios Ratios that express the same 1. Share £40 between two people in the ratio 3:5. relationship between numbers. For example: 1:2 is equivalent to 2:4 and 3:6 2. Bart and Homer share some cookies in the ratio 2:5. Homer eats half of his cookies and now has 12 Proportion Compares the size of one part to the To make suet you need fat and flour in the ratio 1:3. size of the whole. more cookies than Bart. Yasmin has 180g of flour. How many cookies did Homer have to begin with? Unitary method Finding the value of a single unit How much fat does she need to make the suet? Best Buy Comparing the cost of the same number of items and the lowest price 3. Jake watched 135 minutes of a film which is 225 is the best value. minutes long. What percentage of the film has he watched? Percentage Number of parts per 100 Show his progress watching the film on a bar model. Increase £30 by 10%. ÷10 Percentage Increase a quantity by a 100+10 0 225 Increase percentage Method 1: Using a Ratio table 0% 100 Percentage Decrease a quantity by a % 100 10 110 Method 2: Multiplier Decrease percentage £30 × 1.1 = £33 4. A box of 14 bars of chocolate from Adli cost £8.40 £ 30 3 33 Percentage Change Comparing the initial (or before) and however 20 bars costs £14.50 from Midl. 30+3 final (or after) quantities as a Method 3: Bar Model Which shop gives better value and is the best buy? percentage. ÷10 (Use a ratio table for each supermarket )

£0 £3 £30 £33 Multiplier A number you multiply a quantity by to increase or decrease by a 5. Ben wants to know how much of each ingredient 0% 10% 100% 110% percentage he will need to make 12 pancakes. He has a recipe for 8 pancakes: Factor A number that divides into A TV costs £320 and it is reduced in the sale by 12%. 300ml milk, another number without a What is the new price? 2 eggs, remainder 100g plain flour. Common Factor A number that divides exactly into Pancakes 8

two or more numbers.

Tier 2 vocabulary Definition

Reduce To decrease an amount To find a 12% reduction, multiply by 0.88

Calculate To work something out using Percentage Change = mathematical reasoning 18

Year 8 Mathematics

Calculate the mean median and mode of this data set 1, 5, 0, 2, 3, 4, 9, 3, 1, 2. w/b 7th September Which average would you use as a representative value of the data set? Write a few sentences to explain your reasoning. Section 1: Vocabulary Hegarty Maths Video Numbers: Mean 405, Median 409, Mode 404

w/b 14th September Section 2: Key Facts Hegarty Maths Video Numbers: Unsure 68 Confident 67

w/b 21st September Draw diagrams to answer questions 1, 2, and 3 in section 3.

Section 3: CAF Questions Hegarty Maths Video Numbers: Unsure 332 333 Confident 333 334 Sharing in a given ratio

w/b 28th September Simplify these ratios: a) 2:4 b) 21:35 c) 36:12 Write five equivalent ratios to 1:5 Section 1: Vocabulary Hegarty Maths Video Numbers: Unsure 329 Confident 329 331

w/b 5th October At shop A a pack of 10 pens is £1. Shop B sell 4 pens for 38p. Which is the best buy? You must draw ratio tables. Section 2: Key Facts Hegarty Maths Video Numbers: Unsure 763 764 Confident 764 765

w/b 12th October Draw tables to answer questions 4 and 5 in section 3. Section 3: CAF Questions Hegarty Maths Video Numbers: Unsure 739 Confident 740 Recipes

19 Subject: Science Topic: Inheritance Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key facts/Methods/Processes/ Section 3: Possible exam/ CAF style question Tier 3 vocabulary Definition Questions 1) Which two cells listed below, pass on information Sperm cell Male sex cell 1. Where does fertilisa- fallopian yube (egg tube) from parents to their children? tion take place in a hu- Tick the two correct boxes. Egg cell Female sex cell man? bone cell cheek cell 2. What is a gene? A gene is made up from a Fertilisation Joining of the male sex cell with the egg cell muscle cell female sex cell section of DNA red blood cell sperm cell Placenta Structure that joins the mothers uter- 3 What is continuous vari- continuous variation is a us to the foetus, providing nutrients ation? variable that can have any and removing waste products number i.e. temperature or (2) The drawings below show a stoat in height summer and in winter. DNA Deoxyribonucleic acid 4. Who was Charles English scientist who de- Darwin? vised the theory of survival Stoat in summer stoat in winter menstruation Part of the female monthly cycle of the fittest. when the lining of the uterus comes away 5. Explain the theory of Those best suited to their In winter the ground is often covered by snow or frost. During this part of the year a Evolution A theory that explains how life on ‘survival of the fittest.’ environment survive long Earth began and gave rise to all liv- enough to reproduce and stoat’s fur is white. Suggest two ways its white coat helps a stoat ing organisms on Earth today pass on the to survive in the winter. Natural selection Nature selects the fittest individuals successful genes to survive and pass on their genetic information to their offspring 3) Use words from the list below to complete the sentences. (not all are used) Kingdom A kingdom contains all the varieties of a certain group of living organisms Adapt cytoplasm gene grow in- fossil The dead remains of a plant or animal herit Tier 2 vocabulary Definition Letters membrane mutate nucleus Survival Managing to go on living or existing in spite of great danger

or difficulty. Rabbits have the same fur colour all year. Young rabbits ……………… fur colour from Genetics Relating to genes and inheritance in their parents. Information from parents is the body. passed on from one generation to the next in the form of ………………….in the variation The differences between individuals ……………… of an egg and sperm cell of the same species

20

Year 8 Science Autumn 1

Read, cover, write and check Section 1 Vocabulary for Inheritance. w/b 7th September

w/b 14th September Complete Educake Quiz 1.

w/b 21st September Complete Educake Quiz 2.

w/b 28th September Complete Educake Quiz 3.

w/b 5th October Complete Educake Quiz 4.

w/b 12th October Answer the assessment style questions found in Section 3.

21 Subject: Geography Topic: Development Year: 8 Term: Autumn 1 Belong to BBA Section 3 Section 1: Key Vocabulary Section 2a: Key Fact Questions Tier 3 vocabulary Definition Figure 1. Development A method of measuring the 1. Which development indicator is about money? indicator wealth of a country.

Developed country A country with high human 2. Give three social measures of development development, e.g. UK.

Emerging country A country with medium human 3. Is Malawi a developed, emerging or developing country? development, e.g. Brazil. 4. On which continent do you find Malawi? Developing country A country with low human development, e.g. Malawi.

Aid The giving of help and support in 5. What is the capital of Malawi? order to help countries/places develop. 6. What is the currency in Malawi? Population density A measurement of the number of 1. Malawi is a landlocked country. Explain what impact people living in one area. 7. What is the population of Malawi? this has had on the country’s development. Write at Densely populated A large amount of people living in least one paragraph. one area. 8. In what city is the Ndirande slum located in? Sparsely populated Few people living in one area. Figure 2. 9. What is the population of the Ndirande slum? Tier 2 vocabulary Definition Social Geographical term for people 10. What does the term ‘landlocked’ mean? Economic Geographical term for money.

11. What disease is associated with dirty water? Environmental Geographical term for land and water.

Rural Geographical term for the Section 2b: Thinking Questions countryside. 1. Explain one factor (e.g. lack of clean water) that has Urban Geographical term for towns and impacted the development of Malawi. Write at least cities. one paragraph. Population The amount of people in one 2. Using figure 2, explain two challenges of living in the 2. Explain two ways in which the Ndirande slum could area. Ndirande slum. Write at least one paragraph. Challenges Problems an area might face. be improved. Write at least one paragraph.

22

Year 8 Subject Geography

Put at least seven of the Tier 2 and 3 words into a full geographical w/b 7th September sentence, e.g. The UK is a developed country in Europe.

Answer the question based on figure 1 in section 3. Write at least w/b 14th September one paragraph.

Use the self assessment template to mark your own work (from w/b 21st September week 2) and improve it.

Answer the question based on figure 2 in section 3. Write at least w/b 28th September one paragraph.

Answer the questions in section 2a – simple, short, one or two word w/b 5th October answers is all you need.

Full paragraph answers to the questions in 2b. Explain your answers w/b 12th October using chains of reasoning.

23 Subject: History Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2a: Key Fact Questions Section 3 Tier 3 vocabulary Definition 1. Who was in an alliance with the UK in 1914? Look at this poster from 1918. Militarism Wanting your country to have power- The poster is encouraging British men to join up to the ar- ful armed forces 2. Who was in an alliance with Germany in 1914? my. How do you know? Alliance System When countries agree to support Use details from the source and your own knowledge each other if they ever get involved in a war e.g. Britain was in an alliance 3. What happened in Sarajevo on 28th June 1914? with France and Russia. Imperialism Wanting to take over countries 4. What was the name of the terrorist group who assassi- around the world and have an em- nated Archduke Franz Ferdinand? pire. Nationalism Believing your country is better than 5. What was the name of the man who assassinated Arch- all other countries. duke Franz Ferdinand? Trenches The ditches dug by the armies of 6. What encouraged a lot of British soldiers to ‘Join Up’? WW1 to protect the soldiers from enemy fire 7. Which battle began July 1st, 1916? Morale The spirit or determination of an army

or nation to carry on fighting

Barrage Firing lots of shells repeatedly at the 8. In which country did the Battle of the Somme occur?

enemy Look at this painting from 1923, by German artist Otto Dix. Shell Like a bomb. It explodes with a lot 10. How many casualties were there on all sides in the What does it tell you about what the First World War was power whole of the Battle of the Somme? like? Shell-shock A mental illness that soldiers devel- Use details from the source and your own knowledge oped in WW1 due to the difficult cir- 10. When is Remembrance Day? cumstance that they had to endure Casualties The number of dead and wounded soldiers during a battle Section 2b: Historical concepts e.g. Infantry Soldiers fighting on foot Tier 2 vocabulary Definition What was the main cause of the First World War?

Assassinate Murder an important person Write one paragraph on the MAIN cause (Militarism, Alliance Propaganda Information that is usually exaggerat- System, Imperialism or Nationalism) that you think was the ed, used to promote a point of view. most important reason for the war. General One of the highest ranked soldiers in Remember to explain your answers using “because” and an army “This meant that…” Objective A goal you wish to reach

Military Armed forces 24

Year 8 History

SECTION 1— Put at least five of the words into a full sentence. Use the w/b 7th September word in a historical context e.g. Militarism caused WW1 because…

w/b 14th September SECTION 3—Answer the question based on image 1.

Use the PEEL Marking Checklist to mark your own work (from week 2) w/b 21st September and improve it.

w/b 28th September SECTION 3 - Answer the question based on image 2.

SECTION 2a—Answer the questions in this section– simple, short, one w/b 5th October or two word answers is all you need.

SECTION 2b— Full paragraph answers to the questions in 2b. Explain w/b 12th October your answers using historical words such as causes, consequences, significant.

25 Subject: Spanish Topic: Las Vacaciones Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key Ideas Section 3- CAF Style Question El año pasado Last year ¿Qué hiciste?  Bailé - I danced Ángel and Borja have blogged about their What did you do?  Compré una camiseta - I holidays in Brazil. Read the blogs, then an- El verano pasado Last summer bought a T-shirt swer the questions by writing A (Ángel), B  Descansé en la playa - I relaxed (Borja) or A + B (Ángel and Borja). Fui a... I went to... on the beach En el verano fui de vacaciones a Río de Janeiro. Escocia Scotland  Mandé SMS - I sent texts  Monté en bicicleta - I rode my ¡Qué guay! Fui a un hotel en la playa, donde Gales Wales bike descansé y escuché música. El primer día cono-  Nadé en el mar - I swam in the cí a una chica muy guapa. Por la noche bailé con Inglaterra England sea ella en la discoteca del hotel. El último día de  Saqué fotos - I took potos mis vacaciones fui a ver un partido de fútbol en Los Estados Unidos USA  Tomé el sol - I sunbathed el famoso estadio de Maracaná. Fue genial. Me autocar coach  Visité monumentos - I visited gustó mucho Brasil, especialmente la visita al monuments estadio. Ángel  Bebí - I drank avión plane En las vacaciones de verano fui a Brasil. Hizo  Comí—I ate barco boat/ferry muy buen tiempo. Durante las vacaciones mi ¿Cómo te fue?  Fue... - it was... hermano y yo tomamos el sol por la mañana y coche car How was it?  divertido - fun/funny luego por la tarde fuimos de compras. Un día  estupendo - brilliant fuimos en autocar a ver monumentos. También tren train  fenomenal - fantastic visitamos el estadio de fútbol. Fue fantástico y  flipante - awesome luego then saqué muchas fotos. La última tarde salí con mi  genial - great hermano a una discoteca, donde bailamos mu- Más tarde later  guay - cool cho. Borja  regular - ok después afterwards  un desastre - a disaster Who… Example: went dancing? A + B  horroroso - terrible  mentions the weather? El primer día On the first day  raro - weird  made friends while on El último día On the last day  Me gustó - I liked (it) holiday?  Me encantó - I loved (it) Otro día Another day  went on holiday in the  porque ...- because… a/al/a los/a las to (the)  hizo buen tiempo - the weat- summer? her was good  went on a coach trip? en by  llovió - it rained  loved the football stadium? Además Also, in addition Exclamaciones  ¡Qué bonito! - How nice! Exclamations  ¡Qué rico! - How tasty!  does not mention with whom No fui de vaciones. I didn’t go on holiday.  ¡Qué lástima! - What a shame! they went on holiday?  ¡Qué mal! - How bad! Normalmente... Normally...  ¡Qué rollo! - How annoying! 26

Year 8 Spanish

w/b 7th September Learn the countries and the modes of transport in Spanish for a vocab check in your first lesson of the week.

Learn the English meaning of the activities from the ¿Qué hiciste? part of section 2, for a vocab check in your first lesson of w/b 14th September next week.

Learn the Spanish spellings of the activities from the ¿Qué hiciste? part of section 2, for a vocab check in your first lesson w/b 21st September of next week.

Learn the Spanish spellings of the opinions in the ¿Cómo te fue? part of section 2, for a vocab check in your first lesson of w/b 28th September next week.

Write a power plan in Spanish to answer the following bullet points:

 Where did you go on holiday last year?

w/b 5th October  What activities did you do?

 How was your holiday?

 Use section 1 and 2 for help.

Complete the reading activity in section 3 by writing A (Ángel), B (Borja) or A + B (Ángel and Borja) next to the English statements w/b 12th October about the texts. Use section 1 and 2 for help if needed.

27 Subject: ICT Topic: Scratch Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style questions Tier 3 1) Bob wanted the code below to play the meow Definition This will start our game running. When sound, then say Hello for 2 seconds, then move 10 vocabulary the green flag is clicked all connected steps when the green flag is pressed. There is Repeating steps, or instructions, over and over again. blocks will be run in order. Iteration something wrong. Draw the correct code. This is often called a ‘loop’. The specific order in which instructions are This creates a loop. Code inside is run Sequence over and over until the game is quit. performed in an algorithm. A decision or question which allows us to include This is an if block. It checks whether Selection more than one path through an algorithm. something is true and if so the code in- side it is run. Programming language based on graphical code This block will change the appearance of Scratch blocks. your sprite if you have designed a second 2) Draw the shape created by the code below. Programming commands that you snap together to costume for it. Blocks create a program in Scratch. This block allows us to move our charac- The objects on the scratch stage that perform ter right or left (on the x axis). Sprite actions. Moves the sprite to the coordinates that Background displayed on your scratch stage. Backdrop you enter in the X and Y boxes. To identify and remove errors from computer code Debug or software. Changes the current background of your

Decompositi Is the process of splitting a big and difficult problem game to the next (if you have made one). 3) Create the code required to draw the shape below. on into smaller simpler pieces which are easier to solve. Adds 1 to your variable. This can be used Tier 2 Definition to keep score in your current game. Any of a set of two or more numbers used to deter Costume library Sound library Start/Stop Coordinates mine the position of a point. The instructions that determines what happens on Stage Scripts the stage. 4) The code below is not working correctly. Explain Alternate appearances of your sprite. Costumes what you think the code does, how it should work, A structured sequences of steps used to solve a Sprite Algorithm what is wrong with it and write out what the code problem. settings should say. Stage Where your project is displayed when active. The ability to get code to do what it needs to in the Efficiency least amount of steps. Input Information supplied to a computer or program. Output Information provided by a computer or program. Sprites A location in memory that is used to store data. Variable Code library Code for current sprite Stage costumes 28

Year 8 Scratch

w/b 7th September Learn the spelling sand meanings of all the Tier 2 Vocabulary in preparation for the CAF test

Design a character for a dancing animation. Include at least 3 costumes and list the code blocks you would need to make w/b 14th September the character dance.

w/b 21st September Learn the spellings and meanings of all the Tier 3 Vocabulary in preparation for the CAF test

Looking at the code on the right, can you explain what it will do? w/b 28th September Where do you think the code could be used? How could the code be improved?

w/b 5th October Answer the questions from Section 3.

Plan a game to help teach 8 to 10 year old students about staying safe from viral infections. Describe how the game will w/b 12th October work, what the rules are and what sprites you would need.

29 Subject: Product Design 1 Year: 8 Term: Autumn 1 Belong to 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.

Manufacturing The process of converting raw materials, 2. How does product analysis affect the way in which components, or parts into finished goods that meet a customer's expectations or products are designed? specifications. Access FM Access FM is the acronym for creating a 3. What information do you think would be helpful for a great product in design technology, the designer making a chair for a café? letters stand for: Aesthetics (how it looks) Cost (the price) Customer (who will buy it) Environment (is it eco-friendly) 4. How does research help a designer improve their design?

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 ideas is called development. the market and how it’s made. Why? Design Specification A design specification is used to describe all of the client and technical requirements gathered throughout the research process 6. Product analysis can help your awareness of:

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

Tier 2 vocabulary Definition 8. Why is it important to test a final product?

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

30

Year 8 Product Design 1

SECTION 1— Put each of the 3 top words into full sentences. These sentences should be separate and Week 1 related to Design and Technology

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

Week 3 As part of research, it’s essential to know what else is on the market and how it’s made. Why?

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

SECTION 1— Put the each of the next 3 words on the list into full sentences. These sentences should be Week 5 separate and related to Design and Technology

Explain why we perform a product analysis during the research stages of a project and how ACCESS FM is used in this Week 6 process.

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

SECTION 2—Research what is the meaning of the acronym ACCESS FM stands for. If you need access to Week 8 the internet to do 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 Week 9 to the internet to do this, you may come to C32 to use the computers during lunch or after school.

31 Subject: Product Design 2 Topic: Timbers Year: 8 Term: Autumn 1 Belong to 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 32

Year 8 Product Design 2 SECTION 1— Put each of the 3 top words into full sentences. These sentences should be separate and Week 1 related to Design and Technology

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

List ten health and safety rules that should be followed when performing practical tasks in the Week 3 workshop. Justify your answers fully.

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

SECTION 1— Put the each of the next 3 words on the list into full sentences. These sentences should Week 5 be separate and related to Design and Technology

SECTION 2—Study the information at the lower part of the section. Read, cover and copy the Week 6 information into your books. You will be quizzed on the information during lesson.

SECTION 3—Answer the final 2 question in Section 3. Where required, use as much detail as possible Week 7 and justify your responses

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

SECTION 1— Put the final 3 words into full sentences. These sentences should be separate and Week 9 related to Design and Technology

33 Subject: Food Technology Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Important ideas Section 3: Possible exam/CAF-style questions Tier 3 vocabulary Definition 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, cruise ships, long-distance train, airlines, EHO? They are responsible for carrying out Non-commercial Not having a commercial objective; not motorway services, youth hostels. measures for protecting public health, including intended to make a profit. administering and enforcing legislation related Caterer A business or person that arranges the Commercial sector; Restaurants, bars, cafes, tearooms, to environmental health and providing support to preparation, delivery and presentation of food for clients non-residential . takeaways and fast food, pubs, clubs and minimise health and safety risks relating to food casinos, street food, pop-up restaurants, and facilities which provide services for customers. Catering Providing food and beverages mobile roadside food, tourist attractions, Client group Individuals or establishments whom a Non-commercial Public sector catering, NHS hospitals, NHS company may aim to attract to their 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 consumption, hostels/ shelters , private nursing and care

(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 to Non commercial Workforce catering , voluntary sector/ health hospitality and catering establishment ? Five point make dough rise and in the making of sector; non-residential and welfare– senior citizens lunch clubs, food safety rating could boost a business’s sales. alcoholic beverages (such as wine) 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. Chemical raising agents include bread What is the kitchen A system for setting out and explaining the seen as being a place that is not clean. 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 This could be due to an allergy, terms are historically used in cooking. need 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 Explain Make (an idea or situation) clear to bacteria can grow is someone by describing it in more detail What is a Michelin Michelin stars are a rating system used by known as the danger or revealing relevant facts star ? the red Michelin Guide to grade restaurants zone. Food safety on their quality. One star signifies "a very Describe give a detailed account in words of. agencies define the 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". 34

Year 8 Food

Read the extract in Section 3 and use the information from Key facts w/b 7th Sept 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 Why is it important to use the kitchen brigade system to manage a kitchen ? w/b 14th Sept Read the extract in Section 2 How could a Michelin star help to promote a restaurant? How could this affect the business?

Read Section 3 What could be the consequence of a poor hygiene rating from an Environmental Health Officer on a hotel? How might this w/b 21st Sept affect the business?

Read Section 2 Compare and contrast the different sectors of the hospitality and catering industry. w/b 28th Sept 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 Give examples of different commercial residential establishments, explain what the intentions of these businesses are. w/b 5th Oct Give examples of different non- commercial residential establishments, explain what the intentions of these businesses are.

Read Section 3 Redraw the temperature chart accurately using colour and labels w/b 12th Oct Read Section 1 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?

35 Subject: Art and Design Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style questions Tier 3 1 Name the 3 primary 1. Red, Yellow, Blue Definition Grid Drawing vocabulary colours Scenario This is the setting given that relates to the To create an accurate drawing , we can put a grid over client brief; it will give you a theme 2. Name the 3 secondary 2. Green , Orange, Purple our image, then draw the same grid on a piece of plain paper . Now use the grid to help you plot points of Design brief This sets out what a client expects you to colours make or design for them , this is your where the outlines and the details would be starting point 3. What are the 3 sets of 3. Red and green, purple and yellow , Mood board A collection of images to do with your complementary colours?> blue and orange theme that can give you inspiration, normally collected from the internet onto

a PowerPoint . This is a form of secondary 4 What is the difference Watercolour paints use water to research. between watercolour make the paint liquid on a block , Observational Looking at something that is in front of paints and acrylic paints? acrylic paints are already liquid and drawing you and drawing it. can be mixed straight away; they are plastic based paints. Artist to look at Collage A collection of chocolate and sweet wrappers glued on to a piece of paper 5. Which colour should 5. The lightest colours first and you you paint first ? can the always go darker Sarah Graham . Sarah Graham is a British View finder 2 L-shaped pieces of paper that you can 6. Which colours do you 6. Black; as you will not pollute any artist who paints in a style of put over a section of an image so that you add last and why? of your colours or it can be used to photo-realism. She uses the can draw what is in the box outline or neaten edges. exaggeration of colours, Grid drawing A table of squares, put over the top of an light and reflections to bring image to help process the shape and 7 How do you mix a tint A tint is made by adding white to a her work to life. Most

proportions within an image of a colour? colour of Graham's work is either acrylic or oil paints on can- vas. Typography The style of lettering used in graphics for 8.How do you mix a tone A tone is made by mixing black with writing words of colour? a colour Charlotte Farmer Artist research A form of secondary research where you Charlotte Farmer is a London collect images and information on an 9. How do you make 9. Red + Blue = Purple based illustrator. She gradu- artist purple? ated in 2006 with an MA in Tier 2 vocabulary Definition communication design and Evaluation A written judgement on how something 10.How do you make 10.Yellow + Blue = Green 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 Studio, Bristol. development ideas in your work colour orange? 36

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.

37 Subject: Music Topic: Music of Black Origin & Keyboard Year: 8 Term: Autumn 1 Belong to BBA

Section 1: Key Vocabulary Section 2:Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style Tier 3 vocabulary Definition questions Soul Music Fast dance music with strong melodies , Black musicians have been highly influential in many developed in the US in the 50s and 60s. Identify these songs as examples of SOUL, styles of popular music. These styles will be used to GOSPEL, HIP-HOP, GRIME. Gospel Popular music that is used to celebrate develop skills in keyboard playing. Christianity. Often choirs of voices are What are three features of hip-hop music? Who used. The treble clef, bass clef and letter notation, will be used are some important hip-hop performers? to show which notes to play. With practice you will be Hip-hop Popular music that exists in every able to play the right notes at the right time. country, using rapping, sampling other How have black performers influenced popular songs, and MCing. First developed in music since 1900? the 70s. Finding notes of the keyboard will be developed using many methods. You should aim to become fluent in Are your keyboard skills SECURE (playing Grime Recent popular style developed in finding notes, and be able to take the first important steps London from the 2000s. It combines fluently with both hands), DEVELOPING (playing in learning a melody. techo and hip-hop styles. with two hands with one or two mistakes) or EMERGING (playing the melody with Sharp # This sign tells performers to play the The right hand will be used for playing melodies, and the assistance)? next note up, on the right. left hand for playing chords. With practice, you should be able to play some music using both hands at the same What was easy about keyboard playing? Flat b This sign tells performers to play the time. What did you find difficult about keyboard next note down , on the left. playing? Melody A musical sentence. Another word for There will be a performance in the final week, where you melody is tune. . will perform one of three pieces we will learn during this How is music written down ? Think of two half term. different ways. Chord More than two notes played at the same time. Chords are used to support After studying this unit of work you will be able to identify Why is notation used when learning music? a melody. the styles we have covered. By individual research you Notation How music is written down. should be able to recall main performers form each style. How can you remember the notes in the treble Different types of notation are the clef? treble clef for high sounds, the bass clef You will develop an awareness of how black musicians for low sounds and letter notation for have been influential in popular music during the last Is the bass clef used for high or low sounds? high and low sounds. century. Tier 2 vocabulary Definition Explain how letter notation tells the player Assessment: which notes to use. Accurate Playing the right notes in the right order. You will take part in self-assessment, peer assessment and It is important to find the starting note on the teacher assessment. From this you will set targets for keyboard when you are playing. How do you do Fluent Playing the right notes, in the right development and track your progress. this? order, in time with no stopping.

38

Year 8 Music

w/b 7th September Research some famous performers in the styles of SOUL and GOSPEL.

w/b 14th September Drama homework this week.

w/b 21st September Compare SOUL and GOSPEL. How are they the same, and how are they different?

w/b 28th September Drama homework this week.

w/b 5th October Research one HIP-HOP performer and one GRIME performer. Include pictures, songs, and interesting information.

w/b 12th October Drama homework this week.

39 Subject: Drama Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary Section 2: Key Fact/Methods/Processes/Questions Section 3: Possible exam/CAF-style question Tier 3 vocabulary Definition Stanislavski’s Given Circumstances: content The Given Circum- Given circumstances are what Stani- Target Setting: stances slavski believed we should do as soon WHO? Who is your character but it is also helpful to sum as we have been given a script, given up who the other characters are (acting is reacting, it is all When target setting you need to consider the following: circumstances are what help you about what your character “needs” from the other person) answer the six fundamental questions 1. Identify exactly what aspect of your performance (who, when, where, why, for what WHAT? What is going on within the scene, the key talking work you need to improve– be specific reason and how). point/ potential obstacle. What is it that the characters wish to ascertain. 2. Identify the steps that need to be taken in order to What If… Stanislavski’s Magic If may be one of achieve your target the most useful tools available to (Magic If) WHERE? Where are you, describe the room or if outdoors, actors today. This device is used to 3. Set a realistic time scale for improvement describe the area. Nothing is too specific – you are creating get actors to open up their imagina- a world, the world is not basic. 4. Check your progress regularly tions in order to discover new and interesting things about the character 5. Outline what success will look like to help you to WHEN? What time of day, what time of year – remember they are playing. this will affect a change within your character no matter track your progress Emotional Memory Emotional Memory is part of the how slight that change may be. It is also good to know 6. Be reflective and persistent Stanislavski system and asks that the when it comes to costume should such decision become actor take time out to recall every your own…. you would not put your character in a summer Reviewing your performance work: detail of their memory. They must dress in the midst of winter. remember not just the emotion, but Key things to consider as part of your review: WHY? Why is this conversation taking place? It is increas- what they heard, tasted, touched, ingly rare for you to find a meaningless conversation within  The techniques used and the impact that they had smelled, and saw whilst feeling it. a play, everyone wants and needs something. There are on the performance Characterisation Characterisation is the way an actor exceptions of course but this would come from a certain plays a role, using their acting skills to stylistic play.  The actors use of physical movements and gestures

create a character in drama. You can  The actors use of facial expression show a character in the way you walk For what reason and HOW? This is where you become and move (body language), in the way more specific with the why, think about the reason behind  The actors use of their voice including projection, you speak (vocal qualities) and in this conversation, did something happen in the scene be- diction and vocal expression your reaction to events in the drama. fore? How did your character instigate this moment in the play or was it someone else.  The actors ability to stay in role and not corpse Tier 2 vocabulary Definition Refine Improve initial work, taking feedback REMEMBER – the text is full of clues and ideas, given cir-  The actors ability to respond to cues and remember into account. cumstances is a tool to root for these clues and ideas but lines on a more basic level to get you started. Once you have competent Having the necessary knowledge or  Use of props and / or token costume skills to do something well. used this tool, their is no reason for you not to dig deeper.  The intended impact on the audience Demonstrate Show that you can do a particular activity or skill.  The audiences response

40

Year 8 Drama

w/b 7th September Music homework to be completed this week.

w/b 14th September In your own words, describe what the Given Circumstance are and tell me how you explored this in the lesson.

w/b 21st September Music homework to be completed this week.

w/b 28th September For your role, list out the given circumstances; who, what, where, when and why. Use Section 2 to help you with this.

w/b 5th October Music home work to be completed this week.

Use Section 3 to review your performance work. How successful were you in demonstrating the taught skills? What could w/b 12th October you have improved? Set three specific targets for next half term.

41 Notes:

42 Notes:

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